人教版七年级英语上册Unit 2教案

Unit 2 This is my sister.
3.注意英汉思维方式的差异,鼓励学生多进行口语训练。

容进行练习和测评。

1.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/that和these/those在介绍人物时的句型,注意主语与谓语动词的一致性。

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。

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who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,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一致,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己的家庭成员,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呼。

第一课时:Section A 1a-1c
第二课时:Section A 2a-3c
第三课时:Section B 1a-2c
第四课时:Section B 3a-Self Check
三、名词的复数形式。

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,因为这表示女士为尊,如:“Mrs.Green,may I introduce Mr.Brown?”或“Mrs.Green,this is Mr.Brown.”或“Mrs.Green,Mr.Brown.”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).”
4.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:Mrs.Green,I’d like to introduce my boss,Mr.Brown.
Mrs.Green:How do you do?
Mr.Brown:How do you do?I’m very glad to meet you.
Mrs.Green: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士们面前一一介绍时,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 yellow skirt?
第一课时Section A 1a—1c
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’s。

2.掌握和运用介绍他人、辨认人物的句型:
This is my sister.
That’s my family.Those are my parents.
These are my brothers.
—Who’s she?
—She’s my sister.
3.能够正确使用指示代词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。

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 sister.That’s my family.These are my brothers.Those 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。

1.正确使用本课时词汇(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.名词的单复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。

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,教师可以将知识目标定为掌握本课时出现的单词,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和学会有礼貌地介绍人物。

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。

StepⅠ.Lead in
Leading in 【情景1】
Warming up by greeting and introducing others.
T:Good morning/afternoon,boys and girls.
Ss:Good morning/afternoon,Mr./Ms.XX.
T:(Show the ID card of Alice in 3a,Unit 1 Section B and ask Ss)What’s her first name?
S1:Her first name is Alice.
T:What’s her last name?
S1:Her last name is Green.
T:And what’s her phone number?
S2:It’s 951-3397.
After talking about the ID card,the teacher introduces or asks one student to say:
T:This is Alice.She’s my friend.Her last name is Green.Her telephone number is 951-3397.
In this way,the teacher gets 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 class.Say)Hello,everyone!Good morning/afternoon!
Ss:Good morning/afternoon,Mr./Ms.XX.
T:(Make a dialogue with students,ask about his or her names and ask about others’ names and phone numbers.)What’s your first name?
S1:My first name’s
…
T:What’s your last name?
S1:It’s
…
T:What’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,导入本单元介绍人物的新话题。

StepⅡ.New words (1a)
1.Presentation by showing a photo of a family
T:Look at this photo.It’s a photo of my family.(Point to the persons and teach the new words.)This is me.This is my father.This is my mother.These are my brothers.
Then the teacher goes to the back of the classroom and points to the picture.
T:That’s my family.That’s my father and that’s my mother.Those are my brothers.
The teacher writes the words on the blackboard and teaches the class to read.
2.The teacher writes the topic sentence on the blackboard and gets the class to read it.(1a)
T:Open your books and read the topic sentence after me.“This is my sister.”
Ss:This is my sister.
T:How many people are there in your family?(Write “family” and teach the word.)
The teacher shows the family photo and presents the new
words:mother,father,parents,brother,grandmother,grandfather,grandparents,sis ter,and friend then writes them on the blackboard and teaches them.
3.T:Please read the words in 1a and look at the people in the picture.Match the words with the people in the picture.
Ss read and learn the new words in 1a,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,e.g,mother.
Ss:(Point to it and read)Mother.
The teacher should remind the students of the differences between the two
[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。

StepⅢ.Listening activities(1b)
1.Before listening,ask the class to read the dialogue in the picture.
T:Look at the picture again.Read the dialogue in the picture.(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.
2.T:Listen to the recording,please.David is introducing his family.Circle the words you hear.
Play the recording of the conversation.Get the Ss to perceive the situation of the conversation and pay attention to the words and sentence patterns.
T:Which words do you circle?
Ss:Parents,brothers,grandparents and sister.(If the Ss can’t answer,play the tape again.)
3.Play the conversation again and ask the students to focus on the demonstrative pronouns:this,that,these and those.
T:Now listen again.How does he introduce his family?
Play the tape for Ss to find the answers.The teacher writes the sentences
in two columns,“introducing people” and “identifying people”.(This is
…That’s
…
These are
…Those are
…
)(Who’s she?She’s my sister.)
T:This time,I play the tape for you to read aloud the dialogue.
Ss:Yes.(Ss listen and repeat the dialogue.)
Write and explain “how to introduce people” and “how to identify people”.Point to the differences between Chinese and English.Tell the Ss to pay attention to:that’s=that is,who’s=who is,she’s=she is.But there are no abbreviated forms for “this is”,“these are” and “those are”.
After that the teacher should emphasize something important and difficult
[设计意图]运用课本插图做语境,做听力训练时先整体感知,了解词汇,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,又能从中学会语言表达。

StepⅣ.Post-listening Activities
After listening to the conversation,ask the class to read it aloud.
T:Now please read the conversation in 1c.You may identify the people in the picture as you are reading.
Ss read aloud the conversation.Then practice the conversation.
T:Now,in pairs,talk about David’s family.Don’t read the sentences in 1c but only look at the picture.Saying:
This is David’s/his
…That’s his
…
Or:
These/Those are his
…
A:That’s David’s family.Those are his parents.
B:Who’s she?
A:She’s David’s sister.And those are his grandparents.
Ss practice talking about David’s family in pairs and in small groups.Then 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,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。

StepⅤ.Exercise
Ⅰ.翻译单词
1.家庭
2.(外)祖母
3.母亲
4.兄,弟
5.姐,妹
6.(外)祖父
7.父亲 8.父母,双亲
9.这些 10.那些
Ⅱ.选词填空
1.This (is,am,are)my sister.
2.Those are my (friend,friends,brother).
3. (This,That,These)are his grandparents.
4. (Who,Who’s,Who’re)he?
【Keys】Ⅰ.1.family 2.grandmother 3.mother 4.brother 5.sister
6.grandfather
7.father
8.parents
9.these 10.those
Ⅱ.1.is 2.friends 3.These 4.Who’s
[设计意图]以学评教、强化落实。

当堂检测本节重点内容,进而进行评价。

StepⅥ.Homework
1.Practice introducing people and identifying people with your group members after class.
2.Copy 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。

mother,father,parent(s) This is
…
brother(s),sister, That’s
…
grandmother,grandfather These are
…
grandparent(s) Those are
…
family —Who’s she?
this,that —She’s my sister.
these,those 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)
【基础训练】
Ⅰ.要点词汇
根据句意及首字母提示补全单词
1.These are my mother and father,my dear p .
2.My g is my mother’s father or(或者)my father’s father.
3.That’s my grandmother.She is my mother’s m .
4.Five people are in my f .
5.They are her good f .
Ⅱ.翻译短语
6.他的一家人
7.我的兄弟姐妹们
8.她的爷爷奶奶
9.这些朋友
10.那些父母们
Ⅲ.根据汉语意思完成句子
11.这是我的妹妹海伦。

my ,Helen.
12.那位是他的女儿。

daughter.
13.—她是谁呀?
—她是辛迪。

—she?
— Cindy.
14.—那些是你的父母吗?
—是的,他们是。

—your ?
—,they are.
15.—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
1.This my brother,Bill.
A.is
B.are
C.am
D.it’s
2. my friends.
A.He is
B.Those are
C.It is
D.These is
3.—Are these your grandparents?
—No, .
A.they are
B.they aren’t
C.they’re
D.those are not
4.—he?
—He’s my brother.
A.Who’s
B.Who’re
C.How’s
D.What’s
5.That girl is Zhao Xin. is my sister.
A.She
B.Her
C.Him
D.He
Ⅱ.补全对话
A:Good evening,Jane.
B: 6 ,Sally.How are you?
A:Fine,thanks. 7
B:Fine,e and meet my family. 8
A:Oh,good evening,Mrs.Smith.Nice to meet you.
C: 9
B: 10
【基础训练】
Ⅰ.1.parents 2.grandfather 3.mother 4.family 5.friends
Ⅱ.6.his family 7.my brothers and sisters 8.her grandparents 9.these friends 10.those parents
Ⅲ.11.This is,sister 12.That is his 13.Who is,She’s14.Are
those,parents,Yes 15.Who’re,They’re
【综合运用】
Ⅰ.1.A 2.B 3.B 4.A 5.A
Ⅱ.6.B7.C 8.E 9.A 10.F
第二课时Section A 2a—3c
1.记忆单词 they,well,have,day,bye (goodbye);短语 have a good day;缩写词who’re,they’re。

2.学会运用介绍人物、辨认他人的句型和祝愿语:
—Who’s he/she?
—He’s/She’s
…
—Who’re they?
—They’re
…
—Are these/those your parents?
—Yes,they are/No,they aren’t.
—Have a good day!
—Thanks.You,too.
3.能够使用人称代词he,she和 they。

4.通过听力训练,两人一组口语练习和角色扮演的方式,在情景交际中练习语言点,提高英语听说能力。

用图片创设真实的语境进行英语练习。

5.能够在语言的学习活动中学到礼节。

1.复习、运用介绍人物和辨认他人的英语:This is
…,That’s
…
,These are
…
,Those
are
…Who’s
…
?等,复习、运用打招呼的问候语:Nice to meet you!学习表示祝愿的英语:
Have a good day!You,too.以及其他日常用语,如:I see.Well
…
,Oh.等。

2.拓展学习Who’re
…?Is this/that
…
?Is he/she
…
?Are these/those
…
?
3.总结be动词与单复数形式的主语搭配,以及who开头的特殊疑问句的构成及回答。

1.正确使用指示代词和人称代词来代指单、复数人物。

2.be动词与单复数形式主语的正确搭配使用,who’s,who’re问句及其回答。

本课时的教学内容是人教版七年级英语第二单元的第二课时,重点在于引导学生利
用图片创设的语境,相互间介绍、辨认人物。

以口语和听力活动引起学生的兴趣,以任务激发学生学习、练习目标语言,总结本单元的重点词汇和句型。

因此,教师可以将知识目标定为掌握本课时新出现的单词,掌握询问和回答图片中人物的一般疑问句和who开头的特殊疑问句句型。

情感目标定为培养学生的学习习惯和兴趣,学会介绍人物和询问人物关系的礼节。

设计教学PPT,录音机,多媒体,相应的插图,3b部分用于拼成句子的单词卡。

StepⅠ.Lead in
Leading in 【情景1】
Warming up by talking about the people in 1a.
T:Good morning/afternoon,boys and girls.
Ss:Good morning/afternoon,Mr./Ms.XX.
T:(Show the picture in 1a.Read the words and ask Ss to role play.)In pairs,one plays A and the other plays B.(Then ask two pairs to act out their dialogues in class.)
A:That’s my family.Those are my parents.
B:Who’s she?
A:She’s my sister.
B:And who’re these?
A:They are my brothers.
Ask the class to recite the conversation.And then the teacher repeats the target languages.
[设计意图]通过复习已学过的对话,进入语境,利用图片信息引导学生练习对话,
教师简要总结,让学生熟知目标语言。

为下一步的扩展练习做准备。

Leading in 【情景2】
Warming up by talking about their own photos,using target languages.
T:Hello,everyone!Good morning/afternoon!
Ss:Good morning/afternoon,Mr./Ms.XX.
T:Let’s review the words about your family.Who’s this?(Point to the person in the photo.)
Ss:Mother.
T:Can you spell it?
Ss:Yes.M-O-T-H-E-R.
Review other words.
T:How can we introduce people?
Ss:This is
…That’s
…
These are
…
Those are
…
T:We don’t know the person.
Ss:Who’s he/she?
The teacher helps the students to review the sentence patterns and then asks them to practice asking about their family.
T:Now use your own family photos to make up dialogues.
[设计意图]通过复习所学的单词,总结介绍人物、辨认人物的句子,要求学生运用真实的家庭照片,复习、练习目标语言,为后面部分的扩展学习和训练做准备。

StepⅡ.Listening (2a-2b)
1.Before listening
T:Please look at the words in the box.Please read them.
Ask three students to read the words.
T:Now close your books and spell these words.Parents.
Ss:P-A-R-E-N-T-S.
The teacher writes the word on the blackboard and then the next word.
2.Listening activities.
T:Listen to the conversation.Cindy is introducing her family photo.Please listen to the tape and circle the words you hear.One student comes to the blackboard and circles the words on the blackboard.
Play the tape and get the students to listen to the conversation and finish the task.
Then ask if they have circled all the words in the recording.(Finish the task in 2a.)
3.(2b)Look at the picture in 2b.Who are these people?Can you write the words next to them?(Ss try to do it.)Now listen to the recording again.This time pay attention to their names.Read these names in 2b before listening.
Ss read the names.The teacher plays the tape again.And check the students’work,by asking:
T:What’s Cindy’s mother’s name?
S1:Jenny.
T:What’s her father’s name?
S2:Tom.
T:Is Mary her sister?
S3:Yes,she is.
T:Who’s Jack/Linda etc.?(Get the students to answer to see how well they have done.)
4.After listening
T:Now let’s repeat the dialogue.You should follow the teacher’s pronunciation and intonation.
Ss repeat after the tape.The teacher corrects some pronunciation problems,such as,father and mother,who’s,she’s,who’re and they’re.
2b:1.d 2.c 3.a 4.b 5.e 6.f
[设计意图]学生在听力练习前,复习目标词汇,明确听力任务,扫除生词障碍,然后再进行听力的相应活动,层层递进,由易到难,训练到位。

听力的练习之后,设计一些问题,可以帮助学生理解和记忆,提高学习兴趣。

StepⅢ.Pair work(2c)
The teacher asks some questions and gets students to answer as a model.Then ask the class to ask and answer.
T:Now let’s talk about these people.S1,look at this.Who’s she?
S1:She’s Cindy.
T:Who’s he?
S2:He’s her father.(The teacher may ask:“Who’s this/that?” and “Who’re these/those?”)
T:Work in pairs.Practice asking and answering.
[设计意图]培养学生的积极主动性和大胆说英语的能力,同时要求注意语音、语调和说话的语气。

StepⅣ.Reading and role-playing (2d)
1.Ask Ss to read the dialogue in 2d and write the names of the persons in the picture.
T:Open your books and read the conversation in 2d.Sally,Jane and Kate are talking about their families.Read their introductions.Can you write their names of the people in the picture?You can help each other when meeting with any problems.
Ss read and learn the meanings of the sentences.The teacher should explain some words,phrases and sentences,such as,I see.Have a good day!You,too.
The teacher reminds the students that they should learn to say the sentences in the correct and proper intonation and learn the liaisons in a group.Such as,this Also,tell the students that the words “well” and “oh” are
is,have a
…
interjections.
T:Now open your books.(2d) S1,2&3 read the dialogue,please.
Ask three students to read aloud.
3.T:Now,let’s role play the dialogue.I play Kate.Boys play Sally and girls play Jane.At this stage,you can read the sentences.
Ss and the T role play it.Then get the Ss to practice in groups of three until they can say the conversation without the book.
T:Let’s see who can speak like a real English speaker.(Get two groups to
对话,一步步培养学生的口头表达和阅读理解能力。

要求模仿英语说话者的语音、语调,学会连读,使学生在趣味中掌握对话。

StepⅤ.Grammar Focus
1.T:Now let’s sum up the expressions in 2d.(Play the PPT and get the students to read them aloud.)Please read the grammar.
2.T:(After reading the grammar,saying)OK.Please tell me how to introduce people.
Ss:This is my father.That’s my mother.These are my friends.Those are his sisters.(The teacher helps the students to sum up the sentences.And write them on the blackboard.)
T:How do we ask about people?
Ss:Who’s he/she? He’s my brother./She’s my sister.
T:And?
Ss:Who’re they?They’re my grandparents.
T:Yes.These are questions to identify people.Now please read these after me.Pay attention to:that’s,they’re,who’s,who’re.(Teach the students to read these.)
The teacher writes the sentences on the blackboard and simply explains how to introduce people and identify people.
Tell the Ss to pay attention to:that’s=that is,who’s=who is,the y’re=they are.
[设计意图]通过本单元的语言材料,帮助学生总结英语语法要点,要求学生说出的句子不一定是语法框内的句子,然后再对重点内容精解精析,帮助学生学习掌握。

StepⅥ.Practice (3a)
T:Now,let’s do some exercises to see how well we have learned.
T:Look at 3a.Some words are missed in the conversation.Can you please help to fill them in?
Let them work by themselves.Then ask two students to read out their work.Let other students help to correct the mistakes if any.
T:S1 and S2,please read the conversation to the class.Others listen and see if there are any mistakes.
The two students do it.The teacher helps them with the pronunciation and intonation.
【Keys】3a:A:That is my family.That’s my mother.
B:Who’s (Who is) he?
A:He’s (He is) my father.
B:Who’s she?
A:She’s my sister.
B:And who’re (who are) they?
A:They’re (They are) my grandparents.
[设计意图]通过前面的用法总结,让学生自己完成填空任务,再口头说出来,在此
基础上要求学生运用知识介绍自己的家庭照片,使知识得到巩固。

StepⅦ.Practice (3b)
1.Before the students make sentences with the words,the teacher shows the picture and gets them to make sure who the people are in the picture.
T:Look at the people in the picture.Who is this little girl?Who’re the people in the sofa?
Ss:She is my sister./They’re my grandparents,etc.
2.T:Please work with your partners.You should say “is” or “are”correctly.Pay attention to the people close to us and farther away from us.
(Get the students to finish the task.Then ask some students to say the sentences in class.like this:)
?
Are these/those your
…
Is this/that your
?
…
This is my brother/sister/father/mother.
These are my parents.
That is my brother/grandfather/grandmother.
Those are my grandparents.
【Keys】3b:Answers will vary.Sample answers:
Are these/those your
…
?
Is this/that your
…
?
This is my brother/sister/father/mother.
These are my parents.
That is my brother/grandfather/grandmother.
Those are my grandparents.
[设计意图]自主完成任务,让学生有思考和消化的时间,教师给予适当的提示,从
说到书写进行有效的训练。

StepⅧ.A game
1.Divide the class into groups of four.Each member shows his/her family photo.Others ask about the people in it.
T:Now,in groups,show your family photos and others ask questions.
S1:Who’s she?
S2:She’s my grandmother.
T:Use this/that and these/those correctly.
Students practice in groups.The teacher goes round them and gives help when necessary.Then T takes some photos and asks the class.
T:Who’s he/she? Who’re they?
Get the class to answer,“He’s
…
’s father.”
[设计意图]这是一个听、记、说的综合练习,帮助学生记忆听力的内容,正确使用单复数代词和相应的动词形式,让学生多听多说,培养语感。

StepⅨ.Summary and Assignment
T:In this class,we must learn how to introduce and identify people.(Show the language points.)
This is
…That’s (That is)
…
These are
…Those are
…
Who’s (Who is)he/she? He’s/She’s
…
Who’re (Who are)
…
?
They’re (They are)
…
Exercise
Ⅰ.要点词汇
写出下面单词的复数形式
1.this—
2.that—
3.it—
4.he—
5.she —
6.brother—
7.sister— 8.parent—
9.grandparent— 10.friend—
Ⅱ.选词填空
1. (This,These,They)is my friend Jane.
2. (That’s,This,Those)my grandfather.
3.These (is,am,are)your brothers.
4.Are (that,those,he)your parents?
5.—(Who’s,Who’re,Who is)the boys?
—They’re his friends.
【Keys】Ⅰ.1.these 2.those 3.they 4.they 5.they 6.brothers
7.sisters 8.parents
9.grandparents 10.friends
Ⅱ.1.This 2.That’s 3.are 4.those 5.Who’re
[设计意图]学习与总结基础知识,当堂检测本节语法内容,帮助学生掌握语法要点。

StepⅩ.Homework
1.Review the grammar and make conversations with your classmates.
2.Write the conversation in 3b on the exercise-books.
[设计意图]口头、书面练习和语法综合知识练习相结合,注重语言知识的操练。

parents,mother,father, This is
…Who’s/Who is
…
?
He’s/She’s
…
sister,brother, That’s/That is
…Who’re/Who are
…
? They’re
…
grandmother,grandfather, These are
…Are these
…
?
friend,grandparents Those are
…Are those
…
?
I see. Is he/she
…
?
Have a good day!
You,too.The same to you.
that’s,who’s,who’re,they’re
【基础训练】
Ⅰ.要点词汇
翻译短语或句子
1.I see.
2.have a good day
3.You,too.
4.in her family
5.my friend
Ⅱ.根据汉语意思完成句子
6.这位是我的父亲,那位是我的奶奶。

my father and my grandmother.
7.他们是谁呀?
they?
8.他们是我的兄弟。

They my .
9.—玩得开心点!
—你也开心。

— a good !
—You, .
10.琳达是他的妹妹。

Linda sister.
【综合运用】
Ⅰ.单项填空
1. you?
A.Who’re
B.Who’s
C.What is
D.Who is
2.This is grandfather.
A.I
B.my
C.I’s
D.she’s
3.—Who they?
—They my sisters.
A.is,is
B.are,is
C.is,are
D.are,are
4. your new friends.
A.These’re
B.That’s
C.Those’re
D.They’re
5. my sisters,Kate and Jane.
A.That’s
B.This is
C.These are
D.The are
Ⅱ.完形填空
Tom:Hi,Jack! 6 morning!
Jack: 7 !
Tom:Oh, 8 is my sister. 9 name’s Jane.
Jack: 10 ,Jane.
Jane:Hi,Jack.
Tom:And these 11 my parents.
Jack: 12 ,Mr.and Mrs.Green!
Mr.and Mrs.Green:Nice 13 you,Jack.
Jack: 14 those your grandparents?
Tom:Yes, 15 .
6.A.Good B.Well C.Nice D.OK
7.A.Hello B.Hi
C.Good
D.Good morning
8.A.this B.these C.he D.those
9.A.she B.her C.Her D.His
10.A.Hello B.Good C.Thanks D.Fine
11.A.is B.am C.are D.aren’t
12.A.Good to you B.Nice to you
C.Nice to meet you
D.Fine,thanks
13.A.meet B.to meet C.meet to D.too
14.A.Are B.Is C.Are not D.Am
15.A.you are B.they are
C.he is
D.they’re
【参考答案】
【基础训练】
Ⅰ.1.我明白了。

2.过得愉快 3.你也是。

4.在她的家人中 5.我的朋友
Ⅱ.6.This is,that’s7.Who’re8.are,brothers 9.Have,day,too 10.is his 【综合运用】
Ⅰ.1.A 2.B 3.D 4.D 5.C
Ⅱ.6.A7.D 8.A 9.C 10.A 11.C 12.C 13.B 14.A 15.B
【Section A】
1a 1.a 2.c 3.b 4.h 5.f 6.e 7.i 8.d 9.g
2b Circled:parents,brothers,grandparents,sister
(2a)Circled:parents,mother,father,sister,brother,grandparents
2b 1.d 2.c 3.a 4.b 5.e 6.f
3a A:That is my family.That’s my mother.
B:Who’s (Who is) he?
A:He’s (He is) my father.
B:Who’s she?
A:She’s my sister.
B:And who’re (who are) they?
A:They’re (They are) my grandparents.
3b Answers will vary.Sample answers:
Are these/those your
?
…
?
Is this/that your
…
This is my brother/sister/father/mother.
These are my parents.
That is my brother/grandfather/grandmother.
Those are my grandparents.
第三课时Section B 1a—2c
1.记忆单词
son,cousin,grandpa,mom(=mum),aunt,grandma,dad,uncle,daughter,here,photo,of,n ext,
picture,girl,dog;短语:photos of my family,in the first photo,in the next picture,in my family,the name of my dog。

2.能够拓展运用本单元词汇、介绍人物的句型,进行听、说、读、写综合训练。

Here are two pictures of my family.
In the next picture are my brothers,Bob and Eric.
These two girls are my sister Cindy and my cousin Helen.
Coco is the name of my dog.
3.通过本课时的学习,熟记并能够使用更多的表示家庭成员关系的英语单词,运用家庭照片做语境进行听、说、读、写训练;介绍他人和辨认人物的英语表达。

4.在轻松的活动中学习、训练,培养学生积极参与课堂活动的良好学习习惯。

1.学习更多的表示家庭成员人物关系的单词,如uncle,aunt和cousin;熟练使用单复数形式的指示代词、名词和谓语动词。

2.能够运用本单元知识做阅读理解,从中学习一些词汇和短语。

3.了解中西方有关家庭成员关系的文化差异。

1.学习运用介绍人物的句子并把句子串联在一起,构成短文,培养学生的语篇意识。

2.在语言练习和运用中,逐渐了解到主语和谓语在“数”这个概念上的对应关系,掌握主谓一致的语法知识。

本课时的教学内容是人教版七年级英语第二单元的第三课时,重点是拓展学习表示
家庭成员关系的词汇,学会运用介绍人物的句型进行阅读,并学会将句子组成短文。

以活动和任务驱动学生,引起学生的兴趣,任务以听说和阅读为主,写的方面只要求写出词语。

因此,教师可以将知识目标定为掌握本课时表示家庭成员关系的单词以及介绍人物关系
的句型,以及短文的阅读理解。

情感目标定为了解中西方有关家庭成员关系的文化差异。

设计教学PPT,录音机,多媒体,相应的家庭图片。

StepⅠ.Lead in
Leading in 【情景1】
T:Good morning/afternoon,boys and girls.
Ss:Good morning/afternoon,Mr./Ms.XX.
’s family.How many words can you T:(Show a family photo.)Here’s a photo of
…
say about the family?
T:Who’s he/she?
’s father/mother/brother/sister,etc.
Ss:He’s/She’s
…
T:Who’re these?
’s parents/grandparents,etc.
Ss:They’re
…
Collect the students’ words and write them on one side of the blackboard.
[设计意图]通过对话复习已学过的单词,轻松进入辨认他人的语境,为下一步扩展词汇做准备。

Leading in 【情景2】
After greeting the class,the teacher checks the students’ homework of 3b.
T:Hello,everyone!Good morning/afternoon!
Ss:Good morning/afternoon,Mr./Ms.XX.
T:Please open your books and look at 3b in Section A.Read your homework with your partners.
S1:This is my sister and this is my brother.
S2:Is he your father?
S1:Yes,he is.
S2:Who’s she?
S1:She is my mother.Oh,look!That’s my brother.
S2:Are those your grandparents?
S1:Yes,they are.
In this way,Ss can review the target words and the sentences.
[设计意图]通过检查学生的课后作业,复习所学的单词,口头运用目标句型,为拓
展练习做准备。

StepⅡ.Presentation (1a)
1.Play the PPT showing the family tree or draw a blackboard drawing to teach the new words.
T:Please look at the picture.This is a family tree.(Show the family tree by PPT.Then put the pictures of the family members in the proper places.And saying:) T:This is “grandpa”,another way of saying grandfather.This is “grandma”,also grandmother.
Ss:Grandpa,grandma.
T:(Point to the next line.)Who’s this?
Ss:Father.
T:Yes.We can say “dad”.
Ss:Dad.
Then,teach the word“mom” in the same way.
T:Who’s he?He’s your dad’s brother.He’s your “uncle”.
Ss:Uncle.
Then,teach the word “aunt” in the same way.
T:This is you.You’re your father’s son/daughter.
Ss:Son/Daughter.
2.The teacher writes and teaches the words.Ss read the words aloud.Then the teacher says:
T:Mother’s mother.(Get Ss to say.)
Ss:Grandma (Grandmother).
Then get the Ss to say other words:uncle,aunt,cousin,son,daughter,
…
[设计意图]运用家谱进行图示,帮助学生形象地记忆单词,再用简易的英语释义让学生说出单词,形象加抽象,使学生全面理解英汉的词义和中西方文化。

StepⅢ.Learning (1b-1c)
1.Ask Ss to read the new words and make sure they have correct pronunciations.
T:Now look at the new words in 1b.Can you read them aloud?
Get Ss to read the words to see if they can pronounce uncle,aunt,cousin or friends.
2.T:Look at these words and the two pictures in 1c.Can you guess what we are going to hear?
Ss:Yes.(It’s about the family members.)
T:Yes,Jiang Tao is talking about his family photo with his friend.Listen and tick the words you hear.(Play the tape for the students to check the words in 1b.)
T:Which words do you hear?Read them out.
Ss:Aunt,uncle,cousin,friends,grandpa,grandma.
3.T:Now,look at the two pictures.How many people are there in Picture 1?
Ss:Eight.
T:Yes,you’re right.Who are they?
(Get Ss to say all the family members.)
Ss:They’re
…
T:Where are they?And what are they doing?
Ss:(Help to say.)They’re having dinner at home.
And talk about the second picture in the same way.
4.T:Now,listen to the recording again and find which picture they’re talking about.
Ss:Picture 1.
T:Good.Again,listen and repeat the dialogue.
[设计意图]通过先朗读单词,观看和谈论图片,降低学生听力的困难,使听力更容易,学生更感兴趣。

StepⅣ.Oral practice (1d)
1.Before the students do the practice,the teacher asks the students to draw their family and friends.
T:Draw your family and friends on a piece of paper.(Do not waste too much time and let them draw simply.)
2.Tell the class to talk about their pictures.
T:Now,talk about your pictures,using the model sentences.First A says to B,then B says to A.
(Ss do the oral practice and the teacher walks around them and listens to them to see if they make any mistakes.But don’t interrupt them.After they finish。