人教版英语七年级上册教案：Unit2 SectionB(1a-1d)
T: Who wants to be the first, please? (Students use their photos or the pictures they drew.)
S1: Let me try.
T: OK, please.
S1: Hello, everyone! My name is …Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good parents. This is my brother. His name is …Look! It’s me. Am I funny? Ilove my family.
Unit2 SectionB（1a-1d）教案
【教材版本与册数】新目标人教版七年级上册
【单元名称】Unit 2 This is my sister.
【课时】Section B 1a-1d（第4课时）
【课型】Listening and Speaking（听说课）
教材分析
【本单元话题】本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动，使学生学会询问家庭成员的称呼，掌握家庭成员的关系。
Look at my family tree. This is my… This is my … They have two … This is my … This is my …This is my …This is my.... My parents have two children. This is…This is my … My uncle and my aunt have a son. He is my …
T: Very good.
(Another two students introduce their family.)
1.通过图文，将学生带入David的家庭，并在此情景中，输入与“介绍人物”和“辨别人物”相关的核心句型和重点词汇。
2.通过对话，学会介绍家人。
核心句型
①— That is my family.
(Ask one student to the front to do it on the blackboard. The others finish it on their book.)
2. Check the answers.
1.教授核心词汇son, daughter, cousin, grandpa, grandma, mom, dad, aunt, uncle的书写
1.请学生介绍家人。
2.请学生介绍朋友。
学生是否能够通过所学完成家庭作业
【通过本单元的学习学生需掌握哪些综合技能】通过本单元的学习使学生学会谈论自己喜好的学科或自己喜好的其它事情并给出理由；学会说出一周的七天；学会合理地安排自己的作息时间。
教学目标
1.语言知识目标：
1)能掌握对家庭成员称呼的词汇：son, daughter, cousin, grandpa, grandma, mom, dad, aunt, uncle,以及here, of, photo, next, picture, girl, dog等。
4
评价学生的学习
Step 4
Post
listening
Work on 1d.
1.T:We find out the picture of Tom’s family. Can you draw a picture of your family and friends?
SS:…
T:OK. When you finish drawing, tell your partner about your picture. You can use “This is …” and “These are …” to talk about. Then report it to the class.
②— This / That is my….…
③— These / Those are my….…
通过介绍家人，检查学生是否能用已经学过的词汇回答问题
2
获取新知
Step 2
Before listening
Work on 1a.
1. Now let's work on1a. Look at the family tree (家谱) in1a. From the family tree, we know that your grandpa and grandma have two sons, your father and your uncle. Your father and mother have a son and a daughter. They are your sister and you. Your uncle and your aunt only have a daughter. She’s your cousin. Now read the family tree and add the words in the box to the family tree.
2）能正确理解家庭成员之间的关系，对家庭成员能正确称呼。
3）进一步学习一些英语名字，并能分辨出名字的不同性别。
4）通过听、说、读的训练，提高学生们综合运用英语的能力，培养学生们学习英语的兴趣，并在学习中体会到学习英语的乐趣。
2.情感态度价值观目标：
通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。
(Play the recording twice again.)
Check the answer.
1.通过听力练习，达到语言输入的目的。
2.听第一遍完成教材基本要求，听第二遍提高难度，要求学生用本课目标词汇及句型完成回答问题。
1.通过听力练习，检查学生是否能听懂目标词汇与基本句型
2.通过听力练习，检查学生是否能用目标词汇回答问题
T:Jiang Tao and Tom are talking about Tom’s family. How many family members are they talkingabout? Please listen and check the words you hear.
(Play the recording of 1b once.)
2.通过图片匹配，正确理解家庭成员之间的关系，对家庭成员能正确称呼。
1.通过核心词汇的练习，检查学生是否能够认读词汇
2.通过图片匹配练习，为学生打好听力基础
3
深度加工知识
Step 3
While
listening
Work on 1b &1c.
1. 1b Listen and check the words you hear.
Ask nswers.
2. 1c Listen and check the picture.
T:I have two pictures here. Which one is Jiang Tao talking about? Let’s listen and find it out, please.
【本单元重点掌握目标】主要学习用英语介绍家人和朋友，通过本单元的学习学生应该掌握对家庭成员的称呼；通过谈论“家庭”的话题，使学生学会并掌握“介绍人物、识别人物”的基本句型，进一步体会一般疑问句的用法，学会运用指示代词介绍人物，学会运用人称代词询问人物。
【教材内容拆分分析】Section B能够用英语向朋友介绍自己的家人，从而让他们了解自己的家庭。
1.通过让学生自己画家人和朋友，并相互介绍，激发学生兴趣的同时，巩固知识。
2.通过学生分享范文，相互纠错，老师指导，提高学生语言的准确性。
通过会话练习和范文分享，检查学生是否能够根据照片用目标词汇和语言创编新的对话
Step 5
Summary
1. — That is my family.
2. — This / That is my….…
3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养。
附：教学活动设计
步骤
过程
措施
目的
持续性评价
1
预备与激活先期知识
Step 1
Warming
-up
& revision
1. Greeting the students. Check the homework.
2. T: You know my family members. I want to know your family members. Would you like to introduce your family members to us?
P--呈现（语言输入）
P--操练（1.机械操练2.听力训练）
P--运用（语言输出）
设置情景意义操练
设计听后活动任务，先模仿再迁移
总结，听后设置任务提升学生语言运用能力
教学流程
（详见教学设计）
教学评价
1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。
2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。
(Students work.)
2. Check students’ work. Ask two or three students to report.
e.g. These are my parents and this is my grandma. This is my friend, Lin Fang.
人教版英语七年级上册 Unit 2 Section B 教案
aunt指父母那一辈除母亲之外的所有女性长辈，相当于汉语中的“姑母；姨母；伯母；婶母；舅母”。前面有不定冠词修饰时，应用an。注意：a+读音以辅音音素开头的词；an+读音以元音音素开头的词。
uncle指父母那一辈除父亲之外的所有男性长辈，相当于汉语中的“舅父；叔父；伯父；姑父；姨父”。前面有不定冠词修饰时，应用an。
Find out how many Ss obtained the correct answers in an activity by taking a poll. List the possible answers on the board (but do not tell Ss the correct answers). Then ask Ss to raise their hands for each item they checked. In this way, you can count how many Ss checked each item. Finally, tell Ss the correct answers. How many were correct?How many were wrong?
Grandfather/Grandpa
Grandmother/Grandma
Mother/Mom
Father/Dad
Explain that“grandpa,grandma, mom, dad”are less formal.
Ss do the in 1a individually and the T can check answers in class. The T can ask Ss to read these words in chorus to check their pronunciation.
英语人教版七年级上册Unit 2 Section B 1a-1d
教学难点
Train the Ss to read and listen to the new words.
教法学法
Direct method Communicative Approach
Situation approach
教学过程（教学环节、教师活动、学生活动、设计意图）
6. Ask the Ss to draw their own family tree.
Step3. Consolidation.
1.Help the Ss to memorize the new words.
2.Finish some exercises.
写出同义词：
motherdadgrandmagrandfather
听力对于学生来说没有难度但是让学生听说纯正的地道的英语很重要听力是为了纠正学生的发音公益广告大的植入是为了感动学生加深学生对父母和家人的情感沟通板书设计教学反思本节课本着知识来源于生活回归于生活的原则从学生和老师的真实家庭状况入手有图有录音有视频各种教学方法的综合使用达到了学生兴趣学习的目的
前郭县第一中学（英语）学科课时教案设计
2.Try to translate them into Chinese.
3. Practicereading the words in different ways.
4. Add the words to the family tree.
5.Show a photo of my family and introduce my family members to my students.
板书设计
教学反思
本节课本着知识来源于生活，回归于生活的原则，从学生和老师的真实家庭状况入手，有图，有录音，有视频，各种教学方法的综合使用，达到了学生兴趣学习的目的。
人教版七年级上册英语 Unit2_SectionB(1a-1d) 教案
Unit2 SectionB（1a—1d）优质课教案By Zhang YingxiaTeaching aims:1. Knowledge: To learn the new words about family members（parent, grandparent, uncle, aunt, cousin, daughter）and the demonstrative pronouns (this, that, these, those)2. Ability: By learning the target language,the students can introuduce people.3. Emotion: To love parents and love family and form an interest of learning English.Important points:To learn the sentence.structure:this is...,that is...,these are...,those are...Difficult points:1. Talk about one’s family photo with the target language.2. Understand the realitionshin in the family tree.Teaching procedureStep1.GreetingT: Good morning boys and girls! S: Good morning! …Step2. Warming up and revision1. Explain the meaning of the word—family.( father and mother I love you)Step3. Presentation1. Guessing GameT: Do you like games?S: Yes.T: Let’s play a guessing game. Look at the screen.T:Who is your father’s father?S:Grandfather.then show the words on the screen and ask the students to read them.2.Show a family photo and review the target language. The teacher gives some examples and ask the students to follow. This is my mother…Step4. PracticeAsk the students to talk about their photos with the sentences they have learned in a group.Step5. ListeningListen to the tape and finish the tasks.T: Look at the two pictures in 1c. Who are the people in the first picture? Can you guess?S: They are Grandpa, Grandma, Mom, Dad, Uncle …T: Well done. Can you guess who the people are in Picture 2?S: They are Grandma, Mom, Dad and a boy.T: Good. One of the pictures is of Jiang Tao’s family, and the otherone is of Tom’s family. Do you know which one is Jiang Tao’s and which one is Tom’s?S: No.T: No w let’s listen to the recording and find out the answer.Check the answers and play the recording for the Ss to listen and repeat. Step6.ExercingAccording to what we have learned, the students can finish some exercises.Homework:Talk about your family photo.Blackboard-writing:After class:在本节课既复习上一课学习的问候语，让同学敢于张嘴，同时引入family 的新意，引入主题并让学生产生兴趣。
Unit 2 Section B 第1课时示范公开课教案【英语人教新目标七上】
Unit 2 This is my sister.Section B (1a—1d)教学设计一、教学目标1. 能够熟练掌握本课重点词汇：son, cousin, grandpa, mom, aunt, grandma, dad, uncle, daughter2. 熟练掌握本课重点句型：(1) This is a photo of my family.(2) —And is she your cousin?—Yes, she is my cousin, Jiang Shan.(3) —Who’re they?—They’re my grandpa and grandma.3. 能够听懂有关介绍家庭成员的对话，并且能够根据所听内容提取关键信息。
4. 能够运用正确的表达方式介绍家庭成员，并且能够制作family tree。
二、教学重点及难点重点：1. 能够听懂有关介绍家庭成员的对话，并且能够根据所听内容提取关键信息。
2. 能够运用正确的表达方式介绍家庭成员，并且能够制作family tree。
难点：能够运用正确的表达方式介绍家庭成员，并且能够制作family tree。
三、教学过程四、板书设计Unit 2 This is my sister.Section B (1a—1d)Key words: son, cousin, grandpa, mom, aunt, grandma, dad, uncle, daughter Key sentences:1. This is a photo of my family.2. —And is she your cousin?—Yes, she is my cousin, Jiang Shan.3. —Who’re they?—They’re my grandpa and grandma.。
Unit2SectionB(1a-1d)课件+2024-2025学年人教版英语七年级上册
night,in the middle,grandchild,grandchildren,son ; 2.Thinking quality：
Students can learn how to describe a family photo. 3.Learning ability：
Lily’s grandparents’s dog,his name is Oscar.
Lily’s mother, Jane, on the right
Lily the one with the pink hat.
/ˈaɪələnd/爱尔兰 Hi, I'm Lily from Ireland. I love my big family. Here's a photo
/'lu:si/露西
and me.They often say I'm their favourite grandchild, but I
/ˈɡræntʃaɪld/ think they say the samething to all of us! n.(外)孙子; (外)孙女
【While reading-Fill in the correct words】
【Pre-reading】
1.来自... 2.一幅我们的照片 3.粉红色的帽子 4.在左边 5.在膝盖上 6.在右边 7.给...读故事 8.在晚上 9.在中间 10.三个外孙 11.同样的事情 12.给某人说某事
1.be from... 2.a photo of us 3.the pink hat 4.on the lleft 5.on one’s knee 6.on the right 7.read sb. a story 8.at night 9.in the middle 10.three grandchildren 11.the same thing 12.say sth. to sb.
Unit 2 (Section B, 1a–1d)(教案)人教版英语七年级上册
This is my sister.The Third Period (Section B, 1a–1d)Teaching aims1. 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。
Language points1. 学会以下家庭成员的称谓son, cousin, grandpa, mom, aunt, grandma, dad, uncle, daughter2. 熟练运用以下句型:These/Those are… This/that is… Who is/a re …He/She is … They are …Difficulties:1）在介绍或谈论家庭成员时，注意学生口语中的单复数运用。
2）注意uncle, aunt 和daughter的拼写形式。
Teaching steps1. Warming-up and revision1. Daily greetingsT: Good morning/afternoon. Who’s on duty today? S: I am.T: Is everyo ne here today? S: Yes. Everyone is here. / No, … is not her e. T: Thank you. 2. RevisionT: Have you brought your family photos? Now please take out your family photos and introduce your family members.S: This is my mother. These are my grandparents.T: Is this your brother? S: No, it isn’t. He’s my frie nd.T: Is this your father? S: Yes, it is.2. Presentation1）通过多媒体展示一张全家福，介绍上面的人物，呈现生词dad 和mom。
人教版英语七年级上册Unit2Thisismysister.SectionB(1a～1d)教学设计
3.学生能够在听力活动中，抓住关键信息，提高听力理解能力。
4.学生能够在口语交流中，运用所学词汇和句型进行自我介绍和介绍他人。
（二）过程与方法
1.通过听力练习，培养学生获取信息、解决问题的能力。
2.通过小组合作，培养学生的团队协作能力和口语表达能力。
6.课后实践：鼓励同学们在课后与家人用英语进行交流，将所学知识运用到实际生活中。如：用英语询问家人的兴趣爱好、一日三餐等，培养良好的英语学习习惯。
作业布置注意事项：
1.作业难度适中，既要保证学生能够完成，又要具有一定的挑战性，激发学生的学习兴趣。
2.作业形式多样，注重培养学生的听、说、读、写四项基本技能。
3.教师设计真实的语言环境，如模拟家庭聚会，让学生在情境中进行口语练习。
4.教师针对学生的练习情况，给予个别辅导，帮助学生克服困难，提高练习效果。
（五）总结归纳
1.教师引导学生回顾本节课所学的词汇、句型和一般现在时的用法。
2.教师通过提问方式，检查学生对课堂所学知识的掌握情况。
3.教师与学生一起总结本节课的重点内容，梳理知识结构。
七年级学生正处于青春期，他们对新鲜事物充满好奇，求知欲强，但注意力容易分散。在英语学习方面，他们已经具备了一定的词汇量和基本的语法知识，但口语表达能力尚待提高，尤其在实际情境中运用英语进行交流的能力。此外，学生在学习过程中，容易受到母语的影响，发音和语调方面需要进一步纠正和训练。
本章节内容以家庭为背景，贴近学生的生活实际，容易引起学生的共鸣。通过学习家庭成员词汇和介绍他人的句型，可以帮助学生巩固和拓展词汇量，提高口语表达能力。同时，学生在学习过程中，可以借助已有的知识和经验，更好地理解和掌握新知识。
Unit2SectionB(1a_1d)教案人教版七年级英语上册
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 B (1a~1d)
课时
第4课时
教者
教学目标
知识目标
1.词汇：son，cousin，mom,aunt,uncle
2.句型：This is my friend,Lin Fang.
These are my parents.
情感目标
By playing the games of “finding the owners” and “Lost and Found”, I can develop the students to have good moral charactors.
教学资源
课件，图片素材，音频文件，教学道具
教学重点
This is my grandmother.
These are my parents.
This is my brother,Jack.
…
Step5.Exercise
用所给单词的适当形式填空。
these(this) your parents?
2.Thoseare(be) my friends.
3.They are hiscousins(cousin).
Step4.小结训练
根据句意填写单词完成句子。
1.My father’s mother is mygrandmother.
2.My father’s sister is myaunt.
3.My father’s brother is myuncle.
4.My uncle’s child is mycousin.
人教版初中英语七年级上册第二单元Unit2 Section B(1a-1d)教学教案和教学反思
人教版初中英语七年级上册第二单元Unit2 Section B(1a-1d)教学教案
和教学反思
Step 6 Summary (PPT 21)
Sum up the target languages:
1.Who are...?
2.单数名词变为复数
3. Draw your family tree.
此处设计是为了
使学生更好的总
结本课时所学的
重点单词和句型。
Step 7
Exercises (PPT 22-25)Do some exercise to practice the key words,
the target language and key sentences.
通过首字母填空、
单选以及改错等
形式练习所学的
重点内容。
Step 8 Homework (PPT 26)1. Draw a photo of your family and introduce
your family members.
2. Remember the new words in this class.
设计这个作业是
为了帮助学生熟
练掌握所学的句
型，培养学生的预
习能力。
板书设计
Unit 2 This is my sister.
Section B (1a-1d)
1. These/Those are....
2. This/that is....
3. Who is/are....
4. He/She is....
5. They are....。
人教版七年级上册 Unit 2 Keep Tidy! Section B (1a–1d) 教案
Starter Unit 2 Keep Tidy!Period 3 Section B (1a–1d)【教学内容】使用介词 in, on, under来描述物品的位置。
【核心素养】1.能理解并正确使用介词 in，on，under来描述物品的位置。
2.能通过阅读对话理解日常生活中整理房间的重要性，并能就此话题进行简单交流。
3.能通过听力练习和阅读活动提高综合运用语言的能力。
【重点难点】重点：掌握介词 in，on，under的用法及描述物品位置的句型。
难点：准确理解对话内容，并能在实际情境中灵活运用所学知识进行表达。
【教学过程】Step 1 Lead- inGreet the students and inquire about their mood and daily activities. Ask“ After school, where d o you usually put your things?” to encourage students to share their habits of storing items.Step 2 Work on la1. Display the picture in la and guide students to observe the locations of the objects careful- ly. A sk:“ Is this room tidy or not?”. Discuss the question and emphasize the importance of keeping a tidy r oom.2. Ask students to complete the sentences with the correct prepositions ( in, on, under) and chec k their answers. Highlight the usage and differences between the prepositions. The answers are:(1)A schoolbag is on the desk.(2) Some books are in the box.(3)A pair of socks is under the bed.Step 3 Work on 1b1. Look at the pictures in 1b and discuss with students: What may they talk about?2. Ask students to read the two dialogues in 1b together. Ask questions such as:“ What are they lo oking for?” and“ Where are the items finally found?” to help students understand the con- tent of the dialogues.3. Mark the locations of the objects ( cap and glasses) in the dialogues and guide students to find them in the pictures.4. Students check each other's answers and discuss other possible expressions for finding objects. Explain the following items.(1) Here it is.(2) You need to keep your room tidy.(3) Sorry, Mum.(4) Wait a minute.(5) You' re welcome.5. Divide students into groups and ask them to discuss the following questions:(1) Why do people sometimes lose their things?(2) How can we avoid losing things?(3) What should we do if we lose something?6. Each group selects a representative to share their findings, and the teacher provides feedback a nd summarizes.7. Students reread the dialogues in 1b and prepare for role- playing. Encourage students to adaptthe dialogues using their own objects and scenarios to make them more realistic.8. Students take turns to perform the role- plays, while the rest of the class watches and pro- vide s feedback. The teacher comments on the students' performance, emphasizing accuracy and fluency、 Step 4 Work on 1c1. Ask students to read the conversations in 1b again and complete the tasks in 1c.2. Check answers and discuss any difficulties. The answers are:1. B;2. B;3. A;4. B.Step 5 Work on 1d1. Model how to write about one's own things using the example sentences.2. Ask students to write about their own things, using the correct prepositions. Provide feed- bac k and correction as needed.3. Ask several students to display their writings.Step 6 Summary and HomeworkSummarize the lesson, emphasizing the use of prepositions and the importance of tidiness.Assign homework: Ask students to write a short paragraph about their room, including the posit ions of their things.【随堂作业】根据汉语提示完成句子。