作业标题 ：作业二：教学设计截止日期 : 2016-11-14
作业要求 ：
作业要求：
1.按照工具模板来完成教学设计，模板请点击附件下载；
2.
围绕“应用信息技术突破学科教学重难点”，确定教学设计主题
3.字数要求500字以上；
4.必须原创，要要求完成，如不符合作业要求，一经发现，按不合格处理。
【注意】此教学设计完成后，必须实践于学校课堂教学，教学过程务必请同伴帮忙录制（借助手机、DV录制10—40分钟）完成阶段3“课堂教学视频”上传，以及后期阶段4“作业三：教学反思”的提交任务
作者 ：教务管理员
2016-10-20提交者：学员朱荭浏览(2 )
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题目 |
This is my sister
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年级学科 |
初一 |
课型 |
信息技术与 学科整合课 |
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授课教师 |
朱荭 |
工作单位 |
江北中学 |
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教学目标 |
1. Get students to learn how to greet people, introduce themselves and make new friends. 2. Practice introducing family members. 3. Get students to learn to identify people.
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教学重难点 关键 |
This is my brother. These are my two brothers. And that’s my sister. |
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教学方法 |
任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法
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运用的 信息技术工具 |
硬件：PPT,图片 软件： |
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教学设计思路 |
最基本的英语打招呼练习, 复习前两单元的句型. 即是一个对所学知识的回顾，也是正式上课之前的热身。这两个句型的练习也是对上个单元内容的复习。拿出准备好的照片，来引入接下来family的话题。分别指向相应的人物，来介绍。可在课前在黑板上写好相应的词汇，在自己介绍完之后，可要求学生跟着自己念，并及时纠正学生可能存在的发音错误。拿出另外一张父亲单独的照片，来询问学生，并适时让他们分清楚parent 单复数的区别。之后一些家庭成员词汇的教授，都要求学生大声地重复，以确保他们发音的正确。这里需要适当解释和示范什么是 match。在学生做练习的时候可以在教室中走动，来回指导一下。此环节着重于听力的练习， 当然，教师并不需要局限于磁带，可根据学生掌握情况，自己变化或添加听力内容。此环节已经开始使用第三人称了。接着上面的环节，让学生试着用第三人称介绍。教师可以进行适当的讲解，也可以将句型写在黑板上。这里加入了美国家庭日这个概念, 这样是便于给学生一个比较真实的环境，同时也是西方文化知识的补充。教师除了介绍资料之外还可以问一下学生对此节日的想法。仍然是利用书上的图片，将本课新的句型进行呈现并提醒学生注意区分单复数的用法。本环节还是在巩固所学知识。在此可鼓励学生尽可能地自由发挥，除运用当天所学之外，还可以有自己的东西。比如说询问未来子女的名字，未来家人的工作，年龄等等。并可对出色的同学进行适当的奖励。
8． 让学生扮演1a图中人物的角色，让他们用第一人称来介绍家庭成员。目的在于让学生能进一步熟悉新词汇。
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教学过程 |
设计意图 |
时间安排 |
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Teaching steps (教学步骤) 1. Warming-up and revision (课堂热身和复习) (1) Daily greetings to the students¹ (日常问候) T: Hello, what is your name? S: My name is …. T: Nice to meet you! S: Nice to meet you, too! (2) Revision (复习)2 T: What’s his / her name? S: He / She is…. T: Are you Li Ming? S: Yes, I am. / No, I’m not. I’m …. T: What’s your telephone number? S: It’s 029-…. 2.Presentation (呈现新知识): T: This is a picture of my family.3 T: Can you see the woman? This is my mother. Read after me, mother. S: Mother. T: Do you know which one is my father? This is my father. Do you think he is handsome? Please read after me, father.4 S: Father. T: If we want to call our father and mother together, we can call them parents.5 T: Father is my parent, Mother is my parent, too. They are my parents. 6 T: Now look at these two old people. They are my Grandparents. One is my grandfather, the other one is my grandmother. They are old but they are healthy. T: I’m the only child in my family, so I don’t have any brother or sister. But I have an uncle and an aunt. They are my father’s brother and sister. Look, they are here. Work on1a: (完成P7—1a) T: Now, please open your books, and turn to page 7. look at part1a. You can see a picture of a family and some words we have learned just now. Please match the words with the people in the picture.… Check the answer.7 Drill (练习)：8 T: Now, please cover the answer of1aby using a piece of paper then listen to me carefully. I will give you a letter, and you must tell me this letter means which member in the family. For example, I say “c”. You should say “This is my mother”. Understand? T: OK, let’s begin. The first one is XX, your letter is “d”. S: These are my grandparents. T: Good job. Next one --- S: --- Work on 1b (完成 P7—1b)9 T: The next task is very easy for you. I will play the tape.Please listen carefully, and circle the people the boy talks about in the picture. T: Do you get the answer? Who does the boy talk about? S: His brothers and sister. T: You are so amazing. Work on1c(完成P7—1c) 10 T: I think everyone has known the family showed in1a. Two students a group, please introduce the family to each other. Please use “ This is his---.” “These are his---.” S1: This is his father. S2: These are his parents. S: --- Work on 2b (完成P8-2b)11 T: Today, I would like to introduce an American festival to you, it is called “Family Day”11. On this day, the whole family get together, have meals and play games. Now look at the picture in 2b. They are having their “Family Day”. Look, they are so happy.But I don’t know who are they exactly. Can you tell me? I will play the recording once more. And please match the name with the people in the picture. 7.Work on2c(完成P8-2c)12 T: Two students a group. Ask and answer by using your own pictures Please use these sentences: “Who is he/she?” “Who are they?” S1: Hi, XXX. Who is he? S2: He is my grandfather. S1: Who are they? S2: They are my uncle and aunt. Work on 2d (完成P8-2d) 8.Follow up (进一步扩展)13 T: We are students now, but one day we will grow up. We will have our own family. Can you imagine what is your family like 30 years later? Please draw the future family on a piece of paper about your family on a “Family Day”. Then show the drawing to your group mate. Ask each other about the family members.I will choose the best pairs to make a presentation for us. Homework Write down your introduction about your own family and your friend’s family as detailed as possible.
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1. 最基本的英语打招呼练习, 复习前两单元的句型. 即是一个对所学知识的回顾，也是正式上课之前的热身。
2． 这两个句型的练习也是对上个单元内容的复习。 拿出准备好的照片，来引入接下来family的话题。 4． 分别指向相应的人物，来介绍。可在课前在黑板上写好相应的词汇，在自己介绍完之后，可要求学生跟着自己念，并及时纠正学生可能存在的发音错误。 5． 拿出另外一张父亲单独的照片，来询问学生，并适时让他们分清楚parent 单复数的区别。 6． 之后一些家庭成员词汇的教授，都要求学生大声地重复，以确保他们发音的正确。
7． 这里需要适当解释和示范什么是 match。在学生做练习的时候可以在教室中走动，来回指导一下。 8． 让学生扮演1a图中人物的角色，让他们用第一人称来介绍家庭成员。目的在于让学生能进一步熟悉新词汇。 此环节着重于听力的练习， 当然，教师并不需要局限于磁带，可根据学生掌握情况，自己变化或添加听力内容。此环节已经开始使用第三人称了。
10． 接着上面的环节，让学生试着用第三人称介绍。教师可以进行适当的讲解，也可以将句型写在黑板上。
11． 这里加入了美国家庭日这个概念, 这样是便于给学生一个比较真实的环境，同时也是西方文化知识的补充。教师除了介绍资料之外还可以问一下学生对此节日的想法。
仍然是利用书上的图片，将本课新的句型进行呈现并提醒学生注意区分单复数的用法。
13． 本环节还是在巩固所学知识。在此可鼓励学生尽可能地自由发挥，除运用当天所学之外，还可以有自己的东西。比如说询问未来子女的名字，未来家人的工作，年龄等等。并可对出色的同学进行适当的奖励。
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板书设计 |
mother, father, parents, brothers, grandmother, grandfather, friend and sister. This is my brother. These are my two brothers. And that’s my sister.
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