Unit 2 This is my sister(教案6课时)【2023秋人教七上英语（听说版）高效备课】

中小学教育资源及组卷应用平台
Unit 2 This is my sister(教案6课时)
【2023秋人教七上英语（听说版）高效备课】
本单元主题属于“人与社会”范畴，涉及“尊长爱幼，懂得感恩”。通过介绍照片中的人物，帮助学生学会“This/That is…” “These/Those are…”以及询问人物的特殊疑问句“Who is/are…？”等句型。
本单元生词较多，并且开始涉及名词的复数形式，对学生来说有一定的难度。整个单元都是围绕照片来谈论介绍人物。由最初单一的家人称谓到连贯的句子、对话和篇章，充分体现了教材内容的渐进性和层次性，在教师的指导下，学生能不断地重复掌握本单元的生词和新句型，从而达到熟练运用所学知识来介绍家庭成员的目的。
1．能够运用所学语言知识来介绍家人和朋友。
2．会写自己的家谱。
重点：
1．指示代词this，that，these，those的用法。
2．家庭成员的称呼。
3．介绍家人的句式：This is my…Those are my…
4．人称代词主格的用法。
难点：
1．掌握this，that，these，those的区别与用法。
2．掌握缩略词的用法，并注意this is无缩略形式。
导入一　视频导入：
通过《家有儿女》的视频导入，活跃课堂气氛，激发学生的学习兴趣。
导入二　图片导入：
向学生展示几张全家福照片，引出family。
导入三　情境导入：
创设场景，用this，these，that，those介绍某人或某物；用who询问某人的身份。
A：This is a photo of my family.Those are my parents.
B：Who's she
A：She's my sister.Oh，these are my brothers.
活动1　Role－play(分角色表演情景剧：介绍两个人认识；询问某人的身份。)
Step 1　给学生提供简要信息，让学生充分发挥自主能动性
Step 2　随机让学生展示他们的对话
活动 2　Practice
Let students draw a picture of their family and friends.Tell their
partners about their pictures.
Period Ⅰ　Section A(1a～1c)
1．学习下列词汇：sister，mother，father，parent，brother，grandmother，grandfather，grandparent，family，those，who，these。
2．学习用句型“That's my family.Those are my parents.Who's she She's my sister.Oh，and these are my brothers.”来介绍自己的家庭成员。
1．能够运用以下句型进行交际：
That's my family.
Those are my parents.
—Who's she
—She's my sister.Oh，and these are my brothers.
2．学会介绍自己的家庭成员和对他人的家庭成员进行询问。
3．通过1b和1c的练习，能够归纳本课时的目标语言结构。
4．通过学习，让学生对自己的家庭成员有更清晰的印象，学会与家庭成员和睦相处，从而激发他们对家人的热爱。
重点：
1．掌握关于家庭成员的词汇。
2．能正确地使用指示代词this，that，these和those。
3．学生能在询问第三方是谁的对话中使用who引导的特殊疑问句。
难点：能正确地使用指示代词this，that，these和those。
Step 1　 Lead－in
Play a guessing game.
T：Everyone has it，loves it and lives with it.What is it
Ss：It's our family.
T：Today let's come to study Unit 2 This is my sister.
【设计意图】通过游戏的方式导入新课，激发学生的学习兴趣。
Step 2　Work on 1a
1．Let students look at the picture in 1a.Then read the words on the left.Ask them to match the words with the people in the picture.
2．Check the answers with the class：
[答案] 1.a　2.c　3.b　4.h　5.f　6.e　7.i　8.d　9.g
【设计意图】让学生围绕中心话题进行一定的语言学习与积累，理解所学的目标语言。
Step 3　Work on 1b
T：A boy is talking about his family.Who is he talking about
Play the recording for the first time.Students just listen.
Play the recording for the second time.Students listen and circle the words they hear in 1a.
Then check the answers.
【设计意图】通过听力训练，培养学生抓关键词汇的能力。
Step 4　Work on 1c
1．T：Now，you are Dave.Please introduce your family to me.You can use “That's my…Those are my…”．
2．T：Who's she/he
Ss：He/She is my…
3．T：Now please open your books to Pages 56—57.Look at Note 1 in Unit 2.Let's learn the culture：中外家庭亲属成员之间称谓的文化差异
【设计意图】此环节是让学生运用所学句型来进行操练，有利于巩固所学句型。同时，让学生看书后56—57页的注解，帮助他们了解中外家庭亲属成员之间称谓的文化差异。
Step 5　Homework
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。(提醒学生注意：该全家福在本课时后面的几节课上都要使用。)
Unit 2　This is my sister. Period Ⅰ Section A(1a～1c) sister，mother，father，parent，brother，grandmother，grandfather，grandparent，family，those，who，these That's my family. Those are my parents. —Who's she —She's my sister.Oh，and these are my brothers.
Period Ⅱ　Section A(2a～2d)
1．复习句型：This is…That is…These are my…Those are my…Who is she/he She/He is my…
2．学习单词和短语：they，well，have，day，have a good day，bye。
3．归纳介绍家庭成员的句式。
1．对目标语言进行听力训练，加强对目标语言的理解。
2．能够进一步利用所学的目标语言进行口头交际及分角色表演对话。
3．通过学习，让学生对自己的家庭成员有更清晰的印象，学着与家庭成员和睦相处、相亲相爱。
重点：
1．句型：This is…That is…These are my…Those are my…Who is she/he She/He is my…Who're they They're my grandparents.
2．听力训练及口语交际的运用。
难点：介绍家庭成员时对单复数词汇的正确使用。
Step 1　 Lead－in
Ask and answer：How many people are there in your family？Who are they
Ask a student to have a brief introduction of his or her family.
T：Now，let's come to know Cindy's family.
【设计意图】通过询问学生的家庭情况，不仅能锻炼学生的口头表达能力，同时很自然地导入新课。
Step 2　Listening (2a～2b)
2a.1.Play the recording for the first time.Students just listen.
2．Play the recording for the second time.Students listen and circle the words they hear.
3．Check the answers.
2b.Play the recording again and ask students to match the names with the people in the picture.Then check the answers together.
【设计意图】通过不同梯度的练习，让学生逐渐掌握听力技巧，并逐步提高听力能力。
Step 3　Work on 2c
1．Point at the picture and practice the sentences with the students.
T：Please look at the picture again.Who's she
Ss：She's Cindy.
T：Who's he
Ss：He's her father.
2．Ask students to practice talking about the photo in 2b in pairs.
【设计意图】进行初步的语言实践，鼓励学生大胆开口，巩固所学的句型结构。
Step 4　Role－play the conversation in 2d
1．Ask students to read the conversation and answer the following questions.
(1)Who are the girls
(2)Who's Kate
(3)Who's that boy
(4)What's the boy's name
2．Ask some students to share their answers.Then check the answers after reading.
3．Play the recording and let students read after it and imitate the pronunciation and intonation.Then ask students to try to memorize the conversation.
4．Ask students to act out the conversation in pairs and select some pairs to act in front of the class.
【设计意图】让学生带着问题阅读对话，帮助学生更好地理解对话内容。模仿朗读，并以表演的形式，让学生将所学内容进行输出，学练结合。
Step 5　Homework
1．Remember the words and phrases in this lesson.
2．Make a conversation according to the conversation in 2d.
Unit 2　This is my sister. Period Ⅱ　Section A(2a～2d) they，well，have，day，bye This is my friend Jane. Who is she/he This/That is… Who are they These/Those are… —Are those your parents —Yes，they are./No，they aren't. Have a good day!
Period Ⅲ　Section A(Grammar Focus～3c)
1．熟练掌握家庭成员称呼的词汇。
2．掌握以下句型：This/That is… These/Those are… —Who's he/she —He/She is…—Who're they —They're…
1．能熟练运用询问和介绍家庭成员的句型。
2．通过对这部分的学习，使学生对自己的家庭成员有更清晰的印象，并学着与家庭成员和睦相处、相亲相爱。
重点：
1．总结询问和介绍家庭成员的句型。
2．综合运用所学知识以家庭成员的话题进行情景交际。
难点：总结并掌握询问和介绍家庭成员的句型。
Step 1　 Lead－in
Play a Bingo game.
Have students write down nine words from Page 7 in the boxes.Then read the words in random order.Have students check the words they hear.If three words in a line 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.Now I'll read out nine words and you check what you hear.If you check three words that are in one line，you can say “Bingo！” and put up your hands.If you are the first to say “Bingo”，you are the winner.
【设计意图】通过游戏的方式导入，既增加了课堂的趣味性，也巩固了所学的知识。
Step 2　Work on Grammar Focus
1．T：Look at the sentences in Grammar Focus.Try to read them aloud.
2．Write down the sentence patterns on the blackboard.
This is…　　　　　　That's…
These are… Those are…
Who's she She's…
Who's he He's…
Who're they They're…
T：“That's” is the short form of “That is”．
“Who're” is the short form of “Who are”．
“Who's” is the short form of “Who is”．
“They're” is the short form of “They are”．
3．T：Suppose you are Sally.Look at the picture in 2d again and introduce the family members to me first.
S：This is my sister Kate.That's my brother Paul.Those are my parents.That's my mother and that's my father.
T：(Point at the persons in the picture and ask)Who's he/she
S：He/She is my…
T：Who are they
S：They are my parents.
【设计意图】本环节是对本单元所学词汇和句型的小结，之后让学生又回到2d的图片进行谈论，是为了让他们更好地巩固所学词汇和句型。
Step 3　Work on 3a
1．T：Please look at the conversation in 3a.You can complete it by yourselves.
2．Ask two students to read aloud the conversation and check the answers.
T：Now practice the conversation with your partners.
3．Ask some pairs to act out the conversation for the class.
【设计意图】本环节主要是帮助学生学会能够根据上下文来填空，同时检查学生是否掌握所学句型。
Step 4　Work on 3b
1．T：Look at the picture in 3b.You can make sentences with the words in the three boxes.
2．Ask some students to present their sentences.
This is…　　That is…　　These are…　　Those are…
【设计意图】本环节主要是通过不同的搭配巩固所学句型。
Step 5　Work on 3c
Ask students to bring some family photos to class.Take turns to ask and answer questions about the photos.
【设计意图】小组活动可以调动学生的热情，并且让学生相互交流，练习口语表达。
Step 6　Homework
1．Recite Grammar Focus.
2．用下列句型介绍一张你的家庭照片。
This is…　　That's…　　These are…　　Those are…
Unit 2　This is my sister. Period Ⅲ　Section A(Grammar Focus～3c) This is…　　　　　　　That's… These are… Those are… Who's she She's… Who's he He's… Who're they They're…
Period Ⅳ　Section B(1a～1d)
1．掌握对家庭成员称呼的词汇：son，cousin，grandpa，mom，aunt，grandma，dad，uncle，daughter。
2．熟练运用句型“This is…These are…”进行交际。
1．能正确理解家庭成员之间的关系，对家庭成员能正确称呼。
2．通过学习，让学生对自己的家庭成员有更清晰的印象，学着与家庭成员和睦相处、相亲相爱。
重点：
1．进一步掌握家庭成员的表达和指示代词、人称代词的用法。
2．通过填写家谱，弄清楚家庭成员之间的关系。
难点：通过填写家谱，弄清楚家庭成员之间的关系。
Step 1　 Lead－in
Let the students watch the video Home with Kids.At the same time the teacher draws an unfinished family tree on the blackboard.After watching，ask students to make a report about the family of Xia Yu.
【设计意图】通过观看视频的方式导入，既能活跃课堂气氛，也能与所学知识结合起来。
Step 2　Work on 1a
1．T：In my family，my grandpa is the oldest.(板书oldest并用body language表述) Who is the oldest in your family
Ss：My grandpa，too.
T：Every family has a family tree.Can you finish the family tree in 1a
Ss：Yes.
While the students are working，the teacher walks around to see what the students write.
2．Check the answers and ask students to read aloud the words.
3．T：Look at the family tree.My grandpa and grandma have a son and a daughter.One is my dad，the other is my aunt.My dad and mom also have a son and a daughter.I am their daughter.My brother is their son.I am my brother's sister.My aunt and uncle only have one daughter.She's my cousin.
【设计意图】教师先引导学生完成家谱，然后再以第一人称的方式介绍自己家庭成员之间的关系，帮助学生进一步巩固词汇，理清家庭成员之间的称谓。
Step 3　Work on 1b
1．T：Let's listen to the recording in 1b.I'll play the recording once.Check the words you hear.(If the students can't hear clearly，play the recording once again.)
2．Check the answers and ask some students to read the words aloud.
【设计意图】由于学生对生词已有了较为深刻的印象，因此让他们勾出所听到的词汇并不困难。让单个学生朗读，是为了检查学生发音是否正确。
Step 4　Work on 1c
1．T：Look at the two pictures in 1c.Who are the people in the first picture Can you guess
Ss：They are Grandpa，Grandma，Mom，Dad，Uncle…(只要学生能说出人物的称谓就加以鼓励)
T：Well done! Can you guess who the people are in Picture 2
Ss：They are Grandma，Mom，Dad and a boy.
T：Good.One of the two pictures is of Jiang Tao's family，and the other is of Tom's family.Do you know which one is Jiang Tao's and which one is Tom's
Ss：No.
T：Now let's listen to the recording and find out the answers.
2．Play the recording once again for the students to listen and find out the answers.
3．Check the answers and play the recording for the students to listen and repeat.
【设计意图】从图片入手，教师引导学生先谈论，讲明要求再听，不但降低了听的难度，同时也培养了学生专心听的习惯。
Step 5　Work on 1d
1．Ask students to draw a picture of their family and friends on the paper and introduce the people.
2．Ask some students to show their pictures and tell the class who the people are.
T：Tim，can you show me your picture Who are they Can you tell me
S：This is my…and these are my…
3．T：Now you can tell your partner about your picture.
【设计意图】通过图片介绍家庭成员，使学生巩固本单元的重点句型。
Step 6　Homework
1．Recite the new words in 1a.
2．Ask students to draw a family tree about their family and introduce their family.
Unit 2　This is my sister. Period Ⅳ　Section B(1a～1d) son，cousin，grandpa，mom，aunt，grandma，dad，uncle，daughter family tree oldest These are my parents and this is my grandma. This is my friend，Lin Fang.
Period Ⅴ　Section B(2a～2c)
1．学习下列词汇和短语：here，photo，of，next，picture，girl，dog。
2．熟练运用句型“Here are…”进行交际。
1．学会如何根据英文名辨别性别。
2．进一步巩固并熟练掌握人物称谓。
3．能根据图片和描述，理解短文。
4．通过学习，让学生对自己的家庭成员有更清晰的印象，学着与家庭成员和睦相处、相亲相爱。
重点：阅读有关家庭成员的小短文，能正确理解家庭成员之间的关系。
难点：阅读短文，获取相关信息，正确地表述家庭成员之间的关系。
Step 1　 Lead－in
Play a game—Who Can Be the Quickest
老师说出人物之间的关系，学生说出其称谓，看谁最先说出。
T：Father's father.
S1：Grandfather or grandpa.
T：Mother's sister.
S2：Aunt.
【设计意图】此环节一方面是帮助学生理清家庭成员之间的关系，另一方面是检查学生对家庭成员的称谓是否掌握。
Step 2　Work on 2a
1．导入新课，归类male，female。
T：In this unit，we have learned some English first names.Can you tell me some of them
Ss：Yes.They are Jenny，Bob，Jack，Linda，Tom，Mary，Kate，Jane，Sally，Helen，Eric，Cindy，John and Paul.(While the students are talking，write the names on the blackboard.)
T：You all did well.But do you know which names are for male and which names are for female
Explain：
Boys and men are male.For example，Li Long is male.Mr.Zhang is male.(列举几个男生或男老师)Girls and women are female.For example，Li Xia is female.Miss Liu is female.Understand
2．T：Now，please look at 2a on Page 11.Write down the male first names in the first box and the female first names in the second box.
3．Check the answers.
【设计意图】此环节主要是帮助学生分清常见英文名适用的性别，理解male，female这两个词。
Step 3　Work on (2b～2c)
1．Before reading：talk about the pictures.
T：Here are two photos.Are they photos of a family
Ss：Yes.
T：Who are they Do you know
Ss：No.
T：Who is talking about the photos Do you want to know
Ss：Yes.
2．While reading
(1)Fast reading
T：Now please read the passage next to the two photos quickly and find out who is talking about the photos.
Ss：Jenny.
T：Is Jenny male or female
S：Female.
T：You are great.
(2)Careful reading.
①T：Jenny tells us the names of the people in the photos.Can you read the passage and circle the names
Ss：Yes.
(While the students are reading，the teacher walks around to offer help.)
②Ask a student to say the names he/she has circled.
③T：Now you can read the passage again and complete the sentences in 2c.
④Check the answers.
3．After reading
(1)Ask six students to say the completed sentences one by one.
(2)Play the recording for the students to listen and repeat.
(3)Ask students to answer the questions：
①Who is Alan
②What's the name of Jenny's mother
③Who are Bob and Eric
④Is Cindy Jenny's sister
⑤What is the name of Jenny's cousin
⑥Is Coco a boy
[答案]①Jenny's father.　②Mary.　③They are Jenny's brothers.　④Yes，she is.　⑤Helen.　⑥No.It is a dog.
(4)Write down some phrases on the blackboard and make sure the students can understand them.And then ask students to underline the phrases in the passage.
two nice photos of my family，in the first photo
in the next picture，in my family
Here are…
【设计意图】通过读前、读中、读后不同层面的认知和练习，获取关键信息，掌握语言点。
Step 4　Review and retell the passage
1．Read the passage again and then finish the following mind map.
[答案](1)Father　(2)Mary　(3)Brothers　(4)Cindy　(5)Cousin
2．Retell the passage using students' own words according to the mind map.
【设计意图】通过思维导图复习回顾课文内容；通过复述训练学生的表达能力。
Step 5　Homework
1．Memorize the words and phrases in this lesson.
2．Recite the passage in 2b.
3．Do the exercises in students' workbook.
Unit 2　This is my sister. Period Ⅴ　Section B(2a～2c) Jenny，Bob，Jack，Linda，Tom，Mary，Kate，Jane，Sally，Helen，Eric，Cindy，John，Paul here，photo，of，next，picture，girl，dog two nice photos of my family，in the first photo in the next picture，in my family Here are…
Period Ⅵ　Section B(3a～Self Check)
1．复习本单元的单词。
2．通过拓展练习来进一步巩固所学的介绍家庭成员的句子结构。
3．综合运用所学的知识，将自己家庭照片中的成员正确地介绍他人，并写成小短文。
1．能够用目标语言进行口语交际并掌握本单元的重点词汇。
2．能够运用所学知识介绍自己的家人，并绘制家谱，巩固所学内容，培养学生动脑、动手的能力。
3．通过画自己家人的照片，介绍自己的家庭成员，增加对家庭成员的了解，体会家庭成员之间的亲情，并在绘画中获得学习英语的乐趣。
重点：
1．阅读有关家庭成员的小短文，获得相关信息，并能画出相应的图片。
2．根据照片提示，运用所学的句型写一篇介绍家庭成员的小文章。
难点：
1．根据照片提示，运用所学的句型写一篇介绍家庭成员的小文章。
2．通过拓展练习来进一步巩固所学的知识。
Step 1　 Lead－in
Play a guessing game.
1．Draw a picture on the blackboard as a model and get the students to guess who she/he is，using the following sentence structures：
—Is she your mother？—No，she isn't.
—Is she your aunt —Yes，she is.
2．Ask several students to draw some people on the blackboard.And then ask the other students to guess who they are.
【设计意图】通过画图做猜测游戏，既能活跃课堂气氛，更重要的是检查学生能否运用所学词汇和句型进行交际。
Step 2　Work on 3a
1．Get students to complete the passage with the words in the box.
T：Please open your books and turn to Page 12.Look at 3a.Can you see the words in the box
Ss：Yes.
T：Please read them aloud.
Ss：Brothers，parents，Cindy，family.
T：What does “parents” mean
Ss：Father and mother.
T：You are right.Is Cindy a boy's name
Ss：No.It's a girl's name.
2．Ask one or two students to read the passage.
T：Now please answer my questions.Is Paul a boy or a girl
Ss：A boy.
T：Who are John and Bob
Ss：They are Paul's brothers.
T：Is Cindy Paul's sister
Ss：Yes，she is.
3．Have students try to draw a picture of Paul's family in the box on the right.
4．Ask some students to show their pictures and introduce the people to the class.
【设计意图】本环节主要是通过任务检测学生能否正确地运用所给的词汇。让学生回答问题并根据短文画出Paul的全家福，是检查学生对短文的理解程度，同时也让他们通过绘画放松心情，愉快学习。
Step 3　Guidance on writing methods
【典型例题】
假如你是Paul，请根据下面的表格和照片介绍你的家人。
　
家庭成员 名字
婶母 Alice
堂妹 Sally
宠物狗 Micky
◆◆思路点拨
写作注意事项：
1．正确使用“This is…”和“These are…”等句型；
2．正确使用形容词性物主代词；
3．正确使用be动词。
◆◆范文欣赏
Hello，I'm Paul.Here is a nice photo of my family.These are my grandparents.These are my parents.That is my aunt，Alice.The girl is my cousin.And her name is Sally.Micky is in the photo，too.He is my cousin's pet dog.
【设计意图】通过一篇典型例题的讲解，用思维导图的形式，让学生了解如何谋篇布局来完成一篇写作。
Step 4　Work on 3b
1．Present a picture of a family，and then introduce the people in the picture.
e．g.Here is my family photo.These are my grandparents.This is my father.This is my mother.They are my uncle Tom，and aunt Lucy.I have two brothers，Tony and Jim.Who is this boy It's me! I have a happy family.I love them all.
2．Get students to practice talking about their family photos in pairs.If they forget to bring their photos，they can be one of the members in this picture and talk about it.
T：Suppose you are one of the members in this family.Talk about the people to your partners.
3．Ask students to write down what they say.
T：Now look at 3b on Page 12.You can write down what you said just now in your book.
While the students are writing，the teacher walks around to offer some help if necessary.
4．Let students read what they have written to their partners.
【设计意图】通过图文示例，让学生身临其境，学会介绍家人，学会运用所学语言点。
Step 5　Self Check
Work on 1
1．T：Look at Self Check，Activity 1.(explain) In English，some words are for male and some are for female.But some words are not only for male but also for female，such as parents.Now please group the words for family members you have learned.
While the students are writing，the teacher walks around to have a look at what they write and offer some help if necessary.
2．Check the answers.
【设计意图】本环节通过归纳表示男性和女性的词汇以及中性词，让学生进一步掌握和巩固所学词汇。
Work on 2
1．T：Please look at the conversation in Activity 2.It's not complete.You can complete it first.
While the students are writing，the teacher walks around to have a look at what they write and offer some help if necessary.
2．T：Now，I'll ask a pair to read their conversation and let's check if they are right.
3．Ask students to practice reading the conversation.
【设计意图】通过完成对话，检查学生是否能在一段语境中正确地使用本单元所学语句。
Step 6　Homework
找一张家庭照片，仿照3b中介绍的方法，写一篇小短文，介绍一下你的家人或朋友。
Unit 2　This is my sister. Period Ⅵ　Section B(3a～Self Check) This is a photo of my family. These are my… This is my… Here is a photo of my family.
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