人教版七年级英语上Unit2-This-is-my-sister.第一课时初一陈春鸿

1、 Unit 2 This is my sister第一课时教案 SectionA1a-2c一Teaching material analysis教材分析本单元以家庭为话题，以家庭介绍为任务学习Thats my sister. These are my brothers. Who is she?等句型的使用。要求学生能够做到：1.运用这些句型向别人介绍某人的能力和与人交际的能力；2.能向别人介绍自己的家庭情况；3.在珍视自己的家庭，珍爱亲情的同时，关心不幸家庭的同学，对他们做力所能及的帮助。二Learning situation analysis学情分析学生在小学中已经学习过一些家庭成员称呼的知

2、识，对于一些简单的称谓表达没有问题，但书写仍然是有问题的。同时，由于中西方文化的差异，中国家庭中的一些关系可能不好表达，老师需要做必要的补充。另外，由于方案生育政策的施行，同学们的兄弟姐妹少了，这对于brother, sister的概念的表达可能有些不利。但是，中国是一个注重家庭的国家，本单元的学习会让学生了解不同国家的家庭结构间的不同。同时由于班级内可能有来自单亲家庭的同学，在授课时要注意保护学生，不要伤及学生的自尊，同时要注意培养学生的移情能力。三Teachingaims 教学目标1. 学会表述家人的称谓。2.训练学生听力能力，能听懂有关介绍家庭成员的对话。3. 学会用特殊疑问句来询问家人

3、的称谓。4. 学会运用所学语言知识介绍家人。四Languagepoints (语言点)1. 词汇：1)名词n. family，sister, mother, father, parent, brother, grandmother, grandfather, grandparent 2)代词pron. those, who, these 3)感慨词interj. oh2. 句型：This/That is These/Those are Who is this? Who is that? Whos she? Shes 五Difficulties 教学重难点1. 表示人物称谓的名词的读音及拼写。2

4、. 名词单复数的正确使用。3Who引导的特殊疑问句及答语4. 能运用所学语言知识进行交际。六Teaching Aids教学准备录音机，多媒体课件，.全家福照片七Teaching steps 教学步骤1. Warming-up and revision课堂热身和复习 1Daily greetings to the studentsT: Hello, Whats your name?S: My name is T: Nice to meet you!S: Nice to meet you, too!(2) Revision 复习1T: Whats this in English? (Sh

5、ow some pictures or play PPT) S: Its a jacket. T: Spell it, please. S: J-A-C-K-E-T, jacket. T: What color is it? S: Its purple. 2T: Is he Eric? 指着班上的学生进行问答。 S: Yes, he is. T: Is she Cindy? S: No, She isnt. Shes Helen. T: Whats his name? S: His name is Bob. 3T: This is . 利用书上所出现的人物图片引导学生说知名字。 S: Alic

6、e. This is Alice. T: These are S: Mike and Tom. These are Mike and Tom. T: That is S: Frank. That is Frank. T: Those are S: Cindy and Dale. Those are Cindy and Dale. 【教学设计说明】复习前几个单元的根本句型，是对所学知识的回忆，也是正式上课前的热身。让学生指认班上的同学并询问，把学生的语言交际放在真实的情境中，可以极大地调动学生的学习兴趣。通过复习学生的人物，引出介绍人物的句型。2. Presentation 呈现新知识T: Wh

7、ats this in English?S: (Teacher helps the students to say) Its a picture/photo. T: Yes, this is a picture of a family. Can you see the woman? This is my mother. (板书mother) She is my mother. Read after me, mother. S: Mother, mother, mother. T: Can you see the man? That is my father. (板书father) He is

8、my father. S: Father, father, father. T: Mother is my parent. Father is my parent, too. 板书parentThese are my parents. (板书these, parents) They are my parents. Read after me. Explanation: 名词分为可数名词和不可数名词两类。可数名词有单数和复数之分，变为复数形式时，一般情况是在单数名词后加“-s，如：penpens, parentparents；以此方法将图片上的grandfather, grandmother,

9、grandparents, brother, sister引出【教学设计说明】借着上一步复习的句型，拿出一张全家福，引入到family的话题；分别指向相应的人物来介绍，引出新的词汇，并教学生朗读，以确保他们发音的正确。在此环节的最后，说明可数名词单数变复数的最根本用法，为后面进一步的学习埋下伏笔。3. Work on 1a 完成1a1) T: Now, please open your books and turn to Page 7. Look at 1a. You can see a picture of Daves family and some words we learned jus

10、t now. Please match the words with the people in the picture. 2) Check the answers.3) Ask some individuals to read aloud the words. 【教学设计说明】学生完成任务后再抽学生朗读，主要是检查他们是否掌握了这些词汇的读音。4. Work on 1b 完成1b1 T: Next, I will play the recording. Please listen carefully, and circle the people the boy talk about in t

11、he picture. 2Play the recording for the first time. Students only listen. 3Play the recording for the second time. Students listen and circle the words they hear. 4T: Do you get the answers? Who does the boy talk about? S: T: Well done. Who does the boy talk about? S: 5Play the recording again for t

12、he students to listen and repeat. 【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比拟容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。5. Presentation 呈现新知识 Draw a boy and two boys on the board and present the sentences: 1) This is my friend. These are my friends. 教师站在黑板近处 Whos he? Hes my friend. Who are the

13、y? They are my friends. 2) That is my brother. Those are my brothers. 教师站在理黑板较远的地方 Whos he? Hes my brother. Who are they? They are my brothers. 【教学设计说明】此环节通过教师所站的位置来表示this，these 和that，those的区别，同时也让学生明白单复数形式表达的词汇是不同的。6. Work on 1c 完成1c1T: Now you are Dave. Please introduce your family to me. You can

14、use “Thats my Those are my 2T: Whos she/he? S: He/She is my 3T: Now please open your books at Page 57. Look at Note 1 in Unit 2. Lets learn the culture: 中外家庭亲属成员之间称谓的文化差异【教学设计说明】此环节是让学生运用所学句型来进行操练，有利于稳固所学句型。同时，让学生看书后57页的注解，帮助他们了解中外家庭亲属成员之间称谓的文化差异。7. Work on 2a & 2b (完成2a和2b)1T: Please turn to Pa

15、ge 8. Look at the words in 2a. Read them aloud.2T: Now lets listen to the recording carefully and circle the words you hear. 3T: Can you get the answers? Please check the answers. 4T: Please look at 2b. Ill play the recording once again, and you match the words with the people in the picture. 强调matc

16、h5T: Who is Jenny? S: She is “d. T: Whos ? S: 【教学设计说明】此环节进一步稳固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生将单词与人物连线，是检查学生能否根据所听到的内容识别图中的人物。8. Work on 2c 完成2c1Teacher points at the picture and practices with the students. T: Please look at the picture again. Whos she? S: Shes Cindy. T: Whos he?S: Hes her father

17、. 2Now you can practice talking about the photo in 2b in pairs. 【教学设计说明】此环节先通过教师与学生的对话示范，让学生清楚教师的意图怎么进行对话。然后学生两人一组进行操练，可以使他们更加容易并熟练地掌握本堂课的内容。9. Homework 课后作业Oral口语: 1. 朗读并熟记第7页的单词和句子。 2. 准备一张全家福，用所学的单词和句型进行介绍。提醒学生记住在本单元后面的几堂课上都要使用。Written书写:1. 抄写第7页的单词和句子。 2. 完成相关习题。预习Unit 2 第二课时八Reflection on teaching materials教学反思本单元的核心教学工