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视频标签：my sister
所属栏目：初中英语优质课视频
视频课题：七年级人教版新目标英语上册Unit 2 This is my sister Section A 湖南
教学设计、课堂实录及教案：七年级人教版新目标英语上册Unit 2 This is my sister Section A 湖南省 - 益阳
学情分析
我的教学对象是赫山区沧水铺镇中心学校七年级学生,大部分没有英语基础,但学习热情比较高。在预备单元里已经学过''What's this/ that?", 学生对指示代词有了初步的理解,为这个单元的学习打下基础。
2教材分析
由人民教育出版社出版的 《新目标》初中英语教材编写特点是每个单元分为Section A和Section B两部分。Section A部分是基本的语言部分,Section B部分是知识的扩展和综合的语言运用。每个单元还附有Self Check部分,学生用来自我检测本单元所学的语言知识。
3单元分析
本单元的主要话题(Section A)是向他人介绍自己的家庭成员,操练句型“This/ That is...”“These/ Those are..”涉及了指示代词和名词单复数的基本用法。学生对介绍自己的家庭成员很感兴趣,因为此话题与学生的日常生活联系紧密。
4本课时分析
通常一个单元分为四个课时教学(Section A两个课时;Section B两个课时)。由于我所教的这个班学生基础一般,我在每单元的教材上进行了适当的删减与补充,通过各种各样的练习与小组合作,达到灵活运用句型的目标,也更适合学生的需求。
5设计理念
采用任务型活动和探究性学习的教学模式,以学生的生活经验和兴趣为出发点,通过不同层次和多种形式的活动,促进学生获取、处理和使用信息能力的发展,使学生真正成为学习的主体、评价的主体,在轻松愉快的活动中完成指定的活动,实现任务目标。
6教学目标
1.掌握并运用下列词汇:sister, mother, father, brother, grandmother, grandparent, family, those, who, these, they.
2.会使用句型:"This/ That is ..." and "These/ those are..."
3.能归纳四个指示代词“this/ that/ these/ those”的异同。
4.懂得爱父母,爱家庭。
7重点难点
重点:
学会介绍自己的家庭成员。
难点:
区分四个指示代词“this/ that/ these/ those”的异同。
8教学方法
采用以教师为主导以学生为主体的师生双边活动,采用视听法、观察总结法、角色扮演法、情景交际法和小组互助学习法,并把竞争机制引入课堂。
(1)视听法—主要通过多媒体课件展示、老师提问、学生回答等方式给学生看、听、说的练习机会。
(2)角色扮演和情景交际法—让学生利用听力和课文内容进行交流,通过扮演文中角色、自由对话等形式,在做中学,在实践中获得信息,习得英语。
(3)小组互助学习法—讨论问题,研究方法,分享经验。
9教学资源
自制ppt课件,家庭成员照片,单词卡片,音频等。
10教学过程
10.1第一学时
10.1.1教学活动
活动1【导入】一、Warming－up and revision
T: I’ll divide you into two groups. Group 1,2, If you do a very good job, I will give you a sticker. The group which gets the most stickers in the end is the winner. (分组竞赛,激发学生学习兴趣,有利于学生小组合作学习。)
Daily greetings to the students (最基本的英语打招呼练习, 复习句型,即是一个对所学知识的回顾,也是正式上课之前的热身。)
T: Hello, what is you name?
S1: My name is ….
T: Nice to meet you!
S1: Nice to meet you, too!
T: Good morning!
S2: Good morning!
T: How are you?
S2: I am OK, thanks.
3. Revision (这个句型的练习也是对上个单元内容的复习。复习This /That is …. 句型为新课学习做 铺垫。)
T: What’s this in English?
S: It is a pen.
T: Spell it, please.
S: P-E-N, pen.
T: Thank you.
T: What’s that in English?
S: It’s a/an...
T: How do you spell ...?
S: ...
活动2【讲授】二、Presentation and drill
T: What’s this in English?
S: It’s a photo.
T: Yes, this is a picture of my family.Today we are going to learn something about family.
T: Look! This is me.Who’s she?
She’s my mother. Read after me, mother.
S: Mother.
T: Who’s he?
He’s my father. Do you think he is handsome? Please read after me, father.
S: Father.
T: If we want to call our father and mother together, we can call them parents.
T: Father is my parent, Mother is my parent, too. They are my parents.
T: Now look at these two old people. They are my grandparents. One is my grandfather, the other one is my grandmother. They are old but they are healthy.
T: Here are my brother and sister. One brother and two brothers. One sister and two sisters. Pay attention to the letter “s”.
T:Now I give you 2 minutes to remember these new words .(自主记忆单词。)
T:Time’s up. Here is a family tree. I need someone to put these cards on it. Who wants to try?
T:Now I need a little teacher to read these new words. Who wants to try?
Show a family tree, help students to remember the family members.
T: Can you remember? Let’s check it together. (进一步巩固记忆单词。)
Work on 1a
T: Match the words with the people in the picture.
Check answers.
Work on 1b (此环节着重于听力的练习, 当然,教师并不需要局限于磁带,可根据学生掌握情况,自己变化或添加听力内容。此环节已经开始使用第三人称了。)
T: The next task is very easy for you. I will play the recording. Please listen carefully, and circle the words you hear in 1a.
T: Do you get the answers?
Check the answers.
T: You are so amazing.
Show pictures of Xiao Wanzi’s family, and ask students to observe the pictures and four sentences, discuss with their partners and then tell me what they find .(通过学生的自主观察探究,找出This is/That is /These are/ Those are之间的异同点,初步感知这四个句型的用法。)
T: Who’s she?
S: She’s Xiao Wanzi.
T; Right. This is her father. This is her mother. These are her parents.
T: That is her family. And look at the pictures and sentences. What do you find? Discuss with your partners.
分别请各组代表总结句型规律,板书句型,并带读。
Work on 1c
First ask students to role-play. Then talk about the other people in the picture.
T: Look at pictures on the screen and try to introduce your family members by using sentences like: This is.../That is ..../ These are.../Those are...(以小组为单位介绍自己的家庭成员)
活动3【活动】三、Consolidation
1. Multiple choice
2. Change sentences
3. Look and write sentences.
活动4【测试】四、Emotional education
Show students a public service advertising about family to lead them love their family.
T: After watching the video, do you know what FAMILY means? It means FATHER AND MOTHER I LOVE YOU.(情感教育,让学生们懂得爱父母爱家庭。)
活动5【活动】五、 Summarize
1.掌握了家庭成员称谓的英语单词:father, mother, parents, grandfather, grandmother, grandparents, brother, sister.
2. 学会了介绍家人的四个句型及他们之间的异同:
3. This is + 单数名词
These are + 复数名词
That is + 单数名词
Those are + 复数名词
4. 通过开展小组学习活动,互相谈论家庭成员,学会关爱家人
5. 统计小组得分,评出优胜者,对落后小组给予激励。
活动6【作业】六、Homework
1.Remember the new words and sentences.
2.Introduce your family members to your friends.
活动7【活动】课后反思
在本节课中,我运用了新课程理念教学,小组合作竞争学习方式,学生学习热情高,学习效果好,在各个环节能较好的完成学习任务。整节课教学中难点突出,教学流程清晰,由浅入深,由易到难,层层递进。但仍然有些地方做得不好:
1.在最后的书面表达环节,我设计的是小组内互相检查对错,把你认为错误的地方指正出来,这里我忽略了一个可能出现的问题,那就是:如果学生没有把错误检查出来怎么办呢?犯错误的同学仍然犯错误,而没有达到书面表达的目的。鉴于课堂时间有限,我应当在课后把全班同学的书面表达作业收上来统一检查,逐一指正。
2.教学环节的时间分配没处理好,巩固练习的时间可机动安排,今后应合理设计。
3.因为接手的是七年级刚刚进入初中阶段的学生,我对他们掌握知识的能力不太熟悉,所以内容稍显简单,今后应该摸清班级的整体学习能力,设计出分层次的,适应各个能力阶段学生学习的课堂,做到因材施教,共同进步。
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