7上unit2 This is my sister教学设计

Unit 2 This is my sister.Section B Reading and writing一、教学目标：1. To understand the passage about Jenny’s family.2. To introduce your family.3. 帮助学生了解家庭成员的称谓，掌握如何向同伴介绍家庭成员，为下面的口头交际和写作训练进行铺垫。

二、教学重难点1. 教学重点：1) Understand the passage about Jenny’s family.2) Introduce your family.2. 教学难点：Introduce your family.三、教学过程Ⅰ. Warming upStudents look at the ppt. Let’s learn the learning objective. And teacher give a question to the students. “Do you love your family?” Students answer the question. “Yes,I do. I love my family.” Then teacher plays a song. “ I love my family.” Students listen the song and sing it together.Ⅱ. PresentionT: I have a friend. She is Jenny. Today let’s l earn about Jenny’s family.1.Now look at the picture. I have two questions for you.1) How many people can you see in the first /second picture?2) What else can you see in the second picture?2. Read about Jenny’s family and circle the names. Choose two students to read the passage. Then the whole class read it together.3. Read the passage carefully and compete the blank.4. Read the passage again and compete the sentences.5. Answer the questions.1)Who is Alan?2) What’s the name of Jenny’s mother?3) Who are Bob and Eric?4) Is Cindy Jenny’s sister?5) What is the name of Jenny’s cousin?6) Is Coco a boy?Ⅲ. PracticeT: We had learned Jenny’s family. Now I ha ve some family photos for you.Students look at the pictures. Then talk about Duo Duo’s and Cindy’s family.IV. SummaryIntroduce your family:This is a photo of my family.This is Jack. He is my father.That is Jane. She is my mother.These are ...and... They are my...Those are ... and ... They are my ....V. Let’s talk.1. Teacher gives a picture of her family in the ppt. Then introduce the family photo to the students.Hi, dear students. Here is a photo of my family. This is me. Who’s he? He’s my father. Who’s she? She’s my mo ther. This is my uncle. That’s my aunt. Look! They’re my grandparents. Who are they? They’re my aunts. The little boy is my cousin, and the little girl is my cousin, too.2. Teacher gives some pictures of the students.3. The students tell the teacher who are they. Then choose the student in the picture to introduce his/her family to the class.4. Students take out the paper, and write some sentences about their family. Then choose some students to read the sentences in the class.VI. HomeworkWrite a passage about your family according to family photos.VII. Blackboard DesignVIII. Teaching Reflection1）按照新课标的要求，让学生多说多练，突出学生的主体地位。

2012版新目标英语七年级上 Unit 2 This is my sister.Section B 2a-3b 教学设计及教后反思一、基本情况分析1、教材分析本单元紧紧围绕“家庭(the family)”这一主题，让学生能够简单介绍人物关系，描述全家福。

本节课是Unit2 This is my sister的第四课时，是一节阅读和写作相结合的课型。

在前三课时“介绍人物和辨别人物”的基础上，进一步学习和运用相关词汇和目标语言，通过全家福照片来谈论自己和他人的家庭成员。

本节课更注重对学生综合语言运用能力的培养。

2、学生分析他们经历了三年基本的小学英语学习后，对英语的基本知识有了一个大概的了解，初步养成了良好的学习习惯。

但在情感态度,学习策略和文化意识方面还存在诸多需要进一步解决的问题。

二、学习目标【知识与能力】1.能熟读并识记本课7个单词和4个短语。

here, photo, of, next, picture, girl, dog, a photo of my family,in the first/next picture,the name of, in my family2.能熟练运用句型描述自己和他人的全家福。

Here is a photo of… This/That is… These/Those are…【过程与方法】采用“任务引领，活动构建”教学法，通过pairwork, groupwork 的方式开展语言实践训练活动。

【情感态度价值观】在参与课堂实践活动的过程中，提高阅读、写作和综合语言运用能力。

同时，知道感恩自己的亲朋好友。

【学习重难点】重点：1. Words, phrases and sentences.2. 正确朗读2b课文、理解课文内容，并能完成一系列阅读任务。

难点：主谓一致、口笔头能用所学语言描述全家福。

【附：预习学案】预习任务一、熟读并识记P11的单词，并尝试记下来。

这就是，在这里_________ 照片________属于_________接下来的________ 照片，图画______女孩______ 狗_________预习任务二、熟读p11 2b,翻译下列短语。

Unit2 This is my sister第一段：【晚修自研课导学】3-4人小组长，组织学生，利用晚自习独立、安静完成。

一、温习Unit2 第1课时的短语和词组。

（一）写出以下词组。

1 我的兄弟_______brother2 你的妈妈______mother3 他的朋友们____________4 她的父母______________5 他的姑姑__________________6 我的爸爸my__________9 兄弟和姐妹_______and_______10 这是你的父母吗?______________（二）依照句意完成句子。

1.That’s _______ _______ . 那是我的家庭。

2. _______ _______ my parents.那是我的父母。

3.-- _______ _______ your parents?那是你的父母吗？-- Yes, _______ _______.是的，他们是。

4._______ _______good day! 玩的愉快！二、预习讲义，扫清生词障碍及对话含义。

（一）在讲义划出重点短语或句子（比如含生词的句子），读一读，记一记，译一译，为明日学习做好预备。

（二）看图Unit2 P9页3a&3b,补全对话，并与同伴练习。

（三）按要求写出以下单词或词组的缩写形式1. that is= ________________2.who are= ________________3.they are=________________4. Who is= ________________5.she is= ________________6.he is= ________________（四）重点句的翻译和重点短语的学习1.These are my brothers. 翻译成汉语:这些是我的哥哥。

2.Those are my sisters. 翻译成汉语:那些是我的姐姐。

七年级上Unit2第2课时教学设计学校年级7年级教师主备课题Unit2 period 2日期备课项目序号分值首备区域复备区域备课标与教材（10分）1、分析课标目标要求与课节语言知识、技能之间的关系。

4分比较分析课标与教材的联系。

一．语言技能：1.listening:能听懂简单的自我介绍，并用英语进行简单的自我介绍，介绍家人。

2.Speaking：用简单句子进行自我介绍，并和新同学用英语进行交流，介绍彼此家人。

二．语言知识：单词:mother, father ,sister ,brother, grandmother,grandfather, family those who these they wellhave day词组: have a good day bye句子:（1）This is my friend Jane.（2）Those are my parents.（3）That’s my grandfather.（4）They’re my grandparents.（5） She’s/He’s my sister/brother.归纳指示代词的用法，be动词的缩略形式。

语段读说能力练习。

2、分析教材语言知识和语言技能训练所呈现的方式。

3分分析语言知识、语言技能训练的呈现方式。

Grammar Focus 语法点讲解3a补全对话并与同伴练习3b看图选词组句3c用自己的家庭照片介绍家庭成员，并组织对话。

课堂练习。

3、重点、难点准确而全面；（知识重点和技能训练重点）3分1、重点：mother, father ,sister ,brother, grandmother,grandfather, family those who these they wellhave day have a good day bye2、难点：人称代词的用法用英语介绍家人指示代词，读说能力的训练。

备学情（15分）1、学生已具备的知识与技能，学生语言学习中可能出现的问题5分学生的差异性：通过前几节课的学习，学生已经掌握了一些基本句型，但是因为基础不同，有些学生掌握起来有一定的困难。

Unit 2 This is my sister. Section B （1a-1d）说课稿一、对教材的分析和理解从教材编排上说本单元是就第一单元自我介绍之后学习用英语认知人，而与学生最为熟悉的人就是家庭成员。

但本单元生词较多，出现在这一课时的就有八、九个。

同时还要复习语法现象复数。

本课时任务比较艰巨。

二、学生情况因为农村中学，学生的整体英语语言运用能力偏低，发言不踊跃，同时农村学生的学情特点，英语学习对学生有一定难度。

由于缺乏必要的语言基础，学生必定在课堂上不敢发言和交流，所以课堂教学中要积极调动学生课堂气氛，在学习语言知识的同时创设生生和师生交流。

三、说模式1.复习检测，单词学习。

2.学案导学，自主学习。

3.合作探究，交流展示。

4.突破疑难，精讲点拨。

5.科学训练，迁移应用。

四、说教学设计过程Step1 、课前热身Step 2、新知导入Step3、师生互动Step 4、Listening practiceStep 5、趣味操练Step6、巩固新知，综合运用Step7、随堂练习与小结五、板书设计六、说评价在做对话练习的过程中，一组学生对话练习，另一组的学生进行评价，中间老师在进行评价。

七、说开发英语课程开发要按照有效性和重要性的原则以及趣味性和可学性的原则进行开发。

比如说在这一节课，第一，让学生思考两个问题：1.mother和mom的区别，2.还有那些词是这样的用法？第二，画一张你家人和朋友的图片，并向同伴介绍他们。

并给出语言结构加以引导。

八、说得失本课以提升学生的英语能力为目的，结合教材重点、难点及英语学科特点，利用网络环境下的多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。

由于本人才疏学浅，教学设计过程中难免存在很多不足，敬请各位老师批评指正。

谢谢！。

Unit 2 This is my sister.(Section A 1a～2c)I Analysis of Teaching Contents .1.T heme of context: the familyof text: listening & speakigof text: conversations about introducing family members.II Analysis of Students.1.Students have already had some knowledge about talking about others’ names and introducing themselves.2. Students can ask and give telephone number.3. Students can greet people by using simple words and sentences ,but most of them afraid of listening and speaking and can’t express their ideas correctly.III Teaching Objectives1. Knowledge ObjectivesBe able to master the following vocabulary: mother, father, parent, grandmother, grandfather, grandparent, sister, brother, who, theylanguage skillsBe able to introduce people.Be able to identify people.attitude value goals:Learn to how to call family members in western countries.IV: Focal Points(1)Read and remember the key words.(2)The important sentences. This is…/That is…/ These are…/ Those are…Who is she/he/they? She is…/He is…/ They are…V:Difficult Points:Demonstrative pronouns.VI: Teaching DesignStage1 Getting ready for learningStep 1: Greetings and lead inGreeting:T: Good morning!/Nice to meet you!/How are you today?Guessing: What’s his name?(Show a picture of Zhong Nanshan.)S: He’s Zhong Nanshan-our national hero.T: Who’s he?S: His son.T: Who’s she?S:His daughter.T: And who’s she?.....His wife. Zhong Nanshan has a happy family. Dou you have a happy family? I have a happy family, too. This is my happy family.Stage 2 Pre-listening--PresentationStep 1:. Show the family photo to students and teach them the words of family.T: This is my mother. ….(Teach new words: mother, father, parent, grandmother, grandfather, grandparent, sister, brother )Step 2: Show the books, look at the picture in 1a. This is my family photo. We are having a picnic. Have you known my family members?Match the words with the people in the picture.Pick up students to check the answers.Stage3:. While-listeningTask 1: Listen and circle the words you hear.(1a)Task 2: Listen again and fill in the blanks.Task 3: How to introduce people and how to identify peopleThis is my mother. These are my parents.That is my grandmother. Those are my grandparents.Who’s she/he ? She/He is…Who are they? They are my….Stage4:Post-listening1.pair-workRole-play the conversation in 1a. Then talk about the other people in the picture.2.Group-workFamily party: Lin Hai invites David to his family party and introduce his family members to David. Role-playSample:David: Good morning, Lin Hai.Lin Hai: Good morning, David. This is my father. Dad, this is my friend,David.David: Nice to meet you, Mr Lin.Mr Lin: Nice to meet you, too.David: Who’s he?Lin Hai：He’s my brother.David: Who are they?Lin Hai: They are my sisters. And those are my grandparents.David: Wow, you have a big happy family .(Other group should give points according to the standard.)Up(Purpose: To check students’ mastery of knowledge and make them relax)1..Students summarize what they have learnedStage 6. Emotional attitude value educationLet Ss watch a video and understand what family means to us.Ⅷ. Blackboard DesignUnit 2 This is my sister.Family treegrandmother grandfather This is my brother.grandparents These are my brothers.mother father That is my father.patents Those are my parents.brother sister Who’s she/he? Who are they?Ⅷ: Teaching Reflection。

Unit2 This is my sister.The First PeriodTopic: the familyFunctions: Introduce peopleIdentify peopleStructures: Demonstrative pronouns this,these,that,thoseWho questionsSubject pronouns I,he,she,theyPlural nouns教学目标：*语言知识目标——词汇：family,mother,mom,father,dad,parents,grandmother/Grandma,grandfather/grandpa,grandparents,brother,sister,Cousin,aunt,uncle,son,daughter,these,those,who——句型：Who is she?She is my sister.This/That is my friend Jane.These/Those are my brothers.*语言能力目标：能针对所听语段的内容作出适当的反应；能根据话题进行简单的对话交流；能读懂简单的对话和短文；能根据所给的段落进行句子写作。

*情感态度目标——让学生乐于与同伴、朋友、家人进行交流，对英语学习表现出积极性和初步的自信心；教学重点——如何介绍他人和辨认人物——指示代词this、that、these和those的用法——进一步学习人称代词I，she，he和they教学难点——如何介绍他人——指示代词this，that，these和those的用法课时安排：5课时教学过程：下面我将根据湖南省初中英语教学最近三年单元整体教学的5p流程（preparation --presentation--practice--produce—progress）来设计第一课时。

第一课时Unit2 This is my sister.Period1 section A 1a_2c 以及Grammar Focus 第二个框*教学目标学完本课后，学生应掌握：语言知识目标：——词汇：family, mother, mom, father, dad, parents, grandmother/Grandma, grandfather/ grandpa, grandparents, brother, sister,friend，who，these，those——句型：Who is she?She is my sister.This/That is my friend Jane.These/Those are my brothers.语言能力目标：——能针对所听语段的内容作出适当的反应；能根据话题进行简单的对话交流；能介绍家人，辨认家庭成员。

Unit 2 This is my sister.说课稿发展中学李文华新目标七年级英语Unit 2 This is my sister (Section A)说课稿一、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。

(三)教学重点、难点本单元的重点教学项目是介绍家人、亲属和一般名词的单、复数形式。

难点是区分名词的单、复数形式与be动词、指示代词(this、that、these、those)之间的关系。

二、教学目标(一)语言知识1词汇father,mother,sister ,brother,grandfather,grandmother,parent…2.语法一般名词的单数、复数形式。

3.日常交际用语(1) Is this/that your sister/brother?Yes, it is. / No, it isn’t.(2) This/That is my friend/brother.(3) These/Those are my friends/brothers.(4) Here is my family photo.(二)语言技能1.能简单的介绍家人和亲属。

2.能用一般名词的单、复数进行准确的表达。

(三)情感态度1.通过学习介绍家人和亲属，学会与家人、同学、朋友友好相处，并学会礼貌地待人接物。

(四)文化意识了解英、汉姓名的差异。

(五)学习策略1.指导学生做好预习；2.通过小组讨论等形式，让学生确立“用中、做中、交流中学习英语”的理念。