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人教版Goforit七年级上Unit2SA1a-1c教学设计石室联中金沙卫娜IAnalysisofTeachingContents课题来源:初中英语人教版教材Goforit七年级上Unit2学习内容:SectionAla-lc学习价值:无论家庭的大小和成员组成,家庭都是充满爱与温暖的地方IIAnalysisofStudents通过平时的观察、谈话了解发现,学生以视觉型和听觉型学习风格为主,因此,学生更容易凭借经验来学习和理解新的知识UITeachingObjectives教学目标知识与技能:今纯家庭员辨别人物Introducepeopleandidentifypeople学习策略:充分利用己有知识推测内容,观察图片,推测答案文化意识人与自我+人与社会僭臧公囹无论家庭的大小和成员组成,家庭都是充满爱与温暖的地方IVFocalPoints最重要的达成目标:介绍人物突破方法、学生牢固掌握Thisis-These/Thoseare一句型结构,这也是学好单复数的关键与重点VDifficultPoints教学难点、家庭成员的名称以及单复数解决方案从身边人入手,指导学生寻找身边熟悉的人进行介绍VITeachingProcedureStage1Greetingreadyforlearning1minStage2LeadinStage8Groupwork.TStage11Tickwhatyoucando2Stage12Assigninghomework2Readlalbandrememberthenewwords.Prepareapictureoffamily.WriteashortintnxluctiontothePurpose:ElicitlaactivatestudentsbackgroundknowledgehaveexpectationsonwhattheyhavelearnedPreliminaryperceptualnamesoffamilymotherfatherparentsStep1ShowSsthepictureofXiaYu.Step2AskSsWhatshisname”Step3TellSsHisnameisXiaYu/HeisXiaYu.Step4ShowSsthepictureofXiaYusfamily.Step5AskSsWhoshe/sheWhoarethey^^Step6SsanswerbyusingthesentencestructureHe/SheisTheyare...”Stage3Leadin3minsPurpose:ElicitlaactivatestudentsbackgroundknowledgehaveexpectationsonwhattheyhavelearnedPreliminaryperceptualnamesoffamilybrothersistergrandmothergrandfathergrandparents\Step1ShowSstheFamilyTreeofXiaYu.Step2IntroducebrothersistergrandmothergrandfathertoSs.Step3Ssreadthenewwords.Step4Sspracticethenewwordsthroughpairwork:Whoshe/she”“Whoarethey^^Stage4Brainstorm4mins{Purpose:Trainthestudentsabilityofimaginationandobservation.Step1Showthepictureinla.Step2AskSs44WhataretheytalkingaboutStep3Ssobservethepicturecarefully.Answerthequestionbyusingthesentencestructure“Theyaretalkingabout...”Stage5Prc-listcningla5minsPurpose:Learnthenewwordsagainbymatchingthemandpredictthewordsandsentencepatternsinthelistening.Step1AskSsreadthewordsinla.Step2Ssmatchthewordswiththepeopleinthepicture.Step3Checktheanswersbyusingthissentencestructure“motherisa.…”Stage6While-listeninglb3minsPurpose:Excavatelisteningmaterialsanddeepenunderstanding.Infiltrateculturalconsciousness.Step1PlaythetapeSslistenandcirclethewordstheyhearinla.Step2Checktheiranswers.Stage7Post-listening.Oralwork1c5minsPurpose:Imitationreading.Infiltrateemotionalattitude:Familiesareplacesofloveandwarmthnomatterhowbigorsmalltheyare.Step1Playthetape.Sslistenandrepeat.Step2ShowSsthesentencestructureofdialog1c.Doanexamplewithagoodstudent.Askthewholeclasspracticetheconversations.Step3InvitesomeSstoplaytheirdialogues.familyofSs.introduceittotheclassthenextdayReadandrepeatthesoundmarkswelearntoday.Preview2a-2c.Note:T=TeacherSs=StudentsV=\minuteIW=IndividualWorkGW=GroupWorkPW=PairWorkCW=ClassWorkVDSelf-assessmentcriteriaforstudents*learning学生举手回答问题一次奖励1point,小组展示一次根据表演质量奖励1-3pointSoWBlackboardDesignIXTeachingReflection
1、本课的导入让学生猜电视剧人物,营造轻松的学习氛围,教师对学生的回答做出评价,鼓励学生参与教学活动;
2、语境创设贯穿整个课堂教学,目的是让学生逐步学会运用名称单词介绍家人以及朋友从教学的前置任务到基本的对话练习,教学中都注重了语言环境的创设,使学生展开多种形式的语言训练活动;听力任务分层设计,尽量给学生以足够的听的机会,指导听力技巧,让学生抓住听力的主要信息,培养学生良好的听力习惯和技能,体会被动语态的用法,并留意动词的过去分词;学生语言训练体现生成性,根据所学的词汇短语和语法进行编对话,达到学以致用,用所获得信息自己组织语言进行班级汇报,有效的锻炼了学生语言组织能力和表达能力3^不足之处在听后活动pairwork/groupwork一环节中涉及到本节课训练的目标语言、单复数的运用,虽然老师给出样本对话,但大都是中上等学生参与,其他学生得不到有效练习
4、改进措施在听后活动pairwork/groupwork这一环节中,老师要重点强调语言目标以及使用的描述性词语,为两人一组进行对话做好指导Stage8Groupwork.7mins{Purpose:Practiceandconsolidatethetargetwordsandsentencepatternagain.Step1ShowthepictureofLilysfamilytoSs.Step2AskSstointroduceLilysfamilywiththisthatthesethoseingroups.Stage9Listenandreadthesoundsandthewordsaloud.3minsPurpose:Masterthepronunciationrulesofthreevowels.Step1WritethreevowelsoundsontheBbandteachSstoreadthem.Step2Explaintherulesofpronunciation.Step3Ssreadthephoneticsymbolsandwordsaloud.Stage10Readandcirclethewordwiththedifferentsoundineachgroup.2minsPurpose:TheoryisappliedtopracticetomakesurethatSshavemasteredthepronunciationrulesofthreevowels.Step1Ssreadthefourwordsinexampletoseethedifference.Step2Readandcirclethewordwiththedifferentsoundineachgroup.Step3Checktheanswers.Stage11Tickwhatyoucando2minsPurpose:Sscheckwhetherthelearningefficiencyofthislessonhasachievedthegoal.Step1Ssevaluatedthemselvesthroughtheform.Stage12Assigninghomework2minsPurpose:Consolidatewhatyouhavelearned.Pavethewayforfutureclassroomteaching.Readlalbandrememberthenewwords.Prepareapictureoffamily.WriteashortintroductiontothefamilyofSs\IntroduceittotheclassthenextdayReadandrepeatthesoundmarkswelearntoday.2a-2c.TitleThisismysister.UnitUnit2TextbookGoforitStudentsGrade7TypeoflessonListeningSpeakingTimedate40minsSep.TeacherWeiNaSchoolShiShiUnionMiddleSchoolSiep3AskSstoobservethepicturecarefullyAnswcrthequestionbyusingthesenteneestructure“Theyaretalkingabout,,ObservethepicturecarefullyAnswerthequestionbyusingthesenteneestructure“Theyaretalkingabout,,Stage5Pre-listeningla5Stcp1LearnthcncAskSsReadthewordwword、againbymatchingthemandprcdictthcwordsandsenteneepattemsinchelistcning-readthewordsinla.sinla.Step2AskSstomatehthewordswiththepeopleinthepicture.Matehthewordswiththepeopleinthepicture.Stcp3CheektheanswersbyusinghissenteCheektheanswers.nccstructure、motherisa•…”Stage6While-listeninglb3,Step1ExcavatelisteningmaterialsanddeepenunderstandingInHItrateculturalconsciouPlaythetape.Sslistenandcirclehewordstheyhearinla.Listentothetapeandcirclethewordstheyhearinla.TasksSsanswcronebyoneortogether.muHimediaStep2CheektheirCheektheanswers.sncsS.answers.Stage7Post-listening.Oralwork1c5Step1Imitalionreading.InGIirateemolionalattitude:Familiesareplacesofloveandwarmth.nomattPlayhetape.Sslistenandrepeat.Lislentothetapeandrepeat.PairworkmuItimediaStep2ShowSsthesenteneestructureofdialog1c.DoanexampiePracticetheconversations.crwithhowbigoragcxxismalstude1theyarent.Askhewhoieclasspraclicetheconversations.InviteStep3someSstoplaytheirdialogucs.Playthedialogucs.Step1Practiceandconsolidatethelaigetwordsandsentencepattemagain.ShowthepictureofLilysiamilytoSs.LookatthepictureofLilysfamily-GrouPworkmuItimediaStep2AskSstointroduceLilysfamilywith“thishat.thesethose“ingroups.IntroduceLilysfamilywith“ihisthatthesethose“ingroups.Stage9Listenandreadandthewordsaloud.thesounds3Step1MasterthepronuncialionrulesofthWritethreevowc1soundsontheBbandteachSstoreadthemReadthreevoweIsoundsafterT.TteachSsSslistenandmuItimediaSiep2reevowels.Explaintherulesofpronunciation.Underslandtherulesofpronunciation.read.StepAskSstoReadthe3readthephoneticsymbolsandwordsaloudphoneticsymbolsandwordsaloudStage1Readandcirclethewordwiththedifferentsoundineachgroup.2Step1TheoryisappliedtopracticetomakesureAsSsoreadthetourwordsinexampietoseeReadthefourwordsinexampietoseethediffercncc.TasksSsansweronebyoneortogether.muItimediathatSshavemasteredthepionunciationrulcsofthreevowelsthedifference.Step2AskSstoreadandcirclethewordwiththedifferentsoundineachgroupReadandcirclethewordwiththedifferentsoundineachgroupStep3Cheektheanswers.Chcckihcanswers.Step1SscheckwheiherthelearningefficiencyofAskSstoevaluatethemselvesEvaluatethemselvesthrouSsreadandchecmuItimethisthroughkdialesstheonghform.hastheachiform.evedthegoalUnit2Thisismysister.SectionAla-lcA:Whoshe/sheWhoaretheyB:He/Sheis...Theyare...This/Thatismy..motherfatherparentssisterbrothergrandmothergrandfatherThese/Thoseare...grandparentsfriend[ei]:gradesalewakeraintrainwaitdaymaysay[a:]:passfast[se]:antmadaskgraspartdarkfarmerrabbitStage/TimePurposeTeacherActivityStudentActivityInteractionPatternAidsStage1GettingreadyforlearningrGoodmomingboysgirlsGoodmorningMissWeiStage2leidin3SteP1ElicitlaactivatestudentsbackgroundknowlcdgehaveexpeShowSsthepictureofXiaYu.LookatthepictureofXiaYu.TasksSsansweronebyone.muItimediasteAskSs“Whatshisname”Ssanswer“WhatshisnamesteP3ctationsonwhattheyhavelearnedPreliminaryperceptualnamesoffamiiymotherfatherparentsleliSs“HisnameisXiaYu/HeisXiaYu.Listentotheteachersanswer.StcP4ShowSshepictureofXiaYustarnil、・LookatthepicturcofXiaYusfainilySeP5AskSs“Whoshe/sheWhoarcAnswer“Whoshe/sheWhoarcihey,,theysteP6Ssanswerbyusingthesenteneestructure“He/Sheis…““Theyarc...,,Answerbyusingthesenteneestructure“He/Sheis…“Theyare...Stage3Leadin3SteP1ElicitlaactivalestudentsbackgrouShowSstheFarnilyTreeofXiaYu.LookattheFamilyTreeofXiaYu.TasksSsansweronebyone.muItiinediandknoIntnxlLearnthewleucenewdge.brothwordqhaveer.ssexpesister.brothIVctatigrander.onsmothsister.onergrandwhagrandmothtfathercr.theytoSs.grandhavefatherlearAskcned.PreliSstoReadteminreadthenarythenew3percnewwordeptualnamwordss.esAskPractiofSstocethesfamipractinewteiycethewordpbronews4ther.wordsthrousisteIhroughr.ghpairgrandmothengrandfathergrandparentspairwork:“Whoshe/she”“Whoarethey,,work:、Whoshe/she”Whoarethey,,Stage4Brainstorm4Step1Trainthestudentsabilityofimaginationandobscrvation.Showthepiclureinla.Lookatthepictureinla.Tasks.Ssansweronebyoneortogclher.muItimediaStep2AskSs“Whataretheytalkingabout”Answer“WhataretheytalkinSabout。