七年级上册 Unit 2 This is my sister Section A 3a-3c 教案（表格式）

Go For It 7A Unit 2 Section A 3a-3c
Analysis of teaching material What: The theme of this unit is “family”. The discourse in section A is a conversation between Sally, Jane and Kate introducing their family members. Why: The discourse can help students master the different usage of demonstrative pronouns and clarify the relationships among family members, so as to stimulate their love for their families. How: This discourse introduces family members by using “This is.../That is.../These are.../Those are...”
Teaching objectives By the end of the lesson, students will be able to: recognize the difference between demonstrative pronouns “this”, “that”, “these”, “those”; use demonstrative pronouns correctly in context; talk about their family members in groups by using demonstrative pronouns, and report the results to the class.
Teaching focus Learn to distinguish the differences between “this”, “that”, “these”, “those”; Learn how to use demonstrative pronouns to introduce their family.
Anticipated difficulties Students may feel it difficult to understand the difference between “this”, “that”, “these”, “those” and use them to refer to something.
Teaching procedure Students look at the picture of Home With Kids, and fill in the blanks to introduce Liu Xing’s family members. This is his mother. This is his father. This is his sister. This is his brother. Students observe the structure of these four sentences and find out the similarities between them, i.e. these sentences use “This is...” to introduce someone. Students read the sentences Liu Xing introduced his family members in the two photos (Photo 1: “This is my father.” “These are my parents.”/ Photo 2: “That is my father.” “Those are my parents.”), and then have a discussion in groups of four to find out the differences between “this” “that” “these” “those”. Students summarize the rules with the help of the teacher. singularpluralclosethisthesefarthatthose
(Justification:These steps can help students to find out the grammatical rules step by step and the chart can help them have a better understanding of these rules.) Students play a Grammar game called “Don’t make me wet”. They need to choose the right answers according to the pictures. ______ is my sister. (This/That) ______ is my mother. (This/That) ______ is my grandfather. (This/These) ______ is my father. (That/Those) ______ are my parents. (These/Those) ______ are my grandparents. (These/Those) (Justification: The step can help students consolidate what they have learned this class and have a deeper impression of the grammatical rules.) Students hold a group meeting--“Get to know me and my family”. Students bring some family photos to class. Take turns to ask and answer questions about the photos. Reference Language: -Is this/that your... -Are these/those your... -This is.../That is.../These are.../Those are... Group representatives introduce the family members of the classmates in their groups in front of the class. Students summarize what they have learned today. (Justification: The activity not only helps students apply the grammatical rules, but also encourages them to exchange ideas and makes them know each other better.) Introductions Observe students’ performance when answering the questions and determine if they have mastered the words well. According to the grammatical rules summarized by students, the teacher evaluates the accuracy of their answers. Guide the students to fill in the table and help them grasp the grammar rules systematically. Evaluate students’ mastery of knowledge according to whether the words they choose are correct or not, and then hold a further explanation. Observe whether students can accurately use the target language in the activity to grasp the degree of students’ internalization of grammar knowledge, and give guidance and feedback as needed.
Homework Write a passage of about 80 words to introduce your family by using “This is...” “That is...” “These are...” “Those are...”
Blackboard design
Reflection This lesson combines fun with knowledge. At beginning, it uses TV series that students are interested in to create the main situation, and presents target grammar in it. Teacher guides students to discover grammar points through group discussion, which gives full play to students’ subject status. However, in the third procedure, students may have difficulty finding the grammar rules by observing the photos. So the teacher should give guidance by asking questions to let students focus on the different distance between Liu Xing and his father in the two photos. Moreover, it’s easy for students to mix up the four demonstrative pronouns while practicing, thus the teacher can remind students with more examples to cultivate their sense of language.