人教版七年级上册第二单元This is my sister听课记录

学习资料专题Unit 2 This is my sisterThe Fourth PeriodSection B (1a-1d)I. Teaching aims1. To learn to make a family tree and introduce family members2. To know the genetic connection (血缘关系) of a familyII. Key points1. Learn the family members:son, cousin, grandpa, mom, aunt, grandma, dad, uncle, daughter2. Be able to introduce family members.3. Learn to talk about family.Difficult pointsSubject-verb AgreementIII. Teaching aidsMultimedia/A tape recorder/A bla ckboardIV. Teaching proceduresStep 1 Warm-up1. Greetings.2. RevisionT: Have you brought your family photos? Now please take out your family photos and introduce your family members.S: This is my mother.These are my grandparents.T: Is this your brother?S: No, it isn’t. He’s my friend.T: Is this your father?S: Yes, it is.Step 2 Presentation1. Activity 1a.1) T: In my family, my grandpa is the oldest. Who is the oldest in your family?S: My grandpa, too.T: Every family has a family tree. Can you finish the family tree in 1a?S: Yes.While the Ss are working, move around to see what the Ss write.2) Check the answers and ask Ss to read aloud the words.3) T: Look at the family tree. My grandpa and grandma have a son and a daughter. One is my dad, the other is my aunt. My dad and mom also have a son and a daughter.I am their daughter. My brother is their son. I am my brother’s si ste r. My auntand uncle only have one daughter. She’s my cousin.2. Activity 1b.1）T: Let’s listen to the recording in 1b. I’ll play the recording once. Check only th e words you hear. （If the Ss can’t hear clearly, play the recording once again.）2) Check the answers and ask some Ss to read the words aloud.3. Ac tivity 1c.1）T: Look at the two pictures in 1c. Who are the people in the first picture? Can you guess?S: They are Grandpa, Grandma, Mom, Dad, Uncle …T: Well done. Can you guess who the people are in Picture 2?S: They are Grandma, Mom, Dad and a boy.T: Good. One of the pictures is of Jiang Tao’s family, and the other one is of Tom’s family. Do you know which one is Jiang Tao’s and which one is Tom’s?S: No.T: Now let’s listen to the recording and find out the answer.2）Play the recording once again for the students to listen and find out the answer.3) Check the answers and play the recording for the Ss to listen and repeat.Step 3 Practice1. Activity 1d1）Draw a picture of your family and friends on the blackboard and introduce the people.2）T: Now you can draw a picture of your family and friends.3) Ask one or two Ss to show their pictures and tell the class who the people are.T: Tim, can you show me your picture? Who are they? Can you tell me?S: This is my … and these are my …4) T: Now you can tell your partner about your picture.Step 4 Consolidation1. Make a conclusion.2. Do some exercises.Step 5 SummaryIn this period, we’ve learned to make family tree and know genetic connection of a familyStep 6 Homework1. Try to draw your family tree.2. Preview the next period.Section B(1a-1d)This is …Family t ree:Teaching reflection：。

________ they?
五、布置作业
Oral speaking：Kate邀请她的好朋友露茜(Lucy)和莉莉(Lily)参加了她的家庭派对。Kate向Lucy和Lily介绍了她的家人。(写一段对话，并口头表演出来。
六、板书设计：
New words and phrases : they，well，have，day，bye
课题：1.Unit2 This is my sister.教学设计
备课时间
第1周星期一
年段
七年级
上课时间
第4周
主备人
课时安排
总（4）课时第（2）课时
教学目标
（一）知识与技能they，well，have，day，bye Who is she/he? This/That is…Who are they? These/Those are…Are those your parents? Yes，they are./No，they aren't. Have a good day！
四、随堂检测
句型转换。
1．That is my brother.(变为复数句)
________ ________ my brothers.
2．It is a nice picture.(变为复数句)
________ ________ nice pictures.
3．Are these your sisters？(变为单数句)
2．Practice in pairs
Ask students to practice the conversations in 2b with their partners and make their own conversations.

2.真实情景：本节课通过设计真实的家庭场景和角色扮演活动，使学生在实际情境中运用英语进行交流和介绍，提高了他们的口语表达能力和情景交际能力，使学生能够更好地将所学知识应用于实际生活中。
3.小组合作：通过小组合作活动，本节课成功地培养了学生的团队合作能力和社交技巧。学生在小组内进行交流和合作，相互倾听、理解和尊重，提高了他们的团队合作能力和沟通能力，同时也培养了他们的批判性思维和评价能力。
4.教师巡回指导，给予学生适当的帮助和反馈，确保他们能够掌握所学知识。
（四）总结归纳
1.教师组织学生进行总结，让学生回顾本节课所学的内容，如家庭成员的称谓、介绍句型等。
2.引导学生思考和探讨家庭成员之间的关系、角色和责任，培养他们的家庭观念和亲情意识。
3.强调在日常生活中运用英语进行家庭介绍的重要性，激发学生实际运用所学知识的意愿。
4.组织小组展示活动，让小组成员向全班同学展示他们的交流和合作成果，提高他们的表达能力和自信心的同时，培养他们的评价能力和批判性思维。
（四）反思与评价
1.引导学生对自己的学习过程进行反思，思考自己在学习中的优点和不足，提出改进措施。
2.鼓励学生进行自我评价，如“我今天在课堂上的表现如何？”“我是否达到了学习目标？”等。
2.运用任务型教学法，设计具有实际意义的交流活动，引导学生主动探究、合作学习，提高他们的实践能力。
3.采用分层教学法，关注学生的个体差异，给予不同程度的学生适当的指导和帮助，使他们在原有水平上得到提高。
4.运用信息技术辅助教学，如多媒体课件、网络资源等，丰富教学手段，提高教学效果。
（三）情感态度与价值观
3.组织学生进行同伴评价，鼓励他们相互鼓励、相互学习，共同进步。
4.教师对学生的学习过程和成果进行评价，关注他们的个体差异，给予适当的指导和帮助。通过评价，促进学生的自我认知、自我调整和自我成长。

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。

These are…
Those are…
Practice in pairs
Step3 listening
1.通过教师简单的引导，学生迅速热身，复习已学过的指示代词this that these those引入本节课的重点，讨论有关家庭成员的词汇。
1，用英语写出你的家庭成员。
2.英汉互译
我的姐姐
他的父母亲
年级 ：七年级 学科：英语 课题： Unit 2
第三课时
课型：新授课 备课时间： 主备人：
审核人：
学习目标：
1）掌握和使用生词及词组。
2）通过对话练习，掌握介绍人物时常用的习惯用语。
3）运用新的知识，解决相关情景中的简单问题。
4）综合运用所学知识完成所给任务。
教学流程
导航台
知识链接
Step1.Check homeworkand revision
后四人交叉对话
2.在组内展示，进而在全班展示。
4.教师检查组长，组长检查其他三人的书写作业
展示点拨环节
1.确认事物和人的两种方式
2..正确区分指示代词远近，单复
3.谈家庭成员
4.听力题答案
5.习题答案
预设问题点拨
1.除了用指示代词来确认人，还会有其他方式吗
2.咱们看看谁能分清this that these those的区别
Homework：
1.Design your future family, draw a picture of your family and write sth about it.（并提醒学生设计一个庞大的家庭）
4.在听、读、说练习后，通过笔头巩固一般疑问句及肯定否定回答，再次确认语言输入是否扎实

2.通过小组合作和角色扮演，让学生在实际语境中运用第三人称单数动词的变化规则。
3.利用多媒体资源和实物教具，创设生动有趣的情景，激发学生的学习兴趣和积极性。
（三）情感态度与价值观
1.培养学生对英语学习的热情和自信心，让他们感受到学习的乐趣。
2.培养学生良好的团队合作意识，学会与人合作共同完成任务。
3.培养学生尊重和理解他人的情感，让他们学会关心和帮助他人。
2.利用实物教具，如家庭成员的玩偶或模型，创设真实的情景，让学生进行角色扮演，实际运用所学的句型和词汇进行交流。
3.设计一些有趣的小游戏，如家庭成员猜谜游戏，让学生在轻松愉快的氛围中进一步巩固所学知识。
（二）问题导向
1.设计一些问题引导学生思考和讨论，例如："How do you introduce your family members in English?"或者"When do we use '-s' in verb forms?"。通过问题的引导，激发学生的思维和探究欲望。
2.组织学生进行同伴评价，让他们互相评价对方的口语表达和语法运用情况，给出建设性的反馈和建议。
3.作为教师，要及时对学生的表现进行评价和反馈，肯定他们的进步，指出他们需要改进的地方，鼓励他们继续努力。
四、教学内容与过程
（一）导入新课
1.开始上课时，我会用多媒体资源展示一张大家庭的照片，引导学生观察并猜测照片中的人物关系。
在实际教学中，我发现许多学生在介绍家庭成员时，常常忘记使用"This is..."或"That is..."的句型，导致句子不完整，表达不准确。同时，学生在动词变化上，对于何时加"-s"掌握不牢固，容易在实际应用中出现错误。因此，我决定设计一份针对性的教学案例，以帮助学生更好地掌握本单元的知识点。

5.my family我的家庭
6.my grandparents我的祖父母
教学设想
教法
Task-Based Teaching Method
学法
Cooperating
教具
Textbook Workbook
课堂设计
Step 1情景导入
Teacher： Hello, everyone！ I will show you a photo.There are many people in it，but you don’t know them.I want to introduce them to you.Look, this is my father.The old woman is my grandmother.Can you introduce your family members in English? If you can’t, don’t worry, you will be able to do it after this class.
②A: Who’s he? B： He’s her father.
，分角色表演对话，并邀请一些小组上台展示。（5分钟）
环节说明：通过听、说、读、写对语言点进行训练，使本课知识目标得以实现。
Step 4 Homework
板
书
设
计
ysister .Who’s she? B：She’s Cindy.
环节说明：通过实物（家庭照片）展示,引起学生的兴趣，由 Can you introduce your family members in English?激起学生的求知欲望。该导入简洁明了，揭示了本节课的知识目标。
Step 2完成教材1a-1c 的任务

Unit 2 This is my sister第1课时（教案）一、教材分析(一)教材背景分析本单元围绕介绍家庭成员开展听说读写教学活动，中心话题是“This is my sister”，学生的学习活动是在真实的生活场景中展开的。

并把“名词的单、复数形式”这一语法主线贯穿其中。

教学内容为语法的学习和使用提供了必要的感性材料，同时也体现了语法项目与交际情景自然结合的特点。

(二)教学内容分析本单元的中心话题是介绍家人和亲属。

语法内容是一般名词的单、复数形式与be动词、指示代词(this、that、these、those)之间的关系。

二．三维目标：Teaching aims: (教学目标)1. 学会表述家人的称谓, 区分家人的称谓..2. 学会介绍家人.3. 学会用疑问句来询问家人的称谓.Language points: (语言点)1. 要求掌握以下句式: (1) ------This is …------ These are …------ Those are …------Is this…?------ Are these…?----- A re those…?2. 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三、教学重难点本课的难点是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。

学生学习用一般疑问句来询问并回答家庭成员的关系也有一定的难度。

四、教学策略1、运用“任务型”的教学方法；“在用中学、在做中学”。

2、突出交际性、趣味性，注重启发式。

五、教学准备:多媒体课件等与本课相关的资料，学生准备一张全家福。

六、教学环节1.课堂导入：Step 1. Free talk设一分钟时间让学生两人小组来展示第二单元的对话。

Unit 2 This is my sisterThe Fourth PeriodSection B (1a-1d)I. Teaching aims1. To learn to make a family tree and introduce family members2. To know the genetic connection (血缘关系) of a familyII. Key points1. Learn the family members:son, cousin, grandpa, mom, aunt, grandma, dad, uncle, daughter2. Be able to introduce family members.3. Learn to talk about family.Difficult pointsSubject-verb AgreementIII. Teaching aidsMultimedia/A tape recorder/A bla ckboardIV. Teaching proceduresStep 1 Warm-up1. Greetings.2. RevisionT: Have you brought your family photos? Now please take out your family photos and introduce your family members.S: This is my mother.These are my grandparents.T: Is this your brother?S: No, it isn’t. He’s my friend.T: Is this your father?S: Yes, it is.Step 2 Presentation1. Activity 1a.1) T: In my family, my grandpa is the oldest. Who is the oldest in your family?S: My grandpa, too.T: Every family has a family tree. Can you finish the family tree in 1a?S: Yes.While the Ss are working, move around to see what the Ss write.2) Check the answers and ask Ss to read aloud the words.3) T: Look at the family tree. My grandpa and grandma have a son and a daughter. One is my dad, the other is my aunt. My dad and mom also have a son and a daughter.I am their daughter. My brother is their son. I am my brother’s si ste r. My aunt and uncle only have one daughter. She’s my cousin.2. Activity 1b.1）T: Let’s listen to the recording in 1b. I’ll play the recording once. Check only th e words you hear. （If the Ss can’t hear clearly, play the recording onceagain.）2) Check the answers and ask some Ss to read the words aloud.3. Ac tivity 1c.1）T: Look at the two pictures in 1c. Who are the people in the first picture? Can you guess?S: They are Grandpa, Grandma, Mom, Dad, Uncle …T: Well done. Can you guess who the people are in Picture 2?S: They are Grandma, Mom, Dad and a boy.T: G ood. One of the pictures is of Jiang Tao’s family, and the other one is of Tom’s family. Do you know which one is Jiang Tao’s and which one is Tom’s?S: No.T: Now let’s listen to the recording and find out the answer.2）Play the recording once again for the students to listen and find out the answer.3) Check the answers and play the recording for the Ss to listen and repeat.Step 3 Practice1. Activity 1d1）Draw a picture of your family and friends on the blackboard and introduce the people.2）T: Now you can draw a picture of your family and friends.3) Ask one or two Ss to show their pictures and tell the class who the people are.T: Tim, can you show me your picture? Who are they? Can you tell me?S: This is my … and these are my …4) T: Now you can tell your partner about your picture.Step 4 Consolidation1. Make a conclusion.2. Do some exercises.Step 5 SummaryIn this period, we’ve learned to make family tree and know genetic connection of a familyStep 6 Homework1. Try to draw your family tree.2. Preview the next period.Section B(1a-1d)This is …Family t ree:Teaching reflection：此资源为word格式，您下载后可以自由编辑，让智慧点亮人生，用爱心播种未来。

Unit 2 This is my sister.Section A (1a—2d)教学设计一、教学目标1. 掌握对家庭成员称呼的词汇及指示代词：sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), who, they, this, that, these, those等。

2. 掌握以下句型：(1) This / That is his sister.(2) These / Those are his parents.(3) —Who’s she?—She’s my sister.(4) —Is this / that your sister?—Yes, she is. / No, she isn’t.(5) — Are these / those your parents?—Yes, they are. / No, they aren’t.3. 能够将图片与人物描述相结合进行有效记忆。

4. 能够听懂有关家庭信息的语料，并且能够提取关键信息。

5. 能够将人物描述的文字信息和图片信息相互转换。

6. 掌握指示代词this, that, these, those及它们所构成的介绍他人的句型。

7. 能够运用所学的词汇及句型介绍自己的家庭成员。

8. 让学生知道他们应当尊敬自己的父母、祖父母及其他家庭成员，在家庭中应多帮助父母做力所能及的家务劳动。

通过学习，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。

二、教学重点及难点重点：1. 掌握对家庭成员称呼的词汇及指示代词：sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), who, they, this, that, these, those等。

说课稿Unit 2 This is my sister. Section A （1a-1c）说课稿尊敬的各位老师：早上好！我是初中英语教师...，今天我的说课题目是This is my sister.它选自人教新目标七年级英语上册的第二单元。

1、教材分析本单元所有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，教材较好地体现了教学的渐进性和层次感，使学生在教师的带领下能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。

2、教学目标：（知识目标、能力目标、情感目标）依据初中英语新课标的要求，我为这一课确立三项目标：即知识目标、能力目标和情感目标。

1、知识目标：帮助学生学会并掌握新单词和新句型。

（重点）2、能力目标：通过本节课学习，让学生学会用英语介绍家人或朋友。

（难点）3、情感目标：通过对家庭成员的学习，学生对自己的家庭成员会有更清晰的印象，从而激发起他们对家人的热爱。

3、教学方法：图片教学法，情景演绎法（可以使学生）为达成本堂课的教学目标，我设计以下环节。

4、教学过程一、热身及导入听英文歌“Family Song”,使学生进入英语氛围中，通过歌曲了解本节课的大致内容。

二、预习与交流课本生词。

1a中人物的代号。

（学生独立完成）Page7的1a的内容，把下列的汉语译成英语.1.这是我的父亲。

_______________2.那是我的母亲。

______________________3.这些是我的朋友们。

_____________________(学生以小组交流合作完成)三、展示与提升1、在PPT上呈现《家有儿女》中人物——夏雨的照片，并提出问题“What’s his name? ”，紧接着出示他的家庭照片，然后教授新单词。

This is my sister英语教案及反思做好初中英语教案对于老师上课十分重要，那么This is my sister 这篇课文的教案要怎么做呢?下面店铺为大家带来初中英语This is my sister英语教案及反思，希望对你有所帮助。

This is my sister英语教案：一、教学目标在本节课结束时，学生将能够学会表述家庭成员的称谓，学会用特殊疑问句来询问家人的称谓和介绍家人。

知识与能力能听懂有关介绍家庭成员的对话，并能根据提供的信息介绍家人。

过程与方法采用role-play、pairwork的学习方式，利用图片、听力材料等来展开课堂教学。

词汇教学采取头脑风暴及图片匹配的方式进行教学，让学生唤醒已有知识，在情境中操练、理解含义，并学会运用;听力教学采取听，圈出所听到的单词的方式;口语教学采取 pairwork 问答式的口语交际活动及role-play角色扮演的形式进行操练;语法教学总结规律、抓住特征、模仿操练。

情感态度与价值观通过谈论家庭生活这一话题，引导学生正确理解家庭的真正意义，教育学生体贴父母，关爱家人。

二、教学重难点教学重点(1)掌握家庭成员的称谓。

(2)能够简单介绍人物关系。

(3)能够指认人物关系。

教学难点(1)介绍家庭成员时对名词单复数与谓语一致性的正确使用。

(2)Is this / that…? 肯定否定回答时代词的使用。

三、教学策略词汇教学采取头脑风暴及图片匹配的方式进行教学，让学生在情境中操练、理解含义，并学会运用;听力教学采取听，圈出所听到的单词的方式;口语教学采取 pairwork 问答式的口语交际活动及role-play角色扮演的形式进行操练;语法教学总结规律、抓住特征、模仿操练。

四、教学过程Step 1：A guessing game借助一个简单的图画A house + ? = Home，引起学生的关注。

【设计意图】导入单元话题，让学生了解Family的意义所在。

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Unit 2 This is my sister.The First PeriodSection A (1a-2d)Ⅰ.Teaching aims:1.Knowledge aims:(1)Keywords:sister,mother,father,parent,brother,grandmother,grandfather,grandparent,f amily,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 spell them.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。