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      初一英語上冊《Unit 3 This is my sister》教案

      所屬專題:初一英語教案  來源:滬江中學學科網    要點:This is my sister  
      編輯點評: 本課主要學習一些家庭成員的稱謂和如何對家人做簡單地介紹。其中教學的重點是介紹家庭成員。需要學生掌握家庭成員單詞和介紹句型:This is _____ . These are my ______. 通過本課的學習,學生可以基本掌握對家庭成員的稱呼。

      Unit 3 This is my sister.

      教學內容:

      本單元圍繞“家庭成員”這一主題展開聽、說、讀、寫等多種教學活動。教學核心是用英語介紹家人和朋友,通過本單元的學習學生應該能夠用英語給朋友寫短信介紹家人,從而讓他們了解自己的家庭并能夠畫出自己的家譜。

      教學目標:

      1、  知識目標:

      A、掌握家庭成員的表達,如:grandfather, grandmother, father, mother ,brother,sister, uncle, aunt, cousin, son, daughter, parents:

      B、學會用指示代詞:this ,that, these 和人稱代詞:I, he she they 介紹任務及Yes/No問句及其簡單回答;

      C、運用名詞的復數形式。

      2、  能力目標:

      A、運用所學詞匯介紹家人和朋友,并能夠用短信的形式表達出來;

      B、通過對話練習,掌握介紹人物時常用的詞匯、慣用語,并把它運用到實際生活中去,提高學生的交際能力。

      3、  學習策略:通過對人物個性化的描述,識別圖片。

      4、  情感目標:通過介紹家人和了解朋友的家人,增進彼此的了解,建立友誼,從而更好地尊重對方,理解家人。

      教學難點、重點:

      重點:A、掌握家庭成員的表達;學會指示代詞、人稱代詞及Yes/No問句及簡單回答;

      B、學會介紹自己的家人和朋友,并根據相關信息辨別人物。

      難點:能夠用寫信的形式向朋友介紹自己的家庭。

      課時安排:

      第一課時Section A 1a-1c

      第二課時Section A 2a-4

      第三課時Section B 1-2c

      第四課時Section B 3a-Self-check

      Period One

      教師:照片,圖片,表格。Step One: New words.

      Present the new words.

      T:Hello , everyone ! Look ! What’s this ?

      Ss: It’s a picture .

      T: Right . Who is the man in the picture ?

      Ss: It’s you.

      T: Yes, it’s me . You know me . Please look at this . Do you know them ?

      Ss: No , we don’t .

      T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?

      Ss: Yes .

      T:OK . Please look at this man ? Is he old ?

      Ss: Yes .

      T:He is my “grandfather”. Please read after me , GRANDFATHER  G-R-A-N-D-F-A-T-H-E-R ,grandfather .

      Ss: G-R-A-N-D-F-A-T-H-E-R , grandfather .

      T:This is my grandfather .

      (Teach the word “grandmother” in the same way .)

      T:He is my “grandfather”.He is my “grandmother”. These are my grandparents. Read after me , grandparents.

      Ss: Grandparents.

        (Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)

      T:I have two brothers, two sisters, I have many friends.

        (Teach brothers, sisters, and friends.)

      T: Read these new words together.

      Ss:

       

      Practice the new words.

      T: Who can match the words with the pictures on the blackboard?

      Ss: I can. (Textbook P13 1a)

        (Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)

      T:Check the answers.

      Ss:

      T:Is he right?

          用教師家人的照片呈現新課內容。

          教師邊介紹,邊領讀單詞。

      用匹配的方式鞏固單詞。

      Ss:Yes.

        (One more student gives the answers.)

      Step Two: Drill

      Listen and circle.

      T:A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.

      Ss:OK.

        (Play the recording of 1b twice. Students work.)

      T:What’s the answer?

      S:Two brothers and sister.

      Pairwork. Talk about Dave’s family.

      T:This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “ This is …” and “ These are …” to do it.

        (Students practice. Teacher walks around the room to help them.)

      T:Now check your peactice.

      S1:Who is this?

      S2:This is his …

      S1: Who are these?

      S2: These are his …

        (Ask a few pairs to practice.)

      Step Three: Task

      Talk about the family tree.

      T:Look at the family tree.

        (Stick a family tree on the blackboard.)

      T:Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.

        (Students work. Teach moves around the classroom to help the students.)

      T: Check your task.

      S3:Hello. My name is …Look at this. This is my family tree. This is my…and this is my…They are old. These are my … This is my… This is my … My mother is … This is my … His name is … I love my family.

      用聽力訓練再次強化學生對新單詞的記憶。

      讓學生通過介紹Dave的家庭加強句型的操練。

      讓學生用本節課所學的知識完成介紹家庭成員的任務,檢測學生知識掌握的情況。

      T:Very good. Next make a dialogue in pairs about your family. First, you must greet each other, then introduce your family.

        (Two students come to the front.)

      SA: Hello.

      SB: Hello. How are you ?

      SA: Fine, thank you. And you?

      SB: I’m fine, too.

      SA: Excuse me! What’s this?

      SB: It’s my family tree.

      SA: Who’s this?

      SB: This is my grandfather.

      SA: Who’s this?

      SB: This is my grandmother.

      SA: Is this your father?

      SB: Yes, he is.

      SA: The women is your mother?

      SB: Yes, she is.

      SA: Who’s the boy?

      SB: He is my brother.

        (A few pairs do this.)

      T: You did well.

       

      Make a survey.

      T:Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to the class.

      Family

      Family members

       

       

       

       

       

       

      (Students work. Teacher moves around the classroom to help the students.)(Students report to the class.)

      Step Four: Homework

      Write a passage about your family.

      讓學生在語言實踐中學會禮貌待人。

      小組成員之間溝通有關家庭成員的信息,增進友誼。

       

      Period Two

      課前準備

      教師:圖片,錄音磁帶。

      學生:自己家人的照片,也可以是自己畫的家譜。

      教學設計

      教學步驟

      Step One: Review the drill.

      T: You know my family members. I want to know your family members. Would you like to introduce your family members to us?

        (Students use their photos or the pictures they drew.)

      SS: Yes.

      T: Who wants to be the first, please?

      SA: Let me try.

      T:OK, please.

      SA: Hello, everyone! My name is …Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good parents. This is my brother. His name is …Look! It’s me. Am I funny? I love my family.

      T:Very good.

        (Another two students introduce their family.)

       

      Step Two: Listening.

      Listen and circle the words you hear.

      T:Here are two boys. One is Lin Hai. The other is Dave. They are talking about Dave’s family members. Please listen to the recording of 2a in Section A and circle the family members you hear.

      mother         father        sister     brother

      grandmother    grandfather    friend    grandparents

       

      SS:OK.

        (Play the recording of 2a twice. Students work.)

      T: Check the answer.

        (Ask two students to say the answers.)

      Listen and match.

      T:This is a picture of Dave’s family. We know this is Dave. But we don’t know who is Mary, who is Jim and who is Lin Hai. Let’s

      根據上節課布置的作業,讓學生談論自己的家庭成員,為新課教學做鋪墊。

      通過聽力練習,使學生鞏固對家庭成員的記憶。

      通過聽力引出Is this . . . ?的句型

      listen and find them.

        (Play the recording of 2b. Students work.)

      T:Who find them?

        (Many students may say they do. Choose two of them to answer.)

      S1: Dave is …Lin Hai is …

      Pairwork. Talk about Dave’s family.

      T: You come to Dave’s home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “ Is this…” to find them, please. When you finish, change roles to do it. Now begin.

        (Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)

      T: Let’s check your work, please.

      SS:OK.

        (Ask one pair to do it.)

      S1:Is this Jim?

      S2:No, he isn’t.

      S1:Is this Jim?

      S2:Yes, he is.

        (Ask two more pairs to do it.)

      Practice.

      T:I have a friend. He is talking to his friend. Dave, about Dave’s sister. Fill in the blanks with the words from the box. Work in pairs, then report it to the class.

         isn’t    brother    is    sister

        (Students work. Teacher walks around the classroom and helps the students who need.)

      T:Check your work, please.

        (Ask one pair to do it.)

      S3: That’s … and that’s … Is she your…?

      S4: Yes, she is.

      S3: And is the your …?

      S4: No, he isn’t. He’s my …

        (Change roles to do it and ask one more pair to do it.)

      Step Three: Task.

      Play a guessing game.

      通過談論Dave的家庭成員,練習句型Is this . . . ?

      用學生的句型引出Is she/he your . . .?的句型,讓學生在對話中理解人稱代詞的用法。

      T:I have a picture here. Do you want to know who she is?

        (Show the picture to the students.)

      SS: Yes.

        (Students guess the picture.)

      Group work.

      T: Put your photos together on your desk. Work in groups of four. You can use “ Is she …?” or “ Is he …?” to take turns asking and answer questions about the photos. Then report it to the class.

        (Students work.)

      T:Check your work.

      Homework.

      Draw your family tree.

      用游戲的方式鞏固人稱代詞的知識。

      >>點擊查看初一英語教案專題,閱讀更多相關文章!

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