人教版七年级英语上册Unit2二次备课教学设计(共6课时)
人教版七年级英语上册Unit 2教案
Unit 2 This is my sister.话题Topic 家庭The family功能Functions 1.能够简单介绍人物关系Introduce people This is my grandmother.That’s my friend.2.能够指认人物关系Identify peopleA:Is she your sister?B:Yes,she is./No,she isn’t.A:Who’s she?B:She’s my mother.A:Who’re they?B:They’re my parents.语法Grammar 一、能够正确使用指示代词this,that,these,those介绍人物关系Demonstrative pronounsThis is my friend Jane.That’s my grandfather.These are my brothers.Those are my parents.二、能够用Who引导的特殊疑问句询问第三方是谁Who questionsA:Who’s she?B:She’s my sister.A:Who’re they?B:They’re my grandparents.词汇和常用表达Words & expressions 1.能正确使用下列词汇Curriculum words(按词性排列)名词:sister,mother,father,parent,brother,grandmother,grandfather, grandparent,family,day,son,cousin,grandpa,mom(=mum),aunt,grandma,dad, uncle,daughter,photo,picture,girl,dog;代词:those,who,these,they;形容词:next;动词:have;其他:oh,well,bye(=goodbye),here,of2.能正确使用下列常用表达Useful expressionsthis is…,that’s…,these are…,those are…,who’s…a photo of my family,in my family,have a good day学习策略Strategies 能够将图片与人物描述相结合进行有效记忆能够将人物描述的文字信息和图片信息相互转换文化知识Culture了解西方国家中家庭成员之间的称谓三维目标Three-dimensionaltarget 知识与技能1.能掌握以下单词:sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,those,who,these,they,well,have,day,bye(=goodbye),son,cousin,grandpa,mom(=mum),aunt,grandma,dad,uncle,daughter,here,photo,of,next,picture,girl,dog2.熟练掌握单元短语:a photo of my family,in my family,have a good day3.能掌握以下句型:This is my friend Jane.That’s my grandfather.These are my brothers.Those are my parents.A:Is she your sister?B:Yes,she is./No,she isn’t.A:Who’s she?B:She’s my sister.A:Who’re they?B:They’re my grandparents.4.了解以下语法:指示代词this,that,these,those的用法;主格人称代词I,he,she,they的用法;Who开头的特殊疑问句的构成和回答;名词的复数形式。
人教版七年级英语上册二次备课StarterUnit2 What’s this in English(共2课时)教学设计含答案
Starter Unit 2What's this in English?第一课时(1a～2e)教学设计知识目标课堂环节§自主学习案◎新词自查根据汉语提示写出英语单词。
1．用英语in_English 2.一支钢笔 a_pen 3.一张地图 a_map 4．一本书 a_book 5.什么 what 6.一把直尺 a_ruler§课堂导学案Step 1准备与热身(Preparation)T：Hello，boys and girls.In our daily life，we must touch some things，for example，pen，ruler，map and so on.In this class we will learn some things we can use in our life.Say it in English，and we will try our best to remember them.So this class we will learn the words in Starter Unit 2 and try to use them.Step 2呈现与输入(Presentation)Show some pictures and teach the students to learn the new words “map，cup，ruler，pen，orange，jacket，key，quilt” and the sentences：“—What s this/that in English？—It's a / an…”Students look at the picture on page 5，and find out the letters learned in Unit 1.And write them down.Play the tape for the first time.Students only listen.Then play the tape for the second time.Students listen and repeat.And ask students to repeat the conversations.Finally，explain how to use articles “a” and “an”．Step 3练习与体验(Practice)Students practice the conversations in the picture in pairs.Students practice their own conversations in pairs.Ask some pairs to present their own conversations.Show the 10 letters Ii～Rr on the screen，and teach the students to read them one by one.Then play the tape，and ask students to pay attention to the pronunciation and repeat.After that，invite some students to read these letters，correcting their pronunciation mistakes if there is any.T：Now I'll play the recording.You will hear ten letters.Listen carefully and number the letters you hear.Play the tape first，and ask students to finish 2b individually.Play the tape again，and ask students to check their answers.Finally，check the answers with the whole class.Step 4运用与生成(Production)Write the letters Ii～Rr on the blackboard.Then explain the writing forms of the capital letters and the small letters.Students Look at the picture in 1a.Then find the lower－case letters in the picture to match the capital letters.First, Present the letters and the meanings the students know.Then Present some new letters and their meanings.P，NBA，kgTeacher Adds some more abbreviations：PRC(中华人民共和国)，cm(厘米)，km(千米)，PK(单独挑战)等。
人教版七年级上英语教案Unit2
人教版七年级上英语教案Unit2Unit 2 Is this your pencil? 教案一、单元分析本单元的标题为Is this your pencil? 话题为Things in the classroom.。
本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。
通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。
本单元与第三单元衔接紧密：由this，that的学习过渡到these, those 的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。
根据《英语课程标准》（实验稿）关于总目标的具体描述，结合第二单元的教材内容，我分语言知识、语言技能、学习策略、情感态度、文化意识五个方面将本单元的教学目标细化：根据教材内容我把该单元的教学目标定为：1语言知识⑴语言结构：学习指示代词this, thatWhat 引导的特殊疑问句用法Yes/No问句及其简单回答句型How do you spell pencil?的用法⑵语言功能：学会辨认物品的所有者询问物品的所属，对物品的所属进行提问和回答能够使用目标语言写失物招领和寻物启事2语言技能：听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化；能听懂本课学习活动中的问题，作出较得体的回答。
说：能在本课的任务型活动如：失物招领、制作海报、编写谜语等中进行简单有效的交流。
读：能正确朗读本单元课文；能查阅工具书为完成任务做准备；能阅读有关外国学校简单的背景材料。
写：能使用简单的句子和短语参照范例写出“寻物启示”、“失物招领”等语言材料。
3学习策略目标：使学生明确自己学习的需要，自觉完成课前任务。
人教版七年级英语上册unit2教案设计
Go for itUnit 2 Is this your pencil?一、本单元教学结构分析与其他每个单元一样，本单元共六页（6 pages），其中包括Section A，Section B和Self check。
Section A (Pages1,2&3) 提供了本单元教学的基本词汇和语言结构，为本单元的目标句型提供示例和指导性练习，并通过简单的语言活动进行操练和巩固；Page1,2,有听、说、读和Grammar focus, Page3是语言运用。
Section B (Pages4&5) 的教学是在已有的基础上开展的，许多知识点都是以旧带新，但学习任务的难度在逐渐递升，口头训练也过度到笔头训练，通过这部分的学习，使学生能够对已学过的目标句型运用自如。
Self check是课后自我检测和评价，包括对本单元所学词汇的检测，词汇扩展训练，以及语言运用能力的检测和评价。
通过这部分容的训练，使学生对本单元的语言目标的掌握程度有较为明确的认识。
二、本单元教学容本单元的语言功能是辨别物品的所有者“Is this your/her/his…?”，中心话题是Things in the classroom (P.1,BooKI（上册）,Go for it), 学习和掌握新词汇：pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring .语言结构有：指示代词this & that, What questions, Yes/No questions and short answers, How do you spell it? 语言目标是掌握句型： Is this your…? Yes, it is./ No, it isn’t. What’s this in English? It’s a… How do you spell it? P-E-N.三、教学重点和难点1．重点：A）词汇： pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring .B）语言结构：指示代词this & that, What questions, Yes/No questions and short answers, How do you spell it?C）语言功能：询问物品属性What’s this/that…?和辨别物品所有者 Is this your/her/his…?”2．难点：词汇的教和学，多种语言结构的综合运用。
【最新】人教版七年级英语上册Unit2 教案设计Lesson 2
第2课时
单元分析
根据国家课程标准的要求，学生在小学毕业时要达到二级目标，而二级要求里就有关于“家庭与朋友”的话题；课标还要求学生在中学毕业时要达到五级目标，而五级里也有关于“家庭、朋友与周围的人”的话题。可见“家庭”话题贯穿始终。本单元作为初中阶段对家庭话题的起始单元则更应该让学生掌握好最基本的介绍家人、确认人物的句式，为以后的学习打好基础。
板书设计
in+color
Who is the young manin red?
with+n
Is the girlwith short curly hairyour sister?
doing sth.
The manholding a basketis my father.
next to+ sb./ sth.
That womannexห้องสมุดไป่ตู้ tomy dad is my mom.
教学反思
Step 6
Sum up
T tells Ss family is very important.
Arouse Ss’ awareness of loving their family.
Homework:
Video tape their oral report of family introduction.
Ss complete 3a, Section A and role play in pairs.
Practice target sentence patterns through speaking.
Step3
More inputs
T shows the pics of two foreign families and tells Ss how to enrich discriptions.
Unit2SectionA(2a～2d)教案人教版七年级英语上册
按要求完成句子，每空一词。
1．These are my friends.(改为单数形式)
__________my______．
2．Is Tom your brother？(作否定回答)
_____，__________．
3．These are my brothers.(改为一般疑问句并作否定回答)
—Have a good day！
—Thanks! You，too.
学会使用名词的复数形式。
能力目标:
A. enable the students how to identify possessors;
B. enable the students ask and answer the possesstionship in different situations;
课堂教学设计
学校
科目
英语
年级
七年级
册次
上册
版本
人教版
课题
Unit2This is my sister. Section A(2a～2d)
课时
第2课时
教者
教学目标
知识目标
1.词汇：have，they，well，day
2.句型：—Are those your parents?
—Yes，they are.
2．认真观察2b图片中的人物关系，再听一遍录音，将所给名字与图中人物进行匹配。
3．根据2b图片中的人物仿照2c结对练习对话，并在小组内展示一下。
1)A：Who's she? B：She's Cindy.
2)A：Who's he? B：He's her father.
人教版2024七年级上册英语Unit 2 Lesson 2 教案
教学过程
时间
学生学习活动
活动设计意图
10分钟
1．学生根据创设的情境朗读句子。
2．学生读并辨别后缀“-s/-es”发音的不同并标注它们的具体发音。
3．学生归纳“-s/-es”发音的规则。
4．学生将活动2中的词根据发音的不同进行分类，并跟音频朗读。
1~3．通过让学生在句子中感知和理解“-s/-es”的读音规则，将语音学习融入句子学习和主题表达之中。
13．让学生模仿对话的语音、语调和节奏。
14．让学生口头回顾对话内容，实现由输入到输出的转变。
8分钟
15．学生观察2d中的图片，说出在图片中看到了什么。Leabharlann 16．学生回答教师关于图片信息的问题。
17．学生根据图片内容完成对话。
18．学生根据所给范例和关键词编对话。
人教版七年级英语上册 Unit 2 (Section A 1a-2c)教案(表格式)
Introduce people 介绍他人
Identify people 识别他人
This is…
--Who is he/ she? --He/ She is…
That is…
These are…
--Who are they? --They are…
Those are…
设计意图：通过步骤3和学生对教材1c的自学，了解和初步掌握如何向他人介绍家人和如何 辨别别人。
步骤5：Listening 2 1. (2a) 强化听力训练，听第一遍对话，学生把听到的单词在2a中圈出来。然后请一个学 生在全班范围内订正答案。 2. (2b) 听第二遍对话录音，学生边听边把名字和图片中的人物连接起来。听完后在小组 内订正答案，请一个或多个学生用问答的方式订正，例如，--Who is Jenny? –She is mother. 设计意图：通过2a，2b的听力练习，强化训练听读本堂课的所学到的家庭成员名称，巩固 目标语言，给下一步提供素材和模板。 步骤6：Speaking 2 1. Pairwork 听力完成后，假设你就是Cindy，看着全家福，向你的同桌介绍你的家人，运
教学设计基本信息
所用教科书 书名
人教版新课程目标英语
所教年级 初一
所教册次、 单元
七年级上 Unit2
设计主题
Unit 2 This is my sister Period 1 (Section A 1a-2c)
1.整体设计思路、指问他人的姓名以及电话号码的基础上，这个单元着 重学习如何介绍他人和识别他人。首先，这堂课为这个单元的第二课时，是一堂听说课。 在这堂课上，我们将复习到部分家庭成员称呼的名词，通过1b，2a，2b听力训练，并运用 这些家庭成员的名词来学习如何向他人介绍自己的家人和帮助他人辨别家人。
【精选】人教版七年级上册英语Unit2第二单元优秀教案
Unit 2 This is my sister.第一课时Section A(1a1c)【学习目标】1．重点单词：sister，mother，father，parent，brother，grandmother，grandfather，grandparent，family，those，who，these2．重点短语：my parents，my brothers3．重点句式：That's my family.Those are my parents.—Who's she?—She is my sister.【学习重点】1．学会说家庭成员的称谓2．学会谈论家庭成员3．能听懂有关介绍家庭成员的谈话4．学会指示代词this，that，these，those的用法【学习难点】1．名词复数的正确使用2．学会介绍家人【自主学习】一、预习课本P7新单词并背诵，完成下面的汉译英。
1．姐妹__________ 2.妈妈__________3．爸爸__________ 4.父亲或母亲__________5．兄弟__________ 6.奶奶或姥姥__________7．爷爷或姥爷__________8．祖父或祖母__________9．家庭____________ 10.那些____________11．这些____________ 12.谁____________二、认真预习1a，1b，1c，找出下列短语和句型。
1．我的父母亲________________2．我的兄弟们________________3．那是我的家庭。
________________4．这些是我的父母亲。
________________5．—她是谁？—她是我妹妹。
_________________________________________________________________ 【课堂导学】Step 1情景导入Teacher：This is my family photo，and these are my family members.This is my father，and that is my mother.These are my grandparents.Can you introduce your family members to us？If you can't，don't worry.We will learn it this lesson.环节说明：由家庭照片引出本节课的重点——介绍家庭成员，激起了学生的学习兴趣，新课导入简单明了，过渡自然。
人教版(2024)Starter Unit2 Keep Tidy教学设计七年级上册英语
人教版（2024）七年级上册英语《Starter Unit 2 Keep Tidy!》教学设计一、课题名称《Starter Unit 2 Keep Tidy!》二、课程课时2 课时三、教材内容分析本单元围绕“保持整洁”这一主题展开，通过图片、对话等形式呈现了如何整理物品、描述物品位置等内容。
教材中的活动设计旨在引导学生养成良好的生活习惯，同时学习一些基本的英语表达。
四、核心素养目标1. 语言能力：学生能够掌握与整理物品和描述位置相关的词汇和句型，如“put...in/on/under...”“Where is...? It's...”等，并能在实际情境中运用。
2. 文化意识：了解不同文化中对于整洁和秩序的重视，培养跨文化交际意识。
3. 思维品质：通过整理物品的活动，培养学生的逻辑思维和问题解决能力。
4. 学习能力：激发学生学习英语的兴趣，培养良好的学习习惯和自主学习能力。
五、教学重点、难点1. 教学重点掌握与整理物品和描述位置相关的词汇和句型。
能够运用所学知识进行简单的对话和描述。
2. 教学难点准确运用介词描述物品位置。
培养学生养成保持整洁的习惯。
六、课的类型及主要教学方法1. 课的类型：新授课、活动课。
2. 主要教学方法：情景教学法、游戏教学法、合作学习法、直观教学法。
七、教学过程第一课时1. 导入环节（5 分钟）教学环节：展示一些杂乱的房间图片和整洁的房间图片。
教师活动：“同学们，大家看这些图片。
这是一个杂乱的房间，这是一个整洁的房间。
你们喜欢哪个房间呢？为什么？”学生活动：学生观看图片后回答。
“喜欢整洁的房间，看起来很舒服。
”“杂乱的房间太乱了，不好找东西。
”设计意图：通过图片对比，激发学生对整洁的认识和兴趣，引出课题。
目标达成预测：学生对整洁的房间有积极的评价，为后续学习奠定基础。
2. 学习词汇（15 分钟）教学环节：结合课本内容，学习与整理物品相关的词汇。
教师活动：“大家看课本上的图片，这里有很多物品。
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Unit 2This is my sister.第一课时Section A (1a～1c) 教学设计知识目标课堂环节§自主学习案◎新词自查根据句意和汉语提示完成句子。
1．My sister (姐姐)is thirteen years old. 2.This is my mother (妈妈)．3．Is that your father(爸爸)? 4.My parent(父/母亲)is my mother or my father. 5．Tom is his brother (哥哥)．§课堂导学案Step 1准备与热身(Preparation)1．Greet students by using “Good morning/Good afternoon/Hello/Hi…”2．Ask students to practice the following dialogue in pairs.S1：Hello，I'm… What's your name?S2：My name is…S1：What's your last name?S2：…S1：What's your telephone number?S2：…Step 2呈现与输入(Presentation)1．New wordsTalk about photos of your family members and friends.Teach the names of family members.T：Look at my family photo.This is my father，F－A－T－H－E－R，father.S：F－A－T－H－E－R，father.Use the same way to teach the other names of family members and friends.Make sure students can read them fluently.2．Encourage students to point to each word in 1a，read and guess the meanings of the words then match words with the people in the picture.Step 3练习与体验(Practice)Play the tape of 1b，get students to listen and circle the nouns about family，then finish the teaching task of 1b.Step 4运用与生成(Production)Get students to practice conversations and communicatewith each other according to their photos by using：This/That is my…；These/Those are my…；He/She is my…；They're my…Who's he/she?He/She is my…Step 5巩固与提高(Progress)【探究点】Who is she? 她是谁？who是疑问代词，意为“谁”。
who is/are…？是对人物进行提问的句型，回答时，如果主语为单数，根据人物的性别选用代词he或she，如果主语为复数，应用代词they。
【针对训练】她是谁？Who is she?【探究点】These are my parents.这是我的父母。
these是指示代词，意为“这些”，是this的复数形式。
those是“那些”，是that 的复数形式，当由these或those修饰的词作主语时，be动词要用are。
对these或those 及其修饰的词作主语的疑问句作答时，应用they(他/她/它们)来代替。
【针对训练】①That is my friend.(改为复数句)Those are my friends．②——这(那)些是什么？——它们是照片。
— What are these/_those?—They are photos.Step 6家庭作业(Homework)1．Read the words in 1a and remember them.2．Read the conversations in picture 1a and try to recite them.3．Preview the next period.4．Prepare some family photos for next lesson.5．完成学生用书本课时练习。
第二课时Section A(2a～2d)教学设计知识目标课堂环节§自主学习案◎新词自查根据句意及汉语提示写单词。
1．They (他们)are Tom and Jack.2．Well (好吧)，let's go.3．We have (经历)a good time.4．That's a nice day (一天)．5．These (这些)are my grandparents.§课堂导学案Step 1准备与热身(Preparation)T：We have learned how to introduce sb.to sb.Now please introduce your friends to your partner.Step 2呈现与输入(Presentation)1．Play the tape of 2a，get students to circle the nouns about family they hear，then finish the teaching task of 2a.2．Play the tape of 2a again，get students to match the names with the people in the picture，then finish the hearing training task of 2b.Step 3练习与体验(Practice)1．Students ask and answer questions and communicate with each other，then finish the tasks in 2c and 2d by using the sentence patterns：Is this/that your/his/her…？Is he/she your/his/her…？Are these/those/they your/his/her…？Yes，it/he/she is.No，it/he/she isn't.Yes，they are.No，they aren't.2．Get students to seek different partners to practice the dialogue and finish the task in 2c.3．Write a certain person's name on the blackboard，let students guess who itis and then drill sentence patterns：Is Guo Peng your brother？No，he isn't.Is he your friend？Yes，he is.4．Students show their own family photographs.First introduce by themselves，then ask and answer questions to talk about the families by using the target language.Step 4运用与生成(Production)Ask the Ss to practice and act out the conversation in front of the class in pairs.Step 5巩固与提高(Progress)【探究点】Have a good day! 过得愉快！这是常用来表示祝愿的祝福语，希望对方“玩得高兴；过得愉快”。
同义句“Have a good time！”。
此句的答句是：Thanks./ Thank you.或者Thanks./ Thank you! You，too.【针对训练】过得愉快，简！Have_a_good_time/day，Jane!【探究点】Jane，this is my sister Kate.简，这是我妹妹凯特。
这是向别人介绍某人的常用句型。
向别人作自我介绍时，常用“I'm …或My name's …”。
【针对训练】__B__ is my mother and ______ are my grandparents.A．This；that B．This；these C．That；that D．Those；those Step 6家庭作业(Homework)1．Copy the key words in Section A.2．Role－play the conversations in 3b in pairs.3．Preview the next period.4．完成学生用书本课时练习。
第三课时Section A (Grammar Focus～3c)教学设计知识目标课堂环节§自主学习案◎语法自测用所给单词的适当形式填空。
1．This is (be) my English teacher，Mr.Lee.2．These are his friends (friend)．3．Who are they (it)?4．Are those (that) your sisters?5．Her (she) brother is in China.§课堂导学案Step 1准备与热身(Preparation)Teacher: Hello，boys and girls! In last lesson，we have learnt some English words about family members.Can you tell me who are in your family?Student A：…Student B：…Student C：…(In this way，students can revise the words about family members.)T: You are so good.Let's start our new lesson.Step 2呈现与输入(Presentation)1．T: Look at the sentences in Grammar Focus.Try to read them aloud.2．Write the sentence patterns on the blackboard.This is…That's…These are… Those are…Who's she? She's…Who's he? He's…Who're they? They're…T：“That's” is the short form of “That is”．“Who're” is the short form of “Who are”．“Who's” is the short form of “Who is”．“They're” is the short form of “They are”．Step 3练习与体验(Practice)T：First，read through the instruction so that you can know how to do this activity.Then complete the conversation individually.Pay attention to the form of predicates and the subject pronouns.Ask students to look at the picture in 3b so that they can know what the people are doing.Have them make sentences with the given words.Then collect the answers.Step 4运用与生成(Production)Get the students to do pair work，discuss their own photos of their friends or families according to the example and use the names of family members correctly，then finish the teaching task in 3c.Step 5巩固与提高(Progress)【探究点】this，these和that，thosethis 的复数形式是these；that的复数形式是those。