Unit11water教学设计_Ｕｎｉｔ　６　Ｌｅｓｓｏｎ　２“Ｆａｍｉｌｉｅｓ”教学设计及反思

　　(本课选自EEC版初中《英语》一年级上册第6单元第2课。) 　　 　　一、教材分析 　　 　　本课是第6单元第2课，以介绍“家庭成员”为主题。本节课词汇量较小，但强调语言的综合运用能力，贴近生活实际。通过本节课的学习，学生的语言运用能力可以增强。在获取基础知识，发展基本技能的同时，还能进一步掌握名词所有格及人称代词等重点语法。
　　
　　二、教学目标
　　
　　1．知识目标：
　　（1） 词汇：bank, hotel, put, money, sleep, during, vacation, doctor, clerk, near, drive, busy, store.
　　（2） 短语及句型：only child, high school, a lot, live with, drive to, be busy doing something, there be.
　　（3） 语法：名词所有格及人称代词的主格和宾格。
　　2．技能目标：
　　（1）掌握单词。
　　（2）熟练掌握本课的日常用语，能够流利地运用这些日常交际用语进行交流。
　　（3）能够正确写出本单元的单词和重点词组、句子。
　　（4）能够看图写句子，简单陈述课文，可以简单介绍自己的家庭情况。
　　3．德育目标：
　　通过本课学习，让学生相互了解、交流和关爱。
　　
　　三、教学重难点
　　
　　1．会用英语介绍自己的家庭成员。
　　2．熟练运用名词所有格及人称代词的主格和宾格。
　　
　　四、教学方法
　　
　　1．运用“人物型教学法”探究合作，完成任务。
　　2．运用“仿写法”模仿课文，写出自己的作文。
　　
　　五、教学过程
　　
　　STEP 1. 情景导入
　　T：Yesterday was my mother’s birthday. All the people of my family got together to have dinner. Look! This is a photo of my family, can you find out where I am?
　　S: The teacher sits behind the old man.
　　T: Now, can you guess who the other people are?
　　S: I can. The oldest man must be your grandpa and the oldest woman is your grandma. Beside your grandparents are your parents. The younger boy is your brother. Am I right?
　　T: You are right. How clever you are!
　　(设计说明：教师能够以自己的全家福来导课，与生活实际相关，可以吸引孩子的注意力，使他们对所学内容感兴趣，提高课堂效率。)
　　STEP 2. 复习
　　T: Look at this photo. How many people are there in my family?
　　S: There are six people in your family.
　　T: What does my mother do? Can you guess?
　　S1：Maybe she is a doctor.
　　S2: Maybe she is a worker.
　　Practice the two sentences in pairs.
　　1. How many people are there in your family?
　　There are …
　　2. What does your father do?
　　He is a (an)…
　　(设计说明：让学生两人一组进行练习，可以训练学生的口语和学生对语言的组织能力。同时也可以复习上节课所讲的内容，巩固以前的知识。)
　　Give the students some common jobs:
　　Teacher, Businessman, Nurse, Office worker, Builder, Factory worker, Salesman, Business Owner, Accountant, Shopkeeper, Farmer, Manager,Engineer, Doctor, Cook, Dentist.
　　STEP3. 词汇
　　Explain the new words and then ask them to fill the blanks on page 42.
　　(设计说明：介绍词汇，包括课文中和练习中需要的单词，有助于学生理解课文和做练习。)
　　STEP4. 阅读
　　1. T：You have known my family. Do you know Susan and Li Jun’s family? Let’s look at them together. Listen to the tape, and then answer the question:
　　What does Susan’s sister do?
　　（设计说明：听磁带，让学生回答几个问题，不要太多，否则对初一新生来说就太难了。这个环节可以提高学生的听力水平，让他们集中精力去听。）
　　2. T：Read after the tape sentence by sentence, and then read the text all by yourselves. After reading the text, please do Exercise A on page 43. I believe you can do it.
　　（设计说明：在精讲课文之前，让学生自己阅读，回答问题，有助于培养学生的阅读理解能力，同时也能让学生对课文有个整体的概念。培养学生自主学习的能力。）
　　3. Read the text again and then fill the family tree.
　　1) Li Jun’s Family Tree
　　Grandfather + Grandmother =Father.
　　Father + Mother = Li Jun.
　　Father is a teacher and mother is a doctor.
　　Li Jun is a student.
　　2) Susan’s Family Tree
　　Father works in a hotel and mother works in a bank. Susan’s brother works at a store and her sister studies in a high school. There are five people in Susan’s family.
　　T: I know you have mastered the text. Let’s have a check. Turn to page 43. Do Part B. You may do it according to the text. You can also do it according to the family tree on the blackboard. I think the information on the blackboard is better. Try to do it.
　　(设计说明：如果学生能准确地填出这两个家谱，就说明他们已经读懂了整篇课文，同时让学生根据家谱内容来做练习B，交给学生一个新的阅读方法――识图法。培养学生的阅读理解能力。）
　　4. 词组处理
　　T: I think this text is easy to understand. Let’s go into the text to learn the new phrases. Please find out the phrases which are important.
　　(Give the students a few minutes to find the phrases.) Give them examples.
　　1) only child
　　2) come together to school
　　3) live with
　　4) drive … to…
　　5) be busy doing something
　　Let the students make some sentences by themselves. If they can’t make their own sentences, the teacher may give them the Chinese. It can lead them to understand the phrases.
　　(设计说明：让学生自己造句，可以检查学生是否真正理解了所学短语，是否能熟练应用这些短语。如哪个短语出问题，就着重练习。)
　　STEP5. 复述课文
　　T：We have known the information about Susan and Li Jun’s family. The main idea is on the blackboard. Can you recite the text using the family tree? (Give them two minutes to prepare.)
　　（设计说明：让学生在短时间之内就背下来课文是有一定难度的。学生根据家谱来复述可以帮助他们理清课文思路，不会弄混各人物之间的关系。同时也训练了学生的语言组织能力，而不是死记硬背课文。）
　　STEP6. 写作练习
　　T： This text is about Susan and Li Jun’ s family. Can you write a composition about your family? You may imitate the type of the text.
　　(设计说明：由于学生正处于学英语的初级阶段，模仿课文写出作文有助于提高学生的写作水平。)
　　STEP7. 家庭作业
　　1. Write something about your family.
　　2. Recite the text.
　　
　　六、教学反思
　　
　　1．本节课在导课时拿出全家福照片，贴近生活实际，吸引了学生的注意力，使学生对本课内容感兴趣，有认真听下去的欲望，也使学生清楚地了解了本课的主要内容，明确了本课的教学目标，有目的地去听课，有助于提高学生的上课效率。
　　2.由于本课所涉及的实际词汇量很少而且课文较简单，让学生复述课文效果较好。对学生来说这种方式比较简单，能很好地、流利地复述课文。由于时间较短，他们背的家庭成员的工作有些不准确，不过让学生根据黑板上老师各处的表格内容来复述课文就不会出现上述现象，同时也能提高学生语言组织的能力，去除以前死记硬背的现象。
　　3.省略