七年级上英语|Unit 3 This is my sister.|教案

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Unit 3 This is my sister
Language goal
In this unit students learn the names for family members and
practice introducing family members.
New language
This is my brother .These are my parents.
family members
Recycled language
Hello, Hi, Nice to meet you ,Is this your Yes ,it is .
Is that your , No, it isn't.
Section A
Additional materials to bring to class :
ask Ss to bring in photographs of family members and friends for
optional activity 3c
Point to the list of words in 1a and read some of them aloud .
Ask students what these words describe. ( They are names for various members of a person's family.)
Ask some students to act out an introduction from Unit 1. Then say, In this unit we will learn another kind of introduction. We will learn to introduce family members such as a mother or a father
The First Period
1a This activity introduces the names of the various members of a family.
Start by asking students to point to each word and to repeat it after you . Help Ss with any pronunciation problems they may have.
After they have said the words ,ask Ss to guess which person in the picture each word refers to. You may wish to let students work on this in pairs before reviewing the answers with the whole class. focus attention on the example answer .Mother is c. Then ask Ss to match the words with the other people in the picture .
1b This task gives students practice in recognizing specific vocabularywords in spoken conversation.
Point to the family members in the illustration and ask students to name each one.
Play the recording the first time. Students only listen.
Play the recording a second time . This time ask students to listen to the conversation and circle the appropriate family members in the illustration as they are mentioned.
1c This activity provides guided oral practice using the target language. Tell Ss that they will be talking about the members of Dave's family shown in the picture.
First point out Dave .He's the boy on the left in front of the other people in the picture.
Call attention to the example conversation in 1c. Ask a student to read the words to the class. Then ask the students to repeat the sentences and point to these people in the large picture.
Ask pairs to work together. Have them take turns pointing out various family members using sentence beginning with This is or
these are.Ask Ss to take turns holding up their books, pointing to people and identifying family members as the class watches and listens.
The Second Period
2a This activity gives Ss practice in recognizing specific vocabulary words in spoken conversation. play the recording. students only listen.
Play the recording a second time. This time students circle each
name of a family member they hear in the conversation.
2b This activity gives students practice matching the names of family
members with their pictures.
Read the list of names and ask students to repeat.
Ask students to match the letters next to the people in the picture to the correct names in the box.
Play the recording . You may wish to play it twice so that Ss can check their work.
2c This activity provides guided oral practice using the target lantguage Ask Ss to work in pairs. show how one person covers the list of names above the picture and asks the other person questions beginning with Is this ...
The other person answers either Yes ,it is or No, it isn't .It's...
2d After several minutes , Ask students to change roles so that both people get a chance to ask and answer the questions.Grammar focus
Review the grammar box. Ask Ss to say the questions, answers, and statements
Review the difference between this and that . Hold up your pen and ask Is this my pen Then place it on a desk, point at it from across the room and ask Is that my pen check comprehension by asking Ss to do similar activities using their own possessions.
The Third Period
3a This activity provides written practice of the target language. Call attention to the picture. Read the conversation in the speech
bubbles aloud, saying blank each time you come to an empty write
-on line
Point out the words in the box.
Ask a student to read the four words to the class.
Ask students to work alone as they write the four words from the box in the correct blanks in the speech bubbles. Encourage them to say the sentences out loud if that will help them decide on the correct answer.
3b This activity provides guided oral practice using the target language.
Practice the conversation with a student. Point out that your
voice goes up at the end of these questions, and it goes down at
the end of these answers and statements.
Ask Ss to work with partners. After one person has finished
asking the questions, have them practice the conversation again
with the other person asking the questions. Then ask each person
to find a new partner and continue the practice.
Invite some students to perform the conversation for the class.
3c This activity provides guided oral practice using the target language.
Call attention to the picture and conversation. Ask three students
(A.B and C) to read the conversation as the class looks at the picture.
hen demonstrate the activity by writing the name of your father,
mother, or a friend on the board. Ask students to guess who that
person is , using questions beginning with Is he ... Say Yes , he
or she is when the student guesses correctly.
Then ask Ss to take turns coming to the board and writing a
name for the rest of the class to make guesses abort.
4 This activity provides free oral practice using the target language.
Tell students to bring family photos to class the next day. Ask them to try and find photos of family members having fun together.
Divide the students into small groups. Have students find out who the people in each other's photos are, using the target language of the unit. Model some Is this you ... , Is he your... , Is she your ... questions for the class using one of the student's photo.
Get feedback by having students present another student's family to the class by explaining who the class by explaining who the people are in the other student's photo.
Section B
Additional materials to bring to class:
each student should bring to class a family photo for 4a.
index cards for Follow-up Activity 2
The Fourth Period
1 This activity provides practice with the names of the various members of a family.
Call attention to the family tree .Explain that it shows and the younger people at the bottom.
Ask a student to read the family words shown on the family tree.Point out the five blank lines and the sample answer written on the first blank line (grandfather).
Then point to the six words in the box at the top.
Ask another student to read these.
Then ask students to write the correct word from the box on each of the blank lines.
2a This activity gives students practice in recognizing specific vocabulary words in spoken conversation.
Play the recording the first tine. Students only listen.
Play the recording the first time. Students only listen.
students listen to the conversation and place a check-mark next to each family member mentioned . Point out the sample answer next to the word grandmother.
2b This activity provides listening practice with the key vocabulary.
Call attention to the two pictures. Ask different students to say who the family members are in each photo.
Explain that you will play the tape again. This time students point to the picture as it is being talked about the tape .
Ask students to work in pairs. Tell them that both people can point to the pictures at once .
Play the tape twice. Have students check their work or solve any disagreements the second time they hear it.
2c This activity provides guided oral practice using the target language.
Draw a sample picture of your family and some friends on the board. Draw the older people (grandparents )at the back, younger people in the middle, and the youngest people in the front row.
Point to each person in the picture. Say his or her name and tell if they are members of the family or friends. For example: This is Lee, He's my grandfather.
Say, Draw a picture of your own family and friends. As students work, move around the room asking about the manes and the status of each person in the drawing.
Ask students to talk about the pictures they made with a partner. As students work , move around the room answering questions and providing pronunciation support.
The Fifth Period
3a This activity helps students apply the target language to their own lives.
Read the letter aloud. Then have students read it on their own.
Draw a sample picture of a family on the board. Then ask students to draw a picture of Emma's family.
Move around the room asking students the names of the people in the picture.
3b This activity provides written practice of the target language.
Draw students' attention to the photo , and elicit the various family members on it.
Have students imagine it's their family . ask students to write about the people in the picture.
Ask different students to read what they write about the people in the photo.
The Sixth Period
4a This activity provides written practice of the target language.
Ask students to take out the family photos they brought to school. If a student does not have a family photo, he or she can use the drawing from 3b.
Ask one or two students to read the letters they wrote to the class.
Ask students to work individually. Suggest that they include in their letters only the people shown in their picture.
4b This activity gives guided reading practice using the target language.
Display each photo (or drawing ) in one column on the board, and the letters in another column opposite to the photos. Make sure they are in scrambled order.
Ask students to read the letters and look at the photos. See how many of the letters they can match up to a family photo.
After several minutes, ask students to sit down. Call on one student at a time to choose one letter and read it aloud . Then ask the student to point to the picture he or she thinks is a match for the letter. Ask the student who wrote the letter to say if the person is correct.
Have different students read letters and match them up with pictures.
Self Check
1 This activity provides a comprehensive review of all key vocabulary presented in this unit .
Ask students to check all the words they know. You may wish to have them circle any words that they don't know.
Ask students to find out the meanings of any words they don't know. They can do this by reviewing the lesson, asking you , asking classmates or using a learner's dictionary or bilingual dictionary.
2 This activity helps build vocabulary by providing a specific time and place for students to record new words.
Ask students to write five mew words in their Vocabulary-builder on page 96.
After students have recorded their mew words, ads them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups.
3 This activity focuses on writing the target language of the unit.
Elicit the various Chinese locations in the pictures.
Ask students to fill in the blanks individually.
Just for Fun This activity provides reading practice with the target language.
Ask all students to read the conversation. Explain the meaning of girlfriend if necessary.
Invite pairs of students to present the dialogue to the rest of the class. Students who finish the self check early might practice it while the others finish.
Follow-up Activities
1.Guessing game
[See section A,2d]
Ask students to work in groups of four . Each group chooses a leader and practice.
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