初中英语人教新目标 (Go for it) 版七年级上册Section A精品第1课时教案

单元

Unit2

课时

第1课时

教学

目标

语言知识：

1. 通过情境体验，能够掌握目标词汇，运用目标语言介绍人物和辨别人物，提升口语交际能力。
2. 通过学习对话及练习掌握家庭成员名词和指示代词的基本用法。

学习能力：

1．   通过观察图片，能够对听力内容进行预测，提高听力理解能力和策略运用能力。

2．   通过对话练习和小组合作，能够进行角色扮演并创编对话

文化意识：

通过家庭成员介绍用语的学习，能够了解中外家庭成员表达方式的区别，体验不同的文化带来的魅力。

思维品质：

通过课堂活动的体验，能创造性地表达自我，提高跨文化交际意识，提升对家庭的归属感。

教学

重难点

1. 通过情境体验，能够运用目标语言介绍人物和辨别人物，提升口语交际能力。
2. 通过学习对话及练习掌握家庭成员名词和指示代词的基本用法。

教学

工具

IWB, PPT

教学

方法

任务型教学法、情景交际法

教学过程

教学步骤

课堂活动

学生活动

设计意图

Step 1

Lead-in

1.Greeting.

2.The T can play a video about introducing the family and lead in the topic and guide Ss to talk about their own family.

3. The T can use the following prompts: How many people are there in your family?  Who are they?

4. T can show some pictures and pre-teach some words of family members. And then the T can show another family photo and elicit these words from Ss.

观看歌曲视频并跟唱。

自由讨论自己家庭成员并观察图片上的家庭成员。

跟随老师出示的图片学习家庭成员单词。

利用动画，引出本课主题----家庭成员，引导学生跟唱，在唱的过程中自然的感知目标语言，激发学生学习兴趣。

通过图片和关系图教授新单词及其发音，清晰明了的呈现新知。

Step 2

Pre-listening

1.   T asks students to try to introduce the family members in the picture.
2.   T shows the sentence samples to lead Ss to imitate.
3.   T asks Ss to look at the picture and read the conversation.
4.   T can do the activity 1a as a class or have Ss do this alone or in pairs first before doing the activity as a class. Answers:1.a 2.c 3.b 4.h 5.f 6.e 7.i 8.d 9.g
5.   T can present a family tree to Ss to help Ss to understand the family relations.

根据箭头标识和句型模板，介绍图片中的家庭成员名称。

观看1a部分图片，并读出图中对话。

完成1a部分任务。

跟随老师一起绘制家庭书。

听前将介绍家庭成员的句型进行操练，为听力训练降低难度。

书本任务有利于学生更好的掌握家庭成员名词。

通过家庭树的绘制，使学生产生形象记忆。

Step 3

While-listening

1. T leads students to pay attention to the family members and catch the key words while listening.
2. T plays the record and ask students to listen and circle the words you hear.
3. T plays the record again and ask students to listen and fill in the blanks.
4. T shows the conversations and asks students to listen and repeat the conversations.
5. T shows the video of 1a.
6. T asks students to role-play the conversation in 1a. Then talk about the other people in the picture.
7. T shows the picture in 2a and asks Ss to look at the picture to meet Cindy’s family and guess who they are.
8. T asks students to finish the task in 2a-- Listen and circle the words you hear.
9. T asks students to finish the task in 2b--Listen again. Match the names with the people in the picture.
10. T asks students to listen again and complete the conversation.
11. T asks students to listen and draw Cindy’s family tree.
12. T shows the conversations and asks students to listen and repeat the conversations.

关注人物姓名，做好听力技能：找寻关键词。

听听力，圈出你听到的家庭成员名词。

再听一次，填空。

跟读录音并模仿语音语调。

观看1a部分课本视频。

与同桌进行角色扮演。

观看2a部分课本插图，分析家庭成员构成。

听听力并圈出你听到的家庭成员名词。

再听一遍，把名字和成员配对。

听第三遍，填空。

听录音并绘制Cindy家的家庭树。

听录音并跟读。

通过听力策略的教授，帮助学生更好的把握听力侧重点。

将听力文本拆解，用图画的形式展现，并在情景内教授新单词，用跟读录音的模式，培养学生的语音语调意识，也使学生巩固目标词汇和重点句型的使用。

听力前先带领学生熟悉图片内容和听力方向，引导学生观察图片内的关键任务，猜测他们所进行的话题，为听力找寻关键词。

完成书本听力后进行了听力文本的二次改编，将文本挖空进行练习，空格内容是本课目标词汇。

跟读录音的模式，培养学生的语音语调意识。

Step 4

Post-listening

1. Ask students to finish 2c--practice the conversations in pairs.

2. Ask students to read the conversations in 2d and answer the questions--How many people are there in the picture? Who are they?
3. Ask students to listen and read the conversation and pay attention to the phrases.
4. Ask students to role play the conversation with the partner.
5. Ask students to role play the conversations about the family in the picture.
6. Ask students to make sentences to introduce their family.

与同桌用2c部分的目标句型创编对话并表演。

朗读2d并找出图中一共几个人，分别是哪些家庭成员。

再读一遍2d，标注语调变化和重点词组。

与同桌角色扮演2d内容。

根据老师提供的图片进行家庭成员问答对话。

造句介绍一下你自己的家庭成员。

通过之前句型的学习，为2c部分的练习打好的基础，要求学生以小组的形式进行问答的难度降低。

2d部分的阅读，先通过问题的设置让学生了解对话内容，关注到本节课的重点。

跟读录音的模式，培养学生的语音语调意识。

通过表演对话的形式，让学生理解掌握和运用本课的重点单词与句型，发展听说能力，培养小组合作能力。

Step 5

Language Points Explanation

T explains knowledge points.

将知识点做好笔记。

将本节课重点汇总系统的进行讲解和分析，帮助学生形成语言体系。

Step6 Exercises

T assigns the test.

完成课堂练习。

让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。

Step 7

Summary

Summarize the key content in this lesson.

Teach students that family harmony is the only way to prosperity.

跟随老师一起进行内容总结。

情感教育升华。

总结本课所学内容，巩固加深印象。

利用将思维导图给学生进行有序的梳理。

Step 8

Homework

1. Read and recite the conversation in 2d.

2. Do the exercises in students’ book.

将家庭作业做好记录。

检查学习效果，加深对知识的理解和记忆。

板书设计：

教学反思：

This is the first period of the unit. During this period, teachers interact with students through high-density questions according to the topic picture, which is helpful for students to learn new vocabulary, and also help students review the language content they have learned. Teachers' questions can play a good demonstration role for students in pronunciation, intonation, expression and sentence making. At the same time, they can quickly activate the relevant schemata in students' brain and enter the state of language learning. Therefore, teachers should make effective use of the  topic picture and improve their questioning skills.