《Unit 2 This is my sister》说课稿.docx
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《Unit 2 This is my sister》说课稿.docx
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Unit2Thisismysister说课稿说课稿Unit2Thisismysister说课稿SectionA(1a-2d)一、教学目标:
1.语言知识目标:
1)能掌握对家庭成员的称呼的词汇及指示代词:
sister,father,mother,grandfather,grandmother,brother,parent(s),grandparent(s),who,they,this,that,these,those2)能掌握以下句型:
This/Thatishissister.These/Thosearehisparents.Whosshe?
Shesmysister.Isthis/thatyoursister?
Yes,sheis./No,sheisnt.Arethese/thoseyourparents?
Yes,theyare./No,theyarent.3)掌握指示代词this,that,these,those及它们所构成的介绍他人的句型。
4)能运用所学的词汇及句型介绍自己的家庭成员。
2.情感态度价值观目标:
让学生知道他们应当尊敬自己的父母、祖父母及其他家庭成员,在家庭中应多帮助父母做力所能及家务劳动。
通过学习对自己的家庭成员会有更清晰的印象,学会与家庭成员和睦相处,从而激发起他们对家人的热爱。
二、教学重难点1.教学重点:
1)thenamesoffamilymembers.2)Theusageofdemonstrativespronouns:
this,that,these,those2.教学难点:
1)thepluralformsofthedemonstrativespronouns.2)TrainSsabilitytoapplywhattheyvelearnedtotheirdailylife.三、教学过程.Warming-upandrevision1.GreetingsT:
Howareyou?
Whatsyourname?
Nicetomeetyou!
Whatsyourtelephonenumber?
etc.2.LetsomestudentsshowtheirIDcard.T:
Whatsyourfirstname?
Whatsyourlastname?
Whatsyourtelephonenumber?
3.LetSsintroducetheirIDcardinformationtoclass.MyfirstnameisMylastnameisMytelephonenumberis.Presentation1.ShowSsapieceofvideo“家有儿女”.T:
(showXiaYusphoto)Whatshisname?
Ss:
HisnameisXiaYu.T:
WeknowXiaYuhasahappyFamily.Nowletscomeintohisfamily.Whoisthis?
Ss:
ThisisXiaXue.T:
XiaXueisXiaYus?
Ss:
Sister.T:
Good!
Whocanspellsister?
T:
Readafterme,sister.(AskagroupofSstoreadtheword)2.ShowSsanotherphotosandteachthenewwordsbythesameway.(Bb:
brother,father,mother,parent(s),grandfather,grandmother,grandparent(s)T:
Nowletschant.Father,father,thisisfather.Mother,mother,thatismother.Grandfather,grandfather.Grandmother,grandmother.Parents,parents,thesearemyparents.Brother,sister,thosearemyfriends.3.Workon1a.LetSslookatthepicturein1a.Thenreadthewordsontheleftside.Thenmatchthewordswiththepeopleinthepicture.Checktheanswerswiththeclass:
1.a2.d3.b4.h5.f6.e7.i8.d9.g.ListeningT:
Aboyistalkingabouthisfamily.Whoishetalkingabout?
Nowlistenandcirclethepeopletheboytalksabout.Ss:
OK.(Playtherecordingof1btwice.Studentswork.)T:
Whatstheanswer?
S:
Twobrothersandasister.Pairwork1.Role-playtheconversationin1a.Ssworkinpairs.Role-playtheconversation.Trytorememberthesentencestructure:
Thisis;Thatis;Theseare;ThoseareWhosshe/he?
Shes/Hes2.Lookatthepicturein1a.Talkabouttheotherpeopleinthepicturewithyourpartner.Usingthesentencestructure:
Thisis;Thatis;Theseare;ThoseareWhosshe/he?
Shes/Hes3.Letsomepairsactouttheirconversation.Listening1.T:
Herearetwogirls.Theyaretalkingaboutthefamilymembers.Pleaselistentotherecordingof2ainSectionAandcirclethefamilymembersyouhear.Firstletsreadthewordsintheboxtogether.motherfathersisterbrothergrandmothergrandfatherfriendgrandparentsSS:
OK.(Readthewordstogether.Thenplaytherecordingof2atwice.Studentswork.)T:
Checktheanswer.(Asktwostudentstosaytheanswers.)2.Listenandmatch.T:
Nowletslookatthephotoofthisfamily.WeknowthisisJenny.ButwedontknowwhoisBob,whoisJack,whoisLinda,whoisJohnandwhoisMary.Letslistenandfindthem.(Playtherecordingof2b.Studentswork.)T:
Whofindthem?
(Manystudentsmaysaytheydo.Choosetwoofthemtoanswer.).PairworkT:
Youcometothishome.Youseeapictureonthewall.Therearemanypeopleinthepicture.Youwanttoknowwhotheyare.Use“Whosshe/he?
Shes/Hes”tofindthem,please.Whenyoufinish,changerolestodoit.Nowbegin.(Studentswork.Teacherwalksroundtheclassroomtoseehowtheyaredoingandhelpsthestudentswhoneed.)T:
Letscheckyourwork,please.SS:
OK.(Askonepairtodoit.)S1:
Whosshe?
S2:
ShesJenny.S1:
Whoshe?
S2:
HesJohn.(Asktwomorepairstodoit.).Role-play1.Nowlookatthepicturein2d.ThisisJanesfamily.Readtheconversationfirst.Thenlookatthepictureandguesswhotheyare.(Ssreadtheconversationthenguesswhothepeopleare.Theycandiscussinpairs.)2.Letsomestudentsintroducethepeopleinthepicture.Theycansay:
This/ThatisThese/Thoseare3.LetSsreadtheconversationaftertheteacheraloud.Thenworkingroupsofthree.Practicetheconversation.Theymaychangerolesastheylike.4.Asksomepairstoactoutthedialogueinfrontoftheclass.5.评价:
让学生们对自己的表现及语言表达能力进行自我评价,在小组内评价,然后进行评出最优秀的小组。
并鼓励学生们下一次争取做最优秀的小组及个人。
教师对学生们的相互评价及表现记录在学生评价表上。
(学生从心理年龄及认知水平上都处于很单纯、好表现的时期,因此恰当的评价能激发他们的学习兴趣,有利于形成良好的学习习惯。
)Homework:
1.Rememberthenewwords.2.Collectafamilyphoto.Introduceyourfamilymembersinthephoto.板书设计:
SectionA(1a-2d)1.sister,father,mother,grandfather,grandmother,brother,parent(s),grandparent(s),2.who,they,this,that,these,those3.1a:
1.a2.d3.b4.h5.f6.e7.i8.d9.g3.This/ThatisThese/Thoseare4.Whosshe/he?
She/Heis5.ThisisSally.ThisisJane.ThisisKate.Thoseareherparents.Thatisherbrother,Paul.SectionA(GrammarFocus-3c)一、教学目标:
1.语言知识目标:
1)通过不同方式的练习继续熟练掌握对家庭成员的称呼的词汇。
2)继续练习运用以下句型来介绍自己的家庭成员。
This/ThatisThese/Thoseare.Whos?
Shes/HesIsthis/that?
Yes,/No,Arethese/those?
Yes,theyare./No,theyarent.3)能运用所学的词汇及句型完成不同的交际练习。
2.情感态度价值观目标:
通过学习对这部分的学习使学生对自己的家庭成员会有更清晰的印象,并学会与家庭成员和睦相处,从而激发起他们对家人的热爱。
二、教学重难点1.教学重点:
1)总结介绍自己的家庭成员所用的句型。
2)总结询问及回答家庭成员所用的句型。
3)综合运用所学的知识与他人就成员的话题进行交际。
2.教学难点:
1)总结掌握介绍家庭成员的句型结构;掌握询问及回答某人的身份所用的句型。
2)综合运用所学的知识进行交际的能力。
三、教学过程.Warming-upandrevision1.GreetingtheSs.Chantthesong:
Father,father,thisisfather.Mother,mother,thatismother.Grandfather,grandfather.Grandmother,grandmother.Parents,parents,thesearemyparents.Brother,sister,thosearemyfriends.2.通过上一节课的学习我们知道家庭成员的称呼。
上一课安排同学们带自己的家庭照片来,那么,现在我们用自己带来的照片来介绍自己的家人。
你应该用什么样的句型呢?
现在我们作个示范练习。
SampleOne:
(showtheteachersfamilyphoto)T:
Thisismygrandmother.Thisismygrandfather.Thosearemyparents.Thatsmyhusband.Thatsmyson.T:
Nowitsyourturn.Takeoutyourfamilyphotoandintroducethemtoyourpartner.(Sstaketurnsintroducetheirfamilymemberstohis/herpartner.)3.Reviewtheconversationin2d.Asksomepairstorole-playtheconversation.GrammarFocus.1.阅读指导:
1)老师总结已学过介绍自己家庭成员的两类句型。
第一类为介绍单个的家庭成员时,较近处的用Thisis;较远处的用Thatis第二类为介绍多个家庭成员时,较近处的用Theseare;较远处的用Thoseare2)询问某人的家庭成员时,可用两类句型。
第一类为特殊疑问句,Whosshe/he?
应做直接回答:
Shes/Hes或Whoarethey?
回答用Theyre第二类为一般疑问句,单个人物用:
Isthis/that?
Yes,she/heis.或No,she/heisnt.多个人物用:
Arethese/those?
Yes,theyare.或No,theyarent.2.学生阅读并完成下列句子。
(可借助课件来完成此任务)这是我的朋友简。
__myfriendJane.那是我的爷爷。
_mygrandfather.这是我的兄弟们。
__mybrothers.那是我的父母亲。
__myparents.她是谁?
_she?
她是我的妹妹。
Shesmy_.他是谁?
_he?
他是我的弟弟。
_mybrother.他们是谁?
Who_they?
他们是我的祖父母。
_mygrandparents.3.注意以下几种缩略的表达法:
thats=thatis,whos=whois,whore=whoare,theyre=theyare4.学生识记后,做填空练习来进行巩固。
.Practice1.T:
Letsworkon3a.AisintroducinghisfamilymembertoB.Readthedialogueandtrytofillintheblankswiththerightwords.2.阅读指导:
同学们应先通读对话一遍,根据上下文问答句的提示,以及句式结构,回答的方式等来确定空格处的词汇。
比如:
第二句是一个疑问句,由后面的答语不是以Yes或No来回答,可知第二句应是一特殊疑问句,因此可知空格应是特殊疑问词who。
第三句,因空格后面是myfather,可知空格处应Hes。
3.Ssworkinpairs.Trytofillintheblanks.Theycandiscusstheanswerswiththeirpartners.4.Checktheanswers.ThenlettheSspracticetheconversation.Getsomepairstoactouttheconversationinfrontoftheclass.Practice1.T:
Nowletsworkon3b.Workinpairstomakesentenceswithwordsinthethreeboxes.2.S1lookatthepictures,say:
ThisismyThatismyThesearemyThosearemy3.S2repeatS1sintroductions:
ThisisyourThatisyourTheseareyourThoseareyour.Practice1.T:
Youandyourpartnerputyourphotosonthedesk.Taketurnstoaskandanswerthefamilymembers.S1:
Whosshe?
S2:
Shesmymother.S1:
Whoshe?
S2:
Hesmyfather.S2:
Isthisyourgrandfather?
S1:
Yes,heis.S2:
Arethoseyourparents?
S1:
No,theyarent.2.T:
Doyouknowwhat“family”is?
Ss:
T:
“family”means“fatherandmother-Iloveyou!
”AndIhopeyoucanshowyourlovetoyourparents,OK?
Ss:
Ok!
Homework1.ReviewtheGrammarFocus.2.Makeaconversationwithyourpartnerandcopyitonyourworkbook.板书设计SectionAGrammarFocus-3c1.ThisisyourThatisyourTheseareyourThoseareyour2.Whosshe/he?
Hes/Shes3a:
is;Who;Hes;my;are;Theyre3b:
Thisismybrother.Thisismysister.Thatismygrandfather.Thosearemyparents.SectionB1a-2c一、教学目标:
1.语言知识目标:
1)能掌握对家庭成员称呼的词汇:
son,daughter,cousin,grandpa,grandma,mom,dad,aunt,uncle,以及here,of,photo,next,picture,girl,dog等。
2)能正确理解家庭成员之间的关系,对家庭成员能正确称呼。
3)进一步学习一些英语名字,并能分辨出名字的不同性别。
4)通过听、说、读的训练,提高学生们综合运用英语的能力,培养学生们学习英语的兴趣,并在学习中体会到学习英语的乐趣。
2.情感态度价值观目标:
通过学习对自己的家庭成员会有更清晰的印象,学会与家庭成员和睦相处,从而激发起他们对家人的热爱。
二、教学重难点1.教学重点:
进一步掌握家庭成员的表达;学会指示代词、人称代词的用法。
通过填写家谱,弄清楚家庭成员之间的关系。
阅读有关家庭成员的小短文,能正确理解家庭成员之间的关系。
2.教学难点:
填写家谱,弄清楚家庭成员之间的关系。
阅读短文,获得相关信息,正确地表述家庭成员间的关系。
三、教学过程.Warming-upandrevision1.Greetingthestudents.Checkthehomework.2.T:
Youknowmyfamilymembers.Iwanttoknowyourfamilymembers.Wouldyouliketointroduceyourfamilymemberstous?
SS:
Yes.T:
Whowantstobethefirst,please?
(Studentsusetheirphotosorthepicturestheydrew.)S1:
Letmetry.T:
OK,please.S1:
Hello,everyone!
MynameisLookatthispicture,please.Thisisapictureofmyfamily.Thisismyfather.HisnameisThisismymother.HernameisTheyaregoodparents.Thisismybrother.HisnameisLook!
Itsme.AmIfunny?
Ilovemyfamily.T:
Verygood.(Anothertwostudentsintroducetheirfamily.).Presentation1.GuessingGameT:
Doyoulikegames?
S:
Yes.T:
Letsplayaguessinggame.Lookatthescreen.Thisismybrother.Butmyfatherisnothisfather.Hisfatherisnotmyfather.Hisfatherandmyfatherarebrothers.Wehavethesamegrandfather.Whoishe?
S1:
Itisyour“表哥”.T:
No,itisnt.S2:
Itisyour“堂兄”or“堂弟”.T:
Yes,itis.LetsseehowtosayitinEnglish.(Showtheword“cousin”onthescreen.)T:
Itscousin.Readafterme,C-O-U-S-I-N,cousin.SS:
C-O-U-S-I-N,cousin.T:
Spellit,please.SS:
C-O-U-S-I-N,cousin.T:
ThistimeyoumustsayitinEnglish.Thisisyoursister.Butyourfatherisnotherfather.Herfatherisnotyourfather.Herfatherandyourfatherarebrothers.Youhavethes
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