人教版七年級(jí)英語上冊(cè)Unit-2教案

Unit2Thisismysister.話題Topic家庭Thefamily功能Functions1.能夠簡(jiǎn)單介紹人物關(guān)系IntroducepeopleThisismygrandmother.That’smyfriend.2.能夠指認(rèn)人物關(guān)系IdentifypeopleA:Issheyoursister?B:Yes,sheis./No,sheisn’t.A:Who’sshe?B:She’smymother.A:Who’rethey?B:They’remyparents.語法Grammar一、能夠正確使用指示代詞this,that,these,those介紹人物關(guān)系DemonstrativepronounsThisismyfriendJane.That’smygrandfather.Thesearemybrothers.Thosearemyparents.二、能夠用Who引導(dǎo)的特殊疑問句詢問第三方是誰WhoquestionsA:Who’sshe?B:She’smysister.A:Who’rethey?B:They’remygrandparents.詞匯和常用表達(dá)Words&expressions1.能正確使用下列詞匯Curriculumwords(按詞性排列)名詞:sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,day,son,cousin,grandpa,mom(=mum),aunt,grandma,dad,uncle,daughter,photo,picture,girl,dog;代詞:those,who,these,they;形容詞:next;動(dòng)詞:have;其他:oh,well,bye(=goodbye),here,of2.能正確使用下列常用表達(dá)Usefulexpressionsthisis…,that’s…,theseare…,thoseare…,who’s…aphotoofmyfamily,inmyfamily,haveagoodday學(xué)習(xí)策略Strategies能夠?qū)D片與人物描述相結(jié)合進(jìn)行有效記憶能夠?qū)⑷宋锩枋龅奈淖中畔⒑蛨D片信息相互轉(zhuǎn)換文化知識(shí)Culture了解西方國(guó)家中家庭成員之間的稱謂三維目標(biāo)Three-dimensionaltarget知識(shí)與技能1.能掌握以下單詞:sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,those,who,these,they,well,have,day,bye(=goodbye),son,cousin,grandpa,mom(=mum),aunt,grandma,dad,uncle,daughter,here,photo,of,next,picture,girl,dog2.熟練掌握單元短語:aphotoofmyfamily,inmyfamily,haveagoodday3.能掌握以下句型:ThisismyfriendJane.That’smygrandfather.Thesearemybrothers.Thosearemyparents.A:Issheyoursister?B:Yes,sheis./No,sheisn’t.A:Who’sshe?B:She’smysister.A:Who’rethey?B:They’remygrandparents.4.了解以下語法:指示代詞this,that,these,those的用法;主格人稱代詞I,he,she,they的用法;Who開頭的特殊疑問句的構(gòu)成和回答;名詞的復(fù)數(shù)形式。5.學(xué)會(huì)使用正確的詞匯介紹人物關(guān)系。6.理解縮略詞that’s,who’s,who’re,they’re的意思并掌握讀音。過程與方法1.通過師生問答、兩兩對(duì)話、角色扮演和看圖說話等多種語言交際活動(dòng),培養(yǎng)口語交際能力和在日常生活中運(yùn)用英語的能力。2.通過圖片提供語境,或運(yùn)用真實(shí)語境,感知、學(xué)習(xí)Thisis/That’s…,These/Thoseare…以及Who’s…/Who’re…?介紹或確認(rèn)人物的句型,從而引出本單元的話題。創(chuàng)設(shè)情境學(xué)習(xí)、運(yùn)用句型,學(xué)生運(yùn)用自己真實(shí)的信息提出、解答問題,提高學(xué)生的學(xué)習(xí)興趣和主動(dòng)參與熱情。情感態(tài)度與價(jià)值觀1.學(xué)會(huì)日常交際的禮貌行為。2.了解西方家庭成員之間的關(guān)系和稱謂。3.注意英漢思維方式的差異,鼓勵(lì)學(xué)生多進(jìn)行口語訓(xùn)練。SectionA概述本部分通過圖文提供情景,帶領(lǐng)學(xué)生進(jìn)入David的家庭,自然地在該語境中輸入“介紹人物、辨別人物”相關(guān)的重點(diǎn)詞匯和核心句型。1.1a-1c通過圖片、文字以及聽力訓(xùn)練的方式導(dǎo)入本單元的話題,學(xué)習(xí)的重點(diǎn)是介紹家庭成員關(guān)系的重點(diǎn)詞匯和基本介紹人物的句型。內(nèi)容是:That’smyfamily.Thosearemyparents.問句Who’sshe?She’smysister.Andthesearemybrothers.等。2.2a-2b是在1a-1c的基礎(chǔ)上給出更加豐富的語境,以聽力的形式對(duì)單元重點(diǎn)詞匯進(jìn)行復(fù)習(xí),對(duì)單元重點(diǎn)句型做進(jìn)一步的語言輸入,呈現(xiàn)介紹人物和辨別人物的語言結(jié)構(gòu),即:Aretheseyourparents?Yes,theyare.Thisismymother,Jenny,andthisismyfather,Tom.同時(shí)復(fù)習(xí)了預(yù)備篇第一單元的英文姓名和問候語。3.2c-2d部分練習(xí)單元對(duì)話,并通過角色扮演讓學(xué)生在相應(yīng)的語境中綜合運(yùn)用核心句型和重點(diǎn)詞匯進(jìn)行初步的模仿輸出和語言交流活動(dòng),對(duì)學(xué)生提出綜合應(yīng)用語言能力的要求。4.語法框里通過表格的形式給學(xué)生梳理了本單元的重點(diǎn)語法項(xiàng)目,即:運(yùn)用指示代詞、用單復(fù)數(shù)的形式介紹人物的句型This/ThatismyfriendJane.These/Thosearemyparents.以及辨認(rèn)人物的疑問句和回答的句型Who’sshe/he?He’smybrother.She’smysister.Who’rethey?They’remygrandparents.等。5.3a-3c部分分別對(duì)語法部分內(nèi)容進(jìn)行訓(xùn)練,鞏固運(yùn)用本單元話題的能力。3a通過補(bǔ)全對(duì)話,3b通過選詞造句,3c通過游戲活動(dòng),引導(dǎo)學(xué)生在運(yùn)用中鞏固本單元的目標(biāo)語言。教學(xué)目標(biāo)1.學(xué)會(huì)表示家庭成員之間的人物關(guān)系的詞匯并了解其中的與漢語不對(duì)應(yīng)的內(nèi)容。2.學(xué)會(huì)使用指示代詞this/that/these/those對(duì)單、復(fù)數(shù)人物進(jìn)行介紹的句型,正確運(yùn)用人稱代詞he/she/they,初步感知名詞的復(fù)數(shù)概念,以及運(yùn)用who引導(dǎo)的疑問句對(duì)人物進(jìn)行辨認(rèn)的句型。3.完成聽說練習(xí),掌握“介紹他人,辨認(rèn)人物”的句型,進(jìn)行英文交際。SectionB概述SectionB在SectionA的基礎(chǔ)上進(jìn)行話題內(nèi)容拓展,進(jìn)一步學(xué)習(xí)和運(yùn)用相關(guān)詞匯和目標(biāo)語言,談?wù)撟约汉退说募彝コ蓡T,進(jìn)行閱讀和寫作練習(xí),豐富了語言輸入。1.1a是1b和1c的聽前活動(dòng),通過家譜學(xué)習(xí)有關(guān)家庭成員的詞匯,為聽力做鋪墊。聽力材料是兩個(gè)朋友在談?wù)撘粡埣彝フ掌膶?duì)話,介紹照片上的家庭成員,主要涉及“介紹和辨別人物”的基本句型以及家庭成員的詞匯。1b-1c部分讓學(xué)生進(jìn)一步理解并掌握目標(biāo)語言在語境中的運(yùn)用。1b要求圈出單詞,1c要求找出照片。2.1d是聽后的口語活動(dòng),要求學(xué)生在聽力理解的基礎(chǔ)上輸出相對(duì)完整的一段話,介紹自己的家庭和朋友,讓學(xué)生運(yùn)用目標(biāo)語言。3.2a-2c是閱讀活動(dòng),讓學(xué)生在語篇中學(xué)習(xí)和鞏固本單元的目標(biāo)語言。2a是一個(gè)讀前準(zhǔn)備活動(dòng),要求學(xué)生列舉本單元的英文名字并按性別進(jìn)行分類,對(duì)所學(xué)的英文名字進(jìn)行復(fù)習(xí),為語篇閱讀做好準(zhǔn)備。2b是一個(gè)有關(guān)家庭成員介紹的語篇閱讀,進(jìn)一步輸入本單元的目標(biāo)語言,幫助學(xué)生理解介紹人物的句型在語篇中的運(yùn)用。2c要求在讀懂2b的基礎(chǔ)上找到細(xì)節(jié)信息,并進(jìn)行必要的邏輯推理,思維拓展。4.3a-3b是寫作訓(xùn)練。3a是一個(gè)控制性的寫作練習(xí),要求學(xué)生選擇方框中的詞匯完成Paul的家庭介紹,然后從中提取信息,畫出Paul的家庭成員。3b要求學(xué)生在3a范文的基礎(chǔ)上仿寫一篇介紹自己的家庭的小短文,完成半控制性寫作。教學(xué)目標(biāo)1.學(xué)會(huì)更多的家庭成員的名詞。2.能夠讀懂介紹家庭成員的短文和寫介紹自己家庭的短文。3.了解中、外關(guān)于家庭成員關(guān)系的文化差異。SelfCheck概述1.活動(dòng)1檢測(cè)學(xué)生對(duì)家庭成員的英文表達(dá)的掌握情況,并讓學(xué)生將他們按性別進(jìn)行分類。2.活動(dòng)2梳理、復(fù)習(xí)、總結(jié)本單元的語言結(jié)構(gòu)與功能,對(duì)本單元重點(diǎn)內(nèi)容進(jìn)行練習(xí)和測(cè)評(píng)。1.學(xué)會(huì)使用正確的詞匯和句型表達(dá)人物之間的關(guān)系,注意部分詞匯的英漢意思不完全對(duì)等,如brother,sister,uncle,aunt,grandparent(s)等等。2.掌握this/that和these/those在介紹人物時(shí)的句型,注意主語與謂語動(dòng)詞的一致性。3.了解英語中的單復(fù)數(shù)概念,學(xué)習(xí)掌握本單元出現(xiàn)的復(fù)數(shù)形式的名詞,并克服母語的影響,正確使用。從培養(yǎng)學(xué)生的聽、說能力入手,讓學(xué)生流利地用英語介紹家庭成員,以及詢問他人的家庭成員。能夠聽懂和應(yīng)答who開頭的疑問句,并能夠詢問第三人。進(jìn)一步過渡到閱讀有關(guān)介紹家庭成員的短文,并寫出相關(guān)短文。教學(xué)突破:利用圖片創(chuàng)設(shè)語境,或利用學(xué)生自己的實(shí)際情況創(chuàng)設(shè)語境,突出聽力和口語表達(dá),反復(fù)訓(xùn)練介紹他人的句型和對(duì)話,再進(jìn)行讀寫訓(xùn)練。在練習(xí)中正確使用指示代詞、人稱代詞、單復(fù)數(shù)形式的名詞以及主語與動(dòng)詞的搭配,培養(yǎng)學(xué)生捕捉關(guān)鍵詞的能力,準(zhǔn)確運(yùn)用所學(xué)的詞匯、句型。注重方法與價(jià)值觀的培養(yǎng)。以聽說領(lǐng)先,在英語語境中大量感知、學(xué)習(xí)本單元的重點(diǎn)詞匯和核心句型,養(yǎng)成良好的學(xué)習(xí)英語的習(xí)慣。在已有的語言基礎(chǔ)上歸納總結(jié)指示代詞this/that和these/those的用法,學(xué)習(xí)單復(fù)數(shù)名詞,并在練習(xí)中克服母語的影響,注意名詞的單、復(fù)數(shù)形式,以及正確使用謂語動(dòng)詞與之保持一致,使知識(shí)的記憶形象化、系統(tǒng)化。采用Pairwork和Roleplay相結(jié)合的方式,練習(xí)介紹家庭成員和辨認(rèn)他人的英文句型。通過課堂活動(dòng),讓學(xué)生在語境中學(xué)習(xí)和介紹自己的家庭成員,相互分享和交流自己的家庭等基本信息,引導(dǎo)學(xué)生有禮貌地介紹他人、問候他人和與別人的家庭成員打招呼。第一課時(shí):SectionA1a-1c第二課時(shí):SectionA2a-3c第三課時(shí):SectionB1a-2c第四課時(shí):SectionB3a-SelfCheck教學(xué)目標(biāo)單詞卡片名詞:sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,day,son,cousin,grandpa,mom(=mum),aunt,grandma,dad,uncle,daughter,photo,picture,girl,dog代詞:those,who,these,they形容詞:next動(dòng)詞:have其他:oh,well,bye(=goodbye),here,of短語歸納aphotoofmyfamily我的一張家庭照片;inmyfamily我的家庭(成員)中;haveagoodday(表示祝愿)過得愉快;inthe(first)photo在(第一張)照片上句型集錦1.ThisismyfriendJane.2.That’smygrandfather.3.Thesearemybrothers.4.Thosearemyparents.5.A:Issheyoursister?B:Yes,sheis./No,sheisn’t.6.A:Who’sshe?B:She’smysister.7.A:Who’rethey?B:They’remygrandparents.8.Herearetwonicephotosofmyfamily.9.A:Haveagoodday!B:Thanks!You,too.重點(diǎn)語法一、指示代詞this/that/these/those,人稱代詞I,he,she,they。二、who引導(dǎo)的特殊疑問句的構(gòu)成和回答。三、名詞的復(fù)數(shù)形式。介紹他人的禮節(jié)當(dāng)初次見面的人互相介紹時(shí),一般的順序是這樣的:1.把男士介紹給女士,因?yàn)檫@表示女士為尊,如:“Mrs.Green,mayIintroduceMr.Brown?”或“Mrs.Green,thisisMr.Brown.”或“Mrs.Green,Mr.Brown.”也可以。2.把陪客(或位卑、年幼者)介紹給主客(或位尊、年高者),即先說主客的名字,再說陪客的名字。3.平輩間的聚會(huì),彼此間直呼其名的,可作如下的介紹:“Helen(Green),thisisPeter(Brown).”4.被介紹的男士,彼此之間通常握手為禮。女士彼此之間通常不握手。女士和男士之間,必須由女士先伸出手,男士才可輕握一下為禮。有些女士不習(xí)慣握手,她們不伸手時(shí),也不表示失禮,男士切莫著急。Host:Mrs.Green,I’dliketointroducemyboss,Mr.Brown.Mrs.Green:Howdoyoudo?Mr.Brown:Howdoyoudo?I’mverygladtomeetyou.Mrs.Green:Nicetomeetyou,too.5.男士在座而有女客進(jìn)入時(shí),男士應(yīng)起立,一直等到那位女士入座或離去時(shí),男士才可恢復(fù)入座。如果后進(jìn)來的男士被主人帶到原先在座的男士們面前一一介紹時(shí),在座的男士也應(yīng)起立握手為禮。禁忌:1.介紹他人時(shí),避免使用模糊不清的縮略語。2.不能開他人的玩笑或取笑他人。3.不要用手指著某人進(jìn)行介紹和辨認(rèn),這是不禮貌的行為,可以用敘述或說某人的位置來指認(rèn),如:Who’sthegirlwearingtheyellowskirt?第一課時(shí)SectionA1a—1c1.記憶單詞sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,those,who,these;縮寫詞that’s,who’s,she’s。2.掌握和運(yùn)用介紹他人、辨認(rèn)人物的句型:Thisismysister.That’smyfamily.Thosearemyparents.Thesearemybrothers.—Who’sshe?—She’smysister.3.能夠正確使用指示代詞this,that,these,those和疑問代詞who引導(dǎo)的特殊疑問句。4.通過圖片學(xué)習(xí)表示家庭成員的單詞,利用圖片提供語境進(jìn)行聽力訓(xùn)練,通過兩人一組合作角色扮演的方式,在情景交際中練習(xí)介紹人物、辨認(rèn)他人的句型,提高英語聽、說能力。5.能禮貌地進(jìn)行人物介紹。1.學(xué)會(huì)運(yùn)用表示家庭成員的名詞和介紹他人的句型:Thisismysister.That’smyfamily.Thesearemybrothers.Thosearemyparents.。2.學(xué)會(huì)辨認(rèn)他人的句型:Who’sshe?She’smysister.。3.初步學(xué)會(huì)使用名詞的復(fù)數(shù)和與復(fù)數(shù)一起搭配的謂語動(dòng)詞。1.正確使用本課時(shí)詞匯(指示代詞,單、復(fù)數(shù)形式的名詞以及謂語動(dòng)詞)和句型表明人物之間的關(guān)系。2.名詞的單復(fù)數(shù)與謂語動(dòng)詞的搭配一致性的使用。3.注意英漢之間的思維差異。本課時(shí)的教學(xué)內(nèi)容是人教版七年級(jí)英語第二單元的第一課時(shí),重點(diǎn)在于引導(dǎo)學(xué)生觀看圖片,理解語境,通過David一家的圖片創(chuàng)設(shè)介紹人物和辨認(rèn)人物的語境,引入本單元的話題、基本詞匯和基本目標(biāo)語言。以活動(dòng)引起學(xué)生的興趣、任務(wù),以聽和說為主,學(xué)習(xí)介紹人物和辨認(rèn)他人的句型和學(xué)習(xí)表示家庭成員關(guān)系的單詞。因此,教師可以將知識(shí)目標(biāo)定為掌握本課時(shí)出現(xiàn)的單詞,用于介紹人物的句型和辨認(rèn)人物的疑問句。情感目標(biāo)定為培養(yǎng)學(xué)生的學(xué)習(xí)習(xí)慣和興趣,了解英漢的思維差異和學(xué)會(huì)有禮貌地介紹人物。設(shè)計(jì)教學(xué)PPT,錄音機(jī),多媒體,課本插圖,相應(yīng)地表示家庭成員關(guān)系的圖片,全家福照片等。StepⅠ.LeadinLeadingin【情景1】Warmingupbygreetingandintroducingothers.T:Goodmorning/afternoon,boysandgirls.Ss:Goodmorning/afternoon,Mr./Ms.XX.T:(ShowtheIDcardofAlicein3a,Unit1SectionBandaskSs)What’sherfirstname?S1:HerfirstnameisAlice.T:What’sherlastname?S1:HerlastnameisGreen.T:Andwhat’sherphonenumber?S2:It’s951-3397.AftertalkingabouttheIDcard,theteacherintroducesorasksonestudenttosay:T:ThisisAlice.She’smyfriend.HerlastnameisGreen.Hertelephonenumberis951-3397.Inthisway,theteachergetsthestudentstocometothenewunit’slearning.[設(shè)計(jì)意圖]利用復(fù)習(xí)學(xué)過的介紹姓氏、名字和電話號(hào)碼的句型,輕松進(jìn)入介紹人物的語境,自然過渡到本單元的新話題。Leadingin【情景2】T:(Greettheclass.Say)Hello,everyone!Goodmorning/afternoon!Ss:Goodmorning/afternoon,Mr./Ms.XX.T:(Makeadialoguewithstudents,askabouthisorhernamesandaskaboutothers’namesandphonenumbers.)What’syourfirstname?S1:Myfirstname’s…T:What’syourlastname?S1:It’s…T:What’syourtelephonenumber?Thentheteacherturnstoanotherstudent.T:What’shis/hername?What’shis/herphonenumber?S2:Hisnameis…/He’s…Hisphonenumberis…[設(shè)計(jì)意圖]運(yùn)用日常用語創(chuàng)設(shè)語境,利用上一單元所學(xué)的詢問姓名和電話號(hào)碼的句型,導(dǎo)入本單元介紹人物的新話題。StepⅡ.Newwords(1a)1.PresentationbyshowingaphotoofafamilyT:Lookatthisphoto.It’saphotoofmyfamily.(Pointtothepersonsandteachthenewwords.)Thisisme.Thisismyfather.Thisismymother.Thesearemybrothers.Thentheteachergoestothebackoftheclassroomandpointstothepicture.T:That’smyfamily.That’smyfatherandthat’smymother.Thosearemybrothers.Theteacherwritesthewordsontheblackboardandteachestheclasstoread.2.Theteacherwritesthetopicsentenceontheblackboardandgetstheclasstoreadit.(1a)T:Openyourbooksandreadthetopicsentenceafterme.“Thisismysister.”Ss:Thisismysister.T:Howmanypeoplearethereinyourfamily?(Write“family”andteachtheword.)Theteachershowsthefamilyphotoandpresentsthenewwords:mother,father,parents,brother,grandmother,grandfather,grandparents,sister,andfriendthenwritesthemontheblackboardandteachesthem.3.T:Pleasereadthewordsin1aandlookatthepeopleinthepicture.Matchthewordswiththepeopleinthepicture.Ssreadandlearnthenewwordsin1a,matchthewordswiththepeopleinthepicturebythemselvesandthenchecktheirworkinclass.T:Readthewordsafterme,andthistimepointtothepeopleinthepicture,e.g,mother.Ss:(Pointtoitandread)Mother.Theteachershouldremindthestudentsofthedifferencesbetweenthetwolanguages.☆教材解讀☆英漢語言中,家庭成員稱謂的不同之處學(xué)習(xí)英語的時(shí)候,要注意有些有趣的語言文化常識(shí)。例如,在英語表達(dá)中,不管是“爸爸的爸爸”(father’sfather)還是“媽媽的爸爸”(mother’sfather),都是同一個(gè)單詞,即:grandpa“爺爺”和“外公”,grandfather“祖父”和“外祖父”;同樣,grandma是“奶奶”(father’smother)和“外婆”(mother’smother),grandmother是“祖母”和“外祖母”。另外,brother是“哥哥或弟弟”;sister是“姐姐或妹妹”?！綤eys】1a:1.a2.c3.b4.h5.f6.e7.i8.d9.g[設(shè)計(jì)意圖]運(yùn)用圖片教學(xué)表示家庭成員的名詞,更加形象,運(yùn)用課本插圖感知介紹人物關(guān)系的語境有利于學(xué)生理解。同時(shí)結(jié)合英漢語言文化的差異,讓學(xué)生準(zhǔn)確地學(xué)習(xí)課時(shí)內(nèi)容。StepⅢ.Listeningactivities(1b)1.Beforelistening,asktheclasstoreadthedialogueinthepicture.T:Lookatthepictureagain.Readthedialogueinthepicture.(Getstudentstoreadaloudthedialogueinthepicture.)T:NowwritetheEnglishwordsnexttothepersonsinthepicture.Sswritethewordsnexttothepersonsinthepictureandprepareforthelistening.2.T:Listentotherecording,please.Davidisintroducinghisfamily.Circlethewordsyouhear.Playtherecordingoftheconversation.GettheSstoperceivethesituationoftheconversationandpayattentiontothewordsandsentencepatterns.T:Whichwordsdoyoucircle?Ss:Parents,brothers,grandparentsandsister.(IftheSscan’tanswer,playthetapeagain.)3.Playtheconversationagainandaskthestudentstofocusonthedemonstrativepronouns:this,that,theseandthose.T:Nowlistenagain.Howdoesheintroducehisfamily?PlaythetapeforSstofindtheanswers.Theteacherwritesthesentencesintwocolumns,“introducingpeople”and“identifyingpeople”.(Thisis…That’s…Theseare…Thoseare…)(Who’sshe?She’smysister.)T:Thistime,Iplaythetapeforyoutoreadaloudthedialogue.Ss:Yes.(Sslistenandrepeatthedialogue.)Writeandexplain“howtointroducepeople”and“howtoidentifypeople”.PointtothedifferencesbetweenChineseandEnglish.TelltheSstopayattentionto:that’s=thatis,who’s=whois,she’s=sheis.Buttherearenoabbreviatedformsfor“thisis”,“theseare”and“thoseare”.Afterthattheteachershouldemphasizesomethingimportantanddifficultinintroducingandidentifyingpeople.☆教材解讀☆1.Thisismysister.

英文中使用指示代詞this,that指代單數(shù)的人,即某一個(gè)人,用these,those指代復(fù)數(shù)的人,即兩個(gè)或兩個(gè)以上的人。Thisismysister,Kate.這是我的妹妹凱特。That’smygrandfather.那是我的爺爺。Thesearemybrothers.這些是我的兄弟。Thosearemyparents.那些是我的父母。2.Who’sshe?

英文中使用疑問詞Who(誰)開頭,詢問某人是誰?！猈ho’sshe?她是誰?—She’smymother.她是我媽媽。(單數(shù))—Who’rethey?他們是誰?—They’remyfriends.他們是我的朋友。(復(fù)數(shù))3.Thosearemyparents.

英文中,指代“兩個(gè)”或“兩個(gè)以上”的人物或事物時(shí),名詞要用復(fù)數(shù)形式,如:parents(父母,雙親),brothers(兄弟),grandparents(祖父母,爺爺和奶奶)等。介紹復(fù)數(shù)的人物就用these和those,動(dòng)詞用are而不是is。【Keys】1a:Circled:parents,brothers,grandparents,sister[設(shè)計(jì)意圖]運(yùn)用課本插圖做語境,做聽力訓(xùn)練時(shí)先整體感知,了解詞匯,然后再對(duì)目標(biāo)內(nèi)容精聽細(xì)解,學(xué)習(xí)語法知識(shí),讓學(xué)生既得到聽力訓(xùn)練,又能從中學(xué)會(huì)語言表達(dá)。StepⅣ.Post-listeningActivitiesAfterlisteningtotheconversation,asktheclasstoreaditaloud.T:Nowpleasereadtheconversationin1c.Youmayidentifythepeopleinthepictureasyouarereading.Ssreadaloudtheconversation.Thenpracticetheconversation.T:Now,inpairs,talkaboutDavid’sfamily.Don’treadthesentencesin1cbutonlylookatthepicture.Saying:ThisisDavid’s/his…That’shis…Or:These/Thosearehis…A:That’sDavid’sfamily.Thosearehisparents.B:Who’sshe?A:She’sDavid’ssister.Andthosearehisgrandparents.SspracticetalkingaboutDavid’sfamilyinpairsandinsmallgroups.Thenaskpairsofstudentstoactoutthedialogueinclass.[設(shè)計(jì)意圖]學(xué)習(xí)介紹人物和辨認(rèn)他人的句型之后,先朗讀鞏固,總結(jié)要點(diǎn),再轉(zhuǎn)變成介紹David的家庭成員,訓(xùn)練對(duì)話,培養(yǎng)學(xué)生的聽說能力。StepⅤ.ExerciseⅠ.翻譯單詞1.家庭2.(外)祖母

3.母親

4.兄,弟

5.姐,妹

6.(外)祖父

7.父親

8.父母,雙親

9.這些

10.那些

Ⅱ.選詞填空1.This(is,am,are)mysister.

2.Thosearemy(friend,friends,brother).

3.(This,That,These)arehisgrandparents.

4.(Who,Who’s,Who’re)he?

【Keys】Ⅰ.1.family2.grandmother3.mother4.brother5.sister6.grandfather7.father8.parents9.these10.thoseⅡ.1.is2.friends3.These4.Who’s[設(shè)計(jì)意圖]以學(xué)評(píng)教、強(qiáng)化落實(shí)。當(dāng)堂檢測(cè)本節(jié)重點(diǎn)內(nèi)容,進(jìn)而進(jìn)行評(píng)價(jià)。StepⅥ.Homework1.Practiceintroducingpeopleandidentifyingpeoplewithyourgroupmembersafterclass.2.Copyandlearnthenewwords.[設(shè)計(jì)意圖]口頭練習(xí)和單詞記憶相結(jié)合,同時(shí)注重語言知識(shí)的操練和記憶。mother,father,parent(s)Thisis…brother(s),sister, That’s…grandmother,grandfather Theseare…grandparent(s) Thoseare…family —Who’sshe?this,that —She’smysister.these,those parents(父母,雙親),brothers(兄弟們)縮寫詞that’s,who’s,she’s grandparents(祖父母,爺爺和奶奶)【基礎(chǔ)訓(xùn)練】Ⅰ.要點(diǎn)詞匯根據(jù)句意及首字母提示補(bǔ)全單詞1.Thesearemymotherandfather,mydearp.

2.Mygismymother’sfatheror(或者)myfather’sfather.

3.That’smygrandmother.Sheismymother’sm.

4.Fivepeopleareinmyf.

5.Theyarehergoodf.

Ⅱ.翻譯短語6.他的一家人

7.我的兄弟姐妹們

8.她的爺爺奶奶

9.這些朋友

10.那些父母?jìng)?/p>

Ⅲ.根據(jù)漢語意思完成句子11.這是我的妹妹海倫。my,Helen.

12.那位是他的女兒。daughter.

13.—她是誰呀?—她是辛迪?！猻he?

—Cindy.

14.—那些是你的父母嗎?—是的,他們是。—your?

—,theyare.

15.—這些人是誰?—他們是我的祖父母。—these?

—mygrandparents.

【綜合運(yùn)用】Ⅰ.單項(xiàng)填空1.Thismybrother,Bill.

A.is B.are C.am D.it’s2.myfriends.

A.Heis B.ThoseareC.Itis D.Theseis3.—Aretheseyourgrandparents?—No,.

A.theyare B.theyaren’tC.they’re D.thosearenot4.—he?

—He’smybrother.A.Who’s B.Who’reC.How’s D.What’s5.ThatgirlisZhaoXin.ismysister.

A.She B.Her C.Him D.HeⅡ.補(bǔ)全對(duì)話A:Goodevening,Jane.B:6,Sally.Howareyou?

A:Fine,thanks.7

B:Fine,too.Comeandmeetmyfamily.8

A:Oh,goodevening,Mrs.Smith.Nicetomeetyou.C:9

B:10

A:Hello!A.Nicetomeetyou,tooB.GoodeveningC.Howareyou?D.Whatisyourname?E.Thisismymother.F.Andthesearemybrothers.【參考答案】【基礎(chǔ)訓(xùn)練】Ⅰ.1.parents2.grandfather3.mother4.family5.friendsⅡ.6.hisfamily7.mybrothersandsisters8.hergrandparents9.thesefriends10.thoseparentsⅢ.11.Thisis,sister12.Thatishis13.Whois,She’s14.Arethose,parents,Yes15.Who’re,They’re【綜合運(yùn)用】Ⅰ.1.A2.B3.B4.A5.AⅡ.6.B7.C8.E9.A10.F第二課時(shí)SectionA2a—3c1.記憶單詞they,well,have,day,bye(goodbye);短語haveagoodday;縮寫詞who’re,they’re。2.學(xué)會(huì)運(yùn)用介紹人物、辨認(rèn)他人的句型和祝愿語:—Who’she/she?—He’s/She’s…—Who’rethey?—They’re…—Arethese/thoseyourparents?—Yes,theyare/No,theyaren’t.—Haveagoodday!—Thanks.You,too.3.能夠使用人稱代詞he,she和they。4.通過聽力訓(xùn)練,兩人一組口語練習(xí)和角色扮演的方式,在情景交際中練習(xí)語言點(diǎn),提高英語聽說能力。用圖片創(chuàng)設(shè)真實(shí)的語境進(jìn)行英語練習(xí)。5.能夠在語言的學(xué)習(xí)活動(dòng)中學(xué)到禮節(jié)。1.復(fù)習(xí)、運(yùn)用介紹人物和辨認(rèn)他人的英語:Thisis…,That’s…,Theseare…,Thoseare…Who’s…?等,復(fù)習(xí)、運(yùn)用打招呼的問候語:Nicetomeetyou!學(xué)習(xí)表示祝愿的英語:Haveagoodday!You,too.以及其他日常用語,如:Isee.Well…,Oh.等。2.拓展學(xué)習(xí)Who’re…?Isthis/that…?Ishe/she…?Arethese/those…?3.總結(jié)be動(dòng)詞與單復(fù)數(shù)形式的主語搭配,以及who開頭的特殊疑問句的構(gòu)成及回答。1.正確使用指示代詞和人稱代詞來代指單、復(fù)數(shù)人物。2.be動(dòng)詞與單復(fù)數(shù)形式主語的正確搭配使用,who’s,who’re問句及其回答。本課時(shí)的教學(xué)內(nèi)容是人教版七年級(jí)英語第二單元的第二課時(shí),重點(diǎn)在于引導(dǎo)學(xué)生利用圖片創(chuàng)設(shè)的語境,相互間介紹、辨認(rèn)人物。以口語和聽力活動(dòng)引起學(xué)生的興趣,以任務(wù)激發(fā)學(xué)生學(xué)習(xí)、練習(xí)目標(biāo)語言,總結(jié)本單元的重點(diǎn)詞匯和句型。因此,教師可以將知識(shí)目標(biāo)定為掌握本課時(shí)新出現(xiàn)的單詞,掌握詢問和回答圖片中人物的一般疑問句和who開頭的特殊疑問句句型。情感目標(biāo)定為培養(yǎng)學(xué)生的學(xué)習(xí)習(xí)慣和興趣,學(xué)會(huì)介紹人物和詢問人物關(guān)系的禮節(jié)。設(shè)計(jì)教學(xué)PPT,錄音機(jī),多媒體,相應(yīng)的插圖,3b部分用于拼成句子的單詞卡。StepⅠ.LeadinLeadingin【情景1】Warmingupbytalkingaboutthepeoplein1a.T:Goodmorning/afternoon,boysandgirls.Ss:Goodmorning/afternoon,Mr./Ms.XX.T:(Showthepicturein1a.ReadthewordsandaskSstoroleplay.)Inpairs,oneplaysAandtheotherplaysB.(Thenasktwopairstoactouttheirdialoguesinclass.)A:That’smyfamily.Thosearemyparents.B:Who’sshe?A:She’smysister.B:Andwho’rethese?A:Theyaremybrothers.Asktheclasstorecitetheconversation.Andthentheteacherrepeatsthetargetlanguages.[設(shè)計(jì)意圖]通過復(fù)習(xí)已學(xué)過的對(duì)話,進(jìn)入語境,利用圖片信息引導(dǎo)學(xué)生練習(xí)對(duì)話,教師簡(jiǎn)要總結(jié),讓學(xué)生熟知目標(biāo)語言。為下一步的擴(kuò)展練習(xí)做準(zhǔn)備。Leadingin【情景2】Warmingupbytalkingabouttheirownphotos,usingtargetlanguages.T:Hello,everyone!Goodmorning/afternoon!Ss:Goodmorning/afternoon,Mr./Ms.XX.T:Let’sreviewthewordsaboutyourfamily.Who’sthis?(Pointtothepersoninthephoto.)Ss:Mother.T:Canyouspellit?Ss:Yes.M-O-T-H-E-R.Reviewotherwords.T:Howcanweintroducepeople?Ss:Thisis…That’s…Theseare…Thoseare…T:Wedon’tknowtheperson.Ss:Who’she/she?Theteacherhelpsthestudentstoreviewthesentencepatternsandthenasksthemtopracticeaskingabouttheirfamily.T:Nowuseyourownfamilyphotostomakeupdialogues.[設(shè)計(jì)意圖]通過復(fù)習(xí)所學(xué)的單詞,總結(jié)介紹人物、辨認(rèn)人物的句子,要求學(xué)生運(yùn)用真實(shí)的家庭照片,復(fù)習(xí)、練習(xí)目標(biāo)語言,為后面部分的擴(kuò)展學(xué)習(xí)和訓(xùn)練做準(zhǔn)備。StepⅡ.Listening(2a-2b)1.BeforelisteningT:Pleaselookatthewordsinthebox.Pleasereadthem.Askthreestudentstoreadthewords.T:Nowcloseyourbooksandspellthesewords.Parents.Ss:P-A-R-E-N-T-S.Theteacherwritesthewordontheblackboardandthenthenextword.2.Listeningactivities.T:Listentotheconversation.Cindyisintroducingherfamilyphoto.Pleaselistentothetapeandcirclethewordsyouhear.Onestudentcomestotheblackboardandcirclesthewordsontheblackboard.Playthetapeandgetthestudentstolistentotheconversationandfinishthetask.Thenaskiftheyhavecircledallthewordsintherecording.(Finishthetaskin2a.)3.(2b)Lookatthepicturein2b.Whoarethesepeople?Canyouwritethewordsnexttothem?(Sstrytodoit.)Nowlistentotherecordingagain.Thistimepayattentiontotheirnames.Readthesenamesin2bbeforelistening.Ssreadthenames.Theteacherplaysthetapeagain.Andcheckthestudents’work,byasking:T:What’sCindy’smother’sname?S1:Jenny.T:What’sherfather’sname?S2:Tom.T:IsMaryhersister?S3:Yes,sheis.T:Who’sJack/Lindaetc.?(Getthestudentstoanswertoseehowwelltheyhavedone.)4.AfterlisteningT:Nowlet’srepeatthedialogue.Youshouldfollowtheteacher’spronunciationandintonation.Ssrepeatafterthetape.Theteachercorrectssomepronunciationproblems,suchas,fatherandmother,who’s,she’s,who’reandthey’re.TheteachershouldtelltheculturedifferencebetweenEnglishandChinese.☆教材解讀☆Thisismymother,Jenny,andthisismyfather,Tom.

在英美等西方國(guó)家,家庭成員之間可以互相稱呼名字,表示親切。而在中國(guó)文化里,父母、長(zhǎng)輩的名字是不能隨意叫的。這是中西方的文化差異。【Keys】2a:Circled:parents,mother,father,sister,brother,grandparents2b:1.d2.c3.a4.b5.e6.f[設(shè)計(jì)意圖]學(xué)生在聽力練習(xí)前,復(fù)習(xí)目標(biāo)詞匯,明確聽力任務(wù),掃除生詞障礙,然后再進(jìn)行聽力的相應(yīng)活動(dòng),層層遞進(jìn),由易到難,訓(xùn)練到位。聽力的練習(xí)之后,設(shè)計(jì)一些問題,可以幫助學(xué)生理解和記憶,提高學(xué)習(xí)興趣。StepⅢ.Pairwork(2c)Theteacheraskssomequestionsandgetsstudentstoanswerasamodel.Thenasktheclasstoaskandanswer.T:Nowlet’stalkaboutthesepeople.S1,lookatthis.Who’sshe?S1:She’sCindy.T:Who’she?S2:He’sherfather.(Theteachermayask:“Who’sthis/that?”and“Who’rethese/those?”)T:Workinpairs.Practiceaskingandanswering.[設(shè)計(jì)意圖]培養(yǎng)學(xué)生的積極主動(dòng)性和大膽說英語的能力,同時(shí)要求注意語音、語調(diào)和說話的語氣。StepⅣ.Readingandrole-playing(2d)1.AskSstoreadthedialoguein2dandwritethenamesofthepersonsinthepicture.T:Openyourbooksandreadtheconversationin2d.Sally,JaneandKatearetalkingabouttheirfamilies.Readtheirintroductions.Canyouwritetheirnamesofthepeopleinthepicture?Youcanhelpeachotherwhenmeetingwithanyproblems.Ssreadandlearnthemeaningsofthesentences.Theteachershouldexplainsomewords,phrasesandsentences,suchas,Isee.Haveagoodday!You,too.☆教材解讀☆1.Oh,Isee.

這是一句口頭英語,see在此處的意思是“知道,明白”,此外,它也可以表達(dá)“我看見了”的意思。但是,如果說“我不知道、不明白”,英語是Idon’tknow.或Idon’tunderstand.。2.Well,haveagoodday!

這是一句表示祝愿的話。完整的句子是:Well,Ihopeyouhaveagoodday!類似的英語還有:Haveaniceday!/Haveagoodtime!/Haveagoodholiday!等等。3.You,too.這是回答別人祝愿的話語,也可以說成Thesametoyou!(也同樣祝福你!)此句的前面一般加上一句感謝的話,如:Thanks.You,too.謝謝。也祝你愉快。—HappyNewYear!祝你新年快樂!—Thanks.Thesametoyou!謝謝。你也快樂!2.T:Now,listentotherecordingandlearnthepronunciationandintonation.Theteacherremindsthestudentsthattheyshouldlearntosaythesentencesinthecorrectandproperintonationandlearntheliaisonsinagroup.Suchas,thisis,havea…Also,tellthestudentsthatthewords“well”and“oh”areinterjections.T:Nowopenyourbooks.(2d)S1,2&3readthedialogue,please.Askthreestudentstoreadaloud.3.T:Now,let’sroleplaythedialogue.IplayKate.BoysplaySallyandgirlsplayJane.Atthisstage,youcanreadthesentences.SsandtheTroleplayit.ThengettheSstopracticeingroupsofthreeuntiltheycansaytheconversationwithoutthebook.T:Let’sseewhocanspeaklikearealEnglishspeaker.(Gettwogroupstoroleplaytheconversation.)☆教材解讀☆1.…thisismysisterKate.

這是陳述句。英語中,陳述句讀降調(diào),聲音往下降,表示敘述完了。2.Arethoseyourparents?

這是一個(gè)一般疑問句。英語中,一般疑問句讀升調(diào),聲音往上揚(yáng),表示疑問、懷疑和不確定。3.Andwho’she?

由疑問詞構(gòu)成的疑問句叫特殊疑問句,讀降調(diào)。[設(shè)計(jì)意圖]學(xué)生從自己閱讀、理解學(xué)習(xí)句子意思,集體朗讀對(duì)話,再到分角色表演對(duì)話,一步步培養(yǎng)學(xué)生的口頭表達(dá)和閱讀理解能力。要求模仿英語說話者的語音、語調(diào),學(xué)會(huì)連讀,使學(xué)生在趣味中掌握對(duì)話。StepⅤ.GrammarFocus1.T:Nowlet’ssumuptheexpressionsin2d.(PlaythePPTandgetthestudentstoreadthemaloud.)Pleasereadthegrammar.2.T:(Afterreadingthegrammar,saying)OK.Pleasetellmehowtointroducepeople.Ss:Thisismyfather.That’smymother.Thesearemyfriends.Thosearehissisters.(Theteacherhelpsthestudentstosumupthesentences.Andwritethemontheblackboard.)T:Howdoweaskaboutpeople?Ss:Who’she/she?He’smybrother./She’smysister.T:And?Ss:Who’rethey?They’remygrandparents.T:Yes.Thesearequestionstoidentifypeople.Nowpleasereadtheseafterme.Payattentionto:that’s,they’re,who’s,who’re.(Teachthestudentstoreadthese.)Theteacherwritesthesentencesontheblackboardandsimplyexplainshowtointroducepeopleandidentifypeople.TelltheSstopayattentionto:that’s=thatis,who’s=whois,they’re=theyare.[設(shè)計(jì)意圖]通過本單元的語言材料,幫助學(xué)生總結(jié)英語語法要點(diǎn),要求學(xué)生說出的句子不一定是語法框內(nèi)的句子,然后再對(duì)重點(diǎn)內(nèi)容精解精析,幫助學(xué)生學(xué)習(xí)掌握。StepⅥ.Practice(3a)T:Now,let’sdosomeexercisestoseehowwellwehavelearned.T:Lookat3a.Somewordsaremissedintheconversation.Canyoupleasehelptofillthemin?Letthemworkbythemselves.Thenasktwostudentstoreadouttheirwork.Letotherstudentshelptocorrectthemistakesifany.T:S1andS2,pleasereadtheconversationtotheclass.Otherslistenandseeifthereareanymistakes.Thetwostudentsdoit.Theteacherhelpsthemwiththepronunciationandintonation.【Keys】3a:A:Thatismyfamily.That’smymother.B:Who’s(Whois)he?

A:He’s(Heis)myfather.

B:Who’sshe?A:She’smysister.B:Andwho’re(whoare)they?

A:They’re(Theyare)mygrandparents.

[設(shè)計(jì)意圖]通過前面的用法總結(jié),讓學(xué)生自己完成填空任務(wù),再口頭說出來,在此基礎(chǔ)上要求學(xué)生運(yùn)用知識(shí)介紹自己的家庭照片,使知識(shí)得到鞏固。StepⅦ.Practice(3b)1.Beforethestudentsmakesentenceswiththewords,theteachershowsthepictureandgetsthemtomakesurewhothepeopleareinthepicture.T:Lookatthepeopleinthepicture.Whoisthislittlegirl?Who’rethepeopleinthesofa?Ss:Sheismysister./They’remygrandparents,etc.2.T:Pleaseworkwithyourpartners.Youshouldsay“is”or“are”correctly.Payattentiontothepeopleclosetousandfartherawayfromus.(Getthestudentstofinishthetask.Thenasksomestudentstosaythesentencesinclass.likethis:)Arethese/thoseyour…?Isthis/thatyour…?Thisismybrother/sister/father/mother.Thesearemyparents.Thatismybrother/grandfather/grandmother.Thosearemygrandparents.【Keys】3b:Answerswillvary.Sampleanswers:Arethese/thoseyour…?Isthis/thatyour…?Thisismybrother/sister/father/mother.Thesearemyparents.Thatismybrother/grandfather/grandmother.Thosearemygrandparents.[設(shè)計(jì)意圖]自主完成任務(wù),讓學(xué)生有思考和消化的時(shí)間,教師給予適當(dāng)?shù)奶崾?從說到書寫進(jìn)行有效的訓(xùn)練。StepⅧ.Agame1.Dividetheclassintogroupsoffour.Eachmembershowshis/herfamilyphoto.Othersaskaboutthepeopleinit.T:Now,ingroups,showyourfamilyphotosandothersaskquestions.S1:Who’sshe?S2:She’smygrandmother.T:Usethis/thatandthese/thosecorrectly.Studentspracticeingroups.Theteachergoesroundthemandgiveshelpwhennecessary.ThenTtakessomephotosandaskstheclass.T:Who’she/she?Who’rethey?Gettheclasstoanswer,“He’s…’sfather.”[設(shè)計(jì)意圖]這是一個(gè)聽、記、說的綜合練習(xí),幫助學(xué)生記憶聽力的內(nèi)容,正確使用單復(fù)數(shù)代詞和相應(yīng)的動(dòng)詞形式,讓學(xué)生多聽多說,培養(yǎng)語感。StepⅨ.SummaryandAssignmentT:Inthisclass,wemustlearnhowtointroduceandidentifypeople.(Showthelanguagepoints.)Thisis…That’s(Thatis)…Theseare… Thoseare…Who’s(Whois)he/she? He’s/She’s…Who’re(Whoare)…?They’re(Theyare)…ExerciseⅠ.要點(diǎn)詞匯寫出下面單詞的復(fù)數(shù)形式1.this—2.that—

3.it—

4.he—

5.she—

6.brother—

7.sister—

8.parent—

9.grandparent—

10.friend—

Ⅱ.選詞填空1.(This,These,They)ismyfriendJane.

2.(That’s,This,Those)mygrandfather.

3.These(is,am,are)yourbrothers.

4.Are(that,those,he)yourparents?

5.—(Who’s,Who’re,Whois)theboys?

—They’rehisfriends.【Keys】Ⅰ.1.these2.those3.they4.they5.they6.brothers7.sisters8.parents9.grandparents10.friendsⅡ.1.This2.That’s3.are4.those5.Who’re[設(shè)計(jì)意圖]學(xué)習(xí)與總結(jié)基礎(chǔ)知識(shí),當(dāng)堂檢測(cè)本節(jié)語法內(nèi)容,幫助學(xué)生掌握語法要點(diǎn)。StepⅩ.Homework1.Reviewthegrammarandmakeconversationswithyourclassmates.2.Writetheconversationin3bontheexercise-books.[設(shè)計(jì)意圖]口頭、書面練習(xí)和語法綜合知識(shí)練習(xí)相結(jié)合,注重語言知識(shí)的操練。parents,mother,father,Thisis…Who’s/Whois…?He’s/She’s…sister,brother, That’s/Thatis… Who’re/Whoare…? They’re…grandmother,grandfather, Theseare… Arethese…?friend,grandparents Thoseare… Arethose…?Isee. Ishe/she…?Haveagoodday!You,too.Thesametoyou.that’s,who’s,who’re,they’re【基礎(chǔ)訓(xùn)練】Ⅰ.要點(diǎn)詞匯翻譯短語或句子1.Isee.

2.haveagoodday

3.You,too.

4.inherfamily

5.myfriend

Ⅱ.根據(jù)漢語意思完成句子6.這位是我的父親,那位是我的奶奶。myfatherandmygrandmother.

7.他們是誰呀?they?

8.他們是我的兄弟。Theymy.

9.—玩得開心點(diǎn)!—你也開心?！猘good!

—You,.

10.琳達(dá)是他的妹妹。Lindasister.

【綜合運(yùn)用】Ⅰ.單項(xiàng)填空1.you?

A.Who’re B.Who’s C.Whatis D.Whois2.Thisisgrandfather.

A.I B.my C.I’s D.she’s3.—Whothey?

—Theymysisters.

A.is,is B.are,is C.is,are D.are,are4.yournewfriends.

A.These’re B.That’sC.Those’re D.They’re5.mysisters,KateandJane.

A.That’s B.ThisisC.Theseare D.TheareⅡ.完形填空Tom:Hi,Jack!6morning!

Jack:7!

Tom:Oh,8ismysister.9name’sJane.

Jack:10,Jane.

Jane:Hi,Jack.Tom:Andthese11myparents.

Jack:12,Mr.andMrs.Green!

Mr.andMrs.Green:Nice13you,Jack.

Jack:14thoseyourgrandparents?

Tom:Yes,15.

6.A.Good B.Well C.Nice D.OK7.A.Hello B.HiC.Good