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附件二（2）：教學設(shè)計模板Unit2Thisismysister.教學設(shè)計課程名稱Unit2Thisismysister.課時The1stperiod(SectionA1a-2b)學段學科七年級上冊英語教材版本人教版PEP作者姚堯?qū)W校哈爾濱市第十七中學校一、教學目標Getstudentstolearnhowtogreetpeople,introducethemselvesandmakenewfriends.Practiceintroducingfamilymembers.Getstudentstolearntoidentifypeople.二、教學重難點Thisismybrother.Thesearemytwobrothers.Andthat’smysister.三、學情分析學生的認知規(guī)律與特點；學生已有知識與經(jīng)驗基礎(chǔ)。四、教學方法實施教學方法時,使用各種教具及電子白板、交互電視、電子書包等信息化環(huán)境。任務(wù)型教學，分級評價法，直觀教學法，模仿示范法，情景教學和合作學習法。五、教學過程Warming-upandrevision1.Playthetape,enjoythe“Thisismybrother”songorHellosong,getthestudentstosingtogether.2.DividetheclassintoGroupAandB.Drawtwofishesontheblackboardastheirsymbols,tellthestudentsthateachtimetheyanswerquestionsright,theycangetoneormorepointsfortheirgroupanddrawoneormorebubblesaroundtheirfish,attheendoftheclass,thegroupwhichgetsmorebubbleswillbethewinnertoday.Say“One,two,three!”Getthewholeclasssitstraight,thusannouncethebeginningofthecompetition.3.ReviseUnit2.ShowsomekeysentencesinChineseonthescreen,havestudentstranslatethemintoEnglish,getastudentfromeachgrouptocometothefrontandwritedowntheiranswersontheblackboard,thenchecktheanswers,eachcorrectsentencewillearnapointforthegroup.4.TellstudentsthattheywillbetalkingaboutthemembersofDive’sfamilyshowninthepicture.Callattentiontotheexampleconversationin1c,askonestudenttoreadthewordstotheclass.Thenaskthestudentstorepeatthesentencesandpointtothesepeopleinthelargepicture.Askpairstoworktogether.HavethemtaketurnspointingourvariousfamilymembersusingsentencesbeginningwithThisisorTheseare.PracticeListeningdrills1.DoSectionA,2a.Listenandcircleeachnameofafamilymembertheyhearintheconversation.2.DoSectionA,2b.Listenagain,matchthelettersnexttothepeopleinthepicturetothecorrectnamesinthebox.Checktheanswers.3.Iftimepermits,practicetheconversationin2a.Firsttheteachersaythekeywordsofonesentences,andthestudentsrespondthecorrespondingsentence.Thisiseasyforthemtodo.Thenlistenagainandaskthemtotrytoremembertheconversation.Fillintheblanks.Homework1.Listenandreadafterthetapeforthirtyminutes.2.Recitethesentencesinthebubbleof1aandthesentencesin1b.3.WritedowntheChinesemeaningofthenewwordsandkeysentences,thentranslatethemintoEnglish.課后反思：Unit2Thisismysister.教學設(shè)計課程名稱Unit2Thisismysister.課時The2ndperiod(SectionA2c-4)學段學科七年級上冊英語教材版本人教版PEP作者姚堯?qū)W校哈爾濱市第十七中學校一、教學目標Getstudentstolearntoidentifypeople.二、教學重難點-IsthisJim?–No,heisn’t,he’sDave.-Isthisyoursister?–No,itisn’t.-Isthatyourbrother?–Yes,itis.Herewhenyoutalkaboutthepicture,youcanuse“it”torefertheperson.Payattentionto“he”or“she”.三、學情分析學生的認知規(guī)律與特點；學生已有知識與經(jīng)驗基礎(chǔ)。四、教學方法實施教學方法時,使用各種教具及電子白板、交互電視、電子書包等信息化環(huán)境。任務(wù)型教學，分級評價法，直觀教學法，模仿示范法，情景教學和合作學習法。五、教學過程Newwords:aunt,uncle,cousin,thechildofone’suncleoraunt堂或表兄弟姊妹nephew(thesonofone’sbrotherorsister)侄兒niece(thedaughterofone’sbrotherorsister)侄女，甥女-IsthisJim?-No,heisn’t,he’sDave.-Isthisyoursister?-No,itisn’t.-Isthatyourbrother?-Yes,itis.Herewhenyoutalkaboutthepicture,youcanuse“it”torefertheperson.Payattentionto“he”or“she”.Warming-upandrevision.1.Showapictureandintroduceit.Letstudentsintroducetheirownphotosonebyone.Languagestructure:Thisismysister.Thatismybrother.Thesearemyparents.Thosearemyfriends.2.DividetheclassintoGroupAandB.Drawtwobabybirdsontheblackboard,theycangetoneormorepointsfortheirgroupanddrawoneormorecloudsbelowtheirbird,attheendoftheclass,thegroupwhichgetsmorecloudswillbethewinnertoday.Say,“One,two,three!”Getthewholeclasssitstraight.Thusannouncethebeginningofthecompetition.3.Dictation.Mother,father,parents,grandmother(grandma),grandfather(grandpa),grandparent(s)sister,brother.Thisishissister.Thesearehisbrothers.Askthestudentstoreadthefourwordstotheclass.Askthestudentstoworkaloneastheywritethefourwordsfromtheboxinthecorrectblacksinthespeechbubbles.Practicetheconversationwithastudent.Pointoutthatyourvoicegoesupattheendofquestions,anditgoesdownattheendoftheseanswersandstatements.Askthestudentstoworkwithapartners.Workon3cCallattentiontothepictureandconversation.Askthreestudentstoreadtheconversationastheclasslooksatthepicture.Thendemonstratetheactivitybywritingthenameofyourfather,mother,orafriendontheboard.Askstudentstoguesswhothatpersonis,usingquestionsbeginningwithIshe…?OrIsshe…?SayYes,heis.OrYes,sheis.Whenthestudentguesscorrectly.Thenaskstudentstotaketurnscomingtotheboardandwritinganamefortheresttomakeguessabout.GroupworkDividethestudentsintosmallgroups.Havestudentsfindoutwhothepeopleineachother’sphotosare,usingthetargetlanguageoftheunit.ModelsomeIsthisyour