人教版英语七年级上册 Unit 2 Section A 教案

Unit2Thisismysister.SectionA（1a-2d）TeachingAims1.语言能力：学会介绍家庭成员。2.文化意识：了解家庭成员的称谓，学会书面或口头向他人介绍家庭成员，促进家庭意识的养成。3.思维品质：初步学习在听力和阅读的过程中将图片与人物描述相结合进行有效记忆。4.学习能力：有意识地运用知识迁移策略介绍朋友和家庭成员。TeachingDifficulties学会介绍他人。TeachingAidsAtaperecorder;CAIormultimediacoursewareTeachingProceduresTipsStep1LeadinTheTcanplayavideoaboutintroducingthefamilyandleadinthetopicandguideSstotalkabouttheirownfamily.TheTcanusethefollowingprompts:Howmanypeoplearethereinyourfamily?Whoarethey?Howmanypeoplearethereinthesepictures?ThentheTcanshowsomepicturesandpre-teachsomewordsoffamilymembers.AndthentheTcanshowanotherfamilyphotoandelicitthesewordsfromSs.Step2Presentation&PracticeBeforeSsdoactivity1a,theTmaywanttoguidethemtolookatthetopicpictureandtryreadingthedialoginthepicture.1aTheactivityistosetthesceneandtestSs’knowledgeandincreasetheirvocabulary.TheTcandotheactivity1aasaclassorhaveSsdothisaloneorinpairsfirstbeforedoingtheactivityasaclass.Answers:a2.c3.b4.h5.f6.e7.i8.d9.gThentheTcanpresentafamilytreetoSstohelpSstounderstandthefamilyrelations.1bTheactivityistohelpSsrecognizethetargetlanguageinnaturalspeech.During1b,askSstolistenforthewordsin1a.Inordertomakethisactivitymorechallenging,askSstostudythewordsforoneminute,closetheirbooksandthenlistentotherecording.Answers:circled:parents,sister,brothers,grandparents1bThentheTcanplaytherecordingforthesecondtimeandaskSstocompletethetapescript.ThenchecktheanswersasaclassandaskSstoreadafterthetape.TheTshouldpayattentiontoSs’pronunciationandintonation.1cThisactivityistohelpSsusethetargetlanguageinnaturalspeech.ThisisNear.ThatisFar.TheTshouldhelpSstodifferentiatewhentouse“this/these"and“that/those”.Explainthatweuse"this/these"totalkaboutthings/peopleneartous.Weuse“that/those"totalkaboutthings/peoplefarfromus.Demonstrate“this”bystandingnexttoaSandintroducinghim/her.T:Thisismystudent.Demonstrate“these"bystandingbetweentwoSsandintroducingthem.T:Thesearemystudents.Demonstrate“that”bypointingtoaSatthebackoftheclassroomandintroducinghim/her.T:Thatismystudent.Demonstrate“those”bypointingtoseveralSsatthebackoftheclassroomanintroducingthem.T:Thosearemystudents.HaveSspracticeintroducingclassmateswhoareneartoandfarfromthem.2aTheactivityistohelpSsrecognizethetargetlanguageinnaturalspeech.Beforelistening,theTcanaskSstoreadthewordsintheboxandsayouttheirChinesemeanings.ThenplaytherecordingforthefirsttimeandmakeSstofinishthetaskin2a.Thencheckanswersasaclass.Answers:circled:parents,mother,father,sister,grandparents,brother2bTheactivityistogiveSspracticeinlisteningforspecificitemsinconversations.TheTcanaskSstolistenforthefamilyrole(e.g.fatherormother).TellSsthatinconversation,theperson’snameissaidimmediatelyafterward.Forexample,theword“Tom”issaidimmediatelyaftertheword“father”,soSshear“myfather,Tom”.ThentheTcanplaytherecordingandSsfinishthetaskin2b.AtlasttheTcancheckanswersbyinvitingsomestudentstoshareanswersinclass.Answers:d2.c3.a4.b5.e6.fTheTcanalsoaskSstoanswerthefollowingquestionstoimprovetheirlisteningskills:WhatisCindy’smother’sname?Whatisherfather’sname?IsMaryhersister?WhoisLinda?Afterlistening,theTcanpresentthelisteningmaterialtothestudentsinneedtohelpthemgetthespecificinformationabouttheconversation.2cThisactivityistogiveSstheopportunitytousethetargetlanguageinacontrolledmanner.RemindSsthattheyareaskingquestionsaboutfamilymembersoutofcuriosity.TheyarenotaskingquestionsasaTinanexamination.Therefore,theirtoneshouldbepoliteandnotdemanding.Step3Presentation&Reading2dTheTcanaskSstoreadtheconversationsilentlyfirstandexplainthesentencesthatSscan’tunderstand.ThentheTcanfocusSs’attentiononthetargetstructureappearedintheconversationandotherkeywordgroups.Sscanbeaskedtomakesentencesusingthekeystructureandphrases.ThentheTcanmakeSsreadtheconversationinchorustochecktheirpronunciationandintonation.AtlasttheTcaninvitesomeSstorole-playtheconversationasopenpairs.Step4Languagepoints介绍他人的句型1)Thisis...意为“这是······”，用来介绍离说话人较近的第三方。2)介绍离说话人较远的第三方时，可以用“Thatis...”意为“那是······”。“Thatis”可以缩写成“That’s”。3)被介绍的人不止一个时，可以使用句型“These/Thoseare...”。【拓展延伸】在打电话用语中，“Thisis...”表示“我是······”，用于介绍自己。特别提醒：“Thatis”可以缩写成“That’s”，但是Thisis,Theseare和Thoseare均不能缩写。family作主语时，如果指整个家庭，谓语动词用单数形式；如果指家庭中的成员，谓语动词用复数形式。1)those是指示代词“那些”，用来指代较远的人或物，其单数形式为that。2)these是指示代词“这些”，用来指代较近的人或物，其单数形式为this。who为疑问代词，常用在句首引导特殊疑问句，对人进行提问。Who引导的特殊疑问句：Who+be动词+主语?主语是单数时，be动词用is；主语是复数时，be动词用are。1)Isthis...?意为“这是······吗？”；Isthat...?意为“那是······吗？”。2)上述两个一般疑问句，常用“Yes,itis./No,itisn't.”进行回答。1)Arethese...?意为“这（些）是······吗？”；Arethose...?意为“那（些）是······吗？”。2)上述两个一般疑问句，常用“Yes,theyare./No,theyaren't.”进行回答。Step5Summary&HomeworkSummaryTheTcanencourageSstosummarizethekeypointsofthisclasstohelpSsconsolidatetheknowledge.Homework:Readandrecitetheconversationin2d.Dotheexercisesinstudents’book.TeachingReflectionThisisthefirstperiodoftheunit.Duringthisperiod,teachersinteractwithstudentsthroughhigh-densityquestionsaccordingtothetopicpicture,whichishelpfulforstudentstolearnnewvocabulary,andalsohelpstudentsreviewthelanguagecontenttheyhavelearned.Teachers'questionscanplayagooddemonstrationroleforstudentsinpronunciation,intonation,expressionandsentencemaking.Atthesametime,theycanquicklyactivatetherelevantschematainstudents'brainandenterthestateoflanguagelearning.Therefore,teachersshouldmakeeffectiveuseofthetopicpictureandimprovetheirquestioningskills.Unit2Thisismysister.SectionA（GrammarFocus-3c）TeachingAims1.语言能力：学会运用指示代词this,that,these,those介绍人物关系，并学会用who引导的特殊疑问句询问第三方是谁。2.文化意识：了解家庭成员的称谓，学会书面或口头向他人介绍家庭成员，促进家庭意识的养成。3.思维品质：能根据所给内容或所给条件进行改编或创编。4.学习能力：有意识地运用指示代词和人称代词介绍他人。TeachingDifficulties运用指示代词和人称代词介绍他人。TeachingAidsCAIormultimediacoursewareTeachingProceduresTipsStep1LeadinTheTcantellSstobringtheirfamilyphotostoschoolandmakethemintroducetheirfamilymembersinthephotosinpairs.TheTcanmakeasamplefirst:Thisismyfamilyphoto.Thisismyfather.Thisismymother.Thatismysister.Look!It’sme.Thosearemygrandparents.AndIhaveadog.ItsnameisPipi.Step2GrammarlearningGrammarFocusTheTcanaskSstoreadthesentencesinthechartandpayattentiontotheirpronunciationandintonation.Thenguidethemtodistinguishhowtointroducepeopleandidentifypeople.Drawtheirattentiontotheusageofthetargetlanguage.AtlasttheTcansummarizetheusageofthetargetgrammarstructurefromseveralaspects.Step3Presentation&Practice3aAskSstofillintheblanksin3a.ThenSscancheckanswerswithpartners.AtlasttheTcanchoosesomeSstorole-playthedialoguetomakesuretheygetthecorrectanswers.Ifpossible,theTcanaskSswhytheychoosetheanswer.IfSshaveproblems,theTshouldexplaintherelatedknowledgeclearly.Answers:A:Thatismyfamily.That’smymother.B:Who’s/Whoishe?A:He’s/Heismyfather.B:Who’sshe?A:She’smysister.B:Andwhoare/who’rethey?A:They’re(Theyare)mygrandparents.3bAskSstolookatthepicturein3bandtrytofigureouttherelationsofthepeopleinthepicture.Sscanwritethefamilyrolebesideeachmember.AskSstomakesentencesindividuallyusingthewordsinthethreeboxestointroducethesepeopleinthepicture.ThenSscanchecktheiranswersbymakingconversationsinpairs.TheTcanmakeassessmentsandpayattentiontothesubject-verb

agreementinSs’sentences.Atlast,theTcanalsochoosesomeSstoreadtheirsentencesinclass.Sampleanswers:Arethese/thoseyour...?Isthis/that...?Thisismybrother/sister/father/mother.Thesearemyparents.Thatismybrother/grandmother/grandfather.Thosearemygrandparents....3cTheactivityistogiveSstheopportunitytousethetargetlanguagecorrectly.TheTcanaskSstoworkingroupsoffour.ThenSsineachgroup