七年级英语教案Unit2全套

七年级英语教案Unit2全套以下为您呈现一份针对七年级英语（人教版Goforit!）Unit2"Thisismysister."的全套教案。本教案注重基础知识的夯实与语言运用能力的培养，力求在师生互动中提升学习效率，同时渗透情感教育。七年级英语Unit2"Thisismysister."全套教案单元总览本单元以“介绍家庭成员”为核心话题，引导学生学习辨认家庭成员、介绍他人以及询问人物身份的相关词汇和句型。通过本单元的学习，学生能够运用所学语言知识简单描述自己或他人的家庭，培养亲情意识和与人交流的能力。单元教学目标知识与技能1.掌握家庭成员相关词汇：sister,brother,father,mother,parent(s),grandfather,grandmother,grandparent(s),uncle,aunt,cousin,family,photo,picture,dog等。2.掌握指示代词this,that,these,those的用法。3.掌握be动词(am,is,are)在陈述句和一般疑问句中的用法。4.学会句型：*Thisismy.../Thatismy.../Thesearemy.../Thosearemy...*Who'she/she?He's/She'smy...*Whoarethey?Theyaremy...*Isthis/thatyour...?Yes,itis./No,itisn't.*Arethese/thoseyour...?Yes,theyare./No,theyaren't.5.能够听懂关于介绍家庭成员的简短对话和描述。6.能够读懂简单的家庭成员介绍和家庭照片说明。7.能够口头介绍自己的家庭成员，并用简单的文字进行描述。过程与方法1.通过图片、实物、情景创设等方式，引导学生在具体语境中感知、理解和运用新词汇和句型。2.采用小组合作、结对活动、角色扮演等多种教学方法，鼓励学生积极参与课堂互动，在实践中提升语言运用能力。3.引导学生通过观察、比较、归纳等方法学习语法知识，培养自主学习能力。情感态度与价值观1.培养学生热爱家庭、关爱家人的情感。2.学会礼貌地介绍他人和询问他人身份。3.激发学生学习英语的兴趣，培养积极参与、乐于合作的学习态度。单元重难点重点1.家庭成员相关词汇的认读、拼写和运用。2.指示代词this,that,these,those的用法。3.核心句型"Thisis.../Thatis.../Theseare.../Thoseare..."及"Who's...?Whoare...?"的理解和运用。4.be动词在不同人称后的正确使用。难点1.名词复数形式的构成及不规则变化(如：this→these,that→those,is→are)。2.this/that与these/those的区分及相应be动词的搭配。3.在实际交际中准确运用所学句型介绍和询问家庭成员。单元课时安排建议课时：5课时(每课时45分钟)*第一课时：SectionA1a-1c(词汇、句型导入)*第二课时：SectionA2a-2d(句型操练、对话学习)*第三课时：SectionAGrammarFocus-3c(语法巩固、综合练习)*第四课时：SectionB1a-1e(词汇拓展、听力训练)*第五课时：SectionB2a-SelfCheck(阅读、写作、单元总结与检测)教学准备1.教材、教师教学用书、练习册。2.多媒体课件(PPT)、录音机或播放器、录音磁带或音频文件。3.家庭成员图片、人物头像卡片、家庭树图表。4.学生自备家庭照片(可选)。分课时教案第一课时SectionA1a-1c课题Introducefamilymembers(介绍家庭成员)教学目标1.知识与技能：*能认读并说出家庭成员的词汇：sister,brother,father,mother,parent,grandfather,grandmother,grandparent,family。*初步理解并运用指示代词this,that,these,those。*初步掌握句型：Thisismy.../Thatismy.../Thesearemy.../Thosearemy...和Who'she/she?He's/She's...2.过程与方法：通过看图识词、听录音、结对操练等方式，初步感知和运用目标语言。3.情感态度：初步培养对家庭的热爱之情。教学重难点*重点：家庭成员词汇的认读；句型"Thisis.../Thatis.../Theseare.../Thoseare..."的初步运用。*难点：指示代词this/that/these/those的初步理解；he/she的区分。教学准备多媒体课件、家庭成员图片、录音设备。教学过程Step1:Warm-up&Lead-in(热身与导入)(约5分钟)1.Greetings:*Teacher:"Goodmorning,class!"*Students:"Goodmorning,teacher!"*Teacher:"Howareyoutoday?"*Students:"I'mfine,thankyou.Andyou?"*Teacher:"I'mgreat,thanks.Look!What'sthis?"(出示一张自己家人的照片，或一张明星家庭的照片)"Thisisaphotoofafamily.Today,wearegoingtolearnaboutfamilymembers."(板书：Unit2Thisismysister.FamilyMembers)Step2:Presentation(呈现新知)(约15分钟)1.教学单词：*教师指着课件中的家庭照片或图片，逐一呈现新单词：*Teacher:(指着照片中的女孩)"Look!Thisisagirl.Sheismysister."(板书sister，带读，学生跟读)*用同样方法教学brother,father(dad),mother(mom),parent(parents),grandfather(grandpa),grandmother(grandma),grandparent(grandparents),family。*强调单词的单复数形式，如parent→parents,grandparent→grandparents。*单词巩固：*快速认读：教师出示单词卡片，学生认读。*"What'smissing?"游戏：课件展示多个单词，快速闪过一个，让学生说出消失的单词。2.教学句型：*Teacher:(拿起一张男孩的图片，靠近自己)"Thisismybrother."(板书：Thisismy...带读)*(拿起一张女孩的图片，放远一些)"Thatismysister."(板书：Thatismy...带读)*(展示多张男孩女孩的图片)"Thesearemybrothers."(板书：Thesearemy...带读)*(展示远处的多张图片)"Thosearemysisters."(板书：Thosearemy...带读)*引导学生观察this/that(单数)和these/those(复数)的区别。*Teacher:(指着图片中的男性)"Who'she?"(板书：Who'she?带读)"He'smyfather."(板书：He'smy...带读)*(指着图片中的女性)"Who'sshe?"(板书：Who'sshe?带读)"She'smymother."(板书：She'smy...带读)教学过程(续)Step3:Practice(练习)(约20分钟)1.完成1a:Matchthewordswiththepeopleinthepicture.*Teacher:"OpenyourbookstoPage7.Lookatthepicturein1a.Therearemanypeopleinthephoto.Pleasematchthewordsintheboxwiththepeople.Let'sdothefirstonetogether.'father'–whoisthefather?Heishere,number1.Sowrite'father'nextto1."*学生独立完成，然后同桌核对答案，教师公布正确答案并讲解。2.完成1b:Listenandcircle.*Teacher:"Now,let'slistentothetape.Therearethreeconversations.Listencarefullyandcirclethewordsyouhearin1a."*播放录音2-3遍，学生圈出听到的单词。*核对答案，可让学生重复听到的句子。3.1c:Practicetheconversationsin1b.Thenmakeyourownconversations.*Teacher:"Let'sreadtheconversationsin1btogether.(带领学生朗读对话)"*Example:*A:Who'sshe?*B:She'smymother.*A:Who'she?*B:He'smyfather.*教师巡视指导，鼓励学生大胆开口。邀请几组学生上台展示。Step4:SummaryandHomework(总结与作业)(约5分钟)1.Summary:*Teacher:"Todaywelearnedsomenewwordsaboutfamilymembers.Whatarethey?(引导学生回忆单词)Andwealsolearnedhowtointroducefamilymembers.Whatsentencesdidwelearn?(引导学生说出Thisis.../Thatis.../Theseare.../Thoseare...和Who'she/she?He's/She's...)"2.Homework:*Copythenewwords(sister,brother,father,mother,parent,grandfather,grandmother,grandparent,family)3timeseach.*DrawapictureofyourfamilyandlabeleachpersonwiththeEnglishword.(为下节课做准备)*Listentotherecordingof1bandrepeat.板书设计Unit2Thisismysister.Newwords:sister,brother,father(dad),mother(mom)parent(parents),grandfather(grandpa),grandmother(grandma)grandparent(grandparents),familySentencepatterns:Thisismy...(sister/brother...)Thatismy...(father/mother...)Thesearemy...(parents/grandparents...)Thosearemy...(brothers/sisters...)Who'she?He'smy...Who'sshe?She'smy...第二课时SectionA2a-2d课题Talkaboutfamilymembers(谈论家庭成员)教学目标1.知识与技能：*复习并巩固上节课所学家庭成员词汇和句型。*学习并运用句型：Isthis/thatyour...?Yes,itis./No,itisn't.Arethese/thoseyour...?Yes,theyare./No,theyaren't.*理解并能初步运用名词所有格(e.g.,myfather'sbrother)。*能听懂关于确认家庭成员身份的简短对话。2.过程与方法：通过听力理解、对话模仿、角色扮演等活动，提高运用目标语言进行交际的能力。3.情感态度：学会关心家人，乐于与他人谈论自己的家庭。教学重难点*重点：句型"Isthis/that...?Arethese/those...?"及其肯定和否定回答。*难点：名词所有格的初步理解；this/that/these/those在疑问句中的正确使用及回答时人称代词的转换(it/they)。教学准备多媒体课件、录音设备、人物图片、学生上节课画的家庭画。教学过程Step1:Warm-upandReview(热身与复习)(约7分钟)2.Reviewfamilywords:*Showthewordcards,studentsreadthemaloud.*"QuickResponse":Teachersays"father",studentssay"dad";teachersays"mother",studentssay"mom",etc.3.Reviewsentences:*Teachershowsastudent'sfamilypicture(提前收集)andasks:"Who'she/she?"Studentanswers:"He's/She'smy..."*Inviteafewstudentstointroducetheirpicturesusing"Thisis.../Thatis.../Theseare.../Thoseare..."Step2:Presentation(呈现新知)(约10分钟)1.教学"Isthisyour...?Yes,itis./No,itisn't."*Teacher:(拿起一张学生的家庭画，指着画中的一个男孩)"Isthisyourbrother?"(板书：Isthisyour...?带读)*Ifthestudentsays"Yes",teacherresponds:"Yes,itis."(板书肯定回答)*Ifthestudentsays"No",teacherresponds:"No,itisn't.He'smyfriend."(板书否定回答)*用同样方式教学"Isthatyour...?Yes,itis./No,itisn't."(指向远处或屏幕上的图片)*强调this指近处，that指远处；回答时用it代替this/that。2.教学"Aretheseyour...?Yes,theyare./No,theyaren't."*Teacher:(指着图片中两个女孩)"Aretheseyoursisters?"(板书：Aretheseyour...?带读)*Student:"Yes,theyare."/"No,theyaren't."*教师板书肯定和否定回答：Yes,theyare./No,theyaren't.*用同样方式教学"Arethoseyour...?Yes,theyare./No,theyaren't."*强调these/those指复数，回答时用they。3.初步接触名词所有格"'s"：*Teacher:(指着自己的父亲图片)"Thisismyfather.(再指向父亲的兄弟图片)Thisismyfather'sbrother.He'smyuncle."(板书uncle,并强调father'sbrother的含义和发音)简单解释"'s"表示“……的”。教学过程(续)Step3:Practice(练习)(约20分钟)1.完成2a:Listenandnumberthepictures[1-4].*Teacher:"Lookatthefourpicturesin2a.Theyarefourconversations.Wewilllistentofourshortconversations.Pleasenumberthem1to4accordingtowhatyouhear."*播放录音，学生标号。核对答案，可逐句播放让学生跟读。*播放录音，学生完成匹配。核对答案。3.完成2c:Practicetheconversationsin2a.Thenmakeconversationsabouttheotherpeopleinthepicture.*Teacher:"Let'spracticethefirstconversation.I'mA,you'reB."(师生示范)*然后，根据2a图片中的其他人，创编新对话。*Example:*A:IsthisMary?*B:No,itisn't.It'sJane.*A:Aretheseyourparents?*B:Yes,theyare.4.2d:Role-playtheconversation.*Teacher:"Nowlookat2d.ThisisaconversationbetweenJenny,BobandLinda.Let'sreadittogetherfirst."(带领学生朗读对话，解释生词和短语，如"Haveagoodday!","Bye!"等)*讲解对话中的重点句型和名词所有格(e.g.,"myfather'sbrother","hisname's")。*Groupwork:学生三人一组，