新目标英语七上Unit2【U2SectionA教案】

1、Unit 2 This is my sister.一、教材分析本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。本单元的教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该掌握对家庭成员的称呼；通过谈论“家庭”的话题，使学生学会并掌握“介绍人物、识别人物”的基本句型，进一步体会一般疑问句的用法，学会运用指示代词介绍人物，学会运用人称代词询问人物。如：This is my sister。 Is that your brother? These are my parents。 Are those your brothers? 以及Who开头的特殊疑问句，一般疑问及其简单回答；运用

2、名词的复数形式。能够用英语向朋友介绍自己的家人，从而让他们了解自己的家庭。本单元生词较多，并且也开始涉及到名词的单复数形式，对学生来说有一定的难度。本单元的教学内容为： 1. 学习介绍他人；辨认人物。2. 学习名词：sister, mother, mom, father, dad, parent, brother, grandmother, grandma, grandfather, grandpa, grandparent, son, daughter, cousin, uncle, aunt, family, day, photo, picture, girl, dog 学习动词：have

3、 学习代词：these, those, who 学习感叹词：well, oh, bye 学习副词：here, 学习兼类词：next adj.& n. 学习介词：of 3. 学习词组：in the first photo, in the next photo, two nice photos of my family4. 学习句型：This/That is These/Those are Whos he/she? He/She is Who are they? They are Here is/are 5. 了解句子：Oh, I see.Well, have a good day! Thanks

4、! You, too. 二、教学目标1. 通过本单元的学习，学生能用英语介绍、询问、交流家庭成员。并能用英语对每个家庭成员的关系进行思考。例如，见到fathers mother,他们能很快反应出是指grandmother。同时能辨别什么时候用名词的单数形式什么时候用名词的复数形式。2. 通过对家庭成员的学习，学生能用英语思考，并理清家庭成员之间的关系，从而激发他们对家人的热爱。三、教学重难点：1. 熟练掌握各家庭成员的名称，会读会说会认，并会用这些词进行交流。2. 能正确运用所学词汇的单复数介绍他人。四、课时安排第一课时：完成Section A1 1a1c 第二课时：完成Section A2

5、2a2d 第三课时：完成Section A3 Grammar Focus-3c第四课时：完成Section B1 1a1d第五课时：完成Section B2 2a2c 第六课时：完成Section B3 3aSelf Check 五、教学步骤 Section A1, 1a1c)一、教学目标： 1. 语言知识目标：1) 能掌握对家庭成员的称呼的词汇及指示代词：sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s),who, they, this, that, these, tho

6、se 2）能掌握以下句型： This/That is his sister. These/Those are his parents. Whos she? Shes my sister.3) 掌握指示代词this, that, these, those及它们所构成的介绍他人的句型。4) 能运用所学的词汇及句型介绍自己的家庭成员。2. 情感态度价值观目标：让学生知道他们应当尊敬自己的父母、祖父母及其他家庭成员，在家庭中应多帮助父母做力所能及家务劳动。通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。二、教学重难点1. 教学重点：1）the names

7、of family members 2）The usage of demonstratives pronouns: this, that, these, those 2. 教学难点：1) the plural forms of the demonstratives pronouns.2) Train Ss ability to apply what theyve learned to their daily life.Warm-up Listen to the song “家有儿女”.2. Presentation （呈现新知识）1. Show Ss a piece of video “家有儿

8、女”T: (show Liu Xings photo) Whats his name?Ss: His name is Liu Xing.T: We know Liu Xing has a happy Family. Now lets come into his family. Who is this?Ss: This is Xia Xue.T: Xia Xue is Xia Yus?Ss: Sister.T: Good! Who can spell sister? T: Read after me, sister. (Ask a group of Ss to read the word)2.

9、Show Ss another photos and teach the new words by the same way. (Bb: brother, father, mother, parent (s), grandfather, grandmother, grandparent (s) )T: Now lets chant. Father, father, this is father. Mother, mother, that is mother. Grandfather, grandfather. Grandmother, grandmother. Parents, parents

10、, these are my parents. Brother, sister, those are my friends.3. Work on 1a. Let Ss look at the picture in 1a. Then read the words on the left side. Then match the words with the people in the picture. Check the answers with the class: 1. a 2. c 3. b 4. h 5. f 6. e 7. i 8. d 9. g4. Work on 1b （完成1b）

11、 Listening: T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about. Then ask a student to check the answers.5. Presentation （呈现新知识） Draw a boy and two boys on the board and present the sentences: 1) This is my friend. These are my friends.

12、 （教师站在黑板近处） Whos he? Hes my friend. Who are they? They are my friends. 2) That is my brother. Those are my brothers. （教师站在理黑板较远的地方） Whos he? Hes my brother. Who are they? They are my brothers. 6. Work on 1c （完成1c）（1）T: Now, you are Dave. Please introduce your family to me. You can use “Thats my Thos

13、e are my ” （2）T: Whos she/he? S: He/She is my culture: 中外家庭亲属成员之间称谓的文化差异 Section A2 2a2d)一、教学目标： 1) 进一步掌握对家庭成员的称呼的词汇及指示代词：sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), they, this, that, these, those 2）能掌握以下句型： This/That is his sister. These/Those are his par

14、ents. Whos she? Shes my sister. Is this/that your sister? Yes, she is./No, she isnt. Are these/those your parents? Yes, they are. /No, they arent. 3) 掌握指示代词this, that, these, those及它们所构成的介绍他人的句型。4) 能运用所学的词汇及句型介绍自己的家庭成员。二、教学重难点1. 教学重点：1）the names of family members 2）The usage of demonstratives pronou

15、ns: this, that, these, those 2. 教学难点：1) the plural forms of the demonstratives pronouns.2) Train Ss ability to apply what theyve learned to their daily life.三、教学过程1.Revision The words of family members.2. Work on 2a & 2b (完成2a和2b)（1）T: Please turn to page 8. Look at the words in 2a. Read them aloud.

16、（2）T: Now lets listen to the recording carefully and circle the words you hear. （3）T: Can you get the answers? Please check the answers. （4）T: Please look at 2b. Ill play the recording once again, and you match the words with the people in the picture. （强调match）（5）T: Who is Jenny? S: She is “d”. T:

17、Whos ? S: 3. Work on 2c （完成2c）（1）Point at the picture and practice with the students. T: Please look at the picture again. Whos she? S: Shes Cindy. T: Whos he?S: Hes her father. （2）Now you can practice talking about the photo in 2b in pairs. 4. Role-play1. Now look at the picture in 2d. This is Jane

18、s family. Read the conversation first. Then look at the picture and guess who they are. (Ss read the conversation then guess who the people are. They can discuss in pairs.) 2. Let students read the dialogue and fill in the blanks. 3. Let Ss read the conversation after the teacher aloud. Then work in

19、 groups of three. Practice the conversation. They may change roles as they like. 4. Ask some pairs to act out the dialogue in front of the class. 5.Language points 1. Are those your parents? parents是parent的复数形式，表示父母双亲。parent表示父母双亲中的一员father或mother。类似的词还有grandparent，意为“祖父（母）；外祖父（母）”。例如：This is a sing

20、le parent family. 这是一个单亲家庭。They are Jacks grandparents. 他们是杰克的（外）祖父母。2. Well, have a good day! 祝你过得愉快！Have a good day! (=Have a nice day!)是一句祝福的话语，意为“祝你过得愉快”。经常用于谈话或打电话结束时向对方表示祝福，对方常会回答“You, too.”，意为“也祝你过得愉快”。例如：Have a nice weekend! 祝你过个愉快的周末！Thanks. You, too. 谢谢！也祝你周末愉快！Have a good holiday! 祝你假期愉快！

21、Thank you. 谢谢！3. This is my friend Jane. This is /That is 这是/那是 This is 意为“这是”（指离说话人较近的人或物），that is 意为“那是”（离说话人较远的人或物）是一个用来介绍他人的常用句型。当介绍在场在第三人时，常用句型This is / That is，一般不直接说He is.或She is.。如：This is my aunt Mary. 这是我的姑姑玛丽。This is 句型还可以用来说明某个事物。如：This is a nice clock. 这是一个漂亮的钟表如：This is my aunt Mary. 这

22、是我的姑姑玛丽。This is 句型还可以用来说明某个事物。如：This is a nice clock. 这是一个漂亮的钟表 Is this/that? 意为“这/那是吗？”是一般疑问句，应该用Yes, he/ she is.或No, he/ she isnt.来回答。如： Is this your grandmother? 这是你的外婆吗？ Yes, she is. 是的。6. Exercises 7. Homework （课后作业）Oral: 1. 朗读并熟记第7页的单词和句子。 2. 准备一张全家福，用所学的单词和句型进行介绍。（提醒学生记住在本单元后面的几堂课上都要使用。）Writt

23、en: 抄写第7页的单词和句子。 (Section A3, Grammar Focus3c)一、教学目标： 1) 通过不同方式的练习继续熟练掌握对家庭成员的称呼的词汇。2）继续练习运用以下句型来介绍自己的家庭成员。 This/That is These/Those are . Whos ? Shes/Hes Is this/that ? Yes, /No, Are these/those ? Yes, they are./No, they arent.3) 能运用所学的词汇及句型完成不同的交际练习。二、教学重难点1. 教学重点：1）总结介绍自己的家庭成员所用的句型。2）总结询问及回答家庭成员所

24、用的句型。3）综合运用所学的知识与他人就成员的话题进行交际。2. 教学难点：1）总结掌握介绍家庭成员的句型结构；掌握询问及回答某人的身份所用的句型。2）综合运用所学的知识进行交际的能力。三、教学过程1. Warm-up and revision（课堂热身和复习）1. Play a Bingo gameHave Ss write down nine words from page 7 in the boxes. Then read the words in random order. Have Ss check the words they hear. If three words in a l

25、ine are checked, they are the winners. T: Please draw a chart like this. Write down nine words from page 7. You can write down one word in each box as you like. T: Now Ill read out nine words and you check what you hear. If you checked three words that in one line, you can say “Bingo!” and put up yo

26、ur hands. If you are the first to say “Bingo”, you are the winner.2. Revision Show Cindys family photo and review the words of family members. 2. Grammar Focus （语法焦点）1）T: Look at the sentences in Grammar Focus. Try to read them aloud. 2）Write the sentence patterns on the blackboard.This is Thats The

27、se are Those are Whos she? Shes Whos he?Hes Whore they? Theyre T: “Thats” is the short form of “that is”.“Whore” is the short form of “Who are”.“Whos” is the short form of “Who is”. “Theyre” is the short form of “they are”. 3）Suppose you are Sally. Look at the picture in 2d again and introduce the f