人教版新目标版七年级英语上册 Unit 2 This is my sister教案

Unit 2 This is my sister.本课教材分析：Title:This is my sister.Topic:The familyFunctions:Introduce people :This/That is… These/Those are…,Identify people: Is this /that …? Are these /those …?Structures:Demonstratives this,these,those,thatSubject pronouns I,he,she,theyYes/No questions and short answersPlural nounsTarget Language(语言目标):This is my brother.Is she your sister?Yes,she is. No,she isn’t.Vocabularymother,father,sister,brother,grandmother,grandfather,friend,grandparents,uncle,a unt,cousin,parentsRecyclingHello.Hi.Nice to meet you.personal names Is this your…? Yes,it is.Is that your…? No,it isn’t.Learning strategiesPersonalizing Memorizing重点词汇： family membersthis/that these/those is/are语言结构(Structures)：This /That is…Is this/that…?Yes, it is./No, it isn’t.介绍家人，认识辨别他人，家庭成员情况的表述跨学科学习绘画、家谱、摄影本单元可分为6课时(Six periods)。

人教新目标七年级英语上册Unit2 This is my sister全单元教案施教时间：年月日七年级3 班教师：总第1 课时课题：Unit2 This is my sisterSection A (1a –2b)课时：1 课型：新授课教学目标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.教学重点New words: mother, father, parents,brothers, grandmother, grandfather, friend andsister.This is my brother. These are my twobrothers. And that’s my sister.教学难点This is my brother. These are mytwo brothers. And that’s mysister.教学方法 municative approach. 2.Pairwork. 3.Agame.教具准备 A tape recorder.教学过程教学板块教师活动学生活动Step 1: Learn the new words Warming up and Presentation (1a: P13) The students follow the teacher toread these words.Step 2: Practice（4 mins）Section A 1aOK, let’s have today’s new unit. Please open yourbooks at page 13 and look at activity 1a.Write English words for the thingson their workbooks.Read these words after the teacher.Step 3: Practice 让学生自由练习，但要用不同的单词，根据实际情况进行操练，达到熟练运用的程度。

课题Unit 2 This is my sister.(第 1 课时)知识目标运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来。

能力目标通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中去，提高学生的交际能力。

教学目标情感目标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。

教学重点掌握家庭成员的表，如：grandfather, grandmother, father, mother ,brother, sister, uncle, aunt, cousin, son, daughter, parents。

教学难点能够用写信的形式向朋友介绍自己的家庭。

主要教法Leading、Practicing、Listening method教学媒体Tape教学过程Teaching content: Section A 1a-1cStep 1: Greeting and duty report.Step 2: New words.1. Present the new words.T: Hello, everyone! Look! What’s this?S s: It’s a picture.T: Right. Who is the man in the picture?S s: It’s you.T: Yes, it’s me. You know me. Please look at this. Do you know them?S s: No, we don’t.T: They are my family members. Today I want to introduce my family members to you. Would you like to meet them?S s: Yes.T: OK. Please look at this man. Is he old?S s: Yes.T: He is my “grandfather”. Please read after me, GRANDFATHER, G-R-A-N-D-F-A-T-H-E-R, grandfather.S s: G-R-A-N-D-F-A-T-H-E-R, grandfather.T: This is my grandfather.(Teach the word “grandmother” in the same way.)T: He is my “grandfather”.He is my “grandmother”. These are my grandparents. Read after me, grandparents.S s: Grandparents.(Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)T: I have two brothers, two sisters, I have many friends.(Teach brothers, sisters, and friends.)T: Read these new words together.S s: …2. Practice the new words.T: Who can match the words with the pictures on the blackboard?S s: I can. (Textbook P131a)(Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)T: Check the answers.S s: …T: Is he right?S s: Yes.(One more student gives the answers.)Step 3: Drill.1. Listen and circle.T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.S s: OK.(Play the recording of 1b twice. Students work.)T: What’s the answer?S: Two brothers and sister.2. Pairwork.Talk about Dave’s family.T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “ This is …” and “ These are …” to do it.(Students practice. Teacher walks around the room to help them.)T: Now check your practice.S1: Who is this?S2: This is his …S1: Who are these?S2: These are his …(Ask a few pairs to practice.)Step 4: Task1. Talk about the family tree.T: Look at the family tree.(Stick a family tree on the blackboard.)T: Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.(Students work. Teach moves around the classroom to help the students.)T: Check your task.S3: Hello. My name is …Look at this. This is my family tree. This is my…and this is my…They are old. These are my … This is my… This is my … My mother is … This is my … His nameis … I love my family.T: Very good. Next make a dialogue in pairs about your family. First, you must greet each other, then introduce your family.(Two students come to the front.)S A: Hello.S B: Hello. How are you ?S A: Fine, thank you. And you?S B: I’m fine, too.S A: Excuse me! What’s this?S B: It’s my family tree.S A: Who’s this?S B: This is my grandfather.S A: Who’s this?S B: This is my grandmother.S A: Is this your father?S B: Yes, he is.S A: The women is your mother?S B: Yes, she is.S A: Who’s the boy?S B: He is my brother.(A few pairs do this.)T: You did well.2.Make a survey.T:Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to the class.Family Family members(Students work. Teacher moves around the classroom to help the students.)(Students report to the class.)Step 5: HomeworkWrite a passage about your family.课后反思教学成败得失及改进设想：本课内容围绕学生的生活，所以学生学起来得心应手，表现出极大的兴趣，说明语言来源于生活。

Unit 2 This is my sister教学目标知识与技能1记忆掌握本单元重点词汇. 2 熟练运用本单元语言目标句型. 过程与方法创设情境，让学生在情景对话中展开课堂练习情感态度价值观.介绍他人，辨认人物教材分析重难点重点：指示代词this, th ese, that, those和人称代词I, he, she, they的用法。

难点：对人称代词I，he, she, they等提问，即用who提问的特殊疑问句的用法。

教学设想教法Task-Based Teaching Method 学法Cooperating 教具Textbook Workbook课堂设计预习检测picture)5.的(）下一个adj.& n.（extn4.）关于prep.（fo3.）照片n.（photo2.）在这里adv.（here1.一、四会单词）狗n.（dog7.）女孩n.（girl6.）图画n.（the name3.下一张照片里/在第一张in the first/next picture2.一张关于……的照片a photo of1.二、重点短语我的狗的名字gof my doStep 1情景导入Teacher: Good morning! Have you taken family photos? Can you introduce your family members? Let’s do itin this class.环节说明：开门见山地提出本课的知识目标，介绍自己的家庭成员，并将学生带入到新课的学习中来。

Step 2完成教材2a-2c 的任务1.学生找出本单元中出现的男、女人名,将他们写在2a中的图片中。

比一比，看谁写得多，写得对。

（3分钟）2.阅读2b珍妮一家的简介，圈出文中的人名，并大声朗读短文。

（3分钟）3.在熟读2b的基础上，根据短文内容完成2c中的句子，让学生读出句子并核对答案。

（4分钟）Step 3完成教材3a-3b 的任务1.从3a的方框中选词补全短文,然后根据短文内容画一张保罗的全家照。

This is my sister.Section A 单词sister n. 姐;妹mother n. 母亲；妈妈father n. 父亲；爸爸parent n. 父（母）亲brother n. 兄；弟grandmother n. （外）祖母；奶奶;外婆；姥姥grandfather n. （外）祖父;爷爷;外公；姥爷grandparent n. 祖父（母）；外祖父（母）family n. 家;家庭those pron. 那些who pron. 谁；什么人these pron. 这些they pron. 他（她、它）们well interj. 嗯；好吧have v. 经受；经历day n. 一天;一日；白天bye interj. （=goodbye）再见短语my family我的家庭have a good day过得愉快句型1. —Who’s she? 她是谁？—She’s my sister. 她是我的姐姐（妹妹）。

2. This is my friend Jane. 这是我的朋友，简。

3. That’s my family. 那是我的家人们。

4. Have a good day!（表示祝愿）过得愉快！5. —Are those your parents? 那些是你的父母吗？—Yes, they are. 是的，他们是。

Section B 单词son n. 儿子grandpa n. （外）祖父；爷爷；外公；姥爷dad n. 爸爸mom n. （=mum）妈妈picture n. 照片；图画aunt n. 姑母；姨母；伯母；婶母；舅母girl n. 女孩grandma n. （外）祖母;奶奶；外婆;姥姥dog n. 狗uncle n. 舅父；叔父；伯父；姑父；姨父daughter n.女儿photo n. 照片next adj. & n. 下一个（的）;接下来（的）cousin n. 堂兄（弟、姊、妹）；表兄（弟、姊、妹）here adv. （用以介绍某人或某物）这就是；在这里of prep. 属于（某人或某物）；关于（某人或某物）短语in my family在我的家庭里family photo家庭照片family tree家谱图 a picture/photo of…一张……的照片in the first photo在第一张照片里the name of………的名字句型1. —Who is this girl? 这个女孩是谁？—She is my cousin. 她是我的堂妹（姐）。

人教版(新目标）Unit 2 This is my sisterSection A (1a---2d)一、教材分析（1）从教材编排上说，本单元复习了预备篇单元及第一单元学到的英文名和问候语，同时又是学习下一单元认知物体的自然过渡，所以它在教材中处于承上启下的一个重要位置。

（2）本单元所有的的环节设置都紧紧围绕了一个主题，那就是家庭成员。

在整个单元中家庭成员的称谓以及对家庭成员的介绍和提问，与一个个小任务紧密地结合在一起。

任务由一开始的口头介绍到之后的书面表达，由最初单一的家人称谓到最后连贯的语句，教材较好的体现了教学的渐进性和层次感，使学生在教师的带领下反复地掌握和巩固本单元的生词和新句型。

从而达到能流畅介绍家庭成员的目的。

（3）本课时主要让学生学会确认家庭成员并相互口头介绍家人和朋友。

作为本单元的第一课，对话是单元整体教学的重要环节。

对话的作用首先是为以后的几课时提供话题和语境。

由于整个单元都是围绕一个话题操练特定的功能项目，对话课又具有为以后课时的学习扫清语言和文化障碍的作用。

二.学情分析本课的教学对象是刚进初中不久的七年级新生，这个年龄的学生内心存在着强烈的求知欲和表现欲，但他们注意力易分散，好动，好玩，并且学生参差不齐。

抓住这一特点，一方面要运用直观生动的形象，引发学生的兴趣，使他们的注意力始终集中在课堂上。

另一方面要创造条件和机会，让学生有机会表现自己，享受成功的喜悦，从而增强他们对英语学习的自信心，在学习过程中发展综合语言应用能力。

三．教学目标知识目标：单词：sister ,mother,father,parent,brother,grandfather,grandmother, grandparent,these,those,family,who, oh,they,.well,have,day,bye 短语：your sister,my friend ,his brothers句型：1.This /That is my sister.2.These/Those are my friends.3.--- Is this/that your brother?---Yes,it is./No, it isn’t.4.---Is he/she your friend?--- Yes, he/she is. / No,he/she isn’t.5. Have a good day!能力目标：学会介绍他人，辨别人物。

Unit 2 This is my sister一、本单元提纲：1. 主题功能：介绍他人，辨认人物。

2. 重点单词：sister, mother, parents, brother, picture, photo等。

3. 重点短语：a photo of my family, in the first photo, in the next picture等。

4. 核心句型：This is my friend Jane. That’s my grandfather.These are my brothers. Those are my parents.Have a good day!Here is a picture of my family.5.语法结构：人称代词I/he/she/they的用法指示代词this/that及其复数形式these/those的用法Who引导的特殊疑问句二、重难点精讲1.This is my sister.这是我的姐姐。

This/That is...是一个陈述句，用来介绍他人或物品。

This指距离说话人较近的人或物；That 指距离较远的人或物。

在介绍他人的时候，通常用“This is+姓名”，而不用“She is....或He is...”。

例如：1.This is Jim.2.Those are my parents. 那是我的父母。

3.this（这个）these（这些）4.that（那个）those（那些）5.This is an apple. These are apples.6.That is my friend. Those are my friends.Eg: 1.--Hello, Peter! ______C_______.---Nice to meet youA. I’m sorry to hear thatB. It’s my penC. This is my sisterD. This is a book中译英：2.这些图片很漂亮。

Unit2 This is my sister.1.词汇sister, mother, father, parent, brother, grandmother,grandfather, friend, grandparent2.句型This is my …/ These are my …This is his / her …These arehis / her …教材重点：要求掌握以下句式: This is my …/ These are my …This ishis / her …These are his / her …1.要求掌握以下词汇: (1) 名词: sister, mother, father, parent, brother, grandmother, grandfather, friend, grandparent(2) 代词: these those教材难点：学生要区分和掌握家人的称谓, 而学生在初次接触的时候,要分清楚各个称谓会有一定难度。

解决难点方法：重难点讲解、反复操练。

1.Warming-up and revision(课堂热身和复习)(1)Daily greetings t o the studentsT: Hello, what is your name?S: My name is ….T: Nice to meet you!S: Nice to meet you, too!Revision T: What’s this in English?2S: It is a pencil.T: How do you spell “pencil”?S: P-E-N-C-I-L, pencil.2.Presentation (呈现新知识):3.Work on 1a: (P7.1a)T: Now, please open your books, and turn toPage 7. Please match the words with the peoplein the picture.Check the answer.(练习)：4.1b Listening T: The next task is very easy foryou. 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 a nd sister.T: You are so amazing.5.Work on 1c (完成P7—1c)T: Please use “ This is his---.” “These arehis---.”S1: This is his father.S2: These are his parents.6. HomeworkList all the sentence patterns.Unit 2 This is my sister.Unit 2 This is my sister.1.Warming-up and revisionDaily gre etings to the students.T: How are you?How is your father/mother…?How are your parents family members to us? Have a free talk with th e teacher.2. 2. Presentation (呈现新知识) T: OK, now let’s play a guessing? Can you guess how old I am? S:Are you 31?T: Y es, what about you? How old are you?S: I’m 13.S: I’m 13.T: Sorry, I can’t hear you clearly?(To the Ss) Is she 13?S: Yes, she is.T: Oh ,you are younger than me,so you are my sister.3 .Work on 3a (完成P9-3a)T: Now Let’s read the words and fill in the blanks.4.Work on 3b.T:Well done.Then read 3a with your partner and change the roles.5.homeworkCopy the useful expressions ;finish doing the Excises in this lesson’s; Please take out your family photos an d put them in yo ur group. Take turns to ask and answer questions about the photos. Ss know about the personal pronous: he and she.Written practice.Unit2 This is my sister.Sentences: (1) Is he/she…?Yes, he/she is. No, he/she isn’t.(2)That’s… (3) he’s=he is she’s =she isUnit 2 This is my sister.教学重点：(1)要求熟练运用以下句式：These are…. This/That is…She/He is…(2)要求掌握以下词汇：son,daughter, aunt,uncle,cousin.教学难点：在介绍和谈论家庭成员时，注意学生口语中单复数的运用。

Unit 2 This is my sister目标1.Learn and recite the sentences in GF.2.Learn to introduce and distinguish others.e demonstrative pronouns to make sentences.4.Master Who questions and replies. Learn to read and write 9 morefamily words.5.Learn to add the words to the family tree and draw their own fami lytree.6.Practice the listening.重点难点Recite the sentences in GF.Practice making sentences with the demonstrative pronouns.Enable the Ss to master the new words.Talk about more family members. Enable the Ss to master how to make sentences.(主谓一致原则）Train the Ss to read and listen to the new words.教学环节与内容师生活动白板应用用时Step 1 Lead inGreet with each other.Dictate the words about family members.Step 2 Drilling1. Practice reading the words and sentences.2. Get the Ss to say more sentences using "This is... That is...These are... Those are... "3. Have a competition.4. Learn Who questions and the replies.Show some photos and practice "Who is ... Who are..."Note "is" and "are". Step 3 Consolidation.1.Read the sentences in GF after the teacher.2.Practice reading the sentences by themselves.3.Recite the sentences together.Step 4 Pair work1. T: This is my family. Can Have a dictation: Familymembers words/key sentencesin Period1-2.(Ask 3 students to write onthe Bb.)This is... That i s...These are...Those are...Give each group a minute tosay as many sentences asthey can.Read the sentences in theGrammar Focus. And then :Ask some individual studentsto recite the sentencesbefore the classShow a photo of family andencourage the Ss to askquestions about the membersin the pho to.聚焦拖曳58865you ask me about my family? S1: Who is he? (Point at some one)T: He is ...... ...plete the conversation. And check the answers.3.Practice the conversation in pairs. Ask some pairs to act it out.4.Show their own family photos and take turns to ask about the photos.Step 5 Drilling1.Look at the picture.Encourage the Ss to say thefamily words.2.Encourage the Ss to makemore sentences.Step 6 Word study1. Encourage the Ss to find out and read the 9 new words in 1a.2. Try to translate them into Chinese.3. Practice reading the words in different ways.4. Add the words to the family tree.Step7 Listening1.Students look at 1b and read the new words together.2.Listen and check the words you hear.3.Listen for a third time to repeat after the recorder. Step 8 Oral practice1. Draw a picture of your family and friends.2. Tell your partner a bout your picture.Step 9 Summarize the whole class.Homework:1.Recite the sentences in GF. Complete the conversation.And check the answers.Get the Ss to make sentenceswith the words in the threeb oxes.Review the words aboutfamily members, and then askthe Ss to draw their ownfamily tree.Look at the pictures andencourage the Ss talk aboutthe two pictures. Thenlisten again and find whichpicture they are talkingabout.Ask the students to talkabout their family trees.675。

人教新目标版七年级英语上册Unit2Thisismysister教案The First PeriodSection A (1a-2d)Ⅰ.Teaching aims:1.Knowledge aims:(1)Keywords:sister,mother,father,parent,brother,grandmother,grandfather,grand parent,family,those,who,these,they,well,have,day,bye(2)Key phrases:Have a good day!(3)Important sentences:①That’s my family.②Those are my parents.③—Who’s she?—She’s my sister.④Well,have a good day!2.Ability aims:Learn to introduce people.3.Emotion aims:Make students love their family members better.II.Important points:Learn to say their family members in English and spellthem.III.Difficult points:Learn to describe family members in the picture. IV.Teaching processStep 1 Warming up1.Show a piece of video frozen.2.Show Anna’s photo,then show Elsa’s photo.T:What’s her name？Ss:Her name is Anna.T:Who is she?Ss:She is Elsa.T:Elsa is Anna’s...Ss:Sister.T:You are right.Who can spell “sister?”Step 2 Research CooperationWork on 1a.Ask students to look at the picture in 1a.Then read the words on the left.Match the words with thepeople in the picture.Check the answers with students.Step 3 ListeningWork on 1b,2a and 2b.1.Play the recording for the first time.Students only listen.2.Play the recording again and ask students to complete 1b,2a and 2b.3.Check the answers in 1b,2a and 2b.Step 4 PairworkWork on 1c and 2c.1.Role-play the conversation in 1a.Then talk about the other people in the picture.A:That’s my family.Those are my parents.B:Who’s she?A:She’s my sister.Oh,and these are my brothers.2.Practice the conversations in pairs and role-play them.3.A: Who’s she?B: She’s Cindy.A: Who’s he?B: He’s her father.Step 5 Role-playWork on 2d.Look at the picture in 2d.This is Sally and Kate’s family.Read the conversation first.The look atthe picture and guess who they are.Ask students to practice the conversation in group of three .Then ask some students to act out theconversation.Language points1.family家；家庭若指家庭整体是单数名词；若指一个家庭里的全体成员，则是复数名词。