资源描述
Unit 2 This is my sister. Section B 说课稿古城初中 郭永琴各位老师大家好!我说课的课题是新目标英语七年级上册第2单元 This is my sister第四课时。整个说课我将从教材分析,教学目标,教学重难点,学情分析,教法,教学过程和反思几个方面进行。一教学内容分析本单元紧紧围绕“家庭”这一学生感兴趣的话题,通过一系列的听、说、读、写、画等任务的设置,让学生学习如何“介绍人物、识别人物”。本单元与前后单元不仅在话题、功能上过渡自然,而且在结构上衔接紧密。本课时主要涉及SectionB部分的教学。二、教学目标A、知识目标1. 词汇:1)名词n. photo, picture, girl, dog 2)副词adj. here 3)介词prep. of 4)形容词兼名词adj. & n. next 2. 词组:two nice photos of my family in the first photoin the next picture the name of the dog3.句型: 学会使用Here are/is B能力目标:要求学生能进行简单的人物关系的描述,传达信息;能根据相关信息辨别人物;能简单地介绍自己的家人和朋友;培养学生听、说、读、写和创新能力。C、情感态度通过对家庭成员之间关系的描述,增进学生热爱家人的情感。三、教学重难点:A. 重点掌握家庭成员的称谓以及介绍和询问家庭成员。B. 难点1)运用阅读策略引导学生进行短文阅读。2)帮助学生理解Here is/ are.四学情分析:初一学生处在一个转型期,他们从小学只学习简单的英语单词到现在的既要接触常用的单词,还要初步去了解并掌握一些简单的语法,因而激发学生的兴趣,成为课堂上必不可少的一个环节。一味的让学生在课堂上背诵单词、句型、势必导致课堂教学枯燥,课堂气氛压抑,常此下去,学生就会厌恶英语。为了避免这一现象,现代化教学手段运用电脑制作课件已成为当今的热门手段,逼真的动画,美妙的音乐,变化多样的字音、字型,使学生产生了浓厚的兴趣,由苦学到乐学。五教法1.教法(1)本单元话题源自生活,立足这一点,充分利用学生已有的知识和经验,创设生活化的真实(或半真实情景)引导学生在运用语言中学习语言,然后在学习新的语言知识后创造性地运用语言(为用而学,在用中学,学了用)。 (2)开展多种类型任务活动,提供给学生合作交流的空间和时间,促使学生为完成任务和同学进行合作,为完成任务进行探究学习。2、学习策略: 通过Discussing, guessing, role-play等形式多样的活动,促使学生运用认知策略进行有效地学习。L六教学设计:1. Warming-up and revision(课堂热身和复习)1. Daily greetings2. Revision1)Teacher shows a family photo to students and ask Ss to introduce the people in it. 2)Play a guessing game 【教学设计说明】日常问候是为了帮助学生尽快进入学习的良好状态;教师展示相片并让学生介绍图片,一方面是帮助学生回忆上一堂课的内容,同时让学生能模仿介绍自己的全家福等照片。2. Playing a game Who can be the quickest?(做游戏看谁反应快?) 老师说出人物之间的关系,学生说出其称谓。看谁最先说出。 e.g. T: Fathers father. S: Grandfather or grandpa. T: mothers sister. S: Aunt. 【教学设计说明】此环节一方面是是帮助学生理清家庭成员之间的关系,另一方面是检查学生对家庭成员的称谓是否掌握。同时活跃了课堂气氛,引起学生的学习兴趣。3. Work on 2a (完成2a)1)T: Whats your name? S: My name is T: In this unit we have known some English first names. Can you tell me? S: Yes. They are Jenny, Bob, Jack, Linda, Tom, Mary, Kate, Jane, Sally, Helen, Eric, Cindy, John and Paul.T: You did well. But do you know which names are for male and which names are for female? (Explain) Boys and men are males. For example, Li Long is a male. Mr Zhang is a male. (列举几个班上的男生或男老师) Girls and women are females. For example, Li Xia is a female. Miss Liu is a female. Understand? 2)Now, please look at 2a on Page 11. Write down the male first names in the first box and the female first name in the second box. 3) Check the answers. 【教学设计说明】此环节主要是帮助学生分清常见英文名适用的性别,了解male,female这两个词。4. Work on 2b & 2c (完成2b & 2c)Before reading: Talk about the pictures.T: Here are two photos. Are they photos of a family?S: Yes.T: How many in the photos?S: T: Who is talking about the photos? Do you want to know?S: Yes.While reading:1)Fast readingT: Now please read the passage next to the two photos quickly and find out who is talking about the photo. S: Jenny. T: Is Jenny a male or a female? S: A female. T: You are great. 2) Careful reading a. T: Jenny tells us the names of the people in the photos. Can you read the passage and circle the names? S: Yes. b. Ask a student to say the names he/she has circled. c.Now you can read the passage again and complete the sentences in 2c.d. Check the answers. After reading 1)Get six students to say the completed sentences one by one. 2)Play the recording for the students to listen and repeat. 3)Ask students to answer the questions: 4)Teacher writes down some phrases on the blackboard and makes sure the students can understand them. And then ask students to underline the phrases in the passage. two nice photos of my familyin the first photoin the next picturein my familythe name of my dog Here are 【教学设计说明】此部分开始涉及篇章的阅读。在学生一开始接触到篇章的阅读时,老师就要有意识地培养他们良好的阅读习惯。本环节的设计是先从图片入手,通过图片引出问题,让学生产生阅读的欲望,再带着问题去进行第一次快速阅读,回答老师提出的问题;学生第二次阅读后圈出人名;第三次阅读后完成2c的任务。然后让学生听录音跟读,纠正他们不正确的发音,同时让他们在听、读的过程中再一次理解句子、熟悉课文。在学生熟悉课文的基础上再让他们回答问题,即可检查他们是否能完全理解课文。最后,老师小结文中出现的词组和新句型,让学生勾出,课后要求他们熟记。通过这种循序渐进的教学,可以把看似困难的阅读简单化,让不同层次的学生都能有所收获。5. Summary and Exercise.6. Homework (课后作业)本课以提升学生的英语能力为目的,结合教材重点、难点及英语学科特点,利用多媒体辅助教学,从视、听、说等方面使学生得到锻炼,在愉快、轻松的氛围中温故而知新,达到初步运用英语交际的能力。由于本人才疏学浅,教学设计过程中难免存在很多不足,敬请各位老师批评指正。谢谢
展开阅读全文