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1、Unit2 This is my sister.Section B la-ld单元Unit2课时第3课时教学 目标语言知识：1 .通过情境体验，能够掌握目标词汇，运用目标语言介绍自己的家人，提升口语 交际能力。2 .通过看图说话，能够谈论自己和他人的家庭成员。学习能力：1 .通过观察图片，能够分析图片差异，预测听力内容，提高听力策略运用能力。2 .通过小组合作，能够制作自己和他人的家族树并进一步了解班级同学。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，提升对家庭的归属
2、感。教学 重难点1 .通过观察图片，能够分析图片差异，预测听力内容，提高听力策略运用能力。2 .通过小组合作，能够制作自己和他人的家族树并进一步了解班级同学。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 .T lets students watch the video about the family and asks Ss to repeat.3 . T shows a picture and asks: Do you have a big family? Can you figure
3、out the relationship between family members?观看视频并跟 读。观察图片回答问 题，并介绍自己 的家人。利用动画，引出本课 主题一家庭成员，通 过图片引导学生运 用句型介绍自己的 家人。Step 21. T shows students the family观察家庭树，学通过图片和英文释Pre-listeningtree.2. T teaches the new words by showing some pictures.3. T asks students to read after the tape and explain that grandp
4、a, grandma, mom, dad“ are less formal.4. T asks the students to finish the task in la-This activity is to help Ss use the target language to complete a family tree. Have Ss learn the different terms that are commonly used for each family member. Write on the board: Grandfather/Grandpa Grandmother/Gr
5、andma Mother/Mom Father/Dad习新单词。跟随老师一起， 学习新单词，跟、士 m +一帙求日o完成书本la部 分的练习，将家 庭树填充完整。义，辅助学生更好理 解家庭成员的称谓， 通过跟读录音，培养 学生的语音语调意 识。回归书本，操练新 知。1. The activity is to give Ss practice recognizing the target language. The T can use Answer Poll to check Ss answers: Find out how many Ss obtained the correct answer
6、s in an activity by taking a poll. List the possible answers on the board (but do not tell Ss the correct answers). Then ask Ss to raise their hands for each item they checked. In this way, you can count how many Ss checked each item. Finally, tell Ss the correct answers. How many完成书本la练 习，将你听到的 单词打
7、勾。通过齐读环节，将听 力内容进行熟悉，教 授学生抓关键词的 听力技巧。Step 3While-listeningStep 4were correct? How many werewrong?核对答案。Answers:aunt; uncle; cousin; friends;grandpa, grandma.2. This activity is to provideguided listening and speaking观察图片，进行通过观察图片回答practice with the target听前预测。问题进行听前预测，language. The T can guide Ss为之后听力
8、活动扫to use picture clues. Before清障碍。listening , the T can ask Ss tolook at the pictures in 1c anddiscussthefollowingquestions:How many people are in thepictures?Who are they?Where are they?What are they doing?In this way, Ss are betterprepared to answer listeningcomprehension questions.3. T plays the
9、 recording and asks听录音，兀成书Ss to do the match task in 1c.本1c任务。Listen again. Which picture跟读听力文本，培养are Jiang Tao and Tom talking学生的语音语调意about?识。4. T asks Ss to listen and repeat.跟读听力材料。1. T asks students to work in根据1c局部的根据书本内容进行pairs to introduce Jiang Taos信息，与同桌进对话练习，培养学生family to your classmates.行
10、问答练习。的交际意识。2. The activity is to provide Ss小组活动：完成小组活动充分发挥with speaking practice using书本Id的活动，学生的自主合作探the target language. Ask Ss to画一张家人的图究能力，有利于开展Post-listeningdraw their families and friends. Then Ss work in pairs to introduce the people in their pictures. The T can observe and offer help to Ss i
11、n need. Ss should pay attention to the accuracy of Ss speaking.3. T asks students to think about How to translate uncle and aunt into Chinese?片并向朋友介绍 他们。根据表格表述， 用中文翻译这些 称谓。学生的创造力，培养 了学生的合作与交 际能力。跨文化意识的渗透， 引导学生比照两种 文化的异同。Step 5 Language Points ExplanationT explains knowledge points.将知识点做好笔 记。将本节课重点汇总
12、 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 7SummarySummarize the key content in this lesson.跟随老师一起进 行内容总结。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. Write down your conversation about asking classmates7 families.2. Searc
13、h some interesting information or facts about family members.3. What else can be our family members except （除之 夕卜）people?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 wordsKey sentencesgrandpa+grandma=grandparents dad + mom = parentsdaughter, son, cousin, grandpa, mom, aunt, family tree, grandma, dad, un
14、cleThese are my parents and this is my grandma. This is my friend, Lin Fang.教学反思：The design of activities before listening(Activities 1 a and lb) is very important. The purpose is to activate the memory in students* brain, recall the learned words, phrases and sentence patterns, and pave the way for listening activities. At the same time, students* response process is also to learn and consolidate language knowledge in application.