（水滴系列）七年级英语上册 Unit 2 This is my sister（第6课时）Section B（3a-Self check）教案 （新版）人教新目标版.doc

unit 2 this is my sistersection b(3a-self check)teaching and learning goals一、语言知识和语言功能: 1. review the important words, sentences and 2b, then talk and write your own composition using this /that is . these/those are.2. introduce your family in class. (注意名词复数的应用。） 二、学习策略: 1. 能够将图片和人物描述相结合进行有效记忆。2. 能够将人物描述的文字信息和图片信息相互转换。三、情感态度：了解英国国家中家庭成员之间的称谓，学会爱自己的家人。teaching and learning stepsstep1.review t: in the last lesson, we have learned about lennys family. lets review it together.1. look at jennys family tree and retell it. grandmothergrandfathermotherfatherbrothercousinbrothersisterdog2. according to the family tree translating the following sentences into english.1）.这有一张我家人的照片。 2）.我的爷爷奶奶在第一张照片中。 3）.鲍勃和埃里克是我的兄弟。 4）.这两个女孩是我的姐姐辛迪和我的表妹海伦。 5）.蔻蔻是我的狗的名字。 （设计意图：用family tree形式呈现可减轻学生复述时的负担，激发学生的兴趣, 注意强调名词复数的构成及应用。）3. look at the family tree and write down the names of the family members. ill ask one student to write the answers on the blackboard.4. according to the family tree grouping the words for family members you have learned. mother(mom) grandmother(grandma) aunt sister daughterfather(dad) grandfather(grandpa)unclebrotherson parentgrandparentcousin（设计意图：利用family tree图片形式呈现，激发学生的兴趣, 使学生对人物名称有一种直观感，更容易记忆单词及对单词进行分类。）step2. warming up and leading int: please read the words together.ss: read the words.t: look at the following family thee and introduce it in class.（设计意图：用家人family tree吸引学生的视线，激发学生的说的兴趣, 同时自然过渡到3a.为后面的书面表达做进一步的铺垫）pre-writingt: we know in different families, they have different members, some are three people, some are four/five/people. 1. lets come to 3a to learn about pauls family. read the words in the box, and use them to complete the passage. please read the passage carefully. then ill ask several ss to read out your answers in class. the answers are: hi. my name is paul. this is a photo of my family. these are my parents and these are my brothers, john and bob. this is my sister cindy. 2. read it again, and try to draw a picture of pauls family.（设计意图：教师引导学生通读3a，了解大意，完成控制性写作训练，训练学生的写作能力和绘画能力。） 3. look at the picture and ask and answer like this:t: is this/that your brother, paul?s: yes, he is. t: is she your sister?s: yes, she is.t: are these /those your grandparents?s: no, they arent. they are my parents.4. pairwork: complete the conversation.bill: heres a photo of my family.dale: whos he?bill: hes my uncle.dale: whos this girl?bill: shes my cousin.dale: are they your parents?bill: yes, they are. and these are my grandparents. （设计意图：巩固所学知识，让学生分清“介绍人物”和“辨别人物”的日常用语。同时通过问答，纠正学生的发音。）while-writing t: ok! after we talked about pauls family, lets write our own compositions about our families. write something to introduce your family.(3b)写作指导：pay attention to:1.正确运用句型: this is that is these /those are . 2.根据主语的变化，注意谓语动词be的用法变化。3.大小写要规范，字体要求工整，卷面要整洁，要正确使用标点符号。写作过程：1. write your own compositions on the textbook like 3a/3b.hi. my name is_l. this is a photo of my _. these are my _ and _ my _, john and bob. this is _. 2. ask one student to write his/hers on the blackboard .others write on your exercise books.then ask one student to read and correct the composition on the blackboard.3. ill give you ten minutes to think and write it.now begin to write.（设计意图：让学生模仿3a，进行半控制性的仿写，完成作文的初稿，教师应指导学生关注写作的注意事项，注意范文的书写，为学生提供写的平台和分享的机会，训练学生的写作能力。） post-writing1. collect 1-2 compositions, show them to the whole class, check them and correct mistakes with the whole class. 2. then ask the ss to read the examples carefully , then change their compositions with their partners to correct them, give it some scores, you can write some advice on the composition or give her/his some congratulations. 3. write again: please rewrite your composition, check the mistakes.范文：基础版：hi! im jack. here is a photo of my family. these are my parents and these are my grandparents. this is my cousin, alice.拓展版： hi! im jack. here is a photo of my family. these are my parents and these are my grandparents. theyre my mothers parents. whos this girl? she is my cousin. her name is alice. and who is this boy? can you guess? yes, it is me.peer-assessment evalustion（同伴互评）总分(10)spelling （拼写2分）grammar（语法3分）logic（条理性3分）handwriting（书写1分）punctuation （标点1分）scores（得分） （设计意图：让学生仔细阅读范文及评分标准，两人一组互批，再讨论和讲评使学生对写作中的具体问题更加明确。培养自觉检查的习惯，让他们体验到作为老师的喜悦。通过重写，使学生更好地纠正错误。） step3.summary1.learn to write the compositions using the knowledge that you have learned.this /that is . these/those are. 2.简单总结一下可数名词的复数形式：step4. have a test.一、写出下列单词的复数形式1. parent _ 2. sister _3. brother _ 4. this _5. that _ 6. photo _7. family _ 8. bus _ 9. girl _ 10. cousin _二、根据首字母及图片提示，写出单词。 1. look! this a p_ of my brothers? 2. this is my a_ mary. shes my fathers s_. 3. is bob your u_? yes. hes my moms b_. 4. jenny is my sister. shes my dads d_. 5. is that boy your brother? no. hes my c_.三、根据汉语提示，完成句子。1. 这里有一张我的家庭照片。here _ a photo _ my _. 2. 这些是我的舅舅和舅母。_ are my _ and _. 3. 那两名女孩子是我的表妹。_ two _ are my _. 4. 咪咪是你的猫的名字吗？不是。is mimi the _ _ your cat? no, _ isnt. 4. 你的祖父母亲在下一张照片中吗？是的。 _ your _ in the _ picture? yes, _ _. step5：homework找一张家庭照片，仿照3b中介绍的方法，写一篇小短文，介绍一下你的家人或朋友。 注意恰当运用： this/that is these/those are 亮点： 本节课是写作课，通过复习谈论“家庭”这个话题，使学生掌握家庭成员的称呼，熟练运用指示代词介绍人物、询问人物。并能熟练地通过写作介绍家人。这一任务是对前面所学的知识的巩固及升华，他们通过完成控制性写作练习及半控制性的仿写，将介绍的内容记录下来，形成文字。做到循序渐进由易到难，逐步提高写作能力。教学建议：在学生写作时，应重点强调写作的角度和方法及应注意的事项，在今后的教学中，应进一步加强写作训练和当堂纠错的习惯。答案：preview 21.) here is a photo of my family.2.) my grandfather and grandmother are in the first photo.3.) bob and eric are my brothers.4.) those two girls are my sister cindy and my cousin helen.5.) coco is the name of my dog.the end-of- c