Unit 2教案2023-2024学年人教版七年级英语上册

英语七年级上教案

邹洪芳  东坡区张坎初级中学

Unit 2  This is my sister.

一、单元教材分析

本单元教学核心是用英语介绍家人和朋友，学会运用指示代词介绍人物，学会运用人称代词询问人物。以及我ho,我hat,和ow开头的特殊疑问句，一般疑问及其简单回答；运用名词的复数形式。能够用英语向朋友介绍自己的家人，从而让他们了解自己的家庭。

二、单元学情分析

本单元以前学的your, his, her, my等形容词性物主代词，在本单元中扔是重点学习的任务；但在本单元要接触名词的复数形式，以及be动词的复数形式，且本单元生词较多，因此本单元的学习任务比较艰巨。

三、单元教学建议

本单元的学习应通过学生熟悉人物，识别照片、图片，多媒体展示、真实情景表演等学习策略来掌握家庭成员的表达；学会指示代词、人称代词及Who问句及简单回答。为学生创设真实的学习情景。

四、教学目标：能掌握对家庭成员的称呼的词汇及指示代词。掌握指示代词this, that, these, those及它们所构成的绍他人的句型：① —This/That is his father/mother..

② —These/Those are his parents.

③ —Who's he?    —He's my brother.

④ —Is this/that your sister?    —Yes, it is./No, it isn't.

⑤ —Are these/those your parents?    —Yes, they are./No, they aren't. 

 能运用所学的词汇及句型介绍自己的家庭成员。通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。

 

 五、教学重难点

1. 教学重点：

①掌握家庭成员的表达；学会指示代词、人称代词的用法。

② 通过填写家谱，弄清楚家庭成员之间的关系。

③ 阅读有关家庭成员的小短文，能正确理解家庭成员之间的关系。

2. 教学难点：

① 填写家谱，弄清楚家庭成员之间的关系。

② 阅读短文，获得相关信息，正确地表述家庭成员间的关系。

六  教学资源：课本,多媒体，黑板，粉笔

七  教学方法：交流英语教学；分小组介绍家庭成员并书写

八、教学过程

Ⅰ. Warming-up and revision

1. Greetings

T:  What’s your name?   S: My name is Wang Kong./I’m Wang Kong.   T: Nice to meet you! Wang Kong.   S: Nice to meet you too .  T: What's your telephone number?   S: It’s 367-8769.  

2 . Let some students show their ID card.

  T: What's your first name?  S: My first name is Gang. T : What's your last name? S: My last name is Lin. T: What’s your full name? S: It’s Lin Gang. T:  What's your telephone number? S: My phone number is 786-3542.

3. Let Ss introduce their ID card information to class.

  My first name is… My last name is…My full name is… My telephone number is…

Ⅱ.Activity1 

 Show Ss a photo of a family.

T: This is my family photo. I have a happy family. Now let’s come into my family. Who is this?

Ss: This is you. T: This is my…  Ss:  Daughter.

T: Good!  How do you spell it?  Ss: D-A-U-G-H-T-E-R.

T: Read after me, daughter..  Ss: daughter.  T: This is my husband. Read after me, husband. Ss: husband.

2.  Show Ss the other  photos  again and teach the new words by the same way. 

  (Bb: brother, father, mother, parent (s), grandfather, grandmother, grandparent (s) )

   Ss work in pairs. Role-play the conversation. Try to remember the sentence structure:

   This is my sister/brother;  That is my  friend;  These are my father and mother/parents; Those are my grandfather and grandmother./grandparents

   Who's she?  She's my grandmother /mother/aunt/sister/cousin.

Who’s he?  He's my grandfather/father/uncle/brother/cousin.

2. Look at the picture. Talk about the other people in the picture with your partner.

  Using the sentence structure:

   This is… ; That is…; These are…; Those are…

   Who's she/he?  She's/He's …

3. Let some pairs act out their conversation.

 S1: This is Gina. That’s her brother Jim. S2: These are their father and mother. Those are their grandparents. S3: Who’s he?  S4: He’ s Jim’s friend.

Activity2.  Listen and match.

T: Look at the photo of this family. We know this is Gina. But we don’t know: who is Bob? Who is Jack?  Who is Linda? Who is John and who is Mary? Let’s listen and find them.

  (Play the recording. Students work.)

T: Who find them?

  (Many students may say they do. Choose two of them to answer.)  

Activity3. Pair work

T:  Use—who is she/he? —she's/he's…” to find them, please. When you finish, change roles to do it. Now begin.

  (Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)

T: Let’s check your work, please.

SS: OK.   (Ask one pair to do it.)

S1: Who's she?

S2: She's Gina.

S1: Who's he?

S2: He's John.

(Ask two more pairs to do it.)

. Role-play

1. Now look at the picture. This is Jane's family. Read the conversation first. Then look at