人教版七年级英语上册Unit-2教案

Unit2Thisismysister.话题Topic家庭Thefamily功能Functions1.能够简单介绍人物关系IntroducepeopleThisismygrandmother.That’smyfriend.2.能够指认人物关系IdentifypeopleA:Issheyoursister?B:Yes,sheis./No,sheisn’t.A:Who’sshe?B:She’smymother.A:Who’rethey?B:They’remyparents.语法Grammar一、能够正确使用指示代词this,that,these,those介绍人物关系DemonstrativepronounsThisismyfriendJane.That’smygrandfather.Thesearemybrothers.Thosearemyparents.二、能够用Who引导的特殊疑问句询问第三方是谁WhoquestionsA:Who’sshe?B:She’smysister.A:Who’rethey?B:They’remygrandparents.词汇和常用表达Words&expressions1.能正确使用下列词汇Curriculumwords(按词性排列)名词:sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,day,son,cousin,grandpa,mom(=mum),aunt,grandma,dad,uncle,daughter,photo,picture,girl,dog;代词:those,who,these,they;形容词:next;动词:have;其他:oh,well,bye(=goodbye),here,of2.能正确使用下列常用表达Usefulexpressionsthisis…,that’s…,theseare…,thoseare…,who’s…aphotoofmyfamily,inmyfamily,haveagoodday学习策略Strategies能够将图片与人物描述相结合进行有效记忆能够将人物描述的文字信息和图片信息相互转换文化知识Culture了解西方国家中家庭成员之间的称谓三维目标Three-dimensionaltarget知识与技能1.能掌握以下单词: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.熟练掌握单元短语: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.了解以下语法:指示代词this,that,these,those的用法;主格人称代词I,he,she,they的用法;Who开头的特殊疑问句的构成和回答;名词的复数形式。5.学会使用正确的词汇介绍人物关系。6.理解缩略词that’s,who’s,who’re,they’re的意思并掌握读音。过程与方法1.通过师生问答、两两对话、角色扮演和看图说话等多种语言交际活动,培养口语交际能力和在日常生活中运用英语的能力。2.通过图片提供语境,或运用真实语境,感知、学习Thisis/That’s…,These/Thoseare…以及Who’s…/Who’re…?介绍或确认人物的句型,从而引出本单元的话题。创设情境学习、运用句型,学生运用自己真实的信息提出、解答问题,提高学生的学习兴趣和主动参与热情。情感态度与价值观1.学会日常交际的礼貌行为。2.了解西方家庭成员之间的关系和称谓。3.注意英汉思维方式的差异,鼓励学生多进行口语训练。SectionA概述本部分通过图文提供情景,带领学生进入David的家庭,自然地在该语境中输入“介绍人物、辨别人物”相关的重点词汇和核心句型。1.1a-1c通过图片、文字以及听力训练的方式导入本单元的话题,学习的重点是介绍家庭成员关系的重点词汇和基本介绍人物的句型。内容是:That’smyfamily.Thosearemyparents.问句Who’sshe?She’smysister.Andthesearemybrothers.等。2.2a-2b是在1a-1c的基础上给出更加丰富的语境,以听力的形式对单元重点词汇进行复习,对单元重点句型做进一步的语言输入,呈现介绍人物和辨别人物的语言结构,即:Aretheseyourparents?Yes,theyare.Thisismymother,Jenny,andthisismyfather,Tom.同时复习了预备篇第一单元的英文姓名和问候语。3.2c-2d部分练习单元对话,并通过角色扮演让学生在相应的语境中综合运用核心句型和重点词汇进行初步的模仿输出和语言交流活动,对学生提出综合应用语言能力的要求。4.语法框里通过表格的形式给学生梳理了本单元的重点语法项目,即:运用指示代词、用单复数的形式介绍人物的句型This/ThatismyfriendJane.These/Thosearemyparents.以及辨认人物的疑问句和回答的句型Who’sshe/he?He’smybrother.She’smysister.Who’rethey?They’remygrandparents.等。5.3a-3c部分分别对语法部分内容进行训练,巩固运用本单元话题的能力。3a通过补全对话,3b通过选词造句,3c通过游戏活动,引导学生在运用中巩固本单元的目标语言。教学目标1.学会表示家庭成员之间的人物关系的词汇并了解其中的与汉语不对应的内容。2.学会使用指示代词this/that/these/those对单、复数人物进行介绍的句型,正确运用人称代词he/she/they,初步感知名词的复数概念,以及运用who引导的疑问句对人物进行辨认的句型。3.完成听说练习,掌握“介绍他人,辨认人物”的句型,进行英文交际。SectionB概述SectionB在SectionA的基础上进行话题内容拓展,进一步学习和运用相关词汇和目标语言,谈论自己和他人的家庭成员,进行阅读和写作练习,丰富了语言输入。1.1a是1b和1c的听前活动,通过家谱学习有关家庭成员的词汇,为听力做铺垫。听力材料是两个朋友在谈论一张家庭照片的对话,介绍照片上的家庭成员,主要涉及“介绍和辨别人物”的基本句型以及家庭成员的词汇。1b-1c部分让学生进一步理解并掌握目标语言在语境中的运用。1b要求圈出单词,1c要求找出照片。2.1d是听后的口语活动,要求学生在听力理解的基础上输出相对完整的一段话,介绍自己的家庭和朋友,让学生运用目标语言。3.2a-2c是阅读活动,让学生在语篇中学习和巩固本单元的目标语言。2a是一个读前准备活动,要求学生列举本单元的英文名字并按性别进行分类,对所学的英文名字进行复习,为语篇阅读做好准备。2b是一个有关家庭成员介绍的语篇阅读,进一步输入本单元的目标语言,帮助学生理解介绍人物的句型在语篇中的运用。2c要求在读懂2b的基础上找到细节信息,并进行必要的逻辑推理,思维拓展。4.3a-3b是写作训练。3a是一个控制性的写作练习,要求学生选择方框中的词汇完成Paul的家庭介绍,然后从中提取信息,画出Paul的家庭成员。3b要求学生在3a范文的基础上仿写一篇介绍自己的家庭的小短文,完成半控制性写作。教学目标1.学会更多的家庭成员的名词。2.能够读懂介绍家庭成员的短文和写介绍自己家庭的短文。3.了解中、外关于家庭成员关系的文化差异。SelfCheck概述1.活动1检测学生对家庭成员的英文表达的掌握情况,并让学生将他们按性别进行分类。2.活动2梳理、复习、总结本单元的语言结构与功能,对本单元重点内容进行练习和测评。1.学会使用正确的词汇和句型表达人物之间的关系,注意部分词汇的英汉意思不完全对等,如brother,sister,uncle,aunt,grandparent(s)等等。2.掌握this/that和these/those在介绍人物时的句型,注意主语与谓语动词的一致性。3.了解英语中的单复数概念,学习掌握本单元出现的复数形式的名词,并克服母语的影响,正确使用。从培养学生的听、说能力入手,让学生流利地用英语介绍家庭成员,以及询问他人的家庭成员。能够听懂和应答who开头的疑问句,并能够询问第三人。进一步过渡到阅读有关介绍家庭成员的短文,并写出相关短文。教学突破:利用图片创设语境,或利用学生自己的实际情况创设语境,突出听力和口语表达,反复训练介绍他人的句型和对话,再进行读写训练。在练习中正确使用指示代词、人称代词、单复数形式的名词以及主语与动词的搭配,培养学生捕捉关键词的能力,准确运用所学的词汇、句型。注重方法与价值观的培养。以听说领先,在英语语境中大量感知、学习本单元的重点词汇和核心句型,养成良好的学习英语的习惯。在已有的语言基础上归纳总结指示代词this/that和these/those的用法,学习单复数名词,并在练习中克服母语的影响,注意名词的单、复数形式,以及正确使用谓语动词与之保持一致,使知识的记忆形象化、系统化。采用Pairwork和Roleplay相结合的方式,练习介绍家庭成员和辨认他人的英文句型。通过课堂活动,让学生在语境中学习和介绍自己的家庭成员,相互分享和交流自己的家庭等基本信息,引导学生有礼貌地介绍他人、问候他人和与别人的家庭成员打招呼。第一课时:SectionA1a-1c第二课时:SectionA2a-3c第三课时:SectionB1a-2c第四课时:SectionB3a-SelfCheck教学目标单词卡片名词:sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,day,son,cousin,grandpa,mom(=mum),aunt,grandma,dad,uncle,daughter,photo,picture,girl,dog代词:those,who,these,they形容词:next动词:have其他:oh,well,bye(=goodbye),here,of短语归纳aphotoofmyfamily我的一张家庭照片;inmyfamily我的家庭(成员)中;haveagoodday(表示祝愿)过得愉快;inthe(first)photo在(第一张)照片上句型集锦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.重点语法一、指示代词this/that/these/those,人称代词I,he,she,they。二、who引导的特殊疑问句的构成和回答。三、名词的复数形式。介绍他人的礼节当初次见面的人互相介绍时,一般的顺序是这样的:1.把男士介绍给女士,因为这表示女士为尊,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)介绍给主客(或位尊、年高者),即先说主客的名字,再说陪客的名字。3.平辈间的聚会,彼此间直呼其名的,可作如下的介绍:“Helen(Green),thisisPeter(Brown).”4.被介绍的男士,彼此之间通常握手为礼。女士彼此之间通常不握手。女士和男士之间,必须由女士先伸出手,男士才可轻握一下为礼。有些女士不习惯握手,她们不伸手时,也不表示失礼,男士切莫着急。Host:Mrs.Green,I’dliketointroducemyboss,Mr.Brown.Mrs.Green:Howdoyoudo?Mr.Brown:Howdoyoudo?I’mverygladtomeetyou.Mrs.Green:Nicetomeetyou,too.5.男士在座而有女客进入时,男士应起立,一直等到那位女士入座或离去时,男士才可恢复入座。如果后进来的男士被主人带到原先在座的男士们面前一一介绍时,在座的男士也应起立握手为礼。禁忌:1.介绍他人时,避免使用模糊不清的缩略语。2.不能开他人的玩笑或取笑他人。3.不要用手指着某人进行介绍和辨认,这是不礼貌的行为,可以用叙述或说某人的位置来指认,如:Who’sthegirlwearingtheyellowskirt?第一课时SectionA1a—1c1.记忆单词sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,those,who,these;缩写词that’s,who’s,she’s。2.掌握和运用介绍他人、辨认人物的句型:Thisismysister.That’smyfamily.Thosearemyparents.Thesearemybrothers.—Who’sshe?—She’smysister.3.能够正确使用指示代词this,that,these,those和疑问代词who引导的特殊疑问句。4.通过图片学习表示家庭成员的单词,利用图片提供语境进行听力训练,通过两人一组合作角色扮演的方式,在情景交际中练习介绍人物、辨认他人的句型,提高英语听、说能力。5.能礼貌地进行人物介绍。1.学会运用表示家庭成员的名词和介绍他人的句型:Thisismysister.That’smyfamily.Thesearemybrothers.Thosearemyparents.。2.学会辨认他人的句型:Who’sshe?She’smysister.。3.初步学会使用名词的复数和与复数一起搭配的谓语动词。1.正确使用本课时词汇(指示代词,单、复数形式的名词以及谓语动词)和句型表明人物之间的关系。2.名词的单复数与谓语动词的搭配一致性的使用。3.注意英汉之间的思维差异。本课时的教学内容是人教版七年级英语第二单元的第一课时,重点在于引导学生观看图片,理解语境,通过David一家的图片创设介绍人物和辨认人物的语境,引入本单元的话题、基本词汇和基本目标语言。以活动引起学生的兴趣、任务,以听和说为主,学习介绍人物和辨认他人的句型和学习表示家庭成员关系的单词。因此,教师可以将知识目标定为掌握本课时出现的单词,用于介绍人物的句型和辨认人物的疑问句。情感目标定为培养学生的学习习惯和兴趣,了解英汉的思维差异和学会有礼貌地介绍人物。设计教学PPT,录音机,多媒体,课本插图,相应地表示家庭成员关系的图片,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.[设计意图]利用复习学过的介绍姓氏、名字和电话号码的句型,轻松进入介绍人物的语境,自然过渡到本单元的新话题。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…[设计意图]运用日常用语创设语境,利用上一单元所学的询问姓名和电话号码的句型,导入本单元介绍人物的新话题。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.☆教材解读☆英汉语言中,家庭成员称谓的不同之处学习英语的时候,要注意有些有趣的语言文化常识。例如,在英语表达中,不管是“爸爸的爸爸”(father’sfather)还是“妈妈的爸爸”(mother’sfather),都是同一个单词,即:grandpa“爷爷”和“外公”,grandfather“祖父”和“外祖父”;同样,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”。【Keys】1a:1.a2.c3.b4.h5.f6.e7.i8.d9.g[设计意图]运用图片教学表示家庭成员的名词,更加形象,运用课本插图感知介绍人物关系的语境有利于学生理解。同时结合英汉语言文化的差异,让学生准确地学习课时内容。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.☆教材解读☆1.Thisismysister.

英文中使用指示代词this,that指代单数的人,即某一个人,用these,those指代复数的人,即两个或两个以上的人。Thisismysister,Kate.这是我的妹妹凯特。That’smygrandfather.那是我的爷爷。Thesearemybrothers.这些是我的兄弟。Thosearemyparents.那些是我的父母。2.Who’sshe?

英文中使用疑问词Who(谁)开头,询问某人是谁。—Who’sshe?她是谁?—She’smymother.她是我妈妈。(单数)—Who’rethey?他们是谁?—They’remyfriends.他们是我的朋友。(复数)3.Thosearemyparents.

英文中,指代“两个”或“两个以上”的人物或事物时,名词要用复数形式,如:parents(父母,双亲),brothers(兄弟),grandparents(祖父母,爷爷和奶奶)等。介绍复数的人物就用these和those,动词用are而不是is。【Keys】1a:Circled:parents,brothers,grandparents,sister[设计意图]运用课本插图做语境,做听力训练时先整体感知,了解词汇,然后再对目标内容精听细解,学习语法知识,让学生既得到听力训练,又能从中学会语言表达。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.[设计意图]学习介绍人物和辨认他人的句型之后,先朗读巩固,总结要点,再转变成介绍David的家庭成员,训练对话,培养学生的听说能力。StepⅤ.ExerciseⅠ.翻译单词1.家庭2.(外)祖母

3.母亲

4.兄,弟

5.姐,妹

6.(外)祖父

7.父亲

8.父母,双亲

9.这些

10.那些

Ⅱ.选词填空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[设计意图]以学评教、强化落实。当堂检测本节重点内容,进而进行评价。StepⅥ.Homework1.Practiceintroducingpeopleandidentifyingpeoplewithyourgroupmembersafterclass.2.Copyandlearnthenewwords.[设计意图]口头练习和单词记忆相结合,同时注重语言知识的操练和记忆。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,双亲),brothers(兄弟们)缩写词that’s,who’s,she’s grandparents(祖父母,爷爷和奶奶)【基础训练】Ⅰ.要点词汇根据句意及首字母提示补全单词1.Thesearemymotherandfather,mydearp.

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

3.That’smygrandmother.Sheismymother’sm.

4.Fivepeopleareinmyf.

5.Theyarehergoodf.

Ⅱ.翻译短语6.他的一家人

7.我的兄弟姐妹们

8.她的爷爷奶奶

9.这些朋友

10.那些父母们

Ⅲ.根据汉语意思完成句子11.这是我的妹妹海伦。my,Helen.

12.那位是他的女儿。daughter.

13.—她是谁呀?—她是辛迪。—she?

—Cindy.

14.—那些是你的父母吗?—是的,他们是。—your?

—,theyare.

15.—这些人是谁?—他们是我的祖父母。—these?

—mygrandparents.

【综合运用】Ⅰ.单项填空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.补全对话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.【参考答案】【基础训练】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【综合运用】Ⅰ.1.A2.B3.B4.A5.AⅡ.6.B7.C8.E9.A10.F第二课时SectionA2a—3c1.记忆单词they,well,have,day,bye(goodbye);短语haveagoodday;缩写词who’re,they’re。2.学会运用介绍人物、辨认他人的句型和祝愿语:—Who’she/she?—He’s/She’s…—Who’rethey?—They’re…—Arethese/thoseyourparents?—Yes,theyare/No,theyaren’t.—Haveagoodday!—Thanks.You,too.3.能够使用人称代词he,she和they。4.通过听力训练,两人一组口语练习和角色扮演的方式,在情景交际中练习语言点,提高英语听说能力。用图片创设真实的语境进行英语练习。5.能够在语言的学习活动中学到礼节。1.复习、运用介绍人物和辨认他人的英语:Thisis…,That’s…,Theseare…,Thoseare…Who’s…?等,复习、运用打招呼的问候语:Nicetomeetyou!学习表示祝愿的英语:Haveagoodday!You,too.以及其他日常用语,如:Isee.Well…,Oh.等。2.拓展学习Who’re…?Isthis/that…?Ishe/she…?Arethese/those…?3.总结be动词与单复数形式的主语搭配,以及who开头的特殊疑问句的构成及回答。1.正确使用指示代词和人称代词来代指单、复数人物。2.be动词与单复数形式主语的正确搭配使用,who’s,who’re问句及其回答。本课时的教学内容是人教版七年级英语第二单元的第二课时,重点在于引导学生利用图片创设的语境,相互间介绍、辨认人物。以口语和听力活动引起学生的兴趣,以任务激发学生学习、练习目标语言,总结本单元的重点词汇和句型。因此,教师可以将知识目标定为掌握本课时新出现的单词,掌握询问和回答图片中人物的一般疑问句和who开头的特殊疑问句句型。情感目标定为培养学生的学习习惯和兴趣,学会介绍人物和询问人物关系的礼节。设计教学PPT,录音机,多媒体,相应的插图,3b部分用于拼成句子的单词卡。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.[设计意图]通过复习已学过的对话,进入语境,利用图片信息引导学生练习对话,教师简要总结,让学生熟知目标语言。为下一步的扩展练习做准备。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.[设计意图]通过复习所学的单词,总结介绍人物、辨认人物的句子,要求学生运用真实的家庭照片,复习、练习目标语言,为后面部分的扩展学习和训练做准备。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.☆教材解读☆Thisismymother,Jenny,andthisismyfather,Tom.

在英美等西方国家,家庭成员之间可以互相称呼名字,表示亲切。而在中国文化里,父母、长辈的名字是不能随意叫的。这是中西方的文化差异。【Keys】2a:Circled:parents,mother,father,sister,brother,grandparents2b:1.d2.c3.a4.b5.e6.f[设计意图]学生在听力练习前,复习目标词汇,明确听力任务,扫除生词障碍,然后再进行听力的相应活动,层层递进,由易到难,训练到位。听力的练习之后,设计一些问题,可以帮助学生理解和记忆,提高学习兴趣。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.[设计意图]培养学生的积极主动性和大胆说英语的能力,同时要求注意语音、语调和说话的语气。StepⅣ.Readingandrole-playing(2d)1.AskSstoreadthedialoguein2dandwritethenamesofthepersonsinthepicture.T:Openyourbooksandreadtheconversationin2d.Sally,JaneandKatearetalkingabouttheirfamilies.Readtheirintroductions.Canyouwritetheirnamesofthepeopleinthepicture?Youcanhelpeachotherwhenmeetingwithanyproblems.Ssreadandlearnthemeaningsofthesentences.Theteachershouldexplainsomewords,phrasesandsentences,suchas,Isee.Haveagoodday!You,too.☆教材解读☆1.Oh,Isee.

这是一句口头英语,see在此处的意思是“知道,明白”,此外,它也可以表达“我看见了”的意思。但是,如果说“我不知道、不明白”,英语是Idon’tknow.或Idon’tunderstand.。2.Well,haveagoodday!

这是一句表示祝愿的话。完整的句子是:Well,Ihopeyouhaveagoodday!类似的英语还有:Haveaniceday!/Haveagoodtime!/Haveagoodholiday!等等。3.You,too.这是回答别人祝愿的话语,也可以说成Thesametoyou!(也同样祝福你!)此句的前面一般加上一句感谢的话,如:Thanks.You,too.谢谢。也祝你愉快。—HappyNewYear!祝你新年快乐!—Thanks.Thesametoyou!谢谢。你也快乐!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.)☆教材解读☆1.…thisismysisterKate.

这是陈述句。英语中,陈述句读降调,声音往下降,表示叙述完了。2.Arethoseyourparents?

这是一个一般疑问句。英语中,一般疑问句读升调,声音往上扬,表示疑问、怀疑和不确定。3.Andwho’she?

由疑问词构成的疑问句叫特殊疑问句,读降调。[设计意图]学生从自己阅读、理解学习句子意思,集体朗读对话,再到分角色表演对话,一步步培养学生的口头表达和阅读理解能力。要求模仿英语说话者的语音、语调,学会连读,使学生在趣味中掌握对话。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.[设计意图]通过本单元的语言材料,帮助学生总结英语语法要点,要求学生说出的句子不一定是语法框内的句子,然后再对重点内容精解精析,帮助学生学习掌握。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.

[设计意图]通过前面的用法总结,让学生自己完成填空任务,再口头说出来,在此基础上要求学生运用知识介绍自己的家庭照片,使知识得到巩固。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.[设计意图]自主完成任务,让学生有思考和消化的时间,教师给予适当的提示,从说到书写进行有效的训练。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.”[设计意图]这是一个听、记、说的综合练习,帮助学生记忆听力的内容,正确使用单复数代词和相应的动词形式,让学生多听多说,培养语感。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.要点词汇写出下面单词的复数形式1.this—2.that—

3.it—

4.he—

5.she—

6.brother—

7.sister—

8.parent—

9.grandparent—

10.friend—

Ⅱ.选词填空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[设计意图]学习与总结基础知识,当堂检测本节语法内容,帮助学生掌握语法要点。StepⅩ.Homework1.Reviewthegrammarandmakeconversationswithyourclassmates.2.Writetheconversationin3bontheexercise-books.[设计意图]口头、书面练习和语法综合知识练习相结合,注重语言知识的操练。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【基础训练】Ⅰ.要点词汇翻译短语或句子1.Isee.

2.haveagoodday

3.You,too.

4.inherfamily

5.myfriend

Ⅱ.根据汉语意思完成句子6.这位是我的父亲,那位是我的奶奶。myfatherandmygrandmother.

7.他们是谁呀?they?

8.他们是我的兄弟。Theymy.

9.—玩得开心点!—你也开心。—agood!

—You,.

10.琳达是他的妹妹。Lindasister.

【综合运用】Ⅰ.单项填空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