江苏省灌云县四队中学七年级英语上册《Unit 2 This is my sister》教学设计 （新版）人教新目标版.doc

免费下载网址 Unit 2 This is my sister. 一、教材分析 本单元学习的是学生最熟悉的家庭成员的称谓。通过介绍照片中的人物，帮助学生学会This/That is … , These/Those are … 以及询问人物的特殊疑问句Who is/are …? 本单元生词较多，并且也开始涉及到名词的复数形式，对学生来说有一定的难度。整个单元的都是围绕照片来谈论介绍人物的。由最初单一的家人称谓到连贯的句子、到对话、到篇章，充分体现了教材内容的渐进性和层次性，在教师的指导下学生能不断地重复掌握本单元的生词和新句型，从而达到熟练运用所学内容介绍家庭成员的目的。 本单元的教学内容为： 1. 学习介绍他人；辨认人物。 2. 学习名词：sister, mother, mom, father, dad, parent, brother, grandmother, grandma, grandfather, grandpa, grandparent, son, daughter, cousin, uncle, aunt, family, day, photo, picture, girl, dog 学习动词：have 学习代词：these, those, who 学习感叹词：well, oh, bye 学习副词：here, 学习兼类词：next adj.& n. 学习介词：of 3. 学习词组：in the first photo, in the next photo, two nice photos of my family 4. 学习句型：This/That is … These/Those are … Who’s he/she? He/She is … Who are they? They are … Here is/are … 5. 了解句子：Oh, I see. Well, have a good day! Thanks! You, too. 二、教学目标 1. 通过本单元的学习，学生能用英语介绍、询问、交流家庭成员。并能用英语对每个家庭成员的关系进行思考。例如，见到father's mother,他们能很快反应出是指grandmother。同时能辨别什么时候用名词的单数形式什么时候用名词的复数形式。 2. 通过对家庭成员的学习，学生能用英语思考，并理清家庭成员之间的关系，从而激发他们对家人的热爱。 三、教学重难点： 1. 熟练掌握各家庭成员的名称，会读会说会认，并会用这些词进行交流。 2. 能正确运用所学词汇的单复数介绍他人。 四、课时安排 第一课时：完成Section A 1a–2c 第二课时：完成Section A 2d–3c 第三课时：完成Section B 1a–1d 第四课时：完成Section B 2a–2c 第五课时：完成Section B 3a–Self Check 五、教学步骤 The First Period (Section A, 1a–2c) Teaching aims （教学目标） 1. 学会表述家人的称谓。 2. 能听懂有关介绍家庭成员的对话。 2. 学会介绍家人。 3. 学会用特殊疑问句来询问家人的称谓。 Language points (语言点) 1. 词汇：1)名词n. sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family 2)代词pron. those, who, these 3)感叹词interj. oh 2. 句型：This/That is … These/Those are … Who’s she? She’s … Difficulties （教学难点） 1. 表示人物称谓的名词的读音及拼写。 2. 名词复数的正确使用。 Teaching steps （教学步骤） 1. Warm-up and revision（课堂热身和复习） （1）Daily greetings to the students T: Hello. What’s your name? S: My name is … T: Nice to meet you! S: Nice to meet you, too! (2) Revision （复习） 1）T: What’s this in English? (Show some pictures or use the PPT.) S: It’s a jacket. T: Spell it, please. S: J-A-C-K-E-T, jacket. T: What color is it? S: It’s purple. 2）T: Is he Eric? （指着班上的学生进行问答。） S: Yes, he is. T: Is she Cindy? S: No, She isn’t. She’s Helen. T: What’s his name? S: His name is Bob. 3）T: This is ... （利用书上所出现的人物图片引导学生说出名字。） S: Alice. This is Alice. T: They are … S: Mike and Tom. They are Mike and Tom. T: That is … S: Frank. That is Frank. T: They are … S: Cindy and Dale. They are Cindy and Dale. 【教学设计说明】复习前几个单元的基本句型，是对所学知识的回顾，也是正式上课前的热身。让学生指认班上的同学并询问姓名，把学生的语言交际放在真实的情境中，可以极大地调动学生的学习兴趣。通过复习学生已知的人物，引出介绍人物的句型。 2. Presentation （呈现新知识） T: What’s this in English? S: (Help the Ss to say) It’s a picture/photo. T: Yes, this is a picture of a family. Can you see this woman? This is my mother. (板书mother) She is my mother. Read after me, mother. S: Mother, mother, mother. T: Can you see this man? This is my father. (板书father) He is my father. S: Father, father, father. T: These are my parents. (板书these, parents) They are my parents. Read after me. Explanation: 名词分为可数名词和不可数名词两类。可数名词有单数和复数之分，变为复数形式时，一般情况是在单数名词后加“-s”，如：pen→pens, parent→parents； （以此方法将图片上的grandfather, grandmother, grandparents, brother, sister引出） 【教学设计说明】借着上一步复习的句型，拿出一张全家福，引入到family的话题；分别指向相应的人物来介绍，引出新的词汇，并教学生朗读，以确保他们发音的正确。在此环节的最后，说明可数名词单数变复数的最基本用法，为后面进一步的学习埋下伏笔。 3. Work on 1a （完成1a） 1) T: Now, please open your books and turn to page 7. Look at 1a. You can see a picture of Dave’s family and some words we learned just now. Please match the words with the people in the picture. 2) Check the answers. 3) Ask some Ss to read aloud the words. 【教学设计说明】说到match的时候用手做比划，示范什么是match。学生完成任务后再抽学生朗读，主要是检查他们是否掌握了这些词汇的读音。 4. Drill (练习) T: Now, you are Dave. Please cover the answers of 1a by using a piece of paper. And then listen to me carefully. I will give you a letter. You can look at the picture and tell me what this letter means. For example, I say “a”. You should say “This is my mother.” I say “b”. You should say “These are my parents.” Understand? T: OK. Let’s begin. Tom, stand up, please. Your letter is “e”. Tom: This is my grandfather. T: Good job. Next one is … 【教学设计说明】让学生扮演图片中的人物Dave，是帮助他们用第一人称来介绍家庭成员，进一步熟悉刚学到的新词汇。 5. Work on 1b （完成1b） （1） T: Next, I will play the recording. Please listen carefully, and circle the people the boy talks about in the picture. （2）Play the recording for the first time. Ss only listen. （3）Play the recording for the second time. Ss listen and circle the words they hear. （4）T: Did you get the answers? Who does the boy talk about? S: … T: Well done. Who does the boy talk about? S: … （5）Play the recording again for the Ss to listen and repeat. 【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。 6. Presentation （呈现新知识） Draw a boy and two boys on the board and present the sentences: 1) This is my friend. These are my friends. （教师站在黑板近处） Who’s he? He’s my friend. Who are they? They are my friends. 2) That is my brother. Those are my brothers. （教师站在理黑板较远的地方） Who’s he? He’s my brother. Who are they? They are my brothers. 【教学设计说明】此环节通过教师所站的位置来表示this，these 和that，those的区别，同时也让学生明白单复数形式表达的词汇是不同的。 7. Work on 1c （完成1c） （1）T: Now, you are Dave. Please introduce your family to me. You can use “That’s my … Those are my …” （2）T: Who’s she/he? S: He/She is my … （3）T: Now please open your books to page 57. Look at Note 1 in Unit 2. Let’s learn the culture: 中外家庭亲属成员之间称谓的文化差异 【教学设计说明】此环节是让学生运用所学句型来进行操练，有利于巩固所学句型。同时，让学生看书后57页的注解，帮助他们了解中外家庭亲属成员之间称谓的文化差异。 8. Work on 2a & 2b (完成2a和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, and you 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: … 【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生将单词与人物连线，是检查学生能否根据所听到的内容辨认图中的人物。 9. Work on 2c （完成2c） （1）Point at the picture and practice with the students. T: Please look at the picture again. Who’s she? S: She’s Cindy. T: Who’s he? S: He’s her father. （2）Now you can practice talking about the photo in 2b in pairs. 【教学设计说明】此环节先通过教师与学生的对话示范，让学生清楚教师的意图—怎么进行对话。然后学生两人一组进行操练，可以使他们更加容易并熟练地掌握本堂课的内容。 10. Homework （课后作业） Oral: 1. 朗读并熟记第7页的单词和句子。 2. 准备一张全家福，用所学的单词和句型进行介绍。（提醒学生记住在本单元后面的几堂课上都要使用。） Written: 抄写第7页的单词和句子。 The Second Period (Section A, 2d–3c) Teaching aims （教学目标） 1. 学会说家庭成员的称谓。 2. 学会询问别人的家庭成员，向别人介绍自己的家庭成员。 Language points (语言点) 1. 词汇：1）学习名词：day 2）学习代词：they 3）学习动词：have 4）学习感叹词：well, bye 2. 了解句子：Oh, I see. Well, have a good day! Thanks! You, too. 3. 语法：1）初步学习词的复数形式 2）了解缩写词：that’s, who’re, who’s, they’re 3）了解同位语： This is my sister Kate. Difficulties （教学难点） 介绍家庭成员时对单复数词汇的正确使用。 Teaching steps （教学步骤） 1. Warm-up and revision（课堂热身和复习） 1. Daily greetings to the students T: Good morning/afternoon, boys and girls! S: Good morning/afternoon, Mr./Mrs. … T: Nice to see you! S: Nice to see you, too! T: How are you today? S: I am fine/great/OK. How about you? T: I am fine/great/OK, too. / I am not bad. How is your mother/father/…? / How are your parents? S: She/He is … / They are … T: What’s your name, please? S: My name is (I am) … T: (to the whole class) So that’s … 2. Play a Bingo game Have Ss write down nine words from page 7 in the boxes. Then read the words in random order. Have Ss check the words they hear. If three words in a line are checked, they are the winners. T: Please draw a chart like this. Write down nine words from page 7. You can write down one word in each box as you like. T: Now I’ll read out nine words and you check what you hear. If you checked three words that in one line, you can say “Bingo!” and put up your hands. If you are the first to say “Bingo”, you are the winner. 3. Revision Talk about the picture in 2b using these sentence patterns: This/That is … Who’s she/he? She’s/He’s … These/Those are … Who’re they? They’re … 【教学设计说明】日常问候是为了帮助学生尽快进入学习的良好状态，老师引导他们用不同的语句进行问答，让他们知道在不同的情景下可以用不同的表达；通过Bingo游戏，让学生听辨并巩固上堂课所学的词汇；通过询问学生姓名，用That’s … 句型来介绍这位同学，也可以先问两个学生，再用Those are …句型来进行介绍；通过谈论2b的图片，让学生复习家庭成员的称谓和介绍人物的句型。这一环节为下一步的学习做好了铺垫 2. Work on 2d （完成2d） 1）T: Look at the conversation in 2d. You can role-play it. （解释role-play：分角色表演）. I’ll give you five minutes to practice it with a partner. (While the Ss are practicing, move around and help those who need help.) 2）T: Now you can look at the picture in 2d and answer my questions. Who are the girls? S: They are Jane, Sally and Kate. T: Who’s Kate? S: She’s Sally’s sister. T: Who’s that boy? S: He’s Sally’s brother. T: What’s his name? S: He’s Paul. T: Are those Jane’s parents? S: No. They are Sally and Kate’s parents. 3）Explain some of the sentences. a. Oh, I see. 噢，我明白了。 b. Well, have a good day! 那好，愿你们（一天）玩得高兴！ c. Thanks! You, too. 多谢了！也祝你玩得高兴。 （见教材57页课文注解。） 【教学设计说明】由于上一步的热身和复习为这一环节做好了铺垫，因此，让学生直接进行角色表演并不是很困难的。在他们练习中，教师给予适当的帮助。然后对学生进行提问，了解他们是否明白图片中的人物。这一步对学生来说有一定困难，因此，教师在提问后要指导学生回答问题。这样能很好地培养学生看图和阅读的能力。最后让学生看注解，让他们更加清楚对话的意思。 3. Grammar Focus （语法焦点） 1）T: Look at the sentences in Grammar Focus. Try to read them aloud. 2）Write the sentence patterns on the blackboard. This is … That’s … These are … Those are … Who’s she? She’s … Who’s he? He’s … Who’re they? They’re … T: “That’s” is the short form of “that is”. “Who’re” is the short form of “Who are”. “Who’s” is the short form of “Who is”. “They’re” is the short form of “they are”. 3）Suppose you are Sally. Look at the picture in 2d again and introduce the family members to me first. S: This is my sister Kate. That’s my brother Paul. Those are my parents. That’s my mother and that’s my father. T: (point at the persons in the picture and ask) Who’s he/she? S: He/She is my … T: Who are they? S: They are my parents. 【教学设计说明】本环节的语法焦点是对本单元所学词汇和句型的小结，之后让学生又回到2d的图片进行谈论，是让他们更好地巩固所学词汇和句型。 4. Work on 3a （完成3a） 1）T: Please look at the conversation in 3a. You can complete it by yourself. 2）Ask two Ss to read aloud the conversation and check the answers. 2）T: Now practice the conversation with your partner. 3）Ask some pairs to act out the conversation for the class. 【教学设计说明】本环节主要是帮助学生学会能够根据上下文来填空，同时检查学生是否掌握所学句型。 5. Work on 3b （完成3b） 1）T: Look at the picture in 3b. You can make sentences with the words in the three boxes. 2）Ask some Ss to present their sentences. This is … That is … These are … Those are … 【教学设计说明】本环节主要是通过不同的搭配巩固所学句型。 6. Homework （课后作业） Oral: 1）熟读2d & 3a两段对话。 2）背诵语法焦点上的句子。 3）利用所学基本句型谈论自己的家庭照片，在下一堂课带到课堂，与同伴轮流谈论图片上的人物。（完成3c） Written: 1）抄写语法焦点上的句子。 2）介绍3b 图片中的人物，写出句子，不少于五句。 The Third Period (Section B, 1a–1d) Teaching aims （教学目标） 1. 学会说家庭成员的称谓。 2. 学会谈论家庭成员。 3. 能听懂有关介绍家庭成员的谈话。 Language points (语言点) 1. 学会以下家庭成员的称谓 son, cousin, grandpa, mom, aunt, grandma, dad, uncle, daughter 2. 熟练运用以下句型 These/Those are… This/that is … Who is/are … He/She is … They are … Difficulties （教学难点） 1）在介绍或谈论家庭成员时，注意学生口语中的单复数运用。 2）注意uncle, aunt 和daughter的拼写形式。 Teaching steps （教学步骤） 1. Warming-up and revision（课堂热身和复习） 1. Daily greetings T: Good morning/afternoon. Who’s on duty today? S: I am. T: Is everyone here today? S: Yes. Everyone is here. / No, … is not here. T: Thank you. 2. Revision T: Have you brought your family photos? Now please take out your family photos and introduce your family members. S: This is my mother. These are my grandparents. T: Is this your brother? S: No, it isn’t. He’s my friend. T: Is this your father? S: Yes, it is. 【教学设计说明】本环节一方面是为了让学生尽快进入英语课堂氛围，另一方面，也检查了学生的课后作业，了解他们是否带上照片并向同伴介绍了照片上的人物。同时引入一般疑问句进行提问，为下一步的教学做好了铺垫。 2. Presentation （呈现新知识） 1）通过多媒体展示一张全家福，介绍上面的人物，呈现生词dad 和mom。 e.g. I’m Ben. This is my dad. This is my brother. This is my sister. This is my mom. 2）照片中人物做自我介绍，呈现生词son和daughter。 e.g. I’m Tom. These are my parents. I am their son. I’m Mary. Those are my parents. I’m their daughter. 3）通过出示图片做猜测游戏呈现uncle 和aunt e.g. I’m Ben. He is not my father. He is my father’s brother. He is my uncle. She is not my mother. She’s my mother’s sister. She is my aunt. 4) 通过展示叔叔一家的图片，引出cousin。 e.g. Here is a photo of a family. Look at the boy and the girl in this photo. They are not my brother and sister. The boy is my uncle’s son. He is my cousin. The girl is my uncle’s daughter. She is my cousin, too. They are my cousins. 【教学设计说明】教师事先准备自己或明星的全家福，引起学生的学习兴趣，在一步步的猜测介绍中引出生词，及时板书。在这一环节中，老师可以通过学生已知的词汇引导他们说出新词汇。如：教师提示mother’s sister，看有没有学生说出aunt。这样，既活跃了课堂氛围，也使学生对人物之间的关系有了更深的印象。在口语中，教师有意识地使用Here is …句型，为下一课的Here are …句型的学习做一个铺垫。 3. Work on 1a （完成1a） 1) T: In my family, my grandpa is the oldest. (板书oldest并用body language表述) Who is the oldest in your family? S: My grandpa, too. T: Every family has a family tree. Can you finish the family tree in 1a? S: Yes. While the Ss are working, move around to see what the Ss write. 2) Check the answers and ask Ss to read aloud the words. 3) T: Look at the family tree. My grandpa and grandma have a son and a daughter. One is my dad, the other is my aunt. My dad and mom also have a son and a daughter. I am their daughter. My brother is their son. I am my brother’s sister. My aunt and uncle only have one daughter. She’s my cousin. 【教学设计说明】教师先引导学生完成家谱，然后再以第一人称的方式介绍家庭成员之间的关系。帮助学生进一步巩固词汇，理清家庭成员之间的称谓。 4. Work on 1b （完成1b） 1）T: Let’s listen to the recording in 1b. I’ll play the recording once. Check only the words you hear. （If the Ss can’t hear clearly, play the recording once again.） 2) Check the answers and ask some Ss to read the words aloud. 【教学设计说明】由于学生对生词已有了较为深刻的印象，因此，让他们勾出所听到的词汇并不困难。抽单个学生朗读，是为了检查学生是否能正确发音。 5. Work on 1c （完成1c） 1）T: Look at the two pictures in 1c. Who are the people in the first picture? Can you guess? S: They are Grandpa, Grandma, Mom, Dad, Uncle … （只要学生能说出人物的称谓就加以鼓励） T: Well done. Can you guess who the people are in Picture 2? S: They are Grandma, Mom, Dad and a boy. T: Good. One of the pictures is of Jiang Tao’s family, and the other one is of Tom’s family. 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 answer. 2）Play the recording once again for the students to listen and find out the answer. 3) Check the answers and