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Unit5 This is my sister (grammar)教学设计
Unit5 This is my sister (grammar)教学设计
【课标解读】
依据《课程标准》要求本阶段的学生应初步会运用代词的主格和指示代词以及疑问代词的灵活使用，对 "this/that is/ these/those are" 结构的运用和拓展，并能够熟练地运用所学知识介绍自己的家庭和身边的事物，最终达到增进彼此间的了解，建立友谊，从而更好的尊重对方的情感目标。
【教材分析】
本节课是在学生学习了家庭成员的词以及代词的基本概念后，引入介绍自己的家庭和身边的事物等。这节课探究的对象是生活中常见的介绍人、识别人，主要是探究指示代词this/that/these/those/;人称代词he/she/they;疑问代词who的用法以及this is/that is/these are/those are句型的用法，通过系列学习活动，引导学生在充分认知词汇的基础上，学生能熟练运用句式，看图讨论家庭成员，学会体验英语与生活的密切联系，激发学生学习英语的兴趣，培养良好的学习品质。同时这节课的内容也是下一节学习用所学目标语言写信或介绍他人的短文作奠基石，它对知识的联系起到承上启下的作用。
【教学目标】
(1) 知识目标：
①、掌握家庭成员的表达，如：grandfather, grandmother, father, mother ,brother,sister, uncle, aunt, cousin, son, daughter, parents
②、学会用指示代词：this ,that, these 和人称代词：I, he she they 疑问代词who介绍任务及Yes/No问句及其简单回答；
③、运用名词的复数形式。
(2) 能力目标：
A、运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来；
B、通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中去，提高学生的交际能力。灵活运用代词的主格和指示代词以及疑问代词以及 "this/that is/ these/those are" 结构的运用和拓展，并能够熟练地运用所学知识介绍自己的家庭和身边的事物，培养学生在实际生活中合作交流能力和使用英语的能力。
(3) 情感目标：通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人，和家人朋友共度美好时光。
【教学的重点、难点】
教学重点：
A、掌握家庭成员的表达；学会指示代词、人称代词和疑问代词及Yes/No问句及简单回答。
B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。
教学难点：
能够用写信的形式向朋友介绍自己的家庭。在介绍或谈论家庭成员时，注意学生口语中的单复数运用
【学情分析】
学习者刚刚进入初中，掌握一定的词汇量，能进行简单的口语表达，但知识、能力水平存在差异。初一学生对新事物比较敏感，通过新课程教学的实施，学生已经具有一定探索学习与合作交流的习惯。但要学生一下子去介绍家庭和别人是比较困难的。因此，指导学生：一要善于观察发现，二要勇于探索、动口用英语进行交流。目的是让学生知道家庭成员的名称和学会介绍自己的家庭成员及朋友，本课的学习内容将在学生的日常生活交流中起到重要的作用。
在新课程的教学中，教师要向学生提供从事英语活动的机会,倡导让学生亲身经历英语知识的形成与应用过程，鼓励学生自主探索与合作交流，让学生在实践中体验、学习。因此，本节课采用了多媒体辅助教学，一方面能够直观、生动地反映各种图形，增加课堂的容量，吸引学生注意力，激发学生的学习兴趣；另一方面也有利于突出重点、突破难点，更好地提高课堂效率。
【教学方法】本课主要使用任务型语言教学，为使课堂生动活泼，学生易于接受，
使用多媒体辅助教学。引导法，探究法，观察法，演示法，类比法，讨论交流法。
【教具、学具】照片，图片 ，多媒体等。
【教学程序设计】
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教学流程
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教学过程
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设计意图
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（一）
创设情境
导入新课
5
分
钟
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用自然的方式为学生创设一个熟悉的情境，让学生觉得亲切新奇，吸引注意力同时也引起学生的兴趣，引导他们积极参与课堂学习并对学生的表现给予积极和肯定的评价。
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1:let Ss listen to a song about a family then discuss this question:
What kind of family do you think this is ?
2.Warming up
T:What’s this/that in English?
Ss:It’s a/an -----------
T:What are these/those in English?
Ss:They’re -----------
3. Revise the new words.
T: Hello, everyone! Look! What’s this?
Ss: It’s a picture.
T: Right. Who is the man in the picture?
Ss: It’s you.
T: Yes, it’s me. You know me. Please look at this. Do you know them?
Ss: No, we don’t.
T: They are my family members. Today I want to introduce my family members to you. Would you like to meet them?
Ss: Yes.
T: OK. Please look at this man. Is he old?
Ss: Yes.
T: He is my “grandfather”. Please read after me, GRANDFATHER G-R-A-N-D-F-A-T-H-E-R, grandfather. Ss: G-R-A-N-D-F-A-T-H-E-R, grandfather.
T:This is my grandfather. (revise the word “grandmother” in the same way.)
T:Heis my “grandfather”. He is my “grandmother”. These are my grandparents. Read after me, grandparents.
Ss: Grandparents. (revise family members in the same way.)
T: I have two brothers, two sisters, I have many friends. Read these new words together.
Ss : …
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1.教孩子们爱他们的家庭和家人，希望每一个家庭和家人都幸福引出家庭成员的词汇。
2.利用图片的形式巩固复习前面学的this/that
These/those以及他们的回答为本课做铺垫。
3.拿出自己的全家福照片给学生看，通过简要介绍家庭成员引出家庭的话题。介绍句型This /that is my--- These/those are my ……这样既复习了生词也引出了本课的语法句型。在问答中与学生形成互动，比全部靠老师一人唱独角戏会更好一点。只要学生小学时有接触过英语，对家庭成员中一些简单的称呼应不陌生，因此在回答过程中，对猜、讲对的学生应予以肯定，表扬并适当奖励。教师边介绍，边领读单 词。有必要的话把个别音标 写出来，或者用红笔圈出来， 加以强调。 用匹配的方式巩固单词。 教学形式要多样化， 让学生体验感知， 参与。
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（二）
探究新知动口实践10
分
钟
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学生熟悉且感到亲切的话题，因此学生参与各项活动的积极性、主动性会比较高，而且每位学生都有话可说，有事可做，不会感到无从下手，当旁观者或听众。
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Step One: Drill
① take out their family photos.let students talk about them by themselves.（1分钟）
② Pair work. Talk about each other’s family photo in pairs.They must use “This/that is …” and “These/those are …” to do it. (Students practice. Teacher walks around the room to help them.)
③ T: Now check your practice.
S1: Who is this? S2: This is his … S1: Who are these? S2: These are his … (Ask a few pairs to practice.)
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1.提前一天让学生拿一张自己家的全家福或生活照片，上课时让学生简单介绍家庭。自己先利用新句型准备自己的介绍，目的是给学生自己反省的时间
2.联系实际，学生俩俩互动，把自己准备的介绍向同桌进行练习
3.让学生对他们练习的情况进行展示，让他们有自豪感和成就感。
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（三）
合作讨论
再探新知
10
分
钟
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在熟悉句式的情况下，再反复练习，进一步加深知识。
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Step Two: Task
① Talk about the family tree. T: Look at the family
tree. (Stick a family tree on the blackboard.) you can do it in groups of four or three. Then report it to the class. (Students work. Teacher moves around the classroom to help the students.)
② T: Check your task.
S3: Hello. My name is …Look at this. This is my/his/her/your family tree. That is my/ his/her…and this is my his/her/your /…They are old. These are my/ his/her/your … Those are my/ his/her/your…
Step3 Complete the conversation.(3a)
T: Fill in the form. Then report it to the class. (Students work. Teacher moves around the classroom to help them )
T: Very good.
Step4 Make sentences(3b)
Students practice it with groups.Then ask some students say their sentences.
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有了前面俩俩练习的基础，再分小组进行合作练习进一步巩固所学的句式。并让学生有时间进行充分的展示，在实际学习中体验成就感。
让学生用本节课所学的知识完成介绍家庭成员的任务,检测学生知识掌握的情况。
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（四）
巩固提高
实践运用10
分
钟
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再上台阶，逐步提高。
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Step5
Next make a dialogue in groups about your family. First, you must greet each other, and then introduce your family. (Two students come to the front.) SA: Hello. SB: Hello. How are you? SA: Fine, thank you. And you? SB: I’m fine, too. SA: Excuse me! What’s this? SB: It’s my family tree. SA: Who’s this? SB: This is my grandfather. SA: Who’s this? SB: This is my grandmother. SA: Is this your father? SB: Yes, he is. SA: The woman is your mother? SB: Yes, she is. SA: Who’s the boy? SB: He is my brother. (A few pairs do this.)(Students report to the class.)
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让学生在语言实践中学会礼 貌待人。把德育内容贯穿于教学之中。小组成员之间沟通有关家庭成员的信息，增进友谊.
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（五）
回顾归纳反思小结3
分
钟
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1.到同学或朋友家里去拜访，和同学或朋友一起欣赏影集。在介绍自己家庭的时候，便会运用所学的句型：This/That is my… He/She is my … These/Those are my … They’re my …；2.当其他同学进行转述时，练习所学过的句型：This/That is his/her … He/She is his/her … These /Those are his/her … They are his/her …who is he/she?He/She is--------who are they?They are--------
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目的是培养学生学会反思，大胆表达，增进师生交流和生生交流。
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（六）
课堂小测
7
分
钟
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1.选择填空
（ ）1.------ are my sisters. This is Alice, and this is Lily. A．These B. That C. This D. It （ ）2. -Is Guo Peng your brother? A.Yes, it is B.Yes, he is C.No, it isn't D.No, he is （ ）3. Is this -------eraser? A．he's B. his C. you D. she （ ）4. Those are my-------- . A．cousin B. parent C. sisters D. uncle 2.短文填空 This is a photo of my family. I am Frank, ( )am twelve. I study(学习) at No.11 Middle School. This is my father. ( ) name is Dale Brown. ( ) is a teacher in my school. He teaches English. And this is ( ) mother, ( ) is a teacher , too. ( )is that woman near(在---四周) my father? Oh, she is my aunt. She is a nurse. My grandparents ( ) in the photo, ( ) are in the USA. I have a dog. ( )name is Dick. I love my family and I love my dog, too.
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巩固新知并留给学生思维的空间
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板书设计
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1. This is my friend Jane.
2. That is my grandfather.
3. These are my brothers.
4. Those are my parents.
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5. Who is she? She is my sister.
6. Who is he?He is my brother.
7. Who are they?They are my grandparents
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8. that’s=that is
who’re=who are
who’s=who is
they’re=they are
9.his/her/your/my
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