人教版七年级英语上册Unit 2教案

人教版七年级英语上册Unit2教案单元概述本单元的核心主题是“家庭与亲属”，旨在引导学生学习如何用英语介绍家庭成员、描述人物关系，并初步培养运用所学语言进行简单交际的能力。通过本单元的学习，学生将掌握有关家庭成员的基本词汇，如father,mother,sister,brother等，并能运用“Thisis...”,“Theseare...”,“Isthis/that...?”,“Arethese/those...?”等核心句型进行询问与回答。同时，本单元也渗透了关爱家人、增进家庭情感的教育理念。单元教学目标一、知识与技能1.词汇：能听、说、读、写本单元核心词汇，如：sister,brother,father,mother,parent(s),grandfather,grandmother,grandparent(s),family,those,who,these,they,well,have,day,here等。2.句型：*能熟练运用“Thisismy/his/her...”,“Thesearemy/his/her...”介绍他人。*能熟练运用“Isthisyour/his/her...?Yes,itis./No,itisn't.”进行一般疑问句的提问与回答。*能初步运用“Aretheseyour/his/her...?Yes,theyare./No,theyaren't.”进行复数形式的提问与回答。*能理解并运用“Who'she/she?He's/She's...”,“Whoarethey?Theyare...”询问人物身份。3.语法：初步感知并理解指示代词this,that,these,those的用法区别；be动词在单复数句型中的正确使用。4.功能意念：能够听懂关于介绍家庭成员的简短对话；能够读懂简单的家庭成员介绍；能够口头介绍自己或他人的家庭成员；能够根据图片或提示写出简单的家庭成员介绍。二、过程与方法1.通过图片、实物、简笔画、家庭照片等直观手段，创设真实、生动的语言情境，引导学生在情境中感知、理解和运用语言。2.采用小组合作、结对活动等形式，鼓励学生积极参与课堂互动，在交流与合作中学习和运用语言。3.设计多样化的练习活动，如匹配、填空、角色扮演、信息差等，帮助学生巩固所学知识，提升语言运用能力。三、情感态度与价值观1.培养学生热爱家庭、关爱家人的情感，增强家庭观念。2.鼓励学生乐于开口说英语，培养学习英语的兴趣和自信心。3.引导学生学会与他人交流家庭信息，增进彼此了解，培养合作精神。教学重难点教学重点1.家庭成员类词汇的认读、拼写及运用。2.核心句型“Thisis...”,“Theseare...”,“Isthis...?”,“Arethese...?”及其回答的熟练运用。教学难点1.指示代词this/that(单数)和these/those(复数)的区别及正确使用。2.be动词在单复数句型中的正确搭配(is/are)。3.物主代词my/your/his/her的初步感知与运用。4.听力中快速获取关键信息（如人物关系）的能力。课时安排本单元建议安排三至四个课时（不含复习与检测）。具体课时分配可根据学生实际情况灵活调整。第一课时：SectionA(1a-2d)教学目标1.知识与技能：*能认读并说出本节课重点家庭成员词汇：sister,brother,father(dad),mother(mom),parent,grandparents,grandfather(grandpa),grandmother(grandma),family。*能初步运用句型“Thisismy...”,“Thesearemy...”介绍家庭成员。*能听懂并回应简单的询问“Who'she/she?He's/She'smy...”。2.过程与方法：通过图片导入、单词配对、听力练习、结对操练等方式，引导学生在情境中学习词汇和句型。3.情感态度：初步激发学生谈论家庭的兴趣，感受家庭的温暖。教学重难点*重点：家庭成员词汇的学习；句型“Thisismy...”介绍单数家庭成员。*难点：grandfather/grandmother等较长词汇的发音；parent与parents的区别。教学准备教师：多媒体课件（PPT）、家庭成员图片或简笔画、学生家庭照片（提前布置学生准备）、单词卡片。学生：课本、笔记本、准备好的家庭照片（或画一张家庭树）。教学过程Step1:Warm-up&Lead-in(热身与导入)(约5分钟)1.Greeting:*Teacher:"Goodmorning/afternoon,class!"*Students:"Goodmorning/afternoon,teacher!"*Teacher:"Howareyoutoday?"*Students:"I'mfine,thankyou.Andyou?"*Teacher:"I'mgreat,thanks.Look,boysandgirls,todaywearegoingtotalkaboutaveryimportanttopic.(ShowapictureofahappyfamilyonPPT)Lookatthispicture.Whatisitabout?"(引导学生回答：Family.)*Teacher:"Yes!TodaywewilllearnhowtotalkaboutourfamilyinEnglish.Let'sstart!"Step2:Presentation(呈现新知)(约15分钟)1.NewWords(Vocabularyforfamilymembers):*TeacherpointstoapictureofafatheronthePPTandsays:"Look!Whoisthis?Thisismyfather.(Slowly)Father.F-A-T-H-E-R,father."(Leadstudentstoreadaloudseveraltimes.)"Wecanalsosay'dad'ininformalway.Dad."*Similarly,present"mother/mom","brother","sister"usingpictures.Foreachword,followthesteps:showpicture→saythewordclearly→spell(ifnecessaryforkeywords)→leadstudentstorepeat→askindividualstudentstoread.*Teacher:"Allthesepeopleareinafamily.Family."(Showapictureofawholefamily.)2.Practicethenewwords:*QuickResponse:Teachershowswordcards,studentssaytheword.Orteachersaysaword,studentspointtothecorrespondingpictureonPPTorintheirbooks.3.NewSentencePatterns:*Teacherpointstoapictureofaboy(brother)inthefamilyphotoandsays:"Look!Thisismybrother."(Emphasize"Thisis...")*Pointtoagirl(sister):"Thisismysister."*Write"Thisismy..."ontheblackboard.*Teacherasksastudent:"Who'she/she?"(Pointtothebrother/sisterinthepicture).Guidethestudenttoanswer:"He's/She'smybrother/sister."*Then,showapictureoftwopeople(e.g.,parents)andsay:"Thesearemyparents."(Emphasize"Theseare...")Write"Thesearemy..."ontheblackboard.Step3:Practice(操练巩固)(约15分钟)1.1bListenandnumber:*Teacher:"Now,let'slistentothetape.Therearethreeconversations.Numberthepictures[1-3]intheorderyouhearthem."Playtherecordingtwice.Checkanswers.*Teacher:"Now,lookatthepicturesin1a.Workwithyourpartner.StudentApointstoaperson,StudentBasks'Who'she/she?',StudentAanswers'He's/She'smy...'."3.2aListenandcircle:*Teacher:"Wehavemorefamilymemberstolearn.Listentotherecordingandcirclethewordsyouhearin1a."Playtherecording.Checkanswers.4.2bListenandmatch:Step4:Consolidation&Summary(巩固与总结)(约5分钟)1.Summary:*Teacher:"Todaywe'velearnedsomenewwordsaboutfamilymembers.Whatarethey?(Reviewthekeywords:father,mother,brother,sister,grandparents...)Andwelearnedhowtointroducethem:'Thisismy...','Thesearemy...'."(Pointtotheblackboard.)2.Activity:"MyFamily"(Optional):*Teacher:"Takeoutyourfamilyphoto(orthepictureyoudrew).Canyoutrytosaysomethingaboutit?Like'Thisismyfather.Thisismymother...'Youcanpracticewithyourpartner."(Iftimepermits,inviteoneortwostudentstoshowtheirphotosandintroducebriefly.)Step5:Homework(家庭作业)(约2分钟)1.Copythenewwords(father,mother,brother,sister,parent,grandparents,family)threetimeseach,withChinesemeanings.2.Practiceintroducingthepeopleinthepicture1ausing"Thisis..."and"Theseare...".3.Preparetotalkaboutyourownfamilymembersusingthenewwordsandsentenceslearnedtoday.Youcanbringasmallfamilyphototoclasstomorrowifyoulike.板书设计Unit2Thisismysister.NewWords:father(dad)mother(mom)brothersistergrandfather(grandpa)grandmother(grandma)parent(parents)grandparent(grandparents)familySentencePatterns:Thisismy....(singular)Thesearemy....(plural)Who'she/she?He's/She'smy....第二课时：SectionA(GrammarFocus-3c)教学目标1.知识与技能：*复习并巩固上一课时所学的家庭成员词汇。*掌握指示代词this/that(单数)和these/those(复数)的用法区别。*掌握一般疑问句"Isthis/that...?"和"Arethese/those...?"及其肯定、否定回答。*能运用所学句型进行简单的对话和信息询问。2.过程与方法：通过语法聚焦、句型操练、角色扮演、信息差活动等方式，引导学生理解和运用语法知识。3.情感态度：鼓励学生积极参与互动，在实践中体验学习英语的乐趣。教学重难点*重点：指示代词this/that/these/those的用法；"Isthis/that...?""Arethese/those...?"句型及其回答。*难点：this/that与these/those的灵活转换；be动词is/are的正确使用。教学准备教师：多媒体课件、单词卡片、家庭成员图片、人物头饰（可选）。学生：课本、笔记本。教学过程Step1:Warm-up(热身)(约5分钟)1.GreetingandReview:*Greetstudentsasusual.*WordReview:Showwordcardsoffamilymembers,studentsreadaloudquickly.*QuickIntroduction:Askseveralstudentstointroduceonefamilymemberusing"Thisismy...".e.g.,"Hello,everyone.Thisismyfather."Step2:GrammarFocus(语法聚焦)(约15分钟)1.Present"this/that/these/those":*Teacherholdsupapen(closetoself)andsays:"What'sthis?Thisisapen."(Write"Thisis..."ontheleftsideoftheboard.)*Thenholdupabook(fartherfromselforpointtosomethingontheothersideoftheclassroom)andsay:"What'sthat?Thatisabook."(Write"Thatis..."ontheleftside,under"Thisis...")*Teacherpointstotwopens(near)andsays:"Whatarethese?Thesearepens."(Write"Theseare..."ontherightside.)*Pointstotwobooks(far)andsays:"Whatarethose?Thosearebooks."(Write"Thoseare..."ontherightside.)2.Practice"this/that/these/those"withfamilypictures:*Teachershowsapictureofaboy(brother)onthescreen(close-up,singular)andasks:"Whoisthis?"Students:"Thisisyourbrother."(Guide)*Showapictureofagirl(sister)ontheothersideofthescreen(orasmallerpicture,indicatingfar)andask:"Whoisthat?"Students:"Thatisyoursister."*Showpicturesoftwoboys(brothers)close:"Whoarethese?"Students:"Theseareyourbrothers."*Showpicturesoftwogirls(sisters)far:"Whoarethose?"Students:"Thoseareyoursisters."3.Introduce"Isthis/that...?Arethese/those...?"andresponses:*Teacher(holdingapen,toastudent):"Isthisapen?"(Emphasizethequestionintonation)Guidethestudenttoanswer:"Yes,itis."(Writeontheboard:Isthisa...?Yes,itis./No,itisn't.)*Teacher(holdingapen,butshakinghead):"Isthisapencil?"Student:"No,itisn't.It'sapen."*Similarly,practice"Isthata...?"withadistantobject.*Then,holduptwopens:"Arethesepens?"Students:"Yes,theyare."(Write:Arethese...?Yes,theyare./No,theyaren't.)*Holdupapenandapencil:"Arethesepens?"Students:"No,theyaren't."*Practice"Arethose...?"withdistantpluralobjects.4.GrammarFocusBox:*Teacher:"Now,let'slookattheGrammarFocusonPage8.Readthesentencestogether."*Payattentiontothecontraction:"itis→it's","isnot→isn't","they