七年级英语上册UNIT 3教案1.doc

Go for it! Book I Unit 3 This is my sister.
单元目标与要求
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.
4、 学会向别人询问、介绍家庭成员
5、 求熟练运用以下句式: This/That is…… Is/this/that…?
These are … Yes, she/he is. No, he/she isn’t.
He/She is … .
单元课时安排
The 1st period：Section A 1a-1c, 2b-2d
The 2nd period：Section A 2a, 3a---3c
The 3rd period：Section B 1---2c
The 4th period Section B 3a—4b
The 5th period Section B Self--check
The first period
Teaching Contents and Analysis(教学内容与分析)
Teaching materials(教学内容)：Section A 1a-1c, 2b-2d
Teaching aims (教学目标)
1、 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 my …
------ These are my …
------ This is his / her …
------ These are his / her …
------Is this your…?
------ Are these your…?
------ Is this his / her …?
------ Are those his / her…?
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
Analysis of key items and difficulties of teaching(教学重点、难点分析)：
１、Important Points(重点)：着重掌握家庭成员的词汇。
２、Difficult Points (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。

Teaching steps
Teaching Procedures
Suggestions&Explanation
Warming-up and revision
(1) Daily greetings to the students
T: Hello, what is you name?
S: My name is ….
T: Nice to meet you!
S: Nice to meet you, too!
(2) Revision (复习)
T: What’s this in English?
S: This is / It is a pencil.
T: How do you spell “pencil”?
S: P-E-N-C-I-L, pencil.
T: Thank you.
T: What’s this /that in English?
S: This/That is a pen / book / eraser / ruler / dictionary / backpack /
Baseball / watch / key / computer game / notebook / ring
T: How do you spell ---?
S: ---
1. Presentation
T: What’s this in English?
S: It’s a picture /photo.
T: Yes, this is a picture of my family.
T: Can you see the woman?
This is my mother. Read after me, mother.
S: Mother.
T: Do you know which one is my father?
This is my father4. Do you think he is handsome? Please read after me, father.
S: Father.
T: If we want to call our father and mother together, we can call them parents.
T: Father is my parent, Mother is my parent, too. They are my parents.
T: Now look at these two old people. They are my
Grandparents. One is my grandfather, the other one is my grandmother. They are old but they are
healthy.
T: I’m the only child in my family, so I don’t have any
brother or sister. But I have an uncle and an aunt. They are my father’s brother and sister. Look, they are here.

2. Work on 1a:
T: Now, please open you books, and turn to page 13. look at part 1a. You can see a picture of Dave’s family and some words we have learned just now. Please match the words with the people in the picture.
Check the answer.
3. Drill
T: Now, you are Dave. Please cover the answer of 1a by using a piece of paper then listen to me carefully. I
willgive you a letter, and you must tell me this letter
means which member in your family. For example, I say“c”.
You should say “This is my mother”.
Understand?
T: OK, let’s begin. The first one is XX, your letter is “d”.
S: These are my grandparents.
T: Good job. Next one ---
S: ---
4. Work on 1b
T: The next task is very easy for you. I will play the tape. Please listen carefully, and circle the people the
boy talks about in the picture.
T: Do you get the answer? Who does the boy talk about?
S: His brothers and sister.
T: You are so amazing.
5. Work on 1c
T: I think everyone has known Dave’s family.
Two students a group, please introduce Dave’s family to each other. Please use “ This is his---.”
“These are his---.”
S1: This is his father.
S2: These are his parents.
S: ---
6. Work on 2b
T: Today, I would like to introduce an American festival to you, it is called “Family Day”. On this day, the whole family get together, have meals
and play games. Now look at the picture in 2b.
These are Dave’s family members.
They are having their “Family Day”. Look, they are sohappy.But I don’t know who are they exactly. Can you tell me?
I will play the recording once more. And please match the name with the people in the picture.
T: Can you give me your answer?
S: ---
…
Presentation
T: OK, now we have known Dave, Lin Hai, Mary and Jim But there are still some strangers.
仍然是利用书上的图片，将本课新的句型进行呈现，并帮助学生在你问完问题后用Yes / No 来回答。并提醒学生注意区分单复数的用法。

本环节并没有按照课本就书上图片进行提问练习，而是让学生就同桌的照片提问，应该更加有真实感。

T:Look at this woman. Is this Dave’s mother?
S: Yes, she is / No, she isn’t.
T: What about these two old people?
Are those Dave’s grandparents?
S: Yes, they are. / No, they aren’t.
---
7. Work on 2c
T: Two students a group. Ask and answer by using
your own pictures Please use these sentences:
“Is this your uncle?”
“Are those your parents?”
S1: Hi, XXX. Is this your grandfather?
S2: Yes, he is.
S1: Are those your parents?
S2: No, they are my uncle and aunt.
---
8. Work on 2d
Guessing Game.
T: Look. What’s in my hands. This is a picture. But you only can see a part of the picture. I can tell you this is a member in Dave’s family. Can you guess “Who is it?”
Please use the questions we have learned today.
S: Is that Dave’s aunt?
Is this his grandmother
Are these his brother?
Are those his friends?
9. Follow up
T: We are students now, but one day we will grow up. We will have our own family. Can you imagine what is your family like 30 years later?
Please draw the future family on a piece of
paper about your family on a “Family Day”. Then show the drawing to your group mate.
Ask each other about the family members.
I will choose the best pairs to make a presentation
for us.
10. Homework
Write down your introduction about your own family and your friend’s family as detailed as possible.

最基本的英语打招呼练习, 复习前两单元的句型. 即是一个对所学知识的回顾，也是正式上课之前的热身。

这个句型的练习也是对上个单元内容的复习。复习This /That is …. 句型为新课学习做好铺垫。

借着上面复习到的句型，拿出准备好的照片，来引入接下来family的话题。

拿出另外一张父亲单独的照片，来询问学生，并适时让他们分清楚parent 单复数的区别。

让学生扮演Dave 的角色，让他们用第一人称来介绍家庭成员。目的在于让学生能进一步熟悉新词汇。

此环节着重于听力的练习， 当然，教师并不需要局限于磁带，可根据学生掌握情况，自己变化或添加听力内容。此环节已经开始使用第三人称了。

The second period
Teaching Contents and Analysis(教学内容与分析)
Teaching materials(教学内容)：Section A 2a, 3a---3c
Teaching aims (教学目标)
1. 学会说家庭成员的称谓
（继续学习含有be的动词的基本句型的陈述句和一般疑问句。）
2. 学会向别人询问、介绍家庭成员
Language points (语言点)
1． 要求学会以下句式：(1) That’s… …
(2) ---Is he/she… …
---Yes, he/she is.(No, he/she isn’t.)
2． 要求掌握以下词汇：she, he
3. 要求掌握以下缩写：he’s=he is, she’s=she is
(上述句式、词汇和缩写应在第二课中出现过，在本课中作为重点可渗透到课堂各个活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)
Analysis of key items and difficulties of teaching(教学重点、难点分析)：
１、Important Points(重点)：人称代词的用法。
２、Difficult Points (难点): 学习含有be动词的一般疑问句的句式及其回答。

Teaching steps
Teaching Procedures
Suggestions&Explanation
Warming-up and revision
(1) Daily greetings to the students
T: How are you today?
S: I am (fine/great/OK/very good). How about you?
T: I am (fine, too/not bad/pretty good/awful/terrible).
How is your father / mother / grandfather /
grandmother / uncle / aunt / brother / sister?
How are your parents / grandparents ---?
S: He/She is…
T: What’s your name, please?
S: I am (My name is) …
T: (to the whole class) So that’s ….
(2) Revision
Work on 2a (完成P14-2a)
T: Now, please open your books, and turn to page 14.
Look at 1a. I will play a recording. Listen carefully
and circle the words you hear. I will play it twice. The
first time you just need listen. You can finish this part
at the second time.
T: Now, let’s check the answer.
S: ---
T: You are right. Thank you.
2. Presentation
T: Now, let’s play a guessing Can you guess how old I am?
S: Are you twenty-seven?
T: NO, I am a little older.
S: Are you twenty-eight?
T: Yes, you are so clever
T: What about you? How old are you?
S1: I am twelve (this year).
T: Are you twelve, too?
S2: Yes, I am. (No, I am not. I am thirteen.)
T: Oh, I am sorry. I can’t hear you clearly6, (to the whole class)
Is he/she thirteen?7
S: Yes, he/she is.

T: Thanks. You are so clever (good/wonderful/…). She is
younger than me, so she is my sister8.

3. Work on 3a (完成P15 3a)
T: Now let’s look at this picture. There are four people
in the picture, and the boy and the girl playing basketball
are Anna and Paul. Let’s read the words aloud and fill in
the blanks with the words from the box. 9.
T: Let’s check the answers: 10
---Is she your sister?
---Yes, she is.
---And is he your brother?
---No, he isn’t. He is my friend.
4. Work on 3b (完成P15 3b)
T: Well done! Now read the dialogue in 3a with your
partner, then change your roles. 11
Ss read it in different roles.
T: Oh look, there are many people there, old and young .
Can you make a dialogue like 3a? 12
5．Presentation
T: I have a friend. His name is Mike. Do you have a friend? 13
S: Yes.
T: What’s his/her name? T: Thanks very much.　I think he must be a good boy.
(to another student) Is Peter your friend too?
S: No, he isn’t.
T: Who is your friend?
S: … …
6．Work on 3c (完成P15 3c)
T: I want to know more about your friends or family
members. (to the whole class)Do you want to know
them too?
S: Yes.
T: I’d like a student to write down your mother’s, father’s,
or friend’s name on the board. The other students guess
who the person is. Who’d like to come here? 14
Wei Hua please. (在黑板上写下一个名字。)
S1: Is… your brother?
S2: Is… your friend?
S3: Is… your uncle?
7．Work on 4--- group work (完成P15 4)
T: Please take out your family photos. Put them in your group.
Take turns to ask and answer questions about the photos. 15
S1: Is she your grandmother?
S2: Is he your father?
S3: Is she your cousin?

8．Homework
Oral work:
(1) nd recite it.
(2) Go on making up your dialogue with your group
members and polish it. Listen to 3a, read a
Written work:
(1) Copy the sentences in 3a.
(2) Write about the pictures on P15 using the sentence structures
in 3 a
T: Well done! Now read the dialogue in 3a with your
partner, then change your roles. 11
Ss read it in different roles.
T: Oh look, there are many people there, old and young .
Can you make a dialogue like 3a? 12
5．Presentation
T: I have a friend. His name is Mike. Do you have a friend? 13
S: Yes.
T: What’s his/her name?

5. Work on 3b (完成P15 3b)
6.
7.
T: Well done! Now read the dialogue in 3a with your
partner, then change your roles. 11
Ss read it in different roles.
T: Oh look, there are many people there, old and young .
Can you make a dialogue like 3a? 12
5．Presentation
T: I have a friend. His name is Mike. Do you have a friend? 13
S: Yes.
T: What’s his/her name?
S: His/Her name is Peter.
T: Thanks very much.　I think he must be a good boy.
(to another student) Is Peter your friend too?
S: No, he isn’t.
T: Who is your friend?
S: … …
6．Work on 3c (完成P15 3c)
T: I want to know more about your friends or family
members. (to the whole class)Do you want to know T: I want to know more about your friends or family
members. (to the whole class)Do you want to know
14．学生在黑板上写出一个名字，鼓励同学们用“Is…”这个句型进行猜测。活动前先有T和Ss做示范对话，再由S和S进行活动。对正确使用第三人称单数一般疑问句的同学进行表扬。板书重点句型。此活动建议采用小组竞赛的形式，以活跃课堂气氛。
15. 课前要求学生带来照片，并分好活动小组，选出组长。活动前先有S和S进行活动。T对个小组的活动进行指导，防止学生看到照片后有嬉笑、用中文交流等行为。T和Ss做示范对话，再由S和S进行活动。
them too?
S: Yes.
T: I’d like a student to write down your mother’s, father’s,
or friend’s name on the board. The other students guess
who the person is. Who’d like to come here? 14
Wei Hua please. (在黑板上写下一个名字。)
S1: Is… your brother?
S2: Is… your friend?
S3: Is… your uncle?
7．Work on 4--- group work (完成P15 4)
T: Please take out your family photos. Put them in your group.
Take turns to ask and answer questions about the photos. 15
S1: Is she your grandmother?
S2: Is he your father?
S3: Is she your cousin?
（小组活动后，请几个小组进行表演。老师及时鼓励。）

14．学生在黑板上写出一个名字，鼓励同学们用“Is…”这个句型进行猜测。活动前先有T和Ss做示范对话，再由S和S进行活动。对正确使用第三人称单数一般疑问句的同学进行表扬。板书重点句型。此活动建议采用小组竞赛的形式，以活跃课堂气氛。
15. 课前要求学生带来照片，并分好活动小组，选出组长。活动前先有S和S进行活动。T对个小组的活动进行指导，防止学生看到照片后有嬉笑、用中文交流等行为。T和Ss做示范对话，再由S和S进行活动。
them too?
S: Yes.
T: I’d like a student to write down your mother’s, father’s,
or friend’s name on the board. The other students guess
who the person is. Who’d like to come here? 14
Wei Hua please. (在黑板上写下一个名字。)
S1: Is… your brother?
S2: Is… your friend?
S3: Is… your uncle?
7．Work on 4--- group work (完成P15 4)
T: Please take out your family photos. Put them in your group.
Take turns to ask and answer questions about the photos. 15
S1: Is she your grandmother?
S2: Is he your father?
S3: Is she your cousin?
（小组活动后，请几个小组进行表演。老师及时鼓励。）
8．Homework
Oral work:
(3) Listen to 3a, read and recite it.
(4) Go on making up your dialogue with your group
members and polish it.
Written work:
(3) Copy the sentences in 3a.
(4) Write about the pictures on P15 using the sentence structures
in 3 a

这两个问题是为了帮助学生进入学习的良好状态，对课堂产生兴趣，鼓励他们用不同的回答，问句。

在这里，当教师用英语说完之后，可以适当加以中文说明，务必让学生明白做听力题的策略。

通过让学生提问，拉近师生之间的距离, 并使学生获得语言运用的成就感。

建议老师用夸张语调读”Are you…” ，并将它板书，让学 生熟悉含有be动词的一般疑问句的句式。

The third period
Teaching Contents and Analysis(教学内容与分析)
Teaching materials(教学内容)：Section B 1---2c
Teaching aims (教学目标)
.1、 学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈述句）
2.、学会谈论家庭成员
Language point