Unit2 This is my sister.(Section B3a-3c)教案- 人教版新目标七年级英语上册.docx

《Unit2 This is my sister.(Section B3a-3c)教案- 人教版新目标七年级英语上册.docx》由会员分享，可在线阅读，更多相关《Unit2 This is my sister.(Section B3a-3c)教案- 人教版新目标七年级英语上册.docx（8页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Teaching designperiod twoTitleUnit 2 This is mysister.SubjectEnglishGrade7Analysis of teaching materials1. The teaching content of this lesson is the third period of unit 2 Grammar Focus.2. The topic of this unit is “the family”. This unit is aiming at introducing people and identifying people. As a

2、 result, the target language in Grammar Focus can be divided into two parts: introducing people and identifying people. In addition, students need to pay attention to these contracted form including “thats, whore, whos, theyre.” There are also a series of activities centered on the target language,

3、which can help students to consolidate their study of the target language.3. In this period, students start to learn the plural form of nouns andpredicates, which is a difficulty.Learner profileIn the previous learning, students have learned some new words and expressions. They also know how to make

4、 simple conversation by using them. Therefore, students have basic ability to introduce people and identify people. It is not too difficult for students to learn moretarget language.TeachingBy the end of this lesson, students will be able toaimsuse demonstrative pronouns and who questions to introdu

5、ce people and identify people and use correctly plural forms of nouns and predicates; (Linguistic competence)foster their abilities of making generalizations and develop their abilities of collecting information from pictures; (Learning ability) make clear the relationship of family members and know

6、 how to introduce their families properly; (Thinking quality)realize the importance of family in the minds of Chinese people and know the differences of words of family members between English and Chinese, for example, in English, “mothers father” and“fathers father” both are called “grandfather”. H

7、owever, in Chinese, they have different names: “外公” and “爷爷”. (Cultureawareness)Main focus1. Students can master the new words and expressions of family members;2. Students can correctly use demonstrative pronouns and whoquestions to introduce people and identify people.Anticipated learner difficult

8、ies1. Students may have difficulty in understanding the differences of words of family members between English and Chinese;2. Students may have difficulty in mastering the plural forms ofnouns and predicates;3. Students may have difficulty in choosing correct demonstrative pronouns: this or that; th

9、ese or those. Take 3b for an example:TeachingmethodsThe inductive methodThe task-based language teaching methodTeachingaidsPPT slidesFamily photoTeaching procedure sStep 1 Warm up (3 minutes)Show Sallys family photo to students and ask students to speak out the corresponding words according to the p

10、eople in the photo.Teacher can give several example sentences:This is Sallys family. Those are her grandparents. Who is he? He is Sallys brother.Who are they? They are Sallys parents.Sallys family photoAim: Review some words and expressions which are learned in the last class. (Linguistic competence

11、)Step 2 Pair work (3c) (5 minutes)Check students homework and their family photos which are required to bring to class.Ask students work in pairs and practice the conversation in 3c. Students should take turns to ask and answer questions about their own family photos. Then invite several pairs to sh

12、are their conversation with us.Aim: Help students to consolidate their study of the target language and improve their communicative competence. (Learning ability)Step 3 Grammar focus (16 minutes)Lead students to look at and read Grammar focus.According to these sentences in Grammar focus, ask studen

13、ts tointroducing peopleThis is my friendJane.Thats my grandfather.These are mybrothers.Those are my parents.identifying peopleWhos she?Shes my sister.Whos he?Hes my brother.Who are they?They are mygrandparents.contracted formThats= that iswhore= who arewhos=who istheyre= they aredivide these sentenc

14、es into two parts. Give students 2 minutes to observe, analyze and discuss. Then invite some students to share their answers. Finally, teacher can make a conclusion:Aim: Make students deeply understand the functions of the target language and foster their abilities of making generalizations. (Lingui

15、stic competence and learning ability)Step 4 Task 3a (5 minutes)Ask students to complete the conversation in 3a and practice it with partner.Then invite two students to read out the complete conversation, at the same time other students need to check their own answer. And inviteone pair to do the rol

16、e-play.Aim: Help students to consolidate their study of the target language in Grammar focus and become more familiar with the language structure. (Linguistic competence)Step 5 Task 3b (6 minutes)Ask students to look at the picture in 3b and make sentences with the words in the three boxes. Then inv

17、ite several students to read out their sentences.Aim: Make students develop their abilities of collecting information from pictures and use demonstrative pronouns to introduce their families. (Learning ability and thinking quality)Step 6 Summary (3 minutes) Introducing people:this is, that is, these

18、 are, those are Identifying people:Who is he/she?He/ She is Who are they?They areAim: Help students to make clear the main focus of this lesson. (Linguistic competence)Step 7 Homework (2 minutes)Write several sentences according to Grammar Focus which we have learned in this class to simply introduce students family photos.Then teacher will check it next class.Aim: Help students to consolidate the target language. (Linguistic competence)Board design