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1、Unit2 This is my sister.Section A la-2d单元Unit2课时第1课时教学 目标语言知识：I.通过情境体验，能够掌握目标词汇，运用目标语言介绍人物和区分人物，提升 口语交际能力。2.通过学习对话及练习掌握家庭成员名词和指示代词的基本用法。学习能力：1 .通过观察图片，能够对听力内容进行预测，提高听力理解能力和策略运用能力。2 .通过对话练习和小组合作，能够进行角色扮演并创编对话文化意识：通过家庭成员介绍用语的学习，能够了解中外家庭成员表达方式的区别，体验不 同的文化带来的魅力。思维品质：通过课堂活动的体验，能创造性地表达自我，提高跨文化交际意识，提升对家 庭的
2、归属感。教学 重难点1 .通过情境体验，能够运用目标语言介绍人物和区分人物，提升口语交际能力。2 .通过学习对话及练习掌握家庭成员名词和指示代词的基本用法。教学 工具IWB, PPT教学 方法任务型教学法、情景交际法教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1 .Greeting.2 .The T can play a video about introducing the family and lead in the topic and guide Ss to talk about their own family.3 . The T can use the foll
3、owing prompts: How many people are there in your family? Who are they?观看歌曲视频并 跟唱。自由讨论自己家 庭成员并观察图 片上的家庭成 员。利用动画，引出本课 主题一家庭成员， 引导学生跟唱，在唱 的过程中自然的感 知目标语言，激发学 生学习兴趣。4. T can show some pictures and prc-tcach some words of family members. And then the T can show another family photo and elicit these words
4、from Ss.跟随老师出示的 图片学习家庭成 员单词。通过图片和关系图 教授新单词及其发 音，清晰明了的呈现 新知。Step 21. T asks students to try to根据箭头标识和听前将介绍家庭成Pre-listeningintroduce the family members in句型模板，介绍员的句型进行操练，the picture.图片中的家庭成为听力训练降低难2. T shows the sentence samples to lead Ss to imitate.员名称。度。3. T asks Ss to look at the picture观看la局部图书本任
5、务有利于学and read the conversation.片，并读出图中生更好的掌握家庭4. T can do the activity ia as a class or have Ss do this alone or in pairs first before doing the activity as a class. Answers: I .a 2.c 3.b 4.h 5.f6.e 7.i 8.d 9.g对话。完成la局部任 务。成员名词。5. T can present a family tree to跟随老师一起绘通过家庭树的绘制，Ss to help Ss to unders
6、tand the family relations.制家庭书。使学生产生形象记 忆。Step 31. T leads students to pay关注人物姓名，通过听力策略的教While-listeningattention to the family做好听力技能：授，帮助学生更好的members and catch the key words while listening.找寻关键词。把握听力侧重点。将听力文本拆解，用2. T plays the record and ask听听力，圈出你图画的形式展现，并students to listen and circle听到的家庭成员在情景内教
7、授新单the words you hear.名词。词，用跟读录音的模3. T plays the record again and ask students to listen and fill in the blanks.再听一次，填空。式，培养学生的语音 语调意识，也使学生 巩固目标词汇和重4. T shows the conversations and asks students to listen and repeat (he conversations.5. T shows the video of la.跟读录音并模仿 语音语调。观看la局部课点句型的使用。6.7.T asks s
8、tudents to role-play the conversation in la. Then talk about the other people in the picture.T shows the picture in 2a and本视频。与同桌进行角色 扮演。观看2a局部课听力前先带着学生asks Ss to look at the picture to meet Cindys family and guess who they are.本插图，分析家 庭成员构成。熟悉图片内容和听 力方向，引导学生观 察图片内的关键任8.T asks students to finish the
9、 task in 2a- Listen and circle the words you hear.听听力并圈出你 听到的家庭成员 名词。务，猜想他们所进行 的话题，为听力找寻 关键词。9.T asks students to finish the task in 2bListen again. Match the names with the people in the picture.再听一遍，把名 字和成员配对。完成书本听力后进 行了听力文本的二 次改编，将文本挖空 进行练习，空格内容10.11.T asks students to listen again andcompletethe
10、conversation.T asks students to listen and draw Cindys family tree.听第三遍，填空。听录音并绘制 Cindy家的家庭是本课目标词汇。12.T shows the conversations and asks students to listen and repeat the conversations.树。听录音并跟读。跟读录音的模式，培 养学生的语音语调 意识。Step 41.Ask students to finish与同桌用2c部通过之前句型的学Post-listening2c-practice the conversat
11、ions in pairs.分的目标句型创 编对话并表演。习，为2c局部的练 习打好的基础，要求 学生以小组的形式 进行问答的难度降 低。2.Ask students to read the conversations in 2d and answer the questions-How many people are there in the picture? Who are they?朗读2d并找出 图中一共几个 人，分别是哪些 家庭成员。2d局部的阅读，先 通过问题的设置让 学生了解对话内容， 关注到本节课的重 点。教学反思:3. Ask students to listen and r
12、ead the conversation and pay attention to the phrases.4. Ask students to role play the conversation with the partner.5. Ask students to role play the conversations about the family in the picture.6. Ask students to make sentences to introduce their family.再读一遍2d,标 注语调变化和重 点词组。与同桌角色扮演 2d内容。根据老师提供的 图片
13、进行家庭成 员问答对话。造句介绍一下你 自己的家庭成 员。跟读录音的模式，培 养学生的语音语调 意识。通过表演对话的形 式，让学生理解掌握 和运用本课的重点 单词与句型，开展听 说能力，培养小组合 作能力。Step 5 Language Points ExplanationT explains knowledge points.将知识点做好笔 记。将本节课重点汇总 系统的进行讲解和 分析，帮助学生形成 语言体系。Step6 ExercisesT assigns the test.完成课堂练习。让学生在课上练习 消化知识点，及时操 练重点知识点和目 标语言，让教师把握 学情。Step 7Summ
14、arySummarize the key content in this lesson.leach students that family harmony is the only way to prosperity.跟随老师起进 行内容总结。情感教育升华。总结本课所学内容， 巩固加深印象。利用将思维导图给 学生进行有序的梳 理。Step 8Homework1. Read and recite the conversation in 2d.2. Do the exercises in students book.将家庭作业做好 记录。检查学习效果，加深 对知识的理解和记 忆。板书设计：New
15、wordsKey sentencesfather, mother, sister, brother, parent, grandparent, grandmother, grandfatherShes is my sister.These are my brothers. Those are my parents.This is (he first period of the unit. During this period, teachers interact with students through high-dcnsity questions according to the topi
16、c picture, which is helpful fbr students to icarn new vocabulary, and also help students review the language content they have learned. Teachers questions can play a good demonstration role for students in pronunciation, intonation, expression and sentence making. At the same time, they can quickly activate the relevant schemata in students brain and enter the state of language learning. Therefore, teachers should make effective use of the topic picture and improve their questioning skills.