2017年秋季七年级英语上册《Unit 2 This is my sister》同步练习 (新版)人教新目标版

第01讲_Unit 2 词汇与语法基础知识图谱-Unit 2 This is my sister情景交际-询问与介绍this，that，these和those第01讲_Unit 2 词汇与语法基础错题回顾手动选题Unit 2 This is my sister知识精讲一、必背词汇sister /'sistə/ n.姐；妹mother /'mʌðə/ n. 母亲；妈妈father /'fa:ðə/ n.父亲；爸爸parent /'peərənt/ n. 父（母）亲brother /'brʌðə/ n. 兄；弟grandmother /'grænmʌðə/ n.（外）祖母；奶奶grandfather /'grænfa:ðə/ n. (外)祖父；爷爷；grandparent/'grænpeərənt/ n.祖父（母）；family /'fæməli/ n. 家；家庭those /ðəuz/ pron.那些who /hu:/ pron. 谁；什么人these /ði:z/ pron.这些they /ðei/ pron.他（她、它）们well /wel/ interj.嗯；好吧have /hæv/ v.经受；经历Have a good day! (表示祝愿)过得愉快！bye /bai/ interj. (=goodbye)再见son /sʌn/ n. 儿子cousin /'kʌzn/ n. 堂兄（弟、姐、妹）；表兄grandpa /'grænpa:/ n.（外）祖父；爷爷；外公mom /mɔm/, /ma:m/ n.(=mum)妈妈aunt /a:nt/ n. 姑母；姨母；伯母；婶母；舅母grandma /'grænma:/ n.（外）祖母；奶奶；外婆；dad /dæd/ n.爸爸uncle /'ʌŋkl/ n. 舅父；叔父；伯父；姑父；舅父daughter /'dɔ:tə/ n. 女儿here /hiə/ adv. (用以介绍人或物)这就是；在这里photo /'fəutəu/ n.照片next /nekst/ adj.&n. 下一个（的）；接下来（的）picture /'piktʃə/ n. 照片；图画girl /gə:l/ n. 女孩dog /dɔg/ n. 狗二、重点词汇1. family noun /ˈfæməli/1). a group of people who are related to each other, such as a mother, a father, and their children家，家庭，家人例句：I come from a large family - I have three brothers and two sisters.我来自一个大家庭，有三个兄弟，两个姐妹。

Unit2 This is my sister常考短语：in the first photo 在第一张照片中in my family 在我的家庭里the name of ... .......的名字 a photo of 一张...的照片have a good day 过得愉快two nice photos of... 两张的好看的...照片语法点：（一）指示代词：this,that,these,thosethis和these指说话人较近的人或物，that和those指说话人较远的人或物．this和that指单数，连系动词be动词用单数形式is,同时后面的名词用单数形式；these和those表示复数,连系动词be动词用复数形式are,同时后面的名词用复数形式。

1、在回答主语this或that的一般疑问句或特殊疑问句时，在答语中用it代替句中this或that；在回答主语these或those的一般疑问句或特殊疑问句时，在答语中用they代替句中these或those。

2、在介绍某人时，用this或that，而不用he或she。

3、打电话时，说自己是谁用This is...，问别人是谁用Who’s that?一：填空1. I like _____ pants. _______ pants are red.(这些)2. I don’t like ____ shoes. ____shoes are too small.(那些)3. I want _____(这个) sweater. I don’t want________（那个）sweater._____ （那个）is too big.二：选择（）1. __________ pen is red. ________ pencil is green.A. this, thatB. These, ThoseC. That, ThoseD. This, That（）2. Is _____ a panda over there?A. thisB. thatC. thoseD. these（）3. ________two boys are Mr. Green’s sons.A. ThisB. TheseC. ThatD. those。

人教版七年级上册英语Unit2 This is my sister一. 教材分析人教版七年级上册英语Unit2 This is my sister主要介绍了家庭成员的英语表达方式。

通过本节课的学习，学生能够掌握家庭成员的英语单词和短语，如father, mother, sister, brother, grandmother, grandfather等，并能用This is…和That is…来介绍家人。

同时，学生还能够通过听力练习和口语交流，提高听力和口语表达能力。

二. 学情分析七年级的学生已经初步掌握了英语基础发音和常用单词，但对于家庭成员的英语表达方式和介绍家人的句型可能还比较陌生。

因此，在教学过程中，需要注重学生的发音训练和句型练习，以提高学生的英语表达能力。

三. 说教学目标1.知识目标：学生能够掌握家庭成员的英语单词和短语，如father,mother, sister, brother, grandmother, grandfather等，并能用This is…和That is…来介绍家人。

2.能力目标：学生能够通过听力练习和口语交流，提高听力和口语表达能力。

3.情感目标：培养学生对家庭的重视和关爱，培养学生的亲情观念。

四. 说教学重难点1.重点：家庭成员的英语单词和短语的掌握，以及用This is…和Thatis…来介绍家人。

2.难点：听力练习中家庭成员的识别和理解，口语交流中家庭成员的介绍和表达。

五. 说教学方法与手段1.交际法：通过模拟家庭场景，让学生在实际语境中进行家庭成员的介绍和交流。

2.视听法：利用多媒体教学资源，让学生通过观看视频和图片，提高听力理解和口语表达能力。

3.任务型教学法：通过小组合作任务，让学生在实践中运用所学知识，提高综合运用能力。

六. 说教学过程1.导入：利用图片或实物展示，引导学生谈论自己的家庭成员，激发学生学习兴趣。

2.新课呈现：通过视频或图片，展示家庭成员的英语单词和短语，引导学生学习并模仿发音。

[Unit 2 Section B (3a～Self Check)]1．This is a picture(图画) of a cat.2．In the next(下一个) photo, you can see my sister.3．My pen is here(在这里)．4．Mrs.Brown's daughter(女儿) is Mary.5．Her uncle(叔父) is in China.6．Frank and Henry are my brothers(弟)．7．The man is my father's father.He is my grandpa__(爷爷)．8．These are my parents(父母)—my father and mother.Ⅱ.用所给词的适当形式填空(10分)1．Bob is in the first(one) photo.2．These are my family photos(photo)．3．Three girls(girl) are in the picture.4．Are these(this) boys his cousins?5．Is this your(you) aunt?6．These(this) are Jane's cousins.7．Alice and Helen are my aunts(aunt)．8．The pictures(picture) are very good.9．Here is(be) a pen for you.10．Those dogs(dog) are running(跑)．Ⅲ.单项选择(12分)1．Here B two photos of my brothers.A．is B．areC．am D．have解析：here引导的倒装句，主语two photos是复数，故be动词用are。

Unit 2 This is my sister.一、教学目标：1. 学习和掌握句型"This is my sister."的用法和意义。

2. 培养学生描述家庭成员的能力。

3. 提高学生的口语表达和交际能力。

二、教学步骤：引入（时长：5分钟）：通过展示一张家庭照片或使用幻灯片引入课程。

提问学生关于家庭成员的问题，如"Who is this?"或"Who is in the picture?"，以激发学生的思考和参与度。

鼓励学生用英语回答问题，并引导他们使用简单的句型和词汇。

三、教学主体（时长：20分钟）：使用幻灯片或教具来介绍句型"This is my sister."的用法和意义。

示范正确的句子结构和发音，并鼓励学生跟读和模仿。

通过展示家庭成员的图片或实物，让学生观察并描述家庭成员。

引导学生使用句型"This is my sister."来描述家庭成员，并解释句子的意义和用法。

鼓励学生用完整的句子回答问题。

接下来，引导学生进行对话练习。

学生可以分成小组，互相介绍自己的家庭成员，并进行对话交流。

提供一些问题和情境，如"Who is this?"或"Who is your brother?"，以帮助学生更好地运用所学的句型和词汇。

四、巩固与拓展（时长：15分钟）：设计一些练习活动来巩固学生对句型"This is my sister."的理解和运用能力。

例如，让学生进行角色扮演，模拟真实的家庭成员介绍场景。

组织学生进行小组活动，让他们在实际交流中运用所学的句型和词汇。

鼓励学生描述其他家庭成员，并与同伴分享。

引入其他家庭成员的描述句型，如"This is my brother."或"This is my mother."，展示相关的图片或实物，并问学生相关问题。

Unit 2 This is my sister.Period 1 (Section A 1a–2d)【教学目标】●知识目标1. Master the new words and useful expressions.2. Master the target language.3. Master the usage of demonstratives pronouns: this, that, these, those.●能力目标1. Be able to introduce family members using the target language.2. Be able to introduce family members.●情感目标Lead students to know their family members well and love their family.【教学重难点】●重点1. Master the new words and useful expressions.Words: sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), who, they, this, that, these, those2. Master the target language: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. Improve students’ listening and speaking skills.●难点1. Master the usage of demonstratives pronouns: this, that, these, those.2. The plural forms of the demonstratives pronouns.【教学准备】A tape recorder, a photo of family and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: Greetings and reviews1. GreetingsT: How are you? What’s your name? Nice to meet you! What's your telephone number?2 . Let some students show their ID card.T: What's your first name? What's your last name? What's your telephone number?3. Let Ss introduce their ID card information to class.My first name is… My last name is… My telephone number is…Step 2: Lead-in1. Show student s a piece of video “《家有儿女》”.T: What’s his name?(show Xia Yu’s photo)Ss: His name is Xia Yu.T: We know Xia Yu has a happy Family. Now let’s come into his family. Who is this?Ss: This is Xia Xue.(show Xia Xue’s photo)T: Xia Xue is Xia Yu’s…?Ss: Sister.T: Good! Who can spell sister?T: Read after me, sister. (Ask a group of Ss to read the word)2. Show students another photos and teach the new words by the same way.(brother, father, mother, parent (s), grandfather, grandmother, grandparent (s) )Step 3: Presentation1. Teach activity 1a(1) Ask students to look at the picture in 1a and see how many words they know. Have a competition in groups.(2)Ask some groups to make a report to see which group can say the most words.At the same time, teacher writes some easy and important words on the blackboard.(3)Give students a few minutes to match the words with the people in the picture and write the letters on the blank line.(4)After students finish doing, check the answers.Answers: 1.mother a 2.father c 3.parents b 4.brother h 5.grandmother f 6.grandfathere 7.friend i 8.grandparents d 9.sister g(5) Write down the target language on the blackboard. Target language:① This/That is his sister.② These/Those are his parents.③ —Who's she? —She's my sister.(6) Ask the students to read the conversation in the picture together. Explain some language points.2. Teach activity 1b(1) Ask students to look at 1b and ask some pairs to read the conversations.(2) Play the recording for the first time. Students only listen and get the main idea.(3) Play the recording for the second time. Ask students to write answers by themselves.(4) Invite some students to check the answers. Then play the recording for the third time. Havestudents listen and repeat, pay attention to the pronunciation and intonation.3. Teach activity 1c(1) Invite two students to practice the sample conversation in 1a in pairs.(2) Ask students to make new conversations in pairs. Move around the classroom to check the progress and give some help if necessary.(3) Invite some pairs to act out their conversations.Step 4: Practice1. Teach activities 2a & 2b(1) Go through the instruction in 2a with the class.(2) Play the recording for the first time. Let students check the questions they hear, then checkthe answers.(3) Go through the instruction in 2b with the class.(4) Read the English names in 2b. Help students read the English names correctly in 2b and tell students to only listen to the names.(5) Play the recording for the second time. Ask students to write letters in the blanks in 2a.Then check the answers.(6) Play the recording for the third time. And let students listen and repeat.2. Teach activity 2c(1) Ask the students to read through the conversations in pairs.(2) Give them three minutes to practice reading it.As students work, walk around the room, offering help if necessary. Correct pronunciation mistakes if any.(3) Ask several pairs to act out their conversations.Step 5: ConsolidationTeach activity 2d1. Now look at the picture in 2d. This is Jane's family. Read the conversation first. Then look at the picture and guess who they are.(Ss read the conversation then guess who the 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 some pairs to act out the dialogue in front of the class.【课堂小结】In this period, we’ve learned how to talk about our family members. And we’ve also learned the use of demonstrative pronouns.【课后作业】1. Review the new words and useful expressions in this period.2. Practice the conversation in 2d in pairs and recite it.3. Finish the exercises in the workbook.4. Preview the next period.。

Unit 2 This is my sister.Period 4 (Section B 2a–Self Check)【教学目标】●知识目标1. Master the new words and useful expressions.2. Master the target language.3. Consolidate what we’ve learned in this unit.●能力目标1.T alk about family members fluently.2. Develop students’ listening skills and communicative competence.●情感目标Lead students to love their family members and friends.【教学重难点】●重点1. Master the new words and useful expressions.Words: here, of, photo, next, picture, girl, dogPhrases: a photo of, the name of, in the first photo2. Be able to talk about family members fluently.●难点1. T alk about family members fluently.2. The usage of target language.【教学预备】A family photo, some exercises and handouts.【教学方式】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学进程】Step 1: Greetings and revision1. Greeting the students as usual.2. Check their homework, correcting mistakes if any.Step 2: Lead-inT: We know some students' family members. We want to know more students' family members. Would you like to introduce your family members to us?Ss: Yes.S1: Let me try.T: OK, please.S1: Hello, everyone! My name is …Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good parents. Th is is my brother. His name is …Look! It’s me. Am I funny? I love my family.T: Very good.(Invite another two students introduce their family.)Step 3: Presentation1. Teach activity 2a(1) Make students work in pairs to find the first names of male and female in this unit and write them.(2) Collect the answers as a whole class.2. Teach activity 2b(1) Ask students to look at the pictures and answer these two questions:What can you see in the pictures?Who are they?(2) Ask students to read the passage silently and circle the names.(3) Ask a student to show the names and check the answers.(4) Read the passage sentence by sentence to make students understand the meaning of the passage.(5) Have the students read the passage together, ask them to pay attention to thepronunciation.3. Teach activity 2c(1) Ask students to read through the instruction of this activity so that they can know how to do it.(2) Leave students two minutes to do this task individually. Move around the classroom to check the progress and give some help if necessary.(3) Invite some pairs to check their answers.Answers: 1.Jenny 2.parents 3.brothers 4.sister 5.cousin 6.CocoStep 4: Practice1. Teach activities 3a(1) Get students to complete the passage with the words in the box.T: Please open your books to Page 12. Look at 3a. Can you see the words in the box?Ss: Yes.T: Please read them aloud.Ss: Brothers, parents, Cindy, family.T: What does “parents” mean?Ss: Father and mother.T: You are right. Is Cindy a boy’s name?Ss: No, it’s a girl’s name.T: Is Paul a boy or a girl?Ss: A boy.T: What are John and Bob?Ss: They’re Paul’s brothers.Teachers: Is Cindy Paul’s sister?Ss: Yes, she is.(2) Have students try to draw a picture of Paul’s family in the box on the right.(3) Ask some students to show their pictures and introduce the people to the class.2. Teach activity 3b(1) Ask students to have a look at the instruction of 3b so that they can know how to do this activity.(2) Ask students to take out their family photos and write about their family.(3) Leave them several minutes to do this task individually.(4) As they work, move around the room, offering help as needed.(5) Collect the answers. Choose the best one, and present it to the whole class.Step 5: ConsolidationTeach Self Check1. Self Check 1(1) T: We have learned many words for family members. Now let's have a short revision.(Let Ss say the words for the family members in a chain.)S1: father S2: mother S3: grandfather S4…(2)T: OK. Some words for the family members are male, some are female and other words are both. Now look at Self Check 1, and group the words for family members you have learned.(3) Check the answers.Answers: Male: father, grandfather, uncle, brother, cousinFemale: mother, grandmother, aunt, uncle, cousinBoth: parents, grandparents2. Self Check 2(1) T: When we are not sure about the family members. We always ask about them. Let's sum up the sentence structures we can use:(Ss sum up the sentence structures with the help of the teacher.)① —Is this/that…? —Yes, he/she is. No, he/she isn't.② —Are these/those…? —Yes, they are./ No, they aren't.③ —Who's she/he? —He's/She's…(2) T: Now read the conversation between Bill and Dale. Then complete the conversation.(3) Check the answers.Answers: this, He's, Who, She, these/those, they, are(4) Practice the conversation with your partner.【课堂小结】In this period, we’ve consolidated how to talk about family members through some reading and writing practice. And we’ve also learned that we have to love our family members.【课后作业】1. Review the new words and useful expressions in this period.2. Read the messages in 2b and recite it.3. Make conversations with your parents or friends using the target language in this unit.4. Preview the next unit.。

Unit 2 This is my sister.Period 2 (Grammar Focus–3c)【教学目标】●知识目标Consolidate the target language learned in the last period.●能力目标1. Be able to do introduce family members using the target language.2. Develop students’ list ening skills and communicative competence.●情感目标Try to lead students to love their family members.【教学重难点】●重点1. Consolidate the target language learned in the last period.① This/That is…② These/Those are ….③ —Who's …? —She's/He's…④ —Is this/that …? —Yes, …/No, …⑤ —Are these/those …? —Yes, they are./No, they aren't.2. Be able to talk about family members using the target language.●难点1. Improve students’ listening a nd speaking skills.2. The usage of target language.【教学准备】A projector, some exercises, family photos and handouts.【教学方法】任务型教学法、情景交际法、自主学习与合作学习相结合【课时安排】One period【教学过程】Step 1: Greetings and revision1.Greeting the Ss.2.Chant the song:Father, father, this is father.Mother, mother, that is mother.Grandfather, grandfather.Grandmother, grandmother.Parents, parents, these are my parents.Brother, sister, those are my friends.Step 2: Lead-in1.Show the teacher's family photo.T：This is my grandmother. This is my grandfather. Those are my parents. That’s my husband. That’s my son.T: Now it's your turn. Take out your family photo and introduce them to your partner.2. 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.Step 3: Presentation1. Teach Grammar Focus(1) Ask students to open their book, and turn to Page 9. Read through the sentences in the box.(2) Invite some students to read these sentences.(3) Leave students several minutes to do the task.(4) Collect their answers. Correct mistakes if there is any.2. Teach activity 3a(1) Look at 3a. Tell students to put the words in order to make conversations. Pay attentionto the right sentence structure. Students work with their partners.(2) Check the answers. Encourage some pairs to act out the dialogue. See if their dialogues are right.(3) Students read the dialogue aloud after the teacher. Then try to practice the dialogues with their partners.(4) Let some pairs to act out the dialogue in front of the class.Step 4: Practice1. Teach activities 3b(1)T: Now let's work on 3b. Work in 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 my…(3) S2 repeat S1's introductions:This is your… That is your… These are your… Those are your……2. Teach activity 3c(1) T: You and your partner put your photos on the desk. Take turns to ask and answer the family members.S1: Who's she?S2: She's my mother.S1: Who's he?S2: He's my father.S2: Is this your grandfather?S1: Yes, he is.S2: Are those your parents?S1: No, they aren't.(2) T: Do you know what “family” is?Ss: …T: “family” means “ f ather –a nd –m other-I –l ove –y ou!” And I hope you can show your love to your parents, OK?Ss: Ok!Step 5: Consolidation(1) Invite two students to introduce their family.(2) Put students into pairs. Take turns to ask and answer questions about each other’s photos. 【课堂小结】In this period, we’ve done some practice to consolidate the way to talk about family members. And we’ve also improved our speaking and writing skills.【课后作业】1. Read the sentences in Grammar Focus.2. Make some conversations by yourself.3. Preview the next period.。