Unit 2 This is my sister(第3课时)教案(人教新目标版七年级上册)
人教新目标七年级英语上册Unit2Thisismysister
3.教师讲解一般现在时的结构：主语+动词原形，并举例说明，如：“This is my sister. She is a doctor.”
4.教师引导学生模仿对话中的句子，进行角色扮演，巩固所学知识。
（三）学生小组讨论
1.教师将学生分成小组，每组选择一个家庭成员或职业进行讨论，要求用一般现在时进行介绍。
此外，学生在学习过程中，情感态度和价值观的培养同样重要。教师应关注学生的情感需求，引导他们学会关爱家人，尊重他人，培养良好的家庭观念和人际交往能力。在此基础上，激发学生的学习兴趣，帮助他们建立自信心，形成积极的学习态度，为今后的英语学习打下坚实基础。
三、教学重难点和教学设想
（一）教学重难点
1.词汇和短语的掌握：家庭成员和职业的词汇以及一般现在时的用法是本节课的重点，也是学生的难点。如何让学生熟练掌握并运用这些词汇和语法结构进行交流，是教学过程中的关键。
3.教师挑选部分学生进行课堂展示，让他们用一般现在时介绍家人和职业，检验学习成果。
（五）总结归纳
1.教师引导学生回顾本节课所学内容，总结家庭成员和职业的词汇以及一般现在时的用法。
5.课后作业，巩固所学：布置课后作业，让学生在课后对所学知识进行巩固，提高学习效果。
-听力练习：让学生课后听录音，跟读对话，提高听力水平。
-口语练习：要求学生用一般现在时介绍家人和职业，录制视频，增强口语表达能力。
四、教学内容与过程
（一）导入新课
1.教师通过展示一组全家福照片，引导学生关注家庭这个主题，激发他们对本节课的兴趣。
2.听说能力的提升：学生在听力理解和口语表达方面存在一定困难，需要通过多种教学活动加以训练和指导。
七年级英语上册 Unit 2 This is my sister教案1 (新版)人教新目标版-(新版
6.my grandparents我的祖父母
教学设想
教法
Task-Based Teaching Method
学法
Cooperating
教具
Textbook Workbook
课堂设计
Step 1情景导入
Teacher： Hello, everyone！ I will show you a photo.There are many people in it，but you don’t know them.I want to introduce them to you.Look, this is my father.The old woman is my grandmother.Can you introduce your family members in English? If you can’t, don’t worry, you will be able to do it after this class.
②A: Who’s he? B： He’s her father.
，分角色表演对话，并邀请一些小组上台展示。（5分钟）
环节说明：通过听、说、读、写对语言点进行训练，使本课知识目标得以实现。
Step 4 Homework
板
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ysister .Who’s she? B：She’s Cindy.
环节说明：通过实物（家庭照片）展示,引起学生的兴趣，由 Can you introduce your family members in English?激起学生的求知欲望。该导入简洁明了，揭示了本节课的知识目标。
Step 2完成教材1a-1c 的任务
人教版初中英语七年级上册第二单元Unit2 Section A (1a-2d) 教案和教学反思
Unit 2 This is my sister.
Section A (1a-2d)
1. That’s my family.
2. Those are my parents.
3. -Who's she?
-She’s my sister.
4. These are my brothers.
5.-Are those your parents?
3.Make Ss listenagainand complete the conversationand then read it.
4. Show Ss some other words of family members to learn.
通过角色扮演练习重点句型，增加趣味性，使学生能够在练口语时更熟练掌握this/that, these/ those以及who的运用。
e. Are those your parents?
f. Have good day!
教学难点：
Learn how to introduce family members.
教学过程(表格描述)
教学环节
主要教学活动
பைடு நூலகம்设置意图
Step 1
Warming-up
(PPT 4)
1.Show a photo of a family to Ss for them to look and introduce members to them.
3.Role-play the conversation in 1a.Then talk about the other people in the picture.
A: That’s my family. Those are my parents.
七年级英语上册 Unit 2 This is my sister(第2课时)教案 (新版)人教新目标版 (3)
Unit 2 THIS IS MY SISITER(The 2nd period Section A 2a, 2d,3a---3c ) Teaching aims(教学目标)Language points（语言点）1．要求学会以下句式：(1) This is… These are…(2) Who’s… Who’re they?1.要求掌握以下词汇：she, （课堂热身和复习）T: What’s your name, please?S: I am (My name is) …T: (to the w hole class) So that’s (1)(1)Revision（复习）Work on 2a (完成P8-2a)T: Now, please open your books, and turnto page 8. Look at 2a. I will play arecording. Listen carefully and circlethe words you . Youcan finish this part at the second time. 2T: Now, let’s check the answer.S: ---T: You are right. Thank you.2. Work on 2d and 3a.33. Work on 3b(完成P9 3b)4T: Oh look, there are many people there,old and young . Can you make a dialoguelike 3a? Then answer the questions with thewords in the three boxes.5．PresentationT: I 3c (完成P9 3c)T: Please take out your family photos. Put them in your group. Take turns to ask andanswer questions about the photos. 5S1: Is she your grandmother?S2: Is ?（小组活动后，请几个小组进行表演。
七年级英语上册 Unit 2 This is my sister Section B教案 (新版)人教新目标版
Unit 2 This is my sister第一课时Step 1 Warming up and revision呈现图片家庭树，用绕口令的形式让学生尽快做出反应，如： father 的father叫什么？ uncle的daughter叫什么？……[设计意图：让学生在玩中掌握各种常用称呼。
]Step 2Preparing and Guide(Another two students introduce their family.)1. Guessing Game.T: Do you like games?S: Yes.T: Let's play a guessing game. Look at the screen. This is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he?S1: It is your “表哥”or“表弟”．T: No, it isn't.S2: Is it your “堂兄” or “堂弟”．T: Yes, it is. Let's see how to say it in English. (Show the word “cousin” on the screen.)[设计意图：让学生自然而然地过渡到要学习的生词及语境。
]2. Show other words on the screen in this way.3. Practice the new words.Step 3Research Cooperation1. Work on 1a.(1)T: In my family, my grandpa is the oldest. (板书oldest并用body language 表述) Who is the oldest in your family?S: My grandpa, too.T: Every family has a family tree. Can you finish the family tree in 1a?S: Yes.While the Ss are working, move around to see what the Ss write.(2)Check the answers and ask Ss to read the words aloud.(3)T: Look at the family tree. My grandpa and grandma have a son and a daughter. One is my dad, and the other is my aunt. My dad and mom also have a son and a daughter.I am their daughter. My brother is their son. I am my brother's sister. My aunt and uncle only have one daughter. She's my cousin.2. Work on 1b.(1)T: Let's listen to the recording in 1b. I'll play the recording once. Check the words you hear. (If the Ss can't hear clearly, play the recording once again.)(2)Check the answers and ask some Ss to read the words aloud.3. Work on 1c.(1)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…(只要学生能说出人物的称谓就加以鼓励)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 two pictures is of Jiang Tao's family, and the other is of Tom's family. Do you know which one is Jiang Tao's and which one is Tom's?S: No.T: Now let's listen to the recording and find out the answer.(2)Play the recording once again for the students to listen and find out the answer.(3)Check the answers and play the recording for the Ss to listen and repeat.4. Work on 1d.(1)Draw a picture of your family and friends on the blackboard and introduce the people.(2)T: Now you can draw a picture of your family and friends.(3)Ask some Ss to show their pictures and tell the class who the people are.T: Tim, can you show me your picture? Who are they? Can you tell me?S: This is my…and these are my…(4) T: Now you can tell your partner about your picture.Step 4SummaryT: Next, please answer my questions.a. How many family words do you know?b. Can you make a family tree?c. What problems do you still have?Step 5HomeworkWritten work：1．Draw a family tree about your family and introduce your family.2．Dictate the new words in 1a.第二课时Step 1Warming up and revisionRevision the words by filling in the blanks.1. Lucy is my sister. She is our father's __________．2. Jim is his father's ________．3. My father's sister is my ________．4. Kate's father's brother is her __________．5. Tim's father is my uncle, so Tim is my ________．6. My parents are my ________ and ________．7. My grandparents are my ________ and________．8. My father has no brothers, so I don't have an ________．9. My father has two sisters, and I have two ________．10. I am the only child of my ________. I have no ________ or ________．[答案] 1. daughter 2. son 3. aunt 4. uncle 5. cousin 6. father; mother7. grandfather/grandpa; grandmother/grandma 8. uncle 9. aunts 10. family; brothers; sistersStep 2Preparing and GuidePlaying a game—Who can be the quickest?老师说出人物之间的关系，学生说出其称谓。
七年级英语上册 Unit 2 This is my sister Section B(1a-1d)教案 (新版)人教新目标版
时
教
学
目
标
1.通过补全家谱图，学生将能够认，读表家庭称谓的新词，理清成员之间的关系，了解中 外家庭亲属成员之间称谓的文化差异。
2.通过听力训练， 学生能在具体情境中巩固本单元核心句型及听出grandma等新词。
3.基于对词汇的教学和已有的句型储备，学生能完成听音勾词的练习，能够将人物描述的文字信息和图片 信息相互转换，找出对应图片，听懂听力材料，完成听力任务。
4.通过学习家谱图和谈论家庭，学生能意识到家庭，家族的兴衰和自己紧密相连，感受长辈的不易，从而做到尊老，敬老，爱老。
重点
1.通过填写家谱，弄清楚家庭成员之间的关系，能认，读grandpa等九个新单词。2.根据照片谈论自己的家庭。
难点
1.如何将将人物描述的文字信息和图片信息相互转换，完成听力任务。
2.根据照片谈论自 己的家庭时语言结构的丰富性和正确性。
Uncle aunt cousin sister
作
业
设
计
1、必做：
1..做绩优学案中第四课时基础关的1、2、3题。
2.抄写本课所学的新单词。
2、选做：
1.做绩优学案中第四课时能力关的第1、2、3题。
2.做绩优学案中第四课时能力关的第4题，并与同学练习本节课所学的新的对话。
教
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思
教
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Step 5：Work on 1d
1.Ss scan the task and understand what they should do.
2.Ss write the names of their pare nts/brothers/sisters on a piece of paper.
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....。
新版人教新目标版七年级英语上册Unit2Thisismysister第3课时SectionB1_2c导学案
课题：Unit 2 This is my sister.第三课时SectionB 1 - 2c【学习目标】1.(1)学习词汇son daughter cousin aunt uncle photo pict ure dog 等(2)学会介绍人物，识别人物，进一步体会疑问句的用法；学会运用指示代词。
2.教学突破先填写家庭树，学习有关的单词，再通过有趣的调查活动，让学生学会获取信息，识别人物。
【重难点】先让学生谈论彼此的家庭成员，然后让他们将介绍的内容记录下来，形成文字。
作到循序渐进，由易到难，逐步提高学生的读写能力。
预习案一、复习巩固（检测上节课学过的单词）1 那些_________2 这些__________3家庭__________ 4 母亲_________5 兄弟__________6 姐妹_________7 父（母）亲 ________ 8 他（她、它）们________9 祖母，外祖母____________ 10、谁，什么人_______二、预习本节课的单词，根据汉语写出下列英语单词并展示．儿子______ 堂(表)兄弟；堂(表)姐妹________ 女儿_________叔；伯；舅；姨夫；姑父__________ 照片；图画__________三、小组合作完成活动1a.补全家庭关系图。
探究案1、阅读 family tree ，用方框中的单词补全家谱 .2、听录音完成2a，再听一遍，选择2b中正确的图画.3、利用2分钟时间记住中关于家庭成员的名词，然后相互检查，小组竞赛展示单词。
4、模仿听力内容，利用照片或自制图片介绍自己的家人。
检测案（一）根据句意及首字母提示补全单词1. She is his s , Mary.2. His father's brother is his u .3. His mother's sister is his a .4.—Is Jim your c ?—Yes, he is.5. A those your friends?6. My uncle’s daughter is my c________.7. Your mother’s husband（丈夫）is your f________.8. Your uncle’s wife（妻子）is your a________.9. Tom a nd I are good f______.（二）选择1. she your sister?A. AreB. IsC. AmD. Do2. are his two s isters.A . She B. He C. This D. These3. —Is he your father? — .A. No, he is B Yes, he's C. No, he not D. Yes, he is4. — W hat’s this English?—It's ap ple.A. in, anB. at, anC. in, aD. on, the5 That's her aunt, _______name is Mary.A .his B. her C. him D. she8. Is Linda your friend? Yes, __________.A. she is.B. this is.C. that is,D. it is.（三）翻译句子：1.这是我的父母，那是我的爷爷。
人教版英语七年级上册第2单元This is my sister分层设计案例
作业出处人教版英语七年级上册第2单元This is my sister分层设计案例作业设计指导理念本案例是基于积极贯彻“双减”政策和对学生英语学情的深入了解，是在尊重学习差异、分层设计作业、减负增效和促进学生全面发展方面做出的积极探索。
本案例秉持着“关注个体差异、落实作业分层、有效培养兴趣、动态评价学习、精准把握学情、聚力提高质量”的设计理念，在随堂活动和课后作业设计两大方面认真落实好分层设计：1.学生学情分层根据学生的学习成绩、接受能力和学科素养，把学生分成A(拓展组)、B(提高组)、C(基础组)三个组，这三组的分类并不是一成不变的，教师应在一段固定时间内，如月考、期中、期末考试后，根据学生现阶段综合能力的提高或降低进行动态调整。
2.作业布置分层在教学中每天采用多元化、针对性的作业设计模式，分为三层次和两形式，即：基础作业、提高作业、拓展作业和必做题、选做题。
基础作业是本课时最基本知识点，A 组同学可以不做，B、C组同学必须做。
提高作业是在基础知识的基础上，整体训练学生的语言技能，如：课后听力训练、录制跟读视频、话题仿写训练等，所以C组同学可以做或不做，但A，B组学生必须做。
拓展作业主要是设计一些难度较大，能够系统化地拓展语言技能和提升学科素养，如：English speech、poster design、introduction video、drama performance等，此项作业A组学生必须做，其他一组自由选择。
3.评价方式分层采用百分起点动态积分制的评价体系分类评价学生作业：月初给每组学生基础分100，每组有不同的奖惩标准，对学困生评价适当放松，对优生判分适当从严；在月底考核结算时也实行分组公布与奖励评价以激发全体学生的学习热情。
本案例着力于“聚焦双减、分层提质”，关注设计细节，积极实践探索，主动反思改进，无论是单元话题整体教学还是每课时目标教学、无论是话题听说课还是文本阅读课、无论是新授课还是复习拓展课都认真践行分层设计、动态评价和提质增效的指导理念。
七年级英语上册 Unit 2 This is my sister Section A教案 (新版)人教新目标版
This is my sister第一课时Step 1Warming upListen to the song “家有儿女”．Step 2Preparing and Guide1. Show Ss a piece of video Home with Kids.T: (Show Liu Xing's photo.) What's his name?Ss: His name is Liu Xing.T: We know Liu Xing has a happy family. Now let's come into his family. Who is this?Ss: This is Xia Xue.T: Xia Xue is Xia Yu's…Ss: Sister.T: Good! Who can spell “sister”？T: Read after me, sister. (Ask a group of Ss to read the word.)2. Show Ss other photos and teach the new words in the same way.(brother, father, mother, parent(s), grandfather, grandmother, grandparent(s)) T: Now let's chant.Father, father, this is father.Mother, mother, that is mother.Grandfather, grandfather.Grandmother, grandmother.Parents, parents, these are my parents.Brother, sister, those are my friends.Step 3Research Cooperation1. Work on 1a.Let Ss look at the picture in 1a. Then read the words on the left. Then match the words with the people in the picture.Check the answers with the class:[答案] 1. a 2. c 3. b 4. h 5. f 6. e 7. i 8. d 9. g2. Work on 1b.T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.Then ask a student to check the answers.3. Presentation.Draw a girl and two boys on the board and present the sentences:(1)This is my sister. These are my brothers. (教师站在距离黑板较近的地方)—Who's she? —She's my sister.—Who are they? —They are my brothers.(2)That is my sister. Those are my brothers. (教师站在距离黑板较远的地方)—Who's she? —She's my sister.—Who are they? —They are my brothers.4. Work on 1c.(1)T: Now, you ar e Dave. Please introduce your family to me. You can use “That's my…Those are my…”.(2)T: Who's she/he?S: He/She is my…culture: 中外家庭亲属成员之间称谓的文化差异第二课时Step 1RevisionThe words of family members, such as father, mother, sister, grandfather, grandmother…Step 2Work on 2a & 2b(1)T: Please turn to Page 8. Look at the words in 2a. Read them aloud.(2)T: Now let's listen to the recording carefully and circle the words you hear.(3)T: Can you get the answers? Please write down the words you hear.(4)T: Please look at 2b. I'll play the recording once again, and remember the name of everyone.(5)Match the names with the people in the picture. (强调match)(6)Check the answers.T: Who's Jenny?Ss: She is “d”.T: Who's…？Ss: …Step 3Pair work1. Work on 2c.(1)Point at the picture and practice the sentences with the students.T: Please look at the picture again. Who's she?Ss: She's Cindy.T: Who's he?Ss: He's her father.(2)Now you can practice talking about the photo in 2b in pairs.2. Roleplay.(1)Now look at the picture in 2d. This is Sally and Kate's family. Read the conversation first. Then look at the picture and guess who they are.(Ss read the conversation, and then guess who the people are. They can discuss in pairs.)(2)Let Ss read the dialogue and tell how to introduce your friend or your family.(由此强化学生掌握“This is…”句型。
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Unit 2 This is my sister（第3课时）
教材分析
本课以听力、笔头训练等形式来学习与介绍家庭成员和朋友有关的表达法。教材(从Section B Part 1至
Part 3b)可分为三个部分，第一部分通过复习、猜词游戏，教学有关家庭成员的词汇，并让学生掌握家谱。
第二部分通过听力训练，使学生掌握并巩固新词汇。第三部分学习感谢信的书写。
二、三维目标教学目标：
①认知目标：
1） 掌握和使用生词及词组。
2） 通过对话练习，掌握介绍人物时常用的习惯用语。
3） 运用新的知识，解决相关情景中的简单问题。
4） 综合运用所学知识完成所给任务。
②技能目标：
5） 培养良好的听、说、读、写能力。
6） 通过情景中的操练，培养学生的发散思维能力，激发学生的想象力。
③情感目标：
7） 培养积极主动的学习精神。
8） 乐于助人，与人分享快乐。
3）培养与他人友善相处的习惯。
三、教学重点
①词汇：uncle, aunt, cousin, son, daughter, dear, thanks for, photo, here
②了解并初步掌握以书信的形式介绍自己的家庭。
③掌握家谱。
四、教学难点
①理解和运用以书信的形式介绍自己的家庭。
②创设情景，设计话题，在交际活动中掌握语法项目。
五、教学策略
先自我学习，建立自我知识网络，再进一步深入教材，掌握知识，创设情景，设计话题，在交际活动中掌
握语法项目。
六、教学准备：教学多媒体、图片等教学资料。
七、教学环节
1、课堂导入
请学生将设计好的未来家庭作一展示，复习一些有关家庭成员的表达法，特别复习cousin, son, daughter,
grandfather, grandmother,等词。通过以上方式介绍，自然引入家谱的话题。请别的学生边听边试着画出
家庭人员关系图。教师在听的过程中画出该学生的未来家谱图。
请学生拿出未来全家福照片，向同伴介绍照片中的人物。请各组一名学生说出自己的家庭成员，其他学生
记录填表（或画出家谱）。数一数谁说的家人最多。
3、课堂活动
小组活动：请学生拿出未来全家福照片，向同伴介绍照片中的人物。请各组一名学生说出自己的家庭成员，
其他学生记录填表（或画出家谱）。数一数谁说的家人最多。全体学生参与评价。教师参与点评并适当激励
学生。 告诉学生，今天我们还将结识一位做老师的朋友，他是谁呢？下发一份任务型阅读材料，按照要
求完成阅读任务。
附任务型阅读材料：一段有关家庭成员的文章
Hello! I am a teacher. My name is Jane Bruce. I have (有) a happy big family. My grandparent
s have two sons and a daughter. I have a brother. His name is Jack. I have a sister. Her nam
e is Lucy. My husband(丈夫) and I have a son and a daughter. Their(他们的) names are Tom and
Ann. Can you finish (完成) my family tree ?
1. 按照文章的内容补全家谱图。
2. 按照文章的内容补全句子。
扩展词汇：grandparents 祖父母 nephew 侄子，外甥 niece 侄女，外甥女
husband 丈夫 wife 妻子
1. My parents are my daughter’s___________.
2. Tom is Jack’s__________.
3. Ann is Lucy’s__________.
4. My _________ is Tom’s father.
5. My mother is my father’s__________.
4、课堂练习
A: ________ They’re my grandparents. These are my ________. This is my father. ________ name’s
Mark. And this is my ____. Her name is Lisa.
B: Is this your grandfather?
A: Yes, ________ is. His name is Bill. And these are my cousins.
B: Is this your ________?
5、课堂小结
6、作业布置
1. 朋友遍天下是件很快乐的事，Lin Hai、Robin、Dave、Mary和Emma都向你介绍了他们的家庭。你应该
谢谢他们，请你选择其中一位，写封感谢信并画出自己的全家福，把家人介绍给大家。要求画与文字写在
两张纸上，以方便明天使用。
2. 收集几张照片，照片可以是家人的、朋友的、同学的、老师的或名人的，照片背面写上收集人姓名，明
天带到课堂 。
3. 有条件的同学，将家人的声音录在磁带上，有远近之分，下次上课时到课堂播放并进行介绍 。
八、板书设计
Unit 2 This is my sister
uncle, aunt, cousin, son, daughter, dear, thanks for, photo, here
九、教学反思|：
通过本节课的学习我最大的收获知识技能目标完成较好，能基本掌握单词与句型，运用所学知识来完成训
练，感到自己有待加强的是部分内容掌握不到位，需要多学多练。