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      新課標初一unit3 period3

      發布時間:2016-4-22 編輯:互聯網 手機版

      Unit 3 THIS IS MY SISITER

      (The 3rd period Section B 1---2c )

      Teaching aims(教學目標):

      1. 學會說家庭成員的稱謂(繼續學習含有be的動詞的基本句型的陳述句)

      2. 學會談論家庭成員

      Language points(語言點):

      1. 要求熟練運用以下句式:(1) These are…

      (2) This/ That is… …

      (3) He/She is…

      2. 要求掌握以下詞匯:son, cousin, daughter, uncle, aunt

      (上述句式在前幾課中已學過,在本課中要將這些單詞和句型滲透到綜合性活動中,加深學生對所學知識的印象,使之能被更靈活地運用。)

      Difficulties(難點):

      在介紹或談論家庭成員時,注意學生口語中的單復數運用。

      Teaching steps(教學步驟):

      1. Warming-up and revision(課堂熱身和復習)

      a) Daily greetings to the students(日常問候)

      T: Good morning/afternoon. Who is on duty today?

      S1: I am.

      T: Is everyone here today?

      S1: Yes, Everyone is here./No, … is not here.

      T: Thank you/Well done.. 1

      b) Revision(復習)

      T: Here is a picture from Lily. Guess who he is?2

      S1: Is he …’s father?

      S2: Is he …’s brother?

      S3: Is he …’s friend?

      S4: Is he …’s uncle? 3

      T: Yes, you are so clever.

      2. Presentation

      T: Here is a photo. Do you know who he is? 4

      S: He is 布什(Bush).

      T: Yes, he is the president of America. Who is his father?

      S: …(學生可能會有不同的回答,對能正確回答或接近

      正確答案的學生進行表揚和鼓勵。)

      T: Here are also many people in his family. Let’s guess who they are. Are you ready?

      S1: Is he Bush’s father’s father? 5

      T: You are so wonderful. He is Bush’s grandfather.

      S2: Is he Bush’s brother?

      S3: Is he Bush’s uncle?

      S4: Is he Bush’s son? 6

      T: Thanks. You are so clever (good/wonderful/…).

      3. Work on 1 (完成P16 1)

      T: In my family my grandfather is the oldest one.

      Who is the oldest man in your family? 7

      S: My grandfather, too.

      T: Every family has a family tree, can you finish the family tree8

      S: Yes!

      4. Work on 2a (完成P16 2a)

      T: Well done! Now let’s play a game. Please look at 2a.

      Let’s see who is the best in your group.9

      (播放錄音,讓學生勾出所聽到的家庭成員,如果

      播放錄音一遍后,部分學生不能完成這一聽力任務,可

      再播放一遍錄音。)

      5.Presentation

      T: This is my family photo. These are my parents. This is my

      Grandmother. This is my cousin Tom.

      I have another two pictures. One is Dave’s,

      One is Lin Hai’s. Can you guess which is Dave’s

      and which is Lin Hai’s?10

      S: Yes.

      T: Who can say something about Picture 111?

      S1: There are eight people in the picture.

      S2:This is Dave’s grandfather.

      S3: I think this is Dave’s uncle.

      … ….

      (播放錄音,讓學生勾出所聽到的家庭成員稱謂,如果

      播放錄音一遍后,部分學生不能完成這一聽力任務,可

      再播放一遍錄音。)

      6.Work on 2c --- group work (完成P16 2c)

      T: I am very happy. All of you do a good job. We have known

      Dave’s and Lin Hai’s families and friends. I want to know

      your family. Now draw a picture of your family and friends.

      Tell your partner about your picture12.

      (小組活動后,請幾個小組進行表演, 老師及時鼓勵。)

      7.Homework

      Oral work:

      (1) Listen to 2a, 2c, read and recite it.

      (2). Draw a family tree about your family (模仿1中family

      tree,畫一個自己家庭的family tree,完善對自己家庭的介紹。)

      Written work:

      (3) Copy the words in 2a.

      (4) Find the person you are interested in, and

      write a passage about his/her family. 13

      教學設計說明:

      1. 這幾個問題是為了讓學生盡快進入英語課堂氛圍,練習含有be動詞單數的句子。

      2. T拿出自帶來的某些著名明星的家人照片,學生猜測圖片中的人物。這是復習前一課內容,難度不大,所以可以多讓中等生參與,使他們獲得成功感,從而激發他們學習英語的興趣。

      3. 學生可能會有不同的回答,如果學生出現本課將要教授的新單詞,T及時將新單詞板書,加深學生對他們的印象。T根據學生回答給出多種評價。

      4.建議老師事先準備學生比較熟悉的人物照片,引起學生對課文學習的興趣,對課堂直接生成的新單詞和知識,及時板

      書,并帶讀,也可在學生回答時適當加入課外常識。

      5. 創設真實情景,當學生不能正確說出新單詞, 如cousin, grandfather時,鼓勵他們換種方式或中文來表達他們想要表達的含義,同時培養他們在語境中理解新單詞的能力。新單詞呈現后,可加入小競賽等小活動,如老師提示mother’s sister, 看哪位學生第一個反應aunt。活躍了課堂氣氛,對新單詞的讀音和意思也有了更深的印象。

      6.建議T用夸張語調讀”son, uncle, grandfather, daughter, aunt” ,并將它們板書成一排,讓學生跟讀,也為part1的活動的完成提供文字材料。

      7.此句較長,要求T放慢語速,對口語中的新單詞oldest,建議老師板書,通過對自己家庭情況的表述,幫助學生理解,必要時可用中文解釋。在表述grandfather的同時畫出family tree的圖形。

      8.個人完成此活動,在有困難的情況下也可尋求同學的幫助。 活動結束后,老師核對答案,T及時評價。

      9. 聽力開始前,建議學生看一 下選擇范圍。聽力結束后,核對答案后,對正確回答或有進步的學生及時表揚。

      10. 此句有新單詞,而且句子較長,要求T放慢語速,對口語中的新單詞,建議老師板書,同時呈現課文2b的兩張圖片,如果學生未完全清楚T的指令,可重復此問題,必要時可用中文解釋。

      11.在聽力之前,讓學生簡單談論兩張圖片的不同點,為接下來的聽力和談論家庭成員這兩個活動的順利開展做鋪墊。聽力結束后,核對答案后,對正確回答或有進步的學生及時表揚。

      12.學生在黑板上寫出 “These are…/This is…”等學生在活動中有可能會用到的句型。活動前先有T和Ss做示范對話,再由S和S進行活動。對正確使用句型的同學進行表揚。此活動建議采用小組競賽的形式,看哪個小組說的句子最多,以活躍課堂氣氛。

      13. 鼓勵學生利用書籍、網絡等多種途徑查找自己感興趣的人物的家庭,并寫一篇小短文介紹他/她的家庭,學生也可加入自己了解的課外的句子。

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