让学生在趣味中提升口语—Unit 2 this my family教学设计

 让学生在趣味中提升口语— Unit 2 this my family教学设计

王玮

昆明市第十一中学， 650225

摘要：初中英语新课程标准指出：英语教学要重视对学生实际语言运用能力的培养，强调课程从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。本节课充分利用了初一学生爱玩、爱模仿、有竞争心、积极性的特点。充分调动学生的积极性，从此到短语，从短语到句子，从句子到短文。层层递进环环相扣的训练学生口语表达，同时也培养了学生热爱家庭，尊敬父母的良好品德。

关键词：英语口语 趣味 策略

一、教材分析

本课学习的是学生最熟悉的家庭成员的称谓。通过介绍照片中的人物，帮助学生学会This/That is… , These/Those are … 以及询问人物的特殊疑问句Who is/are …? 本课的生词较多，并且也开始涉及到名词的复数形式，对学生来说有一定的难度。整节课都是围绕照片来谈论介绍人物的。由最初单一的家人称谓到连贯的句子、到对话、到篇章，充分体现了教材内容的渐进性和层次性，在教师的指导下学生能不断地重复掌握本单元的生词和新句型，从而达到熟练运用所学内容介绍家庭成员的目的。

二、学情分析 

 本课要学习的生词并不多，并且与我们的生活息息相关，教师在brain-storming部分引出话题，学生就踊跃的说出了对爸爸、妈妈、爷爷、奶奶的英语称呼。我没有立马纠正或告诉他们正确与否，让他们自由的说大胆的猜。如dad、 mom这些称呼在他们小学阶段就会说了。但如daughter、cousin等词汇学生就不太熟悉。从而驱使学生们的好奇心，使他们对新词汇产生强烈的求知欲。

三、利用歌曲导入、初步感知主题

 英语歌是初一学生学习英语的一种有趣方法。导入部分的课前歌曲，可以使学生兴奋起来，快速进入上课角色。课程中部一首歌曲，能够让学生把上半节课程消化，放松心情，准备好下半节课新知识的深度学习和巩固。课后听几首歌英语歌曲，有利于培养学生语感，加强学生对英语学习兴趣的培养，也是第二课堂有效开展的途径。在本课时的教学中，我以歌曲Move the Body作为导入，播放歌曲请学生起立一起和视频中的卡通人物运动起来move the body in the music. raise the shoulders in the rhythm.让学生边动边唱，这也践行了全身方法。在这种活泼欢快的氛围下不但调动了学生的积极性，同时也训练了他们听唱的能力。为下一步的学习做好了充分铺垫。

四、课外提升，综合演练

初一英语要让学生喜爱英语有兴趣学习英语，同时培养以交际为目的的最初步运用英语的能力。要让学生把课上所学知识运用到实际生活中去，我在课后经常与学生用英语交流，同时利用好英语presentation，做天气、自我介绍、新闻播报等小活动。

Teaching plan

Teaching objectives：

1. Knowledge objects：

1. students are able to know the words grandpa、grandma、cousin、dad、mom、uncle、aunt 、brother、sister、friend

2. students are able to use the sentence patterns：

This is………/That’s my……./These are my…..They’re my…….who’s she 、she’s my…..

2. Ability objects:

To improve students’ ability of speaking, listening and communicative competence;

3. Emotional objects:

To know how to introduce their family to others in English and love their family.

Teaching focal point： Improve students’ oral English ,help them to introduce their family.

Teaching difficult point: To use sentence patterns correctly and express

their feelings fluently.

Teaching procedures：

Ⅰ. Lead in

Step1.Warming up

T: Good afternoon, everyone! It’s a great pleasure to meet you guys here today. S: Good afternoon, Mr. Wang.

Invite one student.

T:Hi,boy I come from Yunnan .Where’re you from？

S1:I’m from Xian.

T: Nice to meet you. S1: nice to meet you, too. 

T: Hello, girl. What‘s your name? S2: my name is …..

Teacher take out his family photo to all the students, then introduce

T: This is the  photo of my family. look, this is my dad, that is my mom. This is my grandpa and that is my grandma, this is my brother. It’s me.  

Ⅱ.Presentation

a. Self－studying and guiding

T: What’s this in English?

S: (Teacher helps the students to say) It’s a picture/photo.

T: Yes, this is a picture of a family.

Can you see the woman? This is my mother. (板书mother) She is my mother. Read after me, mother.

S: Mother, mother, mother.

T: Can you see the man? That is my father. (板书father) He is my father.

S: Father, father, father.

T: Mother is my parent. Father is my parent, too. （板书parent）These are my parents. (板书these, parents) They are my parents.

Read after me. In this way to teach other words（grandpa、grandma、cousin、dad、mom、uncle、aunt 、brother、sister、friend）

Correct their pronunciation mistakes if necessary.

b. Listen and check the words you hear(1b)

Play the tape for the first time, ask students try their best to get the right answer. Play the tape for the second time and then check the answer by themselves.

c. Role play

Students have three minutes to practice the conversation in (1c)with their partners .when they finished ,

Ask some pairs of students to role－play the conversation in front of the class.

Sample：

A：This is my family.Those are my parents.

B：Who's she?

A：She is my sister.

B：Who are they?

A：They are my grandparents.

Ⅲ.Practice

1. Show students the sentence pattern

This is my …../she is my …. /he is my…/they are my …..

Ask students using the sentence patterns to introduce their family members to others.

2. Complete the conversation

A:That_________my family. That’s my mother.

B:_________he?

A:_________my father.

B:Who’s_________?

A:She’s _________sister?

B:And______________they?

A:_______________my grandparents?

Give them enough time to do it ,then check the answer .

Ask students to memorize the conversation. Invite some to recite.

Ⅳ.Comprehensive

Tell students to use the following sentences to introduce their family in groups.

1.Here is my family photo.

2.That is your photo/picture (照片).

3.This is my sister .

4.The two girls are my friends.

5. these are my ….？

1. Pair work

Show the passage to students, ask them to read it loudly

Hi, I’m Jenny. Here are two nice photos of my family. My grandfather and my grandmother are in the first photo. These are my parents, Alan and Mary. In the next picture are my brothers, Bob and Eric. These two girls are my sister Cindy and my cousin Helen. Coco is in my family, too.

Ask students work in pairs and use the target sentence to make short passage introducing their family.

Invite some groups to read their passage to all students.

Ⅴ.Homework

1. Introduce your family to your parents.

2. Write the passage on your exercise book .

Blackboard writing　【板书设计】

Teaching reflection　【教学反思】

 情趣教学合理利用 

 《初中英语新课程标准》指出，英语课一定要根据学生的身心特点来改革课堂教学模式，让学生在乐中学，在玩中学，通过表演，竞赛等形式来激发他们的学习兴趣。在这堂口语课中我充分的突出了这一点。这是一堂初一年级的课，所讲授的内容是学生们每天都要交往的家庭成员。教师根据初一年级学生的生理、心理特点设计了这堂有趣的英语课，课后总结有以下几个特点：

一、鼓励学生，促使学生爱英语。
列宁曾说：“人类在探究真理时，积极肯定的情感起激励，促进作用，消极否定的情感起抑制、阻碍作用。”在本课中，我充分的信任并尊重每一个学生的个性，从而使整个课堂气氛愉快、和谐。在整个课堂中，当学生答对或是说得好时，我会竖起大拇指称赞他/她：Good boy!/Excellent girl!或奖给学生一颗糖。当学生回答不对时，不批评他，并说“Maybe you need time to think it over.”

二、营造情境氛围，引导学生乐学。
本节课我运用了多种手段进行情境的创设，如：幻灯片、歌曲视频，不同种类的教学卡片、人物卡片。以小组为活动单元，通过角色扮演，情境模拟对话，独白表演等丰富多彩的创设情境形式。为课堂教学营造了一个学习情境。在不同的口语活动中，学生们的表演中，笑声，欢乐声，对话声，使得本节课的学习是快乐的。同时导入的歌曲不但调动了学生的积极性，同时也让学生全身得到了锻炼。

三、综合提升，层层递进

本堂课我从词汇，到短语，再到句型的口语练习，使得整堂课有层次，难度不断提升。最后的口头作文介绍我的家庭 ，是对学生学习的检测，也是对学生综合提升的有效方法。在介绍自己的家庭是，让学生对家人的关爱的对自己的家庭是自信的，爱家。爱家人，形成正确的人生观和世界观。

导学案

Unit 2 This is my sister.

年级：七年级(上) 学科： 英语 第1课时

【学习目标】1、学会家庭成员的称谓和介绍家人的句子

2、学会介绍家庭成员的句子：Who’s he/she?This/That is ...Who are they?These/Those

3、通过开展小组活动，讨论家庭成员，关爱家人，增加与同学之间的相互了解

【学习重点】：1.表示称谓的单词

2.介绍家庭成员的句子：Who’s he/she?This/That is ...Who are they?These/Those are ...

【学习过程】：

1. 自主预习

1. 根据句意及汉语提示完成句子。

1. My          (姐姐) is thirteen years old. 

2. This is my           (妈妈).

3. Is that your             (爸爸)？

4. Tom is his           (哥哥).  

5. What are           (这些)?

6.           (那些) are her key?  

7. My           (祖父母) are very old.

2. 合作探究

1. 利用图片的形式引出家庭成员单词，并教读这些新单词。

2. 1a: Match the words with the people in the picture. Then read the words.

3. Listening tasks: 1b-2b. Then check their answers.

4. 认真完成3a的对话，填空。

A:That_________my family. That’s my mother.

B:_________he?

A:_________my father.

B:Who’s_________?

A:She’s _________sister?

B:And______________they?

A:_______________my grandparents?

1)        和         以及           和          都是指示代词。

2)        是this的复数形式；these和this是指时间和空间离说话人较      的人或物；

  例如：            is my sister(this).               are my parents(this).

3)        是that的复数形式；those和that是指时间和空间离说话人较      的人或物；

  That is my brother. (变成复数句)

4)these和those修饰名词       形式，后面的be动词要用        。在回答主语是these或those的一般疑问句或特殊疑问句时，通常用             来代替回答。如：

三、当堂检测

（一）单选：

(      ) 1. My_______ is a teacher.

A. parents       B. grandparents      C. parent     D. father’s

(      ) 2. This is my good ________.

A. friends      B. friend          C. sisters           D. brothers

(      ) 3. My _________ are all teachers.

A. friend        B. sister           C. grandparents       D. mother

(      ) 4. ---Are your friends in your class?   ---Yes, _______ are.

A. these        B. my friends             C. those          D. they

(      ) 5. Is Guo Peng your sister?     No, ____.

A. she is       B. she isn’t                C. it is        D. it isn’t

（二）按括号内的要求变换下列句子的形式

1. These are my friends.（改为单数形式）

_____   _____ my _______.

2. Is Tom your brother? （作否定回答）  

____ , he _____.

3. These are my brothers. (改为一般疑问句并且作否定回答)

_____   _____ your brothers?   ____ , _____  ______.

4. The pencil is black and white. （对画线部分提问）

_____  _____  ____ the pencil.

5. Those are English books.（改为单数形式）

____ ____ an English _____.

6. Jack is my friend.(变成否定句)   

______________________________________ 

7.That is a pen in English.(对画线部分提问)

______________________________________                     

8. Her father and her mother are teachers.(变成同义句)

______________________________________

总结：

介绍家人的句型：

This is my father and this is my mother.They are my parents.These are my grandparents,and those are my uncle and aunt.           

课后反思：

本节课我学会了____________________________________________________

本节课存在的问题____________________________________________________