新课标初一unit3 period3

发布时间:2016-4-22 编辑:互联网 手机版

Unit 3 THIS IS MY SISITER

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

Teaching aims(教学目标):

1. 学会说家庭成员的称谓(继续学习含有be的动词的基本句型的陈述句)

2. 学会谈论家庭成员

Language points(语言点):

1. 要求熟练运用以下句式:(1) These are…

(2) This/ That is… …

(3) He/She is…

2. 要求掌握以下词汇:son, cousin, daughter, uncle, aunt

(上述句式在前几课中已学过,在本课中要将这些单词和句型渗透到综合性活动中,加深学生对所学知识的印象,使之能被更灵活地运用。)

Difficulties(难点):

在介绍或谈论家庭成员时,注意学生口语中的单复数运用。

Teaching steps(教学步骤):

1. Warming-up and revision(课堂热身和复习)

a) Daily greetings to the students(日常问候)

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(复习)

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: …(学生可能会有不同的回答,对能正确回答或接近

正确答案的学生进行表扬和鼓励。)

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

(播放录音,让学生勾出所听到的家庭成员,如果

播放录音一遍后,部分学生不能完成这一听力任务,可

再播放一遍录音。)

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.

… ….

(播放录音,让学生勾出所听到的家庭成员称谓,如果

播放录音一遍后,部分学生不能完成这一听力任务,可

再播放一遍录音。)

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.

(小组活动后,请几个小组进行表演, 老师及时鼓励。)

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,画一个自己家庭的family tree,完善对自己家庭的介绍。)

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

教学设计说明:

1. 这几个问题是为了让学生尽快进入英语课堂氛围,练习含有be动词单数的句子。

2. T拿出自带来的某些著名明星的家人照片,学生猜测图片中的人物。这是复习前一课内容,难度不大,所以可以多让中等生参与,使他们获得成功感,从而激发他们学习英语的兴趣。

3. 学生可能会有不同的回答,如果学生出现本课将要教授的新单词,T及时将新单词板书,加深学生对他们的印象。T根据学生回答给出多种评价。

4.建议老师事先准备学生比较熟悉的人物照片,引起学生对课文学习的兴趣,对课堂直接生成的新单词和知识,及时板

书,并带读,也可在学生回答时适当加入课外常识。

5. 创设真实情景,当学生不能正确说出新单词, 如cousin, grandfather时,鼓励他们换种方式或中文来表达他们想要表达的含义,同时培养他们在语境中理解新单词的能力。新单词呈现后,可加入小竞赛等小活动,如老师提示mother’s sister, 看哪位学生第一个反应aunt。活跃了课堂气氛,对新单词的读音和意思也有了更深的印象。

6.建议T用夸张语调读”son, uncle, grandfather, daughter, aunt” ,并将它们板书成一排,让学生跟读,也为part1的活动的完成提供文字材料。

7.此句较长,要求T放慢语速,对口语中的新单词oldest,建议老师板书,通过对自己家庭情况的表述,帮助学生理解,必要时可用中文解释。在表述grandfather的同时画出family tree的图形。

8.个人完成此活动,在有困难的情况下也可寻求同学的帮助。 活动结束后,老师核对答案,T及时评价。

9. 听力开始前,建议学生看一 下选择范围。听力结束后,核对答案后,对正确回答或有进步的学生及时表扬。

10. 此句有新单词,而且句子较长,要求T放慢语速,对口语中的新单词,建议老师板书,同时呈现课文2b的两张图片,如果学生未完全清楚T的指令,可重复此问题,必要时可用中文解释。

11.在听力之前,让学生简单谈论两张图片的不同点,为接下来的听力和谈论家庭成员这两个活动的顺利开展做铺垫。听力结束后,核对答案后,对正确回答或有进步的学生及时表扬。

12.学生在黑板上写出 “These are…/This is…”等学生在活动中有可能会用到的句型。活动前先有T和Ss做示范对话,再由S和S进行活动。对正确使用句型的同学进行表扬。此活动建议采用小组竞赛的形式,看哪个小组说的句子最多,以活跃课堂气氛。

13. 鼓励学生利用书籍、网络等多种途径查找自己感兴趣的人物的家庭,并写一篇小短文介绍他/她的家庭,学生也可加入自己了解的课外的句子。