unit2教案1.doc

七年級英語練習課件_教客網(wǎng)_Unit 2 This is my sister.(the 1st period Section A 1a-1c, 2b-2d)Teaching aims: (教學目標)1. 學會表述家人的稱謂, 區(qū)分家人的稱謂.2. 學會介紹家人.3. 學會用疑問句來詢問家人的稱謂.Language points: (語言點)1. 要求掌握以下句式: (1) -This is my - These are my - This is his / her - These are his / her -Is this your? 新 課 標 第 一 網(wǎng) - Are these your? - Is this his / her ? - Are those his / her?2. 要求掌握以下詞匯: (1) 名詞: sister, mother, father, parent, brother, grandmother, grandfather, friend, grandparent (2) 代詞: these those3. 需要了解的節(jié)日：Family Day- Its a festival in the USA. A national effort to promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. Its always on the last weekend in September.Difficulties (難點) : 本課的難點是學生要區(qū)分和掌握家人的稱謂, 而學生在初次接觸的時候, 要分清楚各個稱謂會有一定難度。 學生學習用一般疑問句來詢問并回答家庭成員的關(guān)系也有一定的難度。教學設(shè)計說明 1. 最基本的英語打招呼練習, 復(fù)習前兩單元的句型. 即是一個對所學知識的回顧，也是正式上課之前的熱身。Teaching steps (教學步驟)1. Warming-up and revision (課堂熱身和復(fù)習)(1) Daily greetings to the students (日常問候)T: Hello, what is you name?S: My name is .T: Nice to meet you!S: Nice to meet you, too!(2) Revision (復(fù)習)T: Whats this in English?2S: This is / It is a pencil.T: How do you spell “pencil”? 2 這個句型的練習也是對上個單元內(nèi)容的復(fù)習。復(fù)習This /That is . 句型為新課學習做好鋪墊。3借著上面復(fù)習到的句型，拿出準備好的照片，來引入接下來family的話題。4 分別指向相應(yīng)的人物，來介紹。可在課前在黑板上寫好相應(yīng)的詞匯，在自己介紹完之后，可要求學生跟著自己念，并及時糾正學生可能存在的發(fā)音錯誤。5 拿出另外一張父親單獨的照片，來詢問學生，并適時讓他們分清楚parent 單復(fù)數(shù)的區(qū)別。6 之后一些家庭成員詞匯的教授，都要求學生大聲地重復(fù)，以確保他們發(fā)音的正確。7 這里需要適當解釋和示范什么是 match。在學生做練習的時候可以在教室中走動，來回指導(dǎo)一下。S: P-E-N-C-I-L, pencil.T: Thank you.T: Whats this /that in English?S: This/That is a pen / book / eraser / ruler / dictionary / backpack /Baseball / watch / key / computer game / notebook / ringT: How do you spell -?S: -2. Presentation (呈現(xiàn)新知識): T: Whats this in English?S: Its a picture /photo.3T: Yes, this is a picture of my family.T: Can you see the woman? This is my mother4. Read after me, mother.S: Mother.T: Do you know which one is my father? This is my father4. Do you think he is handsome? Please read after me, father.S: Father.T: If we want to call our father and mother together, we can call them parents.T: Father is my parent,5 Mother is my parent, too. They arew w w .x k b 1.c o m my parents. T: Now look at these two old people. They are my Grandparents6. One is my grandfather, the other one ismy grandmother. They are old but they are healthy. T: Im the only child in my family, so I dont have any brother or sister. But I have an uncle and an aunt. Theyare my fathers brother and sister. Look, they are here. 3. Work on 1a: (完成P131a)T: Now, please open you books, and turn to page 13. look at part 1a. You can see a picture of Daves family and some words we have learned just now. Please match the words with the people in the picture.7 Check the answer.4. Drill (練習)：T: Now, you are Dave8. Please cover the answer of 1a by8 讓學生扮演Dave 的角色，讓他們用第一人稱來介紹家庭成員。目的在于讓學生能進一步熟悉新詞匯。9 此環(huán)節(jié)著重于聽力的練習， 當然，教師并不需要局限于磁帶，可根據(jù)學生掌握情況，自己變化或添加聽力內(nèi)容。此環(huán)節(jié)已經(jīng)開始使用第三人稱了。10 接著上面的環(huán)節(jié)，讓學生試著用第三人稱介紹。教師可以進行適當?shù)闹v解，也可以將句型寫在黑板上。11 這里加入了美國家庭日這個概念, 這樣是便于給學生一個比較真實的環(huán)境，同時也是西方文化知識的補充。教師除了介紹資料之外還可以問一下學生對此節(jié)日的想法。 using a piece of paper then listen to me carefully. I will give you a letter, and you must tell me this letter means which member in your family. For example, I say “c”. You should say “This is my mother”.Understand?T: OK, lets begin. The first one is XX, your letter is “d”.S: These are my grandparents.T: Good job. Next one -S: -5. Work on 1b (完成 P131b)T: The next task is very easy for you. I will play the tape.Please listen carefully, and circle the people the boy talksabout in the picture9.T: Do you get the answer? Who does the boy talk about?S: His brothers and sister.T: You are so amazing.6. Work on 1c (完成P131c)T: I think everyone has known Daves family. Two students a group, please introduce Daves family10 to each other. Please use “ This is his-.” “These are his-.”S1: This is his father.S2: These are his parents.S: -7. Work on 2b (完成P14-2b)T: Today, I would like to introduce an American festivalto you, it is called “Family Day”11. On this day, the whole family get together, have meals and play games. Now look at the picture in 2b. These are Daves family members.They are having their “Family Day”. Look, they are sohappy. But I dont know who are they exactly. Can you tellme?I will play the recording once more. And please match the name with the people in the picture. T: Can you give me your answer? S: - Presentation (呈現(xiàn)新知識)12 仍然是利用書上的圖片，將本課新的句型進行呈現(xiàn)，并幫助學生在你問完問題后用Yes / No 來回答。并提醒學生注意區(qū)分單復(fù)數(shù)的用法。13 本環(huán)節(jié)并沒有按照課本就書上圖片進行提問練習，而是讓學生就同桌的照片提問，應(yīng)該更加有真實感。14 在課前可準備好圖片，并用紙張蓋住圖片的大部分，只留下一小部分讓學生進行猜測 Who is it?注意在此環(huán)節(jié)及時糾正學生的錯誤。對所學問句進行鞏固。15 本環(huán)節(jié)還是在鞏固所學知識。在此可鼓勵學生盡可能地自由發(fā)揮，除運用當天所學之外，還可以有自己的東西。比如說詢問未來子女的名字，未來家人的工作，年齡等等。并可對出色的同學進行適當?shù)莫剟?。T: OK, now we have known Dave, Lin Hai, Mary and Jim But there are still some strangers12. T: Look at this woman. Is this Daves mother? S: Yes, she is / No, she isnt. T: What about these two old people? Are those Daves grandparents? S: Yes, they are. / No, they arent. -8. Work on 2c (完成P14-2c)T: Two students a group. Ask and answer by using your own pictures13 Please use these sentences:“Is this your uncle?”來源:Z*xx*k.Com“Are those your parents?” S1: Hi, XXX. Is this your grandfather? S2: Yes, he is. S1: Are those your parents? S2: No, they are my uncle and aunt. -9. Work on 2d (完成P14-2d)Guessing Game. T: Look. Whats in my hands. This is a picture. But you only can see a part of the picture14. I can tell you this is a member in Daves family. Can you guess “Who is it?”Please use the questions we have learned today. S: Is that Daves aunt? Is this his grandmother Are these his brother? Are those his friends?10. Follow up (進一步擴展)T: We are students now, but one day we will grow up. We will have our own family. Can you imagine what is your family like 30 years later?15 Please draw the future family on a piece of paper about your family on a “Family Day”. Then show the drawing to your group mate. Ask each other about the family members.I will choose the best pairs to make a presentationfor us.11. HomeworkWrite down your introduction about your own family andyour friends family as detailed as possible. Unit 2 This is my sister. (The 2nd period Section A 2a, 3a-3c )Teaching aims(教學目標)1. 學會說家庭成員的稱謂（繼續(xù)學習含有be的動詞的基本句型的陳述句和一般疑問句。）2. 學會向別人詢問、介紹家庭成員Language points（語言點）1 要求學會以下句式：(1) Thats (2) -Is he/she -Yes, he/she is.(No, he/she isnt.)2 要求掌握以下詞匯：she, he新 |課 |標| 第 |一| 網(wǎng)3. 要求掌握以下縮寫：hes=he is, shes=she is(上述句式、詞匯和縮寫應(yīng)在第二課中出現(xiàn)過，在本課中作為重點可滲透到課堂各個活動中，加深學生對所學知識的印象，使之能被更靈活地運用。)Difficulties（難點）：學習含有be動詞的一般疑問句的句式及其回答。 教學設(shè)計說明 1. 這兩個問題是為了幫助學生進入學習的良好狀態(tài)，對課堂產(chǎn)生興趣，鼓勵他們用不同的回答，在學生反問時，老師可在適當?shù)那榫跋聨С鲐S富的回答，但要及時將新單詞板書在黑板上。同時讓學生體驗含有be動詞的疑問句。2. 通過對學生姓名的詢問后，用“Thats”向大家介紹這位同 學，復(fù)習了介紹的相關(guān)句型，也為課文3a部分做了鋪墊。Teaching steps（教學步驟）1. Warming-up and revision（課堂熱身和復(fù)習）(1) Daily greetings to the students（日常問候）T: How are you today?1S: I am (fine/great/OK/very good). How about you?T: I am (fine, too/not bad/pretty good/awful/terrible).How is your father / mother / grandfather /grandmother / uncle / aunt / brother / sister? How are your parents / grandparents -?S: He/She isT: Whats your name, please?S: I am (My name is) T: (to the whole class) So thats . 2 (2) Revision（復(fù)習）Work on 2a (完成P14-2a)3 在這里，當教師用英語說完之后，可以適當加以中文說明，務(wù)必讓學生明白做聽力題的策略。4. 通過讓學生提問，拉近師生之間的距離, 并使學生獲得語言運用的成就感。http:/ www.x 5. 建議老師用夸張語調(diào)讀”Areyou” ，并將它板書，讓學 生熟悉含有be動詞的一般疑問句的句式。6 創(chuàng)設(shè)真實情景，當部分學生在理解這個句子時有一定困難時，可配以肢體語言，加深學生對此句的理解，培養(yǎng)他們在語境中理解新單詞的能力。7建議老師用夸張語調(diào)讀”Is he/she” ，并將它板書，讓學生熟悉第三人稱一般疑問句的句式。對能正確回答的學生及時加以語言、微笑等多種形式的鼓勵。8T 板書younger; sister, 可給中文幫助Ss理解younger, 建議學生能在語境中理解sister。T: Now, please open your books, and turn to page 14.Look at 1a. I will play a recording. Listen carefully and circle the words you hear. I will play it twice3. The first time you just need listen. You can finish this part at the second time.T: Now, lets check the answer.S: -T: You are right. Thank you.2. PresentationT: Now, lets play a guessing Can you guess how old I am? 4 S: Are you twenty-seven? 5T: NO, I am a little older.S: Are you twenty-eight?T: Yes, you are so clever.(學生可能回有不同的回答，老師根據(jù)學生回答給出多種評價。)T: What about you? How old are you?S1: I am twelve (this year).T: Are you twelve, too?S2: Yes, I am. (No, I am not. I am thirteen.) T: Oh, I am sorry. I cant hear you clearly6, (to the whole class)Is he/she thirteen?7S: Yes, he/she is.T: Thanks. You are so clever (good/wonderful/). She is younger than me, so she is my sister8.9此句較長，要求T放慢語速，如果學生未完全清楚T的指令，可重復(fù)此問題。使用教材第15頁3 a上圖片的掛圖，給學生一分鐘時間獨立或同桌討論來完成此項活動。在此基礎(chǔ)上組織下面操練。10叫幾位同學單獨回答，個別空格也可全班一起回答。鼓勵 同學大聲讀出自己的句子，老師及時鼓勵，注意指導(dǎo)學生一般疑問句的語調(diào)。11此句較長，而且含有多個新單詞，要求T放慢語速，配以手勢，加深學生對T指令的理解。12. T 可給學生提供其它常用人名和father、mother、aunt、uncle等家庭成員稱謂替換Anna、Paul和sister 、brother。鼓勵學生盡量使用自己學過的單詞完成對話。13. 把句型板書在黑板上，T通過自己的回答讓學生理解Do you have的意思，抓住學生回答的老師需要的答案，開展接下來的教學活動。3. Work on 3a (完成P15 3a)T: Now lets look at this picture. There are four people in the picture, and the boy and the girl playing basketball are Anna and Paul. Lets read the words aloud and fill in the blanks with the words from the box. 9. T: Lets check the answers: 10-Is she your sister?-Yes, she is.-And is he your brother?-No, he isnt. He is my friend.4. Work on 3b (完成P15 3b)T: Well done! Now read the dialogue in 3a with your partner, then change your roles. 11Ss read it in different roles.T: Oh look, there are many people there, old and young . Can you make a dialogue like 3a? 125PresentationT: I have a friend. His name is Mike. Do you have a friend? 13S: Yes. T: Whats his/her name?S: His/Her name is Peter.T: Thanks very much.I think he must be a good boy.(to another student) Is Peter your friend too?S: No, he isnt.T: Who is your friend?S: 6Work on 3c (完成P15 3c)T: I want to know more about your friends or family members. (to the whole class)Do you want to know 14學生在黑板上寫出一個名字，鼓勵同學們用“Is”這個句型進行猜測?；顒忧跋扔蠺和Ss做示范對話，再由S和S進行活動。對正確使用第三人稱單數(shù)一般疑問句的同學進行表揚。板書重點句型。此活動建議采用小組競賽的形式，以活躍課堂氣氛。15. 課前要求學生帶來照片，并分好活動小組，選出組長?；顒忧跋扔蠸和S進行活動。T對個小組的活動進行指導(dǎo)，防止學生看到照片后有嬉笑、用中文交流等行為。T和Ss做示范對話，再由S和S進行活動。them too?S: Yes.T: Id like a student to write down your mothers, fathers, or friends name on the board. The other students guess who the person is. Whod like to come here? 14Wei Hua please. (在黑板上寫下一個名字。) S1: Is your brother? S2: Is your friend? S3: Is your uncle?7Work on 4- group work (完成P15 4) T: Please take out your family photos. Put them in your group.Take turns to ask and answer questions about the photos. 15 S1: Is she your grandmother? S2: Is he your father? S3: Is she your cousin? （小組活動后，請幾個小組進行表演。老師及時鼓勵。）8Homework Oral work:(1) Listen to 3a, read and recite it. (2) Go on making up your dialogue with your group members and polish it. Written work:(1) Copy the sentences in 3a. (2) Write about the pictures on P15 using the sentence structures in 3a 來源:學|科|網(wǎng)Z|X|X|KUnit 2 This is my sister. (The 3rd period Section B 1-2c )Teaching aims(教學目標)1. 學會說家庭成員的稱謂（繼續(xù)學習含有be的動詞的基本句型的陳述句）2. 學會談?wù)摷彝コ蓡TLanguage points（語言點）3 要求熟練運用以下句式：(1) These are(2) This/ That is (3) He/She is4 要求掌握以下詞匯：son, cousin, daughter, uncle, aunt (上述句式在前幾課中已學過，在本課中要將這些單詞和句型滲透到綜合性活動中，加深學生對所學知識的印象，使之能被更靈活地運用。)Difficulties（難點）：在介紹或談?wù)摷彝コ蓡T時，注意學生口語中的單復(fù)數(shù)運用。教學設(shè)計說明 1. 這幾個問題是為了讓學生盡快進入英語課堂氛圍，練習含有be動詞單數(shù)的句子。2. T拿出自帶來的某些著名明星的家人照片，學生猜測圖片中的人物。這是復(fù)習前一課內(nèi)容，難度不大，所以可以多讓中等生參與，使他們獲得成功感，從而激發(fā)他們學習英語的興趣。3. 學生可能會有不同的回答，如果學生出現(xiàn)本課將要教授的新單詞，T及時將新單詞板書，加深學生對他們的印象。T根據(jù)學生回答給出多種評價。Teaching steps（教學步驟）1. Warming-up and revision（課堂熱身和復(fù)習）a) Daily greetings to the students（日常問候）T: Good morning/afternoon. Who is on duty today?S1: I am.T: Is everyone here today?S1: Yes, Everyone is here./No, is not here.T: Thank you/Well done. 1b) Revision（復(fù)習）T: Here is a picture from Lily. Guess who he is?2 S1: Is he s father? 4. 建議老師事先準備學生比較熟悉的人物照片，引起學生對課文學習的興趣，對課堂直接生成的新單詞和知識，及時板書，并帶讀，也可在學生回答時適當加入課外常識。5 創(chuàng)設(shè)真實情景，當學生不能正確說出新單詞, 如cousin, grandfather時，鼓勵他們換種方式或中文來表達他們想要表達的含義，同時培養(yǎng)他們在語境中理解新單詞的能力。新單詞呈現(xiàn)后，可加入小競賽等小活動，如老師提示mothers sister, 看哪位學生第一個反應(yīng)aunt?；钴S了課堂氣氛，對新單詞的讀音和意思也有了更深的印象。6建議T用夸張語調(diào)讀”son, uncle, grandfather, daughter, aunt” ，并將它們板書成一排，讓學生跟讀，也為part1的活動的完成提供文字材料。7此句較長，要求T放慢語速，對口語中的新單詞oldest，建議老師板書，通過對自己家庭情況的表述，幫助學生理解，必要時可用中文解釋。在表述grandfather的同時畫出family tree的圖形。8個人完成此活動,在有困難的情況下也可尋求同學的幫助。 活動結(jié)束后，老師核對答案,T及時評價。9 聽力開始前，建議學生看一 下選擇范圍。聽力結(jié)束后，核對答案后，對正確回答或有進步的學生及時表揚。S2: Is he s brother? S3: Is he s friend?S4: Is he s uncle? 3T: Yes, you are so clever.2. PresentationT: Here is a photo. Do you know who he is? 4S: He is 布什（Bush）.T: Yes, he is the president of America. Who is his father?S: (學生可能會有不同的回答，對能正確回答或接近正確答案的學生進行表揚和鼓勵。)T: Here are also many people in his family. Lets guess Who they are. Are you ready?S1: Is he Bushs fathers father? 5T: You are so wonderful. He is Bushs grandfather.S2: Is he Bushs brother? S3: Is he Bushs uncle?S4: Is he Bushs son? 6T: Thanks. You are so clever (good/wonderful/). 3. Work on 1 (完成P16 1)T: In my family my grandfather is the oldest one.Who is the oldest man in your family? 7S: My grandfather, too. T: Every family has a family tree, can you finish the family tree8 S: Yes!4. Work on 2a (完成P16 2a)T: Well done! Now lets play a game. Please look at 2a.Lets see who is the best in your group.9(播放錄音，讓學生勾出所聽到的家庭成員，如果播放錄音一遍后，部分學生不能完成這一聽力任務(wù)，可10. 此句有新單詞，而且句子較長，要求T放慢語速，對口語中的新單詞，建議老師板書，同時呈現(xiàn)課文2b的兩張圖片，如果學生未完全清楚T的指令，可重復(fù)此問題，必要時可用中文解釋。11在聽力之前，讓學生簡單談?wù)搩蓮垐D片的不同點，為接下來的聽力和談?wù)摷彝コ蓡T這兩個活動的順利開展做鋪墊。聽力結(jié)束后，核對答案后，對正確回答或有進步的學生及時表揚。12學生在黑板上寫出 “These are/This is”等學生在活動中有可能會用到的句型。活動前先有T和Ss做示范對話，再由S和S進行活動。對正確使用句型的同學進行表揚。此活動建議采用小組競賽的形式，看哪個小組說的句子最多，以活躍課堂氣氛。13. 鼓勵學生利用書籍、網(wǎng)絡(luò)等多種途徑查找自己感興趣的人物的家庭，并寫一篇小短文介紹他/她的家庭，學生也可加入自己了解的課外的句子。再播放一遍錄音。）5PresentationT: This is my family photo. These are my parents. This is my Grandmother. This is my cousin Tom.I have another two pictures. One is Daves, One is Lin Hais. Can you guess which is Daves and which is Lin Hais?10S: Yes. T: Who can say something about Picture 111?S1: There are eight people in the picture.S2:This is Daves grandfather.S3: I think this is Daves uncle. . (播放錄音，讓學生勾出所聽到的家庭成員稱謂，如果播放錄音一遍后，部分學生不能完成這一聽力任務(wù)，可再播放一遍錄音。）6Work on 2c - group work (完成P16 2c) T: I am very happy. All of you do a good job. We have knownDaves and Lin Hais families and friends. I want to know x k b 1 . c o myour family. Now draw a picture of your family and friends. Tell your partner about your picture12. （小組活動后，請幾個小組進行表演, 老師及時鼓勵。）7Homework Oral work:(3) Listen to 2a, 2c, read and recite it. (2). Draw a family tree about your family (模仿1中family tree，畫一個自己家庭的family tree，完善對自己家庭的介紹。)Written work:(3) Copy the words in 2a. (4) Find the person you are interested in, and write a passage about his/her family. 13 Unit 2 This is my sister. (The 4th period Section B 3a4b)Teaching aims(教學目標)學會介紹家庭成員Language points (語言點)1. 要求熟練運用以下句式: This/That is Is/this/that? These are Yes, she/he is. No, he/she isnt.(以上句式在前幾課中已有出現(xiàn),在本課中要把這些句式運用到照片的介紹中,記加深學生對所學知識的印象,使之能更靈活地運用到實際生活中.)2. 要求掌握以下句式: Thanks for3. 要求掌握以下詞匯: thanks for, dear, great, photo, here4. 要求掌握簡單的書信格式Difficulties (難點): 本課難點是學會簡單地寫信Teaching steps (教學步驟) 1. Warming up and revision (課堂熱身和復(fù)習) (1) Daily greetings to the students ( 日常問候) 教學設(shè)計說明 1. 這兩個問題是為了復(fù)習本單元的詞匯mother, father, sister, brother, grandmother,Uncle, aunt, cousin, parent.T: Good morning/afternoon. Glad to meet you. S: Glad to meet you, too. T: How are you today?1S: Im fine/OK/very good, thank you .And you?T: I am great. How is your mother/father/grandmother/?1.2. 建議讓多個學生作答,鼓勵他們用不同的形容詞.若回答雷同,T可在S反問And you?時,可以給出不同回答,在合適的情景下帶出將要學習的詞匯great,并引出Thanks for這個句式.板書新單詞和句式.S: She/He is fine/OK/very good/great.2T: Thanks for your answer.2.w W w .x K b 1.c o M (2) Revision (復(fù)習)T: Please show me the photo of your family.3(Let me look at the photo of your family. May I have a look at your family photo?) Is this/that your father /mother/?43. 課前要求學生準備好自己家庭成員的照片.此句是為了引出本課的重要詞匯photo, 板書該詞.4. 通過對照片的談?wù)搹?fù)習本課的句式Is this/that?5. 此句再次鞏固剛學的單詞thanks for great6. 引出新詞here,并板書.S: Yes, she/he is. No, she/he isnt.T: Great! Thanks for your answer.52. Presentation (呈現(xiàn)新知識) T: I have seen your family photos. Do you want to see my family photo? Here