七年级英语教案：《This is my sister》。
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Unit3Thisismysister
本课教材分析：
Title:Thisismysister.
Topic:Thefamily
Functions:Introducepeople:This/Thatis…These/Thoseare…,
Identifypeople:Isthis/that…?Arethese/those…?
Structures:
Demonstrativesthis,these,those,that
SubjectpronounsI,he,she,they
Yes/Noquestionsandshortanswers
Pluralnouns
TargetLanguage(语言目标):
Thisismybrother.
Issheyoursister?
Yes,sheis.No,sheisn’t.
Vocabulary
mother,father,sister,brother,grandmother,grandfather,friend,grandparents,uncle,aunt,cousin,parents
Recycling
Hello.Hi.Nicetomeetyou.personalnamesIsthisyour…?Yes,itis.Isthatyour…?No,itisn’t.
Learningstrategies
PersonalizingMemorizing
重点词汇：familymembers
this/thatthese/thoseis/are
语言结构(Structures)：
This/Thatis…
Isthis/that…?
Yes,itis./No,itisn’t.
介绍家人，认识辨别他人，家庭成员情况的表述
跨学科学习
绘画、家谱、摄影
本单元可分为6课时(Sixperiods)。
PeriodOneSectionA1a1b2aSectionB12a
PeriodTwoSectionA1c2b2c2dGrammarFocus
PeriodThreeSectionA:3a,3b,3c,4Groupwork,SectionB2b,2c
PeriodFourSectionB3a,3b,3c,4
PeriodFiveSelfCheck1,2,3Justforfun
PeriodSixTest
Period1
教学范围：SectionA1a1b2aSectionB12a
教学内容：Newwords:mother,father,parents,brothers,grandmother,grandfather,friend,sistergrandparents.
教学目标：Learnallthenewwordsbyheart.
教学重点：单词的拼写以及人物之间的关系。
教学难点：familytree
教学方法：听说读写。
教学步骤：
Step1:学习重点单词。
1、利用照片，介绍人物关系，认识单词
father,mother,sister,brother,uncle,auntandsoon
2.LookatthepictureonPage13andfinish1a
Matchthewordswiththepictures.（answers）
mothercfatheriparentshbrothersbgrandmotherggrandfatherefriendagrandparentsdsisterf
Step2.继续学习单词。完成以下任务：
1．1bListenandlookatthepicture.Circlethepeopletheboytalksabout.
2．2aListenandcirclethewordsyouhear.
motherfathersisterbrothergrandmothergrandfatherfriendgrandparents
3．SectionB1Addthewordsintheboxtothefamilytree.
sistersoncousingrandfathermotheraunt
grandfather/grandmother
(1)
father/_______uncle/_______
(2)(3)
daughter/________________(/brother)daughter/_______
(4)(5)(6)
Step3.复习单词
2aListenandcheckthewordsyouhear.
grandfathergrandmothercousinfathermotheruncleauntbrothersister
教后一得：本课内容围绕学生的生活，所以学生学起来得心应手，表现出极大的兴趣，说明语言来源于生活。
Period2
教学范围：SectionA1c2b2c2dGrammarFocus
教学目标：TalkaboutDave’sfamilyandmasterGrammarFocus
教学重点：句型：Thisis…Theseare…
Isthisyoursister?No,itisn’t.Thisismyfriend.Thesearemyfriends
Isthatyourbrother?Yes,itis.Thatismybrother.Thosearemybrothers.
复数形式：thisthesethatthosefriendfriendsbrotherbrothersandsoon.
教学难点：指示代词单词的复数形式
教学方法：听说读写。
教学步骤：
1.复习单词。
2bListenagain.WhichpictureareDaveandLinHaitalkingabout?作出选择。
2.学习句型,弄懂this/these,that/those的意义及区别。
TaketurnstalkingaboutDave’sfamily.
A:Thesearehisbrothers.
B:That’shissister.
Goontalking.
3.听力练习。2bListenagain.Matchthenameswiththepeopleinthepicture.
1.Davea2.LinHai3.Anna4.Jeff
4.口语对话
2cPairwork结队活动
StudentA,coverthenamesin2b.Askaboutthepeopleinthepicture.StudentB,answerthequestions.
2dChangerolesandpracticeagain.
5．总结
GrammarFocusIsthisyoursister?No,itisn’t.Thisismyfriend.Thesearemyfriends.
Isthatyourbrother?Yes,itis.Thatismybrother.Thosearemybrothers.
教后一得：让学生了解了名词的数这个概念，通过图片和直观的手段告诉了学生怎样理解“数”这个概念，避免了生硬的说教，效果很好。
Period3
教学范围：SectionA:3a,3b,3c,4Groupwork,SectionB2b,2c
教学内容：认识人。
教学目标：掌握一般疑问句的问与答。
教学重点：句型。eg.IsGuoPengyourbrother?No,heisn’t.Isheyourfriend?Yes,heis.
教学难点：活动的有序组织
教学方法：Pairwork,groupwok
教学步骤：
1.3aFillintheblankswithwordsfromthebox.
That’sAnnaandthat’sPaul.
Issheyour1.sister?Yes,she2.is.Andisheyour3.brother?4.No.He’smyfriend.
2.3bPairwork
Practicetheconversationwithapartner.Changepartnersandpracticeagain.
3.3cWriteyourmother’s,father’s.orfriend’snameontheboard.Theotherstudentsguesswhothepersonis.
IsGuoPengyourbrother?No,heisn’t.
Isheyourfriend?Yes,heis.
4.Groupwork
Bringsomefamilyphotostoclass.Putthemtogetherinyourgroup.Taketurnsaskingandansweringquestionsaboutthephotos.
Isthisyouraunt?
Yes,itis.
5.SectionB
2bListenagain.WhichpictureareDaveandLinHaitalkingabout?
6.2cPairwork
Drawapictureofyourfamilyandfriends.Tellyourpartneraboutyourpicture.
Thesearemyparents.Thisismygrandmother.ThisismyfriendJimFang.
教后一得：采用一些旧照片来激发学生的学习兴趣，说明，教师在课堂活动设计中，设计的活动不要脱离学生的生活。
Period4
教学范围：SectionB3a,3b,3c,4
教学内容：Readandwritethenote.
教学目标：Cantalkaboutandwriteaboutourfamily
教学重难点：人物介绍的条理性。
教学步骤：
1.3aReadtheletter.DrawapictureofEmma’sfamily.(据文字提示绘图)
DearMaria,
Thanksforthegreatphotoofyourfamily.Hereismyfamilyphoto.Ilovethemverymuch!
Seeyousoon.
Yourfriend,
2．3bLookatthefamilyphoto.Writeanintroductionaboutthepeopleonthebackofthephoto.（据图写文字）
3．3cWriteaboutyourownfamily.
4.Groupwork
Putthephotoandtheletterontheboard.Putthemindifferentplaces.Theotherstudentswillmatchthephotosandletters.
5.Guessandguess.Whoseisthisphoto?
教后一得：进一步设计活动来完成本单元的教学任务，但切忌避免机械地重复，活动应本着由简到繁的活动设计原则。
Period5
教学范围：SelfCheck1,2,3Justforfun
Selfcheck
1.Keywordcheck.Checkthewordsyouknow.
thisthatthesethosemotherfatherparentssisterbrothergrandmotherfriendunclegrandfatherauntcousingrandparentsshehe
2.WritefivenewwordsinyourVocab-builder.
3.LookatMary’svideoofBeijng.Computertheconversations.
fatherMary:Look!
motherYou:
Mary:
grandparents
You:Are
Mary:Yes,theyare.
cousins
You:
Mary:No,theyaren’t.Theyare
Justforfun!
4.Isthatyourgirlfriend?
5.No,itisn’t.It’smycousin.
6.Isthatyourgirlfriend?
7.No,itisn’t.It’smysister.
8.Who’syourgirlfriend?
9.Idon’thaveagirlfriend.
10.教后一得：作为复习性的内容，应设计简明的单元内容明细表，让学生有清晰地认识，同时培养学生总结和归纳的能力。
Unit4Where’smybackpack?
本课教材分析：
Title：Where’smybackpack?
Topic:Thingsaroundthehouse
Functions:Talkaboutwherethingsare
Structures:
Wherequestions
Yes/Noquestionsandshortanswers
Prepositionson,in,under,behind,next
本课的词汇：table,bed,dresser,bookcase,sofa,chair,backpack,books,keys,baseball,drawer,plant,
where,where’s=whereis,table,bed,dresser,bookdase,sofa,chair,drawer,plant,under,they’re,on,behind,next,nextto,
don’t=donotknowbag,math,mathbookalarm,alarmclockalarmalarmclock,CD,video,cassette,videocassette,hat,take,thing,soccer,soccerball,ball,can,bring,
some,need,floor,ideal,room,TV,desk,picture,between,too,wall
语言目标：
Where’smybackpack?It’sunderthetable.
Whereareyourbooks?Theyareonthechair.
Wherearethebooks?Idon’tknow.
Isitunderthetable?No,itisn’t.It’sonthetable.
Themathbookisonthedresser.
重点词汇：thingsintheroomandsomeprepositions:oninunderbehindnextto
语言结构：
Whereis/are….?
Itis…/Theyare…
on,in,under,behind,nextto…
学习策略
运用实物、图片理解介词的意义，利用对话，学习讨论物体的位置。
语法功能
1．辨认位置，并描述物体所在位置。
2．物体所在位置的问答。
跨学科学习
美术、绘画、方位知识。
本单元可分为7课时(Sevenperiods)。
PeriodOneSectionA1a1b2a
PeriodTwoSectionA1c2b2cGrammarFocus
PeriodThreeSection:a,3b,3c,4GameFindtheDifference
PeriodFourSectionB1a,1b,1c,2a,2b,
PeriodFiveSectionB3a,3b,3c,4Groupwork
PeriodSixSelfCheck1,2,3Justforfun
PeriodSevenTest
Period1
教学内容：单词（房间里的物品名称）SectionA1a1b2a
教学目标：学习掌握新单词
教学步骤：
1．复习句型What’sthisinEnglish?It’sa/an…,利用句型引出单词，在学习是尽量少用或不用汉语。
2.利用实物或图片（图片可从素材库中查找），认读单词(table,bed,dresser,bookcase,sofa,backpack,books,keys,plant,chair,drawer,baseball)。
3.看课本图片，找出单词所对应物品的字母，继续学习单词。（LookatthepictureonPage19andfinish1aMatchthewordswiththepictures.）
Herearetheanswersto1a.
tableebedjdressercbookcaseasofaichairhbackpackgbooksakeysbbaseballfdrawerlplantk
4.听录音，按听到的顺序在正确的物品上排号（1-5），巩固单词，练习听力。
（1bListenandnumber(1-5)thethingsinthepicturewhenyouhearthem）.
5.检查单词掌握情况。可采用多种方式。如：教师听写，学生听读，小组检查，同桌互相检查等。
6．通过2a（Listenandnumberthesethingswhenyouhear看图，听录音，根据录音排序。）复习单词。
7.补充表示房间内其他物品的单词。如：wardrobe,light,computer,fishbowl,TVandsoon
8.Homework.：画出自己的房间，为其中的物品标上英文，物品越多越好。
Period2
学完单词，引入句型。
教学内容：SectionA1c2b2cGrammarFocus
学习方位介词oninunderbehindnextto…
句型：Where’sthepackback?B.It’sunderthetable.
Isit…/Arethey…?Yes,itis./theyare.No,itisn’t./theyaren’t.
教学目标：
1)Canuse:oninunderbehindnextto…
2)Makeadialoguewiththesentence:Whereis…?It’s…/Whereare…?They’re…
3)区分：my,your,his,her
教学重点：prep:oninunderbehindnextto
Pattern:Whereis/are…?Itis…/Theyare…
Isit…/Arethey…?Yes,itis./theyare.No,itisn’t./theyaren’t.
教学难点：theuseofmyyourhisher
教学步骤：
1．学习介词。Watchthevideoandunderstandthemeaningandtheuseofprepositions.(直观形象)
2．介绍介词短语（利用图片/静止动画或周围物品的摆放）：inthebox,onthebox,underthebox,behindtheboxandsoon.
3．通过活动，复习介词。
活动一：教师将一物品放在不同的位置，让学生用介词短语表达，练习说；
活动二：教师说短语，学生表演动作。
活动三：1cPairwork(结队活动)
Makeyourownconversations.Usethewordsinthebox..(可发掘课程资源)
A.Where’sthebackpack?
B.It’sunderthetable.
oninunderbehindnextto
4．引出Wherequestions及其回答。（可让全班同学闭上眼睛，将某一物品藏于某处，,让学生猜测。提问时自然引出where句型，便于学生理解，水到渠成。学生猜测时，引出句型：Isit….?及肯否定回答）eg:Whereistheeraser?
5．看图片，据情景，练习句型。（为激发学生兴趣，可假设情景，画面中的男孩，就要去上学了，可自己上学需要的物品却因为到处乱扔找不到了，你能帮帮帮他吗？他的爸爸、妈妈、妹妹是怎么说的？）
Where’smybackpack?It’sunderthetable.
Wherearemybooks?They’reonthesofa.
Where’smybaseball?It’sinthebackpack.
6．分角色进行上述对话表演。
7.听力训练。Listen.判断Wherearethethingsfrom2a?Numberthepicture(1-6).
(2b听录音，判断2a中的物品出处，并在图中标出序号。
8.2cPairwork结队活动
Askandanswerquestionsaboutthethingsinthepicture.（st,ss）
9.Sumup(Grammarfocus):
QuestionsAnswers
Where’sthebaseball?It’sinthebackpack.
Whereismycomputergame?It’sunderthebed.
Whereareyourbooks?They’reonthechair.
Wherearehiskeys?They’reonthedresser.
Whereareherkeys?They’reonthetable.
10.Guessandguess(Revision):
Ask:Where’smy…?(Pointingtomyself)
Where’syour….?(Pointingtoastudentandquestioning)
Where’shis…?(Pointingtoaboyandaskingtheotherstudents)
Where’sher…?(Pointingtoagirlandaskingtheotherstudents)
Answer:It’s+介词短语
Period3
教学范围：SectionA:3a,3b,3c,4GameFindtheDifference
教学重点：一般疑问句和特殊疑问句的问与答。
教学内容：Idon’tknow.
Where’sthepackback?B.It’sunderthetable.
Isit…/Arethey…?Yes,itis./theyare.No,itisn’t./theyaren’t.
教学目标：
自由谈论物体的所在位置（CanmakeadialoguewithwhatwehavelearnedandtalkaboutWherethethingsarefreely）。
为达成这一教学目的，我是这样安排本课教学的。
a)看图，了解对话的内容。
-----Wherearemybooks?
-----Idon’tknow.Aretheyonthebed?
-----No,they’renot.
b)完成3a。
3aPutthesesentencesinordertomakeaconversation.
2Idon’tknow.
3Isitonthedresser?
4No,itisn’t.
1Where’sthebag?
3.Pairwork分角色练习对话。
3bPracticetheaboveconversation.
4.Pairwork分角色问答，看图编写对话。
3cLookatthethreepicturesbelow.
Thenaskandanswerquestionsaboutthekeys,thepencils,thebaseball,thepencilcase,andtheruler.
eg.----Wherearethebooks?
--------Idon’tknow.
4.PlayingagameFindtheDifference
Pairwork（互相问答，发现的不同之处越多越好）
StudentA.lookatthepictureonpage19.StudentB,lookatthepictureontheright.AandBaskandanswer.
eg:---Where’sthebackpack?Isitunderthetable?
-----No,itisn’t.It’sonthetable.
Period4
教学范围：SectionB1a,1b,1c,2a,2b
教学内容：Newwords:mathbookalarmclockCDcomputergamevideocassettehat
教学目标：Learnallthenewwordsbyheartandcopythesentencesaccordingtothetape.
教学重点：单词和句型的听与写。
教学难点：听录音，写句型。
教学方法：多听多练。
教学步骤：
1．利用实物学单词。
mathbookalarmclockCDcomputergamevideocassettehat
2.SectionB1aMatchthewordswiththethingsinthepicture.
1.mathbookb2.alarmclockd3.CDa4.computergamee5.videocassettef6.hatc
3.1bLookatTommy’sroomforthreeminutes.Nowcloseyourbooksandwritedownallthethingsyouremember.
eg.mathbookbedbookcasebookscomputergamesclockandsoon(Themore,thebetter.)
4.1cPairwork
StudentA,askquestions.StudentB,keepyourbookclosed.
eg.—Where’sthenotebook?
------It’sonthebed.
5.2aListenandcirclethethingsTommywantsfromhisroom.
bookpenpencilCDsrulernotebookvideocassettecomputergamesmathbook
6.2bListenagain.WhereareTommy’sthings?Writenotes.
eg.Themathbookisonthedresser.
Thevideocassetteisonthetable.
Thehatisonthebookdase.
Thepencilsareinthebackpack.
Thealarmclockisnexttothecomputer.
Thebookcaseisbehindthedoor.
Period5
教学范围：SectionB3a,3b,3c,4Groupwork
教学内容：句型的实际应用（阅读与书面写作）。
教学目标：能够熟练读写
教学重点：Writinganote.
教学难点：Howtowriteanote.
教学方法：动动手，做一做，画一画，写一写。
教学步骤：
1．3aReadthenoteanddrawthemissingthingsinthepicture.
DearSally,
Pleasetakethesethingstoyourbrother:hismathbook,baseball,notebook,CDs,andvideocassette.Themathbookisonthedresser.Thebaseballisunderthebed.Thenotebookisnexttothebaseballunderthebed.TheCDsareinthedrawer.Thevideocassetteisbehindthecomputer.
Thanks,Mom
3bLookatthepictureandfillintheblanks.
DearTommy,
Canyoubringsomethingstoschool?Ineedmyhat,myIDcard,mypencils,andmynotebook.Myhatisonthechair.MyIDcardisinthedrawer.Mypencilsisunderthebook/inthepencil-boxandmynotbookareonthedesk.
Thanks,Sally
3cPairwork
Writeanotetoafriendaskingforfourthingsfromyourroom.Saywheretheyare.
4.Groupwork
Drawyourideal(理想的)room.Thendescribeittotheclass.
eg.
Hereismyidealroom.MyTVisonthedesk.Mytelephone...
Period6
SelfCheck1,2,3Justforfun
11.Keywordcheck.Checkthewordsyouknow.
tablebeddresserbookcasesofachairbackpackbookskeyspencilcase
baseballhatmathbookalarmclockCDvideocassettecomputergames
12.AddfivenewwordstoyourVocab-builder.
13.Readthenoteanddrawtheroom.
14.Thisismyroom.Therearebooksinthebookcase.Therearepicturesonthewalls.Mybackpacksonthechair.AndIhaveabaseball.It’sonthefloor,betweenthebookcaseandthedesk.Thereisacomputeronmydesk,andavideocassettebehindthecomputer.Andthere’smyhat.It’sonthefloor,undermybed!
Justforfun!
Where’smybackpack?Isitinthebedroom?
No,itisn’t.
Isitinthekitchen?No,itisn’t.
Whereisit/It’sonyourback.
Unit4Where’smybackpack?
Self-check(Revision)
I.教材分析:这是第四单元的第三部分:Self-check,即本单元的复习部分。这一部分的课本是由以下几部分组成的。
1.Keywordcheck.Checkthewordsyouknow.
2.AddfivenewwordstoyourVocab-builder.
3.Readthenoteanddrawtheroom.
Justforfun!Where’smybackpack?
Languagetopic:Where’smybackpack?It’sunderthebed.
Isitonthechair?Yes,itis.No,itisn’t.
Languagestrategies:Talkaboutthingsaroundthehouseandwheretheyare.
Mainvocabulary:table,bed,dresser,bookcase,sofa,chair,drawer,backpack,CD,plant,alarmclock,mathbook,videocassette,hat
II.语言结构:一般现在时be,方位介词in,on,under,behind,nextto。
语言功能:询问物品在哪里及怎样回答.
跨学科学习:空间思维能力;品德:养成良好习惯，物品要摆放有序,不能到处乱扔。
III.活动设计：1.猜谜游戏（Guessinggame）Putasoccerballorabaseballoracomputergameintheclassroom,letthestudentsguesswhereitis.
2.Rememberinggame.Readthepassageandrememberwherethethingsare.
IIII.Teachingsteps:
Step1:Greetingsandsong:Fishes,fishes,whereareyou?
Step2:Keywordcheck.Askthestudentstoreadthewordsandrememberthem.
ReviewthesewordsaccordingtothepictureinPage19,askthestudents
tofindthethingsandwritedown.
table,bed,dresser,bookcase,sofa,chair,backpack,book,key,pencil
case,baseball,hat,mathbook,alarmclock,CD,videocassette,
computergame.
可以根据图片或实物来检查提问。
Step3:Phrases复习方位介词（先用实物来演示位置关系）
Thendoitlikethis:（先口头后笔头）
1.在桌子下面underthetableMyhatisunderthetable.
2、在沙发上onthesofaMybooksare…
3、在门后面
4、在……旁边
5、在背包里
Step4:Pairwork:guessinggameReviewWhere’s…Isit…
Putasoccerballorabaseballoracomputerorabackpackorsomethingelseintheclassroom,letthestudentsguesswhereitis.
Where’sthesoccerball?Canyouguess?Isit…?Yes,itis.No,itisn’t.
Whereismypencilcase/backpack/pen/bag…?Canyouguess?Isitonthedesk/underthechair…?Yes,itis.No,itisn’t.
Step5:Justforfun.(Askthestudentstoreaditinastrangevoicetomakethedialoguefunorinteresting)
Where’smybackpack?(P24)
养成良好习惯，物品要摆放有序,不能到处乱扔。
Step6TalkaboutthepictureinpairsinPage23.
Where’s/are…?It’s/They’re…
Step7Practise
Readthenotefor3timesanddrawtheroom.
Thisismyroom.Therearebooksinthebookcase.Therearepicturesonhewall.Mybackpackisonthechair.AndIhaveabaseball.It’sonthefloor,betweenthebookcaseandthedesk.Thereisacomputeronmydesk,andavideocassettebehindthecomputer.Andthere’smyhat.It’sonthefloor,undermybed.
Askandanswerquestionsaboutthepictureyoudrew,trytorememberwherethethingsare.
Wherearethebooks?They’re…
Whereisthebackpack?It’s…
Where’sthebaseball?
Where’sthecomputerandthevideocassette?
Where’sthehat?
Step8:Let’ssumwhatwe’velearnedfromUnit4.
Words:
Phrases:
Sentences:
Somethingelse:
Questions:
Step10:Homework:
1.RememberthewordsinUnit4.
2.Practisethedialogueinpairs.
3.Writeanotetoyourfriendsally,askingforfourthingsfromyourroom.Saywheretheyare.
DearSally,
Canyoubringsomethingstome?Ineedmy________,my______,my______andmy_________.My_______is__________.My_________is___________.My_______is___________andmy_________are___________.
Thanks,Tom
Readthenoteinyourgroup.
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七年级英语Unit 3 This is my sister教案
七年级英语Unit3Thisismysister教案
教学内容：
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，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能够画出自己的家谱。
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、学会用指示代词：this,that,these和人称代词：I,heshethey介绍任务及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，并把它运用到实际生活中去，提高学生的交际能力。
3、学习策略：通过对人物个性化的描述，识别图片。
4、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。
教学难点、重点：
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问句及简单回答；
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。
课时安排：
第一课时SectionA1a-1c
第二课时SectionA2a-4
第三课时SectionB1-2c
第四课时SectionB3a-Self-check
PeriodOne
教师：照片，图片，表格。
StepOne:Newwords.
①Presentthenewwords.
T:Hello,everyone!Look!What’sthis?
Ss:It’sapicture.
T:Right.Whoisthemaninthepicture?
Ss:It’syou.
T:Yes,it’sme.Youknowme.Pleaselookatthis.Doyouknowthem?
Ss:No,wedon’t.
T:Theyaremyfamilymembers.TodayIwanttointroducemyfamilymemberstoyou.Wouldyouliketomeetthem?
Ss:Yes.
T:OK.Pleaselookatthisman?Isheold?
Ss:Yes.
T:Heismy“grandfather”.Pleasereadafterme,GRANDFATHERG-R-A-N-D-F-A-T-H-E-R,grandfather.
Ss:G-R-A-N-D-F-A-T-H-E-R,grandfather.
T:Thisismygrandfather.
(Teachtheword“grandmother”inthesameway.)
T:Heismy“grandfather”.Heismy“grandmother”.Thesearemygrandparents.Readafterme,grandparents.
Ss:Grandparents.
(Sticktheword“grandparents”ontheblackboard.Thenteachtheseswordsmother,father,brother,sisterandfriendinthesameway.)
T:Ihavetwobrothers,twosisters,Ihavemanyfriends.
(Teachbrothers,sisters,andfriends.)
T:Readthesenewwordstogether.
Ss:…
②Practicethenewwords.
T:Whocanmatchthewordswiththepicturesontheblackboard?
Ss:Ican.(TextbookP131a)
(Askonestudenttothefronttodoit.Theotherstudentswritedownlettersonthebooks.Inthiswayfinish1a.)
T:Checktheanswers.
Ss:…
T:Isheright?
用教师家人的照片呈现新课内容。
教师边介绍，边领读单词。
用匹配的方式巩固单词。
Ss:Yes.
(Onemorestudentgivestheanswers.)
StepTwo:Drill
①Listenandcircle.
T:Aboyistalkingabouthisfamily.Whoishetalkingabout?Nowlistenandcirclethepeopletheboytalksabout.
Ss:OK.
(Playtherecordingof1btwice.Studentswork.)
T:What’stheanswer?
S:Twobrothersandsister.
②Pairwork.TalkaboutDave’sfamily.
T:ThisisapictureofDave’sfamily.Let’stalkaboutDave’sfamilyinpairs.Youmustuse“Thisis…”and“Theseare…”todoit.
(Studentspractice.Teacherwalksaroundtheroomtohelpthem.)
T:Nowcheckyourpeactice.
S1:Whoisthis?
S2:Thisishis…
S1:Whoarethese?
S2:Thesearehis…
(Askafewpairstopractice.)
StepThree:Task
①Talkaboutthefamilytree.
T:Lookatthefamilytree.
(Stickafamilytreeontheblackboard.)
T:Let’stalkaboutthefamilytree,Youcandoitingroupsoffourorthree.Youcandoitinpairsoryoucandoityourself.Thenreportittotheclass.
(Studentswork.Teachmovesaroundtheclassroomtohelpthestudents.)
T:Checkyourtask.
S3:Hello.Mynameis…Lookatthis.Thisismyfamilytree.Thisismy…andthisismy…Theyareold.Thesearemy…Thisismy…Thisismy…Mymotheris…Thisismy…Hisnameis…Ilovemyfamily.
用听力训练再次强化学生对新单词的记忆。
让学生通过介绍Dave的家庭加强句型的操练。
让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。
T:Verygood.Nextmakeadialogueinpairsaboutyourfamily.First,youmustgreeteachother,thenintroduceyourfamily.
(Twostudentscometothefront.)
SA:Hello.
SB:Hello.Howareyou?
SA:Fine,thankyou.Andyou?
SB:I’mfine,too.
SA:Excuseme!What’sthis?
SB:It’smyfamilytree.
SA:Who’sthis?
SB:Thisismygrandfather.
SA:Who’sthis?
SB:Thisismygrandmother.
SA:Isthisyourfather?
SB:Yes,heis.
SA:Thewomenisyourmother?
SB:Yes,sheis.
SA:Who’stheboy?
SB:Heismybrother.
(Afewpairsdothis.)
T:Youdidwell.
②Makeasurvey.
T:Pleasetakeoutthefamilyphotosyoubringtoschool.Workingroupsoffour.Fillintheform.Thenreportittotheclass.
FamilyFamilymembers
(Studentswork.Teachermovesaroundtheclassroomtohelpthestudents.)(Studentsreporttotheclass.)
StepFour:Homework
Writeapassageaboutyourfamily.
让学生在语言实践中学会礼貌待人。
小组成员之间沟通有关家庭成员的信息，增进友谊。
PeriodTwo
课前准备
教师：图片，录音磁带。
学生：自己家人的照片，也可以是自己画的家谱。
教学设计
教学步骤
StepOne:Reviewthedrill.
T:Youknowmyfamilymembers.Iwanttoknowyourfamilymembers.Wouldyouliketointroduceyourfamilymemberstous?
(Studentsusetheirphotosorthepicturestheydrew.)
SS:Yes.
T:Whowantstobethefirst,please?
SA:Letmetry.
T:OK,please.
SA:Hello,everyone!Mynameis…Lookatthispicture,please.Thisisapictureofmyfamily.Thisismyfather.Hisnameis…Thisismymother.Hernameis…Theyaregoodparents.Thisismybrother.Hisnameis…Look!It’sme.AmIfunny?Ilovemyfamily.
T:Verygood.
(Anothertwostudentsintroducetheirfamily.)
StepTwo:Listening.
①Listenandcirclethewordsyouhear.
T:Herearetwoboys.OneisLinHai.TheotherisDave.TheyaretalkingaboutDave’sfamilymembers.Pleaselistentotherecordingof2ainSectionAandcirclethefamilymembersyouhear.
SS:OK.
(Playtherecordingof2atwice.Studentswork.)
T:Checktheanswer.
(Asktwostudentstosaytheanswers.)
②Listenandmatch.
T:ThisisapictureofDave’sfamily.WeknowthisisDave.Butwedon’tknowwhoisMary,whoisJimandwhoisLinHai.Let’s
根据上节课布置的作业，让学生谈论自己的家庭成员，为新课教学做铺垫。
通过听力练习，使学生巩固对家庭成员的记忆。
通过听力引出Isthis...?的句型
listenandfindthem.
(Playtherecordingof2b.Studentswork.)
T:Whofindthem?
(Manystudentsmaysaytheydo.Choosetwoofthemtoanswer.)
S1:Daveis…LinHaiis…
③Pairwork.TalkaboutDave’sfamily.
T:YoucometoDave’shome.Youseeapictureonthewall.Therearemanypeopleinthepicture.Youwanttoknowwhotheyare.Use“Isthis…”tofindthem,please.Whenyoufinish,changerolestodoit.Nowbegin.
(Studentswork.Teacherwalksroundtheclassroomtoseehowtheyaredoingandhelpsthestudentswhoneed.)
T:Let’scheckyourwork,please.
SS:OK.
(Askonepairtodoit.)
S1:IsthisJim?
S2:No,heisn’t.
S1:IsthisJim?
S2:Yes,heis.
(Asktwomorepairstodoit.)
④Practice.
T:Ihaveafriend.Heistalkingtohisfriend.Dave,aboutDave’ssister.Fillintheblankswiththewordsfromthebox.Workinpairs,thenreportittotheclass.
isn’tbrotherissister
(Studentswork.Teacherwalksaroundtheclassroomandhelpsthestudentswhoneed.)
T:Checkyourwork,please.
(Askonepairtodoit.)
S3:That’s…andthat’s…Issheyour…?
S4:Yes,sheis.
S3:Andistheyour…?
S4:No,heisn’t.He’smy…
(Changerolestodoitandaskonemorepairtodoit.)
StepThree:Task.
①Playaguessinggame.
通过谈论Dave的家庭成员，练习句型Isthis...?
用学生的句型引出Isshe/heyour...?的句型，让学生在对话中理解人称代词的用法。
T:Ihaveapicturehere.Doyouwanttoknowwhosheis?
(Showthepicturetothestudents.)
SS:Yes.
(Studentsguessthepicture.)
②Groupwork.
T:Putyourphotostogetheronyourdesk.Workingroupsoffour.Youcanuse“Isshe…?”or“Ishe…?”totaketurnsaskingandanswerquestionsaboutthephotos.Thenreportittotheclass.
(Studentswork.)
T:Checkyourwork.
Homework.
Drawyourfamilytree.
用游戏的方式巩固人称代词的知识。
PeriodThree
课前准备
教师：图片。
学生：照片。
教学设计
教学步骤
StepOne:Newwords.
①Presentthenewwords.
T:Doyoulikegames?
S:Yes.
T:Let’splayaguessinggame.Pleaselistencarefully.Heismybrother.Butmyfatherisnothisfather.Hisfatherisnotmyfather.Hisfatherandmyfatherarebrothers.Wehavethesamegrandfather.Whoishe?
S1:Itisyour“表哥”.
T:No,itisn’t.
S2:Itisyour“堂兄”or“堂弟”.
T:Yes,itis.Let’sseehowtosayitinEnglish.
(Putthecard“cousin”ontheblackboard.)
T:It’scousin.Readafterme,C-O-U-S-I-N,cousin.
SS:C-O-U-S-I-N,cousin.
T:Spellit,please.
SS:C-O-U-S-I-N,cousin.
…
T:ThistimeyoumustsayitinEnglish.Sheisyoursister.Butyourfatherisnotherfather.Herfatherisnotyourfather.Herfatherandyourfatherarebrothers.Youhavethesamegrandmother.Whoisshe?
S:It’smycousin.
T:Yourfather’sbrotherisyour…?
S3:“大爷，大伯”.
S4:“叔叔”.
T:Youareright.Let’sseehowtosayitinEnglish.
(Putthewordcard“uncle”ontheblackboard.)
T:Readafterme,please,U-N-C-L-E,uncle.
SS:U-N-C-L-E,uncle.
…
T:Youruncle’swifeisyour…?
S5:“伯母，婶婶”.
用游戏的方式引人新课。
T:Right.
(Putthecard“aunt”ontheblackboardandthenteachthesewordsson,daughterinthisway.)
T:Readthewordsonthecardtogether.
SS:…
②Practicethenewwords.
T:Lookatthefamilytree.Somewordsaremissing.Whocanhelpmefillit,please?
(Askonestudenttothefronttodoitontheblackboard.Theothersfinishitontheirbook.)
T:Checkyourwork.
StepTwo:Drill.
①Listenandcheckthewordsyouhear.
T:LinHaiandDavearetalkingaboutDave’sfamily.Howmanyfamilymembersaretheytalkingabout?Pleaselistenandcheckthewordsyouhear.
(Playtherecordingof2aonce.)
(Asktwomorestudentstosaytheanswers.)
②Listenandcheckthepicture.
T:Ihavetwopictureshere.WhichoneisLinHaitalkingabout?Let’slistenandfinditout,please.
(Playtherecordingtwiceagain.)
(Checktheanswer.)
③Pairwork.Drawyourownpictureandtalkaboutit.
T:WefindoutthepictureofLinHai’sfamily.Canyoudrawapictureofyourfamily?
SS:…
T:OK.Whenyoufinishdrawing,tellyourpartneraboutyourpicture.Youcanuse“Thisis…”and“Theseare…”totalkabout.Thenreportittotheclass.
(Studentswork.)
(Checkstudents’work.Asktwoorthreestudentstoreport.)
StepThree:Task.
Talkaboutthefamilytree.
T:Lookatthefamilytree.Ithinkit’sabigfamily.Youcandoit
ingroupsoffourorthree.Youcandoitinpairsoronlybyyourself.Thenreportittotheclass.
(Studentswork.Teacherwalksaroundintheclassroomandhelpsthestudents.)
T:Stophere.Let’scheckitout.
(Choosestudentstodoit.)
S1:Lookatmyfamilytree.Thisismy…Thisismy…Theyhavetwo…Thisismy…Thisismy…Thisismy…Thisismy.Myparentshavetwochildren.Thisis…Thisismy…Myuncleandmyaunthaveason.Heismy…
(Asktwomorestudentstodoit.)
Homework.
Writeapassageaboutyourfamily.
PeriodFour
课前准备
教师：家庭成员的照片。
学生：学生自己画的家庭照片。
教学设计
教学步骤
StepOne:Newwords.
①Presentthenewwords.
T:Hello,everyone.Mynameis“Emma”.TodayIwanttointroducemybrothertoyou.
(Putthepictureofhissisterontheblackboard.)
T:Thisismysister,Mona.Readafterme,MONA,M-O-N-A,Mona.
SS:M-O-N-A,Mona.
T:Thesearemyparents.Theyare“great”parents.
(Putthepictureofhisfamilyontheblackboard.)
T:Readafterme,GREAT,G-R-E-A-T,great.
SS:G-R-E-A-T,great.
…
T:Theyaremy“dear”parents,too.
(Teachdear,photo,thanksfor…)
②Practicethenewwordsanddrill.
T:Ihavealetterfrommypenfriend.NowIwantyoutoreaditforme.ThendrawthephotoofEmma’sfamily.
SS:OK.
(Studentsreadtheletteranddrawthephotoontheirbooks.)
(Showsomephotosthatstudentsdrawtotheclass.Studentssaywhichoneisgoodorwhichoneisbetter.)
StepThree:Task.
①Writealettertoyourfriend.
T:Yourhavealetterformyourfriend.Nowwritebacktoyourfriend.Tellhimorheraboutyourfamily,Andreportyourletter.
SS:OK.
(Studentswork.Teachermovesaroundtheroomandhelpsthestudentswholetter.)
T:Nowcheckyourwork.
S1:Dear...
Thanksforthephotoyourfamily.Hereismyfamilyphoto.Thisismy...Thisismy...Thisis...Ihavea...
Yourfriend,...
(Anothertwomorestudentsdoit.)
①Writealetter.
T:Takeoutthephotoofyourfamilytoschoolandwritealetteraboutit.Whenyoufinish,I’llputyourphotosandlettersontheblackboard.Youmatchthephotosandtheletters.
SS:Allright.
(Studentswritetheirletters.Teachermovesaroundtheroomandhelpsthestudentswhoneed.)
T:Checkyourworknow.
S:...
(Teacherputssomephotosandlettersontheboard.Askstudentstocometothefronttoreadtheletterandmatchitwiththephoto.)
Homework.
Finishself-check.
七年级英语：《unit3 This is my sister》优秀教案
Unit3Thisismysister.教学内容：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，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能够画出自己的家谱。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、学会用指示代词：this,that,these和人称代词：I,heshethey介绍任务及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，并把它运用到实际生活中去，提高学生的交际能力。3、学习策略：通过对人物个性化的描述，识别图片。4、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。
教学难点、重点：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问句及简单回答；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。课时安排：第一课时SectionA1a-1c第二课时SectionA2a-4第三课时SectionB1-2c第四课时SectionB3a-Self-checkPeriodOne教师：照片，图片，表格。StepOne:Newwords.①Presentthenewwords.T:Hello,everyone!Look!What’sthis?Ss:It’sapicture.T:Right.Whoisthemaninthepicture?Ss:It’syou.T:Yes,it’sme.Youknowme.Pleaselookatthis.Doyouknowthem?Ss:No,wedon’t.T:Theyaremyfamilymembers.TodayIwanttointroducemyfamilymemberstoyou.Wouldyouliketomeetthem?Ss:Yes.T:OK.Pleaselookatthisman?Isheold?Ss:Yes.T:Heismy“grandfather”.Pleasereadafterme,GRANDFATHERG-R-A-N-D-F-A-T-H-E-R,grandfather.Ss:G-R-A-N-D-F-A-T-H-E-R,grandfather.T:Thisismygrandfather.(Teachtheword“grandmother”inthesameway.)T:Heismy“grandfather”.Heismy“grandmother”.Thesearemygrandparents.Readafterme,grandparents.Ss:Grandparents.(Sticktheword“grandparents”ontheblackboard.Thenteachtheseswordsmother,father,brother,sisterandfriendinthesameway.)T:Ihavetwobrothers,twosisters,Ihavemanyfriends.(Teachbrothers,sisters,andfriends.)T:Readthesenewwordstogether.Ss:…②Practicethenewwords.T:Whocanmatchthewordswiththepicturesontheblackboard?Ss:Ican.(TextbookP131a)(Askonestudenttothefronttodoit.Theotherstudentswritedownlettersonthebooks.Inthiswayfinish1a.)T:Checktheanswers.Ss:…T:Isheright?用教师家人的照片呈现新课内容。教师边介绍，边领读单词。用匹配的方式巩固单词。Ss:Yes.(Onemorestudentgivestheanswers.)StepTwDrill①Listenandcircle.T:Aboyistalkingabouthisfamily.Whoishetalkingabout?Nowlistenandcirclethepeopletheboytalksabout.Ss:OK.(Playtherecordingof1btwice.Studentswork.)T:What’stheanswer?S:Twobrothersandsister.②Pairwork.TalkaboutDave’sfamily.T:ThisisapictureofDave’sfamily.Let’stalkaboutDave’sfamilyinpairs.Youmustuse“Thisis…”and“Theseare…”todoit.(Studentspractice.Teacherwalksaroundtheroomtohelpthem.)T:Nowcheckyourpeactice.S1:Whoisthis?S2:Thisishis…S1:Whoarethese?S2:Thesearehis…(Askafewpairstopractice.)StepThree:Task①Talkaboutthefamilytree.T:Lookatthefamilytree.(Stickafamilytreeontheblackboard.)T:Let’stalkaboutthefamilytree,Youcandoitingroupsoffourorthree.Youcandoitinpairsoryoucandoityourself.Thenreportittotheclass.(Studentswork.Teachmovesaroundtheclassroomtohelpthestudents.)T:Checkyourtask.S3:Hello.Mynameis…Lookatthis.Thisismyfamilytree.Thisismy…andthisismy…Theyareold.Thesearemy…Thisismy…Thisismy…Mymotheris…Thisismy…Hisnameis…Ilovemyfamily.用听力训练再次强化学生对新单词的记忆。让学生通过介绍Dave的家庭加强句型的操练。让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。T:Verygood.Nextmakeadialogueinpairsaboutyourfamily.First,youmustgreeteachother,thenintroduceyourfamily.(Twostudentscometothefront.)SA:Hello.SB:Hello.Howareyou?SA:Fine,thankyou.Andyou?SB:I’mfine,too.SA:Excuseme!What’sthis?SB:It’smyfamilytree.SA:Who’sthis?SB:Thisismygrandfather.SA:Who’sthis?SB:Thisismygrandmother.SA:Isthisyourfather?SB:Yes,heis.SA:Thewomenisyourmother?SB:Yes,sheis.SA:Who’stheboy?SB:Heismybrother.(Afewpairsdothis.)T:Youdidwell.②Makeasurvey.T:Pleasetakeoutthefamilyphotosyoubringtoschool.Workingroupsoffour.Fillintheform.Thenreportittotheclass.Family
Familymembers
(Studentswork.Teachermovesaroundtheclassroomtohelpthestudents.)(Studentsreporttotheclass.)StepFour:HomeworkWriteapassageaboutyourfamily.让学生在语言实践中学会礼貌待人。小组成员之间沟通有关家庭成员的信息，增进友谊。PeriodTwo课前准备教师：图片，录音磁带。学生：自己家人的照片，也可以是自己画的家谱。教学设计教学步骤StepOne:Reviewthedrill.T:Youknowmyfamilymembers.Iwanttoknowyourfamilymembers.Wouldyouliketointroduceyourfamilymemberstous?(Studentsusetheirphotosorthepicturestheydrew.)SS:Yes.T:Whowantstobethefirst,please?SA:Letmetry.T:OK,please.SA:Hello,everyone!Mynameis…Lookatthispicture,please.Thisisapictureofmyfamily.Thisismyfather.Hisnameis…Thisismymother.Hernameis…Theyaregoodparents.Thisismybrother.Hisnameis…Look!It’sme.AmIfunny?Ilovemyfamily.T:Verygood.(Anothertwostudentsintroducetheirfamily.)
StepTwListening.①Listenandcirclethewordsyouhear.T:Herearetwoboys.OneisLinHai.TheotherisDave.TheyaretalkingaboutDave’sfamilymembers.Pleaselistentotherecordingof2ainSectionAandcirclethefamilymembersyouhear.!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--motherfathersisterbrothergrandmothergrandfatherfriendgrandparents
SS:OK.(Playtherecordingof2atwice.Studentswork.)T:Checktheanswer.(Asktwostudentstosaytheanswers.)②Listenandmatch.T:ThisisapictureofDave’sfamily.WeknowthisisDave.Butwedon’tknowwhoisMary,whoisJimandwhoisLinHai.Let’s根据上节课布置的作业，让学生谈论自己的家庭成员，为新课教学做铺垫。通过听力练习，使学生巩固对家庭成员的记忆。通过听力引出Isthis...?的句型listenandfindthem.(Playtherecordingof2b.Studentswork.)T:Whofindthem?(Manystudentsmaysaytheydo.Choosetwoofthemtoanswer.)S1:Daveis…LinHaiis…③Pairwork.TalkaboutDave’sfamily.T:YoucometoDave’shome.Youseeapictureonthewall.Therearemanypeopleinthepicture.Youwanttoknowwhotheyare.Use“Isthis…”tofindthem,please.Whenyoufinish,changerolestodoit.Nowbegin.(Studentswork.Teacherwalksroundtheclassroomtoseehowtheyaredoingandhelpsthestudentswhoneed.)T:Let’scheckyourwork,please.SS:OK.(Askonepairtodoit.)S1:IsthisJim?S2:No,heisn’t.S1:IsthisJim?S2:Yes,heis.(Asktwomorepairstodoit.)④Practice.T:Ihaveafriend.Heistalkingtohisfriend.Dave,aboutDave’ssister.Fillintheblankswiththewordsfromthebox.Workinpairs,thenreportittotheclass.isn’tbrotherissister(Studentswork.Teacherwalksaroundtheclassroomandhelpsthestudentswhoneed.)T:Checkyourwork,please.(Askonepairtodoit.)S3:That’s…andthat’s…Issheyour…?S4:Yes,sheis.S3:Andistheyour…?S4:No,heisn’t.He’smy…(Changerolestodoitandaskonemorepairtodoit.)StepThree:Task.①Playaguessinggame.通过谈论Dave的家庭成员，练习句型Isthis...?用学生的句型引出Isshe/heyour...?的句型，让学生在对话中理解人称代词的用法。T:Ihaveapicturehere.Doyouwanttoknowwhosheis?(Showthepicturetothestudents.)SS:Yes.(Studentsguessthepicture.)②Groupwork.T:Putyourphotostogetheronyourdesk.Workingroupsoffour.Youcanuse“Isshe…?”or“Ishe…?”totaketurnsaskingandanswerquestionsaboutthephotos.Thenreportittotheclass.(Studentswork.)T:Checkyourwork.Homework.Drawyourfamilytree.用游戏的方式巩固人称代词的知识。PeriodThree课前准备教师：图片。学生：照片。教学设计
教学步骤StepOne:Newwords.①Presentthenewwords.T:Doyoulikegames?S:Yes.T:Let’splayaguessinggame.Pleaselistencarefully.Heismybrother.Butmyfatherisnothisfather.Hisfatherisnotmyfather.Hisfatherandmyfatherarebrothers.Wehavethesamegrandfather.Whoishe?S1:Itisyour“表哥”.T:No,itisn’t.S2:Itisyour“堂兄”or“堂弟”.T:Yes,itis.Let’sseehowtosayitinEnglish.(Putthecard“cousin”ontheblackboard.)T:It’scousin.Readafterme,C-O-U-S-I-N,cousin.SS:C-O-U-S-I-N,cousin.T:Spellit,please.SS:C-O-U-S-I-N,cousin.…T:ThistimeyoumustsayitinEnglish.Sheisyoursister.Butyourfatherisnotherfather.Herfatherisnotyourfather.Herfatherandyourfatherarebrothers.Youhavethesamegrandmother.Whoisshe?S:It’smycousin.T:Yourfather’sbrotherisyour…?S3:“大爷，大伯”.S4:“叔叔”.T:Youareright.Let’sseehowtosayitinEnglish.(Putthewordcard“uncle”ontheblackboard.)T:Readafterme,please,U-N-C-L-E,uncle.SS:U-N-C-L-E,uncle.…T:Youruncle’swifeisyour…?S5:“伯母，婶婶”.用游戏的方式引人新课。
T:Right.(Putthecard“aunt”ontheblackboardandthenteachthesewordsson,daughterinthisway.)T:Readthewordsonthecardtogether.SS:…②Practicethenewwords.T:Lookatthefamilytree.Somewordsaremissing.Whocanhelpmefillit,please?(Askonestudenttothefronttodoitontheblackboard.Theothersfinishitontheirbook.)T:Checkyourwork.StepTwDrill.①Listenandcheckthewordsyouhear.T:LinHaiandDavearetalkingaboutDave’sfamily.Howmanyfamilymembersaretheytalkingabout?Pleaselistenandcheckthewordsyouhear.(Playtherecordingof2aonce.)(Asktwomorestudentstosaytheanswers.)②Listenandcheckthepicture.T:Ihavetwopictureshere.WhichoneisLinHaitalkingabout?Let’slistenandfinditout,please.(Playtherecordingtwiceagain.)(Checktheanswer.)③Pairwork.Drawyourownpictureandtalkaboutit.T:WefindoutthepictureofLinHai’sfamily.Canyoudrawapictureofyourfamily?SS:…T:OK.Whenyoufinishdrawing,tellyourpartneraboutyourpicture.Youcanuse“Thisis…”and“Theseare…”totalkabout.Thenreportittotheclass.(Studentswork.)(Checkstudents’work.Asktwoorthreestudentstoreport.)StepThree:Task.Talkaboutthefamilytree.T:Lookatthefamilytree.Ithinkit’sabigfamily.Youcandoitingroupsoffourorthree.Youcandoitinpairsoronlybyyourself.Thenreportittotheclass.(Studentswork.Teacherwalksaroundintheclassroomandhelpsthestudents.)T:Stophere.Let’scheckitout.(Choosestudentstodoit.)S1:Lookatmyfamilytree.Thisismy…Thisismy…Theyhavetwo…Thisismy…Thisismy…Thisismy…Thisismy.Myparentshavetwochildren.Thisis…Thisismy…Myuncleandmyaunthaveason.Heismy…(Asktwomorestudentstodoit.)Homework.Writeapassageaboutyourfamily.PeriodFour课前准备教师：家庭成员的照片。学生：学生自己画的家庭照片。教学设计教学步骤StepOne:Newwords.①Presentthenewwords.T:Hello,everyone.Mynameis“Emma”.TodayIwanttointroducemybrothertoyou.(Putthepictureofhissisterontheblackboard.)T:Thisismysister,Mona.Readafterme,MONA,M-O-N-A,Mona.SS:M-O-N-A,Mona.T:Thesearemyparents.Theyare“great”parents.(Putthepictureofhisfamilyontheblackboard.)T:Readafterme,GREAT,G-R-E-A-T,great.SS:G-R-E-A-T,great.…T:Theyaremy“dear”parents,too.(Teachdear,photo,thanksfor…)
②Practicethenewwordsanddrill.T:Ihavealetterfrommypenfriend.NowIwantyoutoreaditforme.ThendrawthephotoofEmma’sfamily.SS:OK.(Studentsreadtheletteranddrawthephotoontheirbooks.)(Showsomephotosthatstudentsdrawtotheclass.Studentssaywhichoneisgoodorwhichoneisbetter.)StepThree:Task.①Writealettertoyourfriend.T:Yourhavealetterformyourfriend.Nowwritebacktoyourfriend.Tellhimorheraboutyourfamily,Andreportyourletter.SS:OK.(Studentswork.Teachermovesaroundtheroomandhelpsthestudentswholetter.)T:Nowcheckyourwork.S1:Dear...Thanksforthephotoyourfamily.Hereismyfamilyphoto.Thisismy...Thisismy...Thisis...Ihavea...Yourfriend,...(Anothertwomorestudentsdoit.)①Writealetter.T:Takeoutthephotoofyourfamilytoschoolandwritealetteraboutit.Whenyoufinish,I’llputyourphotosandlettersontheblackboard.Youmatchthephotosandtheletters.SS:Allright.(Studentswritetheirletters.Teachermovesaroundtheroomandhelpsthestudentswhoneed.)T:Checkyourworknow.S:...(Teacherputssomephotosandlettersontheboard.Askstudentstocometothefronttoreadtheletterandmatchitwiththephoto.)Homework.Finishself-check.人教版七年级英语上册Unit 2 This is my sister教案
一般给学生们上课之前，老师就早早地准备好了教案课件，大家静下心来写教案课件了。必须要写好了教案课件计划，未来的工作就会做得更好！你们会写一段优秀的教案课件吗？考虑到您的需要，小编特地编辑了“人教版七年级英语上册Unit 2 This is my sister教案”，相信能对大家有所帮助。
人教版七年级英语上册Unit2Thisismysister教案
1、知识目标：帮助学生四会掌握以下单词：grandfather,grandmother,grandparents,father,mother,parents,son,daughter,sister,brother,aunt,uncle,cousin,friend,these,those。并对复数形式有初步了解。
2、能力目标：通过本节课学习，学生就家庭成员相互之间应该能用英语介绍、询问、交流。并能用英语在脑子里对个家庭成员的关系进行思考。同时基本上能辨别什么时候用单数什么时候用复数。
3、德育目标：通过对家庭成员的学习，学生对自己的家庭成员会有更清晰的印象，从而激发起他们对家人的热爱。
1、词汇：sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,those,these,who.
2、句型：Thisismysister.That’smygrandfather.Thesearemybrothers.Thosearemyparents.
让学生运用所学的语言项目“This/Thatis…/These/Thoseare…”等内容与其他人交流家庭成员的情况。
Step1.Reviewandwarmingup.
What’syourname?Myname’sJenny.What’sthisinEnglish?It’sapencil.
Step2.Leadingin.
1.Listentoasong:FamilySong
2.Doyouknowthemeaningthe“family”?Itmeans“FatherandmotherIloveyou.”
Step3.Presentation
1.用电视剧《家有儿女》家庭照片引出单词：father,mother,sister,brother,grandfather,grandmother,these,those.和句型:Thisis….Thatis…These/Thoseare…
2.CompareSingularandplural.Finishtask1
3.Comparesentences,findthedifferences.
4.Readthesewordsandsentencesaftertheteacher.
5..Let’schant
6.1aMatchthewordswiththepeopleinthepicture,thenchecktheiranswers.
Step4.Listeningpractice.
Listenandcirlethewordsyouhearin1a.
Step5.Speakingpractice.
Role-playtheconversationin1a.Thentalkabouttheotherpeopleinthepicture.
Step6.Summary.
Letstudentssumwhattheylearntduringthisclass.
Step7.Homework.
(1).Rememberthenewwords.
(2).Trytointroduceyourfamilytoyourfriendorally.
(3).Finishtaskpaper.
Unit2Thisismysister.
motherThisishismother.
fatherThesearehisparents.
brotherThatishisfriend.
sisterThosearehisfriends.
grandfatherWho’sshe?
grandmotherShe’smysister.
who
Taskpaper
Task1.比较单词的单数与复数形式，并写出其它单词的复数形式。
parent——parentsfriend——friendsgrandparent——grandparents
brother_________sister___________ruler___________pen_____________map____________jacket___________
Task2.讨论并比较下列两组句子，给出总结。
Thisismysister.Thesearehisparents.
Thatismyfriend.Thosearehisfriends.
试比较：this与that，these与those的区别，is与are的区别
Task3.Let’schant
Father,father,thisismyfather.
Mother,mother,thatismymother.
Grandfather,grandfather.
Grandmother,grandmother.
Parents,parents,thesearemyparents.
Brother,sister,thosearemyfriends.
Task4.编写对话。根据活动1a编写对话，尽可能多谈论图片中的人物。
A:That’smyfamily.Thosearemyparents.
B:Who’sshe?
A:She’smysister.Oh,andthesearemybrothers.
B:Whoarethey?
A:Theyaregrandparents.
课后练习
1.翻译
(1).这是我妹妹。_____________mysister.
(2).那是我弟弟。_______________mybrother.
(3).这是他的兄弟们。_____________hisbrothers.
(4）——她是谁？—________she?
——她是我妹妹。—_______mysister.
(5).这是我父母。__________________myparents.
2.按要求改句子。
(6).Sheismymother.(对画线部分提问)__________________she?
(7).Thisishisruler.(改为复数句)__________________his_________.
(8).Thatismybrother.(改为复数句)__________________my_________.
(9).my,is,Bill,This,friend,(.)(连词成句)___________________________.
(10).are,grandparents,Those,his,(.)(连词成句)________________________.
