七年级英语上册 Unit 3 This is my sister分课时教案 人教新目标版.doc

UNIT 3 THIS IS MY SISTER (the 1st period Section A 1a-1c, 2b-2d)Teaching aims: (教学目标)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.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 those3. 需要了解的节日：Family Day- Its a festival in the USA. A national effort to promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. Its always on the last weekend in September.Difficulties (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。教学设计说明 1. 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。Teaching steps (教学步骤)1. Warming-up and revision (课堂热身和复习)(1) Daily greetings to the students (日常问候)T: Hello, what is you name?S: My name is .T: Nice to meet you!2 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。3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。4 分别指向相应的人物，来介绍。可在课前在黑板上写好相应的词汇，在自己介绍完之后，可要求学生跟着自己念，并及时纠正学生可能存在的发音错误。5 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。6 之后一些家庭成员词汇的教授，都要求学生大声地重复，以确保他们发音的正确。7 这里需要适当解释和示范什么是 match。在学生做练习的时候可以在教室中走动，来回指导一下。S: Nice to meet you, too!(2) Revision (复习)T: Whats this in English?2S: This is / It is a pencil.T: How do you spell “pencil”? S: P-E-N-C-I-L, pencil.T: Thank you.T: Whats this /that in English?S: This/That is a pen / book / eraser / ruler / dictionary / backpack /Baseball / watch / key / computer game / notebook / ring8 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。9 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。10 接着上面的环节，让学生试着用第三人称介绍。教师可以进行适当的讲解，也可以将句型写在黑板上。11 这里加入了美国家庭日这个概念, 这样是便于给学生一个比较真实的环境，同时也是西方文化知识的补充。教师除了介绍资料之外还可以问一下学生对此节日的想法。T: How do you spell -?S: -2. Presentation (呈现新知识): T: Whats this in English?S: Its a picture /photo.3T: Yes, this is a picture of my family.T: Can you see the woman? This is my mother4. 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,5 Mother is my parent, too. They are my parents. T: Now look at these two old people. They are my Grandparents6. One is my grandfather, the other one ismy grandmother. They are old but they are healthy. T: Im the only child in my family, so I dont have any brother or sister. But I have an uncle and an aunt. Theyare my fathers brother and sister. Look, they are here. 3. Work on 1a: (完成P131a)T: Now, please open you books, and turn to page 13. look at part 1a. You can see a picture of Daves family and some words we have learned just now. Please match the words with the people in the picture.7 Check the answer.4. Drill (练习)：T: Now, you are Dave8. Please cover the answer of 1a by using a piece of paper then listen to me carefully. I will give 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, lets begin. The first one is XX, your letter is “d”.S: These are my grandparents.T: Good job. Next one -S: -5. Work on 1b (完成 P131b)T: The next task is very easy for you. I will play the tape.Please listen carefully, and circle the people the boy talksabout in the picture9.T: Do you get the answer? Who does the boy talk about?S: His brothers and sister.T: You are so amazing.6. Work on 1c (完成P131c)T: I think everyone has known Daves family. Two students a group, please introduce Daves family10 to each other. Please use “ This is his-.” “These are his-.”S1: This is his father.12 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。13 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。14 在课前可准备好图片，并用纸张盖住图片的大部分，只留下一小部分让学生进行猜测 Who is it?注意在此环节及时纠正学生的错误。对所学问句进行巩固。15 本环节还是在巩固所学知识。在此可鼓励学生尽可能地自由发挥，除运用当天所学之外，还可以有自己的东西。比如说询问未来子女的名字，未来家人的工作，年龄等等。并可对出色的同学进行适当的奖励。S2: These are his parents.S: -7. Work on 2b (完成P14-2b)T: Today, I would like to introduce an American festivalto you, it is called “Family Day”11. On this day, the whole family get together, have meals and play games. Now look at the picture in 2b. These are Daves family members.They are having their “Family Day”. Look, they are sohappy.But I dont know who are they exactly. Can you tellme?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 (呈现新知识)T: OK, now we have known Dave, Lin Hai, Mary and Jim But there are still some strangers12. T: Look at this woman. Is this Daves mother? S: Yes, she is / No, she isnt. T: What about these two old people? Are those Daves grandparents? S: Yes, they are. / No, they arent. -8. Work on 2c (完成P14-2c)T: Two students a group. Ask and answer by using your own pictures13 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. -9. Work on 2d (完成P14-2d)Guessing Game. T: Look. Whats in my hands. This is a picture. But you only can see a part of the picture14. I can tell you this is a member in Daves family. Can you guess “Who is it?”Please use the questions we have learned today. S: Is that Daves aunt? Is this his grandmother Are these his brother? Are those his friends?10. Follow up (进一步扩展)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?15 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 presentationfor us.11. HomeworkWrite down your introduction about your own family andyour friends family as detailed as possible. Unit 3 THIS IS MY SISITER(The 2nd period 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) Thats (2) -Is he/she -Yes, he/she is.(No, he/she isnt.)2 要求掌握以下词汇：she, he3. 要求掌握以下缩写：hes=he is, shes=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。)Difficulties（难点）：学习含有be动词的一般疑问句的句式及其回答。 教学设计说明 1. 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，在学生反问时，老师可在适当的情景下带出丰富的回答，但要及时将新单词板书在黑板上。同时让学生体验含有be动词的疑问句。2. 通过对学生姓名的询问后，用“Thats”向大家介绍这位同 学，复习了介绍的相关句型，也为课文3a部分做了铺垫。Teaching steps（教学步骤）1. Warming-up and revision（课堂热身和复习）(1) Daily greetings to the students（日常问候）T: How are you today?1S: 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 isT: Whats your name, please?S: I am (My name is) T: (to the whole class) So thats . 2 (2) Revision（复习）Work on 2a (完成P14-2a)3 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。4. 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。5. 建议老师用夸张语调读”Areyou” ，并将它板书，让学 生熟悉含有be动词的一般疑问句的句式。6 创设真实情景，当部分学生在理解这个句子时有一定困难时，可配以肢体语言，加深学生对此句的理解，培养他们在语境中理解新单词的能力。7建议老师用夸张语调读”Is he/she” ，并将它板书，让学生熟悉第三人称一般疑问句的句式。对能正确回答的学生及时加以语言、微笑等多种形式的鼓励。8T 板书younger; sister, 可给中文帮助Ss理解younger, 建议学生能在语境中理解sister。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 twice3. The first time you just need listen. You can finish this part at the second time.T: Now, lets check the answer.S: -T: You are right. Thank you.2. PresentationT: Now, lets play a guessing Can you guess how old I am? 4 S: Are you twenty-seven? 5T: NO, I am a little older.S: Are you twenty-eight?T: Yes, you are so clever.(学生可能回有不同的回答，老师根据学生回答给出多种评价。)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 cant hear you clearly6, (to the whole class)Is he/she thirteen?7S: Yes, he/she is.9此句较长，要求T放慢语速，如果学生未完全清楚T的指令，可重复此问题。使用教材第15页3 a上图片的挂图，给学生一分钟时间独立或同桌讨论来完成此项活动。在此基础上组织下面操练。10叫几位同学单独回答，个别空格也可全班一起回答。鼓励 同学大声读出自己的句子，老师及时鼓励，注意指导学生一般疑问句的语调。11此句较长，而且含有多个新单词，要求T放慢语速，配以手势，加深学生对T指令的理解。12. T 可给学生提供其它常用人名和father、mother、aunt、uncle等家庭成员称谓替换Anna、Paul和sister 、brother。鼓励学生尽量使用自己学过的单词完成对话。13. 把句型板书在黑板上，T通过自己的回答让学生理解Do you have的意思，抓住学生回答的老师需要的答案，开展接下来的教学活动。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 lets look at this picture. There are four people in the picture, and the boy and the girl playing basketball are Anna and Paul. Lets read the words aloud and fill in the blanks with the words from the box. 9. T: Lets check the answers: 10-Is she your sister?-Yes, she is.-And is he your brother?-No, he isnt. 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. 11Ss read it in different roles.T: Oh look, there are many people there, old and young . 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。Can you make a dialogue like 3a? 125PresentationT: I have a friend. His name is Mike. Do you have a friend? 13S: Yes. T: Whats 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 isnt.T: Who is your friend?S: 6Work 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: Id like a student to write down your mothers, fathers, or friends name on the board. The other students guess who the person is. Whod like to come here? 14Wei Hua please. (在黑板上写下一个名字。) S1: Is your brother? S2: Is your friend? S3: Is your uncle?7Work 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。）8Homework Oral work:(1) Listen to 3a, read and recite it. (2) Go on making up your dialogue with your group members and polish it. Written work:(1) Copy the sentences in 3a. (2) Write about the pictures on P15 using the sentence structures in 3 a Unit 3 THIS IS MY SISITER(The 3rd period 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 points（语言点）3 要求熟练运用以下句式：(1) These are(2) This/ That is (3) He/She is4 要求掌握以下词汇：son, cousin, daughter, uncle, aunt (上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)Difficulties（难点）：在介绍或谈论家庭成员时，注意学生口语中的单复数运用。教学设计说明 1. 这几个问题是为了让学生尽快进入英语课堂氛围，练习含有be动词单数的句子。2. T拿出自带来的某些著名明星的家人照片，学生猜测图片中的人物。这是复习前一课内容，难度不大，所以可以多让中等生参与，使他们获得成功感，从而激发他们学习英语的兴趣。3. 学生可能会有不同的回答，如果学生出现本课将要教授的新单词，T及时将新单词板书，加深学生对他们的印象。T根据学生回答给出多种评价。Teaching steps（教学步骤）1. Warming-up and revision（课堂热身和复习）a) Daily greetings to the students（日常问候）T: Good morning/afternoon. Who is on duty today?S1: I am.T: Is everyone here today?S1: Yes, Everyone is here./No, is not here.T: Thank you/Well done. 1b) Revision（复习）T: Here is a picture from Lily. Guess who he is?2 S1: Is he s father? 4. 建议老师事先准备学生比较熟悉的人物照片，引起学生对课文学习的兴趣，对课堂直接生成的新单词和知识，及时板书，并带读，也可在学生回答时适当加入课外常识。5 创设真实情景，当学生不能正确说出新单词, 如cousin, grandfather时，鼓励他们换种方式或中文来表达他们想要表达的含义，同时培养他们在语境中理解新单词的能力。新单词呈现后，可加入小竞赛等小活动，如老师提示mothers sister, 看哪位学生第一个反应aunt。活跃了课堂气氛，对新单词的读音和意思也有了更深的印象。6建议T用夸张语调读”son, uncle, grandfather, daughter, aunt” ，并将它们板书成一排，让学生跟读，也为part1的活动的完成提供文字材料。7此句较长，要求T放慢语速，对口语中的新单词oldest，建议老师板书，通过对自己家庭情况的表述，帮助学生理解，必要时可用中文解释。在表述grandfather的同时画出family tree的图形。8个人完成此活动,在有困难的情况下也可寻求同学的帮助。 活动结束后，老师核对答案,T及时评价。9 听力开始前，建议学生看一 下选择范围。听力结束后，核对答案后，对正确回答或有进步的学生及时表扬。S2: Is he s brother? S3: Is he s friend?S4: Is he s uncle? 3T: Yes, you are so clever.2. PresentationT: Here is a photo. Do you know who he is? 4S: He is 布什（Bush）.T: Yes, he is the president of America. Who is his father?S: (学生可能会有不同的回答，对能正确回答或接近正确答案的学生进行表扬和鼓励。)T: Here are also many people in his family. Lets guess Who they are. Are you ready?S1: Is he Bushs fathers father? 5T: You are so wonderful. He is Bushs grandfather.S2: Is he Bushs brother? S3: Is he Bushs uncle?S4: Is he Bushs son? 6T: Thanks. You are so clever (good/wonderful/). 3. Work on 1 (完成P16 1)T: In my family my grandfather is the oldest one.Who is the oldest man in your family? 7S: My grandfather, too. T: Every family has a family tree, can you finish the family tree8 S: Yes!4. Work on 2a (完成P16 2a)T: Well done! Now lets play a game. Please look at 2a.Lets see who is the best in your group.9(播放录音，让学生勾出所听到的家庭成员，如果播放录音一遍后，部分学生不能完成这一听力任务，可10. 此句有新单词，而且句子较长，要求T放慢语速，对口语中的新单词，建议老师板书，同时呈现课文2b的两张图片，如果学生未完全清楚T的指令，可重复此问题，必要时可用中文解释。11在听力之前，让学生简单谈论两张图片的不同点，为接下来的听力和谈论家庭成员这两个活动的顺利开展做铺垫。听力结束后，核对答案后，对正确回答或有进步的学生及时表扬。12学生在黑板上写出 “These are/This is”等学生在活动中有可能会用到的句型。活动前先有T和Ss做示范对话，再由S和S进行活动。对正确使用句型的同学进行表扬。此活动建议采用小组竞赛的形式，看哪个小组说的句子最多，以活跃课堂气氛。13. 鼓励学生利用书籍、网络等多种途径查找自己感兴趣的人物的家庭，并写一篇小短文介绍他/她的家庭，学生也可加入自己了解的课外的句子。再播放一遍录音。）5PresentationT: This is my family photo. These are my parents. This is my Grandmother. This is my cousin Tom.I have another two pictures. One is Daves,