Unit 2 第4课时 (Section B 2a-2c)（教学设计）-七年级英语上册同步备课系列（人教新目标Go For It!）

这是一份Unit 2 第4课时 (Section B 2a-2c)（教学设计）-七年级英语上册同步备课系列（人教新目标Go For It!），共5页。

Unit2 This is my sister.Section B 2a-2c单元Unit2课时第4课时教学目标语言知识：通过情境体验，能够了解西方家庭文化。通过观察图片回答问题，能够介绍图片内家庭成员的关系和姓名。学习能力：通过互动、小组合作、游戏等方式完成课堂学习任务。通过预测和抓关键词，能够对文章主要内容进行推断并理解文章细节，进行文章的复述。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。教学重难点通过观察图片回答问题，能够介绍图片内家庭成员的关系和姓名。通过预测和抓关键词，能够对文章主要内容进行推断并理解文章细节，进行文章的复述。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 1Lead-in1.Greeting.2.T lets students listen to the song –family Chant. 3.T shows a family photo and asks students to talk about the family members of this family photo.4. T asks students to complete the blanks.5. T asks students to review the family tree.观看歌曲视频并跟唱。观察图片，对图中的家庭成员进行描述。根据圆圈提示，填空。复习家庭树。利用动画和情境问答，复习家庭成员的名以及如何介绍家庭成员。Step 2Pre-listeningT shows some picture of this unit and asks students to say the names of the people in the pictures.T asks students to find more names of people in this unit.T asks students to finish the task in 2a-- Find the male and female first names in this unit and write them.The activity is to provide reading practice with the target Language. Before reading, the T can ask Ss to observe the two pictures and answer the following questions:How many people can you see in the first picture?How many people can you see in the second picture?What else can you see in the second picture?观察图片，说出图片中的人物名字。找出本单元出现过的更多的人物名字。将名字按照性别进行分类。观察书本上的两张图片，并根据图片信息回答问题。通过已学内容的图片，引导学生进行回顾，整合单元所学姓名，引导学生区分男生名与女生名，为区分家族成员打好基础。通过读前观察图片，获取信息，回答问题，培养学生的阅读技能，掌握文章主旨方向。Step 3While-listeningT asks students to finish the task in 2b-- Read about Jenny’s family and circle the names.Then the T can ask Ss to read the passage quickly and do the task in 2a individually. The T can check answers by asking the following questions:What’s her grandfather’s / grandmother’s/father’s/mother’s /sister’s/ cousin’s name?What are her brothers’ names?Does the dog have a name?The activity is to provide Ss with reading comprehension practice using the target language. The T can ask Ss to read the passage carefully and complete the sentences individually. Then ask some Ss to share their answers by reading the full sentences. At last the T can explain the key language points to Ss and play the recording of the passage. Ss can read after the recording and the T can pay attention to their pronunciation and intonation.T asks students to look and answer the questions about Jenny’s family.T shows a tip about the pet in the US.读文章，将里面的人名圈出来。再读一遍文章，补全句子信息。根据图片圈示，回答问题。通过圈人名的活动培养学生的阅读策略--寻读(scanning)用于查找特定的信息。通过要求学生用完整句型回答问题，培养学生的造句能力，以及操练学生如何介绍家庭成员的能力，为之后的写作输出打好基础。脱离文本，将图片内容进行问答，帮助学生熟悉文本内容，为之后的复述打好基础。Step 4Post-listeningT asks students to complete a mind map of the passage together. T asks students to try to retell the passage according to the sentences bank.跟随老师一起为这篇文本制作思维导图。根据句型库复述文章。通过思维导图，帮助学生更好的消化记忆文本。复述文本活动有利于学生对知识点和目标语言的应用。Step 5Language Points ExplanationT 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 ExercisesT 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 7SummarySummarize the key content in this lesson.跟随老师一起进行内容总结。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 HomeworkRead and recite the passage in 2b.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：New wordsSentencesMale：father，grandfather，uncle，brother，cousinFemale：mother，grandmother，aunt，cousinBoth：parents，grandparentsHere are…These are……are in the first photo.…is in my family, too.教学反思：In the process of English teaching, teachers should try their best to encourage students to participate in the discussion and do not overemphasize the correct answers. This can not only broaden students' thinking space, help the development of creative thinking ability, but also help students master the language in use.