七上英Unit3.doc

Unit3 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。在教学过程中，使学生学会询问人物关系的基本句型“Is this /that your /her/his mother? Yes, she is. No, she isn’t.” 进一步体会一般疑问句的用法；学习如何介绍自己的家庭成员，如何与朋友交流各自不同的家庭组合。通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并且能够画出自己的家谱。本单元与第二单元衔接紧密：由对物体指认的学习过渡到对family members的学习，由指示个体过渡到指示多个人物，使学生学会区分远近单复数。
二、单元的总体目标
运用设置任务，交流解疑的学习策略，引导学生学会询问人物关系的基本句型；体会一般疑问句的用法；学习如何“自我介绍”，“介绍家人”。
三、教学目标
1） 知识目标：A、掌握家庭成员的表达，如:grandfather, grandmother,
father, mother, brother, sister, uncle, aunt, cousin, son, daughter, parents;
B、学会指示代词：this, that, these 和人称代词：I, he, she,
they介绍人物及Yes/ No问句及其简单回答；
C、运用名词的复数形式。
2）能力目标：A、运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来；
B、通过对话练习，掌握介绍人物时常用的词汇、惯用语，并能把它运用到实际生活中去，提高学生的交际能力。
3） 情感目标：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、学习策略
1、 交际策略：学会与他人合作交流，并能把语言材料用到真实的生活
中去。
2、 资源策略：学会利用多种资源来获取更多的学习信息。
3、 认知策略：主动思考（观察力、注意力、想象力、逻辑推理能力等），
大胆实践，及时反馈。
4、 调控策略：通过课堂反馈和Self-check, 明确自己的学习状况，不断
调整自己的学习策略。
五、教学重点、难点
重点：A、掌握家庭成员的表达；学会指示代词、人称代词及Yes/ No
一般疑问句及其简单回答；
B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。
难点：能够用写信的形式向朋友介绍自己的家庭。
六、单元课时安排
第一课时：Section A1a,1b,1c 2a, 2b
第二课时：Section A 2c, 3a, 3b, 3c, 4
第三课时：Section B 1, 2a, 2b, 2c
第四课时：Section B 3a, 3b, 4a,4b
第五课时：Self-check and Just for fun

教学过程
Unit 3 This is my sister.
Period One（Section A 1a,1b,1c,2a,2b）
Assign the task
在上课之前，提前几天就把任务布置给学生，比如准备本单元要用的自己及家庭成员的照片。目的是让学生清楚本节课的主要内容，有利于在完成任务的过程中形成主动的学习状态，产生学习的欲望。

教学设计
Step 1 Warming-up
Sing some songs.

Step 2 Revision
1. Greetings.
2. Game: finding the owner to revise the tenses
“Is this/ that …..? Yes, it is. / No, it isn’t.”

Step 3 New words
1. Show a picture of my family to present some new words.
eg. T: What’s this in English? Who’s this in the picture?”
S: It’s you.
T: Yes. Do you know them? (Point to the others)
S: No.
T: They are my family members. Today I want to introduce my family members to you. Would you like to meet them?
S: Yes.
T: OK. Please look at this man? Is he old?
S: Yes.

T: He is my “grandfather”. ……
歌曲既渲染气氛，又可以愉悦学生的心情。

复习一般疑问句为了引出新内容做铺垫。

用家人照片可以吸引学生的视线，激发学生的兴趣。

T: These are my parents.
Then teach the word on the blackboard. And repeat with other new words about the family members. Pay attention to introduce “This is…./ These are…..”
2. Practice the new words.
1a. T: Who can match the words with the pictures on the blackboard?
Ask students do P13 1a. Then Check the answers.
Step 4 Drill
1. Brainstorm.
T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about. (1b)
Play the tape and check the answer.
2. Pairwork: Talk about Dave’s family. Make sure the students use “This is….” and “These are….” Then ask some pairs to practice. (1c)
Task: Stick a family tree on the blackboard, do it in groups of four.
1.Then ask some to report it to the class. Make sure they use “This is my…, and this is my…. These are…. I love my family.”
2. After that, let the students make a conversation in pairs.

Step 5 Listening
2a listen and circle the words. Then play it again, do 2b with the students.

Step 6 Make a survey
Take out the family photos the students bring to school. Or draw their photos. Fill in the form. Then report it to the class.
Family
Family members

Step 7 Language focus
Is this/ that your….?
Yes, it is./ No, it istn’s.
this-these that-those is-are name-names
Step 8 Homework-
1.Collect some other photos and find some more words about the family members. (look up the dictionary)
2.Write a passage about your family.

用匹配的方式来巩固单词。

创设任务，讨论照片来加强语言实践的操练。

听力训练为了再次强化学生对新单词的记忆。

小组成员之间沟通有关家庭成员的信息，增进友谊。

突出重难点。

Unit 3 This is my sister.
Period Two (Section A, 2c,3a,3c,4)
1、 教学目标
1） 词汇：he she aunt
2） 句型：Is this / that your…? Yes, he/ she is.
No, he / she isn’t. He is my friend.
2、 预期目标
在充分认知词汇的基础上，学生能熟练运用句式，看图讨论家庭成员。
3、 课前准备
课件或照片 录音机

4、 教学设计

Step1 Warming-up
Sing some songs.

Step 2 Revision
1. Greetings.
2. Revise “Is this / that your….?”
3. Students share their new words in class.
4. Ask students to present their family tree.(their homework)

Step 3 Practice
1. Show the picture of Dave’s family. Take about Dave’s family. Students use “Is this…..? to practice it in pairs. Then change roles to do it . Ask two more pairs to do it in front of the class. (2c,2d)
2. T: I have a friend. He is talking to his friend, Dave, about Dave’s sister. Fill in the blanks with the words from the box. Work in pairs, then report it to the class.
isn’t brother is sister
Then check their work. (3a)
3. Change roles to do it and ask two more pairs to do it. (3d)

Step 4 Task
1. A guessing game. Write one name on the Bb( or look at the pictures on the screen) and let the others guess who the name is.
“Is …. your father/ mother? Yes, he/ she is. No, he/ she isn’t.
Who is he /she? He/She is your…..” (3c)
2. Group work
Ask the students to put their photos on the desks. Work in groups of four. Use “Is he…?” or “Is she…?” to take turns asking and answering questions about the photos. Then some groups report it to the class. (4)
4. Discussion: Who do you like best in your family? Why?
(Father and mother I love you. )

Step 5 Homework
1. Draw your family tree.
2. Revise the words and tenses., and make more conversations.
3. Do the exercises in Book 2.
以歌曲先来营造课堂气氛。

通过家庭作业的检查谈论家庭成员，为新课教学做铺垫。

通过谈论Dave的家庭成员，练习句型Is this…?，让学生在对话中理解人称代词的用法。

游戏教学既能激发兴趣又能巩固所学知识。

同学间交流讨论家庭既能增进友谊又能培养学生尊敬长辈，理解家人。

Unit 3 This is my sister.
Period Three (Section B 1, 2a,2b,2c)
1、 教学目标
词汇：son daughter cousin aunt uncle picture
2、 预期目标
学生在落实词汇和句型的基础上，能针对家庭照片进行描述和介绍。
3、 课前准备
教师：课件或照片 录音机
学生：照片 白纸
4、教学设计

Step 1 Warming-up
Sing some songs or Chant

Step 2 Revision
1. Greetings.
2. Revise “Is this your….? /Is that your….?” Show the photo about their family.

Step 3 New words
1. Play a guessing game to present the new words.
T: Let’s play a guessing game. Please listen carefully. He is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he?
Students can guess it in Chinese. According to their answers to present the new word cousin”. Then teach it. Repeat with other new words. “uncle, aunt”.
2. Practice the new words. Ask the students to fill in the missing words, and check the answers. Work on 1.

Step 4 Drill
1. Work on 2a. Listen and check the words. T: “Lin Hai and Dave are talking about Dave’s family. How many family members are they talking about?” Play the tape once and check it then.
2. Work on 2b. Listen and check the picture. Play the tape twice again. Then check the answer.
3. Pairwork. Ask the students draw their picture (a big family) and talk about it in pairs. Use “This is….” and “These are… Some pairs report it to the class.

Step 5 Activity
In groups, put their pictures they drew together. Ask them to try and find photos of family members having fun. Have them find out who the people in each other’s are. Tell them how to draw a family tree.

Step 6 Task
According to the photo of their big family. In groups of four (do it by themselves) talk about it . eg. “Look at my picture, this is my…This is my….And this is my…My uncle and my aunt have a son. He is my…”ect. Help them try to use the more new words in their passage. Ask two more students to say it in front of the class.

Step 7 Homework
1. Revise and copy the new words 5 times.
2. Do Book 2 exercises.
3. Try to write a passage about their family.

歌曲导入可以激发课堂气氛的形成。

通过猜谜游戏呈现新内容既迎和学生的兴趣又能愉悦课堂气氛。

听力可以加强新内容的巩固。

活动任务的创设，使学生之间增进友谊，通过沟通促进实践的交流机会。

Unit 3 This is my sister.
Period Four (Section B 3a-4b)
1、教学目标
词汇：dear thanks for photo here Emma Mona
句型：Thanks for…… Here is ………
2、教学难点
1） 学生运用所学句型，看照片写短文，讨论及介绍家庭成员。
2） 英语书信格式的掌握。
3、课前准备
学生课前准备好自己家庭成员的照片。
4、 教学设计

Step 1 Warming-up
Sing some English songs or chant.

Step 2 Revision
1. Greetings.
2. Show a family tree on the Bb or on the screen. Revise the family member words.

Step 3 New words
Present the new words. Show some pictures of a boy, a girl and their parents on the screen. (OR show pictures on the Bb.) Introduce them one by one. Teach the words “Emma, Mona, dear, great, photo, thanks for..)

Step 4 Practice
Practice the new words and drill. Work on 3a. Students read the letter and ask them draw the photo on their books. Then show some photos that students draw to the class. Students say which one is good or which one is better.

Step 5 Task
1. Students show their photos. T: You have a letter from your friend. Now write back to your friend. Tell him or her about your family. And report your letter. (Give them 2 minutes) Then check it. Ask two more students to read it.
2. Groupwork:
In groups of four. Talk about their photos, and write a passage about their photos. Make sure they can use “This is my… This is my… These are my….I love my family.” In groups share their writing. Some students introduce theirs in front of the class.

Step 6 Activity
1. Collect students’ photos and their writings on the Bb. (stick them on the Bb) Ask the students match the photos and the letters.
2. Photo competition
Use all the photos that students collected to do this competition, see which student know the most.

Step 7 Task
Students introduce their own family and retell their friends’ family members according to the photos on the Bb.

Step 8 Homework
1. Revise the whole unit.
2. Do Book 1&2 exercise (choose some)
3. 有条件的同学，将家人的声音录在磁带上，下次上课时到课堂播放并介绍。

歌曲为了渲染气氛。

用实照来介绍更能吸引学生的兴趣。

通过介绍让学生画头像并展示，既愉悦学生的心情，又活跃了课堂气氛。

过渡到写作训练，提高学生笔头表达能力。

让学生通过介绍家人，使他们更能热爱自己的家。

从陌生到熟悉，学生在游戏中找到自信。

由书本提升，跳出课本，介绍家庭情况。

Unit 3 This is my sister.
Period Five (Self-check)
1、 教学目标
1） 复习本单元词汇。
2） 学会使用询问句型 “Is this/ that…..? Are these/ those…?”及回答。
3） 学会用英语来介绍，“This/ That is my…. These/ Those are my….”
2、 教学难点
综合运用所学知识来看图写话。
3、 教学设计

Step 1 Warming-up
1. Have a chant.
2. Greetings.

Step 2 Revision
1. Check the homework.
2. Show some photos on the screen or on the Bb, revise all the words about the family members. And use the tenses:
“Is this/ that….? Yes, he/ she is. No, he/ she isn’t.
Are these/ those…? Yes, they are. No, they aren’t.”

Step 3 Work on 1
Students check their words by themselves. Then in class talk about the words they don’t know.

Step 4 Work on 2
Ask the students to write the new words they know, the more, the better., then in groups share their words.

Step 5 Game
Play students’ tape (homework). Others guess who it is. Everyone has two chances.

Step 6 Practice
1. Students show their photos, in front of the class ask them to talk about their family. And give them some help if they need. After that, other students discuss their expression.
2. Work on 3. Talk about the photos of Mary’s family in Beijing. Check the answers with them in class.

Step 7 Imagination
Image about one’s future family, talk about the members in the future family. Draw a picture about the future family and show it.

Step 8 Just for fun
Students read the conversations, and talk about the problems if they have.

Step 9 Homework
1. Finish the exercises in Book 1&2.
2. Revise the whole unit.

让学生自然进入课堂。

游戏的激发可以使学生情绪高涨。

思维插入想象的翅膀，激发情趣。

Unit 3 This is my sister.
Exercise.
一、补全单词
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. How do you it? P-E-N, pen.
9. His watch is in the _________ and found case.

二、找出错误，并在横线上订正。
( ) 1. What are your name? _________
A B C D
( ) 2. –Exercise me, is this your book? -- Yes, it’s. _____________
A B C D
( ) 3. Jim, this’s my teach, Miss Green. _______________
A B C D
( ) 4. This is an english dictionary. __________________
A B C D
( ) 5. –What’s this in English? -This is a pen. _________
A B C D

三、连词成句
1. this, her, not, is, pencil
__________________________ .
2. card, is, school, this, ID, my
__________________________ .
3. spell, you, watch, how, do
___________________________ .