【人教版】2016版七上英语：Unit 2 全单元教案1

UNIT 2 THIS IS MY SISTER
(the 1st period Section A 1a-1c, 2b-2d)
Teaching aims: (教学目标)
1.学会表述家人的称谓, 区分家人的称谓..
2.学会介绍家人.
Language points: (语言点)
1.要求掌握以下句式: (1) ------This/that is my …
------ These/those are my …
------ This is his / her …
------ These/those are his / her …
2.要求掌握以下词汇: (1) 名词: sister, mother, father, parent, brother,
grandmother, grandfather, friend, grandparent
(2) 代词: this that these those
3. 需要了解的节日：Family Day--- It’s a festival in the USA. A national effort to promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. It’s always on the last weekend in September.
Difficulties (难点)：本课的难点是学生要区分和掌握家人的称谓, 而学生在初次接触的时候, 要分清楚各个称谓会有一定难度。

1.Warming-up and revision (课堂热身和复习)
(1)Daily greetings to the students¹(日常问候)
T: Hello, what is your name?
S: My name is ….
T: Nice to meet you!
S: Nice to meet you, too!
(2)Revision (复习)2
T: What’s his / her name?
S: He / She is….
T: Are you Li Ming?
S: Yes, I am. / No, I’m not. I’m ….
T: What’s your telephone number?
S: It’s 029-….
2.Presentation (呈现新知识):
T: This is a picture of my family.3 T: Can you see the woman? This is my mother. Read after me, mother. S: Mother. T: Do you know which one is my father? This is my father. Do you think he is handsome? Please read after me, father.4 S: Father. T: If we want to call our father and mother together, we can call them parents .5 T: Father is my parent, Mother is my parent, too. They are my parents. 6 T: Now look at these two old people. They are my Grandparents . One is my grandfather , the other one is my grandmother . They are old but they are healthy. T: I ’m the only child in my family, so I don ’t have any brother or sister . But I have an uncle and an aunt . They are my father ’s brother and sister. Look, they are here. 2. Work on 1a: (完成P7—1a) T: Now, please open your books, and turn to page 7. look at part 1a. You can see a picture of a family and some words we have learned just now. Please match the words with the people in the picture.… Check the answer.7 3. Drill (练习)：8 T: Now, please cover the answer of 1a by using a piece of paper then listen to me carefully. I will give you a letter, and you must tell me this letter means which member in the family. For example, I say “c ”. You should say “This is my mother ”. Understand? T: OK, let ’s begin. The first one is XX, your letter is “d ”.
3．拿出准备好的照
片，来引入接下来
family 的话题。

4． 分别指向相应的
人物，来介绍。

可在
课前在黑板上写好相
应的词汇，在自己介
绍完之后，可要求学
生跟着自己念，并及
时纠正学生可能存在
的发音错误。

5． 拿出另外一张父
亲单独的照片，来询
问学生，并适时让他
们分清楚parent 单复
数的区别。

6． 之后一些家庭成
员词汇的教授，都要
求学生大声地重复，
以确保他们发音的正
确。

7． 这里需要适当解
释和示范什么是
match 。

在学生做练习
的时候可以在教室中
走动，来回指导一下。

8． 让学生扮演1a 图
中人物的角色，让他
们用第一人称来介绍
家庭成员。

目的在于
让学生能进一步熟悉
新词汇。

S: These are my grandparents.
T: Good job. Next one ---
S: ---
4.Work on 1b (完成P7—1b)9
T: The next task is very easy for you. I will play the tape.Please listen carefully, and circle
the people the boy talks about in the picture.
T: Do you get the answer? Who does the boy talk about?
S: His brothers and sister.
T: You are so amazing.
5.Work on 1c (完成P7—1c) 10
T: I think everyone has known the family
showed in 1a.
Two students a group, please introduce
the family to each other. Please use
“ This is his---.”“These are his---.”
S1: This is his father.
S2: These are his parents.
S: ---
6.Work on 2b (完成P8-2b)11
T: Today, I would like to introduce an
American festival to you, it is called
“Family Day”11. On this day, the whole
family get together, have meals and play
games. Now look at the picture in 2b.
They are having their “Family Day”.
Look, they are so happy.But I don’t
know who are they exactly. Can you tell
me?
I will play the recording once more.
And please match the name with the
people in the picture.
T: Can you give me your answer?
S: --- 9．此环节着重于听力的练习，当然，教师并不需要局限于磁带，可根据学生掌握情况，自己变化或添加听力内容。

此环节已经开始使用第三人称了。

10．接着上面的环节，让学生试着用第三人称介绍。

教师可以进行适当的讲解，也可以将句型写在黑板上。

11．这里加入了美国家庭日这个概念, 这样是便于给学生一个比较真实的环境，同时也是西方文化知识的补充。

教师除了介绍资料之外还可以问一下学生对此节日的想法。

7.Work on 2c (完成P8-2c)12
T: Two students a group. Ask and answer by using your own pictures Please use these sentences: “Who is he/she?” “Who are they?” S1: Hi, XXX. Who is he? S2: He is my grandfather. S1: Who are they? S2: They are my uncle and aunt. Work on 2d (完成P8-2d) 8.Follow up (进一步扩展)13 T: We are students now, but one day we will grow up. We will have our own family. Can you imagine what is your family like 30 years later? Please draw the future family on a piece of paper about your family on a “Family Day ”. Then show the drawing to your group mate. Ask each other about the family members.I will choose the best pairs to make a presentation for us. 7. Homework
Write down your introduction about your
own family and your friend ’s family as
detailed as possible.
Unit 2 THIS IS MY SISITER
(The 2nd period Section A 2a, 2d,3a---3c )
Teaching aims(教学目标)
1. 学会说家庭成员的称谓
（继续学习含有be 的动词的基本句型的陈述句和一般疑问句。

）
2. 学会向别人询问、介绍家庭成员
Language points （语言点）
1． 要求学会以下句式：(1) This is …/ These are …
(2) Who ’s … /Who ’re they?
12． 仍然是利用书上
的图片，将本课新的
句型进行呈现并提醒
学生注意区分单复数的用法。

13． 本环节还是在巩固所学知识。

在此可
鼓励学生尽可能地自
由发挥，除运用当天
所学之外，还可以有
自己的东西。

比如说
询问未来子女的名
字，未来家人的工作，
年龄等等。

并可对出
色的同学进行适当的
奖励。

2．要求掌握以下词汇：she, he
3. 要求掌握以下缩写：he’s=he is, she’s=she is
(上述缩写应在第一课中出现过，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
T: What’s your name, please?
S: I am (My name is) …
T: (to the whole class) So that’s (1)
(1)Revision（复习）
Work on 2a (完成P8-2a)
T: Now, please open your books, and turn
to page 8. Look at 2a. I will play a
recording. Listen carefully and circle
the words you hear. I will play it twice.
The first time you just need listen. You
can finish this part at the second time. 2
T: Now, let’s check the answer.
S: ---
T: You are right. Thank you.
2. Work on 2d and 3a.3
3. Work on 3b(完成P9 3b)4
T: Oh look, there are many people there,
old and young . Can you make a dialogue
like 3a? Then answer the questions with the
words in the three boxes.
5．Presentation
T: I have a friend. His name is Mike.
Do you have a friend?
S: Yes.
T: What ’s his/her name?
S: His/Her name is Peter.
T: Thanks very much. I think he must be a good boy.
(to another student)
T: Who is your friend?
S: … … 6．Work on 3c (完成P9 3c) T: Please take out your family photos. Put them in your group. Take turns to ask and answer questions about the photos. 5 S 1: Is she your grandmother? S 2: Is he your father? S 3: Is she your cousin?
（小组活动后，请几个小组进行表演。

老师及时鼓励。

）
8．Homework
Oral work:
(1) Listen to 1a, read and recite it.
(2) Go on making up your dialogue with your group
members and polish it.
5. 课前要求学生带来
照片，并分好活动小组，选出组长。

活动前先有
S 和S 进行活动。

T 对
个小组的活动进行指
导，防止学生看到照片
后有嬉笑、用中文交流
等行为。

T 和Ss 做示范对话，再由S 和S 进行
活动。

Written work:
(1)Copy the sentences in 3a.
(2)Write about the pictures on P9 using the sentence structures
in 3a.
Unit 2 THIS IS MY SISITER
(The 3rd period Section B 1a---1d ) Teaching aims(教学目标)
1. 学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈
述句）
2. 学会谈论家庭成员
Language points（语言点）
3．要求熟练运用以下句式：(1) These are…
(2) This/ That is… …
(3) He/She is…
4．要求掌握以下词汇：son, cousin, daughter, uncle, aunt
(上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，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）：在介绍或谈论家庭成员时，注意学生口语中的单
复数运用。

Teaching steps（教学步骤）
1.Warming-up and revision（课堂热身和复习）
a)Daily greetings to the students（日常问候）
T: Good morning/afternoon.
S1: I am.
T: Is everyone here today?
S1: Yes, Everyone is here./No, … is not here.
T: Thank you/Well done.. 1
b)Revision（复习）
T: Here are some pictures from Lily.
Can you tell me whom they are?
S1: (2)
2.Presentation
T: Here is a photo. Do you know who he is?
S: He is 布什（Bush）.
T: Yes, he is the president of America.
Who is his father? 3
S: …(学生可能会有不同的回答，
对能正确回答或接近正确答案的
学生进行表扬和鼓励。

)
T: Here are also many people in his
family.4
Can you tell me whom they are?
S1: He is Bush’s father’s father?
T: You are so wonderful. He is Bush’s
grandfather.
S2: He is Bush’s brother?
S3:…
T: Thanks. You are so clever.
3. Work on 1a (完成P10 1a)5 T: In my family my grandfather is the oldest one. Who is the oldest man in your family?6 S: My grandfather, too. T: Every family has a family tree, can you finish the family tree S: Yes!7
4. Work on 1b (完成P10 1b) T: Well done! Now let’s play a game. Please look at 1b. Let’s see who is the best in your group.8 (播放录音，让学生勾出所听到的 家庭成员，如果播放录音一遍后， 部分学生不能完成这一听力任务， 可再播放一遍录音。

） 5．Presentation and work on 1c 9 T: I have another two pictures. One is Dave’s, One is Lin Hai’s. Can you guess which is Dave’s and which is Lin Hai’s? S: Yes. T: Who can say something about Picture 1?
S 1: There are eight people in the picture.
5.建议T 用夸张语调读”son, uncle,
grandfather,
daughter, aunt” ，并将它们板书成
一排，让学生跟读，也为
part1的活动的完成提供
文字材料。

6.此句较长，要求T 放慢
语速，对口语中的新单词
oldest ，建议老师板书，
通过对自己家庭情况的
表述，帮助学生理解，必
要时可用中文解释。

在表
述grandfather 的同时画
出family tree 的图形。

7.个人完成此活动,在有
困难的情况下也可寻求
同学的帮助。

活动结束
后，老师核对答案,T 及时评价。

8.听力开始前，建议学生
看一 下选择范围。

听力结束后，核对答案后，对
正确回答或有进步的学
生及时表扬。

9. 在听力之前，让学生
简单谈论两张图片的不
同点，为接下来的听力和谈论家庭成员这两个活
动的顺利开展做铺垫。

听
力结束后，核对答案后，对正确回答或有进步的
学生及时表扬。

S 2:This is Dave’s grandfather.
S 3: I think this is Dave’s uncle.
… ….
(播放录音，让学生勾出所听到的家庭成员称谓，如果 播放录音一遍后，部分学生不能完成这一听力任务，可 再播放一遍录音。

）
6．Work on 1d --- group work (完成P16 2c)
T: I am very happy. All of you do a good job.
Now I want to know your family. Now draw
a picture of your family and friends.
Tell your partner about your picture.
（小组活动后，请几个小组进行表演, 老师及时鼓励。

）
7．Homework
Oral work:
(3) Listen to 1b,1c, read and recite it.
(2). Draw a family tree about your family (模仿1a 中family tree ，画一个自己家庭 的family tree ，完善对自己家庭的介绍。

) Written work: (3) Copy the words in 1b. (4) Find the person you are interested in, and write a passage about his/her family.10
Unit2 THIS IS MY SISTER
(The 4th period Section B 2a —2c)
10.鼓励学生利用书籍、网络等多种途径查找自己感兴趣的
人物的家庭，并写一
篇小短文介绍他/她
的家庭，学生也可加
入自己了解的课外
的句子。

Teaching aims(教学目标)
学会介绍家庭成员
Language points (语言点)
要求熟练运用以下句式: This/That is …… Who is …?
Who are they?
These are … She/he is … They are …
(在本课中要把这些句式运用到照片的介绍中,记加深学生对所学知
识的印象,使之能更灵活地运用到实际生活中.)
1. 要求掌握以下句式: Thanks for …
2. 要求掌握以下词汇: thanks for, dear, great, photo, here
3. 要求掌握简单的书信格式
Difficulties (难点): 本课难点是学会简单地写信
Teaching steps (教学步骤)
1.Revision (复习) T: Please show me the photo of your family.1 (Let me look at the photo of your family. May I have a look at your family photo?) Who is he/she … Who are they …? S: He/She is … They are …
2.Work on 2a T: Write the male and female first names in this unit Let see who is the winner?2 1. Work on 2b
T: Now, Here is a picture of Jenny ’s family. 3 Who are they? Please Look at the photo and read your article to your partners. 4 T: Find the names in the article. Then tell each other “who is he/she/it? / Who are they?”in pairs 5 2. Work on 4a T: Now please write a letter to Emma to introduce your family photo.
3. Work on 2c
Ask students to complete 2c individually. Then
教学设计说明
1.课前要求学生准备好
自己家庭成员的照片.
此句是为了引出本课
的重要词汇photo,
板书该词.
2.这个题是为了复习
Unit 1中first name 和
last name. 3.引出新词here,并板
书.
4.通过这种形式的合作
学习,可以让学生互相
交流信息,相互纠正发
音错误。

5.这个任务可以让学生
复习本单元的对话、句
型,同时有助于对2c 中
题目的作答。

check the answers with the whole class.
4. Follow up 5 T: Now it ’s your turn to give a report. Introduce your favorite teacher/friend /sports player/ film star/…to us. 6 Hello, everyone. Now it ’s my turn to report. This is my …
5. Homework Oral work: (1) Read and recite 3a. (2) Read and recite the new words in Unit 3.
Written work:
Write a letter to your English teacher to introduce your
favorite person.(You must put the person ’s photo on the letter.)
Unit2 THIS IS MY SISTER
(The 5th period Self--check)
Teaching aims(教学目标)
学会介绍家庭成员
Language points (语言点)
1. 要求熟练运用以下句式:
This/That is …… Who is …? Who are they?
These are … She/he is … They are …
(以上句式在前几课已有出现,在本课中要把这些句式运用各个任务
中去,加深学生对所学知识的印象,使之能更灵活地运用到实际生活
中.)
2. 要求熟练掌握并运用本单元的单词
Teaching steps (教学步骤) :
(1) Revision (复习) 1
T: Please show me the photo of your family. (Let me look at the photo of your family. May I have a look at your family photo?) T: Can you tell me who is /are your father /parents …? S: Yes. This is my father …/These are my parents.
5.此任务可以设计成小
组竞赛形式,激发学生
的学习兴趣和参与热
情.
6.根据课堂时间安排的
情况机动运用.可以给
出报告的开头部分,以
降低难度.该任务要求
学生能熟练运用本单
元的句式,同时为完成
回家作业打下基础.
教学设计说明
1.课堂复习部分是
为了帮助学生回忆
巩固本单元所学的
词汇和句式。

2. Self check (自我检测)
(1) V ocabulary-work on 1.
1. Ask the students to group the words for family members in 1.
2. Spot dictation
(2)Complete the conversation in 2.
1.T: Ask students to complete the dialogue in
2.
Then Ask some students to act out
the dialogue.2
(3) Follow-- up Activities
Role--play A birthday party 3
Actors: Jim (Today is his birthday)
Kate(Jim’s sister)
Mr. and Mrs. Green (Jim’s parents)
Lucy and Lily(Jim’s friends,
twins )
Jim invites Lucy and Lily to his family to
take part in his birthday party. He introduces
them to his family members. Homework:
Oral work:
Review the new words in P76.
Written work
Write down the dialogue “A birthday party”.
2.该任务是检测学
生对本单元的重点
句式的掌握情况.
3.该任务是一个综合性的活动.检查学生对本单元所有内容及前面所学的知识的掌握情况.通过这个情景剧的表演能很好地培养学生的语言运用能力.通过参加生日晚会这个学生熟悉的活动,不仅能让学生在完成活动的过程中运用所学的知识,而且让他们在真实的语言环境中感受异国的文化风俗,真正体现了任务型教学的真实性,交际性.为了让不同层次的学生都能参与,教师可以给出一些句型,以降低难度.。