2022年新目标英语UnitThisismysister教案.docx

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1、精选学习资料 - - - - - - - - - Unit 3 This is my sister一、教案目标对人物进行简洁的描述依据相关信息辨别人物能简洁介绍自己的家人和伴侣 二、教案设计的思路及教案建议 思路：本单元的 Topic 是“ Talk about family；这是每个同学都熟识且感到 亲切的话题,因此同学参加各项活动的积极性、主动性会比较高,而且每位学语言目标学习策略与思维技巧重点词汇*运用对话练习,把握如 何用于介绍家人、朋This is my brother. 友；bother, father, sister, *运用对话练习,猎取家Is she your sister.

2、 brother, grandmother, 庭基本信息；Yes, she is./ No, she grandfather, grandparent, *通过学习、识别、记isnt. uncle, aunt, cousin, parent. 忆,学会归纳、总结一些单词的构成（复合 词）学会巧记单词；语言结构语言功能跨学科学习1、指示代词 this, that, 艺术：画出家庭成员图these, those Introduce people 画并依据此介绍；2、人称代词 I, he, she 语言艺术：利用卡通画Identify people 学习单词、句型；3、Yes / No 问句的简洁文

3、化艺术：能编写简洁回答4、Plural nouns 的家谱生都有话可说,有事可做,不会感到无从下手,当旁观者或听众；所以,在这一单元的教案过程中,我本着新标准所提倡的“面对全体同学 ”,这一教案思想,尽可能多地创设让全部同学都参加的活动,采纳任务型教案途径,提倡 体验参加,让同学在做中学,学中做,使全部同学都能体验到胜利的欢乐,使 其在开心和自信的心情中保持积极的学习态度,增强信心；同时,依据“整体设 计目标,表达敏捷开放 ”这一教案原就,在强调任务设计的有用性与可行性的同 时,也留意阶梯性,使特长生有展现才能的舞台,使班里的英语优秀生有创 新、展现的机会,并培育他们课外自主学习、合作学习、探

4、究学习等学习策1 / 6 名师归纳总结 - - - - - - -第 1 页,共 6 页精选学习资料 - - - - - - - - - 略,也拓宽了他们的学习渠道（查字典、翻阅资料、上网等）；从而促使全班 同学在各自原有的水平上得到进展；基于此,结合教材特点,我提出以下教案 建议： Unit 3 This is my sister 课时支配：四课时 第一课时： P13P14 其次课时： P15P16 第三课时： P17 第四课时： P18及练习册教案建议：英语教案的最终目的就是能用英语“做事”,即让同学在课堂上或课后有机会运用所学到的语言材料,并能用英语解决问题,因此在教案中应积极创设语言情

5、境,在活动中引导同学“主动 ”做；同时教材本身环绕单元话题,设计了许多好玩的、贴近生活的教案活动 /嬉戏；因此,我们可以结合本单元的功能工程及句型,将这些嬉戏、活动扩绽开来,并真正应用于生活实际中去,敏捷性、制造性地使用教材,将机械、枯燥的内容融入有意义的英语活动中,即 “做事”,从而达到巩固句型并培育同学语言综合适用才能的目的；eg Task One:（看图添加人头）Game: Guess, “ Who is he/she” according to the clothes he/she wears in the family/photo and then draw his/her head

6、. Task Two:（家庭 学校联系册）Fill in a form: Fill in the form that given by the teacher on the basis of the Ss families in order to build an easy contact between the school and the Ss family. Task three:名信片设计能手Contest: Choose the best desinger according to the photo and the letter he /she writes, choose the

7、 best photo with origind idea, the best English descriptio n and the best English oral teller as well. 四、详细教案设计 第一课时：（ P13P14）Step1 Warming up （Recycling）（Greetings）T: Hi/Hello, Nice to meet you. （Personal names）T: Whats your/his/her name. （Identify objects）T: Is this/that your .（Yes, itis./No, it i

8、snt. Step2 Presentation （出示自己家庭的一张大照片）2 / 6 名师归纳总结 - - - - - - -第 2 页,共 6 页精选学习资料 - - - - - - - - - T: Whats this.Its a photo. Is this your photo. Ss: No, it isnt. T: This is my photo. Look. This is my family. Whos this/that. Who are these/those. This/That is my father/mother（讲授新词）These are my broth

9、ers/ 用 Whos this/that.句型讲授新词,在问答中与同学形成互动,比全部靠老师一人唱独角戏会更好一点；只要同学学校时有接触过英语,对家庭成员中一些简洁的称呼应不生疏,因此在回答过程中,对猜地、讲对的同学应予以肯定,夸奖并适当嘉奖；2、Read all the words.（先跟老师读,然后组内读,再随便抽读,留意学 生语音（美音）的订正）；3、Match the words with the people in the picture（1a ）. Step 3 Listen and practie. 1、（出示挂图 P13）T：Now we all know Davids fa

10、mily members. Look at Dave. Who does he talk about. （Ss guess first）Listen to the tape and circle the people he talks abut. 2、T: What about the others. Who are they. 让同学到黑板前,指着图并能加以介绍,用上句型；This/That is his or These/Those are his 3、Introduce your best friend/friends. 向同桌介绍班里你最要好的一个或几个伴侣,并能相互问好；eg SA:

11、 Hi, This is my friend LiMingS C. SB: Hello,LiMing, Nice to meet you. SC: Hello,Nice to meet you, too. （Or） SA: Hi, ,These are my friends LinLin and Fangfang. SB： Step4 Listening （出示一男孩画面） T: And this is Davids friend, LinHai. Today Dave asks LinHai to his home for dinner and meet his family. Now li

12、sten, who greets him. Finish 2a 2b. 3 / 6 名师归纳总结 - - - - - - -第 3 页,共 6 页精选学习资料 - - - - - - - - - Step5 Game 1、First according to 2C, ask and answer in pairs. 2、Play a guessing game. 每组推选一人上台,用布将他/她眼睛蒙上,其它组任选四人上前问候（Hi/Hello）；其余同学问： Whos this.让他 /她猜 Is this t.可猜三次,猜中小组得 1 分并继读猜；猜错,退下；Step6 Task 出示一张

13、Toms Family photo like this .Ss: Yes, it is./No, it isn让同学依据人物的衣着特点,小组共同合作,添上相应的人头,并在旁边 写出家庭成员的名称；然后抽取几个小组上前展现并口头介绍,并评出正确创 意奖及正确表达奖；其次课时（ P15P16）课前先布置同学带来一些照片（全家福 片/伴侣、亲戚照片等）；Step1 Revision /个人照片 /幼时照片 /侧面、背影照1、Game: Teacher gives some word cards with pictures to some students.When the teacher asks“

14、 WheresDavids father.”持有相应卡片的同学应立刻站起并回答（She/he is）here. 2、以小组竞赛形式复习单词,即将上节课所学词汇写在纸条上,背面朝 上,让每组同学依次轮番认读,依据读对的单词数及所用时间评出优胜组；Step2 Guessing Game and Presentation T: Yesterday I told you something about my family and friends. Now Ill write some of their names on the Bb. Guess who the person is, Ill see

15、who h as the best memory. （让猜对的人到黑板前写名字连续嬉戏）eg 写下“ Peng Haibing”S1: Is he your father. T: No, he isnt. S2: Is he your brother. T: Yes, he is. 又如： “ Cai YiLuo ”S1（可能） :Is she your mother/dahghter/aunt. 在嬉戏过程中依据同学推测的需要及相应情形,适时地教授新词 Son, daughter, aunt, uncle,cousin. Step3 Pairwork 1、First look at the

16、picture, finish 3a 4 / 6 名师归纳总结 - - - - - - -第 4 页,共 6 页精选学习资料 - - - - - - - - - 2、Practise the conversation with your partner. Step 4 Groupwork 1、Identify persons Take out their photos and put them together in their group. 然后两人交 换并带回 家,家长核查（予以一Name Age Job Telephone Number 定的纠 正）,Members s Father T

17、ake turns to ask and answer questions about the photos. Identify the person in the photo.（利用照片问答,辩认人物）2、Ask some pairs/ groups to make a conversation in front of the class o n the basis of their photo. or give an introduetion of their own family photo. Step 5 Listening T：Lin Hai and Dave are also ta

18、lking about the photo. Finish Section B （2a、2b）. Step 6 Make a family tree 先老师示范,然后完成Section B 1中的 family tree, 并让同学制作自己家的 family tree,并加以评比展现；Step 7 Task （制作家庭 学校联系册）T：I want to know something about each of your families. Please fill in t he form in pairs first. 老师将表格发给同学,让同学两人一组询问对方并填写下表5 / 6 名师归纳

19、总结 - - - - - - -第 5 页,共 6 页精选学习资料 - - - - - - - - - 格交给老师,老师评阅、定等级并将调查表装订成 便利学校与家庭的联系；“家庭 学校联系册 ”,以第三课时：（ P17）（课前布置同学画一张自己家庭成员的照片或带一些照片）Step 1 Revision Ask Students to give an introduction of his / her family according to the p icture he / she drew or the photo he / she takes to school（用画或照片介绍家 人、伴侣

20、）Step 2 Read and draw Read the letter. Draw a picture of Emmas family 完成3a Step 3 Look and write 完成 3b Step 4 Write a letter （对3b中的写作内容进行点评之后）T：You also have a photo of your family or your friends, Can you write a letter about it . 让同学试着将从前的口头介绍写下,先在小组内沟通,然后老师任意抽选 几张照片及信函,贴在黑板上,让几位同学上前将相应的照片与文章连线；Step5 Task （Sending cards to your penfriend / teacher）让同学给自己的笔友 /老师制作一张附有照片及文字说明的名信片,然后评 出正确设计奖、最新创意奖、正确文采奖；第四课时（ P18 及练习册）1、复习整个单元的单词及句型,让同学自测词汇把握情形（1）2、完成（ 3）中的对话 3、完成练习册中练习（练习册未到,不知详细内容）4、阅读 “ Just for run.”5、Having a quiz 做评判手册6 / 6 名师归纳总结 - - - - - - -第 6 页,共 6 页