北师大初中英语七上《Unit 1 Family》word教案 (1)

教学基本信息

课题Unit 1 Family Lesson 1 Photos of us (First Period)

学科英语年级初一

教学材料北师大版《初中英语》七年级（上）

姓名单位

教学设计

指导教师

指导思想

根据《英语课程标准》（2011年版）的分级标准，初一学生应达到三级标准：对英语学习表现出积极性和初步的自信心；能就熟悉的话题进行简单的交流；能利用所给提示简单描述一件事情；能读懂简单的故事和短文；能意识到语言交际中存在文化差异。

教材分析

本课是北师大版《初中英语》七年级上册教材第一单元Unit 1 Family，话题为家庭和家庭成员。教师根据教材内容和学生认知水平，将第一单元的第一课Lesson 1分为两个课时。第一课时的内容包括家庭成员的关系和称谓，通过中英文名字的不同来体会文化差异，然后利用阅读获取家庭成员的具体信息，最后结合课文信息和语言进行输出活动。第二课时则以人称代词和物主代词为主。

由于在Get Ready C中已经给学生进行了关于家庭成员词汇的学习和拓展，因此，在本节课中，有关家庭成员的词汇只组织学生进行简单的复习和再现，没有作为本节课的重点学习内容。

学情分析

学生在小学阶段学过相关话题的词汇和简单表达，有一定的基础，并且之前在Get Ready C部分已经学习和拓展了相关词汇，为学生减少了学习本节课内容的障碍。学生的模仿能力较好，课堂上充分发挥示范作用，学生对教师的指令和要求一目了然。

由于学生笔头落实的能力较弱，本节课在说和读的基础上，也给学生提供了充分的笔头落实的机会，在语言输入和输出部分均设置相关的笔头落实任务，将学习内容及时落实并反馈在学案上。在阅读中引导学生逐步形成阅读策略意识，有利于学生的可持续发展。

此外，学生对英语学习有着较高的热情，喜欢参与课堂活动，因此，教师结合本节课的目标和学习内容让学生每两个人一组，既能给学生提供互相交流和帮助的机会，又能控制活动的秩序和效果。

教学目标

Students will be able to:

1.understand the cultural difference between English and Chinese names;

2.get the information of family members according to the key words;

3.tell the relationships between different family members;

4.describe someone in class using the expressions in the passage.

教学重点和难点

教学重点：

1.Understand the cultural difference between English and Chinese names;

2.Get the information of family members according to the key words;

教学难点：

1.Describe someone in class using the expressions in the passage.

教学资源

Multi-media.

教学方法

Task-based approach (PWP), communicative approach

板书设计

Unit 1 Family

Lesson 1 Photos of Us

1.key words—reading skill Mr/Mrs + family name

2.描述某一个人：人名+’s表示某人的

… has …

… lives …

… is …

… the same age as …

…years old …

… likes …

… wants to …

课题Unit 1 Family Lesson 1 Photos of Us

教学过程

教学步骤教师活动学生活动设计意图时间

Step 1 Warm up 1.Ask some questions:

1)How many members are

there in your family?

2)Who are they?

3)What other family members

do you know?

2.Lead Ss to do a brainstorm.

Answer the questions:

There are …people in

my family. They are …

Do the brainstorm and

report in class.

To recall the

words of

family

members.

2’

Step2 Pre-reading 1.Show Mr Brown’s family

tree, then, ask Ss to find out

family names and given

Find out family names

and given names.

To know

cultural

difference.

10’

2.Let Ss use Mr or Mrs to say

hello to Tom Brown’s family

members.

3.Ask Ss: “What’s the

relationship between Tom

and Mary?”

4.Have Ss speak in pairs to do

exercise 1 on Page 26 and

choose some pairs to act out

in class.

5.Let Ss read all the sentences

together. Say hello to Brown’s

family members with

Mr or Mrs.

Answer: Tom is Mary’s

husband. Mary is

Tom’s wife.

Practice speaking in

pairs and act out.

Read aloud together.

To know the

relationship

between

family

members.

Step 3 While-readi

ng 1.Show the first paragraph on

the PPT and let Ss read aloud

together.

2.Ask Ss to tell which family

member the first paragraph

describes and find out the

key words.

3.Have Ss find out correct

family members for the other

three paragraphs and

underline the key words.

4.Let Ss check the answers and

key words in pairs, and then

report in class.

5.Show Ss an information form

and lead Ss to do the first

one together as an example:

Family

members

Information

Tom & Mary They have

two ______

and a

grandson.

They live

________.

6.Tell Ss they can depend on

both the passage and the

family tree.

7.Ask Ss to check in pairs.

Look at PPT and read

aloud together.

Say out: Mary Brown.

Tell the key words.

Read and find out the

family members, at the

same time underline the

key words.

Check the answers and

key words in pairs and

report in class.

Read the teacher’s

example and complete

the form on their

learning sheet.

Check in pairs.

To get

information of

family

members and

find out the

key words.

15’