七年级英语上册 Unit 2 This is my sister教案2 (新版)人教新目标版
七年级上册英语Unit 2 This is my sister.教案
Unit 2 This is my sister.一、单元教材分析本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。
教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该掌握对家庭成员的称呼；通过谈论“家庭”的话题，使学生学会并掌握“介绍人物、识别人物”的基本句型，进一步体会一般疑问句的用法，学会运用指示代词介绍人物，学会运用人称代词询问人物。
如：This is my sister。
Is that your brother? These are my parents。
Are those your brothers? 以及Who开头的特殊疑问句，一般疑问及其简单回答；运用名词的复数形式。
能够用英语向朋友介绍自己的家人，从而让他们了解自己的家庭。
二、单元学情分析从教材编排上说本单元是就第一单元认识朋友之后，仍接着学习用英语认知人，而与学生最为熟悉的人就是家庭成员，由了解同学们的名字很自然过度到了解对家庭成员的名字，以及对家庭成员的称呼，对学生们来说比较容易接受。
以前学的your, his, her, my等形容词性物主代词，在本单元中扔是重点学习的任务；但在本单元要接触名词的复数形式，以及be动词的复数形式，且本单元生词较多，因此本单元的学习任务比较艰巨。
三、单元教学建议本单元的学习应通过对人物个性化的描述，识别照片、图片，多媒体展示、真实情景表演等学习策略来掌握家庭成员的表达；学会指示代词、人称代词及Who问句及简单回答。
为学生创设真实的学习情景，让学生以小组形式交流学习，并在课堂上循环训练。
通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人。
四、单元课时分配本单元可用4课时完成教学任务：Section A1 (1a-2d) 用1课时Section A2 (Grammar Focus-3c) 用1课时Section B1 (1a-2c) 用1课时Section B2 (3a-Self Check) 用1课时Section A1 (1a-2d)一、教学目标：1. 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? —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.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。
七年级上册英语 Unit 2 This is my sister
第一课时Unit 2 This is my sister教学设计一、Teaching aims（教学目标）1.知识目标：a)掌握有关家庭成员各名称单词(sister,mother, father, parent, brother, grandmother,grandfather, friend, grandparent, these, those,are )b)熟练运用陈述句(This is / That is....These are/ Those are....)2.能力目标：a)学会用英语简单介绍自己的家庭成员b)学会用英语简单询问他人家庭成员关系3.情感目标：a)通过小组竞赛活动培养学生自主学习与合作精神，增强集体荣誉感。
b) 激发学生热爱家庭。
二、Key points and difficult points（重点、难点）1.学习重点词汇sister ,mother ,father, parent , brother , grandmother ,grandfather , grandparents , family ,these , those ,who2.学习难点：A.学习"用指示代词介绍人或物"的句子结构的复数形式Is this your sister? No , she isn't .This is my friend . These are my friends .B. That is my brother .Those are my brothers .说明：is/are的使用及these/those的用法。
三、教学用具：A tape player, a photo of family四、教学方法：认知法，跟读、朗读法，讲解法。
1五、教学过程（Teaching steps）Step l：1）Warming up and revisionEnjoy an English song called the finger family, do daily greetings as usual.T: Hello, what’s your name?S: My name is …….T: Nice to meet you!S: Nice to meet you, too!2) RevisionT: What’s this in English?S: It’s a /an……..T: How do you spell it?S: ………….Step 2：PresentationShow a picture of the teacher, and then ask and answerT: What’s this in English?S: It’s a picture.T: Yes, this is a picture of my family. Can you see the woman? This is my mother. Read after me , mother ,mother.S: motherTeach other words in this way.Step 3: pre-task21. T: Today I’ll introduce a new friend, then show apicture of a boy to teach new words about familymembers.2. Work on 1a, match the words with the people in thepicture.3. Listening practice: do 1b, first listen and circle thewords, then imitate.4. Look at the picture on p7, ask and answer in pairs. Step 4：while-taskShow Ss some pictures , point at the pictures and tell them like this :This is my father / mother / brother / sister….That's my sister / grandmother / grandfather ….......Then ask the Ss to bring their families' pictures andintroduce people in this way next time .1. Ask and answer2. Ss ask and answer in pairs. Then do 2a.3. Make a short passage about the photo.then do 2b.4. Role-play the conversation about 2d.Thenanswer some questions.Step 5：post-taskDraw a photo of family and write about it, then share with friends.Step6: Sum upTalk about how to introduce people.3Step 7：Homework1. To remember new words about Unit 22. Recite 2d3. Look at Grammar Focus carefully4. Do 3a and 3b5. To bring a photo of family六、板书设计:Unit 2 This is my sister.Period I( Section A 1a—3c）New words:mother father brother sister grandfather grandmother family those these whoImportant sentences:This is my... These are my...That is my… Th ose are my…Who is she/he? She/ He is my...七、教学反思：在本节课的教学中，我引导学生充分发挥自己的积极性，调动学生的参与激情。
七年级上册Unit 2 This is my sisterUnit2教案七年级英语上册
板书设计
What’s your name? My name’s …
课题Байду номын сангаас
Unit2This is my sister.1a-2d.课时：1课时
课 型
课标要求
1、能根据语调和重音理解说话者的意图；2、能听懂有关熟悉话题的谈话，并从中提取信息；3、能与他人沟通信息，合作完成任务。
教材分析
本部分为人教版七年级英语第一单元Section A1a-2c,主要学习name
/nice/meet等单词，学会用What’s your name? My name’s …进行口语交际。
教学重难点
重点:1.学习单词sister/mother/学习新句型：That’s my family. Those are my parents. Who’s she? She’s my sister/.
教学过程
目标和任务
师生活动
设计意图
为什么这样设计
情境导入
教师走到任意一个学生跟前与其交流。
T: I’m Ms.Yu. /I’m Wang Jie. What’s your name? This is Xiao Yu.This is his father.
Step4
1c Role-play the conversation in 1a.
Then talk about the other people in the picture.
训练学生的口语，加深对听力材料的理解。
课堂练习
根据汉语意思完成句子。
①妈妈,这是我的朋友,汤姆。
Mum,my friend, Tom.
听力训练
Step2
1aMatch the words with the people in the picture.
人教版七年级英语上册教案Unit 2This is my sister
人教版七年级英语上册教案Unit 2This is my sister.Language GoalsPeriod 4Section B(2a～Self Check)Period 1 Section A (1a～1c)Teaching important points【教学重点】1.Key words & phrases：mother，father，parent，brothers，grandparent，grandmother，grandfather，sister，family，those，who，oh，these2.Key sentences：These are my brothers.Who's she?She's my sister.That's my family.Those are my parents.Teaching difficult points【教学难点】How to introduce family members correctly.Teaching aids【教具】a tape player，some pictures，CAITeaching procedures and ways【教学过程及方法】★Step Ⅰ Revision and lead－in复习导入1．Free talk：T：Good morning，boy.What is your name?S1：I am Wei Yi.T：Wei Yi，nice to meet you.S1：Nice to meet you，too.T：Well，he is Wei Yi.Who can tell me what his first name is?S2：His first name is Yi.T：Good，and may I know your name?S2：My name is Du Zhiqiang.2．Lead－in：Play a guessing game.T：Everyone has it，everyone loves it and everyone lives in it.What is it?Students：It's our family.T：Today let's come to study Unit 2 This is my sister.★Step Ⅱ Self－studying and guiding自学指导Self－study guide 1：Self－study the new words：mother，father，parents，brothers，grandparents，grandmother，grandfather，sister，friend.You can listen to the tapes to help you pronounce them correctly or ask others for help.Self－study guide 2：Self－study 1a on Page 7 and try to understand it.Questions for thinking：(1)If I want to introduce my mother to others，what should I say？This is my mother or she is my mother?(2)Choose the right answers.________ my parents.(These are，This is)________ my brother.(That is，Those are)The teacher walks around the classroom to watch and help the students study while the students are self－studying.Encourage students to find out their problems in self－studying both in pronunciation and understanding.Time for questions：Discuss the difficulties that most students have and explain the language points that most students can't understand.★Step Ⅲ Check up检查核对Check up 1：Words teaching：Ask a few students to read the new words and help them correct the mistakes in pronunciation if necessary.Check up 2：Ask some students to make a conversation with their partner and see if they can respond correctly.★Step Ⅳ Cooperative inquiry合作探究1．Listening (1b)Listen and circle the words you hear in 1a.Play the recording.Then check the answers.2．Practice in pairsAsk students to practice the conversations above with their partners and make their own conversations.3：Act out：role－playAsk some pairs of students to role－play the conversation in front of the class.Sample：A：This is my family.Those are my parents.B：Who's she?A：She is my sister.B：Who are they?A：They are my grandparents.★Step Ⅴ Practice练习一．单项选择。
人教版七年级英语上册第2单元第一课时教学设计Unit_2_This_is_my_sister
Unit 2 This is my sister.Section A 1a—1c一．The analysis of the text：The text is the first lesson of Unit 2 This is my sister. The topic of this unit is the family. The functions are introducing people and identify people. In the first lesson , students will learn the words of family, such as : mother ,father, parents, grandparents, friends…They also will learn how to introduce their family members to others and identify people. After learning, students are able to use the words of family members correctly and talk about people fluently by using the target languages.二．Teaching goals：Language ability:1.Students will be able to list out the words of family member, such as mother ,father, parents, grandparents, friends…2.Students will be able to use the sentences to introduce the family members and identify people: This/ That is ……These/ Those are……Who is she/he? She/ He is ……Who are they? They are……Learning ability:Students will have the abilities of cooperation ,communication and the language comprehensions by listening ,speaking, reading and writing practice.Thinking quality:Students will get the target language and develop their logical thinking ability by finishing the tasks.Cultural awareness:Students will build up the correct opinion: Love their family and family members . Arouse students ’ learning interests of English.三．Important and difficult points.1.Important points: V ocabulary and target language. Mother, father, parents, grandfather, grandmother, grandparents, sister, bro ther , friends…This/ That is ……These/ Those are……Who is she/he? She/ Heis ……Who are they? They are……2.Difficult points：Can use “This/ That is….These/ Thoseare ….”correctly to introduce people.四：Teaching and learning methods1.The situational teaching method, the activity teaching method and the task –based teaching method.2.The cooperative learning method and communicative learning method.五．Teaching procedures.Step 1 Warming upShow the word “family”, explain the meaning of this word.(Purpose: To know the understanding of each letter, and lead students to show their love to family members.)Step 2 Presentation1.Show the photo of Cindy’s family to learn the new words of family members. ( Purpose: To learn the new words)2. Point at each person in the family to introduce them. For example: This is my mother . That is my grandfather. These are my parents. Those are my grandparents. Who is he ? He is my brother. ( Purpose: Help students to know how to introduce family members) Step 3 Do exercisesDo some exercises to practice the usage of “This/ That is...”“These / Those are...”.Match the words with the people in the picture. (Purpose: To consolidate the words of family members and distinguish “this/ that / these/ those.)Step 4 Listening practice1. Listen and circle the words with the people in the picture. (Purpose :T o train students’ listening skills.)2.After listening , students talk about the people in the picture. (Purpose: To practice the target language)Step 5 Oral practiceUse the target language to introduce your classmates.For example: This is my classmate Lin Fang. These are my friends Wang Tao and Zhang Kai. They are my friends. (Purpose: T o consolidate the usage of “This/ That is...”“These / Those are...”.Step 6 SummaryLet students know what they have learned in this class and make a moral educationStep 7 Homework designUse “This/ That is/He /She is...”“These / Those are...They are...”.to write some sentences to introduce your family members. Blackboard designUnit 2 This is my sister.Section A 1a—1cThis is my sister ./ She is my sister.That is my brother./ He is my brother.These are my parents ./ They are my parents.Those are my grandparents./ They are my grandparents.。
七年级英语上册：Unit-2-This-is-my-sister教案
Unit 2 This is my sister.一、教材分析本单元学习的是学生最熟悉的家庭成员的称谓。
通过介绍照片中的人物，帮助学生学会This/That is… , These/Those are … 以及询问人物的特殊疑问句Who is/are …?本单元生词较多，并且也开始涉及到名词的复数形式，对学生来说有一定的难度。
整个单元的都是围绕照片来谈论介绍人物的。
由最初单一的家人称谓到连贯的句子、到对话、到篇章，充分体现了教材内容的渐进性和层次性，在教师的指导下学生能不断地重复掌握本单元的生词和新句型，从而达到熟练运用所学内容介绍家庭成员的目的。
本单元的教学内容为：1. 学习介绍他人；辨认人物。
2. 学习名词：sister, mother, mom, father, dad, parent, brother, grandmother, grandma, grandfather, grandpa, grandparent, son, daughter, cousin, uncle, aunt, family, day, photo, picture, girl, dog学习动词：have学习代词：these, those, who学习感叹词：well, oh, bye学习副词：here,学习兼类词：next adj.& n.学习介词：of3. 学习词组：in the first photo, in the next photo, two nice photos of my family4. 学习句型：This/That is …These/Those are …Who’s he/she?He/She is …Who are they? They are …Here is/ are …5. 了解句子：Oh, I see.Well, have a good day!Thanks! You too.二、教学目标1.通过本单元的学习，学生能用英语介绍、询问、交流家庭成员。
【人教版】2020七年级英语上册 Unit 2 This is my sister Section B(2a-2c)教案 (新版)人教新目标版
These are……
Here are……
作
业
设
计
1、必做：
1..做绩优学案中第五课 时基础关的1、2、3题。
2.抄写本课所学的新单词。
2、选做：
1.做绩优学案中第五课时能力关的第1、2、3题。
2.做绩优学案中第五课时能力关的第4题，并与同 学练习本节课所学的新的对话。
教
学
反
思
难点
熟练地运用句型：This is……These are ……Here are……进行交际。
教法学法
指导
Audio-lingua l approach听说法、The communicative approach、Task-based language teaching
教具
准备
课件
教学过程提要
环节ห้องสมุดไป่ตู้
学生要解决的问
课
时
教
学
目
标
1.学生通过以前的学习和本节课的口头联系，能够综合运用所学语言介绍他人和辨认人物。
2.通过一些口头和书面练习，学生能够使句子的主谓在人称和数上保持一致关系。
3.通过本节课，学生能够熟练地运用句型：This is……These are……Here are……进行交际。
重点
能够综合运用所学语言介绍他人和辨认人物 ，熟练地运用句型：This is……These ar e……Here are……进行交际。
2.全班学生独立 阅读完文章之后，能够圈出文中出现的人名。
3.老师与学生一起核对答案。
温故奠基
锻炼学生的口头表达能力以及其 语言的综合运用能力
教
学
过
程
新人教版七年级上册英语教案Unit
小结与作业
课堂小结
本课作业
VI.Homework
1.Listenandreadafterthetapeforthirtyminutes.
2.Recitethesentencesinthebubbleof1aandthesentencesin1b..
3.WritedowntheChinesemeaningofthenewwordsandkeysentences,thentranslatethemintoEnglish.
V．Workon3c
Callattentiontothepictureandconversation.Askthreestudentstreadtheconversationastheclasslooksatthepicture.Thendemonstratetheactivitybywritingthenameofyourfather,mother,orafriendontheboard.Askstudentstoguesswhothatpersonis,usingquestionsbeginningwithIshe---?OrIsshe---?SayYes,heisorYes,sheiswhenthestudentguesscorrectly.Thenaskstudentstotaketurnscomingttheboardandwritinganamefortheresttomakeguessabout.
Thisismybrother.Thesearemytwobrothers.Andthat’smysister.
重点难点
Thisismybrother.Thesearemytwobrothers.Andthat’smysister.
七年级英语上册Unit2Thisismysister教案二(新版)人教新目标版
Kate:Nice to meet you,Jane.
Jane:Nice to meet you,too. Are those your parents?
Kate:Yes,they are.
Jane:And who’s he?
Sally:He’s my brother,Paul.
Look,this is my father.The oldwoman is my grandmother.Can you introduce your family members in English? If you can,t,don,t worry,you will be able to do it after this class.
- Who’s he?
- He’s my brother.
-Who’re they?
-They’re my grandparents
六、达标测评
Get Ss finish some exercises and check their answers.
Blackboard
design
Unit2 This is my sister
Unit2 This is my sister
Topic
Unit2 This is my sister
2a, 2b, 2c,2d
Period
Thesecondperiod
Time
Learning o……/That is…...
Those are……/These are…….
四、展示提升
（1）Ask the Ss to practice the conversations in2dwith a partner.Then use their own names to practice instead of the names given.9
人教版七年级英语上册Unit2 This is my sister教案
Unit2 This is my sister.Ⅰ.Analysis of teaching materials：This unit takes the introduction of family members as the topic, briefly introduces the relationship between characters as the function, and uses five dialogues and a short discourse as the carrier to introduce the characters in the photos to help students learn how to This/That is... ,These/Those are... And special questions to ask the characters. There are many new words in this unit, and it starts with the plural form of nouns, which is difficult for students. The whole unit talks about introducing people around photos.Ⅱ．1.Teaching Aims:1. Learn to introduce people; Identify people.2. Learn nouns: sister, mother, mom, father, dad, parent, brother, grandmother, grandma, grandfather, grandpa, grandparent, son, daughter, cousin, uncle, aunt, family, day, photo, picture, girl, dogLearn the verb: haveLearn pronouns: these, those, whoLearn interjections: well, oh, byeLearn adverbs: here,Learn the preposition: of3. Learn phrases: in the first photo, in the next photo, two nice photos of my family4. Learn sentence patterns: This/That is...These/Those are …Who’s he/she? He/She is …Who are they? They are …Here is/ are …5.Understand sentences: Oh, I see.Well, have a good day!Thanks! You too.2.Ability aims:：1. Through the study of this unit, students can introduce, inquire and communicate with family members in English. And be able to think about the relationship between each family member in English. For example, when they see their father's mother, they quickly recognize that it is their grandmother. And you can tell when to use the singular and when to use the plural.2.Through the study of family members, students can think in English and clarify the relationship between family members, so as to stimulate their love for their families.3.Emotional aims:Ss get to know more about each other through the exchange of what they have seen, heard and felt.Ss learn to express their feelings in a better way.Ⅲ．Teaching important and difficult points1. Proficient in the names of family members, able to read, speak and recognize, and use these words to communicate.2. Be able to introduce others by using the words you have learned.Ⅳ．Teaching arrangementsPeriod 1Section A 1a~1cPeriod 2. Section A 2a~ 2dPeriod 3. Section A Grammar Focus~3cPeriod 4. Section B 1a~1ePeriod 5. Section B 2a~2ePeriod 6. 3a~Self checkPeriod 7. Review of Unit 2.Period 8 Unit grammar interpretationPeriod 1 Section A 1a~1cPeriod2 Section A 2a~2cC. le arn “Yes/No” questions and how to answer them；D. pattern：---How do you spell pen? P-E-N.【Ability goals】A. enable the students how to identify possessors;B. enable the students ask and answer the possesstionship in different situations;C. enable the students to identify the tunes;D. train the four skills and the abilities of creations【Moral goals】A. By playing the games of “finding the owners” and “Lost and Found”, I can develop the students to have good moral charactors.B. By doing activities in groups , I can guide the students to have active teamwork with others.Ⅱ.Teaching important and difficult pointsWhen introducing or talking about family members, pay attention to the use of single and plural words in students' oral English.Ⅲ. Teaching ProcedureStep 1 Greeting and lead-inFree talk: Ask Ss the questions: That’s my family.Those are my parents.Who is she?Ss try to answer the questions.Step2. Listening Work on 2aT: Well done! Now let’s play a game. Please look at 2a.Let’s see who is the best in your group.Listen and circle the words you hear.Play the recording and ask students to tick off the family members they hear. If some students cannot complete the listening task after playing the recording, they can play the recording again.Step 3. Listening Work on 2b（1）T: Please turn to Page 8. Look at the words in 2a. Read them aloud.（2）T: Now let’s listen to the recording carefully and circle the words you hear.（3）T: Can you get the answers? Please check the answers.（4）T: Please look at 2b. I’ll play the recording once again, andyou match the words with the people in the picture. （强调match）（5）T: Who is Jenny?S: She is “d”.T: Who’s …?S: …Step 4 Ask and answer questions about the photo in 2b(work on 2c)（1）Teacher points at the picture and practices with the students.T: Please look at the picture again. Who’s she?Period 3 Section A Grammar Focus~3cPeriod4 Section B 1a~1dson and a daughter. I am their daughter. My brother is their son. I am my brother’s sister. My aunt and uncle only has one daughter. She’s my cousin. Step4. Work on 1b1）T: Let’s listen to the recording in 1b. I’ll play the recording once. You only check the words you hear. （If the students can’t hear clearly, play the recording once again.）2) Check the answers and ask some individuals to read the words aloud.Step5. Work on 1c1）T: Look at the two pictures in 1c. Who are they in the first picture? Can you guess?S: They are Grandpa, Grandma, Mum, Dad, Uncle …T: Well done. Can you guess who they are in Picture 2?S: They are Grandma, Mum, Dad and a boy.T: Quite well. One of the pictures is Jiang Tao’s, and the other one is Tom’s. Do you know which one is Jiang Tao’s and which one is Tom’s?S: No.T: Now let’s listen to the recording and find out the answers.2）Play the recording once again for the students to listen and find out the answers.3) Check the answers and play the recording for the students to listen and repeat. Step6. Work on 1d1）Teacher draws a picture of his/her family and friends on the blackboard and introduces the people.2）T: Now you can draw a picture of your family and friends.3) Ask one or two students to show their pictures and tell the class who they are. T: Tim, Can you show me your picture? Who are they? Can you tell me?S: This is my …and These are my …4) T: Now you can tell your partner about your picture.Step7. Summery1）T: Next，please answer my questions.a. How many family words do you know?b. Can you make a family tree about your family?c. What problems do you still have?2）ExercisesFill in the blanks.1. Lucy is a girl. She is her father’s __________.2. Jim is his father’s ____.3. My father’s sister is my ______ .4. Kate’s father’s brother is her _________.5. Tim’s father is my uncle, so Tim is my ________.6. His parents are his ______ and _______.7. My grandparents are my ______ and_________.8. My father has no brothers, and so I haven’t any ________.9. My father has two sisters, and I have two ________.Period5 Section B 2a~2cPeriod6 Section B 3a~self checkPeriod7 Review of Unit 2.Period 8 Unit grammar interpretation 知识点1. 短语归纳：1.have a good day 过得愉快2. a photo of … 的照片3.in the first photo 在第一张照片上4.in my family 在我的家庭里5. the name of …的名字6.a photo of my family 一张我的全家福7.family tree 全家福（家族关系图）8.family photo 全家福2. 必背典句：①That is my family. 那是我的家庭。
新目标英语初一Unit 2 This is my sister.教案
Unit 2 This is my sister.一教材分析本单元是七年级（上）第二单元。
主要是让学生学习家庭成员的英文表达以及确认他人家庭成员的简单句问答。
这是交际中的最基本内容。
对于程度好的学生，可以要求其将介绍内容扩展至描述家庭成员的个人情况以及自己与他们的关系。
本单元还将巩固学习指示代词二、学情分析初一的新生刚进入中学阶段学习，他们对身边的同学还不是很了解，本单元的话题正为他们的加深了解创造了良好的机会，再加上他们希望自己的表现能很快得到同学和老师的认可，所以他们的热情和参与度都比较高。
教师应设法激发他们的学习兴趣并设计各种任务型的课堂活动让学生人人都能参与活动，增强他们的英语学习积极性和学习自信心。
大部分同学对于家庭成员的名称有所了解，如何使学生在已有知识的前提下，掌握本单元的知识并进行提升，是我们在备课中应考虑到的问题。
该年龄段的学生有很强的记忆力和模仿能力，但知识的拓展和运用的能力有待培养。
我们教师要充分利用这一点在教学课本知识的同时，教会学生创造性地使用所学知识运用于实践。
三、教学目标1. 知识目标①学习和掌握家庭成员的英文表达。
②用This is…/These are…/That is…/Those are…，句型确认人物。
③用Who’s she/he? ;Who are they ? He’s my brother. They are my grandparents.句型辨认人物。
2.能力目标①学会向他们介绍自己的家庭成员。
②能向他人询问、确认对方的家庭成员。
③能对自己家人的个人情况进行描述。
3.情感目标通过一系列的任务活动，鼓舞学生积极参与活动和积极学习英语，增加了学生用英语表达的自信。
四、教学重点和难点1. 重点：①家庭成员的名称。
②询问、确定他人家庭成员的句型。
2.难点: 利用所学单词与句型进行简单交际和写作。
五．课时划分第一课时（Page7--- Page8 , 1a, 1b, 1c / 2a, 2b, 2c）学生了解家庭成员的英文表达。
七年级英语上册Unit2Thisismysister学案新
Unit 2 This is my sister【学习目标】1.会读及运用以下新单词： sister, mother, father, pare nt, brother, grandmother,gran dfather, gran dpare nt, family, those, who, they, these. 2.介绍家庭成员。
【重难点预测】利用所学句型介绍自己的家人。
【新知导学】 一 Who is she?一 She is my sister, Kate. 一 Who are they? 一 They are my parents. 【自主预习】1. 请同学们先认真阅读学习目标，然后仔细研读课本P7-8 (1a — 2c)，看完后将所学到 的东西进行归纳，画出重要知识点，用红笔做好疑难标记。
2. 试着读一读单词表中本课时的新单词(或词组)，将不会的单词圈出来，然后通过听磁带或求助于其他等方式将单词读准、读熟。
3. 写出下列词的完全形式或缩写形式。
that ' s= ___________ who' re= _____________________________ they are= ___________ who is= _________________you are= ___________ he ' s= ____________________________ 4. 根据例题写出下列名词的复数形式。
如有困难，可参照课本P78。
⑴ pen cil — pen cilsegg — brother — sister —(2) class — classesbus — watch — box —(3) city — citiesfamily — baby (4) boy__boysday __ toy 5.翻译词组，试试看。
二I 哥哥三个家庭 ______________你能根据上面4、5题，总结出名词变复数的规律吗?一支铅笔 a pencil_______________ 三支铅笔 three pencils __________五把尺子______________四支钢笔______________一支钢笔 _______________ 八个盒子 ______________6. 根据汉语翻译下列词组。
最新人教版七年级上册英语同步单元教案Unit 2
Unit 2This is my sister.2. 引导学生用This is . . . That is. . . 来回答识的学习做到了词不离句, 更好地提高语言学习效率。
续表students role- play theconversation in front ofthe class.续表my mother are .A. sistersB. brotherC. brothers(B)3. —Are these your grandparents?—Yes, are.A. theseB. theyC. those (C)4. —that boy? —He’s my friend Jack.A. IsB. What’sC. Who’s (A)5. Look! That’smy . Those are my parents.A. familyB. brothersC. friends二、用括号中所给单词的适当形式填空1. Lucy, Mary and Linda are my good friends (friend).2. Look at the photo. Those are my grandparents 等的掌握情况。
(grandparent).3. Is this (these) your sister?4. They are (be) my father and mother.5. Mr. Black has (有) three brothers (brother).三、连词成句1. my, is, Bill, This, friend, (. )This is my friend, Bill.2. parents, these, your, Are, (?)Are these your parents?3. day, a, good, Have, (!) Have a good day!4. are, grandparents, Those, his, (. )Those are his grandparents. 5. is, she, Who, (?)Who is she?四、根据短文大意和首字母提示补全单词。
七年级上册英语教案Unit 2 This is my sister
Unit 2 This is my sister.一、教学目标：1. 学习和掌握句型"This is my sister."的用法和意义。
2. 培养学生描述家庭成员的能力。
3. 提高学生的口语表达和交际能力。
二、教学步骤：引入（时长：5分钟）：通过展示一张家庭照片或使用幻灯片引入课程。
提问学生关于家庭成员的问题，如"Who is this?"或"Who is in the picture?"，以激发学生的思考和参与度。
鼓励学生用英语回答问题，并引导他们使用简单的句型和词汇。
三、教学主体（时长：20分钟）：使用幻灯片或教具来介绍句型"This is my sister."的用法和意义。
示范正确的句子结构和发音，并鼓励学生跟读和模仿。
通过展示家庭成员的图片或实物，让学生观察并描述家庭成员。
引导学生使用句型"This is my sister."来描述家庭成员，并解释句子的意义和用法。
鼓励学生用完整的句子回答问题。
接下来，引导学生进行对话练习。
学生可以分成小组，互相介绍自己的家庭成员，并进行对话交流。
提供一些问题和情境，如"Who is this?"或"Who is your brother?"，以帮助学生更好地运用所学的句型和词汇。
四、巩固与拓展（时长：15分钟）：设计一些练习活动来巩固学生对句型"This is my sister."的理解和运用能力。
例如，让学生进行角色扮演，模拟真实的家庭成员介绍场景。
组织学生进行小组活动，让他们在实际交流中运用所学的句型和词汇。
鼓励学生描述其他家庭成员，并与同伴分享。
引入其他家庭成员的描述句型，如"This is my brother."或"This is my mother."，展示相关的图片或实物，并问学生相关问题。
河南省鹤壁市鹤山区实验中学七年级英语上册Unit2ThisismysisterSectionA(2a,3a-3c)教案(新版)人教新目
Unit 2 This is my sister要求学会以下句式：(1) That’s… …(2) ---Is he/she… …---Yes, he/she is.(No, he/she isn’t.)1．要求掌握以下词汇：she, he3. 要求掌握以下缩写：he’s=he is, she’s=she is(上述句式、词汇和缩写应在第二课中出现过，在本课中作为重点可渗透到课堂各个活动中，加深学生对所学知识的印象，使之能被更灵活地运用。
)Difficulties（难点）：学习含有be动词的一般疑问句的句式及其回答。
Teaching steps（教学步骤）Array 1.Warming-up and revision（课堂热身和复习）(1)Daily greetings to the students（日常问候）T: How are you today?1How are your parents / grandparents ---?S: He/She is…T: What’s your name, please?S: I am (My name is) …T: (to the whole class) So that’s (2)(2) Revision （复习） Work on 2a (完成P14-2a)T: Now, please open your books, and turn to page 14.Look at 1a. I will play a recording. Listen carefully and circle the words you hear. I will play it twice 3. The first time you just need listen. You can finish this part at the second time. T: Now, let’s check the answer. S: ---T: You are right. Thank you.2. PresentationT: Now, let’s play a guessing Can you guess how old I am? 4 S: Are you twenty-seven? 5T: NO, I am a little older. S: Are you twenty-eight?T: Yes, you are so clever.(学生可能回有不同的回答， 老师根据学生回答给出多种评价。
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Unit 2 This is my sister单元整体说明单元教材分析本单元主要通过谈论“家庭”的话题，学习“介绍人物、识别人物”，学生学会基本句型Is this/that your /her /his sister? Yes, it is/ No, it isn’t．进一步体会一般疑问句的用法；学会运用指示代词“This /That is my/your /her /his friend. These/Those are my/your /her/his friends.”介绍人物, 学会运用人称代词询问人物Is he/she your sister /brother?。
通过以上几个方面的学习, 使学生能够以写信谈论照片、画Family tree的方式来了解家庭成员，学会用英语介绍、识别不同的家庭成员；既能促使学生丁解自己的家庭成员，增进家庭和睦，又能促进学生彼此之间的了解，增进友谊。
本单元与第四单元衔接紧密：由本单元人物名词的单复数的学习过渡到第四单元的物品名词的单复数的学习井讨论“Where are the things?”。
单元知识系统（树）Is this/that your/ her//his sister? Yes, it is. No, it isn't.Are these/those your/her/his sisters? Yes, they are. No, they aren’t.Is he/she your sister/brother? Yes, they are. No, they aren’t.Are they your/her/his sister? Yes, they are. No, they aren’t.单元总体目标用Personalizing memorizing的学习策略，引导学生学习“介绍人物、识别人物”，进一步体会一般疑问句的用法，学会运用指示代词、人称代伺，培养口语交际的目标，增进家庭和睦，促进学生彼此之间的了解，增进友谊。
单元学情分析本单元的主题是不学习“介绍人物、识别人物”，运用Personalizing 和Memorizing的学习策略，使学生能够以写信、谈论照片、画“Family tree”的方式来了解家庭成员，增进家庭和睦，又能促进学生彼此之间的了解，增进友谊。
单元教学建议采用Personalizing Memorizing和Role playing的学习策略，利用教学图片和制作多媒体课件展开课堂pair work, group work口语交际活动，引导学生学习“介绍人物、识别人物”，进一步体会一般疑问句有用法，学会运用指示代词、人称代词。
单元课时分配本单元用3课时教学Section A用1课时Section B部分用1课时Self check及阅读部分用1课时Section A教学内容Section A教学目标知识与能力Section A主要通过谈论“家庭”的话题，使学生学会“介绍人物、识别人物”的基本句型“Is this/that your/her/his sister? Yes, it is. No, it isn’t.”，进一步体会疑问句的用法；学会运用指示代词“This/That is my/your/her/his friend. These/Those are my/your/her/his friends.”介绍人物，学会运用人称代词询问人物。
培养识别、判断能力。
过程与方法采用personalizing和Memorizing的学习策略, 利用教学图片和制作多媒体课件来展开课堂Pair work, Group work口语交际活动, 引导学生学习“介绍人物、识别人物”，进一步体会一般疑问句的用法，学会运用指示代词、人称代饲。
情感态度价值观教师准备制作la部分的插图和人物对话的课件，或自己准备一幅全家福照片（最好是三代同堂），人物以动画片的形式呈现，将听力部分的内容插人，使学生学会“介绍人物、识别人物”的基本句型；同时复习单词father mother boy girl brother this that your his her friend, 学习词汇parents grandfather grandmother grandparents sister these those he she they son daughter学生准备复习单词father mother boy girl brother this that your his her friend, 学会“介绍人物、识别人物”的基本句型及personalizing和memorizing的学习策略。
教学步骤(1课时）一、第一教学环节：情境导入二、第二教学环节：师生互动三、第三教学环节：操练、巩固本课总结Section A的主要内容是：学习家庭人员的称呼名词:mother father parent sister brother grandfather grandmother grandparents friend；指示代词this that these those的用法；主格人称代词I he she they 的用法；名词复数形式的构成和用法；复习Yes/No问句及其简单回答。
板书设计Unit 2 This is my sister.Section AWords: parents grandfather grandmother grandparents sister these those he she they son daughter Drills: Is this/that your/her/his sister? Yes, it is. No, it isn’t.This/That is my/your/her/his friend. These/Those are my/your/her/his friends. Grammar: Is this/that …? Yes, it is. No, it isn’t.This is…. That is ….These are …. Those are ….问题探究与拓展活动介绍自己的家庭（向同学或朋友）：到同学或朋友家里去拜访，和同学或朋友一起欣赏影集。
在介绍自己家庭的时候，便会运用所学的句型：This/That is my… He/She is my … These/Those are my … They’re my …；教师也可让学生把照片带到课堂上进行介绍，然后让其他同学进行转述，又可练习所学过的句型：This/That is his/her … He/She is his/her … These /Those are his/her … They are his/her …。
练习设计随堂练习设计写出下列句子的复数形式。
1. This is my friend.__________________________2. That is his parent. __________________________3. Is she your sister?_____________________4. Is this a photo? ________________________5. No, she isn’t. ___________________________Keys:1. These are my friends. 2. Those are his parents. 3. Are they your sisters 4. Are these photos 5. No, they aren’t.个性练习设计学会用英文称呼家庭成员：这一活动可设计为一个小组活动，通过此项活动不仅帮助学生学会爸爸、妈妈、爷爷、奶奶等家庭成员的英语表达方式，而且帮助学生学会更多的家家庭成员的名称。
教师可先让学生在家里学着用英语叫爸爸、妈妈、爷爷、奶奶，然后想一想家庭成员还有谁，用英语怎样说？再让学生带一张自己的全家福照片或自己画的一幅照片，向全班同学介绍自己的家庭，学习和巩固家庭成员的称呼表达法；教师可准备一幅成员比较多的全家福照片，让学生进行介绍，学习所有的家庭成员称呼表达法Section B教学内容Section B教学目标知识与能力通过对家谱的了解使学生掌握家庭成员的称呼，并学习如何写介绍家人的短信。
这一任务是前面所学的介绍家人的任务的升华，是将口语转化为书面语。
先填写家庭树，复习有关的单词；再通过照片（自己的或同学、朋友的）让学生谈论，介绍照片上的人物；最后让他们将介绍的文字记录下来，便形成了短信。
过程与方法采用Personalizing Memorizing和Role playing的学习策略，先是复习介绍家庭成员的名词；然后谈论照片，复习“介绍家人”的有关句型；再是阅读有关介绍家人的短信，掌握写信的基本格式和方法；最后是让学生自己根据照片学写短信。
情感态度价值观通过写作练习，为自己或同学的全家福照片写一个介绍，运用所学知识；然后互相交流，取长补短。
教学重、难点及教学突破重点复习词汇father mother boy girl brother this that you’re his her friend学习词汇parents grandfather grandmother grandparents sister brother these those he she they son daughter cousin aunt uncle great photo love soon very much教学突破先填写家庭树，复习有关的单词，再通过照片〔自己的或同学、朋友的）让学生谈论，介绍照片上的人物；最后让他们将介绍的文字记录下来，便形成了短文。
教学准备教师准备设计家庭树，让学生填写并复习有关的单词，然后谈论照片，复习“介绍家人”的有关句型，最后是让学生自己根据照片学写短信。
学生准备通过对家谱的了解，掌握家庭成员的称呼并学习如何写介绍家人的短信及设计自己的Family Tree.教学步骤(2课时)一、第一教学环节：情景创设，导入新课二、第二教学环节：师生互动，学习探究本课总结复习指示代词：this, that, these, those的用法；复习主格物主代词；I, he, she. They的用法；复习Yes/No文具极其简单回答；复习和巩固名词复数形式的构成和用法；学习书写英文信件并能用书信介绍自己的家庭。
板书设计Unit 2 This is my sisterSection BWords: parents grandfather grandmother grandparents sister these those he she they son daughter cousin aunt uncle great photo love soon very muchDrills: Thanks for …. This is…. That is…. These are ….Grammar: this, that, these, those, I, he, she, they问题探究与拓展活动．如何书写英文书信：英文书信是一种使用十分广泛的应用文，是学生必须要掌握的知识和技能。