新七上unit2教案

1、Unit 2 This is my family.一、單元教材分析本單元圍繞“家庭成員”這一主題展開聽、說、讀、寫等多種教學活動。教學核心是用英語介紹家人和朋友，通過本單元的學習學生應該掌握對家庭成員的稱呼；通過談論“家庭”的話題，使學生學會并掌握“介紹人物、識別人物”的基本句型，進一步體會一般疑問句的用法，學會運用指示代詞介紹人物，學會運用人稱代詞詢問人物。如：This is my sister。 Is that your brother? These are my parents。 Are those your brothers? 以及Who開頭的特殊疑問句，一般疑問及其簡單回答；運用名詞

2、的復數(shù)形式。能夠用英語向朋友介紹自己的家人，從而讓他們了解自己的家庭。二、單元學情分析從教材編排上說本單元是就第一單元認識朋友之后，仍接著學習用英語認知人，而與學生最為熟悉的人就是家庭成員，由了解同學們的名字很自然過度到了解對家庭成員的名字，以及對家庭成員的稱呼，對學生們來說比較容易接受。以前學的your, his, her, my等形容詞性物主代詞，在本單元中扔是重點學習的任務；但在本單元要接觸名詞的復數(shù)形式，以及be動詞的復數(shù)形式，且本單元生詞較多，因此本單元的學習任務比較艱巨。三、單元教學建議本單元的學習應通過對人物個性化的描述，識別照片、圖片，多媒體展示、真實情景表演等學習策略來掌握家

3、庭成員的表達；學會指示代詞、人稱代詞及Who問句及簡單回答。為學生創(chuàng)設真實的學習情景，讓學生以小組形式交流學習，并在課堂上循環(huán)訓練。 通過介紹家人和了解朋友的家人，增進彼此的了解，建立友誼，從而更好地尊重對方，理解家人。四、單元課時分配本單元可用3課時完成教學任務：Section A (1a-2d) 用1課時Section B (1a-2c) 用1課時Section B (3a-Self Check) 用1課時 Period One Section A (1a-2d)一、教學目標： 1. 語言知識目標：1) 能掌握對家庭成員的稱呼的詞匯及指示代詞：sister, father, mother,

4、 grandfather, grandmother, brother, parent (s), grandparent (s), who, they, this, that, these, those 2）能掌握以下句型： This/That is his sister. These/Those are his parents. Who's she? She's my sister. Is this/that your sister? Yes, she is./No, she isn't. Are these/those your parents? Yes, they

5、are./No, they aren't. 3) 掌握指示代詞this, that, these, those及它們所構成的介紹他人的句型。4) 能運用所學的詞匯及句型介紹自己的家庭成員。2. 情感態(tài)度價值觀目標：讓學生知道他們應當尊敬自己的父母、祖父母及其他家庭成員，在家庭中應多幫助父母做力所能及家務勞動。通過學習對自己的家庭成員會有更清晰的印象，學會與家庭成員和睦相處，從而激發(fā)起他們對家人的熱愛。二、教學重難點1. 教學重點：1）the names of family members. 2）The usage of demonstratives pronouns: this, th

6、at, these, those 2. 教學難點：1) the plural forms of the demonstratives pronouns.2) Train Ss ability to apply what theyve learned to their daily life.三、教學過程. Warming-up and revision 1. Greetings T: How are you? Whats your name? Nice to meet you! What's your telephone number? etc. 2 . Let some student

7、s show their ID card. T: What's your first name? What's your last name? What's your telephone number? 3. Let Ss introduce their ID card information to class. My first name is My last name is My telephone number is. Presentation1. Show Ss a piece of video “家有兒女”. T: (show Xia Yus photo) W

8、hats his name?Ss: His name is Xia Yu.T: We know Xia Yu has a happy Family. Now lets come into his family. Who is this?Ss: This is Xia Xue.T: Xia Xue is Xia Yus?Ss: Sister.T: Good! Who can spell sister? T: Read after me, sister. (Ask a group of Ss to read the word)2. Show Ss another photos and teach

9、the new words by the same way. (Bb: brother, father, mother, parent (s), grandfather, grandmother, grandparent (s) )T: Now lets chant. Father, father, this is father. Mother, mother, that is mother. Grandfather, grandfather. Grandmother, grandmother. Parents, parents, these are my parents. Brother,

10、sister, those are my friends.3. Work on 1a. Let Ss look at the picture in 1a. Then read the words on the left side. Then match the words with the people in the picture. Check the answers with the class: 1. a 2. d 3. b 4. h 5. f 6. e 7. i 8. d 9. g. Listening T: A boy is talking about his family. Who

11、 is he talking about? Now listen and circle the people the boy talks about. Ss: OK. (Play the recording of 1b twice. Students work.) T: Whats the answer? S: Two brothers and a sister. . Pair work 1. Role-play the conversation in 1a. Ss work in pairs. Role-play the conversation. Try to remember the s

12、entence structure: This is ; That is; These are; Those are Who's she/he? She's/He's 2. Look at the picture in 1a. Talk about the other people in the picture with your partner. Using the sentence structure: This is ; That is; These are; Those are Who's she/he? She's/He's 3. Le

13、t some pairs act out their conversation. . Listening1. T: Here are two girls. They are talking about the family members. Please listen to the recording of 2a in Section A and circle the family members you hear.First let's read the words in the box together. mother father sister brothergrandmothe

14、r grandfather friend grandparentsSS: OK. (Read the words together. Then play the recording of 2a twice. Students work.) T: Check the answer. (Ask two students to say the answers.) 2. Listen and match.T: Now let's look at the photo of this family. We know this is Jenny. But we dont know who is Bo

15、b, who is Jack, who is Linda, who is John and who is Mary. Lets listen and find them. (Play the recording of 2b. Students work.)T: Who find them? (Many students may say they do. Choose two of them to answer.) . Pair workT: You come to this home. You see a picture on the wall. There are many people i

16、n the picture. You want to know who they are. Use “Who's she/he? She's/He's” to find them, please. When you finish, change roles to do it. Now begin. (Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)T: Lets check your work, plea

17、se.SS: OK. (Ask one pair to do it.)S1: Who's she? S2: She's Jenny.S1: Who's he? S2: He's John. (Ask two more pairs to do it.) . Role-play1. Now look at the picture in 2d. This is Jane's family. Read the conversation first. Then look at the picture and guess who they are. (Ss read

18、 the conversation then guess who the people are. They can discuss in pairs.) 2. Let some students introduce the people in the picture. They can say: This/That is These/Those are 3. Let Ss read the conversation after the teacher aloud. Then work in groups of three. Practice the conversation. They may

19、 change roles as they like. 4. Ask some pairs to act out the dialogue in front of the class. 5. 評價：讓學生們對自己的表現(xiàn)及語言表達能力進行自我評價，在小組內(nèi)評價，然后進行評出最優(yōu)秀的小組。并鼓勵學生們下一次爭取做最優(yōu)秀的小組及個人。教師對學生們的相互評價及表現(xiàn)記錄在學生評價表上。（學生從心理年齡及認知水平上都處于很單純、好表現(xiàn)的時期 , 因此恰當?shù)脑u價能激發(fā)他們的學習興趣，有利于形成良好的學習習慣。）Grammar Focus. 1. 閱讀指導：1）老師總結已學過介紹自己家庭成員的兩類句型。第一類

20、為介紹單個的家庭成員時，較近處的用This is; 較遠處的用That is第二類為介紹多個家庭成員時，較近處的用These are; 較遠處的用Those are2） 詢問某人的家庭成員時，可用兩類句型。第一類為特殊疑問句，Who's she/he? 應做直接回答：She's/He's或Who are they? 回答用They're 第二類為一般疑問句，單個人物用：Is this/that? Yes, she/he is.或No, she/he isn't. 多個人物用：Are these/those? Yes, they are. 或No, the

21、y aren't. 2. 學生閱讀并完成下列句子。（可借助課件來完成此任務） 這是我的朋友簡。_ _ my friend Jane. 那是我的爺爺。_ my grandfather. 這是我的兄弟們。 _ _ my brothers. 那是我的父母親。_ _ my parents. 她是誰？_ she? 她是我的妹妹。Shes my _. 他是誰？_ he? 他是我的弟弟。_ my brother. 他們是誰？Who _ they? 他們是我的祖父母。_ my grandparents.3. 注意以下幾種縮略的表達法：thats = that is, whos = who is, wh

22、o're = who are,theyre = they are 4. 學生識記后，做填空練習來進行鞏固。Homework: 1. Remember the new words. 2. Collect a family photo. Introduce your family members in the photo. 板書設計：Section A (1a-2d) 1. sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), 2. who, they, this, t

23、hat, these, those 3. 1a: 1. a 2. d 3. b 4. h 5. f 6. e 7. i 8. d 9. g3. This/That is These/Those are4. Who's she/he? She/He is5. This is Sally. This is Jane. This is Kate. Those are her parents. That is her brother, Paul. Period Two Section B 1a-2c 一、教學目標： 1. 語言知識目標：1) 能掌握對家庭成員稱呼的詞匯：son, daughte

24、r, cousin, grandpa, grandma, mom, dad, aunt, uncle, 以及here, of, photo, next, picture, girl, dog等。2）能正確理解家庭成員之間的關系，對家庭成員能正確稱呼。3）進一步學習一些英語名字，并能分辨出名字的不同性別。4）通過聽、說、讀的訓練，提高學生們綜合運用英語的能力，培養(yǎng)學生們學習英語的興趣，并在學習中體會到學習英語的樂趣。2. 情感態(tài)度價值觀目標：通過學習對自己的家庭成員會有更清晰的印象，學會與家庭成員和睦相處，從而激發(fā)起他們對家人的熱愛。二、教學重難點1. 教學重點： 進一步掌握家庭成員的表達；學會

25、指示代詞、人稱代詞的用法。 通過填寫家譜，弄清楚家庭成員之間的關系。 閱讀有關家庭成員的小短文，能正確理解家庭成員之間的關系。2. 教學難點： 填寫家譜，弄清楚家庭成員之間的關系。 閱讀短文，獲得相關信息，正確地表述家庭成員間的關系。三、教學過程. Warming- up and revision1. Greeting the students. Check the homework. 2. T: You know my family members. I want to know your family members. Would you like to introduce your fa

26、mily members to us?S1: Hello, everyone! My name is Look at this picture, please. This is a picture of my family. This is my father. His name is This is my mother. Her name is They are good parents. This is my brother. His name is Look! Its me. Am I funny? I love my family. Presentation1. Guessing Ga

27、me Lets play a guessing game. Look at the screen. This 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?S1: It is your “表哥”.T: No, it isnt.S2: It is your “堂兄” or “堂弟”.T: Yes, it is. Lets see ho

28、w to say it in English. (Show the word “cousin” on the screen.)T: Its cousin. Read after me, C-O-U-S-I-N, cousin.SS: C-O-U-S-I-N, cousin.T: Spell it, please.SS: C-O-U-S-I-N, cousin.T: This time you must say it in English. This is your sister. But your father is not her father. Her father is not your

29、 father. Her father and your father are brothers. You have the same grandmother. Who is she?S: Its my cousin. T: Your fathers brother is your ?S3: “大爺，大伯”.S4: “叔叔”.T: You are right. Lets see how to say it in English. (Show the word “uncle” on the screen.)T: Read after me, please, U-N-C-L-E, uncle.SS

30、: U-N-C-L-E, uncle.T: Your uncles wife is your?S5: “伯母，嬸嬸”.T: Right. (Show the word “aunt” on the screen. and then teach these words son, daughter in this way.)T: Read the words on the screen together.2. Practice the new words. . Writing 1. Now let's work on 1a. Look at the family tree (家譜) in 1

31、a. From the family tree, we know that your grandpa and grandma have two sons, your father and your uncle. Your father and mother have a son and a daughter. They are your sister and you. Your uncle and your aunt only have a daughter. She's your cousin. Now read the family tree and add the words i

32、n the box to the family tree. (Ask one student to the front to do it on the blackboard. The others finish it on their book.)2. Check the answers. . Listening 1. 1b Listen and check the words you hear.2. 1c Listen and check the picture. Pair work 1. T: We find out the picture of Toms family. Can you

33、draw a picture of your family and friends?T: OK. When you finish drawing, tell your partner about your picture. You can use “This is ” and “These are ” to talk about. Then report it to the class. 2. Check students work. Ask two or three students to report. e.g. These are my parents and this is my gr

34、andma. This is my friend, Lin Fang. . Writing 1. T: We learn many names in this Unit. Can you tell it's a male or female first name? 2. 指導： 同學們可以根據(jù)這些名字的漢語譯音來確定他們是男性還是女性。 3. Ss work with their partner and write down the names in the box. 4. Check the answers. . Presentation1. (Show two photos of

35、your family.)T: Look! Here are two nice photo of my family. (Write "two photos of” on the blackboard.) My parents are in the first photo. (Write "in the first photo" on the blackboard.) And my grandparents are in the next photo. (Write "in the next photo" on the blackboard.)

36、 2. Ss try to understand the meaning of the phrases: "two photo of", "in the first photo", "in the next photo"。 . Reading1. Fast readingT: Jenny has two family photos. Let's look at her family photos and her article about her family. Read her article and circle the

37、names. (Ss read quickly and circle the names in the article.) Check the answers: Jenny, Alan, Mary, Bob, Eric, Cindy, Helen, Coco 2. Careful reading Read her article again and find out "Who is Coco?" If you find out Coco, please put up your hands. 提示：短文中對Coco的描述為“Coco is in my family, too.

38、”，可知Coco也應是在以上兩張照片中，通過上面的介紹，都已將所有的人物對號入座，而在照片中還有一只小狗，可知Coco應是小狗的名字。 3. Careful reading T: Now let's work on 2c. First read the sentences below. Know what you are supposed to know about the passage. Then read the passage again and try to fill in the blanks. 指導：本題為閱讀填空題。讀短文可知本文是以“我”（Jenny）的名義寫的，文章

39、通過兩張家庭照片介紹了“我的”家庭成員。同學們應清楚，文章里中的關鍵詞“my”是指“詹妮的”。由短文第一句話Hi, Im Jenny. （你好，我的名字叫詹妮），可知第一題的答案為“Jenny”。第2到5小題都是要求填寫Jenny與其他人的關系，由短文第四句話“These are my parents, Alan and Mary.”，可知Alan和Mary是Jenny的父母親。因此第二題應填parents。第3到5小解題思路與本題相同。由短文最后一句話“Coco is in my family, too.”可知除了上面介紹的成員外，還有一個成員Coco，對應照片可知Coco應該是她家的狗，因

40、此第6小題填Coco。Homework 1. Review the new words we learn this lesson. 2. Talk about the family tree. You can use these sentence structures. Look at my family tree. This is my This is my They have two This is my This is my This is my This is my. My parents have two children. This isThis is my My uncle an

41、d my aunt have a son. He is my Section B 1a-2c1. cousin, uncle, aunt, son, daughter 2. 1a: mom; aunt; son; sister; cousin3. 2a: 2a: Male: Bob, Jack, Tom, Jiang Tao, Alan, Eric, Paul, John Female: Jenny, Linda, Mary, Sally, Jane, Kate, Lin Fang, Cindy, Helen4. Here are two photos of my family. Phrase

42、s: two photos of 二張的照片 a photo of一張的照片 in the first photo在第一張照片上 in the next photo在下一張照片上板書設計：Period Three Section B 3a-Self Check 一、教學目標： 1. 語言知識目標：1) 復習鞏固所學的家庭成員的稱呼詞，能熟練對家庭成員正確稱呼。2）能通過閱讀有關家庭成員關系的小短文來獲得正確的信息，并根據(jù)所獲得的信息畫出家庭成員的照片。3） 能綜合運用所學的知識，將自己家庭照片中的成員正確地介紹給他人，將能以小短文的形式寫出。4）能將所學的稱呼詞按性別進行分類。5）通過拓展練習

43、來進一步鞏固所學的如何介紹家庭成員的句子結構。2. 情感態(tài)度價值觀目標：1）通過學習能正確地稱呼家庭成員的能分清家庭成員的性別。 2）通過畫自己家人的照片，介紹自己的家庭成員來增加自己的對家庭成員的了解，體會家庭成員之間的親情，并在繪畫中獲得學習英語的樂趣。二、教學重難點1. 教學重點：1） 閱讀有關家庭成員的小短文，獲得相關信息，并能畫出恰當?shù)恼掌?） 根據(jù)照片提示運用所學的句型寫一篇介紹家庭成員的小文章。2. 教學難點：1）根據(jù)照片提示運用所學的句型寫一篇介紹家庭成員的小文章。2）做一些拓展練習來進一步鞏固所學的知識。三、教學過程. Warming- up and revision1.

44、Greeting the Ss. Check the homework.2. T: We know some students' family members. We want to know more students' family members. Would you like to introduce your family members to us? S1: Hello, everyone! My name is Look at this picture, please. This is a picture of my family. This is my fath

45、er. His name is This is my mother. Her name is They are good parents. This is my brother. His name is Look! Its me. Am I funny? I love my family.T: Very good. (Another two students introduce their family.). Presentation1. Read the passage and complete the passage with the words in the box. T: Today

46、let's meet a new friend. His name's Paul. He writes a passage to introduce his family. But some of the words are missing. He has a photo of his family, but I'm sorry I've left it at home. Can you read the passage and draw a photo of Paul's family. Ss: OK. 2. 閱讀指導：在閱讀時，應注意名詞的復數(shù)形式以及姓名或稱呼所表明的人物的性別。比如，最后一空前面有是稱呼sister，因此空格中應為一女孩的名字，可知應填Cindy。3. Ss work with their partners. Then check the answers together.4 Read the passage again. Then try to draw a photo of Paul's family. Let all the Ss show their photos to the class. . Practice 1. Using the family photo to retell the