七年级上My-family教案
初一英语教案：My Family
初一英语教案：My Family一、教学目标1、知识目标：学生能够掌握并正确使用表示家庭成员的词汇，如father, mother, brother, sister, grandfather, grandmother等。
学生能够理解和运用介绍家庭成员的句型，如“This is my ...”和“He/She is my ...”。
2、能力目标：学生能够通过听、说、读、写等多种方式综合运用所学词汇和句型。
学生能够在实际情境中流利地介绍自己的家庭成员。
3、情感目标：培养学生的家庭观念和感恩之心。
增强学生的自信心和表达能力。
二、教学重难点重点：家庭成员词汇的掌握和介绍家庭成员的句型运用。
难点：在实际情境中灵活运用所学词汇和句型进行表达。
三、教学准备多媒体课件（包含家庭成员的图片和音频）家庭成员词汇卡片学生家庭照片（可选）四、教学过程Step 1: Warm-up（热身）歌曲导入：播放一首关于家庭的歌曲，如《The Family Song》，引导学生跟唱，营造轻松愉快的课堂氛围。
日常对话：教师用简单的英语与学生进行日常对话，如“Good morning, everyone. How are you today?”等，拉近师生距离。
Step 2: Presentation（呈现新知）词汇学习：利用多媒体课件展示家庭成员的图片，引导学生学习并跟读词汇。
通过词汇卡片进行快速闪卡游戏，巩固学生记忆。
句型学习：教授介绍家庭成员的句型，如“This is my father.”和“He is my father.”。
通过角色扮演活动，让学生分组练习介绍自己的家庭成员。
Step 3: Practice（实践练习）小组活动：学生分组，每组选出一名代表，手持自己或家人的照片，用所学词汇和句型介绍照片中的人物。
其他小组成员根据介绍内容进行提问和补充。
情景模拟：设定一个家庭聚会的场景，让学生分角色扮演家庭成员，进行对话交流。
My family教学设计教案
My family教学设计-教案一、教学目标1. 知识目标a. 学生能够听懂、会说、会读家庭成员相关的词汇：father, mother, sister, brother, grandmother, grandfather, uncle, aunt等。
b. 学生能够运用所学的词汇介绍自己的家庭成员。
2. 能力目标a. 学生能够通过图片和情景，正确使用目标词汇进行简单的交流。
b. 学生能够在图片的帮助下，正确运用一般现在时介绍家庭成员。
3. 情感目标a. 学生能够增强对家庭的责任感，学会关心家人。
二、教学重难点1. 教学重点a. 能够听懂、会说、会读家庭成员的词汇。
b. 能够运用所学的词汇介绍自己的家庭成员。
2. 教学难点a. 家庭成员词汇的准确运用。
b. 一般现在时的运用。
三、教学方法1. 情景教学法：通过设定情景，让学生在实际情境中学习、运用语言。
2. 交际教学法：通过小组活动，让学生在交流中学习语言。
3. 任务型教学法：通过完成任务，让学生在实践中学习语言。
四、课前准备1. 教学图片：家庭成员的图片。
2. 教学音频：家庭成员的词汇发音。
3. PPT：教学内容的相关课件。
五、教学过程1. 热身（5分钟）a. 教师与学生用中文进行简单的交流，询问学生家庭成员的情况。
b. 学生自由交谈，分享自己的家庭成员。
2. 引入（10分钟）a. 教师展示家庭成员的图片，引导学生说出家庭成员的名称。
b. 教师播放家庭成员的词汇发音，让学生跟读。
3. 新课呈现（15分钟）a. 教师通过PPT展示家庭成员的词汇，引导学生学习并朗读。
b. 教师创设情景，让学生运用所学的词汇进行交流。
4. 课堂活动（15分钟）a. 分组活动：学生分组，每组选择一张家庭成员的图片，用所学词汇介绍家庭成员。
b. 小组展示：每组派一名代表上台展示本组的介绍，其他学生进行评价。
5. 总结与作业（5分钟）a. 教师对本节课的内容进行总结，强调家庭成员词汇的运用。
冀教版(2024) 七年级上册 Unit 4 My family Lesson 2 A f教案
《A family picnic》(教学设计)-2024-2025学年冀教版(2024)初中英语七年级上册一、教材内容本课时是冀教版初中英语七年级上册Unit 4《My family》中的《A family picnic》。
教材围绕“家庭野餐”这一主题展开，通过描述一家人准备野餐、前往野餐地点以及在野餐过程中的活动等情景，呈现了与家庭活动、日常用品、食物等相关的词汇和句型。
教材内容注重语言的实用性和情境性，旨在培养学生在实际生活中运用英语进行交流的能力，同时引导学生感受家庭活动的乐趣，增进家庭成员之间的感情。
二、教学目标(一)知识目标1、学生能够掌握与野餐相关的词汇，如picnic,basket,sandwich,fruit,drink,blanket等，以及描述野餐活动的动词短语，如take a picnic,pack a basket,put in,sit on,eat,drink, play games 等。
2、学生能够理解并运用以下句型来描述家庭野餐的准备和过程：1.We are going to have a family picnic.2.Let's pack the basket.3.What do we need for the picnic?4.We need some sandwiches,fruits and drinks.5.We can siton the blanket and enjoy the food.(二)能力目标1、学生能够通过听、说、读、写等活动，熟练运用所学词汇和句型谈论家庭野餐的相关话题，包括野餐的准备、活动和感受等。
2、培养学生的口语表达能力，使其能够在小组或全班范围内用英语描述自己的一次家庭野餐经历或想象中的家庭野餐场景。
3、提高学生的阅读理解能力，能够理解教材中的关于家庭野餐的短文和对话，并获取关键信息。
4、锻炼学生的写作能力，能够用简单的英语句子写一篇关于家庭野餐的短文，介绍野餐的准备、过程和自己的感受。
my-family教案
my-family教案【课题】Unit 2 My family 第一课时【重点】1．句型：Who’s that man(boy)? H e’s my…Who’s that woman(girl)? S he’s my…2．词汇：father, mother, mom, w oman, man【难点】he和she的意义区分及发音。
【教具准备】1．教师及学生的家庭照片2．教材相配套的教学课件3．教材相配套的教学录音带【教学过程】一热身／复习（Warm-up/Revision）三趣味操练（Practice）1．Who’s family is this?教师先收集几张学生的全家福，出示其中一张问：Who’s family is this ? 引导该家庭的学生迅速反应：This is my family.然后让其他同学对照片中的人物发问，该生回答。
2．猜人请一名学生到前面，蒙上他／她的眼睛，再叫一名学生说几句英语，让全班学生问：Who’s that boy/girl?猜的人说：He’s… /She’s…猜对了，就蒙住说话学生的眼睛，继续游戏。
（在游戏过程中播放英语歌曲，创设愉快氛围。
）四扩展性活动（Add-activities）Draw your best friend.发给学生每人一张图画纸，让学生以最快的速度画出自己的父母或好朋友。
以小组为单位，根据画的画做句型练习：Who’s that boy/gi rl/man/woman? He’s… She’s…【板书设计】【课题】Unit 2 My family 第二课时【教学重点】单词：father (dad), mother (mom), grandfather(grandpa), grandmother (grandma), man, wo man【教学难点】家庭成员单词的认读【教具准备】1．有关家庭成员的图片2．单词卡3．教材相配套的教学录音带【教学过程】一热身／复习（Warm-up/Revision）1．教师让学生拿着自己的家庭照，通过实物投影展示给大家，并指着其中的人物做介绍：He’s my father. She’s my mother.2．让学生两人一组面对面站着，举起自己的家人照片做问答练习：Who’s that ma n? Who’s that woman?二呈现新课（Presentation）1．教师出示Chen Jie的图片问学生：Who’s this girl?让学生回答：She’s Che n Jie.并把图片贴到黑板上。
外研版七年级上册英语Module 2 My family教案教学设计3课时
Module 2 My familyUnit 1 Is this your mum?教学目标【知识与技能】1. 能正确使用下列单词和短语：aunt, brother, cousin, daughter, family, father, grandfather, grandmother, grandparent, parent, mother, sister, son, uncle, photo, these, they, mum, left, dad, right, who, woman, next, husband, front, those, a photo of, on the left, on the right, next to, in front of2. 掌握本课句型：1) Is this your family? Yes, it is.2) This is a photo of Tony's family.3) What a big family!4) My mum's parents are on the left.5) Those are Paul's son and daughter.【情感、态度与价值观】1. Learn to respect others when we talk with others.2. Learn to introduce yourself to your friends in the right way. 教学重难点【教学重点】1、掌握本课单词和词组2、能听读有关介绍家庭的简短对话，辨认对话中的人物关系。
3、能用指示代词来介绍自己的家庭，询问他人的家庭情况。
【教学难点】1、掌握本课单词和词组2、能听读有关介绍家庭的简短对话，辨认对话中的人物关系。
3、能用指示代词来介绍自己的家庭，询问他人的家庭情况。
教学过程Step 1 Lead inT: Hello, everyone. Let’s enjoy the video.Play the song of "I love my family" on the screen. Let the students watch them. After enjoying the video, ask them to answer some questions.T: What is the song about ?S1: About family.T: What can you remember about the song?S2: mother , father ,brother...T:Do you enjoy it ?Ss: Yes, I do.T: Do you love your family? Yes or No?Ss: Yes.Then let the Ss look at some pictures about families.T:Do you have a happy family? Please show us your photo of your family?Step 2 Look and sayT: Now look at the photo of Tony's family. Let's know his family members, OK?Lead the students to say the members of family like this:Then let the students remember the words , and ask and answer in pairs.Step 3 Listen and answerListen the text and choose the correct answer.1.Play the tape and have them read and follow2.Ask the students to read through the conversation individually. Then choose the correct answer.3.Check the answers1.Linda is Tony’s sister.2.Liz is Tony’s aunt.3.Paul is Tony’s uncle.4.Mike is Tony’s brother.Step 4 Free talkAsk and answer about activity 3T: Is this your mother?S: Yes , it is.T: Are these your parents?S: No, they aren't.T: Who are the girl and the boy?S: They are my cousins.Then show a picture on the screen .Ask the students to talk something about the picture like these: A:Is this your sister?B:Yes, it is.A:Are these your grandparents?B:Yes, they are .A:Is this her husband?B:No, that's her…Step 5 Language points指示代词的用法:This，these，that，those 成为指示代词，用来指示或标示人或事物，其中，this和that为单数，these和those 为复数。
《My family》精品教案
《My family》
一、教学目标
1.能听懂、会说“father、mother、brother、sister”等家庭成员的单词。
2.能用“This is my...He/She is...”的句型介绍自己的家庭成员。
3.培养学生的家庭观念和情感。
二、教学重难点
1.重点：掌握家庭成员的单词，运用句型介绍家庭成员。
2.难点：正确发音和区分人称代词he/she。
三、教学方法
情景教学法、游戏教学法、图片教学法。
四、教学过程
1.导入
1.播放一首关于家庭的英文歌曲《My family》，引出课题。
2.教师展示自己的家庭照片，介绍自己的家庭成员。
2.学习家庭成员单词
1.出示家庭成员的图片，教学生认读“father、mother、brother、sister”
等单词。
2.教师带领学生进行单词朗读练习，采用多种方式，如齐读、分组读
等。
3.学习介绍家庭成员的句型
1.教师示范“This is my...He/She is...”的句型，介绍自己的家庭成员。
2.学生模仿教师的句型，介绍自己的家庭成员。
4.巩固练习
1.游戏：“猜一猜”，教师描述一个家庭成员，让学生猜出是谁。
2.小组活动，互相介绍自己的家庭成员。
5.总结
1.总结本节课的学习内容，强调重点单词和句型。
2.布置作业：回家用英语向家人介绍自己的同学。
Myfamily教案
第 1 1 页页《Unit 2 My family 》教学设计一、教学目标：1.1.语言知识目标：语言知识目标：（1）能听懂、会说句型：）能听懂、会说句型：Who Who Who’’s that man? He He’’s my father. This is my friend, Amy. 并能在情境中运用。
（2）能够理解对话大意，能用正确的语音语调朗读对话，并能够模仿对话。
2.2.语言技能目标：语言技能目标：（1）通过教学对话，让学生学会如何向别人提出问题并回答别人提出的问题。
（2）能模拟情景对话，角色扮演。
3. 3. 情感态度目标：情感态度目标：（1）设计吸引学生的活动，激发学生的学习热情，培养学生学习英语的兴趣。
（2）通过丰富多彩的听说练习，培养学生能用正确的语音语调朗读对话。
4. 4. 学习策略目标：学习策略目标：（1）师生互动问答，锻炼学生的反应能力和会话能力。
（2）小组合作交流活动中，培养学生口语表达能力和交际能力。
5. 5. 文化意识目标：文化意识目标：能够了解爸爸在英文表达的书面语和口语表达方式。
二、教学重点学生能够听懂、会说、认读三会句型：学生能够听懂、会说、认读三会句型：Who Who Who’’s that man? He s that man? He’’s my father.s my father.以及单词以及单词man man、、father father、、dad三、教学难点学生能够理解和熟练运用句型：学生能够理解和熟练运用句型：Who Who Who’’s that man? He s that man? He’’s my father. 四、教学准备PPT 课件，人物头饰，单词卡片，人物图片等。
五、教学过程Procedures Teacher Teacher’’s Activities Learners Learners’’ActivitiesNotesStep I Warming up 1.Let1.Let’’s chant: : ““He and sheHe and she””2.Free talk：I’m a teacher and you arestudents. Look! This is mystudent. Hestudent. He’’s a boy.WhoWho’’s he? Can you guess?PPT出示班内一男孩照片，出示班内一男孩照片，T: WhoT: Who’’s that boy?PPT出示班内一女孩照片，出示班内一女孩照片，T: WhoT: Who’’s that girl?同位两人面对面拍手唱歌谣。
英语my family教案
英语my family教案教案标题：英语《My Family》教案教案目标：1. 学习掌握有关家庭成员的英语词汇。
2. 通过学习家庭成员的介绍，培养学生运用第三人称单数的能力。
3. 提高学生的口语表达能力，能够用英语简单介绍自己的家庭成员。
教学资源：1. 幻灯片或黑板。
2. 学生练习册。
3. 家庭成员图片或卡片。
教学步骤：引入活动：1. 制作一张家庭成员图片或卡片，并展示给学生。
2. 问学生是否认识这些人，并鼓励他们用英语回答。
3. 引导学生讨论家庭成员的英语词汇，如father, mother, brother, sister等。
主体活动：1. 展示幻灯片或黑板上的家庭成员图片，并教授相关的英语词汇。
2. 通过问答的形式，帮助学生记忆这些词汇。
例如，教师问：“Who is this?” 学生回答：“This is my father.”3. 为了巩固学生的记忆，教师可以进行一些游戏，如记忆卡片游戏或家庭成员连线游戏。
4. 引导学生用英语介绍自己的家庭成员。
例如，教师可以示范：“This is myfather. His n ame is John. He is a doctor.”5. 学生之间进行小组活动，互相介绍自己的家庭成员，并尝试用英语进行交流。
拓展活动：1. 让学生以小组为单位，用英语编写一段关于自己家庭成员的短对话，并在班级中表演。
2. 学生可以用英语写一篇关于自己家庭成员的短文，并与同学分享。
评估与总结：1. 教师观察学生在课堂上的参与程度和口语表达能力，并及时给予肯定和指导。
2. 教师可以给学生一些家庭成员的图片或卡片，让他们写出对应的英文词汇，以检验他们的掌握程度。
3. 教师总结本节课的教学内容，并鼓励学生继续练习和运用所学知识。
备注：教案中的具体活动和教学资源可以根据教师的实际情况进行调整和修改。
2024秋七年级英语上册Module2Myfamily教案(新版)外研版
3.学生可能遇到的困难和挑战：在学习家庭成员的英文名称及称呼时，学生可能会对一些特殊的词汇发音和拼写感到困难。在描述家庭成员的职业和外貌特征时，学生可能会遇到如何准确表达的问题。此外，学生在进行角色扮演和小组讨论时，可能会遇到如何与他人有效沟通和合作的挑战。
教学方法与手段
教学方法：
1.情境教学法：通过创设真实的家庭情境，让学生在实际语境中学习和运用英语，提高他们的语言实践能力。例如，模拟家庭成员的职业场景，让学生用英语进行角色扮演，真实地表达家庭成员的职业。
2.文化意识：学生们通过学习本节课的内容，对不同文化背景下的家庭观念和家庭成员间的称呼方式有了更深入的了解。他们学会了尊重和欣赏不同文化的家庭价值观，培养了一定的跨文化交际能力。
3.思维品质：学生们在课堂活动中，特别是在小组讨论和角色扮演中，展现出了良好的发散思维和逻辑思维。他们能够分析问题、提出观点并解决问题，提高了自己的思维能力。
四、学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“如何用英语介绍家庭成员”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考，如“你觉得用英语介绍家庭成员时最重要的是什么？”
3.实物教学手段：利用实物道具，如家庭成员的图片、玩具等，帮助学生直观地理解和记忆英语单词和句型。例如，展示一张家庭成员的图片，让学生用英语描述图片中的人物。
4.评价与反馈手段：通过课堂问答、小组评价、自我评价等方式，及时了解学生的学习情况，给予针对性的指导和鼓励，提高他们的学习积极性。例如，在小组讨论结束后，教师对学生的表现进行点评和反馈，指出他们的优点和需要改进的地方。
外研版英语(新标准)七年级上册Module 2 My family教案
Module 2 My familyTeaching plans for each period分课时教案Unit 1 Is this your mum? Teaching goals 教学目标1. Language focus语言目标a. Words and phrases 生词和短语aunt brother cousin daughter family father grandfather grandmothergrandparent parent mother sister son uncle photo these they mumleft dad right who woman next husband front thosea photo of on the left on the right next to in front ofb. Key sentences重点句子1. Is this your family? Yes, it is.2. This is a photo of Tony's family.3. What a big family!4. My mum's parents are on the left.5. Those are Paul's son and daughter.2. Ability goals 能力目标Enable Ss to know family members.3. Learning ability goals 学能目标Help students ask and answer about their familyTeaching important and difficult points教学重难点The use of "this, that, these, those"Teaching aids 教具准备multi-mediaTeaching procedures and ways 教学过程Step I Lead inT: Hello, everyo ne. Let’s enjoy a video.Play the song of "I love my family" on the screen. Let the students watch it. After enjoying the video, ask them to answer some questions.T: What is the song about?S1: About family.T: What can you remember about the song?S2: mother, father, brother...T: Do you enjoy it?Ss: Yes, I do.T: Do you love your family? Yes or No?Ss: Yes.Then let the Ss look at some pictures about families.T: Do you have a happy family? Please show us your photo of your family?Show students a pho to of Xiaohong’s family. Make them know the words:grandmother, grandfather, father, mother, sister, daughter.Step II Look, listen and sayT: Now look at the photo of Tony's family. Let's know his family members, OK?1. Lead the students to say the members of family like this:This is a photo of Tony’s family. This is Tony’s …Then let the students remember the words, and ask and answer in pairs. 2. Play the recorder of activity 2 and ask the students to check (√) in Activity 1 the people Tony mentions.Step III Listen, read and answer1.Play the tape and have them read and follow2.Ask the students to read through the conversation individually. Then choose the correct answer of activity3.3.Check the answers1 Linda is Tony’s sister.2 Liz is Tony’s aunt.3 Paul is Tony’s uncle.4 Mike is Tony’s brother.Step IV Free talkStudents show their family photos and ask and answer about their families like activity 3.A: Is this your dad?B: No, it isn’t. That’s my uncle.A: Are these your grandparents?B: Yes, they are./ No, they aren’t.Then show a picture on the screen.Step V Grammar指示代词的用法:This，these，that，those成为指示代词，用来指示或标示人或事物，其中，this和that为单数，these和those为复数。
外研版英语七年级上册M2-1《My family》教学设计
外研版英语七年级上册M2-1《My family》教学设计一. 教材分析外研版英语七年级上册Module 2 Unit 1《My family》主要介绍了家庭成员的称呼以及外貌、职业等特征。
本节课通过介绍主人公家庭成员的情况，让学生掌握家庭成员的称呼以及如何描述他们的外貌和职业。
教材内容贴近学生的生活，有利于激发学生的学习兴趣，培养他们用英语进行交流的能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的听说读写能力。
但部分学生对英语学习仍存在恐惧心理，课堂参与度不高。
针对这一情况，教师应注重营造轻松愉快的学习氛围，鼓励学生积极参与课堂活动，提高他们的自信心。
三. 教学目标1.知识目标：学生能够掌握家庭成员的称呼以及如何描述他们的外貌和职业。
2.能力目标：学生能够在真实情境中运用所学知识进行交流，提高口语表达能力。
3.情感目标：通过本节课的学习，学生能够增进与家人之间的感情，学会关心和描述家人的生活。
四. 教学重难点1.重点：家庭成员的称呼以及如何描述他们的外貌和职业。
2.难点：如何运用所学知识进行实际交流，提高口语表达能力。
五. 教学方法1.情境教学法：通过设定真实情境，让学生在实践中学会运用所学知识。
2.交际教学法：鼓励学生参与课堂互动，提高他们的口语表达能力。
3.任务型教学法：引导学生完成各种任务，巩固所学知识。
六. 教学准备1.教材：外研版英语七年级上册Module 2 Unit 1《My family》。
2.课件：制作相关课件，辅助教学。
3.图片：准备家庭成员的图片，用于展示和描述。
4.视频：寻找相关家庭生活的视频素材，用于引入和拓展。
七. 教学过程1.导入（5分钟）利用视频素材展示家庭生活的场景，引导学生谈论自己家庭成员的情况。
教师提问：“Can you introduce your family members?”，学生回答并练习家庭成员的称呼。
2.呈现（10分钟）教师展示主人公家庭成员的图片，引导学生描述他们的外貌和职业。
七年级英语上册M2MyfamilyUnit1Isthisyourmum教案外研版(1)
Book1 Module 2 My Family一、教学内容：Unit 1 Is this your mum?二、课型：Listening and speaking三、教学目标：1. To talk about your family member s2. To listen and understand familiar topic3. To learn some key words and useful expressions四、教学重难点：1、单词和词组：brother, cousin, daughter, family, grandfather, parent, son, sister, unclea photo of… in front of… on the left next to2、能听读有关介绍家庭的简短对话，辨认对话中的人物关系。
3、能用指示代词来介绍自己的家庭，询问他人的家庭情况。
五、教学准备：本课指导学生通过听力获取信息，培养学生听力技能。
课堂上采用多媒体手段辅助教学，在轻松愉快的氛围中，在较真实的语境下，并联系学生生活实际，结合已有的知识和经验，运用所学的语言基础知识自我学习、互相学习，让学生在语言实践中相互启发、生成，体验成功。
培养学生的合作精神,发展其思维和想象等能力。
在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品。
六、预习要求：根据音标自学本课新单词；七、教学过程：教学步骤教师活动学生活动设计意图Step One Warming-up (3’)Lead in1. First ：let the students seea video. It is a song aboutfamily。
And then answer:1.How many people are there inthe video ?2.Who are they ?Second: Greeting . Free talk tolead in our t oday’s module(Module2 My family Unit 1Is this your mum ? )1. Enjoy the video and tryto answer the questions .2. Talk with th e teacherand partners.学生们喜欢看动画，以一首歌曲导入新课，让学生进入英语的氛围当中，且激发了学生的学习兴趣，从而顺利的进入到新课的学习当中Step Two Pre-task Task1:Check the new words.1. Let the students see thescreen.A boy Tony and then study the new1.See the pictures andthings to say out the newwords.2. Read the new words利用多媒体生动形象的给学生们展示了新单词，(5’)words(about his family).anize the students to readthe n ew words together.3.Check the students’newwords learning according to theActivity 1 together.3. Check the students’new words learningaccording to the Activity1让学生们在轻松的环境下学会单词，通过图片、情景学单词，做到词不离句。
初中英语任务型教学案例——外研版七年级上七上M2 My family 教学设计
初中英语任务型教学案例——外研版七年级上七上M2 My family 教学设计一、教材（内容）解析本课时的学习内容是七年级上学期Model 2的My family这一单元。
本节课的标题是《Is this your mum?》，涉及的话题是“我的家庭”，属于“人与他人”的主题范畴。
本节课采用图文结合、呈现对话、提供关键信息和核心句型等方式呈现语篇，引领学生阅读。
在前面几课时的学习中，学生已经基本掌握了本单元中关于亲戚、朋友的词汇，并掌握了描述自己和家人关系如何描述的基本方式。
本节课的教学重点是通过观察、操作、联想等活动，本教时将课本中不同的教学部分有机地组合在一起，情景自然，过渡流畅，效果较好。
在设计小组活动时，注意到了学生能力地差别，允许他们自行选择所编对话的内容及数量，体现了分层次教学的理念。
新英语课程标准倡导“任务型”的教学途径，以培养学生综合语言运用能力。
在教学中，我努力贯彻这一理念，结合本课学习内容，设计各项活动，引导学生对话题展开探讨，达到学以致用的目的。
二、教学目标学习掌握相关词汇：aunt, brother, cousin, daughter, family, father学习掌握相关句型：Is this/that your mother\father\grandpa……This is …./These are …./Are these ….?Is this …?三、学情分析当前，七年级学生有了一定的独立自主的英语阅读能力，并且对人物故事特别感兴趣。
通过前面的学习，学生也掌握了一定量的英语词汇，较为优秀的学生可以独立进行初步的自主学习。
教师应该尽量创造条件，让学生有机会多听英语。
同时，要帮助学生明确学习英语的目的。
每个学生从本人的实际情况出发，找出自己学习英语的真正原因和切实动机。
在学习本单元之前，学生已经在前几节课学习过了一些简单的词汇和句型。
对于本单元的学习，大部分学生已经有了一定的词汇和句型储备的基础。
七年级英语上册M2MyfamilyUnit2Thesearemyparents教案外研版(1)
初中英语教学、学习资料Book 1 Module 2 My Family一、教学内容：Unit2 These are my parents二、课型：Reading and writing三、教学目标：1.To read the passage aloud and find specific information about people2.To learn some key words and useful expressions3.To write personal information using punctuation (capital letters and full st ops) correctly四、教学重难点：1、能阅读和介绍人物职业和工作地点的简短文章。
2、能写出简短的句子来介绍家庭成员，并能正确运用大小写以及句号。
3、能运用指示代词和名词所有格，运用人称代词的主格形式和形容词性物主代词。
五、教学准备：课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。
本课指导学生通过阅读获取信息，培养学生阅读技能。
在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。
因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品.六、预习要求：根据音标自学本课新单词；教学步骤教师活动学生活动设计意图Step One Warming-up (5’)1.Lead inLook and say :Look at a picture and say:Who’s this?This is …What’s your father’s /mother’ job ?He/She is …2．Work in pairsAsk the students to makedialogues with partnersaccording to activity 6 .1.What’s your father’sname?2 What’s your father’s job?3 What’s your mother’sname?4 What’s your mother’s job?Look at a picture and answerthe questions according to thepicture .Make dialogues with theirpartners according to theactivity 6 .1 What’s your father’s name?2 What’s your father’s job?3 What’s your mother’s name?4 What’s your mother’s job?通过看图片回答问题，引导学生回顾上节课的内容并引入这一课的相关内容。
My family教学设计-教案
教案名称：My family教学设计-教案课时安排：2课时教学目标：1. 学生能够听懂、会说、会读家庭成员的英文单词：father, mother, sister, brother, grandmother, grandfather, uncle, aunt, cousin, family。
2. 学生能够听懂、会说、会读家庭成员的中文对应单词。
3. 学生能够用英语简单介绍自己的家庭成员。
教学重点：1. 家庭成员的英文单词。
2. 家庭成员的中文对应单词。
3. 用英语介绍家庭成员的句型。
教学难点：1. 家庭成员的英文单词的记忆。
2. 用英语介绍家庭成员的句型的运用。
教学准备：1. 图片或图片卡片。
2. 录音机或多媒体设备。
教学过程：第一课时：一、热身（5分钟）1. 教师与学生用中文进行简单的自我介绍，包括姓名、年龄、家庭成员等。
2. 学生相互之间用中文进行自我介绍。
二、新课导入（10分钟）1. 教师出示家庭成员的图片或图片卡片，引导学生说出中文对应单词。
2. 教师逐个介绍家庭成员的英文单词，让学生跟读。
三、课堂活动（10分钟）1. 教师播放录音，学生听录音并模仿发音。
2. 学生分成小组，用英文进行角色扮演，模拟介绍家庭成员。
四、巩固练习（5分钟）1. 教师出示一些家庭成员的图片，学生用英文说出对应的单词。
2. 教师说出一些家庭成员的英文单词，学生用中文翻译。
五、课堂小结（5分钟）2. 学生分享自己在课堂活动中的收获。
第二课时：六、复习导入（5分钟）1. 教师与学生用英文进行简单的自我介绍，包括姓名、年龄、家庭成员等。
2. 学生相互之间用英文进行自我介绍。
七、新课导入（10分钟）1. 教师出示一些家庭成员的图片，引导学生用英文说出对应的单词。
2. 教师逐个介绍家庭成员的英文句型，让学生跟读。
八、课堂活动（10分钟）1. 教师播放录音，学生听录音并模仿发音。
2. 学生分成小组，用英文进行角色扮演，模拟介绍家庭成员。
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七年级上M y-f a m i l y教案--------------------------------------------------------------------------作者: _____________英语七年级上Module 4 Family教案I. Teaching goals 模块教学目标II. Teaching material analyzing 教材分析本模块以家庭为话题，以家庭介绍为任务，训练have / has got 句型的使用，并介绍了英语写作时应注意的标点符号问题。
通过对本模块内容的学习学生能够了解不同国家家庭结构的不同。
值得一提的是，班内可能会有单亲家庭，教师在授课时应注意该问题，在不伤害学生自尊心的同时注意培养学生的移情能力。
Unit 1 通过听、读、说训练，初步学习询问对方家庭情况和介绍自己的家庭成员。
其中活动1 要求学生将适当的词汇和人物联系起来。
活动有一定难度，教师可提醒学生注意利用图中所看到的有用信息。
活动2训练学生从听力材料中听出father，mother，sister，grandfather等词汇。
活动3、4要求学生听对话并完成填词任务，活动6要求根据提示口头练习询问及介绍家庭情况。
Unit 2 通过读写训练，让学生进一步掌握如何介绍自己的家庭成员的相关表达。
活动1－2通过词汇匹配、小组活动（介绍自己家庭成员）的活动为下面的阅读做词汇和话题上的准备。
活动3要求学生阅读电子邮件，从中获取有用信息并回答相关问题。
活动4学习英语中标点的用法。
教材中没有具体的写作任务，教师可根据本模块话题增加写作活动。
Unit 3 共设计了6项活动内容。
活动1－4复习所学内容，进一步巩固所学have / has got 的用法。
Around the world通过图片让学生来了解东西方家庭模式的不同。
完成本模块学习后，教师可安排学生将自己的家庭状况写下来。
III．Class types and periods 课型设计与课时分配Period 1 Listening and speaking (Unit 1)Period 2 Reading and writing (Unit 2)Period 3 Integrating skills (Unit 3)Period 1 Listening and speakingLanguage goals 语言目标1.Key vocabulary 重点词汇many, people, aunt, grandfather, grandmother, grandparent, uncle, have got2.Key structures 重点句式There is / are …have / has got …3. Ability goals 能力目标Enable students to briefly int roduce one’s family.Teaching methods 教学方法Bottom-up approach.Teaching aids 教具准备Tape recorder, video.Teaching procedures and ways 教学过程与方式StepⅠWarming up and lead-inGive students some school things such as books, pens, notebooks, ask students who get one, using have got.T: What have you got?S: I have got a blue pen.S: I have got an English book.Show the following.have / has got = have / hashave got 表示“某人有…”常用在英国英语中，美国朋友则常用 have 来表达这一意义。
如：I have got two pencils. / I have two pencils.应该注意的是在 have got中, have是助动词，没有实际意义，而美国英语中的have则表达实际意义“有”。
两个have形同但意义不同。
Then ask students to go on practicing the question form of have / has got and the way of answering the questions.T: Has he got a green pen?S: No, he hasn’t.T: Has she got an English book?S: Yes, she has.Step II Label Tony’s familyDivide students into groups of five or six. Play a little game to get the students familiar with the expressions of the family members. The group which can answer best will be the winner.T: Who is your fathe r’s father?S: My grandfather.T: Who is your father’s brother?S: My uncle.T: My mother has got a sister, what should I call her?S: Aunt.T: Who are my mother’s parents?S: Grandparents.Write down the following and make sure that students know what they all mean. Then work in pairs to complete the labels.aunt, grandfather, grandmother, grandparent, uncle, brother, sister, father, mother … T: OK, class. Tony has got a big family. There are many people in his family. He has got grandparents, uncles, an aunt and a sister. Look, here is a photo of his family in the book. Do you know who they are? You can have a discussion and complete it. Call back the answers from some pair. Encourage students to use the known prepositional words or phrases: next to / in front of / behind, etc.Possible answers:The girl next to Tony is his sister.The women behind them are his aunt and his mother.The man next to his mother is his father.Then play the tape recording for students, let them check their answers.Step III ListeningIn this part, students will listen to the tape recording twice and finish Activity 4 first. Then repeat the conversation.T: As we know, Tony has got a big family. Do you know how many people there are in his family?S: There are eleven people in his family.T: Good, do you know who they are?S: His grandparents, parents, uncles, his aunt and his sister.T: Do you know how to write these words?S: Sure.Check if the students can write these words down.T: Very good. Let’s listen to a conversat ion between Lingling and Tony. Listen and fill in the blanks in activity 4. By the way, has Tony got any brothers?S: No, he hasn’t got any brothers.Play the recording twice. Then check the answers.After this, ask students to repeat after the recording.Step IV PairworkAsk students to practice the conversation and make their own conversations.T: From the conversation, we know Tony has got one aunt and two uncles. Have you got any aunts or uncles? Have your got any brothers or sisters? Now work in pairs and practice asking and answering questions about your family. You can make your own conversations.A sample conversation:S1: How many people are there in your family?S2: There are three—my father, my mother and me. I haven’t got any brothers or sisters.-S1: Have you got any aunts or uncles?S2: My father has got a brother and a sister. My mother has got a sister, but she hasn’t got a brother. So I have got one uncle and two aunts. And I have got three grandparents.Step V Homework1.Ask students to learn the new words and expressions in this unit (on page 129).2.Ask students to write something about their families.Period 2 Reading and writingTarget language目标语言1.Words & phrases生词和短语email, him2. Key sentences重点句子She’s in China with her mum and dad.He’s got a big family.He’s got four grandparents.Ability goals能力目标Enable students to read and write about the family, paying attention to capitalization, full stop and question mark.Learning ability goals学能目标Help students learn how to write an email to friends introducing their families. Teaching important / difficult points教学重难点How to introduce other’s family members, using the third person singular correctly. Teaching aids教具准备A tape recorder, a projector and a computer.Teaching procedures and ways教学过程与方式StepⅠRevision and lead-inReview the words by putting them into pairs.T: Hello, class. During the last period we learned how to introduce our family to others. And we learned some words about family members. We can remember these words in pairs. For example: father and mother. Can you give me other examples?S；Yes. Aunt and uncle.S: Grandma and grandpa.S: Grandfather and grandmother.S: Mum and dad.S: Brother and sister.T: Very good.Then ask students to talk about their families.T: How many people are there in your family? Is your family big or small?S: There are three—my mum and dad. I think my family is small.S: There are five—my grandpa and grandma, my mum and dad and me .I have got a big familyT: Well done.Then pair students to let them talk about their families freely.Step Ⅱ Reading and pairworkIn this procedure, ask students to work in pairs and read the email and answer the questions in Activity 3.T: OK, class. Here is an email on page 23. Now read and find out the answers to the following questions.Show the following.1.Who writes the email?2.Who is the email to?After a few minutes.T: Well. After reading, do you know who writes this email?S: Lingling writes this email.T: Who does Lingling write the email to?S: Diana.T: Very good. Now there are questions on page 22. Read this email again carefully, and then work in pairs to ask and answer the questions.Check the answers by choosing some pairs to ask and answer the questions.S: How many people are there in Betty’s family?S: Nine people.S: Is Betty’s family small?S: No, it isn’t.S: Has Betty got any brothers or sisters?S: Yes, she has got two brothers.S: How many people are there in Tony’s family？S: Eleven people.Ask students to read the email loudly by themselves.Step III WritingAsk students to write an email as an answer to Lingling’s email. Then choose some work that has punctuation mistakes to ask students to correct.T: Suppose you are Diana; write an answering email to Lingling to tell her something about your family. Pay attention to your spelling and punctuation.One sample writing:Dear Lingling,I am happy to see your email.There are three people in my family—my mother and father and me. I have got an uncle. I haven’t got any aunts, or brothers and sister.My friend Daming also has got a big family. He’s got four grandparents, his mum and dad, two aunts, an uncle and a brother.Do you want to know anything else?Best wishes,DianaShow this writing to students and ask them to pay attention to the use of the punctuation marks.(See Teaching Resources: Punctuation marks)Step IV HomeworkAsk students to1. finish Exercises 1 & 4 on page 84.2. listen to the recording and finish Exercises 10 &11 on page 86.Period 3 Integrating skillsTarget language目标语言1.Words & phrases生词和短语Review the words and phrases in this module.2. Key sentences重点句子We’ve got a small family.He hasn’t got any brothers.Have you got a big family?Yes, I have. / No, I haven’t.Ability goals能力目标Enable students to use have / has got correctly.Teaching important/difficult points教学重难点The difference between there is /are and have/has got.Teaching aids教具准备A computer, some pictures and handouts.Teaching procedures and ways教学过程与方式StepⅠRevisionIn this procedure, students will practice using have/has got, asking and answering questions about the two pictures on page 24. Ask students to finish Activity 1 and then write down the answers to Activity 2 and check with the whole class.Then review the words by labeling the family tree on page 25. Ask students to complete the family tree using the words learned in the previous units.Show the following and help students learn these words.Members of a Familyfatherdadmothermum , mummy , mom (America)parentparentschildchildrensondaughterbrothersistergrandfathergranddad , grandpagrandmothergrandma , grannygrandsongranddaughtergrandchilduncleauntcousinnephewnieceboyfriendgirlfriendfiancéfiancéebridegroom, bridegroomwifehusbandspousefather-in-lawmother-in-lawparents-in-lawson-in-lawdaughter-in-lawbrother-in-lawsister-in-lawStepⅡPracticeAsk students to finish the following.I. Write down the term for the opposite sex?1.mum - ______2.brother - ______3.son - _______4.uncle - ______5.grandmother - _____6.granddaughter - _____7.nephew - _____8.wife - ______9.boyfriend - ______10. cousin - _____II. Fill in the blanks according to the family tree.Who am I?Fill in the correct member of the family. Keep to the family tree (picture).1.My ____ is 64 years old. His name is ____.2.My ____ is 62. Her name is ____.3.I have got a ____, she is 37.4.My ____ is 40. He is married with two ____.5.I have got two ____, too.6.My ____ is called ____. She is 17 years old.7.My ____ is called Joe. He is married.8.His ____ is called ____, just like my ____.9.Do you know who I am? My name is ____.Key:I. mum –dad, brother - sister, son - daughter, uncle - aunt, grandmother - grandfather, granddaughter - grandson, nephew - niece, wife –husband, boyfriend - girlfriend, cousin - cousinII. 1. father, Tom 2. mother, Sue. 3. sister 4. b rother, children 5. children 6. daughter, Tina 7. son 8. wife, Jane, sister 9. PhilStep III SurveyAsk students to work in groups of five or six and make a survey to see how many of the group members have got brothers or sisters, and how many of them have got aunts or uncles using the expressions in Activity 5. Then choose some to report the survey results.There are five members in our group. Li Xiuyu has got a sister. Wen Peijian has got a brother. Ding Lei has got a brother and a sister. Bai Yun has got two uncles and an aunt but she hasn’t got any brothers or sisters.Step III HomeworkAsk students to1. make a family tree of their own.2. finish the exercises in the workbook.Teaching resources 教学资源库I. EmailNowadays people often use email to communicate with each other. Do you know How to write an email? There aren’t many differences between an email and a letter. They are almost the same.An email usually consists of five parts, that is,1. Heading: 包含收件人发件人电子信箱，信件主题。