人教版七年级英语第三单元教学设计

/ Unit 3 This is my sister一、教学目标对人物进行简单的描述根据相关信息辨别人物语言目标学习策略与思维技巧重点词汇This is my brother.Is she your sister?Yes, she is./ No, she isnt.*运用对话练习，掌握如何用于介绍家人、朋友。*运用对话练习，获取家庭基本信息。*通过学习、识别、记忆，学会归纳、总结一些单词的构成（复合词）学会巧记单词。bother, father, sister, brother, grandmother, grandfather, grandparent, uncle, aunt, cousin, parent.语言结构语言功能跨学科学习1、指示代词this, that, these, those2、人称代词I, he, she3、Yes / No问句的简单回答4、Plural nounsIntroduce peopleIdentify people艺术：画出家庭成员图画并根据此介绍。语言艺术：利用卡通画学习单词、句型。文化艺术：能编写简单的家谱能简单介绍自己的家人和朋友二、教学设计的思路及教学建议思路：本单元的Topic是“Talk about family”。这是每个学生都熟悉且感到亲切的话题，因此学生参与各项活动的积极性、主动性会比较高，而且每位学生都有话可说，有事可做，不会感到无从下手，当旁观者或听众。所以，在这一单元的教学过程中，我本着新标准所提倡的“面向全体学生”，这一教学思想，尽可能多地创设让所有学生都参与的活动，采用任务型教学途径，倡导体验参与，让学生在做中学，学中做，使所有学生都能体验到成功的喜悦，使其在愉快和自信的情绪中保持积极的学习态度，增强信心。同时，根据“整体设计目标，体现灵活开放”这一教学原则，在强调任务设计的实用性与可行性的同时，也注意阶梯性，使特长生有展示才能的舞台，使班里的英语优秀生有创新、展示的机会，并培养他们课外自主学习、合作学习、探究学习等学习策略，也拓宽了他们的学习渠道（查字典、翻阅资料、上网等）。从而促使全班同学在各自原有的水平上得到发展。基于此，结合教材特点，我提出以下教学建议：教学建议：英语教学的最终目的就是能用英语“做事”，即让学生在课堂上或课后有机会运用所学到的语言材料，并能用英语解决问题，因此在教学中应积极创设语言情境，在活动中引导学生“主动”做。同时教材本身围绕单元话题，设计了很多有趣的、贴近生活的教学活动/游戏。因此，我们可以结合本单元的功能项目及句型，将这些游戏、活动扩展开来，并真正应用于生活实际中去，灵活性、创造性地使用教材，将机械、枯燥的内容融入有意义的英语活动中，即“做事”，从而达到巩固句型并培养学生语言综合适用能力的目的。eg Task One:（看图添加人头）Game: Guess, “Who is he/she” according to the clothes he/she wears in the family/photo and then draw his/her head.Task Two:（家庭学校联系册）Fill in a form: Fill in the form that given by the teacher on the basis of the Ss families in order to build an easy contact between the school and the Ss family.Task three:名信片设计能手Contest: Choose the best desinger according to the photo and the letter he/she writes, choose the best photo with origind idea, the best English description and the best English oral teller as well.四、具体教案设计第一课时：（P13P14）Step1 Warming up （Recycling）（Greetings）T: Hi/Hello, Nice to meet you!（Personal names）T: Whats your/his/her name?（Identify objects）T: Is this/that your? （Yes, itis./No, it isnt. Unit 3 This is my sister课时安排：四课时 第一课时：P13P14 第二课时：P15P16 第三课时：P17 第四课时：P18及练习册 Step2 Presentation（出示自己家庭的一张大照片）T: Whats this?Its a photo.Is this your photo?Ss: No, it isnt.T: This is my photo. Look! This is my family.Whos this/that?Who are these/those?This/That is my father/mother（讲授新词）These are my brothers/用Whos this/that?句型讲授新词，在问答中与学生形成互动，比全部靠老师一人唱独角戏会更好一点。只要学生小学时有接触过英语，对家庭成员中一些简单的称呼应不陌生，因此在回答过程中，对猜地、讲对的学生应予以肯定，表扬并适当奖励。2、Read all the words.（先跟老师读，然后组内读，再随意抽读，注意学生语音（美音）的纠正）。3、Match the words with the people in the picture（1a ）.Step 3 Listen and practie.1、（出示挂图P13）T：Now we all know Davids family members. Look at Dave. Who does he talk about? （Ss guess first）Listen to the tape and circle the people he talks abut.2、T: What about the others? Who are they?让学生到黑板前，指着图并能加以介绍，用上句型。This/That is hisor These/Those are his3、Introduce your best friend/friends.向同桌介绍班里你最要好的一个或几个朋友，并能相互问好。eg SA: Hi, This is my friend LiMing(SC).SB: Hello,LiMing, Nice to meet you.SC: Hello,Nice to meet you, too.（Or） SA: Hi, ,These are my friends LinLin and Fangfang.SB：Step4 Listening（出示一男孩画面）T: And this is Davids friend, LinHai. Today Dave asks LinHai to his home for dinner and meet his family. Now listen, who greets him? Finish 2a 2b.Step5 Game1、First according to 2C, ask and answer in pairs.2、Play a guessing game.每组推选一人上台，用布将他/她眼睛蒙上，其它组任选四人上前问候（Hi/Hello）。其余学生问：Whos this?让他/她猜Is this?Ss: Yes, it is./No, it isnt.可猜三次，猜中小组得1分并继读猜。猜错，退下。Step6 Task出示一张Toms Family photo like this让学生根据人物的衣着特征，小组共同合作，添上相应的人头，并在旁边写出家庭成员的名称。然后抽取几个小组上前展示并口头介绍，并评出最佳创意奖及最佳表达奖。第二课时（P15P16）课前先布置学生带来一些照片（全家福/个人照片/幼时照片/侧面、背影照片/朋友、亲戚照片等）。Step1 Revision1、Game: Teacher gives some word cards (with pictures) to some students. When the teacher asks“WheresDavids father?”持有相应卡片的学生应立即站起并回答（She/he is）here.2、以小组竞赛形式复习单词，即将上节课所学词汇写在纸条上，背面朝上，让每组同学依次轮流认读，根据读对的单词数及所用时间评出优胜组。Step2 Guessing Game and PresentationT: Yesterday I told you something about my family and friends. Now Ill write some of their names on the Bb. Guess who the person is, Ill see who has the best memory.（让猜对的人到黑板前写名字继续游戏）eg 写下“Peng Haibing”S1: Is he your father? T: No, he isnt.S2: Is he your brother? T: Yes, he is.又如：“Cai YiLuo”S1（可能）:Is she your mother/dahghter/aunt?在游戏过程中根据学生猜测的需要及相应情景，适时地教授新词Son, daughter, aunt, uncle,cousin.Step3 Pairwork1、First look at the picture, finish 3a2、Practise the conversation with your partner.Step 4 Groupwork1、Identify personsTake out their photos and put them together in their group.Take turns to ask and answer questions about the photos.Identify the person in the photo.（利用照片问答，辩认人物）2、Ask some pairs/ groups to make a conversation in front of the class on the basis of their photo. or give an inroduetion of their own family photo.Step 5 ListeningT：Lin Hai and Dave are also talking about the photo. Finish Section B （2a、2b）.Step 6 Make a family tree先老师示范，然后完成Section B (1)中的family tree, 并让学生制作自己家的family tree,并加以评比展示。Step 7 Task（制作家庭学校联系册） T：I want to know something about each of your families. Please fill in the form in pairs first.老师将表格发给学生，让学生两人一组询问对方并填写下表然后两人交换并带回家，家长核查（予以一定的纠正）， MembersNameAgeJobTelephone Numbers Father格交给老师，老师评阅、定等级并将调查表装订成“家庭学校联系册”，以方便学校与家庭的联系。第三课时：（P17）（课前布置学生画一张自己家庭成员的照片或带一些照片）Step 1 RevisionAsk Students to give an introduction of his / her family according to the picture he / she drew or the photo he / she takes to school（用画或照片介绍家人、朋友）Step 2 Read and drawRead the letter. Draw a picture of Emmas family 完成(3a)Step 3 Look and write 完成(3b)Step 4 Write a letter（对(3b)中的写作内容进行点评之后）T：You also have a photo of your family or your friends, Can you write a letter about it ?让学生试着将先前的口头介绍写下，先在小组内交流，然后老师任意抽选几张照片及信函，贴在黑板上，让几位学生上前将相应的照片与文章连线。Step5 Task（Sending cards to your penfriend / teacher）让学生给自己的笔友/老师制作一张附有照片及文字说明的名信片，然后评出最佳设计奖、最新创意奖、最佳文采奖。第四课时（P18及练习册）1、复习整个单元的单词及句型，让学生自测词汇掌握情况（1）2、完成（3）中的对话3、完成练习册中练习（练习册未到，不知具体内容）4、阅读“Just for run!”5、Having a quiz做评价手册This is my sister.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, he she they 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 Section A 1a-1c第二课时 Section A 2a-4第三课时 Section B 1-2c第四课时 Section B 3a-Self-checkPeriod One教师：照片，图片，表格。Step One: New words.Present the new words.T: Hello , everyone ! Look ! Whats this ?Ss: Its a picture .T: Right . Who is the man in the picture ? Ss: Its you.T: Yes, its me . You know me . Please look at this . Do you know them ?Ss: No , we dont . T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?Ss: Yes .T: OK . Please look at this man ? Is he old ?Ss: Yes .T: He is my “grandfather”. Please read after me , GRANDFATHER G-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: This is my grandfather .(Teach the word “grandmother” in the same way .)T: He is my “grandfather”. He is my “grandmother”. These are my grandparents. Read after me , grandparents. Ss: Grandparents. (Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)T: I have two brothers, two sisters, I have many friends. (Teach brothers, sisters, and friends.)T: Read these new words together.Ss: Practice the new words.T: Who can match the words with the pictures on the blackboard?Ss: I can. (Textbook P13 1a) (Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)T: Check the answers.Ss: T: Is he right? 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. (One more student gives the answers.)Step Two: DrillListen and circle.T: A boy is talking about his family. Who 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 sister.Pairwork. Talk about Daves family.T: This is a picture of Daves family. Lets talk about Daves family in pairs. You must use “ This is ” and “ These are ” to do it. (Students practice. Teacher walks around the room to help them.)T: Now check your peactice.S1: Who is this?S2: This is his S1: Who are these?S2: These are his (Ask a few pairs to practice.)Step Three: TaskTalk about the family tree.T: Look at the family tree. (Stick a family tree on the blackboard.)T: Lets talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class. (Students work. Teach moves around the classroom to help the students.)T: Check your task.S3: Hello. My name is Look at this. This is my family tree. This is myand this is myThey are old. These are my This is my This is my My mother is This is my His name is I love my family.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: Very good. Next make a dialogue in pairs about your family. First, you must greet each other, then introduce your family. (Two students come to the front.)SA: Hello.SB: Hello. How are you ?SA: Fine, thank you. And you?SB: Im fine, too.SA: Excuse me! Whats this?SB: Its my family tree.SA: Whos this?SB: This is my grandfather.SA: Whos this?SB: This is my grandmother.SA: Is this your father?SB: Yes, he is.SA: The women is your mother?SB: Yes, she is.SA: Whos the boy?SB: He is my brother. (A few pairs do this.)T: You did well.Make a survey.T: Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to the class.FamilyFamily members(Students work. Teacher moves around the classroom to help the students.)(Students report to the class.)Step Four: HomeworkWrite a passage about your family.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。Period Two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Step One: Review the drill.T: You know my family members. I want to know your family members. Would you like to introduce your family members to us? (Students use their photos or the pictures they drew.)SS: Yes.T: Who wants to be the first, please?SA: Let me try.T: OK, please.SA: 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.T: Very good. (Another two students introduce their family.)Step Two: Listening.Listen and circle the words you hear.T: Here are two boys. One is Lin Hai. The other is Dave. They are talking about Daves family members. Please listen to the recording of 2a in Section A and circle the family members you hear.mother father sister brothergrandmother grandfather friend grandparentsSS: OK. (Play the recording of 2a twice. Students work.)T: Check the answer. (Ask two students to say the answers.)Listen and match.T: This is a picture of Daves family. We know this is Dave. But we dont know who is Mary, who is Jim and who is Lin Hai. Lets 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Is this . . . ?的句型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.)S1: Dave is Lin Hai is Pairwork. Talk about Daves family.T: You come to Daves home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “ Is this” 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, please.SS: OK. (Ask one pair to do it.)S1: Is this Jim?S2: No, he isnt.S1: Is this Jim?S2:Yes, he is. (Ask two more pairs to do it.)Practice.T: I have a friend. He is talking to his friend. Dave, about Daves sister. Fill in the blanks with the words from the box. Work in pairs, then report it to the class. isnt brother is sister (Students work. Teacher walks around the classroom and helps the students who need.)T: Check your work, please. (Ask one pair to do it.)S3: Thats and thats Is she your?S4: Yes, she is.S3: And is the your ?S4: No, he isnt. Hes my (Change roles to do it and ask one more pair to do it.)Step Three: Task.Play a guessing game.通过谈论Dave的家庭成员，练习句型Is this . . . ?用学生的句型引出Is she/he your . . .?的句型，让学生在对话中理解人称代词的用法。T: I have a picture here. Do you want to know who she is? (Show the picture to the students.)SS: Yes. (Students guess the picture.)Group work.T: Put your photos together on your desk. Work in groups of four. You can use “ Is she ?” or “ Is he ?” to take turns asking and answer questions about the photos. Then report it to the class. (Students work.)T: Check your work.Homework.Draw your family tree.用游戏的方式巩固人称代词的知识。Period Three课前准备教师：图片。学生：照片。教学设计教学步骤Step One: New words.Present the new words.T: Do you like games?S: Yes.T: Lets 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?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 how to say it in English. (Put the card “cousin” on the blackboard.)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. She is your sister. But your father is not her father. Her father is not your 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: “大爷，大伯”.S4: “叔叔”.T: You are right. Lets see how to say it in English. (Put the word card “uncle” on the blackboard.)T: Read after me, please, U-N-C-L-E, uncle.SS: U-N-C-L-E, uncle.T: Your uncles wife is your?S5: “伯母，婶婶”.用游戏的方式引人新课。T: Right. (Put the card “aunt” on the blackboard and then teach these words son, daughter in this way.)T: Read the words on the card together.SS: Practice the new words.T: Look at the family tree. Some words are missing. Who can help me fill it, please? (Ask one student to the front to do it on the blackboard. The others finish it on their book.)T: Check your work.Step Two: Drill.Listen and check the words you hear.T: Lin Hai and Dave are talking about Daves family. How many family members are they talking about? Please listen and check the words you hear. (Play the recording of 2a once.) (Ask two more students to say the answers.)Listen and check the picture.T: I have two pictures here. Which one is Lin Hai talking about? Lets listen and find it out, please. (Play the recording twice again.) (Check the answer.)Pairwork. Draw your own picture and talk about it.T: We find out the picture of Lin Hais family. Can you draw a picture of your family?SS: 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. (Students work.) (Check students work. Ask two or three students to report.)Step Three: Task.Talk about the family tree.T: Look at the family tree. I think its a big family. You can do it in groups of four or three. You can do it in pairs or only by yourself. Then report it to the class. (Students work. Teacher walks around in the classroom and helps the students.)T: Stop here. Lets check it out. (Choose students to do it.)S1: 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 and my aunt have a son. He is my (Ask two more students to do it.)Homework.Write a passage about your family.Period Four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Step One: New words.Present the new wo