人教版（新目标）初中七年级上册Unit3Thisismysister教案

人教版(新目标)初中七上Unit3Thisismysister教案精选

I.ProgrammesfortheUnit

1.StatusandFunction

Thetopicofthisunitisthefamily.Inthisunit,studentslearnthenamesoffamilymembers

andpracticeintroducingfamilymembers.Thetopiciscloselyrelatedtostudents,dailylife.So

studentsaresuretobeactiveintheactivitiesinclass.It'shelpfultoimprovestudents,integrating

skills.

(1)Thefirstperiodintroducesthenamesoffamilymembers,andprovidespracticing

introducingpeople.

(2)Inthesecondperiod,studentsarerequiredtolearnandgrasptheusageof

demonstrativesthis,these,thatandthoseandhowtoidentifypeopleonthebaseoflisteningand

oralpractice.

(3)Usingthetargetlanguage,studentslearntousesubjectpronounsinthethirdperiod.

(4)Theactivitiesinthefourthperiodareusedtointroducemorenamesoffamilymembers

andgivestudentsadeepunderstandingofthedemonstratives.

(5)Inthefifthperiod,studentslearntowritealettertointroducetheirfamilymembers.All

theactivitiesaredesignedtoimprovestudents9readingandwritingskills.

(6)Theactivitiesinthesixthperiodareusedtogivestudentsacomprehensivereviewof

thevocabularyandhelpstudentstousethetargetlanguagefreely.

2.TeachingAimsandDemands

(1)KnowledgeObjects

Studentslearnandgraspthenamesoffamilymembers.

Studentslearntointroduceandidentifypeople.

Studentslearnandgrasptheusageofdemonstrativesandsubjectpronouns.

(2)AbilityObjects

Trainstudents9listening,speaking,readingandwritingskillsusingthetargetlanguages.

Trainstudents'communicativecompetence.

(3)MoralObjects

Enablestudentstoknowthattheyshouldrespecttheirparentsandhelpwithhousework.

Haveagoodtimewithfamilymembersinsparetime.

Enablestudentstoknowit'simportantandhelpfultotalkwithparentsoften.

3.TeachingKeyPoint

Learnthekeyvocabularyandthetargetlanguageofthisunit.

4.TeachingDifficultPoint

Trainstudents'abilitytoapplywhatthey'velearnedtotheirdailylife.

5.TeachingMethod

Teachstudentshowtocommunicatewithotherssuccessfullyusingthetargetlanguage.

II.TeachingGuidance

1.LanguageFunctions

Introducepeople.

Identifypeople.

2.TargetLanguage

Thisismybrother.

Issheyoursister?

Yes,sheis./No,sheisn't.

3.Structures

Demonstrativesthis,these,that,those

SubjectpronounsI,he,she,they.

Yes/Noquestionsandshortanswers.

Pluralnouns.

4.KeyVocabulary

mother,father,sister,brother,grandmother,grandfather,friend,grandparents,uncle,aunt,

cousin,parents

5.LearningStrategies

Personalizing.

Memorizing.

6.TheCourseExtension

Senseofvisionability.

Languageart.

Socialpractice.

HI.ADiagramforTopicWords

IV.ADiagramforTopicThinkingandTask-basedActivities

TaskThree:

Ashortletteraboutfamily:

(SectionB-3c)

V.TeachingTime

Sixperiods.

TheFirstPeriod

I,TeachingAimsandDemands

1.KnowledgeObjects

Keyvocabulary:mother,father,parents,grandmother,grandfather,grandparents,brother,

sister,friends.

Targetlanguage:Thisishisfriend.

Thatishissister.

Thesearehisparents.

Thosearehisgrandparents.

2.AbilityObjects

Trainstudents,listeningskill.

Trainstudents'communicativecompetenceusingthekeyvocabularyandthetargetlanguage.

3.MoralObject

Doremember:Afriendinneedisafriendindeed.

II.TeachingKeyPoints

Thenamesofthevariousmembersofafamily.

Howtointroducepeople.

HI.TeachingDifficultPoint

Studentscanintroducetheirfamilymembersandothersusingthekeyvocabularyandthe

targetlanguagelearnedinthisclass.

IV.TeachingMethods

Visualteachingmethod.

Pairwork.

Illuminativeteachingmethod.

V.TeachingAids

Photographsofyourfamilymembersandfriends.

Ataperecorder.

Aprojector.

VI.TeachingProcedures

SectionA

StepI

Asksomestudentstoactoutintroductoryconversationspresentedinunit1.Inthisunitwe'H

learnanotherkindofintroduction.We'lllearntointroducefamilymembers.Firstwe'Hlearnthe

namesofthevariousmembersofafamily.

Takeoutphotographsofyourfamilymembersandfriends.Teachandpractisefather,mother,

parents.Putupthephotosontheblackboardwithalabelundereachphoto.

Usethesameapproachtoteachandpractisegrandfather,grandmother,grandparents,brother,

sisterandfriend.

Putthephotosupontheblackboardinadifferentorderfrombefore.

Removethelabels,handthemtodifferentstudentsandthenputthembackwiththeright

photos.Therestoftheclasschecktheiranswers.

Repeatthisprocedureseveraltimesuntilstudentscanrememberthenamesoffamily

membersfluently.

StepIIla

Studentspointtothelistofwordsandsaythewordsindividually.

Afterthat,askstudentstoguesswhichpersoninthepictureeachwordrefersto.Thentell

studentstomatchthewordsandthepersonsinthepicturebywritingtheletterofthepersoninthe

space.

Reviewtheanswerswiththewholeclass.

Answers:

1.motherc

2.fatheri

3.parentsh

4.brothersb

5.grandmotherg

6.grandfathere

7.frienda

8.grandparentsd

9.sisterf

(Thisactivityintroducesthekeyvocabulary.)

StepIIIlb

AskstudentstopointtothefamilymembersintheillustrationinActivitylaandnameeach

one.

We'lllistentoaconversationtwice.Pleasecircletheappropriatefamilymembersinthe

pictureastheyarementioned.

Playtherecordingforthefirsttime.Studentsonlylisten.

Playtherecordingforasecondtime.Thistime,studentslistenandcirclethem.

Checktheanswers.

Answers:StudentsshouldcircleDave'sbrothersandsister.

Tapescripl:

Dave:Thisismyfamily.Thosearemytwobrothers.AndIhat'smysister.

(Thisactivitygivesthestudentsanopportunitytorecognizevocabularywordsinnatural

speech.)

StepIV1c

Havethestudentslookatthephotosofyourfamilymembersandfriendsontheblackboard.

Teachstudentswhattodobydemonstration.

Pointtothephotoofyourfatherandsay,Thisismyfather.

Pointtothephotoofyourmotherandsay,Thisismymother.

Pointtothetwophotosandsay,Thesearemyparents.

Movebackwardsattheedgeoftheblackboard.

Pointtothephotoofyourgrandfatherandsay,Thatismygrandfather.

Pointtothephotoofyourgrandmotherandsay,Thatismygrandmother.

Pointtothetwophotosandsay,Thosearemygrandparents.

Inducethestudentstosay,whenyoutalkaboutsomethingnearby,youuse:Thisis...or

Theseare...;whenyoutalkaboutsomethingfaraway,youuse:Thatis...orThoseare...Write

thesentencesaboveontheblackboard.

TellstudentsthattheywillbetalkingaboutthemembersofDave'sfamilyshowninthe

picture.

PointoutthattheboyontheleftinfrontoftheotherpeopleisDave.

Invitetwostudentstoreadtheexampleconversation.Therestpointtothepersonastheyare

mentioned.

Studentsworkinpairsorinsmallgroups.Havethemtaketurnstalkingaboutthemembersof

Dave'sfamilyasindemonstration.

Asstudentswork,walkaroundofferinglanguagesupportasneeded.

Afewminuteslater,stoptheactivity.ShowthesamepictureastheoneinActivitylaonthe

screenbyaprojectortomakeitseenmoreclearly.

Studentsinturnpointtopeopleandintroducethefamilymembersastherestwatchand

listen.

(Thisactivityprovidesoralpracticeusingthetargetlanguage.)

StepVSummary

Inthisclass,we'velearnedthenamesofthevariousmembersofafamilyandhowto

introducepeople.

StepVIHomework

(1)Beingathome,studentscall爸爸father,妈妈mother,爷爷grandfather,奶奶

grandmother,etc.TrytofindouthowtocallothermembersofyourfamilyinEnglish.

(2)Bringphotosoffamilymembersandfriendstoclassnextclass.

StepVIIBlackboardDesign

Unit3Thisismysister.

SectionA

TheFirstPeriod

1.Keyvocabulary

fathermother

\/

parents

2.Targetlanguage

(1)Thisismyfather.

(2)Thisismymother.

(3)Thesearemyparents.

(4)Thatismygrandfather.

(5)Thatismygrandmother.

(6)Thosearemygrandparents.

TheSecondPeriod

I・TeachingAimsandDemands

1.KnowledgeObjects

Isthisyoursister?

No,itisn't.

Isthatyourbrother?

Yes,itis.

Thisismyfriend.

Thesearemyfriends.

Thatismybrother.

Thosearemybrothers.

2.AbilityObjects

Trainstudents?listeningskill.

Trainstudents5intuitivethoughtabilitythroughpairwork.

3.MoralObjects

Bepoliteandfriendlytoothers.Doremembertorespecttheold.

II.TeachingKeyPoints

Targetlanguage.

Howtoidentifypeople.

Howtointroducepeople.

HI.TeachingDifficultPoint

Howtoidentifypeople.

IV.TeachingMethods

Pairwork.

Visualteachingmethod.

V.TeachingAids

Ataperecorder.

Photographsoffamilymembersandfriends.

VI.TeachingProcedures

StepI

Checkhomeworktoseewhohascollectedthemostnamesofvariousfamilymembers.

Suggestedanswers:

aunt,uncle,brother-in-law,sister-in-law,cousin,niece,nephew,mother-in-law,father-in-law,

granddaughter,grandson,wife,husband

StepII2a

Pointtothenamesoffamilymembersinthebox.Askastudentstoreadthemaloud.We'll

listentoaconversation.Youshouldpayattentiontothenames.You'llhearsomeofthenames,

notallofthem.Circlethenamesyouhearlike|mothei).

Playtherecording.Studentsonlylisten.

Playitforasecondtime.Thistimestudentscircleeachnametheyhearintheconversation.

Checktheanswerswiththewholeclass.

Answers:

Circleditems:mother,grandparents,sister,brother

Tapescript:

Dave:Thisismymother.Mom,thisisLinHai.

LinHai:Nicetomeetyou.

Mom:Nicetomeetyou,LinHai.

Dave:Andthesearemygrandparents.

Grandparents:Hi,LinHai.

LinHai:Hello.

Dave:Andthisismysister,Maryandthisismybrother,Jim.

(Thisactivityprovidesrecognizingpracticewiththekeyvocabulary.)

StepIII2b

Askstudentstopointtothepersonsinthepictureandnameeachone,thenreadthenames

listedinthebox.

We'Hlistentotheconversationagain.Matchthenameswiththepeopleinthepictureby

writingtheletternexttothepeopleafterthecorrectnamesinthebox.

Playtherecordingonceortwice.

Checktheanswers.

Answers:

1.Davea2.LinHaib

3.Maryg4.Jime

(Thistaskgivesstudentspracticeinrecognizingthekeyvocabularyinspoken

conversation.)

StepIV2c

FocusstudentsattentionontheillustrationinActivity2b.

Invitetwostudentstoreadthespeechbubblesaloud.

Studentsworkinpairs.OnepersoncoversthelistofnamesabovethepictureandasksIs

this...?TheotherpersonanswersYes,itis.orNo,itisn't.It's...

(Thistaskprovidesoralpracticeusingthetargetlanguage.)

Optionalactivity

Encouragestudentstoidentifyotherpersonsinthepictureinpairs.Onepersonasks

questionsbeginningwithIsthatDave's...?,ArethereDave's...?orArethose

Dave's...?TheotherpersonanswersYes,itis.No,itisn't,itis...Yes,theyare.orNo,they

aren't.Theyare...

Ifthestudentsarenotreadytodothis,askthemnottodoit.

StepV2d

Afewminuteslater,changethemroundsothatbothstudentsgetthechancetoaskand

answerquestions.

Optionalactivity

Askstudentstotakeoutphotographsoftheirfamilymembersandfriends.

Studentsworkinsmallgroups.Exchangetheirphotoswithoneanother.

Identifypeopleinthepicturesfreely.Thisactivityismoreorlessthesameastheonein

Activity2c.

StepVIGrammarFocus

Havestudentssaythequestionsandanswers,andstatementsinthegrammarbox.Writethem

ontheblackboard.

Remindthestudentsofthedifferencebetweenthisandthat,andtheseandthose.Givethem

pronunciationandintonationsupportasneeded.

Ifnecessary,givethemmoreextrapracticewiththis,that,theseandthose.

StepVIISummaryandHomework

(1)Inthisclass,we'vemainlylearnedthetargetlanguageonhowtointroduceandidentify

people.Afterclass,pleasetaperecordyourfamilymembers.Playthemnextclass.

(2)Bringsomefamilyphotostoclasstomorrow.

StepVIDBlackboardDesign

Unit3Thisismysister

SectionA

TheSecondPeriod

Targetlanguage

(1)Isthisyoursister?No,itisn't.

(2)Isthatyourbrother?

Yes,itis.

(3)Thisismyfriend.

Thatismybrother.

(4)Thesearemyfriends.

Thosearemybrothers.

TheThirdPeriod

I・TeachingAimsandDemands

1.KnowledgeObjects

SubjectpronounsI,he,she,they.

Targetlanguage:Issheyoursister?

Yes,sheis.

Isheyourbrother?

No,heisn't.Heismyfriend.

Yes/Noquestionsandshortanswers.

2.AbilityObjects

Trainstudents'writingskill.

Trainstudents9intuitivethoughtabilitythroughpairwork.

3.MoralObject

Tounderstandoneanotherbetter,studentsshouldhaveheart-to-hearttalkwithparentsmoreoften.

II.TeachingKeyPoint

Targetlanguage.

HI.TeachingDifficultPoints

Subjectpronouns.

Targetlanguage.

IV.TeachingMethod

Groupwork.

V.TeachingAids

Ataperecorder.

Photographsoffamilymembersandfriends.

VI.TeachingProcedures

StepI

Encouragestudentstotaketurnsplayingtheirtapesfortheclass.

Whileplayingtapes,introducetheirfamilymemberslikethis:

Thisismy(father).

Thatismy(sister).

Thesearemy(grandparents).

Thosearemy(brothers).

Theymaydecidewhichsentencetousebylisteningtodifferentvoices.

Changethemround.Therestofclasstaketurnsaskingthepersonplayingtapes(SA)

questions:

S):Isthisyour(father)?

S2：Isthatyour(sister)?

S3：Aretheseyour(grandparents)?

S4：Arethoseyour(brothers)?

SAAnswerthequestionsonebyonewithYesorNohonestly.

Pointtoagirlstudentandsay:

T:Sheis...(hername).

Thenpointtoaboystudentandsay:

T:Heis...(hisname).

Pointtoasmanystudentsaspossibleandsaytogetherwithstudents:

T&Ss:Sheis...orHeis...

Pointmoreandmorequickly,andstudentsrespondatagreaterandgreaterspeed.

Drawaboyandagirlontheblackboardwithheandsheunderneath.

StepII3a

Callattentiontotheillustrationandthespeechbubbles.Havestudentspointtothenumbers

andtheemptylines.

Askastudenttoreadthewordsintheboxaloud.

Youareaskedtowritethefourwordsintheboxinthecorrectblanksinthespeechbubbles.

Thefirstoneisdoneforyou.

Studentsworkaloneorinpairs.

Asktwostudentstoreadtheconversation,fillinginthemissingwords.

Therestofstudentschecktheirwork.

Answers:

1.sister2.is3.brother4.isn't

(Thistaskprovideswritingpracticeusingthetargetlanguage.)

StepIII3b

Practisetheconversationwithastudent.ShowhowvoicegoesupattheendofYes/No

questionsandhowvoicegoesdownattheendoftheanswersandstatements.

Studentsworkinpairs.FirstAasksBandthenBasksA.

Sometimelater,askeachpersontofindanewpartnerandcontinuethepractice.Writethe

conversationontheblackboard.

Calloutseveralpairstoperformtheconversationtotheclass.

(Thistaskprovidesoralpracticewiththetargetlanguage.)

StepIV3c

Studentstakeacarefullookattheillustrationandtheconversation.

Invitethreestudentstoreadtheconversation.Therestpointtoeachsentenceastheyhear.

Writeanameontheblackboard.Inviteastudenttoask:

S5:Isheyourfather?

T:No,heisn't.

Inviteanotherstudenttoask:

SG：Isheyourbrother?

T:No,heisn't.

Haveanotheroneask:

S7：Isheyourfriend?

T:Yes,heis.

Inthisway,studentsknowhowtoplaythegame.

Askstudentstotaketurnscomingtotheboardandwritinganame.Therestoftheclassask

questionsbeginningwithIshe...?orIsshe...?Seewhocanguessitwithinlessguesses.

(Thetaskprovidesoralpracticeusingthetargetlanguage.)

StepV4

Studentstakeouttheirfamilyphotos.

Dividethestudentsintosmallgroups.Mixuptheirphotos.

HoldupaphotoandasktheothermembersinyourgroupquestionsbeginningwithIs

this...?Ishe...?orisshe...?ThestudentbeingaskedanswerseitherYesorNo.

Studentsworkingroups.Astheywork,movearoundtheroomofferingpronunciationand

intonationsupportifnecessary.

Eachgroupchooseastudenttopresenttheotherstudents9familytotheclass.

StepVISummary

We'velearnedthesubjectpronounsandthetargetlanguageforidentifyingpeopleinthis

class.

StepYUHomework

(1)Studentsmakealistoftheirfamilymembers5birthday.

(2)FinishtheexercisesonPages9and10oftheWorkbook.

StepVIIIBlackboardDesign

Unit3Thisismysister.

SectionA

TheThirdPeriod

1.Keyvocabulary

黑金

AR

heshe

2.Targetlanguage

(1)Issheyoursister?

Yes,sheis.

(2)Isheyourbrother?

No,heisn't.Heismyfriend.

TheFourthPeriod

I,TeachingAimsandDemands

1.KnowledgeObjects

Keyvocabulary:aunt,uncle,son,daughter,cousin

Targetlanguage:Thisismyfriend.

Thesearemyparents.

Thatismysister.

Thosearemygrandparents.

2.AbilityObjects

Trainstudents,listeningskill.

Trainstudents9intuitionthoughtabilitythroughpairwork.

3.MoralObjects

Parentsarebothtiredafteraday'swork.Studentsshouldhelpwithhouseholdandrespect

parents.

II.TeachingKeyPoints

Keyvocabulary.

Targetlanguage.

JU.TeachingDifficultPoint

Studentscanintroducetheirfamilymembersineverydaysituations.

IV.TeachingMethods

Singasong.

Sceneteachingmethod.

V.TeachingAids

Ataperecorder.

Apictureofyourfamilyandfriendsdrawnbyyourself.

VI.TeachingProcedures

SectionB

StepIKeyVocabulary

TeachthestudentstosingtheMyFamilysong.

Thewordsare:Ilovemyfather.Ilovemymother.Theyloveme.Theyloveme.

Makeupthefollowingparagraphs:

(1)grandfather,grandmother

(2)uncle,aunt

(3)brother,sister

(4)son,daughter

(5)cousin,friend

Whilesinging,usedifferentvoicestoshowdifferentrelationship.

Writethekeyvocabularyontheblackboard.

(Thissongintroducesthevocabularyinthisclass.)

StepII1

Askastudenttoreadthewordsinthebox.

Havestudentstakeacarefullookatthefamilytree.Guidethemtosay:Theolderpeopleare

atthetop,youngerpeopleareinthemiddleandtheyoungestpeopleareatthebottom.

Pointouttheemptylines.Askstudentstowritethefivewordsfromtheboxoneachlinein

thefamilytree.

Checktheanswers.

Answers:

1.grandfather2.mother

3.aunt4.sister

5.son6.cousin

(Thisactivityprovideswritingpracticewiththenamesofthevariousmembersofa

family.)

StepIII2a

Studentsreadthewordsinthebox.

We'Hlistentoaconversation.Payattentiontothenamesoffamilymembers.Puta

checkmarkintheblanknexttoeachnamementionedlikethesampleanswer.

Playtherecordingforthefirsttime.Studentsonlylisten.

Playtherecordingagain.Studentslistenandputacheckmarknexttoeachfamilymember

mentioned.

Checktheanswers.

Answers:

Itemswithcheckmark:

grandmother,aunt,uncle,cousin

Tapescript:

Dave:Thisismyaunt,andthisismyuncle.

LinHai:Andissheyourcousin?

Dave:Yes,andthoseareherfriends.

(Thisactivityprovidespracticerecognizingvocabularywordsinaconversation.)

StepIV2b

Callattentiontothepictures.

Askstudentstosaywhothefamilymembersareineachpicture.

Say,We'lllistentothetapeagain.Whilelistening,youshouldjudgeforyourselforinpairs

whichpictureisbeingtalkedaboutonthetape.

Playtherecordingtwice.Studentslistencarefully.Judgewhichpictureisbeingtalkedabout

forthesecondtimetheyhearit.

Checktheanswers.

Answers:

Theyaretalkingaboutpicture2.

(Thisactivityprovideslisteningpracticewiththekeyvocabulary.)

StepV2c

Callattentiontotheillustration,especiallythegirlontheleft.Atthesametime,havea

studentreadthespeechbubblealoud.

Writethesentencesontheblackboard.

Holdupthepictureofyourfamilymembersandfriendsdrawnbyyourself.

Pointtoapersonandsay.ThisisLee.Heismyfather.

Inthisway,studentscanbetterunderstandwhattodo.

Drawapictureofyourownfamilyandfriends.

Havingfinisheddrawing,studentsworkinpairs.Taketurnsintroducingthepersonsinthe

pictureusingthetargetlanguagepresentedinthisunit.

Walkaroundtheroomandofferanyhelpasneeded.

(Thisactivityprovidespracticeapplyingthetargetlanguagetotheirownlives.)

StepVISummaryandHomework

(1)Havinglearnedthekeyvocabularyandthetargetlanguageusedtointroducepeople,

studentsdrawamorecomplexpictureincludingasmanyfamilymembersaspossible.Write

sentencestointroduceeachperson.

(2)SeethefilmMyParentsdirectedbyZhangYimou.Collectinformationaboutthefilmin

newspapers,magazinesorsurfingtheInternet.

(3)Bringafamilyphototoschoolnextclass.

StepVIIBlackboardDesign

Unit3Thisismysister.

SectionB

TheFourthPeriod

1.Keyvocabulary

sondaughterauntunclecousin

2.Targetlanguage

Thesearemyparents.

Thisismygrandmother.

Thisismyfriend,LinFang.

TheFifthPeriod

I,TeachingAimsandDemands

1.KnowledgeObjects

Readaletter.

Writealetter.

2.AbilityObjects

Developstudents9readingskill.

Developstudents9writingskill.

Developstudents,abilityinapplyingthetargetlanguagetotheirownlives.

3.MoralObjects

Haveyouevermisunderstoodsomeoneorbeenmisunderstoodbysomeone?

Ifyouhave,writealettertoclearupmisunderstandingsbetweenyou.

II.TeachingKeyPoints

Readaletter.

Writealetter.

JU.TeachingDifficultPoint

Writealettertointroduceyourfamilymembers.

IV.TeachingMethod

Teachingbydemonstration.

V.TeachingAids

Oneofyourownlettersintroducingyourfamilymembers.

Aprojector.

VI.TeachingProcedures

StepI

StudentstalkaboutthefilmMyParents.Thistaskprovidespracticecollectingandsorting

information.What'smore,studentscanbuildvocabularyandimprovetheirspokenEnglish.

ShowthekeyvocabularyonPage17byaprojectoronthescreen.

dearadj.（冠于信函中的称谓，以示礼貌）亲爱的

forprep.为了；为（表目的）；对于

thanksfor为...而感谢

great•.绝美的；巨大的；伟大的；非常的；很多的

photon.照片，相片

hereadv.在这里；向这里

lovev.爱；热爱

veryadv.很，非常

verymuch很，非常

see也看见

soonadv.不久

Seeyousoon.再见。

penfriend笔友

Readthewordsonebyone,overandoveragainu