二0二三年度七年級(jí)上冊(cè)Unit2ThisismysisterUnit2Thisismysister

1、Unit 2 This is my sister.第一課時(shí) Section A1a2c教學(xué)目標(biāo)1.單詞sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,those,who,these;縮寫詞 thats,whos,shes。2.掌握和運(yùn)用介紹他人、辨認(rèn)人物的句型:This is my sister.Thats my family.Those are my parents.These are my brothers.Whos she?Shes my sister.3.能夠正確使用指示代詞t

2、his,that,these,those和疑問代詞who引導(dǎo)的特殊疑問句。4.通過圖片學(xué)習(xí)表示家庭成員的單詞,利用圖片提供語境進(jìn)行聽力訓(xùn)練,通過兩人一組合作角色扮演的方式,在情景交際中練習(xí)介紹人物、辨認(rèn)他人的句型,提高英語聽、說能力。5.能禮貌地進(jìn)行人物介紹。教學(xué)內(nèi)容1.學(xué)會(huì)運(yùn)用表示家庭成員的名詞和介紹他人的句型:This is my sister.Thats my family.These are my brothers.Those are my parents.。2.學(xué)會(huì)辨認(rèn)他人的句型:Whos she?Shes my sister.。3.初步學(xué)會(huì)使用名詞的復(fù)數(shù)和與復(fù)數(shù)一起搭配的謂語動(dòng)詞。

3、教學(xué)重難點(diǎn)1.正確使用本課時(shí)詞匯(指示代詞,單、復(fù)數(shù)形式的名詞以及謂語動(dòng)詞)和句型表明人物之間的關(guān)系。2.名詞的單復(fù)數(shù)與謂語動(dòng)詞的搭配一致性的使用。3.注意英漢之間的思維差異。教學(xué)過程Step.Lead in Leading in Warming up by greeting and introducing others.T:(Show the ID card of Alice in 3a,Unit 1 Section B and ask Ss)Whats her first name?S1:Her first name is Alice.T:Whats her last name?S1:He

4、r last name is Green.T:And whats her phone number?S2:Its 951-3397.After talking about the ID card,the teacher introduces or asks one student to say:T:This is Alice.Shes my friend.Her last name is Green.Her telephone number is 951-3397.In this way,the teacher gets the students to come to the new unit

5、s learning.Step.New words (1a)1.Presentation by showing a photo of a familyT:Look at this photo.Its 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 t

6、o the picture.T:Thats my family.Thats my father and thats 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 sent

7、ence 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

8、 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.Step.Listening a

9、ctivities(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 pers

10、ons 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 w

11、ords do you circle?Ss:Parents,brothers,grandparents and sister.(If the Ss cant 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 f

12、ind the answers.The teacher writes the sentences in two columns,“introducing people” and “identifying people”.(This isThatsThese areThose are)(Whos she?Shes 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

13、introduce people” and “how to identify people”.Point to the differences between Chinese and English.Tell the Ss to pay attention to:thats=that is,whos=who is,shes=she is.But there are no abbreviated forms for “this is”,“these are” and “those are”.After that the teacher should emphasize something imp

14、ortant and difficult in introducing and identifying people.Step.Post-listening ActivitiesAfter 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 pract

15、ice the conversation.T:Now,in pairs,talk about Davids family.Dont read the sentences in 1c but only look at the picture.Saying:This is Davids/hisThats hisOr:These/Those are hisA:Thats Davids family.Those are his parents.B:Whos she?A:Shes Davids sister.And those are his grandparents.Ss practice talki

16、ng about Davids family in pairs and in small groups.Then ask pairs of students to act out the dialogue in class.Step.Listening (2a-2b)1.Before listeningT:Please look at the words in the box.Please read them.Ask three students to read the words.T:Now close your books and spell these words.Parents.Ss:

17、P-A-R-E-N-T-S.The teacher writes the word on the blackboard and then the next word.2.Listening activities.T:Listen to the conversation.Cindy is introducing her family photo.Please listen to the tape and circle the words you hear.One student comes to the blackboard and circles the words on the blackb

18、oard.Play the tape and get the students to listen to the conversation and finish the task.Then ask if they have circled all the words in the recording.(Finish the task in 2a.)3.(2b)Look at the picture in 2b.Who are these people?Can you write the words next to them?(Ss try to do it.)Now listen to the

19、 recording again.This time pay attention to their names.Read these names in 2b before listening.Ss read the names.The teacher plays the tape again.And check the students work.4.After listeningSs repeat after the tape.The teacher corrects some pronunciation problems,such as,father and mother,whos,shes,whore and theyre.Step.Pair work(2c)The teacher asks some q