人教版七年级上册英语同步单元教案Unit 2.pdf

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1、Unit 2Unit 2This is my sister.This is my sister.第一课时 SectionSection课时课题Unit 2Unit 2This is my sister.This is my sister.课型1.学习并掌握下列词汇:father/mother/parents/grandfather/grandmother/grandparents/brot知识her/sister/family/those/these/who目标2.掌握以下句型:理解并掌握 These are.Those are.Whos he/she?等句教学目型的含义。标能力能独立完成听力

2、内容要求的学习任务。能在小组内进行分角色目标表演。通过谈论“家庭”的话题,使学生了解自己与他人的家庭、家人情感的一些信息,培养学生爱家人、尊敬长辈、友爱兄弟姐妹的优目标秀品质。教学重点1.学会认知家庭成员,了解家庭关系。2.学会介绍人,识别人。1.通过认知家庭成员及关系学会使用指示代词复数 these,those 的教学难点用法。包括一般疑问句和否定句式。2.能写一封书信。3.能比较熟练的使用目标语言写一份介绍家庭成员或他人的短文。课前预Preview the new words.-1-A(1a-2d)A(1a-2d)NewNew习教学方法Situational approach;Listen

3、ing and speaking approach;Communicative approach教学过程教学环节教师活动Let the students sing the songlearned in Unit 1.that was learned in Unit 1.A:Whats your name?A:Whats your name?B:Im Alan.B:Im Alan.B:Whats your name?Step 1B:Whats your name?A:My names Eric.Warm upA:My names Eric.A:Nice to meet you.A:Nice to

4、 meet you.B:Nice to meet you,B:Nice to meet you,too.too.AB:We are friends.WereAB:We are friends.friends.Were friends.1.用 PPT 呈现学生在第一单元所学的人物图片,教师进Step 2Lead-in行询问:Whats his/her name?Whos your friend?Where is he/she?-2-学生活动Sing the song that was备课札记通过让学生唱歌,既复习了前面所学的知识,又能让学生愉快的进入到课堂学习中,也为新单元的学习奠定了基础。通过

5、帮助学生设计语言情境Answer the teachersquestions.和板书重点词汇,小组合作交流等活动形式,学生对语言知2.引导学生用 This is.That is.来回答识的学习做到了词不离句,更好地提高语言学习效率。续表教学环节教师活动1.Show students twopictures of members of1.Look at two family学生活动备课札记家有儿女 是学生较喜爱的电视剧,对剧中的人.pictures of members of2.Lead the students tointroduce the pictureswith This/That is

6、.;Step 33.Help students to askPresentationand answer the3.Ask and answer the.物角色比较熟悉,2.Introduce the pictures有利于学生掌握with This/That is.;所学词汇,能形成一个较完整的Family Tree。教师These/Those are.These/Those are.questions:Is this/通过板书的精巧设计,突出重点questions:Is this/that.?Yes,it is.that.?Yes,it is./No,it isnt.Are掌握的语言和词/

7、No,it isnt.Arethese/those.?Yes,汇。通过对话的形these/those.?Yes,they are./No,theythey are./No,theyarent.-3-式,让学生掌握Is this.?Isthat.?Arearent.these.?一般疑问句及其肯定答语 Yes,it is.和Yes,they are.的交际运用,为听力中的句型练习做好铺垫,降低学生的听力难度。1.Let students look at1.Look at the picturesthe pictures in 1a first.in 1a first.2.Ask students

8、 to write2.Write the letter nextthe letter next to theto the word.Step 4Practiceword.3.Practice 1c.3.Lead students toRole-play thepractice 1c.Role-playconversation in 1a.the conversation in 1a.Then talk about the otherThen talk about the otherpeople in the picture.people in the picture.Step 5Listeni

9、ngpractice1.Guide students tolisten to a conversationbetween Cindy and LiListen to a conversation通过教材中提供between Cindy and Li的听力训练,学活运用的能力。提高语言交际、灵汇和目标语言,生巩固所学的词对话,能帮助学习和分角色两两图中人物配对练学生通过单词与Lan carefully and circle生能更好地理解-4-Lan.Li Lan is askingthe words that are heard和掌握本节课所学的词汇和语言,为角色扮演提供了充足的语言素材。其中设

10、计了听前指导,让学生对听力内容有初步了解,增强听力的目的性。听后学生成果展示,能让学生体会到成功的愉悦感。something about Cindysin 2a.Then show thefamily.Listen carefully answers.and circle the words youhear in 2a.Then showthe answers.2.Explain thedifficulties.1.Let students learn1.Students learn about通过角色扮演,学生对本节课所about the background of the backgrou

11、nd of thethe conversation.2.Let students read theStep 6conversation together.according to the pictureRole-Play3.Explain the(2d)difficulties.4.Let students read inpairs.5.Let six pairs of2.Students read the言的运用,提高conversation together,了学生灵活运用then in pairs.语言的能力。3.Role-play it.-5-conversation by going

12、学的语言有了整through it quickly and体的掌握,Oh,Isee.Well,havebeside it.a good day!等语students role-play theconversation in front ofthe class.续表教学环节教师活动1.Guide the students tointroduce families andsummarize how to introduceothers.families and others.2.Summarize the use ofStep 7Summarize2.Guide the students tose

13、ntence“This is.summarize the use of sentenceThat is.These“This is.That is.Theseare.Those are.are.Those are.WhosWhos he/she?Whorehe/she?Whore they?”they?”教师设置巩固检测练习:一、单项选择(B)1.Is that your sisterStep 8Anna?ConsolidationNo,isnt.A.itB.sheC.he(A)2.My aunt Alice and-6-学生活动1.Summarize how to备课札记培养学生探究、归纳总

14、结能力。通过检测练习,便于学生了独立完成检测练习,进解自己对行自我评价。本节课的词汇、句型、语法my mother are.等的掌握情况。A.sistersB.brotherC.brothers(B)3.Are these yourgrandparents?Yes,are.A.theseB.theyC.those(C)4.that boy?Hes my friend Jack.A.IsB.WhatsC.Whos(A)5.Look!Thatsmy.Those are myparents.A.familyB.brothersC.friends二、用括号中所给单词的适当形式填空1.Lucy,Mary

15、 and Linda aremy good friendsfriends(friend).2.Look at the photo.Thoseare my grandparentsgrandparents-7-(grandparent).3.Is thisthis(these)your sister?4.They areare(be)my father andmother.5.Mr.Black has(有)threebrothersbrothers(brother).三、连词成句1.my,is,Bill,This,friend,(.)This is my friend,Bill.This is

16、my friend,Bill.2.parents,these,your,Are,(?)Are these your parents?Are these your parents?3.day,a,good,Have,(!)Have a good day!Have a good day!4.are,grandparents,Those,his,(.)Those are his grandparents.Those are his grandparents.5.is,she,Who,(?)Who is she?Who is she?四、根据短文大意和首字母提示补全单词。-8-This is Xiao

17、 Xues family photo.This is her fatherather.Thathat is herm otherother.They are her parentsarents.The two boys are her brothersrothers.That is her grandfatherrandfather.Andthat is her grandmotherrandmother.Those are her grandparentsrandparents.续表1.Bring your family photo and introduce your family in

18、class nextStep 9time.Homework2.Finish the EXX in your workbook.Section A(1a-2d)1.New words:father mother parents grandfather grandmothergrandparents brother sister family those who these they板书设计2.Structures:This is.That is.These are.Those are.Whos he/she?本节课的教学理念就是寓词汇教学于语言教学中,教学过程中始教学反思终做到“词不离句”,让学

19、生在“用中学,学中用”。这个教学思路就是通过热身环节的歌曲到引入环节目标语言的导入,尽可能自然-9-流畅的带领学生走入家有儿女小雪的家庭,学习对家庭成员的英语称呼,同时通过 This is.These are.That is.Those are.Whos.?Is this.?Is that.?等目标语的学习,又通过听力训练、两两对话练习、组内分角色表演、当堂达标训练等形式,多方位的展示所学语言,帮助学生巩固所学知识。通过课堂观察和达标练习看出,多数学生掌握较好,但学困生掌握起来仍有一定难度,因此要加强对学困生的指导、督促。另外,本节课如果采用微视频让学生了解“指示代词”的用法,可能要比让学生只

20、是通过感悟理解效果更好。第二课时 Section A(GrammarSection A(Grammar课时课题Unit 2 This is my sister.Unit 2 This is my sister.Focus-3c)Focus-3c)课型NewNew知1.能够熟练介绍家庭成员。识2.学会运用句型 This/That is.These/Those are./Whos目she/he?Whore they?标3.能识别运用名词复数。教学目标能力能用书信的形式来介绍家人或他人。目标情学生能够用英语介绍家庭成员,了解家庭关系。增加亲情观念。-10-感目标1.Talk about your f

21、amily.教学重点2.The use of the“this,that,these,those”1.How to help students to introduce their family freely.教学难点2.The use of the phrase“Who is he/she?”“Who are they?”1.读 3a 并完成填空。课前预习 2.依照课本要求完成 3b,3c。3.熟读理解 Grammar Focus 并能仿写句子。教学方法 Situational approach;Speaking approach;Communicative approach教学过程教学环节

22、教师活动引导学生复习:利用学生感兴趣1.介绍位置相对较近的人或事物。This的图片和音乐,is.These are.复习学过的词汇介绍位置相对较远的人或事物。ThatStep 1is.Those are.Review2.these 是指示代词,意为“这些”,是this 的复数形式。These are.句型意学生的学习兴为“这(些)是”,用来介绍离说话人趣。较近的两者或两者以上的人或物。例如:-11-学生活动备课札记配合老师,和句型,为谈论完成复习物的主人作铺垫;任务。并通过图片激发These are his parents.这是他的父母亲。These are blue shirts.这是些蓝色

23、的衬衫。3.“Are these/those.?”是一般疑问句,意为“这/那(些)是吗?”,用 Yes,they are.或 No,they arent.来回答。例如:Are these your friends?这些是你的朋友们吗?Yes,they are.是的。4.who 意为“谁;什么人”,是一个疑问代词,用于对人的身份进行询问。whos是 who is 的缩写形式,用于对单个人进行询问,回答时常用Hes/Shes/Its.。whore(=who are)用于对两个或两个以上的人进行询问,回答时常用 Theyre(=They are).。Who is that boy?那名男孩是谁?He

24、s my cousin.他是我的堂弟。Who are they?他们是谁?Theyre my brothers.他们是我的弟弟-12-们。5.thats是 that is 的缩写形式。当人称代词、指示代词及疑问词与 be 动词 am,is,are 等连用时,为了简便常用缩写的形式。大家试着写出下列缩写形式:who is=who are=they are=I am=she is=he is=it is=what is=续表教学环节教师活动1.Let students look at theof 3b.picture of 3b.2.Make sentences2.Ask students to

25、makewith the words in the组合作交流等活Step 2Group worksentences with the wordsthree boxes.in the three boxes.3.Make a3.Help students make aconversation and act做到了词不离conversation and act it init in front of thefront of the class.class.Step 3First let students completeStudents first-13-学生活动备课札记1.Look at the

26、 picture 通过帮助学生设计语言情境和板书重点词汇,小动形式,学生对语言知识的学习句,更好的提高语言学习效率。通过两人小组对Practicethe conversation in 3a andcomplete theread it.Then ask them tomake similarconversations about theother friends or otherpeople.conversation in 3a话,让学生从听对话到模仿对and read it in pairs,话,练习,掌握then make similarconversations aboutthe ot

27、her friends orother people.彼此的家庭照是学生较感兴趣的对人或事物作介绍的方法。1.Let students look at1.Look at their选材,对照片中的人物进行介their family pictures first.family pictures first.Step 4Extension2.Let students exchangetheir family pictures.3.Introduce each otherspicture.2.Exchange their绍,能帮助学生family pictures.巩固所学的词汇3.Introduc

28、e each和目标语言,提others picture.高语言交际、灵活运用的能力。通过利用“3a,1.Let students show someShow some oldStep 5Play agameold family photos and takefamily photos andturns to guess who he/take turns to guessshe is.who he/she is.2.Explain the difficulties.示介绍的各种句-14-3b 提供信息”进行口语问答活动,在交流信息过程中,巩固表式的运用。Guide the students t

29、oSummarize how tosummarize how to use theuse the structuresstructures“Who isStep 6that boy?Hes mySummarizecousin.Who arethey?Theyre mybrothers.”续表教学环节教师活动教师设置巩固检测练习:一.句型转换1.That is my brother.(变为复数通过检测练句)ThoseThose areare my brothers.习,便于学生2.It is a nice picture.(变为复数句)Step 7TheyThey areare nice pic

30、tures.Consolidation3.Are these your sisters?(变为单数句)Is Is thisthis your sister?的掌握情况。4.Are those your friends?(做肯定及否定回答)Yes,theythey areare.No,theythey arentarent.-15-“Who is that培养学生探究、boy?Hes my归纳总结能力。cousin.Who arethey?Theyre mybrothers.”学生活动备课札记独立完成检了解自己对本测练习,进节课的词汇、行自我评价。句型、语法等5.Hes my father.(对

31、划线部分提问)whoswhos he?6.Theyre my grandparents.(对划线部分提问)whorewhore they?二、选择恰当的单词补全对话。are,they,Are,is,Thanks,Whos,Is,Hes,ShesA:This is is my family.B:Whos he?A:HesHes my father.B:WhosWhos she?A:ShesShes my mother.B:AreAre those your grandparents?A:Yes,theythey areare.B:Is Is that your brother?A:Yes.Hes

32、 my brother,Dale.B:Oh,I see.Well,have a goodday!A:ThanksThanks!(You,too.)Step 8Homework板书设计1.Recite new words and phrases.2.Finish EXXX.in your workbook.Section A(Grammar Focus 3c)-16-Is this/that.?Are these/those.?Who is he/she?Who are they?在本节课的教学活动设计中,能够利用丰富的语境,设置循序渐进教学反思的学习任务,充分发挥学生的主体作用,引导学生合作学

33、习、自主探究,重视“预习-展示-练习-反馈”的学习过程。第三课时 SectionSection课时课题Unit 2Unit 2This is my sister.This is my sister.B(1a-2c)B(1a-2c)课型NewNew1.学习掌握下列单词:songrandpamomauntgrandmadaduncledaughterherephotoofnextpicture知识girldog目标2.学习并掌握下列短语:two photos of.,in the first photo,inthe next photo教学目标3.掌握以下句型:Here are.能力进一步熟练运用

34、介绍家人的句型巩固如何介绍家人。目标情感能正确介绍家人或他人,并培养学生正确亲情观和友情观。目标教学重点1.Talk about the family tree.-17-2.The use of the sentence“Here is/are.”1.How to help students to express their feelings about their families教学难点freely2.The use of the phrase“a photo of sb.&a photo of sbs”1.自我预习:根据音标读出 Section B 1a-2c 单词。课前预习2.课本预习

35、:完成 1a,2b,2c。(将答案写在课本上)Situational approach;Listening and speaking approach;教学方法Communicative approach教学过程教学环节教师活动学生活动备课札记利用学生感引导学生完成 1a 的 familytree,用方框中的单词补全家谱。Step 1Warm up注:dad/mom,完成 1a 的 familygrandpa/grandma 是孩子对自己tree,用方框中的and work on的父母或祖父母的亲昵称呼,单词补全家谱。1a常用于口语中;而 father/mother,grandfather/g

36、randmother 则常用于比较正式的场合,或向别人介绍自己的(祖)父母时使用。垫;并通过家谱结构图激发学生的学习兴趣以及热爱家庭,-18-兴趣的家谱结构图复习学过的家庭成员称呼的词汇,为介绍家谱作铺爱护家人的情操。1.Listen to the tape1.Ask students to listen to thetape of 1b and check()theStep 2Listening(1b)words you hear.2.Play the tape again and askstudents to find which pictureJiang Tao and Tom talk

37、ingabout are to finish 1c.of 1b and check()the words you hear.2.Listen to the tape在语境中呈of 1b again and find现和导入目which picture JiangTao and Tomtalking about are tofinish 1c.续表教学环节教师活动1.First let students draw apicture of your family andfriends to tell your partnerStep 3about your picture:These areGro

38、upmy parents.This is mywork(1d)grandmother.She is aworker.She is 53.She isthin.This is my friend,Jin-19-标语言。学生活动1.First draw apicture of his/her备课札记通过小组活family and friends to动,让学生从tell his/her partnerabout his/herpicture:These are听到说的过程中,体验并练习做介绍my parents.This is的感受。my grandmother.Fang.She is a sho

39、p assistant.She is a worker.She is 24.She is 53.She is2.学生四人一组在组内介绍。thin.This is my组内选出介绍最好的,准备代 friend,Jin Fang.表小组台前发言。3.小组代表台前发言,教师She is a shopassistant.She is担任评委,给每个小组得出分 24.数。教师将学生发言中出现的生2.四人一组在组内介绍。组内选出介词板书,让其他组学生猜汉义 绍最好的,准备代和读音,猜对者可给本组加分。表小组台前发言。3.小组代表台前发言。1.Let students read aboutJennys fa

40、mily and circle theStep 4names first.Reading and2.Ask students to read thepracticepassage again and complete theagain and complete的成就感。sentences of 2c.让一个学生到黑板上写一个Step 5姓名,让其余的同学猜这个名 名,让其余的同学Game字是谁的。-20-1.Read about通过阅读练Jennys family and习,引导学生circle the names first.在语境中体2.Read the passage会学以致用the s

41、entences of 2c.到黑板上写一个姓通过教材中提供游戏训猜这个名字是谁的。练,学生能更用到的句型:Is.your.?用到的句型:Is.好地理解和掌握本节课所学的词汇和语言,不但能激发学生的学生兴趣,也能让学生体会到水到渠成,学以致用的愉悦感。Yes,he/she is.No,he/sheyour.?isnt.Yes,he/she is.No,he/she isnt.1.Summarize how towrite about his/her1.Guide the students tofamily.Step 6summarize how to write about2.我的收Summa

42、rizehis/her family.获:2.引导学生说出收获和疑惑。我的疑惑:续表教学环节Step 7Consolidation教师活动教师设置巩固检测练习:一、找出本单元中的男性名字和女性名-21-培养学生探究、归纳总结能力。学生活动备课札记独立完成通过检测检测练习,练习,便字,并将它们写下来。Male:Alan,Bill,Dale,David,Eric.Alan,Bill,Dale,David,Eric.Female:Helen,Jane,Jenny,Linda,Helen,Jane,Jenny,Linda,Sally.Sally.二、把下列单词变为复数形式。mother mothers

43、mothers father fathersfathers brotherbrothersbrothers sister sisterssisters friend friendsfriendsgrandfather grandfathersgrandfathersgrandmother grandmothersgrandmotherscousin cousinscousins daughter daughtersdaughtersaunt auntsaunts uncle unclesuncles三、单项选择(B)1.Sam and Nickgoodfriends.A.isB.areC.be

44、(A)2.Herea nice picture ofmy house.A.isB.areC.be(C)3.The nameJEF Middle School.A.inB.onC.ofthe school is进行自我评价。于学生了解自己对本节课的词汇、句型、语法等的掌握情况。(A)4.Jenny is my dads sister.-22-Shes my.A.auntB.uncleC.cousin(B)5.Those twoare mysisters.A.dogsB.girlsC.boys四、选词填空。son,photo,daughter,girl,of,next1.Heres a photo

45、photo of Marys family.2.Wang wang is the name ofof my dog.3.Bob is my father.Im his sonson.4.Eric and his sister are in the nextnextpicture.5.Thats Mr.Miller.His daughterdaughter isJenny.6.Whos that girlgirl?Oh,shes my cousin,Cindy.Step 8Homework板书设计-23-1.Recite new words and phrases。2.Draw a your o

46、wn family tree and introduce it.在本节课的教学活动设计中,能够利用丰富的语境,设置循序教学反思渐进的学习任务,充分发挥学生的主体作用,引导学生合作学习、自主探究,重视“预习-展示-练习-反馈”的学习过程。第四课时 Section B(3aSection B(3aUnit 2Unit 2This is myThis is my课题sister.sister.课型知1.复习掌握本单元所学词汇。识2.Here is(are).句型。目3.名词变复数。标能力教学目标目标情感 能正确表达自己的感情,并培养学生正确处理事情,特别是不目 好的事情对自己的影响。标1.Group

47、 the words for family members learned.教学重点2.The use of the sentence“Here is(are).”教学难点Talk about how to describe the family photo.-24-课时Self Check)Self Check)NewNew学习如何写介绍家人的短信。熟读 3a 并完成填空,且将文章翻译成汉语。课前预习根据所学知识完成 Self check教学方法Situational approach;Speaking approach;Communicative approach教学过程教学环节教师活动出

48、示单词抽认卡,引导学生学生活动按要求写出下列单词备课札记按要求写出下列单词或短语 或句子1.grandfather(口语)grandpagrandpa2.father(口语)daddad3.grandmother(口语)grandmagrandma4.mother(口语)mummumStep 15.friend(复数)friendsfriendsReview6.aunt(对应词)uncleuncle7.picture(同义词)photophoto8.son(对应词)daughterdaughter9.这就是 HeresHeres10.我的两张家庭照片two photos of my famil

49、ytwo photos of my family5.friend(复数)快的进入到6.aunt(对应词)课堂学习中,7.picture(同义也为新单元词)的学习奠定8.son(对应词)了基础。9.这就是11.在第一张照片中 in thein the10.我的两张家庭照first photofirst photo-25-1.grandfather(口通过让学生语)以抽认卡的2.father(口语)形式完成这3.grandmother(口个练习,既复语)习了前面所4.mother(口学的知识,又语)能让学生愉片12.狗的名字 dogs name11.在第一张照片中12.狗的名字1.检查3a、3b及

50、Self Check2 的预习效果2.让学生分小组讨论,如何写出 3b 中的描述照片的文章指导:1.作文的前两句话已给出,第一空格处应填好1.出示 3a、3b 及 Self自己的名字。Step 23.然后,将照片上的家人的Writing姓名或与自己的关系向大家(3b)作介绍。同学们可以按辈份文章或年龄的大小有顺序地依次进行介绍。4.注意运用正确的句型,在介绍父母或祖父母等多个人时,可用 These/Those are.句型;在介绍单个的人时,应用 This/That is.句型。-26-Check 2 的预习成果2.小组讨论,如何写在语境中练习和巩固目出 3b 中的描述照片的 标语言。续表教学