-Unit2-This-is-my-sister教案

1留白：七年级上Unit2Thisismysister教材分析本单元的中心语题是“家庭”。教材结合图片及家谱图学习有关家庭成员的词汇和介绍人物，辨别人物的目标语言。首次进行阅读教学，培养学生的语篇意识，分析语篇是如何把介绍人物的句子串联在一起的，引导学生关注阅读内容，从中提取有用信息，而不是一个词一个词地读。同时适当解释文化差异，让学生在语境中学习和模仿逐渐突破语言和思维上的难点。教学目标：能够简单介绍人物关系及指认人物关系。能够用指示代词this,that,these,those介绍人物关系及用who引导的特殊疑问句询问第三方是谁。能够辨别3组元音：／u:／和／u／,／:／和／／或／a:／;／a:／和／∧／及正确读出简单的缩略表达。能够将图片与人物描述相结合进行有效记忆及将人物描述的文字信息和图片信息相互转换。了解英语国家中家庭成员之间的称谓。教学重难点：能够正确使用下列词汇：family,mother(mom),father(dad),parent,sister,brother,son,daughter,grandmother(grandma),grandfother(grandpa),grandparent,cousin,aunt,uncle,day,photo,picture,girl,dog,these,those,they,who,have,next,here,of,well,bye.能够正确使用下列常用表达：thisis……,thatis……,theseare……,thoseare……,who’s……?aphotoofmyfamily,inmyfarmily,haveagoodday.能掌握名词单复数与谓语的一致性。教法和学法通过图片将学生带入David的家庭，并在此情境中输入与介绍人物和辨别人物相关的核心句型和重点词汇。通过表格的形式梳理重点语法项目。通过对话练习，造句练习及游戏，写作训练巩固本单元的目标语言。教学设计（4个课时）PeriodOneStep1.Leadin1.ReviseUnit1bygreetingnewstudentsandintroducingoneself.2.TellSstheywilllearnnewexpressions／sentencesaboutintroducingfamilymembers.T:Howmamypeoplearethereinyourfemitly?Whoarethey?Usetheteacher’sfamilyphotototeachthenewwords:2留白：mother,father,parents,brother,grandmother,grandfather,grandparents,friend,sisterandwritethemontheBb.3.AsktheSstolookatthepictureinlaandmatchthewordswiththepeopleinthepicture.Step2.Listening1.Beforelistening,asktheSstowritenewwordsinthepictureandtellthemthesearethekeywordsinthelistening.2.WhileListneing,finish1b.3.Afterlistening,writetlebasicpatternsontleBbardreadtheconversations(Payattentionto“this”“that”,“these”“those”)Step3.Practice1.Role－Play:read1c.2.TalkaboutDavid’sfamilymembersinpairs.3.Actout.Step4.Homework1.Drawapictureandintroduceyourfamily.(atleast5sentences)PeriodTwoStep1.Lead-in1.Goodstudentsreadouttheirhomework,theotherSswritedownthekeywords.(howmanypeopleintheirfamilies)Step2.Listening1.Listenandfinish2a.2.Listenagainandfinish2b.3.Askquestions:What’sGindy’smother’sname?What’sherfather’sname?IsMaryhersister?4.Listenardread.Step3.Practice1.Tandastudentpractice2c;ThenworkinpairsandtalkaboutCindy’sfamily.2.Actout.3.Role-playtheconversation(2d)Step4.Survey1.Grammarfocus:2.Finish3aandread.Usetheirownfamilyphotoordrawapicturetomakenewconversation.3.Finish3bandread4.Workingroupsoffourandtalkabouttheirfamilyphotos.5.Actoutandrecord.Step5.Homework3留白：1.Introduceyourclassmate’sfamily.PeriodThreeStep1.Leadin1.Readhomeworkandrecord.2.Drawfamilytreeandteachnewwords.3.ReadtlewordsandexplaininEnglish.Step2.Practice1.Finish1a.2.Readwordsinlbandthenlisten,circlethewords.3.Listenagainandfinish1c.4.Listenandread,payattentionto:Thisisaphotoofmyfamily.Step3.Reading1.AskthestudentstofindsomeEnglishnamesinUnit2andask:IsJackagirloraboy?WhataboutJenny?2.Finish2a.3.Lookatpicturesandasksomequestions:Howmanypeoplecanyouseeinthefirstpicture?Howmanypeoplecanyouseeinthesecondpicture?Whatelsecanyouseeinthesecondpicture?4.Read2bsilentlyandCirclethenames.5.Asksomequestions:What’shergrandfather’sname?……Whatareherbrothers’names?……Doesthedoghaveaname?What’shername?6.Readthepassageagainandcompletethesentencesin2c.Step4.Role-playWorkingroupsoffour,readthepassageandthenrole-play(e.g.I’mJenny’smother.Myname’sMary)Step5.HomeworkReciteandwritedownthepassagewithoutlookingattheirbooks.PeriodFourStep1.Lead-in1.Asksomestudentstorecitethepassagein2b.Step2.Writing1.Readthewordsintheboxin3a.2.Completethepassagewiththewordsinthebox.ThendrowapictureofPaul’sfamily.3.Readthepassage.4.Finish3bandthencorrectthewritinginpairs.5.Readouttheirwriting.Step3.Self-check4留白：1.Finishtwotasks.Step4.Writing1.Workinpairsandtalkabouttheirfathers’ormothers’family.2.Drawthefamilytree.3.Writethepassageabouttheirparent’sfamily:Myfather／motherhasabigfamily.4.Comparethedifferencesbetweentheirfamilyandtheirparent’sfamily.Step5.HomeworkRevisethewholeunit