Unit2Thisismysister.SectionB(3a-SelfCheck)教案人教版七年级英语上册

富县羊泉初级中学课堂教学设计课型写作课课题Unit2Thisismysister.SectionB(3aSelfCheck)时间年级七年级科目英语课时4授课人课标关于本单元的教学要求话题：介绍他人；辨认人物(Introducingpeople;Identifyingpeople)本单元以“介绍家人”为话题。学生在学习过程中要学会运用正确的词汇和句型说明人物关系以及自己和家人的大致情况，并了解英语国家的家庭结构。通过本单元的学习，学生能够区分中国和英语国家在家庭成员称谓上的异同。课标、教参关于本课中的要求及建议要求：1学会运用指示代词介绍自己的家庭照。Thisisaphotoofmyfamily.2.学会介绍自己的家庭成员。Myfatherisadoctorandmymotherisateacher.These/Thosetwogirlsare…建议：1.学生能在日常交际生活中向他人介绍自己的家庭照。There/Thisis…2.会叙述自己家庭成员的身份。Mysisterisanengineer.3.学会介绍自己家庭成员的年龄。Johnismybrother.Heis14yearsold.本课教学目标1.复习指示代词this/that/these/those的用法。2.学会在现实生活中向他人介绍的家庭照。3..根据表格信息，完成一篇详略得当、重点突出的文章。教学重难点重点：学生学会使用相关句型介绍自己的家庭成员。掌握写作的基本技巧。难点：学生难以厘清家庭中的人物关系。教学方法任务型教学法、情景教学法和合作教学法相结合。学习方法课前预习、听说结合和俩俩对话的方法教学准备教师：录音机、书本、多媒体课件学生：复习本节课的单词和句型。教学过程设计意图Step1.Warmingup and revisionTheteacherwillletstudentswatchashortvideofromFamilywithKids.T:IfyouwereLiuxing,howdoyouintroduceyourfamily?S:Hello,everyone!I’mLiuxing.Ihaveahappyfamily.Thisismyfather,XiaDonghai.ThatismymotherLiuMei.Sheisadoctor…Step2.Leadin.Workon3a.Completethepassagewiththewordsinthebox.ThendrawapictureofPaul’sfamily.Hi.MynameisPaul.Thisisaphotoofmy________.Thesearemy__________andthesearemy__________,JohnandBob.Thisismysister_______.Step3.PrewritingIfyou’reJohn,youhavesixfamilymembers.Yourfatherisadoctor,andyourmotherisateacher.Yourlittlesisteris12yearsold.Canyoudrawafamilyaccordingtothispieceofinformation?grandfathergrandmothergrandfathergrandmothermother(teacher)fathermother(teacher)father(doctor)sistersister(student,12)John(sister,14)Ifstudentsfinishit,theycanintroducetheirfamilymemberswiththeirpartnersandwritedownsomesentences:Thesewordsandsentencescanhelpstudents:1.我的家庭:myfamily2.六口人:sixpeople3.12岁:twelveyearsold我有一个大家庭。Ihaveabigfamily.我家有六口人。Therearesixpeopleinmyfamily.我爱我家。Ilovemyfamily.MynameisJohn.I’m14yearsold.I’mastudent.Thesearemygrandparents.Thisismymotherandthatismyfather.Myfatherisadoctorandmymotherisateacher.Thisismysister.Sheis12yearsold.Sheisastudent.Step4.WhilewritingSincestudentshaveknownwhichaspectsshouldtheywrite,theyshouldwritearticlesaboutintroducingthemselvesandtheirfriends.Teachercangivestudents5minutestowritearticles.Studentsshouldpayattentiontogrammar,spellingandpunctuation.Inthisprocess,teachercanworkaroundtoprovideguidanceifnecessary.Beginning:Hi,I'm....Thisisaphotoofmyfamily.MainbodyTheseare....Thisis...Thatis...Hernameis...Sheis...yearsold.Sheisateacher/doctor/farmer/worker/...Ending:Oh,Who'sthatgirl?It'sme.Ilovemyfamily.Step5.PostwritingAfterstudentsfinishtheirwriting,theyshouldexchangetheirarticleswitheachother.Theteacherwillgivethem3minutes.Inthisprocess,theygiveeachothersomesuggestionsandpolishtheirownwriting.Then,somestudentswillbeinvitedtosharetheirarticleswithwholeclass.TeachercanuseJenny’sfamilyphototoaskstudents:Step6.SelfcheckGroupthewordsforfamilymembersyouhavelearned.mother,mother,aunt,grandmother,sister,daughterfather,uncle,grandfather,brother,son2.Completetheconversation.Bill:Here’saphotoofmyfamily.Dale:_________________he?Bill:_________________myuncle.Dale:__________________thisgirl?Bill:__________________mycousin.Dale:Are___________yourparents?Bill:Yes,________are.Andthese________mygrandparents.Step7ExerciseI.单项选择1.—Whoisshe?—________.A.Yes,sheisB.No,sheisn’tC.No,I’mnotD.She’smysister2.Heismygrandparents’son,butheisn’tmyfather.Heismy______.A.motherB.uncleC.auntD.cousin3.—Look!Thesearesomephotos_____myfamily.—Letmehavealook!Whoistheman_____thefirstphoto?A.in;ofA.in;ofB.on;forC.of;inD.for;on4._____twogirlsaremycousins.A.ThisB.ThatC.TheseD.TheyⅡ.完成句子Iamastudent.My1nameisDavid.My2nameisMiller.Look!Thisisaphoto3myfamily.This4myfather.Hisfavorite5iswhite.()1.A.lastB.firstC.familyD.full()2.A.lastB.firstC.nextD.full()3.A.onB.ofC.inD.at()4.A.isB.areC.amD.be()5.A.nameB.boyC.colorD.girlStep7.SummaryLetthestudentssummarizetheknowledgewe’velearnt.Step8.Homework (1) Copy thesentencesinGrammarFocusfivetimes.(2) FinishtheexercisebookonP25.通过观看《家有儿女》视频，引出本节课话题。同时，让学生假装是刘星，可以激发他们的学习兴趣。假如学生是John,让他们根据题目信息画出“familytree”,为写作做好准备。学生自己总结出文章结构，培养自主学习能力。学生构思写作，提高学生的写作能力。学生总结出写作结构。和同桌一起互相批改作文，改正作文中的错误拼写。注意自己的细节信息是否完善。将相关知识联系起来，培养学生的综合运用思维。语法单项选择，检验学生对知识的掌握情况。板书设计Unit2Thisism