2017-2018最新人教版初中七年级上册英语this-is-my-sister教案2(14页)
人教版-英语-七上- 3单元 This is my sister(全单元)
Unit 3 This is my sisterPeriod 1Teaching aims and demandsWords:mother father parents grandmother grandfather grandparents brother sister friendsLanguage:this is his friend that is his sister these are his parents those are his grandparents.Teaching Key pointsThe name of the various members and family.How to introduce people.Teaching Difficult PointsStudents can introduce their family members and others using the key words and the language learned in this class.Teaching Methods: pairwork listenTeaching Aids: A tape recorder.drawingTeaching ProceduresStep 1. warming-upIs this your pen?Yes,it is./No,it isn’t.Step 2.presentation.T :Show the drawing.who is she?the yellow hair woman?Ss :motherThen teach the others words in the same methodsfather parents grandmother grandfather grandparents brother sister friends sentences:those are my two brothers.And that’s my sister.Point one student,say to the whole class:this is my student.these are my studens.that is my student.those are my students(强调复数后面所属的名词加上sStep 3.pairwokTalk about Dave’s family.Then students make their own conversation.Do 1a 1c.Step 4testTest the words check what students have learnt.HomewoerkCopy.exercise book教学随笔与反思：这个单元就开始慢慢接触单复数形式的运用与转换。
英语：Unit 3《This is my sister》教案和练习(人教版七年级上)
英语：Unit 3《This is my sister》教案和练习（人教版七年级上）课程解读一、学习目标：知识目标介绍人物的句型：This/That is my sister.These/Those are his brothers.能力目标Introduce people 介绍他人Identify people 确认人物二、重点、难点：重点1. —Is she/he her friend?—Yes, she/he is. /No, she/he isn’t.2. —Are these/those your cousins？—Yes, they are. /No, they aren’t.难点名词的概述三、知能提升：（一）重点单词、短语【单词、短语学习】1. mother father parent(s)【用法】mother n. 母亲；妈妈father n. 父亲；爸爸parent n. 父亲；母亲【例句】1) A: Who is she? 她是谁？B: She is Li Mei. She is a great mother. 她是李梅。
她是一位伟大的母亲。
2) A: What does your father do? 你爸爸是做什么的？B: My father is a basketball player. 我爸爸是一名篮球运动员。
【考查点】辨析：father or mother＝parent 父亲；母亲father and mother＝parents 父母；双亲【例句】This is my father and this is my mother. These are my parents. I love them.这是我爸爸，这是我妈妈。
这是我的双亲，我爱他们。
【考题链接】A: Who are they over there?B: They are my ______.A. parentB. parentsC. motherD. father答案：B解题思路：根据问题中的“be”动词are来判断正确答案为parents。
人教新目标版英语七年级上册《This is my sister》辅导讲义
Unit2 This is my sister本单元提纲：1. 主题功能：介绍他人，辨认人物。
2. 重点单词：sister, mother, parents, brother, picture, photo等。
3. 重点短语：a photo of my family, in the first photo, in the next picture等。
4. 核心句型：This is my friend Jane. That’s my grandfather.These are my brothers. Those are my parents.Have a good day!Here is a picture of my family.5.语法结构：人称代词I/he/she/they的用法指示代词this/that及其复数形式these/those的用法Who引导的特殊疑问句重难点精讲This is my sister.这是我的姐姐。
This/That is...是一个陈述句，用来介绍他人或物品。
This指距离说话人较近的人或物；That指距离较远的人或物。
在介绍他人的时候，通常用“This is+姓名”，而不用“She is....或He is...”。
例如：This is Jim.Those are my parents. 那是我的父母。
this（这个） these（这些）that（那个） those（那些）This is an apple. These are apples.That is my friend. Those are my friends.题一：---Hello, Peter! _____________.---Nice to meet youA. I’m sorry to hear thatB. It’s my penC. This is my sisterD. This is a book中译英：1. 这些图片很漂亮。
新人教版七年级英语上册Unit 3 This is my sister2
Unit 3 This is my sister一、教学目标：1、学会介绍自己的家人和朋友；2、根据相关信息辨认人、物；3、掌握写信的格式，并介绍自己的家人。
二、语言目标：1、This is my sister. These are my parents.That’s his mother. Those are his grandparents.2、Is this /that……? Yes, it is . /No, it is n’t.Are these / those ……？Yes , they are./No, they aren’t.3、代词： I he she theymy his her4、名词复数：grandparents parents cousins三、思想教育目标：通过对自己或朋友的介绍，了解自己及家人，学会互相帮助。
四、课时安排：四课时Period 1教学内容：Section A(1a——2d)Step 1 Revision1、Play the game “ Find the owner” on page 9 using Is this your……? Yes, it is./No, it isn’t.2、Review“lost and found”：Show a gold ring of mine to the class. Ask What’s this?How do you spell it?(the students answer)Then say my gold ring is lost. You found it and say a bulletin board message.Ask two students to say it fluently.Step 2 Look and say1、Show a family photo of mine. Say This is a picture of my family. look! (Point it) This is my father, mother, grandfather and grandmother. Repeat it.2、Write the new words on the blackboard like this:3、Add vowels beside these words and teach them twice.Then read together. Explain that parent means father or mother, but parents means father and mother. Of course, grandparents means grandfather and grandmother.Step 3 1a1、After the students can read the words. Ask them to guess which person in the picture each word refers to.2、Say：Mother is c. Then ask them to match the words with the other people in the picture.Step 4 Listen1、1b Listen and look at the picture. The people the boy talks about.2、2a.Listen and circle the words you hear.3、2b.Listen again. Match the names with the people in the picture.Check the answers with the class.Step 5 Pairwork1、2C. Students work in pairs. show how one person covers the list of names above the picture and asks the other person questions beginning with Is this…?The other person answers Yes, It is. or N o, it isn’t. It’s ….2、2d Change roles and practise again.Homework1、Bring a family photo or draw a family photo2、Recite the words we have learnt and prepare for the dictation tomorrow Period 2(Grammar focus to Section B1)Step1 Revision1、Ask two or three students to talk about their family photos in front of class using the words father, mother and so on.2、Take out a student’s family photo and ask Is this your father? etc.3、Play the tape recorded by my son, husband and me. Let the students know how to introduce their family members how to use This is… and That is …It is very interesting.Step2 Grammar Focus1、Present new words these and those by showing my family photo to them again and saying This is my father and this is my mother. Say it in another way：These are my parents. Write these on the Bb.2、Present those and write the two words on the Bb like this:this —— thatthese——thoseSentences: This is my friend. These are my friends.3、Read them and tell the students the rules of changing singular sentences into plural sentences give more examples.Step3 3a1、Read the conversation.2、Point out the words in the box. Ask a student to read the four words to the class.3、Ask students to work alone. Then correct the answers.Step4 3b1、Practise the conversation with a student.2、Work in pairs.3、Invite some students to perform the conversation for the class.Step5 3c1、Ask three students (A、B and C)to read the conversation as the class look at the picture.2、Then demonstrate the activity by writing the name of your father, mother, or a friend on the board. Ask students to guess who that person is ,using questions beginning with Is he…?or Is she…?Say Yes, he is or Yes, She is when the student guesses correctly.Step6 4Groupwork. Divide the students into small groups. Take out the photos they have brought in their groups. Take turns asking and answering questions about the photos. For example Is this your…?Is he your…？Is she your…？Step5 Section B 11、Call attention to the family tree.Explain that it shows the members of a family with the older people at the top and the younger people at the bottom.2、Ask a student to read the family words shown on the family tree.3、Point to the six words in the box at the top.4、Then ask students to write the correct word from the box on each of the blank lines.Check the answers.Homework1、Record tapes to introduce the students family members imitating the teacher s tape. Use This is ….That is …correctly.2、Draw a family tree on a big piece of paper.Period 3(Section B 2a——3a)Step1 Revision1、Revise This is…. These are… That is… and Those are …2、Ask some students to put their family trees on the Bb and introduce theirfamily members.Step2 “Who is the best reporter?”Divide the class into small groups. Play the st udents’ recording, the other students write down the messages they hear. Then they choose one to report what they heard and what they wrote down in front of class.Who is the best reporter?Step 3 2aPlay the recording the first time. Students only listen. Then play the recording a second time. Students to listen to the conversation and place a checkmark next to each family member mentioned.Correct the answers.Step4 2b1、Call attention to the two pictures. Play the tope first. Students point to the picture. As it is being talked about on the tape.2、Play the tape again. Check the answers.Step5 2cPairwork. Draw a picture of your family and friends.Tell your partner about your picture.Step 6 3a1、Read the letter aloud. Have students read it on their own.Write new words and phrases thanks for on theBb.2、Ask students to draw a picture of Emma’s family. Move around the room asking students the names the names of the people in the picture.3、Explain how to write an English letter.（1）信头（2）称呼（3）信的正文（4）结束语（5）签名1、Read a letter from a girl in Japan. Say This is a letter from Sara, she wantsto find a penfriend. I’ll read the letter to class. Please write a letter to he r about you and your family.2、Groupwork. Students read their letters in groups, correct the mistakes together, learn from each other.3、Each group chooses one to read the letter.4、Who writes best?Homework1、Recite the new words.2、Write a passage under the family tree to introduce you and your family. Period 4（3b—Just for Fun!）Step1 Who is the best?Ask some students to read their passage introducing their faming members.Who is the best?Step2 3bLook at the family photo. Write an introduction about the people on the back of the photo.Step 3 41、Ask students to take out the family photos they brought to school.2、Tell students that they can write the same kind of letter they wrote for 3c.3、Ask students to work individually.4、Display each photo or drawing in one column on the board, and the letters in another column opposite the photos.5、Ask students to read the letters and look at the photos.Then call on one student at a time to choose one letter and read it aloud.6、Have different students read letters and match them up with pictures.Step 4 Self check1、Ask students to check all the words they know.2、Write five new words in your Vocab——Builder. Then ask them to share their lists with other students.3、Look at Mary’s video of Beijing .Ask students to fill in the blanks individually.Check the answersJust for Fun1、Ask all the students to read the conversation. Explain the meaning of girlfriend.2、Invite pairs of students to present the dialogue to the rest of the class. Homework3、Revise all the words of this unit.4、Put a photo or draw a picture on the family tree.Correct the mistakes in the passage introducing the family members.。
2017-2018最新人教版初中七年级上册英语Unit-2-This-is-my-sister教学设计(3页)
This is my sister. 教学设计(Period1)一、教学目标在本节课结束时，学生将能够学会表述家庭成员的称谓，学会用特殊疑问句来询问家人的称谓和介绍家人。
知识与能力能听懂有关介绍家庭成员的对话，并能根据提供的信息介绍家人。
过程与方法采用role-play、pairwork的学习方式，利用图片、听力材料等来展开课堂教学。
词汇教学采取头脑风暴及图片匹配的方式进行教学，让学生唤醒已有知识，在情境中操练、理解含义，并学会运用；听力教学采取听，圈出所听到的单词的方式；口语教学采取pairwork 问答式的口语交际活动及role-play角色扮演的形式进行操练；语法教学总结规律、抓住特征、模仿操练。
情感态度与价值观通过谈论家庭生活这一话题，引导学生正确理解家庭的真正意义，教育学生体贴父母，关爱家人。
二、教学重难点教学重点（1）掌握家庭成员的称谓。
（2）能够简单介绍人物关系。
（3）能够指认人物关系。
教学难点（1）介绍家庭成员时对名词单复数与谓语一致性的正确使用。
（2）Is this / that…? 肯定否定回答时代词的使用。
三、教学策略词汇教学采取头脑风暴及图片匹配的方式进行教学，让学生在情境中操练、理解含义，并学会运用；听力教学采取听，圈出所听到的单词的方式；口语教学采取pairwork 问答式的口语交际活动及role-play角色扮演的形式进行操练；语法教学总结规律、抓住特征、模仿操练。
四、教学过程Step 1：A guessing game借助一个简单的图画A house + ? = Home，引起学生的关注。
【设计意图】导入单元话题，让学生了解Family的意义所在。
Step 2：Watch a video: Father and Mother, I love you.利用多媒体呈现一个关于家庭的公益广告视频，既让学生充分了解本单元的话题，同时对学生又有着尊敬父母，关爱家人的教育意义。
人教版新目标七年级上《Unit 3 This is my sister》教学教案设计
人教版新目标七年级上《Unit3Thisismysister》教学教案设计一、教学目标1.让学生能够正确运用指示代词this和that来介绍家人和朋友。
2.能够听懂、会说、会读本单元的生词和句型。
3.培养学生的观察能力、合作能力和表达能力。
二、教学重难点重点：1.生词：sister,brother,mother,father,friend,that,this2.句型：This/Thatismy难点：1.指示代词this和that的用法。
2.句型This/Thatismy的正确运用。
三、教学准备1.多媒体课件2.黑板3.生词卡片4.小组活动准备四、教学过程第一课时Step1:导入1.利用多媒体课件播放歌曲“Hello,myfriend”，活跃课堂氛围，引导学生进入学习状态。
2.老师与学生互动，询问他们是否有兄弟姐妹，引导学生用中文介绍自己的家人。
Step2:生词教学1.利用生词卡片展示本节课的生词，让学生跟读，并解释词义。
2.设计一个小游戏，让学生在游戏中复习和巩固生词。
Step3:句型教学1.利用多媒体课件展示句型This/Thatismy，让学生跟读并模仿。
2.老师通过示范，让学生理解指示代词this和that的用法。
3.让学生分组练习，互相介绍家人。
Step4:听力训练1.播放本单元听力材料，让学生听懂、会说本节课的内容。
2.学生根据听力内容完成练习题。
Step5:小组活动1.学生分组，每组选择一位组长，负责组织本组成员介绍家人。
2.组内成员轮流用This/Thatismy句型介绍家人。
3.组长汇报本组介绍家人的情况。
2.布置作业：用This/Thatismy句型介绍自己的家人，下节课分享。
第二课时Step1:复习1.老师检查学生对生词和句型的掌握情况。
2.学生分享家庭介绍作业。
Step2:对话教学1.利用多媒体课件展示本节课的对话，让学生跟读并模仿。
2.老师通过示范，让学生理解对话的情境。
七年级上册This,is,my,sister英语教学设计
七年级上册This,is,my,sister英语教学设计篇一：7上unit2 This is my sister教学设计Unit 2 This is my sister.(第一课时)教学设计校名：贡山一中学科：英语教师姓名：熊飞课题：unit 2 This is my sister. (Period 1— Section A 1a—1c) 课型：听说课；语法课教学时间：45mins教材分析：人教版《新目标英语Go for it》每个单元都有一个Language Goal, 这个Language Goal 其实就是本单元的Topic。
然后所有的课程设计都是围绕着这个话题，无论是Sentence , Vocabulary 还是Grammar。
本单元所有的环节设置都紧紧围绕了家庭成员这个主题。
在整个单元中家庭成员的称谓以及对家庭成员的介绍和提问，与一个个小任务紧密地结合在一起。
任务由一开始的口头介绍到之后的书面表达，由最初单一的家人称谓到最后连贯的语句，教材较好地体现了教学的渐进性和层次感，使学生在教师的带领下能反复地掌握和巩固本单元的生词和新句型。
从而达到流畅介绍家庭成员的目的。
本课时作为单元的第一课，主要让学生学会确认家庭成员并口头介绍家人和朋友。
与此同时让学生了解可数名词的单复数。
学情分析：七年级的学生刚刚全面的学习英语，对英语学习充满了兴趣，求知欲强，乐于表现自己，而且有较强的记忆力和模仿能力。
同时他们在小学学过一些有关家庭成员称呼的单词。
在预备篇第二单元也学过如何介绍物品的方式，这些都为开展这节课创造了较好的条件。
根据学生的知识储备和七年级学生的特点并结合教材设计，我使用了以下的教学方法：首先在对整个课时进行教学设计的时候，从Topic入手，以下列的程序进行：Topic –--Structure —Vocabulary--- Sentence--- Grammar。
其次，用五步教学法;情景教学法；结合“English possible, Chinese necessary.”的教学方法,进行听说结合，模仿操练，反复使用重点单词和句型，由浅入深，由易到难，循序渐进地深化教学内容；再次，把鼓励教育教学法参与到课堂教学中，教师评价多元化并且恰当的使用激励性评语，让学生尽量的参与到课堂教学活动中，有更多的机会说英语，让他们渴望成功的心理得到满足，使他们体验到成功的喜悦。
2017-2018学年七年级英语上册 Unit 2 This is my sister Section A (新)人教新目标
Kate: Yes, they are. Jane: And who’s he? Sally: He’s my brother, Paul. Jane: ⑧Oh, I see. ⑨Well, have a good day! Sally/Kate: Thanks! ⑩You, too. Bye
That’s=that is who’s=who is
【拓展】 grandmother是由grand+mother构成的合 成词。在英语中，grand可以与mother, father, parents，daughter,son等构成合成词。
02 That’s my family.那是我的家庭。（教材P7 1a）
【析句型】 That is my family.
2b Listen again.Match the names with the people in the picture.
b
c
e
a
f
2c Ask and answer questions about the photo in 2b. —Who’s she? —She’s Cindy. —Who’s he? —He’s her father.
06 Oh, Jane, this is my sister Kate.哦，简，这是我 的妹妹凯特。（教材P8 2d）
this为指示代词，意为“这；这个”。 “This is…”是介绍第三方的常用句型，用来介绍距 离说话者较近的人或物。 ＊ Linda, this is my brother.琳达，这是我的哥哥。
01 grandmother（外）祖母（教材P7 1a）） grandmother为名词，意为“（外）祖母；
姥姥；奶奶；外婆”，口语中常用grandma替代 它。其对应词为grandfather，意为“（外）祖父； 爷爷；外公；姥爷”，口语中常用grandpa替代它。 ＊ My grandmother is eighty years old.我的祖母 80岁了。
2017-2018年度七年级英语上册 Unit 2 This is my sister period 4讲义 (新版)人教新目标版
grandpa
grandma
dad mom
uncle
aunt
daughter (sister)
son (brother)
daughter (cousin)
1b. Listen and check (√) the words you hear.
grandpa _√_
mom __ brother __
are brothers. 5．I'm Jane's brother. She is my s ister ． 6．Gina is my daughter ．I am her mother.
二、单项选择。
7．___A_ are her sisters. A．Those B．This C．That
8．I have __C__ uncle. A．a B．/ C．an D．the
.
1d
Draw a picture of your family and friends.Tell your partner about your picture.
Dear Mary, Thanks for the photo of your family. Here is my family photo!
9. My father has two sisters, and I have two __a_u_n_t_s__.
10. I am the only child of myfa_m__il_y___. I have no _b_r_o_t_h_e_rs_ or _s_i_s_te_r_s_.
一、根据句意及首字母提示完成单词。
Which picture are Jiang Tao play and Tom talking about?
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教学基本信息
题目Unit1 My name’s Gina教学设计与反思
学科初中英语年级七年级教材内容Unit1 My name’s Gina
1. 教材分析
本单元围绕“结交新朋友”这一主题，让学生学会打招呼和介绍自己，询问他人姓名的基本句型：“What is your/his/her name? My/His/Her name is...”通过学习区分“first/last name”.了解有关姓名的文化知识，通过查询电话号码“What’s Your/her/his phone number?”,及其回答，学习数字1--9的英文表述方式，同时也进一步促进学生之间的互相了解。
通过以上几个方面的学习，使学生在轻松，愉快的学习氛围中熟识新伙伴。
本单元与第二单元衔接紧密，由课堂内的打招呼，自我介绍到课外，校外互相了解，由特殊疑问的学习，使学生将书本知识运用到实际生活中。
2. 学情分析
单元的主题是熟识新伙伴，同时引导学生采用Practicing, Listening for specific information和Role playing的学习策略，学习一些新词汇，掌握一些重点句型，在小组合作学习的过程中，进一步促进学生之间的相互了解。
很多同学可能对英语已经产生了浓厚的兴趣，所以在教授句型时，一定要尽量多安排活动，让他们大胆去说，去练，去模仿，有必要时采用游戏的方式，增加他们学习英语的兴趣，为以后的学习打下好的基础。
3. 教学目标(含重、难点)
1.一般现在时be的用法。
2.形容词性物主代词my,your,his,her及人称代词
I,he,she.3.省略式What’s =What is I’m=I am My name’s =My name is he’s =he is she’s =she is 4.中英文名字的区别。
4. 教学过程
教学过程
一、第一教学环节：情境导入（6分钟）
教师活动学生活动1．利用插图或实物卡片让学生找出
在预备篇中所学的单词，然后教师引导学习打招呼和介绍自己、询问他人姓名的基本句型“What’s
your/his/her name? My/His/Her name is…
2.让学生听对话，练习对话并模仿对话，结识班级的其他同学。
1．找出在预备篇中所学的单词，学习打招呼和介绍自己、询问他人姓名的基本句型"---What's your /his /he name? My/His/Her name is…”.
2.练习对话并模仿对话，结识班级的其他同学。
一、第一教学环节：情境导入（25分钟）
教师活动学生活动1．播放2a部分的录音让学生听，引
导学生通过听对话熟悉人名"Tony
Tom Jenny Bob Bruce Jim"，完成2a,2b部分的教学任务。
2.引导学生重复他们所听到的，模仿对话结识班级的其他同学，完成2c 部分的教学任务（What’s
your/his/her name？My/His/Her name is…）。
3.概括语法点" What’s
your/his/her name？My/His/Her name is….”1．通过听对话熟悉人名"Ton》Tom Jenny Bob Bruce Jim"，完成2a, 2b 部分的教学任务。
2.听并模仿对话，结识班级的其他同学，完成2c部分的教学任务(What’s your/his/her name？My/His/Her name is… .）。
3．了解语法点
三、第三教学环节：姓名与文化（7分钟）
教师活动学生活动
引导学生阅读3a图中的名和姓，了解有关姓名的文化知识；从3a中给自己选一个姓、名，然后调查其他同学的姓、名，完成3b的任务。
阅读3a图中的名和姓，了解有关姓名的文化知识；从3a中给自己选一个姓、名，然后调查其他同学的姓，名完成3b的任务。
4效果检测（7分钟）本课小结
本课要求采用Practicing, Listening for specific information，利用教学图片来展开课堂Pair work，group work使学生学会打招呼和介绍自已、询问他人姓名的基本句型:Wh at’s your/his/her name? My/His/Her name is … 通过学习区分“”了解有关姓名的文化知识，进一步促进学生之间的相互了解。
个性练习设计
分组进行比赛，小组成员互相问姓名，包括英文名、汉语名，看哪个小组问得快、答得快而准。
三教学反思
教学探讨与反思
七年级听力目标：
1. 能识别不同句式的语调，如：陈述句、疑问句和指令等；
2. 能根据语调变化，判定句子意义的变化；
3. 能辩认出歌谣中的韵律；
4. 能识别语段中句子间联系；
5. 能听懂学习活动中连续的指令和问题，并做出适当的反应；
6. 能听懂有关熟悉话题的语段；
7. 能借助提示听懂教师讲述的故事。
不同的目标应设计不同的听力题型，同时应考虑答题的方式要简单，如：勾、叉圈、写答题号、排序等。
本单元Section A lb是排序，2a是勾；Section B 2a 3a 是圈，3b是排序。
由简单到复杂，让学生慢慢体会成功的快乐。
5．板书设计
Unit1 My name’s Gina
What is your/his/her name? My/His/Her name is...
Tom: What's his name?
Grace: His name 's Eric.
Tom: And what's her name?
Grace: Her name's Alice.
6．教学活动设计（含师生对话设计）T: Hello. What's your name?
S1: My name's Han Mei..
T: I'm Mr.Wang.
S1: Nice to meet you!
T: What's his name?
S2: His name 's Chen Bo.
T: And what's her name?
S2: Her name's Alice.
T: Excuse me, are you Zhou Wentao?
S3: Yes, I am.
T: Nice to meet you.
S3: Nice to meet you, too.
T: Good morning, boys and girls.
My name's Mr. Wang.
What's your name?
S4: My name's Wang Wei..
T: And what's your name?
S5: My name's Cheng Jie..
通过师生，生生对话的练习进一步巩固句型，提高学生学习英语的兴趣。