人教版英语七年级上册 Unit 2 Section B 教案

Unit2Thisismysister.SectionB（1a-1d）TeachingAims1.语言能力：掌握单词son,daughter,cousin,grandpa,grandma,mom,dad,uncle,aunt等，通过家谱图了解家族成员的关系并用英语单词介绍家庭成员。2.文化意识：了解中英家庭构成差异，增强家族意识，传承传统家风。3.思维品质：能根据所给内容或所给条件进行改编或创编。4.学习能力：了解家族成员的关系并使用目标语言介绍家庭成员。TeachingDifficulties了解家族成员的关系并使用目标语言介绍家庭成员。TeachingAidsAtaperecorder;CAIormultimediacoursewareTeachingProceduresTipsStep1LeadinTheTcanplayavideoaboutintroducingfamilymemberstohelpSsreviewthetargetlanguagetheyhavelearnedandmoreinvolvedinthefollowingactivities.ThentheTcanencourageSstodescribeafamilytree.Duringtheprocess,theTcanalsopre-teachsomenewwordsandexpressions.Ssareencouragedtopracticeusingthesetargetlanguage.Step2Presentation&Practice1aThisactivityistohelpSsusethetargetlanguagetocompleteafamilytree.HaveSslearnthedifferenttermsthatarecommonlyusedforeachfamilymember.Writeontheboard:Grandfather/GrandpaGrandmother/GrandmaMother/MomFather/DadExplainthat“grandpa,grandma,mom,dad”arelessformal.Ssdothein1aindividuallyandtheTcancheckanswersinclass.TheTcanaskSstoreadthesewordsinchorustochecktheirpronunciation.Answers:mom,aunt,son,sister,cousin1bTheactivityistogiveSspracticerecognizingthetargetlanguage.TheTcanuseAnswerPolltocheckSs’answers:FindouthowmanySsobtainedthecorrectanswersinanactivitybytakingapoll.Listthepossibleanswersontheboard(butdonottellSsthecorrectanswers).ThenaskSstoraisetheirhandsforeachitemtheychecked.Inthisway,youcancounthowmanySscheckedeachitem.Finally,tellSsthecorrectanswers.Howmanywerecorrect?Howmanywerewrong?Answers:aunt;uncle;cousin;friends;grandpa,grandma.1cThisactivityistoprovideguidedlisteningandspeakingpracticewiththetargetlanguage.TheTcanguideSstousepictureclues.Beforelistening,theTcanaskSstolookatthepicturesin1canddiscussthefollowingquestions:Howmanypeopleareinthepictures?Whoarethey?Wherearethey?Whataretheydoing?...Inthisway,Ssarebetterpreparedtoanswerlisteningcomprehensionquestions.Answers:picture11dTheactivityistoprovideSswithspeakingpracticeusingthetargetlanguage.AskSstodrawtheirfamiliesandfriends.ThenSsworkinpairstointroducethepeopleintheirpictures.TheTcanobserveandofferhelptoSsinneed.SsshouldpayattentiontotheaccuracyofSs’speaking.Step3Languagepointsaunt指父母那一辈除母亲之外的所有女性长辈，相当于汉语中的“姑母；姨母；伯母；婶母；舅母”。前面有不定冠词修饰时，应用an。注意：a+读音以辅音音素开头的词；an+读音以元音音素开头的词。uncle指父母那一辈除父亲之外的所有男性长辈，相当于汉语中的“舅父；叔父；伯父；姑父；姨父”。前面有不定冠词修饰时，应用an。aunt与uncle与人名连用的时候，书写与汉语习惯相反，要将称呼写在人名前，且首字母要大写。cousin是名词,意为“堂兄（弟、姊、妹）；表兄（弟、姊、妹）”，表示与自己同辈的男性亲属或女性亲属，其复数形式为cousins。Step4Summary&HomeworkThehomeworkcanvarywiththespecificconditions.SummaryTheTcanencourageSstosummarizethekeypointsofthisclasstohelpSsconsolidatetheknowledge.Homework:PreviewthepassageinSectionB2b.Dotheexercisesinstudents’book.TeachingReflectionThedesignofactivitiesbeforelistening(Activities1aand1b)isveryimportant.Thepurposeistoactivatethememoryinstudents'brain,recallthelearnedwords,phrasesandsentencepatterns,andpavethewayforlisteningactivities.Atthesametime,students'responseprocessisalsotolearnandconsolidatelanguageknowledgeinapplication.Unit2Thisismysister.SectionB（2a-2c）TeachingAims语言能力：能够读懂介绍家庭成员的文章，并分辨出英文名字及家庭成员之间的关系。2.文化意识：了解家庭成员的称谓，学会书面或口头向他人介绍家庭成员，促进家庭意识的养成。3.思维品质：能提取、整理、概括语篇的关键信息、主要内容。4.学习能力：能整理、归纳所学内容，把握重点和难点。TeachingDifficulties阅读文章，找出文章的关键信息。TeachingAidsAtaperecorder,CAIormultimediacoursewareTeachingProceduresTipsStep1LeadinTheTcanpresentthefamilypicturesappearinginthisunitandelicitthepeople’snamesfromSs.Sscanbeencouragedtosayoutmorenamesinthisunit.TheTcanalsoencourageSstoreviewwhatthedifferencesbetweenChinesenamesandEnglishnames.Step2Presentation&Reading2aTheactivityistoprovidewritingpracticewiththetargetlanguage.BeforeSslookfortheanswersintheunit,askthemtotrytodotheactivityfrommemoryfirst.Ssoftenreadmaterialorlistentoconversations,buttheydonotnecessarilytrytorememberwhattheyhaveheardorread.Answers:Male:TomBobJackPaulJiangTaoAlanEricJohnBillDaleFemale:CindyLiLanJennyLindaMarySallyKateJaneJiangShanHelenLinFang2bTheactivityistoprovidereadingpracticewiththetargetLanguage.Beforereading,theTcanaskSstoobservethetwopicturesandanswerthefollowingquestions:Howmanypeoplecanyouseeinthefirstpicture?Howmanypeoplecanyouseeinthesecondpicture?Whatelsecanyouseeinthesecondpicture?ThentheTcanaskSstoreadthepassagequicklyanddothetaskin2aindividually.TheTcancheckanswersbyaskingthefollowingquestions:What’shergrandfather’s/grandmother’s/father’s/mother’s/sister’s/cousin’sname?Whatareherbrothers’names?Doesthedoghaveaname?Answers:JennyAlanMaryBobEricCindyHelenCoco2cTheactivityistoprovideSswithreadingcomprehensionpracticeusingthetargetlanguage.TheTcanaskSstoreadthepassagecarefullyandcompletethesentencesindividually.ThenasksomeSstosharetheiranswersbyreadingthefullsentences.AtlasttheTcanexplainthekeylanguagepointstoSsandplaytherecordingofthepassage.SscanreadaftertherecordingandtheTcanpayattentiontotheirpronunciationandintonation.Answers:1.Jenny2.parents3.brothers4.sister5.cousin6.CocoTeachingTip:GuessEncourageSstoguessthecorrectanswertoaquestionbeforescanningareadingpassagetofindtheanswer.OnewaytodothisistoaskSstocoverthereadingpassagewithapieceofpaperandtotryandquicklyguesstheanswerstothequestions.Aftertheyhavedonethis,theycaneitherchecktheiranswerswithapartnerorimmediatelyscanthereadingpassageforthecorrectanswers.2cTomakethetaskmorechallenging,theTcanaskSstoparaphrasethepassageusingthethirdpersonlikethis:AlanandMaryareJenny’s_____.BobandEricareJenny’s_______.CindyisJenny’s_____.HelenisJenny’s_______.HelenisJenny’s_______.Jenny’sdogis______.Step3LanguagepointslearningHerearetwonicephotosofmyfamily.本句是以here开头的倒装句，用来引起注意或加强语气，其正常语序为“Twonicephotosofmyfamilyarehere.”。在倒装句中，谓语动词的单复数形式取决于后面名词（短语）的数。特别提醒：以here开头的句子中，如果句子的主语是人称代词，则不用完全倒装。photo为可数名词，其复数形式为photos。takephotos/aphoto(of…)意为“（给……）拍照”。aphotoof…意为“一张……的照片”。of作介词，表示所属关系，其后接名词、代词或名词性物主代词，常用于构成名词所有格。介词短语inthefirstphoto在本句中作表语。介词短语可在句中作表语，和be动词一起构成系表结构。first在此作序数词，意为“第一”，序数词前通常要加定冠词the。Thelanguagepointsareforreferenceonly.Step4Summary&HomeworkThehomeworkcanbevariedwiththespecificconditions.SummaryTheTcanencourageSstosummarizethekeypointsofthisclasstohelpSsconsolidatetheknowledge.Homework:Readandrecitethepassagein2b.Dotheexercisesinstudents’book.TeachingReflectionIntheprocessofEnglishteaching,teachersshouldtrytheirbesttoencouragestudentstoparticipateinthediscussionanddonotoveremphasizethecorrectanswers.Thiscannotonlybroadenstudents'thinkingspace,helpthedevelopmentofcreativethinkingability,butalsohelpstudentsmasterthelanguageinuse.Unit2Thisismysister.SectionB（3a-SelfCheck）TeachingAims1.语言能力：以书面形式描述照片或图片上的家庭成员组成。2.文化意识：了解家庭成员的称谓，学会书面或口头向他人介绍家庭成员，促进家庭意识的养成。3.思维品质：能根据所给内容或所给条件进行改编或创编。4.学习能力：有意识地运用知识迁移策略根据照片，写一篇介绍全家福的短文。TeachingDifficulties根据照片，写一篇介绍全家福的短文。TeachingAidsCAIormultimediacoursewareTeachingProceduresTipsStep1LeadinTheTcanpresentafamilyphotoandaskSstointroducethefamily.TheTcanwritethesentencepatternsSsmayusetohelpthem.Duringtheprocess,theTcanalsocheckifSsmasterthetargetlanguageandpayattentiontotheaccuracyofSs’speaking.Step2Presentation&Writing3aThisactivityistoprovidereadingandwritingpracticewiththetargetlanguage.Atfirst,theTshouldguideSstounderstandtherequirementofactivity3a.ThenaskSstoreadaloudthewordsinthebox.SscancompletethepassageindividuallyandthentheTcaninvitesomeSstoreadthepassagetochecktheiranswers.ThenSscanworkinpairsandgetinformationaboutPaul’sfamilytodrawit.TeachingTip:Ssmayfeelanxiousaboutdrawingpicturesinclassiftheyfeeltheyarenotgoodartists.RemindSsthattheyneedonlydoquicksketchesinclass.Givingatimelimitfordrawingtaskscanactuallybehelpfultoo,asitremovestheopportunitytothinktoomuchaboutthepictureoraddtoomuchdetail.Answers:family,parents,brothers,Cindy.3bTheactivityistoletSsusethetargetlanguagetowriteaboutthemselves.PeertutoringcanbeveryeffectiveandenablebothSstolearnmore.Inthisactivity,oneSistellinganotherSabouthisorherfamily.AftertheShasdescribedthefamilyphoto,heorshecanaskhisorherpartnerquestionstofindouthowmuchthepartnerunderstood:Whoisthis?What’shisname?SuggestedAnswer:Hi.IamLiPing.Hereisaphotoofmyfamily.Thesearemyparents.Thosearemygrandparents.Theyaremymother’sparents.Whoisthatgirl?Sheismycousin.HernameisLiuMei.Andwhoisthisboy?Canyouguess?Yes,itisme.Step3SelfCheckThepartofSelfCheckistoprovideacomprehensivereviewofkeyvocabularyandfunctionspresentedintheunit.TeachingTip:EncourageSstoteachandlearnfromtheirpeers.Thisincludeshelpingotherswiththingssuchasspelling,pronunciationandwordchoice.Inthecaseofawritingactivity,itcanbeveryhelpfultohaveSscheckeachother’sworkfor