人教版七年级英语上册Unit 2 This is my sister. 第1课时（同步教学设计）（表格式）

Unit 2
This is my sister.
Period 1 Section A (1a-2d)
课时 第1课时 1a-2d 课型 新授课
教学目标 【语言知识目标】1. 能掌握对家庭成员的称呼的词汇及指示代词：sister, father, mother, grandfather, grandmother, brother, parent(s), grandparent(s), who, they, this, that, these, those 2. 能掌握以下句型： ① —This/That is his sister.② —These/Those are his parents.③ —Who’s she/he —She’s my sister./He is my brother.④ —Is this/that your sister —Yes, she is./No, she isn’t. ⑤ —Are these/those your parents —Yes, they are./No, they aren’t.3. 掌握指示代词this, that, these, those及它们所构成的介绍他人的句型。【情感态度价值观目标】通过学习让学生知道应当尊敬父母、祖父母及其他家庭成员，在家庭中应多帮助父母做力所能及家务劳动，学会与家庭成员和睦相处，从而激发学生对家人的热爱。
教学重点 1. 家庭成员的表达。2. 指示代词的用法： this, that, these, those。
教学难点 1. 指示代词的复数形式。2. 将所学应用到日常生活中。
教 学 过 程 Step 1　Warming-up and revision 1. Greetings T: How are you What’s your name Nice to meet you! What’s your telephone number etc. 2 . Let some students show their ID card. T: What’s your first name What’s your last name What’s your telephone number 3. Let Ss introduce their ID card information to their classmates.Ss: My first name is… My last name is… My telephone number is…Step 2　Presentation1. Show Ss a piece of video Home with Kids(“《家有儿女》”). T: (show Xia Yu’s photo) What’s his name Ss: His name is Xia Yu.T: We know Xia Yu has a happy Family. Now let’s come into his family. Who is this Ss: This is Xia Xue.T: Xia Xue is Xia Yu’s… Ss: Sister.T: Good! Who can spell sister T: Read after me, sister. (Ask a group of Ss to read the word)2. Show Ss another photos and teach the new words by the same way. (brother, father, mother, parent (s), grandfather, grandmother, grandparent (s) )T: Now let’s chant.Father, father, this is father. Mother, mother, that is mother. Grandfather, grandfather. Grandmother, grandmother. Parents, parents, these are my parents. Brother, sister, those are my friends.3. Presentation.Draw a girl and two boys on the board and present the sentences: (1)This is my sister. These are my brothers. (教师站在距离黑板较近的地方)—Who’s she —She’s my sister.—Who are they —They are my brothers. (2)That is my sister. Those are my brothers. (教师站在距离黑板较远的地方)—Who’s she —She’s my sister. —Who are they —They are my brothers. 4. Work on 1a. Let Ss look at the picture in 1a. Then read the words on the left side. Then match the words with the people in the picture. Check the answers with the class: 1. a 2. d 3. b 4. h 5. f 6. e 7. i 8. d 9. gStep 3　Listening T: A boy is talking about his family. Who is he talking about Now listen and circle the people the boy talks about. Ss: OK. (Play the recording of 1b twice. Students work.) T: What’s the answer S: Two brothers and a sister. Step 4　Pair work1. Role-play the conversation in 1a. Ss work in pairs. Role-play the conversation. Try to remember the sentence structure: This is… ; That is…; These are…; Those are… Who’s she/he She’s/He’s … 2. Look at the picture in 1a. Talk about the other people in the picture with your partner. Using the sentence structure: This is… ; That is…; These are…; Those are… Who’s she/he She’s/He’s … 3. Let some pairs act out their conversation. Step 5　Work on 2a & 2b1. T: Here are two girls. They are talking about the family members. Please listen to the recording of 2a in Section A and circle the family members you hear.First let’s read the words in the box together. SS: OK. (Read the words together. Then play the recording of 2a twice. Students work.) T: Check the answer. (Ask two students to say the answers.) 2. Listen and match.T: Now let’s look at the photo of this family. We know this is Jenny. But we don’t know who is Bob, who is Jack, who is Linda, who is John and who is Mary. Let’s listen and find them.(Play the recording of 2b. Students work.)T: Who find them (Many students may say they do. Choose two of them to answer.) Step 6　Pair workT: You come to this home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “—Who’s she/he —She’s/He’s…” to find them, please. When you finish, change roles to do it. Now begin. (Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)T: Let’s check your work, please.SS: OK. (Ask one pair to do it.)S1: Who’s she S2: She’s Jenny.S1: Who’s he S2: He’s John. (Ask two more pairs to do it.) T: Please look at the picture again. Who’s she Ss: She’s Cindy. T: Who’s he Ss: He’s her father. Step 7　Role-play1. Now look at the picture in 2d. This is Jane’s family. Read the conversation first. Then look at the picture and guess who they are. (Ss read the conversation then guess who the people are. They can discuss in pairs.) 2. Let some students introduce the people in the picture. They can say: This/That is… These/Those are…(由此强化学生掌握“This is…”句型。)3. Let Ss read the conversation after the teacher aloud. Then work in groups of three. Practice the conversation. They may change roles as they like. 4. Ask some pairs to act out the dialogue in front of the class.
课堂作业 1. 抄写并记忆本课时的单词和重点句子。 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。)
板书设计 Unit 2 This is my sister. Period 1 Section A (1a-2d)
1.重点单词：sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), 2. 指示代词：this, that, these, those 3. 1a: 1. a 2. d 3. b 4. h 5. f 6. e 7. i 8. d 9. g3. This/That is… These/Those are…4. Who’s she/he She/He is…5. This is Sally. This is Jane. This is Kate. Those are her parents. That is her brother, Paul.
教学反思