人教版英语七年级上册 Unit 2 Section B 教案
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Step3Language points
aunt指父母那一辈除母亲之外的所有女性长辈，相当于汉语中的“姑母；姨母；伯母；婶母；舅母”。前面有不定冠词修饰时，应用an。注意：a+读音以辅音音素开头的词；an+读音以元音音素开头的词。
uncle指父母那一辈除父亲之外的所有男性长辈，相当于汉语中的“舅父；叔父；伯父；姑父；姨父”。前面有不定冠词修饰时，应用an。
Find out how many Ss obtained the correct answers in an activity by taking a poll. List the possible answers on the board (but do not tell Ss the correct answers). Then ask Ss to raise their hands for each item they checked. In this way, you can count how many Ss checked each item. Finally, tell Ss the correct answers. How many were correct?How many were wrong?
Grandfather/Grandpa
Grandmother/Grandma
Mother/Mom
Father/Dad
Explain that“grandpa,grandma, mom, dad”are less formal.
Ss do the in 1a individually and the T can check answers in class. The T can ask Ss to read these words in chorus to check their pronunciation.
What are her brothers’names?
Step 2Presentation & Reading
2a
The activity is to provide writing practice with the target language. Before Ss look for the answers in the unit, ask them to try to do the activity from memory first. Ss often read material or listen to conversations, but they do not necessarily try to remember what they have heard or read.
aunt与uncle与人名连用的时候，书写与汉语习惯相反，要将称呼写在人名前，且首字母要大写。
cousin是名词,意为“堂兄（弟、姊、妹）；表兄（弟、姊、妹）”，表示与自己同辈的男性亲属或女性亲属，其复数形式为cousins。
Step4Summary & Homework
The homework can vary with the specific conditions.
Answers:
aunt; uncle; cousin; friends; grandpa, grandma.
1c
This activity is to provide guided listening and speaking practice with the target language. The T can guide Ss to use picture clues. Before listening , the T can ask Ss to look at the pictures in 1c and discuss the following questions:
Answers:
Male: Tom Bob Jack Paul Jiang Tao Alan
Eric John Bill Dale
Female: Cindy Li Lan Jenny Linda Mary Sally
Kate Jane Jiang Shan Helen Lin Fang
2b
The activity is to provide reading practice with the target
The T can present the family pictures appearing in this unit and elicit the people’s names from Ss . Ss can be encouraged to say out more names in this unit. The T can also encourage Ss to review what the differences between Chinese names and English names.
Answers:picture 1
1d
The activity is to provide Ss with speaking practice using the target language. Ask Ss to draw their families and friends. Then Ss work in pairs to introduce the people in their pictures. The T can observe and offer help to Ss in need. Ss should pay attention to the accuracy of Ss’speaking.
Teaching Procedures
Tips
Step 1Lead in
The T can play a video about introducing family members to help Ss review the target language they have learned and more involved in the following activities.
in 2a individually . The T can check answers by asking the
following questions:
What’s her grandfather’s/grandmother’s/father’s/mother’s/sister’s/
cousin’s name?
Unit 2 This is my sister.
Section B（2a-2c）
Teaching Aims
1.语言能力：能够读懂介绍家庭成员的文章，并分辨出英文名字及家庭成员之间的关系。
2.文化意识：了解家庭成员的称谓，学会书面或口头向他人介绍家庭成员，促进家庭意识的养成。
3.思维品质：能提取、整理、概括语篇的关键信息、主要内容。
Unit 2 This is my sister.
Section B（1a-1d）
Teaching Aims
1.语言能力：掌握单词son, daughter, cousin, grandpa, grandma, mom, dad, uncle,aunt等，通过家谱图了解家族成员的关系并用英语单词介绍家庭成员。
Answers:
mom, aunt, son, sister, cousin
1b
The activity is to give Ss practice recognizing the target Answer Poll to check Ss’answers:
Step2Presentation & Practice
1a
This activity is to help Ss use the target language to complete a family tree. Have Ss learn the different terms that are commonly used for each family member. Write on the board:
2.文化意识：了解中英家庭构成差异，增强家族意识，传承传统家风。
3.思维品质：能根据所给内容或所给条件进行改编或创编。
4.学习能力：了解家族成员的关系并使用目标语言介绍家庭成员。
Teaching Difficulties
了解家族成员的关系并使用目标语言介绍家庭成员。
Teaching Aids
A tape recorder; CAI or multimedia courseware
How many people are in the pictures?
Who are they?
Where are they?
What are they doing?
...
In this way, Ss are better prepared to answer listening comprehension questions.
Language. Before reading, the T can ask Ss to observe the two pictures and answer the following questions:
How many people can you see in the first picture?
4.学习能力：能整理、归纳所学内容，把握重点和难点。
Teaching Difficulties
阅读文章，找出文章的关键信息。
Teaching Aids
A tape recorder ,CAI or multimedia courseware
Teaching Procedures
Tips
Step 1Lead in
Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
Homework:
Preview the passage in Section B 2b.
Then the T can encourage Ss to describe a family tree. During the process, the T can also pre-teach some new words and expressions. Ss are encouraged to practice using these target language.
How many people can you see in the second picture?
What else can you see in the second picture?
Then the T can ask Ss to read the passage quickly and do the task
Do the exercises in students’book.
Teaching Reflection
The design of activities before listening(Activities1a and 1b)is very important. The purpose is to activate the memory in students' brain, recallthe learned words, phrases and sentence patterns, and pave the way for listening activities. At the same time, students' response process is also to learn and consolidate language knowledge in application.
aunt指父母那一辈除母亲之外的所有女性长辈，相当于汉语中的“姑母；姨母；伯母；婶母；舅母”。前面有不定冠词修饰时，应用an。注意：a+读音以辅音音素开头的词；an+读音以元音音素开头的词。
uncle指父母那一辈除父亲之外的所有男性长辈，相当于汉语中的“舅父；叔父；伯父；姑父；姨父”。前面有不定冠词修饰时，应用an。
Find out how many Ss obtained the correct answers in an activity by taking a poll. List the possible answers on the board (but do not tell Ss the correct answers). Then ask Ss to raise their hands for each item they checked. In this way, you can count how many Ss checked each item. Finally, tell Ss the correct answers. How many were correct?How many were wrong?
Grandfather/Grandpa
Grandmother/Grandma
Mother/Mom
Father/Dad
Explain that“grandpa,grandma, mom, dad”are less formal.
Ss do the in 1a individually and the T can check answers in class. The T can ask Ss to read these words in chorus to check their pronunciation.
What are her brothers’names?
Step 2Presentation & Reading
2a
The activity is to provide writing practice with the target language. Before Ss look for the answers in the unit, ask them to try to do the activity from memory first. Ss often read material or listen to conversations, but they do not necessarily try to remember what they have heard or read.
aunt与uncle与人名连用的时候，书写与汉语习惯相反，要将称呼写在人名前，且首字母要大写。
cousin是名词,意为“堂兄（弟、姊、妹）；表兄（弟、姊、妹）”，表示与自己同辈的男性亲属或女性亲属，其复数形式为cousins。
Step4Summary & Homework
The homework can vary with the specific conditions.
Answers:
aunt; uncle; cousin; friends; grandpa, grandma.
1c
This activity is to provide guided listening and speaking practice with the target language. The T can guide Ss to use picture clues. Before listening , the T can ask Ss to look at the pictures in 1c and discuss the following questions:
Answers:
Male: Tom Bob Jack Paul Jiang Tao Alan
Eric John Bill Dale
Female: Cindy Li Lan Jenny Linda Mary Sally
Kate Jane Jiang Shan Helen Lin Fang
2b
The activity is to provide reading practice with the target
The T can present the family pictures appearing in this unit and elicit the people’s names from Ss . Ss can be encouraged to say out more names in this unit. The T can also encourage Ss to review what the differences between Chinese names and English names.
Answers:picture 1
1d
The activity is to provide Ss with speaking practice using the target language. Ask Ss to draw their families and friends. Then Ss work in pairs to introduce the people in their pictures. The T can observe and offer help to Ss in need. Ss should pay attention to the accuracy of Ss’speaking.
Teaching Procedures
Tips
Step 1Lead in
The T can play a video about introducing family members to help Ss review the target language they have learned and more involved in the following activities.
in 2a individually . The T can check answers by asking the
following questions:
What’s her grandfather’s/grandmother’s/father’s/mother’s/sister’s/
cousin’s name?
Unit 2 This is my sister.
Section B（2a-2c）
Teaching Aims
1.语言能力：能够读懂介绍家庭成员的文章，并分辨出英文名字及家庭成员之间的关系。
2.文化意识：了解家庭成员的称谓，学会书面或口头向他人介绍家庭成员，促进家庭意识的养成。
3.思维品质：能提取、整理、概括语篇的关键信息、主要内容。
Unit 2 This is my sister.
Section B（1a-1d）
Teaching Aims
1.语言能力：掌握单词son, daughter, cousin, grandpa, grandma, mom, dad, uncle,aunt等，通过家谱图了解家族成员的关系并用英语单词介绍家庭成员。
Answers:
mom, aunt, son, sister, cousin
1b
The activity is to give Ss practice recognizing the target Answer Poll to check Ss’answers:
Step2Presentation & Practice
1a
This activity is to help Ss use the target language to complete a family tree. Have Ss learn the different terms that are commonly used for each family member. Write on the board:
2.文化意识：了解中英家庭构成差异，增强家族意识，传承传统家风。
3.思维品质：能根据所给内容或所给条件进行改编或创编。
4.学习能力：了解家族成员的关系并使用目标语言介绍家庭成员。
Teaching Difficulties
了解家族成员的关系并使用目标语言介绍家庭成员。
Teaching Aids
A tape recorder; CAI or multimedia courseware
How many people are in the pictures?
Who are they?
Where are they?
What are they doing?
...
In this way, Ss are better prepared to answer listening comprehension questions.
Language. Before reading, the T can ask Ss to observe the two pictures and answer the following questions:
How many people can you see in the first picture?
4.学习能力：能整理、归纳所学内容，把握重点和难点。
Teaching Difficulties
阅读文章，找出文章的关键信息。
Teaching Aids
A tape recorder ,CAI or multimedia courseware
Teaching Procedures
Tips
Step 1Lead in
Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
Homework:
Preview the passage in Section B 2b.
Then the T can encourage Ss to describe a family tree. During the process, the T can also pre-teach some new words and expressions. Ss are encouraged to practice using these target language.
How many people can you see in the second picture?
What else can you see in the second picture?
Then the T can ask Ss to read the passage quickly and do the task
Do the exercises in students’book.
Teaching Reflection
The design of activities before listening(Activities1a and 1b)is very important. The purpose is to activate the memory in students' brain, recallthe learned words, phrases and sentence patterns, and pave the way for listening activities. At the same time, students' response process is also to learn and consolidate language knowledge in application.