人教版新目标英语七年级上册Unit 2 This is my sister教案.docx

1、人教版新目标英语七年级上册Unit 2 This is my sister教案Unit 2 This is my sister.一、单元教材分析本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该掌握对家庭成员的称呼；通过谈论“家庭”的话题，使学生学会并掌握“介绍人物、识别人物”的基本句型，进一步体会一般疑问句的用法，学会运用指示代词介绍人物，学会运用人称代词询问人物。如：This is my sister。 Is that your brother? These are my parents。 Are those your

2、brothers? 以及Who开头的特殊疑问句，一般疑问及其简单回答；运用名词的复数形式。能够用英语向朋友介绍自己的家人，从而让他们了解自己的家庭。二、单元学情分析从教材编排上说本单元是就第一单元认识朋友之后，仍接着学习用英语认知人，而与学生最为熟悉的人就是家庭成员，由了解同学们的名字很自然过度到了解对家庭成员的名字，以及对家庭成员的称呼，对学生们来说比较容易接受。以前学的your, his, her, my等形容词性物主代词，在本单元中扔是重点学习的任务；但在本单元要接触名词的复数形式，以及be动词的复数形式，且本单元生词较多，因此本单元的学习任务比较艰巨。三、单元教学建议本单元的学习应通过

3、对人物个性化的描述，识别照片、图片，多媒体展示、真实情景表演等学习策略来掌握家庭成员的表达；学会指示代词、人称代词及Who问句及简单回答。为学生创设真实的学习情景，让学生以小组形式交流学习，并在课堂上循环训练。 通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人。四、单元课时分配本单元可用4课时完成教学任务：Section A1 (1a-2d) 用1课时Section A2 (Grammar Focus-3c) 用1课时Section B1 (1a-2c) 用1课时Section B2 (3a-Self Check) 用1课时 Unit2 This is my

4、 sister.授课类型新授课学 时 数The 1st period ( Section A 1a2d)教学目标1. Get students to learn how to greet people, introduce themselves and make new friends.2. Teach students to say English names in the right way.3. Get students to ask for and give telephone numbers.教学内容 New words: name, clock, am, nice, meet, w

5、hat, hello Whats your name? My name is Hello! Im Mary. Hi, Mary! Im Jim. Nice to meet you. whats what is Im I am names name is the personal and possessive pronouns: I, you, my, your, his, her 重点难点 1.会拼读生词和问姓名的句型。2.注意中英文姓名的差别。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学习方法课前预习、课堂内外练习、听说读写结合教学过程设计. Warming

6、-up and revision 1. Greetings T: How are you? Whats your name? Nice to meet you! Whats your telephone number? etc. 2 . Let some students show their ID card. T: Whats your first name? Whats your last name? Whats your telephone number? 3. Let Ss introduce their ID card information to class. My first n

7、ame is My last name is My telephone number is. Presentation1. Show Ss a piece of video “家有儿女”. T: (show Xia Yus photo) Whats his name?Ss: His name is Xia Yu. T: We know Xia Yu has a happy Family. Now lets come into his family. Who is this?Ss: This is Xia Xue.T: Xia Xue is Xia Yus?Ss: Sister.T: Good!

8、 Who can spell sister? T: Read after me, sister. (Ask a group of Ss to read the word)2. Show Ss another photos and teach the new words by the same way. (Bb: brother, father, mother, parent (s), grandfather,grandmother, grandparent (s) )T: Now lets chant. Father, father, this is father. Mother, mothe

9、r, that is mother. Grandfather, grandfather. Grandmother, grandmother. Parents, parents, these are my parents. Brother, sister, those are my friends.3. Work on 1a. Let Ss look at the picture in 1a. Then read the words on the left side. Then match the words with the people in the picture. Check the a

10、nswers with the class: 1. a 2. d 3. b 4. h 5. f 6. e 7. i 8. d 9. g. Listening T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about. Ss: OK. (Play the recording of 1b twice. Students work.) T: Whats the answer? S: Two brothers and a sist

11、er. . Pair work1. Role-play the conversation in 1a. Ss work in pairs. Role-play the conversation. Try to remember the sentence structure: This is ; That is; These are; Those are Whos she/he? Shes/Hes 2. Look at the picture in 1a. Talk about the other people in the picture with your partner. Using th

12、e sentence structure: This is ; That is; These are; Those are Whos she/he? Shes/Hes 3. Let some pairs act out their conversation. . Listening1. T: Here are two girls. They are talking about the family members. Please listen to the recording of 2a in Section A and circle the family members you hear.F

13、irst lets read the words in the box together. SS: OK. (Read the words together. Then play the recording of 2a twice. Students work.) T: Check the answer. (Ask two students to say the answers.) 2. Listen and match.T: Now lets look at the photo of this family. We know this is Jenny. But we dont know w

14、ho is Bob, who is Jack, who is Linda, who is John and who is Mary. Lets listen and find them. (Play the recording of 2b. Students work.)T: Who find them? (Many students may say they do. Choose two of them to answer.) . Pair workT: You come to this home. You see a picture on the wall. There are many

15、people in the picture. You want to know who they are. Use “Whos she/he? Shes/Hes” to find them, please. When you finish, change roles to do it. Now begin. (Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)T: Lets check your work, please.SS:

16、OK. (Ask one pair to do it.)S1: Whos she?S2: Shes Jenny.S1: Whos he?S2: Hes John. (Ask two more pairs to do it.) . Role-play1. Now look at the picture in 2d. This is Janes family. Read the conversation first. Then look at the picture and guess who they are. (Ss read the conversation then guess who t

17、he people are. They can discuss in pairs.) 2. Let some students introduce the people in the picture. They can say:This/That is These/Those are 3. Let Ss read the conversation after the teacher aloud. Then work in groups of three. Practice the conversation. They may change roles as they like. 4. Ask

18、some pairs to act out the dialogue in front of the class. 5. 评价：让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。教师对学生们的相互评价及表现记录在学生评价表上。（学生从心理年龄及认知水平上都处于很单纯、好表现的时期 , 因此恰当的评价能激发他们的学习兴趣，有利于形成良好的学习习惯。）Homework: 1. Remember the new words. 2. Collect a family photo. Introduce your famil

19、y members in the photo. 教后记：.Unit2 This is my sister.授课类型对话课学 时 数The 2nd period (Section A 2c - 4)教学目标Get the students to learn to identify people.重点难点-Is this Jim?- No, he isnt. hes Dave.-Is this your sister? No, it isnt. -Is that your brother? Yes, it is. Here when you talk about the picture, you

20、can use “it” to refer the person. Pay attention to “he” or “she”.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学习方法课前预习、课堂内外练习、听说读写结合教学过程设计个性化修改 . Warming- up and revision1. Greeting the Ss. Chant the song: Father, father, this is father. Mother, mother, that is mother. Grandfather, grandfather. Grandmother

21、, grandmother. Parents, parents, these are my parents. Brother, sister, those are my friends.2. 通过上一节课的学习我们知道家庭成员的称呼。上一课安排同学们带自己的家庭照片来，那么，现在我们用自己带来的照片来介绍自己的家人。你应该用什么样的句型呢？现在我们作个示范练习。Sample One：（show the teachers family photo）T：This is my grandmother. This is my grandfather. Those are my parents. Tha

22、ts my husband. Thats my son. T: Now its your turn. Take out your family photo and introduce them to your partner.(Ss take turns introduce their family members to his/her partner.)3. Review the conversation in 2d. Ask some pairs to role-play the conversation. . Grammar Focus. 1. 阅读指导：1）老师总结已学过介绍自己家庭成

23、员的两类句型。第一类为介绍单个的家庭成员时，较近处的用This is; 较远处的用That is第二类为介绍多个家庭成员时，较近处的用These are; 较远处的用Those are2） 询问某人的家庭成员时，可用两类句型。第一类为特殊疑问句，Whos she/he? 应做直接回答：Shes/Hes或Who are they? 回答用Theyre 第二类为一般疑问句，单个人物用：Is this/that? Yes, she/he is.或No, she/he isnt. 多个人物用：Are these/those? Yes, they are. 或No, they arent. 2. 学生阅

24、读并完成下列句子。（可借助课件来完成此任务） 这是我的朋友简。_ _ my friend Jane. 那是我的爷爷。_ my grandfather. 这是我的兄弟们。 _ _ my brothers. 那是我的父母亲。_ _ my parents. 她是谁？_ she? 她是我的妹妹。Shes my _. 他是谁？_ he? 他是我的弟弟。_ my brother. 他们是谁？Who _ they? 他们是我的祖父母。_ my grandparents.3. 注意以下几种缩略的表达法：thats = that is, whos = who is, whore = who are,theyre

25、 = they are 4. 学生识记后，做填空练习来进行巩固。. Practice 1. T: Lets work on 3a. A is introducing his family member to B. Read the dialogue and try to fill in the blanks with the right words. 2. 阅读指导：同学们应先通读对话一遍，根据上下文问答句的提示，以及句式结构，回答的方式等来确定空格处的词汇。比如：第二句是一个疑问句，由后面的答语不是以Yes或No来回答，可知第二句应是一特殊疑问句，因此可知空格应是特殊疑问词who。第三句，因

26、空格后面是my father，可知空格处应Hes。3. Ss work in pairs. Try to fill in the blanks. They can discuss the answers with their partners. 4. Check the answers. Then let the Ss practice the conversation. Get some pairs to act out the conversation in front of the class. . Practice 1. T: Now lets work on 3b. Work in

27、pairs to make sentences with words in the three boxes. 2. S1 look at the pictures, say: This is my That is my These are my Those are my3. S2 repeat S1s introductions: This is your That is your These are your Those are your . Practice 1. T: You and your partner put your photos on the desk. Take turns

28、 to ask and answer the family members. S1: Whos she? S2: Shes my mother. S1: Whos he? S2: Hes my father. S2: Is this your grandfather? S1: Yes, he is. S2: Are those your parents? S1: No, they arent. 2. T: Do you know what “family” is?Ss: T: “family” means “ father and mother-I love you!” And I hope

29、you can show your love to your parents, OK?Ss: Ok!Homework 1. Review the Grammar Focus. 2. Make a conversation with your partner and copy it on your workbook. 教后记Unit2 This is my sister.授课类型巩固课学 时 数The 3rd period (Section B 1a 2c)教学目标1. Teach the family tree. 2. Have the students know the names of t

30、he various members of a family.3. Get the students to learn how to write a letter in English.重点难点进一步掌握家庭成员的表达；学会指示代词、人称代词的用法 填写家谱，弄清楚家庭成员之间的关系。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学习方法课前预习、课堂内外练习、听说读写结合教学过程设计个性化修改. Warming- up and revision1. Greeting the students. Check the homework. 2. T: You know my family members. I want to know your family members. Would you like to introduce your family members to us?SS: Yes.T: Who wants to be the first, please? (Students use their photos or the pictures they drew.)S1: Let me try.T: OK, please.S1: Hello,