读人教七年级上册Unit 2 This is my sister教学设计 第二稿

1、梁小琴的教学设计 （第二稿）Unit 2 Section A1 (1a-2d)一、教学目标： 1. 能掌握对家庭成员的称呼的词汇及指示代词：sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), who, they, this, that, these, those 2. 能掌握以下句型： This/That is his sister. These/Those are his parents. Whos she? Shes my sister. Is this/that y

2、our sister? Yes, she is./No, she isnt. Are these/those your parents? Yes, they are. /No, they arent. 3. 掌握指示代词this, that, these, those及它们所构成的介绍他人的句型。4. 能运用所学的词汇及句型介绍自己的家庭成员。5. 让学生知道他们应当尊敬自己的父母、祖父母及其他家庭成员，在家庭中应多帮助父母做力所能及家务劳动。通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。二、教学重难点1. 教学重点：1）the names of

3、 family members 2）The usage of demonstratives pronouns:this, that, these, those 2. 教学难点：1) the plural forms of the demonstratives pronouns.2) Train Ss ability to apply what theyve learned to their daily life.三、教学过程. Warming up and revision 1. Greetings T: How are you? Whats your name? Nice to meet y

4、ou! Whats your telephone number? etc. 2. Let Ss introduce their ID card information to class. My first name is My last name is My telephone number is3.Show a picture of myself and introduce myself, then ask students to introduce themselves in this way. Presentation1. Show Ss the family photo of Pepp

5、a.2. Practice the conversations: Whos he/ she? . Who are they？.3. Work on 1a. Ask student to observe the picture carefully and answer the question: What are they talking about? (They are talking about Davids family.) Then read the words on the left side. Then match the words with the people in the p

6、icture. Check the answers with the class: 1. a 2. c 3. b 4. h 5. f 6. e 7. i 8. d 9. g. Listening 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

7、brothers and a sister. Listen to the conversation between David and Lin Hai again and fill in the blanks. . Pair work 1. Role-play the conversation in 1a. A: Thats my family. Those are my parents. B: Whos she?A: Shes my sister. Oh, and these are my brothers.2. Role-play the conversation. Try to reme

8、mber the sentence structure: This is; That is; These are; Those are Whos she/he? Shes/Hes 3. Look at the picture in 1a. Talk about the other people in the picture with your partner. Using the sentence structure: This is ; That is; These are; Those are Whos she/he? Shes/Hes 4. Let some pairs act out

9、their conversation. . Listening1. T: Here are two girls. They are talking about the family members. Please listen to the recording of 2a in Section A and circle the family members you hear.First lets read the words in the box together. (Read the words together. Then play the recording of 2a twice. S

10、tudents work.) T: Check the answer. (Ask two students to say the answers.) 2. Listen and match.T: Now lets look at the photo of this family. We know this is Jenny. But we dont know who is Bob, who is Jack, who is Linda, who is John and who is Mary. Lets listen and find them. (Play the recording of 2

11、b. Students work.)T: Who find them? (Many students may say they do. Choose two of them to answer.) 3. Listen again and fill in the blanks. Pair workT: You come to this home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “Whos she/he? Shes/Hes

12、” to find them, please. When you finish, change roles to do it. Now begin. A: Whos she? B: Shes Cindy. A: Whos he? B: Hes her father. Do a report.1. I do a report about my family first and ask students to do a report like this.IX. SummaryThis / That is my .这/那是我的 Nice to meet you.见到你很高兴。These / Those are my .这些/那些是我的XII. Homework: 1. Remember t