七年级英语this is my sister教案1
UNIT 3 THIS IS MY SISTER (the 1st period Section A 1a-1c, 2b-2d)
Teaching aims: (教学目标)
1. 学会表述家人的称谓, 区分家人的称谓..
2. 学会介绍家人.
3. 学会用疑问句来询问家人的称谓. Language points: (语言点)
1. 要求掌握以下句式: (1) ------This is my … ------ These are my … ------ This is his / her … ------ These are his / her … ------Is this your…? ------ Are these your…? ------ Is this his / her …? ------ Are tho se his / her…?
2. 要求掌握以下词汇: (1) 名词: sister, mother, father, parent, brother,
grandmother, grandfather, friend, grandparent (2) 代词: these those
3. 需要了解的节日：Family Day--- It’s a festival in the USA. A national effort to
promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. It’s always on the last weekend in September.
Difficulties (难点) : 本课的难点是学生要区分和掌握家人的称谓, 而学生在初次接触的时候, 要分清楚各个称谓会有一定难度。 学生学习用一般疑问句来询问并回答家庭成员的关系也有一定的难度。
Teaching steps (教学步骤) 1. Warming-up and revision (课堂热身和复习) (1) Daily greetings to the students1 (日常问候) T: Hello, what is you name? S: My name is …. T: Nice to meet you! S: Nice to meet you, too! (2) Revision (复习) T: What’s this in English?2
S: This is / It is a pencil.
T: How do you sp ell “pencil”?
S: P-E-N-C-I-L, pencil.
T: Thank you.
T: What’s this /that in English?
S: This/That is a pen / book / eraser / ruler / dictionary / backpack /
教学设计说明 1. 最基本的英语打招呼练习, 复习前两
单元的句型. 即是一个对所学知识的回顾，也是正式上课之前的热身。
2． 这个句型的练习也是对上个单元内容的复习。复习This /That is …. 句型为新课学习做好铺垫。
Baseball / watch / key / computer game / notebook / ring T: How do you spell ---?
S: ---
2.Presentation (呈现新知识):
T: What’s this in English?
S: It’s a picture /photo.3
T: Yes, this is a picture of my family.
T: Can you see the woman?
This is my mother4. Read after me, mother.
S: Mother.
T: Do you know which one is my father?
This is my father4. Do you think he is handsome? Please
read after me, father.
S: Father.
T: If we want to call our father and mother together, we can
call them parents.
T: Father is my parent,5 Mother is my parent, too. They are
my parents.
T: Now look at these two old people. They are my
Grandparents6. One is my grandfather, the other one is
my grandmother. They are old but they are healthy.
T: I’m the only child in my family, so I don’t have any brother or sister. But I have an uncle and an aunt. They
are my father’s brother and sister. Look, they are here. 3.Work on 1a: (完成P13—1a)
T: Now, please open you books, and turn to page 13. look
at part 1a. You can see a picture of Dave’s family
and some words we have learned just now. Please match
the words with the people in the picture.7
…
Check the answer.
4.Drill (练习)：
T: Now, you are Dave8. Please cover the answer of 1a by
using a piece of paper then listen to me carefully. I will
give you a letter, and you must tell me this letter means
which member in your family. For example, I say “c”.
You should say “This is my mother”.
Understand?
T: OK, let’s begin. The first one is XX, your letter is “d”.
S: These are my grandparents.
T: Good job. Next one ---
S: ---
5.Work on 1b (完成P13—1b)
T: The next task is very easy for you. I will play the tape. 8．让学生扮演Dave 的角色，让他们用第一人称来介绍家庭成员。目的在于让学生能进一步熟悉新词汇。
9．此环节着重于听力的练习，当然，教师并不需要局限于磁带，可根据学生掌握情况，自己变化或添
Please listen carefully, and circle the people the boy talks
about in the picture9.
T: Do you get the answer? Who does the boy talk about?
S: His brothers and sister.
T: You are so amazing.
6.Work on 1c (完成P13—1c)
T: I think everyo ne has known Dave’s family.
Two students a group, please introduce Dave’s family10
to each other. Please use “ This is his---.” “These are his---.”
S1: This is his father.
S2: These are his parents.
S: ---
7.Work on 2b (完成P14-2b)
T: Today, I would like to introduce an American festival
to you, it is called “Family Day”11. On this day, the whole
family get together, have meals and play games. Now
look at the picture in 2b. These are Dave’s family members.
They are having their “Family Day”. Look, they are so
happy.But I don’t know who are they exactly. Can you tell
me?
I will play the recording once more. And please match
the name with the people in the picture.
T: Can you give me your answer?
S: ---
…
Presentation (呈现新知识)
T: OK, now we have known Dave, Lin Hai, Mary and Jim But there are still some strangers12.
T: Look at this woman. Is this Dave’s mother?
S: Yes, she is / No, she isn’t.
T: What about these two old people?
Are those Dave’s grandparents?
S: Yes, they are. / No, they aren’t.
---
8.Work on 2c (完成P14-2c)
T: Two students a group. Ask and answer by using
your own pictures13 Please use these sentences:
“Is this your uncle?”
“Are those your parents?”
S1: Hi, XXX. Is this your grandfather?
S2: Yes, he is.
S1: Are those your parents?
S2: No, they are my uncle and aunt.
--- 12．仍然是利用书上的图片，将本课新的句型进行呈现，并帮助学生在你问完问题后用Yes / No 来回答。并提醒学生注意区分单复数的用法。
13．本环节并没有按照课本就书上图片进行提问练习，而是让学生就同桌的照片提问，应该更加有真实感。
14．在课前可准备好图片，并用纸张盖住图片的大部分，只留下一小部分让学生进
9.Work on 2d (完成P14-2d)
Guessing Game.
T: Look. What’s in my hands. This is a picture. But you
only can see a part of the picture14. I can tell you this is a
member in Dave’s family. Can you guess “Who is it?”
Please use the questions we have learned today.
S: Is that Dave’s aunt?
Is this his grandmother
Are these his brother?
Are those his friends?
10.Follow up (进一步扩展)
T: We are students now, but one day we will grow up. We
will have our own family. Can you imagine what is your
family like 30 years later?15 Please draw the future family
on a piece of paper about your family on a “Family
Day”. Then show t he drawing to your group mate.
Ask each other about the family members.
I will choose the best pairs to make a presentation
for us.
11.Homework
Write down your introduction about your own family and
your friend’s family as detailed as possible.
Unit 3 THIS IS MY SISITER
(The 2nd period Section A 2a, 3a---3c )
Teaching aims(教学目标)
1. 学会说家庭成员的称谓
（继续学习含有be的动词的基本句型的陈述句和一般疑问句。）
2. 学会向别人询问、介绍家庭成员
Language points（语言点）
1．要求学会以下句式：(1) That’s… …
(2) ---Is he/she… …
---Yes, he/she is.(No, he/she isn’t.)
2．要求掌握以下词汇：she, he
3. 要求掌握以下缩写：he’s=he is, she’s=she is
(上述句式、词汇和缩写应在第二课中出现过，在本课中作为重点可渗透到课堂各个活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)
Difficulties（难点）：学习含有be动词的一般疑问句的句式及其回答。
Teaching steps（教学步骤）Array 1.Warming-up and revision（课堂热身和复习）
(1)Daily greetings to the students（日常问候）
T: How are you today?1
S: I am (fine/great/OK/very good). How about you?
T: I am (fine, too/not bad/pretty good/awful/terrible).
How is your father / mother / grandfather /
grandmother / uncle / aunt / brother / sister?
How are your parents / grandparents ---?
S: He/She is…
T: What’s your name, please?
S: I a m (My name is) …
T: (to the whole class) So that’s (2)
(2)Revision（复习）
Work on 2a (完成P14-2a)
T: Now, please open your books, and turn to page 14.
Look at 1a. I will play a recording. Listen carefully
and circle the words you hear. I will play it twice3. The
first time you just need listen. You can finish this part
at the second time.
T: Now, let’s check the answer.
S: ---
T: You are right. Thank you.
2.Presentation
T: Now, let’s play a guessing Can you guess how old I am? 4
S: Are you twenty-seven? 5
T: NO, I am a little older.
S: Are you twenty-eight?
T: Yes, you are so clever.(学生可能回有不同的回答，
老师根据学生回答给出多种评价。)
T: What about you? How old are you?
S1: I am twelve (this year).
T: Are you twelve, too?
S2: Yes, I am. (No, I am not. I am thirteen.)
T: Oh, I am sorry. I can’t hear you clearly6, (to the whole class)
Is he/she thirteen?7
S: Yes, he/she is.
T: Thanks. You are so clever (good/wonderful/…). She is
younger than me, so she is my sister8.
3.Work on 3a (完成P15 3a)
T: Now let’s look at this picture. There are four people
in the picture, and the boy and the girl playing basketball
3．在这里，当教师用英语说完之后，可以适当加以中文说
明，务必让学生明白做听力题
的策略。
4. 通过让学生提问，拉近师生之
间的距离, 并使学生获得语言
运用的成就感。
5. 建议老师用夸张语调读”Are
you…” ，并将它板书，让学
生熟悉含有be动词的一般疑
问句的句式。
6．创设真实情景，当部分学生在理解这个句子时有一定困
难时，可配以肢体语言，加
深学生对此句的理解，培养
他们在语境中理解新单词的
能力。
7．建议老师用夸张语调读”Is he/she…” ，并将它板书，让
学生熟悉第三人称一般疑问
句的句式。对能正确回答的学
生及时加以语言、微笑等多种
形式的鼓励。
8．T 板书younger; sister, 可给中文帮助Ss理解younger, 建议
学生能在语境中理解sister。
9．此句较长，要求T放慢语速，如果学生未完全清楚T的指
令，可重复此问题。使用教材
第15页3 a上图片的挂图，
are Anna and Paul. Let’s read the words aloud and fill in
the blanks with the words from the box. 9.
T: Let’s check the answers: 10
---Is she your sister?
---Yes, she is.
---And is he your brother?
---No, he isn’t. He is my friend.
4.Work on 3b (完成P15 3b)
T: Well done! Now read the dialogue in 3a with your
partner, then change your roles. 11
Ss read it in different roles.
T: Oh look, there are many people there, old and young .
Can you make a dialogue like 3a? 12
5．Presentation
T: I have a friend. His name is Mike. Do you have a friend? 13 S: Yes.
T: What’s his/her name?
S: His/Her name is Peter.
T: Thanks very much.I think he must be a good boy.
(to another student) Is Peter your friend too?
S: No, he isn’t.
T: Who is your friend?
S: … …
6．Work on 3c (完成P15 3c)
T: I want to know more about your friends or family
members. (to the whole class)Do you want to know
them too?
S: Yes.
T: I’d like a student to write down your mother’s, father’s, or friend’s name on the board. The other students guess 14．学生在黑板上写出一个名字，鼓励同学们用“Is…”这个句型进行猜测。活动前先有T 和Ss做示范对话，再由
w ho the person is. Who’d like to come here? 14
Wei Hua please. (在黑板上写下一个名字。)
S1: Is… your brother?
S2: Is… your friend?
S3: Is… your uncle?
7．Work on 4--- group work (完成P15 4)
T: Please take out your family photos. Put them in your group.
Take turns to ask and answer questions about the photos. 15 S1: Is she your grandmother?
S2: Is he your father?
S3: Is she your cousin?
（小组活动后，请几个小组进行表演。老师及时鼓励。）8．Homework
Oral work:
(1)Listen to 3a, read and recite it.
(2)Go on making up your dialogue with your group
members and polish it.
Written work:
(1)Copy the sentences in 3a.
(2)Write about the pictures on P15 using the sentence structures
in 3 a
Unit 3 THIS IS MY SISITER
(The 3rd period Section B 1---2c )
Teaching aims(教学目标)
1. 学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈述句）
2. 学会谈论家庭成员
Language points（语言点）
3．要求熟练运用以下句式：(1) These are…
(2) This/ That is… …
(3) He/She is…
4．要求掌握以下词汇：son, cousin, daughter, uncle, aunt
(上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)
Difficulties（难点）：在介绍或谈论家庭成员时，注意学生口语中的单复数运用。
Teaching steps（教学步骤）
1.Warming-up and revision（课堂热身和复习）
a)Daily greetings to the students（日常问候）
T: Good morning/afternoon. Who is on duty today?
S1: I am.
T: Is everyone here today?
S1: Yes, Everyone i s here./No, … is not here.
T: Thank you/Well done.. 1
b)Revision（复习）
T: Here is a picture from Lily. Guess who he is?2
S1: Is he …’s father?
S2: Is he …’s brother?
S3: Is he …’s friend?
S4: Is he …’s uncle? 3
T: Yes, you are so clever.
教学设计说明
1.这几个问题是为了让学
生尽快进入英语课堂氛
围，练习含有be动词单
数的句子。
2. T拿出自带来的某些著名
明星的家人照片，学生猜
测图片中的人物。这是复
习前一课内容，难度不大，
所以可以多让中等生参
与，使他们获得成功感，
从而激发他们学习英语的
兴趣。
3. 学生可能会有不同的回
答，如果学生出现本课将
要教授的新单词，T及时
将新单词板书，加深学生
对他们的印象。T根据学
生回答给出多种评价。4. 建议老师事先准备学生比较
熟悉的人物照片，引起学生对
课文学习的兴趣，对课堂直接
生成的新单词和知识，及时板
书，并带读，也可在学生回答
时适当加入课外常识。
2.Presentation
T: Here is a photo. Do you know who he is? 4
S: He is 布什（Bush）.
T: Yes, he is the president of America. Who is his father?
S: …(学生可能会有不同的回答，对能正确回答或接近正确答案的学生进行表扬和鼓励。)
T: Here are also many people in his family. Let’s guess
Who they are. Are you ready?
S1: I s he Bush’s father’s father? 5
T: You are so wonderful. He is Bush’s grandfather.
S2: Is he Bush’s brother?
S3: Is he Bush’s uncle?
S4: Is he Bush’s son? 6
T: Thanks. You are so clever (good/wonderful/…).
3.Work on 1 (完成P16 1)
T: In my family my grandfather is the oldest one.
Who is the oldest man in your family? 7
S: My grandfather, too.
T: Every family has a family tree, can you finish
the family tree8
S: Yes!
4.Work on 2a (完成P16 2a)
T: Well done! Now let’s play a game. Please look at 2a.
Let’s s ee who is the best in your group.9
(播放录音，让学生勾出所听到的家庭成员，如果
播放录音一遍后，部分学生不能完成这一听力任务，可
再播放一遍录音。）
5．Presentation
T: This is my family photo. These are my parents. This is my
Grandmother. This is my cousin Tom. 10. 此句有新单词，而且句子较
长，要求T放慢语速，对口语
中的新单词，建议老师板书，
同时呈现课文2b的两张图
片，如果学生未完全清楚T
I have another two pictures. One is Dave’s,
One is Lin Hai’s. Can you guess which is Dave’s
and which is Lin Hai’s?10
S: Yes.
T: Who can say something about Picture 111?
S1: There are eight people in the picture.
S2:This is Dave’s grandfather.
S3: I think this is Dave’s uncle.
… ….
(播放录音，让学生勾出所听到的家庭成员称谓，如果
播放录音一遍后，部分学生不能完成这一听力任务，可
再播放一遍录音。）
6．Work on 2c --- group work (完成P16 2c)
T: I am very happy. All of you do a good job. We have known
Dave’s and Lin Hai’s families and friends. I want to know
your family. Now draw a picture of your family and friends.
Tell your partner about your picture12.
（小组活动后，请几个小组进行表演, 老师及时鼓励。）7．Homework
Oral work:
(3)Listen to 2a, 2c, read and recite it.
(2). Draw a family tree about your family (模仿1中family
tree，画一个自己家庭的family tree，完善对自己家庭的介绍。) Written work:
(3)Copy the words in 2a.
(4)Find the person you are interested in, and
write a passage about his/her family. 13
Unit 3 THIS IS MY SISTER
(The 4th period Section B 3a—4b)
Teaching aims(教学目标)
学会介绍家庭成员
Language points (语言点)
1.要求熟练运用以下句式: This/That is…… Is/this/that…?
These are … Yes, she/he is. No, he/she isn’t.
(以上句式在前几课中已有出现,在本课中要把这些句式运用到照片的介绍中,记加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)
2.要求掌握以下句式: Thanks for…
3.要求掌握以下词汇: thanks for, dear, great, photo, here
4.要求掌握简单的书信格式
Difficulties (难点): 本课难点是学会简单地写信
Teaching steps (教学步骤)
1.Warming up and revision (课堂热身和复习)
(1) Daily greetings to the students ( 日常问候) 教学设计说明
T: Good morning/afternoon.. Glad to meet you.
S: Glad to meet you, too.
T: How are you today?1
S: I’m fine/OK/very good, thank you .And you?
T: I am great. How is your mother/father/grandmother/ (1)
S: She/He is fine/OK/very good/great.2
T: Thanks for your answer.2.
(2) Revision (复习)
T: Please show me the photo of your family.3
(Let me look at the photo of your family.
May I have a look at your family photo?)
Is this/that your father /mother/…?4
S: Yes, she/he is. No, she/he isn’t.
T: Great! Thanks for your answer.5
2.Presentation (呈现新知识)
T: I have seen your family photos. Do you want to see my
family photo?
Here is my family photo.6
This is my husband, Mr. Zhang. This is my daughter, Weiwei.
These are my parents.
3. Work on 3a
T: This is a letter from Emma to Mary. Let’s read the letter
together. 7
1.这两个问题是为了复习本单
元的词汇mother, father,
sister, brother, grandmother,
Uncle, aunt, cousin, parent.
2. 建议让多个学生作答,鼓励他
们用不同的形容词.若回答雷
同,T可在S反问And you?时,
可以给出不同回答,在合适的
情景下带出将要学习的词汇
great,并引出Thanks for…这
个句式.板书新单词和句式.
3. 课前要求学生准备好自己家
庭成员的照片.此句是为了引
出本课的重要词汇photo,
板书该词.
4. 通过对照片的谈论复习本课
的句式Is this/that…?
5. 此句再次巩固刚学的单词
thanks for… great
6. 引出新词here,并板书.
7. 此处教师可用中文简单介绍
书信的格式.
8. 此问是为了检查学生是否理解前面的信的内容.同时使前后
Draw a picture of Emma’s family .Let’s see who is winner? 3. Work on 3b
T: Just now, we drew a picture of Emma’s family. N ow, here is a photo of Mary’s family. Who is Mary? 8
S: Emma’s friend.
T: Yes, Mary is Emma’s friend. Please Look at the photo and write about the people in the picture.9
T: Please read your article to your partners.10
4. Work on 4a
T: Now please write a letter to Emma to introduce your family photo. 11 5. Work on 4b Divide all the students into 4 groups. Each group put their photos and letters on the board. (They must put the letters and photos in different places) Ask other groups to match the letters and the photos.12
6. Follow up T: Now it’s your turn to give a report. Introduce your favorite teacher/friend/sports player/ film star/… to us.
Hello, everyone. Now it’s my turn to report. This is my …13 7. Homework Oral work:
(1) Read and recite 3a.
(2) Read and recite the new words in Unit 3. Written work:
Write a letter to your English teacher to introduce your
favorite person.(You must put the person’s photo on the letter.)
11.这个任务可以让学生模仿3a 部分完成. 当学生完成后, 选择
程度较差的学生的信进行讲评,由学生自己找错,订正.然后再选择优秀作品进行展示,帮助学生学会评价,欣赏. 12.此任务可以设计成小组竞赛
形式,激发学生的学习兴趣和参与热情. 13.根据课堂时间安排的情况机动运用.可以给出报告的开头部分,以降低难度.该任务要求学生能熟练运用本单元的句式,同时为完成回家作业打下基础.
Unit 3 THIS IS MY SISTER
(The 5th period Section B Self--check)
Teaching aims(教学目标) 学会介绍家庭成员
Language points (语言点)
1. 要求熟练运用以下句式: This/That is…… Is/this/that…?
These are … Yes, she/he is. No, he/she isn’t. He/She is … .
(以上句式在前几课已有出现,在本课中要把这些句式运用各个任务中去,加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.) 2. 要求熟练掌握并运用本单元的单词
Teaching steps (教学步骤) 教学设计说明 1. Warming up and revision (课堂热身和复习)1
(1) Daily greetings to the students ( 日常问候) 教学设计说明 T: Good morning/afternoon.. Glad to meet you. S: Glad to meet you, too. T: How are you today? S: I’m fine/OK/very good, thank you .And you?
T: I am great. How is your mother/father/grandmother/…? S: She/He is fine/OK/very good/great. T: I’m glad to hear that. Thanks for your answer.. (2) Revision (复习) T: Please show me the photo of your family. (Let me look at the photo of your family. May I have a look at your family photo?) Is this/that your father /mother/…? S: Yes, she/he is. No, she/he isn’t. T: Great! Thanks for your answer. T: Can you tell me who is /are your father/parents…? S: Yes. This is my father…/These are my parents. 2. Self check (自我检测) (1) Vocabulary 2
1. Show a family tree to the students. Ask them to fill in the blanks with proper words.
2. Spot dictation
3. Write new words in your Vocab-Builder.3 (2)Make a dialogue 4
1.T: These are Mary’s photos of Beijing. Look at the photos and
1.课堂热身和复习部分是为了帮助学生回忆巩固本单元所学的词汇和句式
2.单词检测部分通过两个任务完成. A.通过填写家谱,检测学生对有关家庭成员单词的掌握情况. B.根据家谱的内容让学生听写一
段含有本单元其他重要单词的文章,并对这几个单词进行挖空,以检查学生的掌握情况. 以上两部分的检测由学生相互对批, 而后由学生本人圈出自己未掌握的单词,并记录在生词本上,课后再复习巩固. 3.把听力材料中出现的生词记录到生词本上,课后通过查字典等形式掌握这些生词. 该活动应持之以恒,鼓励学生积累扩大词汇量,并可以与同学进行
交流, 达到事半功倍的效果.
make a dialogue with your partner.
(Ask some students to act out their dialogues.)
2.Ask students to complete the dialogues.
(3) Guessing game (Just for fun)5
One student (S1)must close his eyes. When S2(the
student pretends his family member)is knocking at
the door, the other students (Ss) ask:
Ss: Who is it?
S1: Is it my father?
Ss: Yes, it is. You are right.
(S2 comes into the classroom )
S2: I am your father, and you are my son.
Ss: Who is it?
S1: Is it my father?
Ss No, it isn’t .
S1: Is it my …? (Give S1 three chances)
Ss: No, it isn’t. You are wrong.
(S2 comes into the classroom)
S2: I’m your grandmother. You are my grandson.
(4) Follow-- up Activities
Role--play A birthday party 6
Actors: Jim (Today is his birthday)
Kate(Jim’s sister)
Mr. and Mrs. Green (Jim’s parents)
Lucy and Lily(Jim’s friends, twins )
Jim invites Lucy and Lily to his family to take part
in his birthday party. He introduces them to his family
members.
Homework:
Oral work:
Review the new words in your V ocab-Bulider.
Written work
Write down the dialogue “A birthday party”.4.该任务是检测学生对本单元的
重点句式的掌握情况.先是口头
的检测,再落实到写,从易到难.编
对话的形式使学生之间能相互帮
助,以强带弱.
5. 该任务通过游戏的形式使学
生在玩乐中对重点句式再次加深
印象,并有所扩展.这样的形式能
激发学生的学习兴趣,提高参与
度.教师可用中文解释这里使用it
的原因.
6. 该任务是一个综合性的活动.检查学生对本单元所有内容及前面所学的知识的掌握情况.通过这个情景剧的表演能很好地培养学生的语言运用能力.通过参加生日晚会这个学生熟悉的活动,不仅能让学生在完成活动的过程中运用所学的知识,而且让他们在真实的语言环境中感受异国的文化风俗,真正体现了任务型教学的真实性,交际性.为了让不同层次的学生都能参与,教师可以给出一些句型,以降低难度.
Additional Evaluation form:
all the time most of the time a little none
1. I understand my teacher □□□□
2. I spoke English □□□□
3. I worked with my group/desk mate □□□□
4. I was interested in the class □□□□
I can Yes Need more practice Need more help
1. introduce the family members. □□□
2. read and spell the words:
mother, father, sister, brother,
grandmother, grandfather,
friend, grandparents, uncle, aunt,
cousin, parent.
□□□
3. ask and answer:
Is this ---? Yes, he is/ No, they aren’t
Are they---? Yes, they are/
No, they aren’t.
□□□
4. talk about one’s family.□□□
5. write a passage to describe one’s
family tree.
□□□
学生对所学知识的掌握程度，以便老师教学时查漏补缺。建议老师根据课堂教学及学生的具体情况，添加或删改评价表的内容，要求越具体越好，能充分反馈出学生该单元的学习情况。
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五、教学重点及难点 1．教学重点：词汇：有关食物名称的单词。 句型：Do you like … ? Yes, I do. / No, I don’t. 2．教学难点：创设语言交际情景，操练句型。 六、具体教案设计 Unit 6Do you like bananas ? 课时安排：四课时 第一课时：P31—P32 第二课时：P33—P34 第三课时：P35 第四课时：P36 第一课时：P31—P32 Step 1 讲授1A中的新单词 1．通过用“What’s this in English ?” 句型询问一些具体的食物或图片，如：apple, orange, meat, rice 等，让学生通过直观回忆以前所学过的食物名称。 2．呈现新的食物或食物幻灯片，激发学生的求知欲，从而引出本课的新单词。3．朗读P31—1a 中的新单词。（先全班，再小组，然后到个人，层层检查、补漏。） 4．将学生分成两大组，以竞赛的方式让各组派一名学生，将食物的单词贴到挂图相对应的食物上，看哪组贴得最多，最准。 Step 2 Presentation 1．通过吃的动作和高兴的表情来展现“like”一词的意思，并将“like”板书在黑板上；通过摇头的动作和皱眉的表情展现“don’t like”一词的含义，并将 “don’t like”板书在黑板上。
人教版七年级英语下册unit 1教学设计
人教版七年级英语下册unit 1教学设计 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club 能掌握以下句型： ①—Can you play the guitar? —Yes, I can./ No, I can't. ②—What can you do? —I can dance. ③—What club do you want to join? —I want to join the chess club. 2) 能了解以下语法：情态动词can的用法 want to do sth.的用法 2. 情感态度价值观目标： 该部分内容贴近学生的生活，谈论的话题是能力。通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。 二、教学重难点 1. 教学重点： 1) 学习询问和谈论彼此的能力和特长； 2) 掌握一些弹奏乐器的表达方式。 2. 教学难点： 情态动词can的构成和使用。 三、教学过程 Ⅰ.Lead in 1. 教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器， 一边说: I can play the guitar．…等；再指着图片说：He／ She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。 2. Ss look at the picture in 1a. Then read the words and phrases. Let Ss match the activities with the people. 1/14页 Then Check the answers with the class together. Ⅱ.Presentation 出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He ／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。 Ⅲ.Game (What can I do?) T: Tell your partners what you can do. For example: I can play the guitar. I can sing and dance. Ss work in groups. The let some Ss talk to their classmat
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人教版七上期末专题（一）单项选择 ( ) 1.下列字母中，不含相同音素的是。 A. g, i, j B. a, k, h C. p, t, v D. l, m, n ( ) 2.—What’s this, Frank? —. A. It’s a “f ” B. It’s an “f ” C. This is a “f ” D. This is “f ” ( ) 3.Let’s be fri ends. Please e-mail me xiaobudian@https://www.360docs.net/doc/2d14888451.html,. A. in B. to C. at D. for ( ) 4.What’s this English A. to B. for C. at D. in ( ) 5.Our music festival is September 11th. Welcome to our festival. A. in B. on C. at D. with ( ) 6.We sell all the clothes very good prices. We have sweaters only 15 dollars. A. for; for B. at; for C. for; at D. at; at ( ) 7.This is my brother. name is Bob. A. His B. Her C. She D. He ( ) 8.Her uncle’s is her cousin. A. daughter B. father C. brother D. sister ( ) 9.—. Are you Mr. Brown? —Yes, I am. A. Hello B. Excuse me C. Hi D. Dear friend ( ) 10.—Let’s watch the tennis game on TV. —That good. A. looks B. spells C. likes D. sounds ( ) 11.—What’s your, Mr. Green? —Jim. I’m Jim Green. A. first name B. last name C. middle name D. family name ( ) 12.I don’t have a soccer ball, but my brother.
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Ⅲ.教学重点 (1)词汇：good，morning，hi，hello (2)字母：Aa，Bb，Cc，Dd，Ee，Ff，Gg，Hh (3)句型：Good morning！Hello/Hi! Ⅳ.教学难点 让学生会读英文名字；将英语字母打乱顺序进行认 读和书写。 Ⅴ.教学步骤：Warmup 1．教师向学生播放英国人说英语的视频，激发学生学习英语的兴趣。 2．教师可以利用英语歌曲、英文电影渲染气氛，营造学习英语的环境。然后可向学生展示自己的英语水平，让学生“亲其师，信其道”。 建议1：用英语进行自我介绍，可介绍自己的姓名、毕业学校、从教时间，以及自己取得的成就。但要注意 一定要口齿清晰、语音语调正确，说出英语的韵味来。 例如： T：Do you like English？Is English vg？day， let's learn English.And I'm your English teacher.Lduce myself.My n aI'I have tauglars.Duringars，I have g建议2：播放一段中国人说英语非常流利的视频，然后用英语介绍，告诉学生如
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人教版初中英语七年级下册全册英教案(全英文版)
新目标人教版英语七下 全册教案 Unit 1 Where’s your pen pal from? Language goals: ●In this unit students learn to talk about countries, nationalities and languages. ●Ask and tell where people live. New languages: ●Where’s he / she from? ●He / She is from Australia / England / China / France / Singapore / Australia. ●Where does he / she live? He / She lives in Sydney. ●What language do you speak? I speak English. ●What’s your / his / her favorite subj ect? ●My / His / Her favorite subject is English. ●Does he / she have any brothers and sisters? Yes, he/ she does. / No, he / she doesn’t. Difficult points: 1. Listening for the information about countries, nationalities and languages. Write an e-mail about oneself. Describe the new students in class. 2. Where questions with from Where questions with live What questions Teaching aids: ● A tape recorder Teaching periods: ●Period 1:Section A中1a, 1b, 1c ●Period 2:Section A中2a, 2b, 2c，2d ●Period 3:Section A中3a, 3b, 4
人教版七年级英语上册Unit1教案
人教版（新目标）初中七上Unit 1 My name's Gina教案 Period One Teaching aims（教学目标） 1．学会问候他人 2．学会如何做自我介绍, 认识新朋友，并正确称呼他们的英文名字 3．从对话中学会获取更多他人的基本信息 5．初步学会使用部分形容词性物主代词 Language points（语言点） ` 1．要求掌握以下句式： （1）—What’s your name —My name is… （2）—Hi. My name’s Gina. —I’m Jenny. Nice to meet you! --- Nice to meet you, too. （3）what’s ＝what is I’m ＝I am name’s ＝name is 2．要求掌握以下词汇：（1）生词：name, am, nice, meet, what, hello " （2）人称代词和形容词性物主代词：I, you, my, your, his, her （上述数词和部分形容词性物主代词本应在第二和第三课时中出现，但可以在第一课时中非正式出现，给学生初步的印象，为后面的学习作铺垫。） Difficulties（难点）：本课难点是大量的人名和形容词性物主代词，而学生在描述时容易混淆男名和女名，在运用代词时容易错用人称代词和物主代词。 Teaching steps（教学步骤） 1. Warming-up and revision（课堂热身和复习） (1) Play the tape, enjoy the ABC song or Hello song, get the Ss to sing together. （2）Warm greetings to the students2 T: Hello! / Hi! # S: Hello! / Hi! T: You are very beautiful/cool/… S: Thank you. 2. Presentation（呈现新知识） （1）T: Hello! My name is Lily. What’s your name S: (引导学生回答) My name is Tom. T: It’s a good / nice name.
人教版七年级英语下册全册教案及教学反思
教案示例 Unit 1 Where’s the post office? Period I 教学目标： 1、掌握表示地点的词汇； 2、掌握where 引导的特殊疑问句； 3、能够简单地描述地点方位； 4、能够画出简单的示意图。 教学向导： 教学过程设计：
教学反思：本单元的主题是方位，所以很多地点的名词是学生单词突破的重点，与学生的生活相结合，要扩充一些词汇，如学校的教学楼、操场，社区里的饭店、医院等，让学生学到的句子能够用的灵活。介词表示的方位应该讲解清楚，这样学生才能更加明确的表述各个建筑所处的位置。这些知识不能死板的传授，一定要在任务中完成，让学生不知不觉地学习目标语言。图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。 教案点评： 本单元的主题是方位，地点名词是学生单词突破的重点，与学生的生活相结合，扩充一些词汇，明确的表述各个建筑所处的位置。围绕这几点设置了四个活动，利用多媒体素材，以任务型的教学模式来完成整个教学。其中图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。
教案示例 Unit 2 Why do you like koala bears? 一．教学目标： 谈论自己的喜好； 询问他人的喜好； 能够谈论喜爱某种动物的理由； 做出自己的行动计划。 二．教学向导 三．重点句型
Why do you want to see the pandas? Because they’re cute. Why does he like the koala bears? Because they are kind of interesting. What animals do you like? I like penguins. They are cute. What other animals do you like? I like dogs, too. Where are lions from? They are from Africa. 四．教学步骤： Step 1: Lead-in Show parts of animal’s bodies by slide show, let students guess what animals they are. Then students show the pictures of all kinds of animals they found before class, and do a brief introduction of the pictures. Step 2: Task one: make a survey: what animals do your group mates want to see? Listen to the tape and finish Section A, 2a and 2b; Ask group mates what animals they want to see in a zoo, fill in the chart as below: Presentation: show their pair work