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1、Unit 2 This is my sister.单/元/整/体/说/课教学目标话题Topic家庭 The family功能 Functions1 .能够简单介绍人物关系Introduce peopleThis is my s my friend.2 .能够指认人物关系Identify peopleA:Is she your sister?B: Yes, she is. /No, she isn t.A:Who s she?B:She s my mother.A:Who re they?B: They * re my parents.语法 Grammar一、能够正确使用指示代词this, th
2、at, these, those介绍人物关系Demonstra代ve pronounsThis is my friend Jane.That s my grandfather.These arc my brothers.Those are my parents.二、能够用Who引导的特殊疑问句询问第三方是谁Who questionsA:Who s she?B:She, s my sister.A:Who * re they?B:They * re my grandparents.词汇和常用表达Words & expressions1.能正确使用下列词汇Curriculum words(按词性排
3、列)名词：sister, mother, father, parent, brother, grandmother, grandfather,grandparent, fami ly, day, son, cousin, grandpa, mom(=mum), aunt, grandma, dad,uncle, daughter, photo, picture, girl, dog;代词：those, who, these, they;形容词：next;动词：have;其T:Which words do you circle?Ss:Parents, brothers, grandparents
4、 and sister.（If the Ss can, t answer, play the tape again.）the conversation again and ask the students to focus on the demonstrative pronouns:this, that, these and those.T:Now listen does he introduce his family?Play the tape for Ss to find the teacher writes the sentences in two columns, “ introduc
5、ing people and identifying peopleM . （This is-That, s These are-Those are-） （Who* s she?She, s my sister.）T:This time, T play the tape for you to read aloud the dialogue.Ss:Yes.（Ss 1isten and repeat the dialogue.）Wri te and explain *how to introduce people*, and Mhow to idcnlify people” . Point to t
6、he di fferences between Chinese and the Ss to pay attention to:that* s=that is,who, s=who is, she, s=she there are no abbreviated forms for ”this is , these are and those are”.After that the teacher should emphasize something important and difficulI in introducing and identifying people.教材解读is my si
7、ster.英文中使用指示代词ihis, ihal指代单数的人，即某一个人，用lhe$e, those指代复数的人，即两个或两个以上的人。This is my sister, Kate.这是我的妹妹凯特。That s my grandfather.那是我的爷爷。These are my brothers.这些是我的兄弟。Those are my parents.那些是我的父母。s she?英文中使用疑问词Who（谁）开头,询问某人是ifLWho s she?她是谁？一Shet s my mother.她是我妈妈。（单数）一Who* re they?他们是谁?一They re my friends
8、.他们是我的朋友。（复数）arc my parents.英文中，指代“两个”或“两个以上”的人物或事物时，名词要用复数形式，如:parents（父母，双亲），brothers（兄 弟），grandparents （祖父母，爷爷和奶奶）等。介绍复数的人物就用these和those,动词用are而不是is。Keys la:Circled:parents, brothers, grandparents, sister设计意图：运用课本插图做语境,做听力训练时先整体感知，r解词汇,然后再对目标内容精听细解，学习语法知识,让学生既 得到听力训练，乂能从中学会语言表达。StepIV. Post-liste
9、ning ActivitiesAfter listening to the conversation, ask the class to read it aloud.T:Now please read the conversation in may identify the people in the picture as you are reading.Ss read aloud the practice the conversation.T:Now, in pairs, talk about David s t read the sentences in 1c but only look
10、at the :This is David s/his.That1 s his.Or:These/Those are his.A:That, s David s are his parents.B:Who * s she?A:She, s David s those are his grandparents.Ss practice talking about David s family in pairs and in small ask pairs of students to act out the dialogue in class.设计意图学习介绍人物和辨认他人的句型之后,先朗读巩固，
11、总结要点,再转变成介绍David的家庭成员，训练对话,培养学生的听说能力。Step V. ExerciseI.翻译单词1.家庭2.(外)祖母3.母亲4.兄,弟5 .姐,妹6.(外)祖父.父亲8.父母,双亲9 .这些10.那些H.选词填空(i s, am, are) my sis ter.are my (friend, friends, brother).3. (This, That, These)are his grandparents.4. (Who, Who * s, Who re) he?Keys I .II. s设计意图以学评教、强化落实。当堂检测木节重点内容，进而进行评价。StepV
12、I. Homeworkintroducing people and identifying people with your group members after class, and learn the new words.设计意图口头练习和单词记忆相结合，同时注重语言知识的操练和记忆。parents （父母，双亲），brothers（兄弟们）缩写词that s, who s, she s grandparents（祖父母，爷爷和奶奶）mother, father, parent (s) brother (s), sister, grandmother, grandfather grand
13、parent(s) family this, that these, those板书设计This is-That* s.These arc”Those arc-Who s she?-She s my sister.区）课时同支练习【基础训练】I.要点词汇根据句意及首字母提示补全单词arc my mother and father, my dear .g is my mother , s father or (或者)my father s father.s my is my mother s m.people are in my f.are her good f.H.翻译短语.他的一家人6 .我
14、的兄弟姐妹们.她的爷爷奶奶7 .这些朋友HL根据汉语意思完成句子.这是我的妹妹海伦。my , Helen.11 .那位是他的女儿。daugh ter.12 .她是谁呀？她是辛迪。一 she?- Cindy.13 .一那些是你的父母吗？ 一是的，他们是。-your?_, they are.14 . 一这些人是谁？他们是我的祖父母。- these?_ my grandparents. 【综合运用】I.单项填空 my brother, Bill. s2. my friends.is areis is3. 一Are these your grandparents?-No,. are aren, t r
15、e are not 4. _he?-He s my brother.regirl is Zhao Xin. is my sister.n.补全对话.A:Good evening, Jane.B: 6 , are you?A:Fine, thanks. 7B:Fine, and meet my family. 8A:Oh, good evening, to meet you.C:_9B: 10A:Hello!to meet you,tooeveningare you?is your name?is my mother.these are my brothers.他：oh, well, bye(=
16、goodbye), here, of2.能正确使用下列常用表达Useful expressionsthis is-, that s-, these are-, those are-, who* s-a photo of my family, in my family, have a good day学习策略Strategies能够将图片与人物描述相结合进行有效记忆能够将人物描述的文字信息和图片信息相互转换文化知识Culture了解西方国家中家庭成员之间的称谓三维目标Three-dimensiona1target知识与技能1 .能掌握以下单词：sister, mother, father, pa
17、rent, brother,grandmother, grandfather, grandparent, family, those, who, these,they, well, have, day, bye(=goodbye), son, cousin, grandpa, mom(=mum), aunt, grandma,(1 ad, uncle, daughter, here, photo, of, next, picture,girl, dog2 .熟练掌握单元短语:a photo of my fami ly, in my family, have a good day3 .能掌握以下
18、句型：This is my friend Jane.That, s my grandfather.These are my brothers.Those are my parents.A:Is she your sister?B: Yes, she is. /No, she isn, t.A:Who s she?B:She, s my sister.A:Who re they?B:They, re my grandparents.4 . 了解以下语法:指示代词this, that, these, those的用法;主格人称代词1, he, she, they的用法;Who开头的特殊疑问句的构成
19、和回答；名词的复数形式。5 .学会使用正确的词汇介绍人物关系。6 .理解缩略词that s, who, s, who* re, they re的意思并学握读音。过程与1.通过师生问答、两两对话、角色扮演和看图说话等多种语言交际活动，培养口语交际能方法力和在日常生活中运用英语的能力。2.通过图片提供语境，或运用真实语境，感知、学习This is/That, s., These/Those are. 以及Who s.ho re?介绍或确认人物的句型，从而引出本单元的话题。创设情境学习、 运用句型，学生运用自己真实的信息提出、解答问题,提高学生的学习兴趣和主动参与热 情。情感态度与价值观1 .学会口
20、常交际的礼貌行为。2 . 了解西方家庭成员之间的关系和称谓。3 .注意英汉思维方式的差异,鼓励学生多进行口语训练。C教材内容概述产说致材寸Section A概述本部分通过图文提供情景,带领学生进入David的家庭，自然地在该语境中输入“介绍人物、辨别人物” 相关的重点词汇和核心句型。通过图片、文字以及听力训练的方式导入本单元的话题,学习的市点是介绍家庭成员关系的重点词汇和基 本介绍人物的句型。内容是：That s my are my parents.问句 Who s she?She, s my these are my brothers,等。是在la-lc的基础上给出更加丰富的语境，以听力的形
21、式对单元重点词汇进行复习，对单元重点句型做进 一步的语言输入，呈现介绍人物和辨别人物的语言结构，即：Are these your parents?Yes, they is my mother, Jenny, and this is my father, Tom.同时复习了预备篇第一单元的英文姓名和问候语。部分练习单元对话,并通过角色扮演让学生在相应的语境中综合运用核心句型和重点词汇进行初步的模 仿输出和语言交流活动，对学生提出综合应用语言能力的要求。4.语法框里通过表格的形式给学生梳理了本单元的重点语法项目，即:运用指示代词、用单复数的形式介 绍人物的句型Thi$/Thal i$ my fri
22、end Those are my parents.以及辨认人物的疑问句和回答的句型 Who s she/he?He s my s my re they?They, re my grandparents.等。部分分别对语法部分内容进行训练,巩固运用本单元话题的能力。3a通过补全对话,3b通过选词造句,3c 通过游戏活动,引导学生在运用中巩固木单元的目标语言。教学目标1 .学会表示家庭成员之间的人物关系的词汇并r解其中的与汉语不对应的内容。2 .学会使用指示代词ihis/lhal/lhese/lhose对单、复数人物进行介绍的句型，正确运用人称代词 he/she/they,初步感知名词的复数概念，
23、以及运用喟h。引导的疑问句对人物进行辨认的句型。3 .完成听说练习，掌握“介绍他人，辨认人物”的句型，进行英文交际。Section B概述Section B在Section A的基础上进行话题内容拓展,进一步学习和运用相关词汇和目标语言，谈论自己 和他人的家庭成员，进行阅读和写作练习，+富了语言输入。是1b和1c的听前活动，通过家谱学习有关家庭成员的词汇,为听力做铺垫。听力材料是两个朋友在谈论 一张家庭照片的对话,介绍照片上的家庭成员，主要涉及“介绍和辨别人物”的基本句型以及家庭成员的 词汇。lb-lc部分让学生进一步理解并掌握目标语言在语境中的运用。1b要求圈出单词，1C要求找出照片。是听后
24、的口语活动,要求学生在听力理解的基础上输出相对完整的一段话,介绍自己的家庭和朋友,让学 生运用目标语言。站阅读活动,让学生在语篇中学习和巩固本单元的目标语言。2a是一个读前准备活动，要求学生列举本 单元的英文名字并按性别进行分类,对所学的英文名字进行复习，为语篇阅读做好准备。2b是一个有关家 庭成员介绍的语篇阅读,进步输入本单元的目标语言，帮助学生理解介绍人物的句型在语篇中的运用。 2c要求在读懂2b的基础上找到细节信息,并进行必要的逻辑推理，思维拓展。是写作训练。3a是个控制性的写作练习，要求学生选择方框中的词汇完成Paul的家庭介绍，然后从中 提取信息,画出Paul的家庭成员。3b要求学生
25、在3a范文的基础上仿写一篇介绍自己的家庭的小短文，完 成半控制性写作。教学目标L学会更多的家庭成员的名词。2 .能够读懂介绍家庭成员的短文和写介绍自己家庭的短文。3 .了解中、外关于家庭成员关系的文化差异。1 .活动1检测学生对家庭成员的英文表达的掌握情况,并让学生将他们按性别进行分类。Self Check 概述.活动2梳理、复习、总结本单元的语言结构与功能，对本单元重点内容进行练习和测评。i.学会使用正确的词汇和句型表达人物之间的关系,注意部分词汇的英汉意思不完全对等,如 brother, sister, uncle, aunt, grandparent (s)等等。2 .掌握this/th
26、at和these/those在介绍人物时的句型,注意主语与谓语动词的致性。3 .了解英语中的单复数概念,学习掌握本单元出现的复数形式的名词,并克服母语的影响，正确使用。E教医从培养学生的听、说能力入手，让学生流利地用英语介绍家庭成员，以及询问他人的家庭成员。能够听懂和应答wh。开头的疑问 句,并能够询问第三人。进一步过渡到阅读有关介绍家庭成员的短文，并写出相关短文。教学突破:利用图片创设语境,或利用学生自己的实际情况创设语境，突出听力和口语表达，反复训练介绍他人的句型和对话，再 进行读写训练。在练习中正确使用指示代词、人称代词、单复数形式的名词以及主语与动词的搭配，培养学生捕捉关键词的能力，
27、准确运用所学的词汇、句型。注重方法与价值观的培养。以听说领先,在英语语境中大量感知、学习本单元的重点词汇和核心句型，养成良好的学习英语的习 惯。在已有的语言基础上归纳总结指示代词this/that和these/those的用法,学习单复数名词，并在练习中克服母语的影响，注意 名词的单、复数形式，以及正确使用谓语动词与之保持致、使知识的记忆形象化、系统化。采用Pair work和Role play相结合的 方式，练习介绍家庭成员和辨认他人的英文句型。通过课堂活动，让学生在语境中学习和介绍自一的家庭成员，相互分享和交流自己 的家庭等基本信息，引导学生有礼貌地介绍他人、问候他人和与别人的家庭成员打招
28、呼。第一课时：Section A la-lc笫二课时：Section A 2a-3c笫二课时：Section A 2a-3c第三课时：Sect ion B la_2c第四课时:Section B3a-Self CheckV单元预览名词：sister, mother, father, parent, brother, grandmother, grandfather,grandparent, fami ly, clay, son, cousin, grandpa, mom(=mum), aunt, grandma, dad,单词卡片uncle, daughter, photo, picture,
29、 girl, dog代词:those, who, these, they形容词:next动词：have其他:oh, well, bye (=goodbye), here, of短语归纳a photo of my family我的一张家庭照片；in my family我的家庭（成员）中；have a good day （表示祝愿）过得愉快；in the （first）photo在（第一张）照片上is my friend Jane.s my grandfather.are my brothers.are my parents.:Is she your sister?句型集锦B: Yes, she
30、is. /No, she isn, t.:Who s she?B:She s my sister.:Who re they?B:They * re my grandparents.are two nice photos of my family.:Ilave a good day!B:Thanks!You, too.重点一、指示代词 this/that/these/those,人称代词 I, he, she, they。语法二、who引导的特殊疑问句的构成和回答。教学目标三、名词的复数形式。7备课资料介绍他人的礼节当初次见面的人互相介绍时，一般的顺序是这样的：1 .把男士介绍给女士，因为这表示
31、女士为尊，如：.may I introduce ?或, this is . ”或“一”也可以。2 .把陪客(或位卑、年幼者)介绍给主客(或位尊、年高者)，即先说主客的名字，再说陪客的名字。3 .平辈间的聚会，彼此间直呼其名的，可作如下的介绍:“Helen (Green), this is Peter (Brown). M4 .被介绍的男士,彼此之间通常握手为礼。女士彼此之间通常不握手。女士和男士之间，必须由女士先伸出手，男士才可轻握一 下为礼。有些女士不习惯握手,她们不伸手时,也不表示失礼，男士切莫着急。Host:,I * d 1 ike to introduce my boss,.:How
32、do you do?:llow do you(lo?T * in very glad to meet you.:Nice to meet you, too.5 .男士在座而有女客进入时，男士应起立,一直等到那位女士入座或离去时，男士才可恢复入座。如果后进来的男士被主人带到 原先在座的男上们面前一一介绍时，在座的男士也应起立握手为礼。禁忌：1.介绍他人时,避免使用模糊不清的缩略语。2.不能开他人的玩笑或取笑他人。3.不要用手指着某人进行介绍和辨认,这 是不礼貌的行为,可以用叙述或说某人的位置来指认，如:Who s the girl wearing the yel low ski rt?课/时/教
33、/学/详/案第一课时 Section A la1c区1整体设计口教学目标1 .记忆单词 sister, mother, father, parent, brother, grandmother, grandfather, grandparent, fami ly, those, who, these;缩写词 that s, who, s, she, s2 .掌握和运用介绍他人、辨认人物的句型：This is my sister.That s my are my parents.These are my brothers.一Who s she?-She s my sister.3 .能够正确使用
34、指示代词this, that, these, those和疑问代词who引导的特殊疑问句。4 .通过图片学习表示家庭成员的单词,利用图片提供语境进行听力训练,通过两人一组合作角色扮演的方式,在情景交际中练习 介绍人物、辨认他人的句型，提高英语听、说能力。5 .能礼貌地进行人物介绍。U教学内容1 .学会运用表示家庭成员的名词和介绍他人的句型:This is my * s my are my are my parents. 2 .学会辨认他人的句型:Who s she?She, s my sister. 3 .初步学会使用名词的复数和与复数一起搭配的谓语动词。Q,教学重难点1 .正确使用本课时词汇
35、（指示代词，单、复数形式的名词以及谓语动词）和句型表明人物之间的关系。2 .名词的单豆数与谓语动词的搭配一致性的使用。3 .注意英汉之间的思维差异。q I教学思路本课时的教学内容是人教版七年级英语第二单元的第一课时,重点在于引导学生观看图片,理解语境,通过David 一家的图片创 设介绍人物和辨认人物的语境,引入本单元的话题、基本词汇和基本目标语言。以活动引起学生的兴趣、任务，以听和说为主，学习 介绍人物和辨认他人的句型和学习表示家庭成员关系的单词。因此,教师可以符知识目标定为掌握本课时出现的单同，用于介绍人物 的句型和辨认人物的疑问句。情感目标定为培养学生的学习习惯和兴趣，了解英汉的思维差异
36、和学会有礼貌地介绍人物。-1教学准备设计教学PPT,录音机,多媒体,课本插图,相应地表示家庭成员关系的图片，全家福照片等。区1教学过程Step I . Lead inLeading in情景 1 Warming up by greeting and introducing others.T:Good morning/afternoon, boys and girls.Ss:Good morning/afternoon, Mr. /.T:(Show the ID card of Alice in 3a,Unit 1 Section B and ask Ss)What , s her first
37、name?S1:Her first name is Alice.T:What * s her last name?SI:Her last name is Green.T:And what , s her phone number?S2:Tt, s 951-3397.After talking about the ID card,the teacher introduces or asks one student to say:T:This is s my last name is telephone number is 951-3397.In this way, the teacher get
38、s the students to come to the new unit* s learning.设计意图利用复习学过的介绍姓氏、名字和电话号码的句型,轻松进入介绍人物的语境，自然过渡到本单元的新话题.Leading in【情景2】T:(Greet the Hello,everyone!Good morning/afternoon!Ss:Good morn i ng/af ternoon, Mr. /.T: (Make a dialogue with students, ask about his or her names and ask about others names and ph
39、one numbers.) What * s your first name?SI :My first name* s.TiWhat, s your last name?SI:It* s-T:Whal s your telephone number?Then the teacher turns to another student.T:What s his/her name?What s his/her phone number?S2:His name is- /He, s- His phone number is-设计意图.运用日常用语创设语境,利用上一单元所学的询问姓名和电话号码的句型，导
40、入本单元介绍人物的新话题。Step II. New words (la)by showing a photo of a familyT:Ixok at this s a photo of my family. (Point to the persons and teach the new words. )This is is my is my are my brothers.Then the teacher goes to the back of the classroom and points to the picture.T:That, s my s my father and that
41、s my are my brothers.The teacher writes the words on the blackboard and teaches the class to read.teacher writes the topic sentence on the blackboard and gets the class to read it. (la)T:Open your books and read the topic sentence after me. This is my sister. MSs:This is my sister.T:How many people
42、are there in your family?(Write “family“ and teach the word.)The teacher shows the family photo and presents the newwords:mother, father, parents, brother, grandmother, grandfather,grandparents,sister,and friend then writes them on the blackboard and teaches them.:Please read the words in la and loo
43、k at the people in the the words with the people in the picture.Ss read and learn the new words in la, match the words with the people in the picture by themselves and then check their work in class.T:Read the words after me, and this time point to the people in the picture, mother.Ss: (Point to it
44、and read)Mother.The teacher should remind the students of the differences between the two languages.教材解读英汉语言中，家庭成员称谓的不同之处学习英语的时候,要注意有些有趣的语言文化常识。例如，在英语表达中，不管是“迨爸的爸爸(father s father)还是“妈 妈的爸爸“(mother s father),都是同个单词，即:grandpa 爷爷和夕卜公，grandfather 祖父和夕卜祖父；同样,grandma 是“奶奶”(fatherF s mother)和外婆” (motherJ
45、s mother), grandmother 是“祖母”和“夕卜祖母”。另外,brother 是“哥哥 或弟弟“；sister是“姐姐或妹妹”。Keys la:设计意图运用图片教学表示家庭成员的名词，更加形象，运用课本插图感知介绍人物关系的语境有利于学生理解。同时结合 英汉语言文化的差异，让学生准确地学习课时内容。Stcpin. Listening activities(lb)listening, ask the class to read the dialogue in the picture.T:Look at the picture the dialogue in the picture
46、. (Get students to read aloud the dialogue in the picture.)T:Now write the English words next to the persons in the picture.Ss write the words next to the persons in the picture and prepare for the listening.:Listen to the recording, is introducing his the words you hear.Play the recording of the the Ss to perceive the situation of the conversation and pay attention to the words and sentence patterns.