Unit 3 This is my sister Period 1[上学期]

教案(崇贤中学 竺丽芬)
Go for it! (七年级上册) Unit 3 This is my sister The first Period
ObjectivesMost students would be able to introduce their family members and know how to communicate with their friends about their family members.Learning and teaching content:New words:father; mother; brother; sister; uncle; aunt; grandmother; grandfather; cousin; parent(s); grandparent(s); friend; he; she; they; this; that; these; thoseExpressions:my sister; my two brothers; his sister; your friend; my family photo;PatternsThis\That is…Is this\that… Yes, it is.\ No, it isn’t.These\Those are …Is he\she… Yes, he\she is.\No, he\she isn’t.Intercultural communication awareness:Let students understand some differences of the family members between China and the western countries. It can broaden students’eyesight and cultivate their interest of learning English.Sentiment cultivation:Most students would understand their family members better than before after learning this period. They would pay more care and respect to their family members and friends. At the same time, they would learn how to get on well with their classmates.Method instruction:The method of participating I lots of communicative activities in class.b) Students learn to cooperate with their partners. 通过本单元学习，要求大部分学生能够用英语介绍自己的家庭成员，与朋友交流各自不同的家庭组合。从而让他们了解自己的家庭并且能画出自己的家庭，然后通过操练句型来熟悉语言知识，最后在创设的情境中检验目标语言的运用能力。 适时的向学生灌输跨文化交际的意识，有利于学生更好的理解西方的文化，也有利于学生更好的学习英语。 通过介绍家人和了解朋友的家人，增进彼此间的了解，建立友谊，从而更好的尊重对方。
2．Focuses:This\That is…Is this\that… Yes, it is.\ No, it isn’t.These\Those are …Is he\she… Yes, he\she is.\No, he\she isn’t. 基本句型是语言的框架，是学生达到能力目标的前提，也是关键。
Difficulties:father; mother; brother; sister; uncle; aunt; grandmother; grandfather； cousin; parent(s); grandparent(s); friend; he; she; they; this; that; these; those 词汇量相当大，对学生来说有一定的困难。
4. Teaching aids: computer; powerpoint; record; tape 多媒体课件更生动直观，让学生能愉快的接受所学的知识。
5. Learning & Teaching Arrangement
Steps Students’ activities Teachers’ activities 设计思路
1 Students watch the radio andenjoy the song “The Family” together. Play the video of a song“The family”. 学生小学学过一些有关家庭成员的称呼，播放动画与歌曲既活跃课堂气氛又激活学生原有知识，为新课的教学做铺垫。
2 Students talk about whom did they see in the video, and try to introduce the new words of the family members. Task: Ask students whom did they see in the video, and try to speak out in English. 这个任务让学生利用原有知识和自己预习的本节课要求的语言知识，即有关家庭成员的称谓的单词。为下面任务的完成提供必要的语言支撑。
3 Students look at the picture of “The family of Sakura Momoko(樱桃小丸子)”，recognize her family members. Show a picture of a Japanese girl Sakura Momoko and her family. Ask students what did they see in the picture. 谈论学生喜欢的卡通人物樱桃小丸子，可以激发学生参与的积极性。而且图片输入模式更形象生动，也可以使那些基础稍稍偏差的同学从图中学习相关知识，更有利于他们的学习，基础好的同学则能掌握的更好。
4 Students make a discussion of Momoko’s family and then make a report. They may start like this: “This is Momoko’s. This is her… That is her… These her… Those her…” Show students the photo of Momoko’s family members again and ask “Who are they ”. Then present to students: “This is Momoko; This is her mother; That is her father,sister, grandfather,grandmother, etc”. 通过认识小丸子的家人从而到介绍其家人这么个过程，使学生能够自然而然的接受新句型：“This\That is…Is this\that… Yes, it is.\ No, it isn’t. These\Those are …Is he\she… Yes, he\she is.\No, he\she isn’t.”
5 Students listen to the recording (with the book closed) and talk about what they hear and guess where the talk happened. Play the tape section A, 1a (Page 13), let students guess what did they hear. 听力练习，让学生进一步熟悉和巩固有关家庭成员的单词和句型。而且猜想谈话发生的地点有助于充分发挥学生的想象力，活跃思维。
6 Students listen again (with the book open) and match the words with the people in the picture. Play the tape again, and check the answers. 让学生在看课本的情况下对所学的知识有一个更深刻的输入过程。
7 Students take out their family photo (prepare it before class) and work as groups to introduce their family members to their classmates with the pattern“This\That is…Is this\that… Yes, it is.\ No, it isn’t.These\Those are …Is he\she… Yes, he\she is.\No, he\she isn’t.” Group work: four as a group to introduce their family members to their classmates. 在有了一定的输入之后，通过这个任务可以让学生输出语言知识，用自己的全家福更形象更逼真，课堂讨论的氛围也更浓厚。
8 Students introduce their family members to their classmates. Ask some students to perform near the platform with the family photo, introduce his\her family members. 给学生一个表现自己的机会，并让其他同学对他的家庭成员有所了解，增进同学间的友谊。
9 Listening Section A, 2a, 2b, circle the words they hear. Play the tape Section A, 2a, 2b. Then check the right answer. 让学生在笔头上落实课内重点内容。
10 After class, students draw a photo of their own family and point out “Who are they ”. Write down the conversation they talked in the group work. Do the exercise book I, Page 18-19. Homework: 1Draw a photoof their own family and write down who is he\she. 2.Write down the conversation they talked in the group work (how to introduce family members)3. Do the exercise book, consolidate the difficult words and patterns. 作业1巩固本课所学的有关家庭成员的单词。作业2 巩固相关句型“This\That is…Is this\that… Yes, it is.\ No, it isn’t.These\Those are …Is he\she… Yes, he\she is.\No, he\she isn’t.”作业3反映学生对本堂课的掌握程度。