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Unit2 This is my sisterSection B (2a-2c)词汇:here, photo, of, next, picture, girl, dog句型:1.Here are two nice photos of my family.2.…are in the first photo.3.In the next picture are my brothers…4.Coco is in my family, too.语篇:能够用短文描述照片，并介绍家中的人物，表述人物关系1.学习更多的英文名字，并能辨别男名和女名2.阅读有关家庭成员的小短文，能正确理解家庭成员之间的关系阅读短文，获得相关信息，正确地表述家庭成员间的关系Step 1导入1.头脑风暴：让学生回忆到目前为止学过的人名，用头脑风暴的方式呈现出来，教师将名字写在黑板上。
2.完成2a：①让学生根据图片和2a任务猜测单词male和female的意思。
②跟学生一起将黑板上的人名一一归类。
③教师随机说出一个人名，让学生迅速判断male/female；先集体测试，然后让个别学生回答。
Step 2阅读练习1.阅读前活动：①教师拿出两张自己的家庭照片。
T:Look! Here are two nice photos of my family. My parents are in the first photo. And my grandparents are in the next photo.②在表达的过程中，将two photos of, in the first photo和in the next photo写在黑板上。
③结合教师的动作和表达，让学生猜测这三个短语的意思。
2.快速阅读：①T:Jenny has two family photos. Let’s look at her family photos and her article about her family. Read her article and circle the names.【答案：Jenny, Alan, Mary, Bob, Eric, Cindy, Helen, Coco】②将上述名字依据男名和女名分类，并在照片中找到上述名字可能对应的人物。
新人教版七年级上册英语教案 Unit2the fish。
The group with more bubbles wins.3.XXX the students to say the words.II。
XXX1.Introduce the new words: mother。
father。
parents。
brothers。
grandmother。
grandfather。
friend。
and sister。
Show pictures and ask the students to repeat after the teacher.2.Practice the sentences “This is my brother。
These are my two brothers。
And that’s my sister.” by using pictures of family members and asking the students to make XXX.III。
Practice1.Play a game of “Guess Who”。
Choose one student to stand in front of the class and describe one of their family members。
The other students have to guess who it is.2.Pair work。
Ask the students to XXX just learned.IV。
n1.Group work。
Ask the students to make a family tree using the vocabulary they learned.2.XXX。
Ask some students to present their family trees to the class.V。
新版人教版七年级上册starter Unit 2 keep tidy Section B project 2a-2dGuess what it is 教案年级七年级课时第四课时尊敬的各位评委、老师：大家好！今天我说课的内容是新版人教版七年级上册 starter Unit 2 keep tid y Section B project Guess what it is 2a-2d。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析本单元的主题是“keep tidy”，围绕物品的整理和描述展开教学。
Section B 的 p roject Guess what it is 是一个趣味性较强的活动，通过选择教室里的物品并进行猜测的游戏，培养学生的语言运用能力和思维能力。
2a 要求学生选择教室里的物品并写下名称，2b 让学生到教室前面，其他学生提问来猜测物品，2c 则规定在三个问题后猜测，轮流进行游戏。
这部分内容不仅能够巩固所学的词汇和句型，还能提高学生的口语表达和交际能力。
二、学情分析七年级的学生刚刚从小学升入初中，对英语学习仍充满好奇和热情。
他们在小学阶段已经接触过一些简单的英语知识，但在词汇量和语法方面还比较薄弱。
这个年龄段的学生活泼好动，喜欢参与各种活动和游戏，因此在教学中应设计有趣的教学活动，激发学生的学习兴趣，让他们在轻松愉快的氛围中学习英语。
三、教学目标（一）知识目标1. 学生能够掌握与教室物品相关的词汇，如 pen, pencil, book, ruler 等。
2. 学生能够运用句型 Is it a/an...? 来询问物品，并能用 Yes, it is. / No, it isn' t. 进行回答。
（二）能力目标1. 学生能够通过描述物品的特征，让其他同学猜测物品，提高口语表达能力。
2. 学生能够在小组活动中与他人合作，培养团队协作能力。
Starter Unit 2 Keep Tidy课时教学设计第1课时Pronunciation科目英语授课教材人教版七年级上册授课题目Starter Unit 2 Keep tidy!pronunciation课时课型第1课时语音课主题情境保持整洁授课教师教学内容本课语篇是过渡单元的语音教学部分。
语音在第一部分介绍了五个元音字母在单词中的发音，并呈现了相应的单词；第二个部分以习题的形式呈现了元音字母发本身音的情况。
元音字母在开音节总通常发字母的本身音。
开音节是指没有音节尾的音节，即元音字母后面没有辅音字母，因此元音字母的发音是开放的。
例如，在单词“go”中，由于是重读开音节，字母”o”发其字母本音；而在单词’do’中，尽管也是重读开音节，但字母”o”并不发其字母本音。
此外，在单词”lake”中，由于是重读开音节，字母”a”发其字母本音，而在单词“village”中age部分也是开音节，但字母a并不发其字母本音。
因此，元音字母在开音节中的发音规律并不绝对，而是取决于单词的具体拼写和发音规则。
第三部分朗读单词，感受元音字母本身音在单词的发音，再次让学生总结发音规律和经验；第四部分是一个诗歌朗诵，描述的内容天气很好，大家出去放风筝，在朗诵中感受单词元音字母的本身音。
教材分析【Why】学习元音字母在单词中发本身音的意义在于帮助学生正确拼读单词，理解单词的发音规律，提高阅读能力和词汇量。
元音字母是英语中重要的音素，它们在单词中发出的音质和音长对单词的意义和读音有着至关重要的影响。
通过掌握元音字母在单词中发音的规律，学生能够更准确地朗读单词，减少发音错误，提高口语表达的准确性和流利度。
同时，了解元音字母的发音规律也有助于学生更好地掌握单词的拼写和构词规律，提高写作能力。
此外，正确地发音也有助于学生更好地理解听力材料，提高听力理解能力。
总之，学习元音字母在单词中发本身音是打好英语基础的重要一环，对于提高整体语言能力、沟通能力和综合应用能力都具有重要意义。
Unit2 This is my sister.Ⅰ.Analysis of teaching materials：This unit takes the introduction of family members as the topic, briefly introduces the relationship between characters as the function, and uses five dialogues and a short discourse as the carrier to introduce the characters in the photos to help students learn how to This/That is... ,These/Those are... And special questions to ask the characters. There are many new words in this unit, and it starts with the plural form of nouns, which is difficult for students. The whole unit talks about introducing people around photos.Ⅱ．1.Teaching Aims:1. Learn to introduce people; Identify people.2. Learn nouns: sister, mother, mom, father, dad, parent, brother, grandmother, grandma, grandfather, grandpa, grandparent, son, daughter, cousin, uncle, aunt, family, day, photo, picture, girl, dogLearn the verb: haveLearn pronouns: these, those, whoLearn interjections: well, oh, byeLearn adverbs: here,Learn the preposition: of3. Learn phrases: in the first photo, in the next photo, two nice photos of my family4. Learn sentence patterns: This/That is...These/Those are …Who’s he/she? He/She is …Who are they? They are …Here is/ are …5.Understand sentences: Oh, I see.Well, have a good day!Thanks! You too.2.Ability aims:：1. Through the study of this unit, students can introduce, inquire and communicate with family members in English. And be able to think about the relationship between each family member in English. For example, when they see their father's mother, they quickly recognize that it is their grandmother. And you can tell when to use the singular and when to use the plural.2.Through the study of family members, students can think in English and clarify the relationship between family members, so as to stimulate their love for their families.3.Emotional aims:Ss get to know more about each other through the exchange of what they have seen, heard and felt.Ss learn to express their feelings in a better way.Ⅲ．Teaching important and difficult points1. Proficient in the names of family members, able to read, speak and recognize, and use these words to communicate.2. Be able to introduce others by using the words you have learned.Ⅳ．Teaching arrangementsPeriod 1Section A 1a~1cPeriod 2. Section A 2a~ 2dPeriod 3. Section A Grammar Focus~3cPeriod 4. Section B 1a~1ePeriod 5. Section B 2a~2ePeriod 6. 3a~Self checkPeriod 7. Review of Unit 2.Period 8 Unit grammar interpretationPeriod 1 Section A 1a~1cPeriod2 Section A 2a~2cC. le arn “Yes/No” questions and how to answer them；D. pattern：---How do you spell pen? P-E-N.【Ability goals】A. enable the students how to identify possessors;B. enable the students ask and answer the possesstionship in different situations;C. enable the students to identify the tunes;D. train the four skills and the abilities of creations【Moral goals】A. By playing the games of “finding the owners” and “Lost and Found”, I can develop the students to have good moral charactors.B. By doing activities in groups , I can guide the students to have active teamwork with others.Ⅱ.Teaching important and difficult pointsWhen introducing or talking about family members, pay attention to the use of single and plural words in students' oral English.Ⅲ. Teaching ProcedureStep 1 Greeting and lead-inFree talk: Ask Ss the questions: That’s my family.Those are my parents.Who is she?Ss try to answer the questions.Step2. Listening Work on 2aT: Well done! Now let’s play a game. Please look at 2a.Let’s see who is the best in your group.Listen and circle the words you hear.Play the recording and ask students to tick off the family members they hear. If some students cannot complete the listening task after playing the recording, they can play the recording again.Step 3. Listening Work on 2b（1）T: Please turn to Page 8. Look at the words in 2a. Read them aloud.（2）T: Now let’s listen to the recording carefully and circle the words you hear.（3）T: Can you get the answers? Please check the answers.（4）T: Please look at 2b. I’ll play the recording once again, andyou match the words with the people in the picture. （强调match）（5）T: Who is Jenny?S: She is “d”.T: Who’s …?S: …Step 4 Ask and answer questions about the photo in 2b(work on 2c)（1）Teacher points at the picture and practices with the students.T: Please look at the picture again. Who’s she?Period 3 Section A Grammar Focus~3cPeriod4 Section B 1a~1dson and a daughter. I am their daughter. My brother is their son. I am my brother’s sister. My aunt and uncle only has one daughter. She’s my cousin. Step4. Work on 1b1）T: Let’s listen to the recording in 1b. I’ll play the recording once. You only check the words you hear. （If the students can’t hear clearly, play the recording once again.）2) Check the answers and ask some individuals to read the words aloud.Step5. Work on 1c1）T: Look at the two pictures in 1c. Who are they in the first picture? Can you guess?S: They are Grandpa, Grandma, Mum, Dad, Uncle …T: Well done. Can you guess who they are in Picture 2?S: They are Grandma, Mum, Dad and a boy.T: Quite well. One of the pictures is Jiang Tao’s, and the other one is Tom’s. 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 answers.2）Play the recording once again for the students to listen and find out the answers.3) Check the answers and play the recording for the students to listen and repeat. Step6. Work on 1d1）Teacher draws a picture of his/her family and friends on the blackboard and introduces the people.2）T: Now you can draw a picture of your family and friends.3) Ask one or two students to show their pictures and tell the class who they 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.Step7. Summery1）T: Next，please answer my questions.a. How many family words do you know?b. Can you make a family tree about your family?c. What problems do you still have?2）ExercisesFill in the blanks.1. Lucy is a girl. She is her father’s __________.2. Jim is his father’s ____.3. My father’s sister is my ______ .4. Kate’s father’s brother is her _________.5. Tim’s father is my uncle, so Tim is my ________.6. His parents are his ______ and _______.7. My grandparents are my ______ and_________.8. My father has no brothers, and so I haven’t any ________.9. My father has two sisters, and I have two ________.Period5 Section B 2a~2cPeriod6 Section B 3a~self checkPeriod7 Review of Unit 2.Period 8 Unit grammar interpretation 知识点1. 短语归纳：1.have a good day 过得愉快2. a photo of … 的照片3.in the first photo 在第一张照片上4.in my family 在我的家庭里5. the name of …的名字6.a photo of my family 一张我的全家福7.family tree 全家福（家族关系图）8.family photo 全家福2. 必背典句：①That is my family. 那是我的家庭。
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 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Section A1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握对家庭成员的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 2）能掌握以下句型：①—This/That is his sister.②—These/Those are his parents.③—Who's she? —She's my s ister.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) 掌握指示代词this, that, these, those及它们所构成的介绍他人的句型。
