Unit 2　This is my sister.（the first term of Grade 7）

课时计划

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

第一课时　Section A 1a—1c

一，教学目标。

1.记忆单词sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,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。

二，教学内容。

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。

三，教学重难点。

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。

四，教学准备。

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。

五，教学过程、

StepⅠ.Lead in

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,sister,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 languages.

 [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 in introducing and identifying people.

 [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? 

StepVI Homework

Take a photo of your family next class, and introduce  them to us.