学 科
英语
年 级
七年级
设计者
时 间
课 题
Unit 2 This is my sister.
Section A1 (1a-2d)
计划学时
1课时
重 点
1) 能掌握对家庭成员的称呼的词汇及指示代词
2) 掌握指示代词this, that, these, those及它们所构成的介绍他人的句型。
课 标
要 求
学会指示代词、人称代词及Who问句及简单回答。
课 时
目 标
1）能掌握以下句型：
① —This/That is his sister.
② —These/Those are his parents.
③ —Who's she? —She's my sister.
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.
2) 能运用所学的词汇及句型介绍自己的家庭成员。
引 桥
突 破
结合生活实际，让学生反复练习，逐渐掌握对家庭成员的称呼的词汇及指示代词
教 法
多媒体课件
学 法
教师引导，学生自主学习，教师总结
教学内容
及过程
群体智慧设计
个性化批注
Ⅰ. 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 class.
My first name is… My last name is… My telephone number is…
Ⅱ. Presentation
1. Show Ss another photos and teach the new words by the same way.
(Bb: 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.
2. 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. c 3. b 4. h 5. f 6. e 7. i 8. d 9. g
Ⅲ. 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.
Ⅳ. Pair work
1. 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.
Ⅴ. Listening
1. 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.)
3. Listen and answer.
1) What’s Cindy’s mother’s name?
2) What’s her father’s name?
3) Is Mary her sister?
Ⅵ. Pair work
T: 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.)
Ⅶ. Role-play
1. 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 students read the dialogue and fill in the blanks.
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.
Homework:
1. Remember the new words.
2. Try to introduce your family members to your friend orally.
3基础训练
说文解字：family=father
And mother ,I love you .
由有趣的说文解字导入；
纠正发音：
Uncle；
Aunt;
parents
竞赛练单词：
Father’s father is---
Father’s sister is---;
….
This/that使用，these、those的使用等。
Talk about the family photo:
A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.
Many students may say they do. Choose two of them to answer.
听力的训练要指导到位：
告诉学生听力的注意事项，听力的要求，听力的任务都是什么等。
教学反思
本节是介绍家人和朋友，导入用了说文解字，自然有趣味。学习新知识时让学生利用竞猜，游戏，角色扮演等，有效地调动学生的积极性，学生的参与度较高，有利用小组评价机制，学生课堂比较活跃。本节是实习老师讲的，整体比较顺畅，也较好地完成了本节课的教学任务，知识在训练阶段指示语有点模糊，学生有点弄不清任务。另外关于易错点需要点出，我会在下节课补充。
学 科
英语
年 级
七年级
设计者
时 间
课 题
Unit 2 This is my sister.
Section A2 (Grammar Focus-3c)
计划学时
1
重 点
1）总结介绍自己的家庭成员所用的句型。
2）总结询问及回答家庭成员所用的句型。
3）综合运用所学的知识与他人就成员的话题进行交际。
课 标
要 求
学会指示代词、人称代词及Who问句及简单回答。
课 时
目 标
1) 通过不同方式的练习继续熟练掌握对家庭成员的称呼的词汇。
2）继续练习运用以下句型来介绍自己的家庭成员。
① —This/That is…
② —These/Those are ….
③ —Who's …? —She's/He's…
④ —Is this/that …? —Yes, …/No, …
⑤ —Are these/those …? —Yes, they are./No, they aren't.
3) 能运用所学的词汇及句型完成不同的交际练习。
引 桥
突 破
结合生活实际，让学生反复练习，逐渐掌握对家庭成员的称呼的词汇及指示代词
教 法
多媒体课件
学 法
感知求疑、自主探究，教师引导，学生自主学习，教师总结
教学内容
及过程
群体智慧设计
个性化批注
Ⅰ. Warming- up and revision
1. Greeting the Ss. Chant the song:
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.
2. Talk about the family photo.
注意：
单数 复数
this these
that those
it/he/she they
is are
Practice
用is或are完成下列句子：
This ___ my sister.
That ____ his brother.
She _____ his aunt.
He _____ my uncle.
These _____ her parents.
Those ____ her friends.
They _____ my family.
Ⅱ. Grammar Focus.
1. 学生阅读并完成下列句子。
① 这是我的朋友简。_____ ______ my friend Jane.
② 那是我的爷爷。_____ my grandfather.
③ 这是我的兄弟们。 _____ ____ my brothers.
④ 那是我的父母亲。_____ _____ my parents.
⑤ 她是谁？______ she?
⑥ 她是我的妹妹。She’s my _________.
⑦ 他是谁？_______ he?
⑧ 他是我的弟弟。_______ my brother.
⑨ 他们是谁？Who _________ they?
⑩ 他们是我的祖父母。________ my grandparents.
5. that’s是that is的缩写形式。当人称代词、指示代词及疑问词与be动词am，is，are等连用时，为了简便常用缩写的形式。
6. 介绍人物常用句型：
This is …
That’s …
These are …
Those are…
辨别人物常见句型：
Who’s he/ she? He’s / She’s ...
Who’re they? They’re …
Ⅲ. Pair work
1. T: Let's work on 3a. A is introducing his family member to B. Read the dialogue and try to fill in the blanks with the right words.
2. 阅读指导：同学们应先通读对话一遍，根据上下文问答句的提示，以及句式结构，回答的方式等来确定空格处的词汇。比如：第二句是一个疑问句，由后面的答语不是以Yes或No来回答，可知第二句应是一特殊疑问句，因此可知空格应是特殊疑问词who。第三句，因空格后面是my father，可知空格处应He's。
3. Ss work in pairs. Try to fill in the blanks. They can discuss the answers with their partners.
4. Check the answers. Then let the Ss practice the conversation. Get some pairs to act out the conversation in front of the class.
IV. Practice
1. T: Now let's work on 3b. Work in pairs to make sentences with words in the three boxes.
2. S1 look at the pictures, say:
This is my… That is my… These are my… Those are my…
3. S2 repeat S1's introductions:
This is your… That is your… These are your… Those are your…
…
V. Practice
1. T: You and your partner put your photos on the desk. Take turns to ask and answer the family members.
S1: Who's she?
S2: She's my mother.
S1: Who's he?
S2: He's my father.
S2: Is this your grandfather?
S1: Yes, he is.
S2: Are those your parents?
S1: No, they aren't.
Homework
1.用下列句型介绍一张你的家庭照片。
This is…
That’s…
These are…
Those are…
2.基础训练
复习上节课，补充相关内容。
用下列句型介绍一张你的家庭照片。
This is…
That’s…
These are…
Those are···
句式变换，单复数一致等问题，要让学生树立起概念，养成习惯，进而形成意识。
做习题，暴漏的问题及时的解决。
句式变换的方法指导指导：同学们应先通读对话一遍，根据上下文问答句的提示，以及句式结构，回答的方式等来确定空格处的词汇。比如：第二句是一个疑问句，由后面的答语不是以Yes或No来回答，可知第二句应是一特殊疑问句，：
教学反思
本节我主要对上节所学内容进行复习巩固，在此基础上进行拓展和创新。通过习题暴露问题，然后解决问题，最后通过做题练题归纳出做题的方法，用方法再去做题。如此反复，学生所学内容才能融会贯通，真正地活学活用。
学 科
英语
年 级
七年级
设计者
时 间
课 题
Unit 2 Section B1 (1a-2c)
计划学时
1
重 点
① 进一步掌握家庭成员的表达；学会指示代词、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。
③ 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。
课 标
要 求
学会指示代词、人称代词及Who问句及简单回答。
课 时
目 标
1) 能掌握对家庭成员称呼的词汇：son, daughter, cousin, grandpa, grandma, mom, dad, aunt, uncle, 以及here, of, photo, next, picture, girl, dog等。
2）能正确理解家庭成员之间的关系，对家庭成员能正确称呼。
3）进一步学习一些英语名字，并能分辨出名字的不同性别。
引 桥
突 破
通过听、说、读的训练，提高学生们综合运用英语的能力
教 法
多媒体课件
学 法
感知求疑、自主探究，教师引导，学生自主学习，教师总结
教学内容
及过程
群体智慧设计
个性化批注
Ⅰ. Warming- up and revision
1. Greeting the students. Check the homework.
2. T: You know my family members. I want to know your family members. Would you like to introduce your family members to us?
SS: Yes.
T: Who wants to be the first, please? (Students use their photos or the pictures they drew.)
S1: Let me try.
T: OK, please.
S1: Hello, everyone! My name is …Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good parents. This is my brother. His name is …Look! It’s me. Am I funny? I love my family.
T: Very good.
(Another two students introduce their family.)
Ⅱ. Presentation
1. Guessing Game
T: Do you like games?
S: Yes.
T: Let’s play a guessing game. Look at the screen. This is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he?
S1: It is your “表哥”.
T: No, it isn’t.
S2: It is your “堂兄” or “堂弟”.
T: Yes, it is. Let’s see how to say it in English. (Show the word “cousin” on the screen.)
T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.
SS: C-O-U-S-I-N, cousin.
T: Spell it, please.
SS: C-O-U-S-I-N, cousin.
T: This time you must say it in English. This is your sister. But your father is not her father. Her father is not your father. Her father and your father are brothers. You have the same grandmother. Who is she?
S: It’s my cousin.
T: Your father’s brother is your …?
S3: “大爷，大伯”.
S4: “叔叔”.
T: You are right. Let’s see how to say it in English. (Show the word “uncle” on the screen.)
T: Read after me, please, U-N-C-L-E, uncle.
SS: U-N-C-L-E, uncle.
T: Your uncle’s wife is your…?
S5: “伯母，婶婶”.
T: Right. (Show the word “aunt” on the screen. and then teach these words son, daughter in this way.)
T: Read the words on the screen together.
SS: …
2. Practice the new words.
Ⅲ. Writing
1. Now let's work on 1a. Look at the family tree (家谱) in 1a. From the family tree, we know that your grandpa and grandma have two sons, your father and your uncle. Your father and mother have a son and a daughter. They are your sister and you. Your uncle and your aunt only have a daughter. She's your cousin. Now read the family tree and add the words in the box to the family tree.
(Ask one student to the front to do it on the blackboard. The others finish it on their book.)
2. Check the answers.
Ⅳ. Listening
1. 1b Listen and check the words you hear.
T: Jiang Tao and Tom are talking about Tom’s family. How many family members are they talking about? Please listen and check the words you hear.
(Play the recording of 2a once.)
Ask two more students to say the answers.
2. 1c Listen and check the picture.
T: I have two pictures here. Which one is Jiang Tao talking about? Let’s listen and find it out, please.
(Play the recording twice again.)
Check the answer.
Ⅴ. Pair work
1. T: We find out the picture of Tom’s family. Can you draw a picture of your family and friends?
SS: …
T: OK. When you finish drawing, tell your partner about your picture. You can use “This is …” and “These are …” to talk about. Then report it to the class.
(Students work.)
2. Check students’ work. Ask two or three students to report.
e.g. These are my parents and this is my grandma. This is my friend, Lin Fang.
Ⅵ. Writing
1. T: We learn many names in this Unit. Can you tell it's a male or female first name?
2. Check the answers.
( Male: Bob, Jack, Tom, Jiang Tao, Alan, Eric, Paul, John )
(Female: Jenny, Linda, Mary, Sally, Jane, Kate, Lin Fang, Cindy, Helen)
Ⅶ. Presentation
1. (Show two photos of your family.)
T: Look! Here are two nice photo of my family. (Write "two photos of” on the blackboard.)
My parents are in the first photo. (Write "in the first photo" on the blackboard.)
And my grandparents are in the next photo. (Write "in the next photo" on the blackboard.)
2. Ss try to understand the meaning of the phrases: "two photo s of", "in the first photo", "in the next photo"。
Ⅷ. Reading
1. Fast reading
T: Jenny has two family photos. Let's look at her family photos and her article about her family. Read her article and circle the names.
(Ss read quickly and circle the names in the article.)
Check the answers: Jenny, Alan, Mary, Bob, Eric, Cindy, Helen, Coco
2. Careful reading
Read her article again and find out "Who is Coco?" If you find out Coco, please put up your hands.
3. Careful reading
T: Now let's work on 2c. First read the sentences below. Know what you are supposed to know about the passage. Then read the passage again and try to fill in the blanks.
Check the answers: 1. Jenny 2. parents 3. brothers 4. sister 5. cousin 6. Coco
Homework
1. Review the new words we learn this lesson.
2. Talk about the family tree. You can use these sentence structures.
Look at my family tree. This is my… This is my … They have two … This is my … This is my …This is my …This is my. My parents have two children. This is…This is my …My uncle and my aunt have a son. He is my …
free talk:
Would you like to introduce your family members to us?
Ask some students to introduce their family:
This is …
These are…
纠正发音：
Parents;
Cousin;
对于aunt/uncle/cousin/brother/sister等词的理解，
Can you draw a picture of your family and friends?
Read the family tree and add the words in the box to the family tree.
List the names of:
Male: Bob, Jack, Tom, Jiang Tao, Alan, Eric, Paul, John )
Female: Jenny, Linda, Mary, Sally, Jane, Kate, Lin Fang, Cindy, Helen)
Phrases:
Family photo;
A photo of
In the first
Photo;
教学反思
本节我上的是复习巩固课，在课上先对上节课内容：单词与句型进行了操练。拿一张全家福，首先引起了学生极大地兴趣：练习father ,mother,siater,brother ,uncle,aunt,grandparent 等新单词。同时让学生实景练习：this is…these are….在此基础之上，让学生掌握本节难点：these/those区别，并且不能重复等。还有通过习题的形式让学生掌握它的各种句式变换，以及this/that 等单复数的相互变化。单复数保持一致原则是本节以及本届后的一个重要点，为了让学生牢固树立这一意识，我告诉学生要心口合一，言行一致所以名词，代词，BE动词等要保持一致，这是一个原则，务必要保持一致，务必要牢记。
学 科
英语
年 级
七年级
设计者
时 间
课 题
Unit 2 Section B2 3a-Self Check
计划学时
1
重 点
1） 阅读有关家庭成员的小短文，获得相关信息，并能画出恰当的照片。
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。
课 标
要 求
学会指示代词、人称代词及Who问句及简单回答。
课 时
目 标
复习巩固所学的家庭成员的称呼词，能熟练对家庭成员正确称呼。
2）能通过阅读有关家庭成员关系的小短文来获得正确的信息，并根据所获得的信息画出家庭成员的照片。
3） 能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给他人，将能以小短文的形式写出。
4）能将所学的称呼词按性别进行分类。
5）通过拓展练习来进一步巩固所学的如何介绍家庭成员的句子结构。
引 桥
突 破
通过听、说、读的训练，提高学生们综合运用英语的能力
教 法
多媒体课件
学 法
感知求疑、自主探究，教师引导，学生自主学习，教师总结
教学内容
及过程
群体智慧设计
个性化批注
Ⅰ. Warming- up and revision
1. Greeting the Ss. Check the homework.
2. T: We know some students' family members. We want to know more students' family members. Would you like to introduce your family members to us?
SS: Yes.
S1: Let me try.
T: OK, please.
S1: Hello, everyone! My name is …Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good parents. This is my brother. His name is …Look! It’s me. Am I funny? I love my family.
T: Very good.
(Another two students introduce their family.)
Ⅱ. Presentation
1. Read the passage and complete the passage with the words in the box.
T: Today let's meet a new friend. His name's Paul. He writes a passage to introduce his family. But some of the words are missing. He has a photo of his family, but I'm sorry I've left it at home. Can you read the passage and draw a photo of Paul's family.
Ss: OK.
2. 阅读指导：在阅读时，应注意名词的复数形式以及姓名或称呼所表明的人物的性别。
3. Ss work with their partners. Then check the answers together.
4 Read the passage again. Then try to draw a photo of Paul's family. Let all the Ss show their photos to the class.
Ⅲ. Practice
1. Using the family photo to retell the passage.
2. Show the photo of Paul's family to your partner. Suppose you are Paul. Then try to introduce the family members to your partner.
3. Retell the passage to some other students around you.
Ⅳ. Writing
1. Take out the photo of your family and write a passage about it.
2. Students write their passages. Teacher moves around the room and helps the students who need.
3. 写作指导： 写作时应注意运用正确的句型，在介绍父母或祖父母等多个人时，可用These/Those are…句型；在介绍单个的人时，应用This/That is…句型。为了让短文更加活泼，还可用Is this/that…?这样的问句，并自己作回答。
4. Let some Ss read their passages aloud to the class.
Ⅴ. Game
1. In order to let more students show their passages. Teacher puts some photos and letters on the blackboard. Ask students to come to the front to read the letter and match it with the photo.
2. Ss try to match the photos with the passages.
Ⅵ. Self Check 1
1. We have learned many words for family members. Now let's have a short revision.
(Let Ss say the words for the family members in a chain.)
S1: father S2: mother S3: grandfather S4…
2. OK. Some words for the family members are male, some are female and other words are both.
Now look at Self Check 1, and group the words for family members you have learned.
3. Check the answers.
Male: father, grandfather, uncle, brother, cousin
Female: mother, grandmother, aunt, uncle, cousin
Both: parents, grandparents
Ⅶ. Self Check 2
1. When we are not sure about the family members. We always ask about them.
Let's sum up the sentence structures we can use: (Ss sum up the sentence structures with the help of the teacher.)
① —Is this/that…? —Yes, he/she is. No, he/she isn't.
② —Are these/those…? —Yes, they are./ No, they aren't.
③ —Who's she/he? —He's/She's…
2. Now read the conversation between Bill and Dale. Then complete the conversation.
3. Check the answers.
( this, He's, Who, She, these/those, they, are )
4. Practice the conversation with your partner.
Homework
1. Review the words for the family members in this unit.
2. Ask and answer about your partner's family members. Write the conversation on your workbook.
教学反思
本节是由毛老师所授，在本节中她的导入让学生耳目一新：让学生听歌曲we are family.既复习了知识，又活跃了气氛。本节中她存在的不足是：上课节奏过快，有点赶场的感觉，这样是学生有点应接不暇。内容过快会导致学生练习和操练不足，知识掌握不够透彻。我在下节课上课时要在这些方面进行弥补。另外介绍家人是本单元功能性话题，要让学生熟悉句式，背记课文，在此基础上要会写。
