Unit2 This is my sister参考学案

unit2-This-is-my-sister教学设计Unit 2 This is my sister.(第⼀课时)教学设计学科：教师姓名：课题：unit 2 This is my sister. (Period 1— Section A 1a—1c)课型：听说课；语法课教学时间：45mins教材分析：⼈教版《新⽬标英语Go for it》每个单元都有⼀个Language Goal, 这个Language Goal 其实就是本单元的Topic。

然后所有的课程设计都是围绕着这个话题，⽆论是Sentence , Vocabulary 还是 Grammar。

本单元所有的环节设置都紧紧围绕了家庭成员这个主题。

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。

从⽽达到流畅介绍家庭成员的⽬的。

本课时作为单元的第⼀课，主要让学⽣学会确认家庭成员并⼝头介绍家⼈和朋友。

与此同时让学⽣了解可数名词的单复数。

学情分析：七年级的学⽣刚刚全⾯的学习英语，对英语学习充满了兴趣，求知欲强，乐于表现⾃⼰，⽽且有较强的记忆⼒和模仿能⼒。

同时他们在⼩学学过⼀些有关家庭成员称呼的单词。

在预备篇第⼆单元也学过如何介绍物品的⽅式，这些都为开展这节课创造了较好的条件。

根据学⽣的知识储备和七年级学⽣的特点并结合教材设计，我使⽤了以下的教学⽅法：⾸先在对整个课时进⾏教学设计的时候，从Topic⼊⼿，以下列的程序进⾏：Topic –--Structure —Vocabulary--- Sentence---Grammar。

其次，⽤五步教学法;情景教学法；结合“English possible, Chinese necessary.”的教学⽅法,进⾏听说结合，模仿操练，反复使⽤重点单词和句型，由浅⼊深，由易到难，循序渐进地深化教学内容；再次，把⿎励教育教学法参与到课堂教学中，教师评价多元化并且恰当的使⽤激励性评语，让学⽣尽量的参与到课堂教学活动中，有更多的机会说英语，让他们渴望成功的⼼理得到满⾜，使他们体验到成功的喜悦。

七年级（上）Unit2_This_is_my_sister学案七年级(上) Unit2 This is my sister.学案Teachers’ words: A bad beginning makes a bad ending.(不善始者不善终。

)以考导学重点词组：1.my sister 我的姐姐（妹妹）2.my two brothers 我的两个哥哥（弟弟）3. his sister 他的姐姐（妹妹）4.my friends我的朋友们5.your aunt你的姑姑6.her grandparents她的祖父母7.a photo of your family一张你的家庭照片8.my family photo我的家庭照片9.family tree家谱10.have a good day（表示祝愿）过得愉快！11.in the picture在图片中12.the name of...（....的名字）13.talk about谈论重点句型：1.This is /That is+人或人名，是一个固定句型，用来介绍人物。

This is my sister.这是我的姐姐（妹妹）That is my aunt.那是我的姑姑2.These are /Those are…..These are his brothers.这些是我的哥哥们（弟弟们）Those are my two brothers.那些是我的哥哥们（弟弟们）3．Who is he？他是谁？重点语法：名词复数名词又分为可数名词和不可数名词，可数名词：（1）定义：是可以计数的名词。

（2）可数名词前可以用a,an限定。

（3）可数名词前可以用one, two, three…限定。

（4）可数名词有复数形式。

不可数名词：（1）定义：指不能计数的名词。

（2）不可数名词前不可以用a,an限定（3）不可数名词前不可以用one, two, three…限定。

（4）不可数名词没有复数形式。

this is my sister教案
This Is My Sister 教案
本课是一节适合初中生的英语课程，主要教授关于家庭成员的单词、短语以及简单的句子。

学生将学习如何描述自己的家庭成员，并且学习询问别人家庭成员的方法。

此外，学生还将学习有关家庭的文化和背景知识。

教学目标：
1.了解家庭成员的单词和短语。

2.学习如何描述自己的家庭成员，以及如何询问别人家庭成员。

3.通过学习有关家庭的文化和背景知识，加深学生对家庭的认识。

教学步骤：
【引入】
1.介绍自己家庭的成员。

2.教授家庭成员单词和短语。

【讲解】
1.用简单的英语句子描述每个家庭成员：This is my
mother/father/sister/brother。

2.教授“Is this your …？Yes,it is. / No, it's not.”这样的句型，
3. 被动听问题并回答问题: “Who is this? Is this your sister? Yes, she is.”
【练习】
1.学生在小组内练习介绍自己的家庭成员。

2.学生进行角色扮演，练习如何询问别人家庭成员。

【延伸】
1.探讨不同国家和地区家庭成员的差异性
2.学生讲述一个开放的小故事，并使用所学的单词和短语。

3.寻找有关家庭的文化，比如节庆、习俗等，加深学生对家庭的
认识。

【总结】
通过本堂课，学生将学习如何描述自己家庭成员以及如何询问别人的家庭成员。

他们还将了解不同国家和地区家庭成员的差异性，并加深对家庭的文化和背景知识的认识。

Unit 2　This is my sister.Period 1 Section A (1a～1c)Language GoalsLearn to introduce family members，friends and other people.Knowledge GoalsKey Words: mother，father，parent，brothers，grandparent，grandmother，grandfa ther，sister，family，those，who，oh，theseKey sentences：These are my brothers.Who's she?She's my sister.That's my family.Those are my parents.Ability GoalsLearn to introduce family members and exchange personal information with short conversations.Moral GoalsLearn to love families and make friends with others.Teaching important points　1.Key words ：mother，father，parent，brothers，grandparent，grandmother，gr andfather，sister，family，those，who，oh，these2.Key sentences：These are my brothers.Who's she?She's my sister.That's my family.Those are my parents.Teaching difficult points　How to introduce family members correctly.Teaching aids　a tape player，some pictures，CAITeaching procedures Step Ⅰ Revision and lead－in　1．Free talk2．Lead－inPlay a guessing game.Step Ⅱ Self－studying and guiding　Self－study guide 1：Self－study the new words：mother，father，parents，brothers，grandparents，grandmother，grandfather，sister，friend.You can listen to the tapes to help you pronounce them correctly or ask others for help.Self－study guide 2：Self－study 1a on Page 7 and try to understand it.Questions for thinking：(1)If I want to introduce my mother to others，what should I say？This is my mother or she is my mother?(2)Choose the right answers.________ my parents.(These are，This is)________ my brother.(That is，Those are)The teacher walks around the classroom to watch and help the students study while the students are self－studying. Encourage students to find out their problems in self－studying both in pronunciation and understanding.Time for questions：Discuss the difficulties that most students have and explain the language points that most students can't understand.Step Ⅲ Check up　Check up 1：Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.Check up 2：Ask some students to make a conversation with their partner and see if they can respond correctly.Step Ⅳ Cooperative inquiry　1．Listening (1b)Listen and circle the words you hear in 1a.Play the recording. Then check the answers.2．Practice in pairsAsk students to practice the conversations above with their partners and make their own conversations.3：Act out：role－playAsk some pairs of students to role－play the conversation in front of the class.Sample：A：This is my family. hose are my parents.B：Who's she?A：She is my sister.B：Who are they?A：They are my grandparents.Step Ⅴ Practice　一．单项选择。

Unit 2 This is my sister导学案第一课时一、教师寄语：Knowledge is power。

（知识就是力量）二、预习内容：教材P13 Section A 1a-1c三、学习目标：1.掌握下列生词：教材P101（13个）sister, mother, father, parent, brother, grandmother, grandfather, friend, grandparent,those, are, these2.掌握重点句型：1)This is his sister.These are his sisters.2)That is my brother. Those are my brothers.3.学会介绍他人。

四、重点难点：生词和句型Ⅰ.自主预习学案1.阅读教材: 1）预习单词认真预习教材P101（13个）2）预习教材P13 Section A 1a-1c2. 预习自测.必做题 A. 写出下列词语的音标和英语单词。

（见教材P101）( 一)译成汉语1. This is my sister.→2.These are his parents . →3.That is my friend. →4.Those are my grandparents. →Ⅱ.质疑反馈教案：Ⅲ.交流展示教学案Task1. 小组大声朗读学习目标中内容后，展示预习检测A，B必做题.Task2. 1.组内认真观察1a的图画,将单词与图中人物搭配.小组讨论,并核对答案. 然后大声朗读1a图片里的对话。

2.个人试读,组内相互纠正发音.3.老师领读,学生纠正自己的发音.4.自己读并记住汉语意思,组内检查.5.小组竞赛,看谁记得多而快.Task3．听录音完成1b.Task4. 小组利用所学内容，编新对话，完成1c.【疑难点总结】小组讨论后总结指示代词this与these有什么联系和区别？指示代词that与those有什么联系和区别？Ⅳ.课堂巩固练习必做题 A. 根据句意和首字母填空。

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》单元教案Period 1 Section A 1a-1cⅠ.教学准备1．教师：录音机和录音磁带，多媒体课件、麦克风、自己的家庭照片。

2．学生：一张自己的全家福。

Ⅱ.教学目标1．学会认知家庭成员，了解家庭关系。

2．学会介绍人。

3．通过认知家庭成员及其关系，学会使用指示代词these，those。

Ⅲ.教学重点(1)词汇：sister，mother，father，parent，brother，grandmother，grandfather，grandparent，family，those，who，these(2)句型：This is my sister.That's my grandfather.These are my brothers.Those are my parents.Ⅳ.教学难点让学生运用所学的语言项目“This/That is...These/Those are...”等内容与其他人交流家庭成员的情况。

Ⅴ.教学步骤Step 1：Greetings and talking建议：教师和学生交流一些日常的问题，一是能复习所学的语言点，二是能与学生更好地进行交流。

For example：T：What's your name？What's your telephone number?Ss：My name is...My telephone number is...Step 2：Lead­in/Present the new words建议1：教师呈现一幅自己的全家福的照片，然后介绍自己的家庭成员，从而引出本课的新单词。

For example：T：Hello，everyone！Look！What's this?Ss：It's a picture.T：Right.Who is the man in the picture?Ss：It's you.T：Yes，it's me.You know me.Please look at this.Do you know them?Ss：No，we don't.T：They are my family members.Today I want to introduce my family members toyou.Would you like to meet them?Ss：Yes.T：OK.Please look at this man？Is he old?Ss：Yes.T：Heismygrandfather.Pleasereadafterme，GRANDFATHER ，G­R­A­N­D­F­A­T­H­E­R，grandfather.Ss：G­R­A­N­D­F­A­T­H­E­R，grandfather.T：This is my grandfather.(Teach the word “grandmother” in the same way.)T：He is my “grandfather”．She is my “grandmother”．Th ese are mygrandparents.Read after me，grandparents.Ss：Grandparents.T：I have two brothers，two sisters.I have many friends.(Teach the words “brother”and “sister”．)T：Read these new words together after me.Ss：...建议2：利用多媒体呈现情景剧《家有儿女》中人物的照片，从而导入本课的语言知识。

Unit 3 This is my sister第一课时Section A（1a-1c）【学习目标】1.根据已学音标拼读并熟记以下生词：sister，mother，fat her, parent, brother, grandmother, g randfather, grandparent, family, those, wh o, oh, these（意思见课本课后单词表ｐ７）2.学会用以下句型介绍别人：（1）This/That is my……(2)These/Those are my ……..(3)---Is this /that your…?---Yes，it is./No it isn’t.３．通过独立思考和小组合作，能灵活运用所学知识进行交际。

４．以高度的热情投入学习，快乐，高效学习，享受学习的快乐【自主梳理】一.熟练掌握Ｐ７的１３个重点词汇。

小组竞赛，展示根据汉语提示默写单词。

（看谁写的得多，写得准确）１．姐，妹________２．妈妈________３．爸爸________４．父（母）亲________ ５．祖母，外祖母________６．祖父，外祖父________７．祖父（母）________８．兄弟________９．家，家庭________１０．谁，什么人________１１．这些________１２．那些________把１ａ中出现的单词的汉语意思标在下面并完成1a中人物的配对。

预习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.这些是我的祖（父）母。

______________________４．那些是我的兄弟们。

______________________将图片和１ｃ中的句子翻译成中文。

写在句子下面，如不确定请用铅笔书写！二、学会用句型介绍别人。

１）This is my sister.２）That is my brother．３）These are my．．．４）Those are my．．．三、【自展提升】学习目标：能听懂关于家庭成员的词汇，并能自由交际。