英语人教版七年级上册This is my sister..doc

Unit3 This is my sister. 重庆七十九中学 梁潇 一、单元教材分析本单元围绕“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。在教学过程中，使学生学会询问人物关系的基本句型“Is this /that your /her/his mother? Yes, she is. No, she isnt.” 进一步体会一般疑问句的用法；学习如何介绍自己的家庭成员，如何与朋友交流各自不同的家庭组合。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且能够画出自己的家谱。本单元与第二单元衔接紧密：由对物体指认的学习过渡到对family members的学习，由指示个体过渡到指示多个人物，使学生学会区分远近单复数。二、单元的总体目标 运用设置任务，交流解疑的学习策略，引导学生学会询问人物关系的基本句型；体会一般疑问句的用法；学习如何“自我介绍”，“介绍家人”。三、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、学会指示代词：this, that, these 和人称代词：I, he, she,they介绍人物及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，并能把它运用到实际生活中去，提高学生的交际能力。3） 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。四、学习策略 1、 交际策略：学会与他人合作交流，并能把语言材料用到真实的生活 中去。 2、 资源策略：学会利用多种资源来获取更多的学习信息。3、 认知策略：主动思考（观察力、注意力、想象力、逻辑推理能力等）， 大胆实践，及时反馈。 4、 调控策略：通过课堂反馈和Self-check, 明确自己的学习状况，不断 调整自己的学习策略。 五、教学重点、难点重点：A、掌握家庭成员的表达；学会指示代词、人称代词及Yes/ No 一般疑问句及其简单回答；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。六、单元课时安排第一课时：Section A1a,1b,1c 2a, 2b第二课时：Section A 2c, 3a, 3b, 3c, 4第三课时：Section B 1, 2a, 2b, 2c第四课时：Section B 3a, 3b, 4a,4b第五课时：Self-check and Just for fun Period One（Section A 1a,1b,1c,2a,2b）教学重难点：掌握家庭成员的表达。Assign the task在上课之前，提前几天就把任务布置给学生，比如准备本单元要用的自己及家庭成员的照片。目的是让学生清楚本节课的主要内容，有利于在完成任务的过程中形成主动的学习状态，产生学习的欲望。教学设计Step 1 Warming-up Sing some songs.Step 2 Revision1. Greetings.2. Game: finding the owner to revise the tenses “Is this/ that .? Yes, it is. / No, it isnt.”Step 3 New words1. Show a picture of my family to present some new words. eg. T: Whats this in English? Whos this in the picture?” S: Its you. T: Yes. Do you know them? (Point to the others) S: No. T: They are my family members. Today I want to introduce my family members to you. Would you like to meet them? S: Yes. T: OK. Please look at this man? Is he old? S: Yes. T: He is my “grandfather”. T: These are my parents.Then teach the word on the blackboard. And repeat with other new words about the family members. Pay attention to introduce “This is./ These are.” 2. Practice the new words.1a. T: Who can match the words with the pictures on the blackboard?Ask students do P13 1a. Then Check the answers.Step 4 Drill1. Brainstorm. T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about. (1b)Play the tape and check the answer. 2. Pairwork: Talk about Daves family. Make sure the students use “This is.” and “These are.” Then ask some pairs to practice. (1c)Task: Stick a family tree on the blackboard, do it in groups of four. 1.Then ask some to report it to the class. Make sure they use “This is my, and this is my. These are. I love my family.”2. After that, let the students make a conversation in pairs.Step 5 Listening2a listen and circle the words. Then play it again, do 2b with the students.Step 6 Make a surveyTake out the family photos the students bring to school. Or draw their photos. Fill in the form. Then report it to the class. Period Two (Section A, 2c,3a,3c,4)1、 教学目标1） 词汇：he she aunt2） 句型：Is this / that your? Yes, he/ she is. No, he / she isnt. He is my friend.2、 教学难点：掌握家庭成员的表达；学会指示代词、人称代词3、 课前准备课件或照片 录音机4、 教学设计Step1 Warming-upSing some songs.Step 2 Revision1. Greetings.2. Revise “Is this / that your.?”3. Students share their new words in class.4. Ask students to present their family tree.(their homework)Step 3 Practice1. Show the picture of Daves family. Take about Daves family. Students use “Is this.? to practice it in pairs. Then change roles to do it . Ask two more pairs to do it in front of the class. (2c,2d)2. 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 sisterThen check their work. (3a) 3. Change roles to do it and ask two more pairs to do it. (3d)Step 4 Task1. A guessing game. Write one name on the Bb( or look at the pictures on the screen) and let the others guess who the name is.“Is . your father/ mother? Yes, he/ she is. No, he/ she isnt.Who is he /she? He/She is your.” (3c)2. Group workAsk the students to put their photos on the desks. Work in groups of four. Use “Is he?” or “Is she?” to take turns asking and answering questions about the photos. Then some groups report it to the class. (4)4. Discussion: Who do you like best in your family? Why?(Father and mother I love you. )Step 5 Homework1. Draw your family tree.2. Revise the words and tenses., and make more conversations.3. Do the exercises in Book 2. Period Three (Section B 1, 2a,2b,2c)1.教学目标词汇：son daughter cousin aunt uncle picture难点：掌握家庭成员的表达；学会指示代词、人称代词及Yes/ No 一般疑问句及其简单回答；学会介绍自己的家人和朋友，并根据相关信息辨别人物。：能够用写信的形式向朋友介绍自己的家庭。2.课前准备教师：课件或照片 录音机学生：照片 白纸3.教学设计Step 1 Warming-upSing some songs or ChantStep 2 Revision1. Greetings.2. Revise “Is this your.? /Is that your.?” Show the photo about their family. Step 3 New words1. Play a guessing game to present the new words.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?Students can guess it in Chinese. According to their answers to present the new word “cousin”. Then teach it. Repeat with other new words. “uncle, aunt”.2. Practice the new words. Ask the students to fill in the missing words, and check the answers. Work on 1.Step 4 Drill1. Work on 2a. Listen and check the words. T: “Lin Hai and Dave are talking about Daves family. How many family members are they talking about?” Play the tape once and check it then.2. Work on 2b. Listen and check the picture. Play the tape twice again. Then check the answer. 3. Pairwork. Ask the students draw their picture (a big family) and talk about it in pairs. Use “This is.” and “These are.” Some pairs report it to the class.Step 5 ActivityIn groups, put their pictures they drew together. Ask them to try and find photos of family members having fun. Have them find out who the people in each others are. Tell them how to draw a family tree. Step 6 TaskAccording to the photo of their big family. In groups of four (do it by themselves) talk about it . eg. “Look at my picture, this is myThis is my.And this is myMy uncle and my aunt have a son. He is my”ect. Help them try to use the more new words in their passage. Ask two more students to say it in front of the class.Step 7 Homework1. Revise and copy the new words 5 times.2. Do Book 2 exercises.3. Try to write a passage about their family.Period Four (Section B 3a-4b)1、教学目标词汇：dear thanks for photo here Emma Mona 句型：Thanks for Here is 2、教学难点1） 学生运用所学句型，看照片写短文，讨论及介绍家庭成员。2） 英语书信格式的掌握。3、课前准备 学生课前准备好自己家庭成员的照片。1、 教学设计Step 1 Warming-upSing some English songs or chant.Step 2 Revision1. Greetings.2. Show a family tree on the Bb or on the screen. Revise the family member words.Step 3 New wordsPresent the new words. Show some pictures of a boy, a girl and their parents on the screen. (OR show pictures on the Bb.) Introduce them one by one. Teach the words “Emma, Mona, dear, great, photo, thanks for.) Step 4 Practice Practice the new words and drill. Work on 3a. Students read the letter and ask them draw the photo on their books. Then show some photos that students draw to the class. Students say which one is good or which one is better. Step 5 Task1. Students show their photos. T: You have a letter from your friend. Now write back to your friend. Tell him or her about your family. And report your letter. (Give them 2 minutes) Then check it. Ask two more students to read it. 2. Groupwork: In groups of four. Talk about their photos, and write a passage about their photos. Make sure they can use “This is my This is my These are my.I love my family.” In groups share their writing. Some students introduce theirs in front of the class.Step 6 Activity1. Collect students photos and their writings on the Bb. (stick them on the Bb) Ask the students match the photos and the letters.2. Photo competitionUse all the photos that students collected to do this competition, see which student know the most.Step 7 TaskStudents introduce their own family and retell their friends family members according to the photos on the Bb.Step 8 Homework1. Revise the whole unit.2. Do Book 1&2 exercise (choose some)3. 有条件的同学，将家人的声音录在磁带上，下次上课时到课堂播放并介绍。 Period Five (Self-check)1、 教学目标1） 复习本单元词汇。2） 学会使用询问句型 “Is this/ that.? Are these/ those?”及回答。3） 学会用英语来介绍，“This/ That is my. These/ Those are my.”2、 教学难点综合运用所学知识来看图写话。3、 教学设计Step 1 Warming-up1. Have a chant.2. Greetings.Step 2 Revision1. Check the homework. 2. Show some photos on the screen or on the Bb, revise all the words about the family members. And use the tenses: “Is this/ that.? Yes, he/ she is. No, he/ she isnt.Are these/ those? Yes, they are. No, they arent.” Step 3 Work on 1Students check their words by themselves. Then in class talk about the words they dont know.Step 4 Work on 2Ask the students to write the new words they know, the more, the better., then in groups share their words.Step 5 GamePlay students tape (homework). Others guess who it is. Everyone has two chances.Step 6 Practice1. Students show their photos, in front of the class ask them to talk about their family. And give them some help if they need. After that, other stud