人教版（新目标）初中七上Unit3Thisismysister教案精选

1、人教版（新目标）初中七上Unit3 This is my sister教案精选. Programmes for the Unit1. Status and FunctionThe topic of this unit is the family. In this unit, students learn the names of family members and practice introducing family members. The topic is closely related to students daily life. So students are sure to b

2、e active in the activities in class. Its helpful to improve students integrating skills. （1）The first period introduces the names of family members, and provides practicing introducing people. （2）In the second period, students are required to learn and grasp the usage of demonstratives this, these,

3、that and those and how to identify people on the base of listening and oral practice. （3）Using the target language, students learn to use subject pronouns in the third period. （4）The activities in the fourth period are used to introduce more names of family members and give students a deep understan

4、ding of the demonstratives. （5）In the fifth period, students learn to write a letter to introduce their family members. All the activities are designed to improve students reading and writing skills. （6）The activities in the sixth period are used to give students a comprehensive review of the vocabu

5、lary and help students to use the target language freely. 2. Teaching Aims and Demands（1）Knowledge ObjectsStudents learn and grasp the names of family members. Students learn to introduce and identify people. Students learn and grasp the usage of demonstratives and subject pronouns. （2）Ability Objec

6、tsTrain students listening, speaking, reading and writing skills using the target languages. Train students communicative competence. （3）Moral ObjectsEnable students to know that they should respect their parents and help with housework. Have a good time with family members in spare time. Enable stu

7、dents to know its important and helpful to talk with parents often. 3. Teaching Key PointLearn the key vocabulary and the target language of this unit. 4. Teaching Difficult PointTrain students ability to apply what theyve learned to their daily life. 5. Teaching MethodTeach students how to communic

8、ate with others successfully using the target language. . Teaching Guidance1. Language FunctionsIntroduce people. Identify people. 2. Target LanguageThis is my brother. Is she your sister？Yes, she is. /No, she isnt. 3. StructuresDemonstratives this, these, that, thoseSubject pronouns I, he, she, the

9、y. Yes/No questions and short answers. Plural nouns. 4. Key Vocabularymother, father, sister, brother, grandmother, grandfather, friend, grandparents, uncle, aunt, cousin, parents5. Learning StrategiesPersonalizing. Memorizing. 6. The Course ExtensionSense of vision ability. Language art. Social pra

10、ctice. . A Diagram for Topic Words. A Diagram for Topic Thinking and Task-based Activities. Teaching TimeSix periods. The First Period. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary: mother, father, parents, grandmother, grandfather, grandparents, brother, sister, friends. Target langu

11、age: This is his friend. That is his sister. These are his parents. Those are his grandparents. 2. Ability ObjectsTrain students listening skill. Train students communicative competence using the key vocabulary and the target language. 3. Moral ObjectDo remember: A friend in need is a friend indeed.

12、 . Teaching Key PointsThe names of the various members of a family. How to introduce people. . Teaching Difficult PointStudents can introduce their family members and others using the key vocabulary and the target language learned in this class. . Teaching MethodsVisual teaching method. Pairwork. Il

13、luminative teaching method. . Teaching AidsPhotographs of your family members and friends. A tape recorder. A projector. . Teaching ProceduresSection AStep Ask some students to act out introductory conversations presented in unit 1. In this unit well learn another kind of introduction. Well learn to

14、 introduce family members. First well learn the names of the various members of a family. Take out photographs of your family members and friends. Teach and practise father, mother, parents. Put up the photos on the blackboard with a label under each photo. Use the same approach to teach and practis

15、e grandfather, grandmother, grandparents, brother, sister and friend. Put the photos up on the blackboard in a different order from before. Remove the labels, hand them to different students and then put them back with the right photos. The rest of the class check their answers. Repeat this procedur

16、e several times until students can remember the names of family members fluently. Step 1aStudents point to the list of words and say the words individually. After that, ask students to guess which person in the picture each word refers to. Then tell students to match the words and the persons in the

17、 picture by writing the letter of the person in the space. Review the answers with the whole class. Answers: 1. mother c2. father i3. parents h4. brothers b5. grandmother g6. grandfather e7. friend a8. grandparents d9. sister f（This activity introduces the key vocabulary. ）Step 1bAsk students to poi

18、nt to the family members in the illustration in Activity 1a and name each one. Well listen to a conversation twice. Please circle the appropriate family members in the picture as they are mentioned. Play the recording for the first time. Students only listen. Play the recording for a second time. Th

19、is time, students listen and circle them. Check the answers. Answers: Students should circle Daves brothers and sister. Tapescript: Dave: This is my family. Those are my two brothers. And thats my sister. （This activity gives the students an opportunity to recognize vocabulary words in natural speec

20、h. ）Step 1cHave the students look at the photos of your family members and friends on the blackboard. Teach students what to do by demonstration. Point to the photo of your father and say, This is my father. Point to the photo of your mother and say, This is my mother. Point to the two photos and sa

21、y, These are my parents. Move backwards at the edge of the blackboard. Point to the photo of your grandfather and say, That is my grandfather. Point to the photo of your grandmother and say, That is my grandmother. Point to the two photos and say, Those are my grandparents. Induce the students to sa

22、y, when you talk about something nearby, you use: This is. . . or These are. . . ;when you talk about something far away, you use: That is. . . or Those are. . . Write the sentences above on the blackboard. Tell students that they will be talking about the members of Daves family shown in the pictur

23、e. Point out that the boy on the left in front of the other people is Dave. Invite two students to read the example conversation. The rest point to the person as they are mentioned. Students work in pairs or in small groups. Have them take turns talking about the members of Daves family as in demons

24、tration. As students work, walk around offering language support as needed. A few minutes later, stop the activity. Show the same picture as the one in Activity 1a on the screen by a projector to make it seen more clearly. Students in turn point to people and introduce the family members as the rest

25、 watch and listen. （This activity provides oral practice using the target language. ）Step SummaryIn this class, weve learned the names of the various members of a family and how to introduce people. Step Homework（1）Being at home, students call 爸爸 father, 妈妈 mother, 爷爷 grandfather, 奶奶 grandmother, et

26、c. Try to find out how to call other members of your family in English. （2）Bring photos of family members and friends to class next class. Step Blackboard DesignUnit 3 This is my sister. Section AThe First Period1. Key vocabulary2. Target language（1）This is my father. （2）This is my mother. （3）These

27、are my parents. （4）That is my grandfather. （5）That is my grandmother. （6）Those are my grandparents. The Second Period. Teaching Aims and Demands1. Knowledge ObjectsIs this your sister？No, it isnt. Is that your brother？Yes, it is. This is my friend. These are my friends. That is my brother. Those are

28、 my brothers. 2. Ability ObjectsTrain students listening skill. Train students intuitive thought ability through pairwork. 3. Moral ObjectsBe polite and friendly to others. Do remember to respect the old. . Teaching Key PointsTarget language. How to identify people. How to introduce people. . Teachi

29、ng Difficult PointHow to identify people. . Teaching MethodsPairwork. Visual teaching method. . Teaching AidsA tape recorder. Photographs of family members and friends. . Teaching ProceduresStep Check homework to see who has collected the most names of various family members. Suggested answers: aunt

30、, uncle, brother-in-law, sister-in-law, cousin, niece, nephew, mother-in-law, father-in-law, granddaughter, grandson, wife, husbandStep 2aPoint to the names of family members in the box. Ask a students to read them aloud. Well listen to a conversation. You should pay attention to the names. Youll he

31、ar some of the names, not all of them. Circle the names you hear like mother. Play the recording. Students only listen. Play it for a second time. This time students circle each name they hear in the conversation. Check the answers with the whole class. Answers: Circled items: mother, grandparents,

32、sister, brotherTapescript: Dave: This is my mother. Mom, this is Lin Hai. Lin Hai: Nice to meet you. Mom: Nice to meet you, Lin Hai. Dave: And these are my grandparents. Grandparents: Hi, Lin Hai. Lin Hai: Hello. Dave: And this is my sister, Mary and this is my brother, Jim. （This activity provides

33、recognizing practice with the key vocabulary. ）Step 2bAsk students to point to the persons in the picture and name each one, then read the names listed in the box. Well listen to the conversation again. Match the names with the people in the picture by writing the letter next to the people after the

34、 correct names in the box. Play the recording once or twice. Check the answers. Answers: 1. Dave a2. Lin Hai b3. Mary g4. Jim e（This task gives students practice in recognizing the key vocabulary in spoken conversation. ）Step 2cFocus students attention on the illustration in Activity 2b. Invite two

35、students to read the speech bubbles aloud. Students work in pairs. One person covers the list of names above the picture and asks Is this. . . ？The other person answers Yes, it is. or No, it isnt. Its. . . （This task provides oral practice using the target language. ）Optional activityEncourage stude

36、nts to identify other persons in the picture in pairs. One person asks questions beginning with Is that Daves. . . ？, Are there Daves. . . ？ or Are those Daves. . . ？The other person answers Yes, it is. No, it isnt, it is. . . Yes, they are. or No, they arent. They are. . . If the students are not r

37、eady to do this, ask them not to do it. Step 2dA few minutes later, change them round so that both students get the chance to ask and answer questions. Optional activityAsk students to take out photographs of their family members and friends. Students work in small groups. Exchange their photos with

38、 one another. Identify people in the pictures freely. This activity is more or less the same as the one in Activity 2c. Step Grammar FocusHave students say the questions and answers, and statements in the grammar box. Write them on the blackboard. Remind the students of the difference between this a

39、nd that, and these and those. Give them pronunciation and intonation support as needed. If necessary, give them more extra practice with this, that, these and those. Step Summary and Homework（1）In this class, weve mainly learned the target language on how to introduce and identify people. After clas

40、s, please tape record your family members. Play them next class. （2）Bring some family photos to class tomorrow. Step Blackboard DesignUnit 3 This is my sisterSection AThe Second PeriodTarget language（1）Is this your sister？No, it isnt. （2）Is that your brother？Yes, it is. （3）This is my friend. That is

41、 my brother. （4）These are my friends. Those are my brothers. The Third Period. Teaching Aims and Demands1. Knowledge ObjectsSubject pronouns I, he, she, they. Target language: Is she your sister？Yes, she is. Is he your brother？No, he isnt. He is my friend. Yes/No questions and short answers. 2. Abil

42、ity ObjectsTrain students writing skill. Train students intuitive thought ability through pairwork. 3. Moral ObjectTo understand one another better, students should have heart-to-heart talk with parents more often. . Teaching Key PointTarget language. . Teaching Difficult PointsSubject pronouns. Tar

43、get language. . Teaching MethodGroupwork. . Teaching AidsA tape recorder. Photographs of family members and friends. . Teaching ProceduresStep Encourage students to take turns playing their tapes for the class. While playing tapes, introduce their family members like this: This is my（father）. That i

44、s my（sister）. These are my（grandparents）. Those are my（brothers）. They may decide which sentence to use by listening to different voices. Change them round. The rest of class take turns asking the person playing tapes（SA） questions: S1: Is this your（father）？S2: Is that your（sister）？S3: Are these you

45、r（grandparents）？S4: Are those your（brothers）？SA Answer the questions one by one with Yes or No honestly. Point to a girl student and say: T: She is. . . （her name）. Then point to a boy student and say: T: He is. . . （his name）. Point to as many students as possible and say together with students: T

46、& Ss: She is. . . or He is. . . Point more and more quickly, and students respond at a greater and greater speed. Draw a boy and a girl on the blackboard with he and she underneath. Step 3aCall attention to the illustration and the speech bubbles. Have students point to the numbers and the empty

47、 lines. Ask a student to read the words in the box aloud. You are asked to write the four words in the box in the correct blanks in the speech bubbles. The first one is done for you. Students work alone or in pairs. Ask two students to read the conversation, filling in the missing words. The rest of

48、 students check their work. Answers: 1. sister 2. is 3. brother 4. isnt（This task provides writing practice using the target language. ）Step 3bPractise the conversation with a student. Show how voice goes up at the end of Yes/No questions and how voice goes down at the end of the answers and stateme

49、nts. Students work in pairs. First A asks B and then B asks A. Some time later, ask each person to find a new partner and continue the practice. Write the conversation on the blackboard. Call out several pairs to perform the conversation to the class. （This task provides oral practice with the targe

50、t language. ）Step 3cStudents take a careful look at the illustration and the conversation. Invite three students to read the conversation. The rest point to each sentence as they hear. Write a name on the blackboard. Invite a student to ask: S5: Is he your father？T: No, he isnt. Invite another stude

51、nt to ask: S6: Is he your brother？T: No, he isnt. Have another one ask: S7: Is he your friend？T: Yes, he is. In this way, students know how to play the game. Ask students to take turns coming to the board and writing a name. The rest of the class ask questions beginning with Is he. . . ？ or Is she.

52、. . ？See who can guess it within less guesses. （The task provides oral practice using the target language. ）Step 4Students take out their family photos. Divide the students into small groups. Mix up their photos. Hold up a photo and ask the other members in your group questions beginning with Is thi

53、s. . . ？Is he. . . ？or Is she. . . ？The student being asked answers either Yes or No. Students work in groups. As they work, move around the room offering pronunciation and intonation support if necessary. Each group choose a student to present the other students family to the class. Step SummaryWev

54、e learned the subject pronouns and the target language for identifying people in this class. Step Homework（1）Students make a list of their family members birthday. （2）Finish the exercises on Pages 9 and 10 of the Workbook. Step Blackboard DesignUnit 3 This is my sister. Section AThe Third Period1. K

55、ey vocabularyhe she2. Target language（1）Is she your sister？Yes, she is. （2）Is he your brother？No, he isnt. He is my friend. The Fourth Period. Teaching Aims and Demands1. Knowledge ObjectsKey vocabulary: aunt, uncle, son, daughter, cousinTarget language: This is my friend. These are my parents. That

56、 is my sister. Those are my grandparents. 2. Ability ObjectsTrain students listening skill. Train students intuition thought ability through pairwork. 3. Moral ObjectsParents are both tired after a days work. Students should help with household and respect parents. . Teaching Key PointsKey vocabulary. Target language. . Teaching Difficult PointStudents can introduce their family members in everyday situations. . Teaching MethodsSing a song. Scene teaching method. . Teaching AidsA tape recorder. A picture of your family and friends drawn by yourself. . Teaching ProceduresSection BS