1、（新版） 2012年人教版七年級上Unit2 Period1 參考教案The First Period (Section A 1a 2c) Teaching aims （教案目標）1. 學會表述家人的稱謂。2. 能聽懂有關介紹家庭成員的對話。2. 學會介紹家人。3. 學會用特殊疑問句來詢問家人的稱謂。Language points (語言點 ) 1. 詞匯： 1)名詞n. sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family 2)代詞 pron. those, who, th

2、ese 3)感嘆詞 interj. oh 2. 句型： This/That is These/Those are s she? She s WhoDifficulties （教案難點）1. 表示人物稱謂的名詞的讀音及拼寫。2. 名詞復數的正確使用。Teaching steps （教案步驟）1. Warming-up and revision（課堂熱身和復習）（1）Daily greetings to the students T: Hello, Whats your name?S: My name is T: Nice to meet you! S: Nice to meet you, too

3、! (2) Revision （復習）1）T: What s this in English? (Show some pictures or play PPT)S: Its a jacket. T: Spell it, please. 1 / 6 S: J-A-C-K-E-T, jacket. T: What color is it? S: Its purple. 2）T: Is he Eric? （指著班上的學生進行問答。） S: Yes, he is. T: Is she Cindy? S: No, She isnt. She s Helen.T: What s his name? S:

4、His name is Bob. 3）T: This is . （利用書上所出現的人物圖片引導學生說出名 字。） S: Alice. This is Alice. T: These are S: Mike and Tom. These are Mike and Tom. T: That is S: Frank. That is Frank. T: Those are S: Cindy and Dale. Those are Cindy and Dale. 【教案設計說明 】復習前幾個單元的基本句型，是對所學知識的回顧，也是正式上課前的熱身。讓學生指認班上的同學并詢問姓名，把學生的語言交際放在真

5、實的情境中，可以極大地調動學生的學習興趣。通過復習學生已知的人物，引出介紹人物的句型。2. Presentation （呈現新知識）T: What s this in English?S: (Teacher helps the students to say) It T: Yes, this is a picture of a family. picture/photo. s a Can you see the woman? This is my mother. (板書 mother) She is my mother. Read after me, mother. S: Mother, mo

6、ther, mother. 2 / 6 T: Can you see the man? That is my father. ( 板書 father) He is my father. S: Father, father, father. T: Mother is my parent. Father is my parent, too. （板書 parent）These are my parents. (板書 these, parents) They are my parents. Read after me. Explanation: 名詞分為可數名詞和不可數名詞兩類。可數名詞有單數和復數之

7、分，變為復數形式時，一般情況是在單數名詞后加 parent parents“-s”，如： penpens, （以此方法將圖片上的 grandfather, grandmother, grandparents, brother, sister 引出）【教案設計說明 】借著上一步復習的句型，拿出一張全家福，引入到 family 的話題；分別指向相應的人物來介紹，引出新的詞匯，并教案生朗讀，以確保他們發音的正確。在此環節的最后，說明可數名詞單數變復數的最基本用法，為后面進一步的學習埋下伏筆。3. Work on 1a （完成 1a）1) T: Now, please open your books

8、and turn to Page 7. Look at 1a. You can see a picture of Daves family and some words we learned just now. Please match the words with the people in the picture. 2) Check the answers. 3) Ask some individuals to read aloud the words. 【教案設計說明 】說到 match的時候用手做比劃，示范什么是 match。學生完成任務后再抽學生朗讀，主要是檢查他們是否掌握了這些詞匯

9、的讀音。4. Drill ( 練習 )T: Now, you are Dave. Please cover the answers of 1a by using a piece of paper. And then listen to me carefully. I will give you a letter. You can look at the picture and tell me this letter means. For example, I say “ a” . You should say “ This is my mother. ” I say “ b” . You sh

10、ould say “ These are my parents.” Understand? T: OK. Lets begin. Tom, Stand up, please. Your letter is “ e” .3 / 6 Tom: This is my grandfather. T: Good job. Next one is 【教案設計說明 】讓學生扮演圖片中的人物 紹家庭成員，進一步熟悉剛學到的新詞匯。5. Work on 1b （完成 1b）Dave，是幫助他們用第一人稱來介（1） T: Next, I will play the recording. Please listen

11、 carefully, and circle the people the boy talk about in the picture. （2）Play the recording for the first time. Students only listen. （3）Play the recording for the second time. Students listen and circle the words they hear. （4）T: Do you get the answers? Who does the boy talk about? S: T: Well done.

12、Who does the boy talk about? S: （5）Play the recording again for the students to listen and repeat. 【教案設計說明 】此環節著重是聽力訓練。讓學生在聽對話的過程中抓住關鍵詞匯，由于前面已做了一些訓練，因此學生聽起來比較容易，讓他們都有一次成功的喜悅和感受，這樣可以增強他們的學習自信心。6.Presentation （呈現新知識）Draw a boy and two boys on the board and present the sentences: 1) This is my friend.

13、These are my friends. （教師站在黑板近處）Whoshe? He s my friend. Who are they? They are my friends. 2) That is my brother. Those are my brothers. （教師站在理黑板較遠的地 方）Whos he? He s my brother. Who are they? They are my brothers. 【教案設計說明 】此環節通過教師所站的位置來表示4 / 6 this，these 和 that，those的區別，同時也讓學生明白單復數形式表達的詞匯是不同的。7. Wor

14、k on 1c （完成 1c）（1）T: Now you are Dave. Please introduce your family to me. You can use s “ Thats my Those are my ” （2）T: Whos she/he? S: He/She is my （3）T: Now please open your books at Page 57. Look at Note 1 in Unit 2. Let learn the culture: 中外家庭親屬成員之間稱謂的文化差異【教案設計說明 】此環節是讓學生運用所學句型來進行操練，有利于鞏固所學句型。同

15、時，讓學生看書后 稱謂的文化差異。57 頁的注解，幫助他們了解中外家庭親屬成員之間8. Work on 2a & 2b (完成 2a 和 2b) （1）T: Please turn to Page 8. Look at the words in 2a. Read them aloud. （2）T: Now lets listen to the recording ca refully and circle the words you hear. （3）T: Can you get the answers? Please check the answers. （4）T: Please look

16、at 2b. I ll play the recording once again, and you match the words with the people in the picture. （強調 match）（5）T: Who is Jenny? S: She is “ d” . T: Who s ?S: 【教案設計說明 】此環節進一步鞏固了本堂課所學的詞匯和句型。通過反復聽讀，可以讓學生盡快熟悉生詞。學生將單詞與人物連線，是檢查學生能否根據所聽到的內容辨認圖中的人物。9. Work on 2c （完成 2c）（1）Teacher points at the picture and practices with the students. T: Please look at the picture again. Whos she? 5 / 6 S: Shes Cindy. T: Who s he?S: He s her father. （2）Now