教案课件是老师需要精心准备的，规划教案课件的时刻悄悄来临了。只有规划好教案课件工作计划，才能规范的完成工作！你们了解多少教案课件范文呢？以下是小编收集整理的“七年级上Unit 3 This is my sister.教学设计”，供您参考，希望能够帮助到大家。

七年级上Unit3Thisismysister.教学设计

一．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.掌握指示代词this、that、these、those的运用.
二．学情分析
三．重点，难点
四．教学过程
五．教学活动
二．知识与能力
本课时我们学习的是家庭亲属间的称谓。利用多媒体来学习新单词，新句型。能够熟练运用指示代词（this、that、these、those.）准确的介绍家人或朋友。了解自己的家庭，理解家人，加深彼此之间的感情。
三．过程与方法目标
本课时利用图片和通过制作多媒体课件来学习家庭成员的称谓。并通过Pairwork，listeningpractice,groupwork等教学方法来展开课题。从而进一步提高了学生的听说能力。最后通过做练习等途径来巩固本课时的知识。（熟悉家庭成员之间的称谓，体会指示代词的用法。）
四．情感态度价值观
该部分学习内容贴近学生的生活，谈论的主题是“家和家人”，使学生能比较好地用英文来表达家人之间的关系和中西，既能提高学生解决问题的能力，又能巩固所学知识。同时通过情感态度价值观，让学生们了解自己的家庭，理解家人，增进家庭融合。
五．教学重点,难点
1．重点：
A）掌握所学单词的拼写。
词汇：sister,mother,father,parent,brother,friend,grandparent,those,these,that。
B）语言结构：指示代词thisthesefather;sister;brother;grandmother;grandfather;friend;grandparents
C)2bListeningandmatching
PleaselistentothetapeagainandmatchthenameswiththepeopleinthepictureinPart2b.Thencorrecttheanswers.
1.Davea2.LinHaib3.Maryg4.Jime
Step4Roleplay
Introduceyourfamilytoyourgoodfriendsinyourbirthdayparty.Usethewordsasyouknow.
（设计意图：拓展学生的知识，增添教学趣味性。）
Step4Summary
1.Explaingrammar“this/these;that/those”andpluralnouns.
A)当你向别人介绍一个人时，常说：Thisis…,介绍远处的人则用Thatis….(showpictureandtakeaexample)
Thisismymother.
Thatismyfather.
B)当你向别人介绍两个或两个以上的人时，常说:Theseare….，介绍远处的人则用Thoseare….(showpictureandtakeaexample)
Theseareherparents.
Thosearehergrandparents.
C)名词也相应的变化（由单数变复数，名词一般后面加—S）.
sister—sistersbrother—brothers
2.Dosomedrills.
用is或are填空
(1).Thismybrother.
(2).Thatyoursister.
(3).Thesehisfriends.
(4).Thosehersisters.
把下列单数句这成复数句：
(5)Thisismyparent.
______________________.
(6)Thatismygrandparent.
______________________.
（设计意图：让学生巩固所学的知识，学以致用。）
Homework
1.复习家庭成员的单词及句型：This/Thatis……These/Thoseare……
2.你还知道这节课以外的其他的家人称呼吗？请说出。
（设计意图：及时检查学生对本节课知识的掌握情况。）

相关阅读

七年级英语Unit 3 This is my sister教案

七年级英语Unit3Thisismysister教案
教学内容：
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。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。
教学目标：
1、知识目标：
A、掌握家庭成员的表达，如：grandfather,grandmother,father,mother,brother,sister,uncle,aunt,cousin,son,daughter,parents:
B、学会用指示代词：this,that,these和人称代词：I,heshethey介绍任务及Yes/No问句及其简单回答；
C、运用名词的复数形式。
2、能力目标：
A、运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来；
B、通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中去，提高学生的交际能力。
3、学习策略：通过对人物个性化的描述，识别图片。
4、情感目标：通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人。

教学难点、重点：
重点：A、掌握家庭成员的表达；学会指示代词、人称代词及Yes/No问句及简单回答；
B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。
难点：能够用写信的形式向朋友介绍自己的家庭。
课时安排：
第一课时SectionA1a-1c
第二课时SectionA2a-4
第三课时SectionB1-2c
第四课时SectionB3a-Self-check
PeriodOne
教师：照片，图片，表格。
StepOne:Newwords.
①Presentthenewwords.
T:Hello,everyone!Look!What’sthis?
Ss:It’sapicture.
T:Right.Whoisthemaninthepicture?
Ss:It’syou.
T:Yes,it’sme.Youknowme.Pleaselookatthis.Doyouknowthem?
Ss:No,wedon’t.
T:Theyaremyfamilymembers.TodayIwanttointroducemyfamilymemberstoyou.Wouldyouliketomeetthem?
Ss:Yes.
T:OK.Pleaselookatthisman?Isheold?
Ss:Yes.
T:Heismy“grandfather”.Pleasereadafterme,GRANDFATHERG-R-A-N-D-F-A-T-H-E-R,grandfather.
Ss:G-R-A-N-D-F-A-T-H-E-R,grandfather.
T:Thisismygrandfather.
(Teachtheword“grandmother”inthesameway.)
T:Heismy“grandfather”.Heismy“grandmother”.Thesearemygrandparents.Readafterme,grandparents.
Ss:Grandparents.
(Sticktheword“grandparents”ontheblackboard.Thenteachtheseswordsmother,father,brother,sisterandfriendinthesameway.)
T:Ihavetwobrothers,twosisters,Ihavemanyfriends.
(Teachbrothers,sisters,andfriends.)
T:Readthesenewwordstogether.
Ss:…

②Practicethenewwords.
T:Whocanmatchthewordswiththepicturesontheblackboard?
Ss:Ican.(TextbookP131a)
(Askonestudenttothefronttodoit.Theotherstudentswritedownlettersonthebooks.Inthiswayfinish1a.)
T:Checktheanswers.
Ss:…
T:Isheright?
用教师家人的照片呈现新课内容。
教师边介绍，边领读单词。
用匹配的方式巩固单词。
Ss:Yes.
(Onemorestudentgivestheanswers.)
StepTwo:Drill
①Listenandcircle.
T:Aboyistalkingabouthisfamily.Whoishetalkingabout?Nowlistenandcirclethepeopletheboytalksabout.
Ss:OK.
(Playtherecordingof1btwice.Studentswork.)
T:What’stheanswer?
S:Twobrothersandsister.
②Pairwork.TalkaboutDave’sfamily.
T:ThisisapictureofDave’sfamily.Let’stalkaboutDave’sfamilyinpairs.Youmustuse“Thisis…”and“Theseare…”todoit.
(Studentspractice.Teacherwalksaroundtheroomtohelpthem.)
T:Nowcheckyourpeactice.
S1:Whoisthis?
S2:Thisishis…
S1:Whoarethese?
S2:Thesearehis…
(Askafewpairstopractice.)
StepThree:Task
①Talkaboutthefamilytree.
T:Lookatthefamilytree.
(Stickafamilytreeontheblackboard.)
T:Let’stalkaboutthefamilytree,Youcandoitingroupsoffourorthree.Youcandoitinpairsoryoucandoityourself.Thenreportittotheclass.
(Studentswork.Teachmovesaroundtheclassroomtohelpthestudents.)
T:Checkyourtask.
S3:Hello.Mynameis…Lookatthis.Thisismyfamilytree.Thisismy…andthisismy…Theyareold.Thesearemy…Thisismy…Thisismy…Mymotheris…Thisismy…Hisnameis…Ilovemyfamily.
用听力训练再次强化学生对新单词的记忆。
让学生通过介绍Dave的家庭加强句型的操练。
让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。
T:Verygood.Nextmakeadialogueinpairsaboutyourfamily.First,youmustgreeteachother,thenintroduceyourfamily.
(Twostudentscometothefront.)
SA:Hello.
SB:Hello.Howareyou?
SA:Fine,thankyou.Andyou?
SB:I’mfine,too.
SA:Excuseme!What’sthis?
SB:It’smyfamilytree.
SA:Who’sthis?
SB:Thisismygrandfather.
SA:Who’sthis?
SB:Thisismygrandmother.
SA:Isthisyourfather?
SB:Yes,heis.
SA:Thewomenisyourmother?
SB:Yes,sheis.
SA:Who’stheboy?
SB:Heismybrother.
(Afewpairsdothis.)
T:Youdidwell.

②Makeasurvey.
T:Pleasetakeoutthefamilyphotosyoubringtoschool.Workingroupsoffour.Fillintheform.Thenreportittotheclass.
FamilyFamilymembers
(Studentswork.Teachermovesaroundtheclassroomtohelpthestudents.)(Studentsreporttotheclass.)

StepFour:Homework
Writeapassageaboutyourfamily.
让学生在语言实践中学会礼貌待人。
小组成员之间沟通有关家庭成员的信息，增进友谊。

PeriodTwo
课前准备
教师：图片，录音磁带。
学生：自己家人的照片，也可以是自己画的家谱。

教学设计
教学步骤
StepOne:Reviewthedrill.
T:Youknowmyfamilymembers.Iwanttoknowyourfamilymembers.Wouldyouliketointroduceyourfamilymemberstous?
(Studentsusetheirphotosorthepicturestheydrew.)
SS:Yes.
T:Whowantstobethefirst,please?
SA:Letmetry.
T:OK,please.
SA:Hello,everyone!Mynameis…Lookatthispicture,please.Thisisapictureofmyfamily.Thisismyfather.Hisnameis…Thisismymother.Hernameis…Theyaregoodparents.Thisismybrother.Hisnameis…Look!It’sme.AmIfunny?Ilovemyfamily.
T:Verygood.
(Anothertwostudentsintroducetheirfamily.)

StepTwo:Listening.
①Listenandcirclethewordsyouhear.
T:Herearetwoboys.OneisLinHai.TheotherisDave.TheyaretalkingaboutDave’sfamilymembers.Pleaselistentotherecordingof2ainSectionAandcirclethefamilymembersyouhear.

SS:OK.
(Playtherecordingof2atwice.Studentswork.)
T:Checktheanswer.
(Asktwostudentstosaytheanswers.)
②Listenandmatch.
T:ThisisapictureofDave’sfamily.WeknowthisisDave.Butwedon’tknowwhoisMary,whoisJimandwhoisLinHai.Let’s

根据上节课布置的作业，让学生谈论自己的家庭成员，为新课教学做铺垫。

通过听力练习，使学生巩固对家庭成员的记忆。
通过听力引出Isthis...?的句型
listenandfindthem.
(Playtherecordingof2b.Studentswork.)
T:Whofindthem?
(Manystudentsmaysaytheydo.Choosetwoofthemtoanswer.)
S1:Daveis…LinHaiis…

③Pairwork.TalkaboutDave’sfamily.
T:YoucometoDave’shome.Youseeapictureonthewall.Therearemanypeopleinthepicture.Youwanttoknowwhotheyare.Use“Isthis…”tofindthem,please.Whenyoufinish,changerolestodoit.Nowbegin.
(Studentswork.Teacherwalksroundtheclassroomtoseehowtheyaredoingandhelpsthestudentswhoneed.)
T:Let’scheckyourwork,please.
SS:OK.
(Askonepairtodoit.)
S1:IsthisJim?
S2:No,heisn’t.
S1:IsthisJim?
S2:Yes,heis.
(Asktwomorepairstodoit.)

④Practice.
T:Ihaveafriend.Heistalkingtohisfriend.Dave,aboutDave’ssister.Fillintheblankswiththewordsfromthebox.Workinpairs,thenreportittotheclass.
isn’tbrotherissister
(Studentswork.Teacherwalksaroundtheclassroomandhelpsthestudentswhoneed.)
T:Checkyourwork,please.
(Askonepairtodoit.)
S3:That’s…andthat’s…Issheyour…?
S4:Yes,sheis.
S3:Andistheyour…?
S4:No,heisn’t.He’smy…
(Changerolestodoitandaskonemorepairtodoit.)

StepThree:Task.
①Playaguessinggame.
通过谈论Dave的家庭成员，练习句型Isthis...?

用学生的句型引出Isshe/heyour...?的句型，让学生在对话中理解人称代词的用法。
T:Ihaveapicturehere.Doyouwanttoknowwhosheis?
(Showthepicturetothestudents.)
SS:Yes.
(Studentsguessthepicture.)
②Groupwork.
T:Putyourphotostogetheronyourdesk.Workingroupsoffour.Youcanuse“Isshe…?”or“Ishe…?”totaketurnsaskingandanswerquestionsaboutthephotos.Thenreportittotheclass.
(Studentswork.)
T:Checkyourwork.

Homework.
Drawyourfamilytree.
用游戏的方式巩固人称代词的知识。
PeriodThree
课前准备
教师：图片。
学生：照片。

教学设计
教学步骤
StepOne:Newwords.
①Presentthenewwords.
T:Doyoulikegames?
S:Yes.
T:Let’splayaguessinggame.Pleaselistencarefully.Heismybrother.Butmyfatherisnothisfather.Hisfatherisnotmyfather.Hisfatherandmyfatherarebrothers.Wehavethesamegrandfather.Whoishe?
S1:Itisyour“表哥”.
T:No,itisn’t.
S2:Itisyour“堂兄”or“堂弟”.
T:Yes,itis.Let’sseehowtosayitinEnglish.
(Putthecard“cousin”ontheblackboard.)
T:It’scousin.Readafterme,C-O-U-S-I-N,cousin.
SS:C-O-U-S-I-N,cousin.
T:Spellit,please.
SS:C-O-U-S-I-N,cousin.
…
T:ThistimeyoumustsayitinEnglish.Sheisyoursister.Butyourfatherisnotherfather.Herfatherisnotyourfather.Herfatherandyourfatherarebrothers.Youhavethesamegrandmother.Whoisshe?
S:It’smycousin.
T:Yourfather’sbrotherisyour…?
S3:“大爷，大伯”.
S4:“叔叔”.
T:Youareright.Let’sseehowtosayitinEnglish.
(Putthewordcard“uncle”ontheblackboard.)
T:Readafterme,please,U-N-C-L-E,uncle.
SS:U-N-C-L-E,uncle.
…
T:Youruncle’swifeisyour…?
S5:“伯母，婶婶”.
用游戏的方式引人新课。

T:Right.
(Putthecard“aunt”ontheblackboardandthenteachthesewordsson,daughterinthisway.)
T:Readthewordsonthecardtogether.
SS:…

②Practicethenewwords.
T:Lookatthefamilytree.Somewordsaremissing.Whocanhelpmefillit,please?
(Askonestudenttothefronttodoitontheblackboard.Theothersfinishitontheirbook.)
T:Checkyourwork.

StepTwo:Drill.
①Listenandcheckthewordsyouhear.
T:LinHaiandDavearetalkingaboutDave’sfamily.Howmanyfamilymembersaretheytalkingabout?Pleaselistenandcheckthewordsyouhear.
(Playtherecordingof2aonce.)
(Asktwomorestudentstosaytheanswers.)

②Listenandcheckthepicture.
T:Ihavetwopictureshere.WhichoneisLinHaitalkingabout?Let’slistenandfinditout,please.
(Playtherecordingtwiceagain.)
(Checktheanswer.)

③Pairwork.Drawyourownpictureandtalkaboutit.
T:WefindoutthepictureofLinHai’sfamily.Canyoudrawapictureofyourfamily?
SS:…
T:OK.Whenyoufinishdrawing,tellyourpartneraboutyourpicture.Youcanuse“Thisis…”and“Theseare…”totalkabout.Thenreportittotheclass.
(Studentswork.)
(Checkstudents’work.Asktwoorthreestudentstoreport.)

StepThree:Task.
Talkaboutthefamilytree.
T:Lookatthefamilytree.Ithinkit’sabigfamily.Youcandoit
ingroupsoffourorthree.Youcandoitinpairsoronlybyyourself.Thenreportittotheclass.
(Studentswork.Teacherwalksaroundintheclassroomandhelpsthestudents.)
T:Stophere.Let’scheckitout.
(Choosestudentstodoit.)
S1:Lookatmyfamilytree.Thisismy…Thisismy…Theyhavetwo…Thisismy…Thisismy…Thisismy…Thisismy.Myparentshavetwochildren.Thisis…Thisismy…Myuncleandmyaunthaveason.Heismy…
(Asktwomorestudentstodoit.)

Homework.
Writeapassageaboutyourfamily.
PeriodFour
课前准备
教师：家庭成员的照片。
学生：学生自己画的家庭照片。

教学设计
教学步骤
StepOne:Newwords.
①Presentthenewwords.
T:Hello,everyone.Mynameis“Emma”.TodayIwanttointroducemybrothertoyou.
(Putthepictureofhissisterontheblackboard.)
T:Thisismysister,Mona.Readafterme,MONA,M-O-N-A,Mona.
SS:M-O-N-A,Mona.
T:Thesearemyparents.Theyare“great”parents.
(Putthepictureofhisfamilyontheblackboard.)
T:Readafterme,GREAT,G-R-E-A-T,great.
SS:G-R-E-A-T,great.
…
T:Theyaremy“dear”parents,too.
(Teachdear,photo,thanksfor…)

②Practicethenewwordsanddrill.
T:Ihavealetterfrommypenfriend.NowIwantyoutoreaditforme.ThendrawthephotoofEmma’sfamily.
SS:OK.
(Studentsreadtheletteranddrawthephotoontheirbooks.)
(Showsomephotosthatstudentsdrawtotheclass.Studentssaywhichoneisgoodorwhichoneisbetter.)

StepThree:Task.
①Writealettertoyourfriend.
T:Yourhavealetterformyourfriend.Nowwritebacktoyourfriend.Tellhimorheraboutyourfamily,Andreportyourletter.
SS:OK.
(Studentswork.Teachermovesaroundtheroomandhelpsthestudentswholetter.)
T:Nowcheckyourwork.
S1:Dear...
Thanksforthephotoyourfamily.Hereismyfamilyphoto.Thisismy...Thisismy...Thisis...Ihavea...
Yourfriend,...
(Anothertwomorestudentsdoit.)

①Writealetter.
T:Takeoutthephotoofyourfamilytoschoolandwritealetteraboutit.Whenyoufinish,I’llputyourphotosandlettersontheblackboard.Youmatchthephotosandtheletters.
SS:Allright.
(Studentswritetheirletters.Teachermovesaroundtheroomandhelpsthestudentswhoneed.)
T:Checkyourworknow.
S:...
(Teacherputssomephotosandlettersontheboard.Askstudentstocometothefronttoreadtheletterandmatchitwiththephoto.)
Homework.
Finishself-check.

七年级英语：《unit3 This is my sister》优秀教案

Unit3Thisismysister.教学内容：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。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。教学目标：1、知识目标：A、掌握家庭成员的表达，如：grandfather,grandmother,father,mother,brother,sister,uncle,aunt,cousin,son,daughter,parents:B、学会用指示代词：this,that,these和人称代词：I,heshethey介绍任务及Yes/No问句及其简单回答；C、运用名词的复数形式。2、能力目标：A、运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来；B、通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中去，提高学生的交际能力。3、学习策略：通过对人物个性化的描述，识别图片。4、情感目标：通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人。

教学难点、重点：重点：A、掌握家庭成员的表达；学会指示代词、人称代词及Yes/No问句及简单回答；B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。难点：能够用写信的形式向朋友介绍自己的家庭。课时安排：第一课时SectionA1a-1c第二课时SectionA2a-4第三课时SectionB1-2c第四课时SectionB3a-Self-checkPeriodOne教师：照片，图片，表格。StepOne:Newwords.①Presentthenewwords.T:Hello,everyone!Look!What’sthis?Ss:It’sapicture.T:Right.Whoisthemaninthepicture?Ss:It’syou.T:Yes,it’sme.Youknowme.Pleaselookatthis.Doyouknowthem?Ss:No,wedon’t.T:Theyaremyfamilymembers.TodayIwanttointroducemyfamilymemberstoyou.Wouldyouliketomeetthem?Ss:Yes.T:OK.Pleaselookatthisman?Isheold?Ss:Yes.T:Heismy“grandfather”.Pleasereadafterme,GRANDFATHERG-R-A-N-D-F-A-T-H-E-R,grandfather.Ss:G-R-A-N-D-F-A-T-H-E-R,grandfather.T:Thisismygrandfather.(Teachtheword“grandmother”inthesameway.)T:Heismy“grandfather”.Heismy“grandmother”.Thesearemygrandparents.Readafterme,grandparents.Ss:Grandparents.(Sticktheword“grandparents”ontheblackboard.Thenteachtheseswordsmother,father,brother,sisterandfriendinthesameway.)T:Ihavetwobrothers,twosisters,Ihavemanyfriends.(Teachbrothers,sisters,andfriends.)T:Readthesenewwordstogether.Ss:…②Practicethenewwords.T:Whocanmatchthewordswiththepicturesontheblackboard?Ss:Ican.(TextbookP131a)(Askonestudenttothefronttodoit.Theotherstudentswritedownlettersonthebooks.Inthiswayfinish1a.)T:Checktheanswers.Ss:…T:Isheright?用教师家人的照片呈现新课内容。教师边介绍，边领读单词。用匹配的方式巩固单词。Ss:Yes.(Onemorestudentgivestheanswers.)StepTwDrill①Listenandcircle.T:Aboyistalkingabouthisfamily.Whoishetalkingabout?Nowlistenandcirclethepeopletheboytalksabout.Ss:OK.(Playtherecordingof1btwice.Studentswork.)T:What’stheanswer?S:Twobrothersandsister.②Pairwork.TalkaboutDave’sfamily.T:ThisisapictureofDave’sfamily.Let’stalkaboutDave’sfamilyinpairs.Youmustuse“Thisis…”and“Theseare…”todoit.(Studentspractice.Teacherwalksaroundtheroomtohelpthem.)T:Nowcheckyourpeactice.S1:Whoisthis?S2:Thisishis…S1:Whoarethese?S2:Thesearehis…(Askafewpairstopractice.)StepThree:Task①Talkaboutthefamilytree.T:Lookatthefamilytree.(Stickafamilytreeontheblackboard.)T:Let’stalkaboutthefamilytree,Youcandoitingroupsoffourorthree.Youcandoitinpairsoryoucandoityourself.Thenreportittotheclass.(Studentswork.Teachmovesaroundtheclassroomtohelpthestudents.)T:Checkyourtask.S3:Hello.Mynameis…Lookatthis.Thisismyfamilytree.Thisismy…andthisismy…Theyareold.Thesearemy…Thisismy…Thisismy…Mymotheris…Thisismy…Hisnameis…Ilovemyfamily.用听力训练再次强化学生对新单词的记忆。让学生通过介绍Dave的家庭加强句型的操练。让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。T:Verygood.Nextmakeadialogueinpairsaboutyourfamily.First,youmustgreeteachother,thenintroduceyourfamily.(Twostudentscometothefront.)SA:Hello.SB:Hello.Howareyou?SA:Fine,thankyou.Andyou?SB:I’mfine,too.SA:Excuseme!What’sthis?SB:It’smyfamilytree.SA:Who’sthis?SB:Thisismygrandfather.SA:Who’sthis?SB:Thisismygrandmother.SA:Isthisyourfather?SB:Yes,heis.SA:Thewomenisyourmother?SB:Yes,sheis.SA:Who’stheboy?SB:Heismybrother.(Afewpairsdothis.)T:Youdidwell.②Makeasurvey.T:Pleasetakeoutthefamilyphotosyoubringtoschool.Workingroupsoffour.Fillintheform.Thenreportittotheclass.

Family

Familymembers

(Studentswork.Teachermovesaroundtheclassroomtohelpthestudents.)(Studentsreporttotheclass.)StepFour:HomeworkWriteapassageaboutyourfamily.让学生在语言实践中学会礼貌待人。小组成员之间沟通有关家庭成员的信息，增进友谊。PeriodTwo课前准备教师：图片，录音磁带。学生：自己家人的照片，也可以是自己画的家谱。教学设计

教学步骤StepOne:Reviewthedrill.T:Youknowmyfamilymembers.Iwanttoknowyourfamilymembers.Wouldyouliketointroduceyourfamilymemberstous?(Studentsusetheirphotosorthepicturestheydrew.)SS:Yes.T:Whowantstobethefirst,please?SA:Letmetry.T:OK,please.SA:Hello,everyone!Mynameis…Lookatthispicture,please.Thisisapictureofmyfamily.Thisismyfather.Hisnameis…Thisismymother.Hernameis…Theyaregoodparents.Thisismybrother.Hisnameis…Look!It’sme.AmIfunny?Ilovemyfamily.T:Verygood.(Anothertwostudentsintroducetheirfamily.)

StepTwListening.①Listenandcirclethewordsyouhear.T:Herearetwoboys.OneisLinHai.TheotherisDave.TheyaretalkingaboutDave’sfamilymembers.Pleaselistentotherecordingof2ainSectionAandcirclethefamilymembersyouhear.!--?xml:namespaceprefix=vns="urn:schemas-microsoft-com:vml"/--

motherfathersisterbrothergrandmothergrandfatherfriendgrandparents

SS:OK.(Playtherecordingof2atwice.Studentswork.)T:Checktheanswer.(Asktwostudentstosaytheanswers.)②Listenandmatch.T:ThisisapictureofDave’sfamily.WeknowthisisDave.Butwedon’tknowwhoisMary,whoisJimandwhoisLinHai.Let’s根据上节课布置的作业，让学生谈论自己的家庭成员，为新课教学做铺垫。通过听力练习，使学生巩固对家庭成员的记忆。通过听力引出Isthis...?的句型listenandfindthem.(Playtherecordingof2b.Studentswork.)T:Whofindthem?(Manystudentsmaysaytheydo.Choosetwoofthemtoanswer.)S1:Daveis…LinHaiis…③Pairwork.TalkaboutDave’sfamily.T:YoucometoDave’shome.Youseeapictureonthewall.Therearemanypeopleinthepicture.Youwanttoknowwhotheyare.Use“Isthis…”tofindthem,please.Whenyoufinish,changerolestodoit.Nowbegin.(Studentswork.Teacherwalksroundtheclassroomtoseehowtheyaredoingandhelpsthestudentswhoneed.)T:Let’scheckyourwork,please.SS:OK.(Askonepairtodoit.)S1:IsthisJim?S2:No,heisn’t.S1:IsthisJim?S2:Yes,heis.(Asktwomorepairstodoit.)④Practice.T:Ihaveafriend.Heistalkingtohisfriend.Dave,aboutDave’ssister.Fillintheblankswiththewordsfromthebox.Workinpairs,thenreportittotheclass.isn’tbrotherissister(Studentswork.Teacherwalksaroundtheclassroomandhelpsthestudentswhoneed.)T:Checkyourwork,please.(Askonepairtodoit.)S3:That’s…andthat’s…Issheyour…?S4:Yes,sheis.S3:Andistheyour…?S4:No,heisn’t.He’smy…(Changerolestodoitandaskonemorepairtodoit.)StepThree:Task.①Playaguessinggame.通过谈论Dave的家庭成员，练习句型Isthis...?用学生的句型引出Isshe/heyour...?的句型，让学生在对话中理解人称代词的用法。T:Ihaveapicturehere.Doyouwanttoknowwhosheis?(Showthepicturetothestudents.)SS:Yes.(Studentsguessthepicture.)②Groupwork.T:Putyourphotostogetheronyourdesk.Workingroupsoffour.Youcanuse“Isshe…?”or“Ishe…?”totaketurnsaskingandanswerquestionsaboutthephotos.Thenreportittotheclass.(Studentswork.)T:Checkyourwork.Homework.Drawyourfamilytree.用游戏的方式巩固人称代词的知识。PeriodThree课前准备教师：图片。学生：照片。教学设计

教学步骤StepOne:Newwords.①Presentthenewwords.T:Doyoulikegames?S:Yes.T:Let’splayaguessinggame.Pleaselistencarefully.Heismybrother.Butmyfatherisnothisfather.Hisfatherisnotmyfather.Hisfatherandmyfatherarebrothers.Wehavethesamegrandfather.Whoishe?S1:Itisyour“表哥”.T:No,itisn’t.S2:Itisyour“堂兄”or“堂弟”.T:Yes,itis.Let’sseehowtosayitinEnglish.(Putthecard“cousin”ontheblackboard.)T:It’scousin.Readafterme,C-O-U-S-I-N,cousin.SS:C-O-U-S-I-N,cousin.T:Spellit,please.SS:C-O-U-S-I-N,cousin.…T:ThistimeyoumustsayitinEnglish.Sheisyoursister.Butyourfatherisnotherfather.Herfatherisnotyourfather.Herfatherandyourfatherarebrothers.Youhavethesamegrandmother.Whoisshe?S:It’smycousin.T:Yourfather’sbrotherisyour…?S3:“大爷，大伯”.S4:“叔叔”.T:Youareright.Let’sseehowtosayitinEnglish.(Putthewordcard“uncle”ontheblackboard.)T:Readafterme,please,U-N-C-L-E,uncle.SS:U-N-C-L-E,uncle.…T:Youruncle’swifeisyour…?S5:“伯母，婶婶”.用游戏的方式引人新课。

T:Right.(Putthecard“aunt”ontheblackboardandthenteachthesewordsson,daughterinthisway.)T:Readthewordsonthecardtogether.SS:…②Practicethenewwords.T:Lookatthefamilytree.Somewordsaremissing.Whocanhelpmefillit,please?(Askonestudenttothefronttodoitontheblackboard.Theothersfinishitontheirbook.)T:Checkyourwork.StepTwDrill.①Listenandcheckthewordsyouhear.T:LinHaiandDavearetalkingaboutDave’sfamily.Howmanyfamilymembersaretheytalkingabout?Pleaselistenandcheckthewordsyouhear.(Playtherecordingof2aonce.)(Asktwomorestudentstosaytheanswers.)②Listenandcheckthepicture.T:Ihavetwopictureshere.WhichoneisLinHaitalkingabout?Let’slistenandfinditout,please.(Playtherecordingtwiceagain.)(Checktheanswer.)③Pairwork.Drawyourownpictureandtalkaboutit.T:WefindoutthepictureofLinHai’sfamily.Canyoudrawapictureofyourfamily?SS:…T:OK.Whenyoufinishdrawing,tellyourpartneraboutyourpicture.Youcanuse“Thisis…”and“Theseare…”totalkabout.Thenreportittotheclass.(Studentswork.)(Checkstudents’work.Asktwoorthreestudentstoreport.)StepThree:Task.Talkaboutthefamilytree.T:Lookatthefamilytree.Ithinkit’sabigfamily.Youcandoitingroupsoffourorthree.Youcandoitinpairsoronlybyyourself.Thenreportittotheclass.(Studentswork.Teacherwalksaroundintheclassroomandhelpsthestudents.)T:Stophere.Let’scheckitout.(Choosestudentstodoit.)S1:Lookatmyfamilytree.Thisismy…Thisismy…Theyhavetwo…Thisismy…Thisismy…Thisismy…Thisismy.Myparentshavetwochildren.Thisis…Thisismy…Myuncleandmyaunthaveason.Heismy…(Asktwomorestudentstodoit.)Homework.Writeapassageaboutyourfamily.PeriodFour课前准备教师：家庭成员的照片。学生：学生自己画的家庭照片。教学设计

教学步骤StepOne:Newwords.①Presentthenewwords.T:Hello,everyone.Mynameis“Emma”.TodayIwanttointroducemybrothertoyou.(Putthepictureofhissisterontheblackboard.)T:Thisismysister,Mona.Readafterme,MONA,M-O-N-A,Mona.SS:M-O-N-A,Mona.T:Thesearemyparents.Theyare“great”parents.(Putthepictureofhisfamilyontheblackboard.)T:Readafterme,GREAT,G-R-E-A-T,great.SS:G-R-E-A-T,great.…T:Theyaremy“dear”parents,too.(Teachdear,photo,thanksfor…)

②Practicethenewwordsanddrill.T:Ihavealetterfrommypenfriend.NowIwantyoutoreaditforme.ThendrawthephotoofEmma’sfamily.SS:OK.(Studentsreadtheletteranddrawthephotoontheirbooks.)(Showsomephotosthatstudentsdrawtotheclass.Studentssaywhichoneisgoodorwhichoneisbetter.)StepThree:Task.①Writealettertoyourfriend.T:Yourhavealetterformyourfriend.Nowwritebacktoyourfriend.Tellhimorheraboutyourfamily,Andreportyourletter.SS:OK.(Studentswork.Teachermovesaroundtheroomandhelpsthestudentswholetter.)T:Nowcheckyourwork.S1:Dear...Thanksforthephotoyourfamily.Hereismyfamilyphoto.Thisismy...Thisismy...Thisis...Ihavea...Yourfriend,...(Anothertwomorestudentsdoit.)①Writealetter.T:Takeoutthephotoofyourfamilytoschoolandwritealetteraboutit.Whenyoufinish,I’llputyourphotosandlettersontheblackboard.Youmatchthephotosandtheletters.SS:Allright.(Studentswritetheirletters.Teachermovesaroundtheroomandhelpsthestudentswhoneed.)T:Checkyourworknow.S:...(Teacherputssomephotosandlettersontheboard.Askstudentstocometothefronttoreadtheletterandmatchitwiththephoto.)Homework.Finishself-check.

UNIT 3 THIS IS MY SISTER教学设计

UNIT3THISISMYSISTER
(the1stperiodSectionA1a-1c,2b-2d)

Teachingaims:(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.
Languagepoints:(语言点)
1.要求掌握以下句式:(1)------Thisismy…
------Thesearemy…
------Thisishis/her…
------Thesearehis/her…
------Isthisyour…?
------Aretheseyour…?
------Isthishis/her…?
------Arethosehis/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:thesethose
3.需要了解的节日：FamilyDay---It’safestivalintheUSA.Anationalefforttopromoteparentalengagementasasimple,effectivewaytoreduceyouthsubstanceabuseandraisehealthierchildren.It’salwaysonthelastweekendinSeptember.
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。

Teachingsteps(教学步骤)
1.Warming-upandrevision(课堂热身和复习)
(1)Dailygreetingstothestudents¹(日常问候)
T:Hello,whatisyouname?
S:Mynameis….
T:Nicetomeetyou!
S:Nicetomeetyou,too!
(2)Revision(复习)
T:What’sthisinEnglish?2
S:Thisis/Itisapencil.
T:Howdoyouspell“pencil”?
S:P-E-N-C-I-L,pencil.
T:Thankyou.
T:What’sthis/thatinEnglish?
S:This/Thatisapen/book/eraser/ruler/dictionary/backpack/
Baseball/watch/key/computergame/notebook/ring
T:Howdoyouspell---?
S:---
2.Presentation(呈现新知识):
T:What’sthisinEnglish?
S:It’sapicture/photo.3
T:Yes,thisisapictureofmyfamily.
T:Canyouseethewoman?
Thisismymother4.Readafterme,mother.
S:Mother.
T:Doyouknowwhichoneismyfather?
Thisismyfather4.Doyouthinkheishandsome?Please
readafterme,father.
S:Father.
T:Ifwewanttocallourfatherandmothertogether,wecan
callthemparents.
T:Fatherismyparent,5Motherismyparent,too.Theyare
myparents.
T:Nowlookatthesetwooldpeople.Theyaremy
Grandparents6.Oneismygrandfather,theotheroneis
mygrandmother.Theyareoldbuttheyarehealthy.
T:I’mtheonlychildinmyfamily,soIdon’thaveany
brotherorsister.ButIhaveanuncleandanaunt.They
aremyfather’sbrotherandsister.Look,theyarehere.
3.Workon1a:(完成P13—1a)
T:Now,pleaseopenyoubooks,andturntopage13.look
atpart1a.YoucanseeapictureofDave’sfamily
andsomewordswehavelearnedjustnow.Pleasematch
thewordswiththepeopleinthepicture.7
…
Checktheanswer.
4.Drill(练习)：
T:Now,youareDave8.Pleasecovertheanswerof1aby
usingapieceofpaperthenlistentomecarefully.Iwill
giveyoualetter,andyoumusttellmethislettermeans
whichmemberinyourfamily.Forexample,Isay“c”.
Youshouldsay“Thisismymother”.
Understand?
T:OK,let’sbegin.ThefirstoneisXX,yourletteris“d”.
S:Thesearemygrandparents.
T:Goodjob.Nextone---
S:---
5.Workon1b(完成P13—1b)
T:Thenexttaskisveryeasyforyou.Iwillplaythetape.
Pleaselistencarefully,andcirclethepeopletheboytalks
aboutinthepicture9.
T:Doyougettheanswer?Whodoestheboytalkabout?
S:Hisbrothersandsister.
T:Youaresoamazing.
6.Workon1c(完成P13—1c)
T:IthinkeveryonehasknownDave’sfamily.
Twostudentsagroup,pleaseintroduceDave’sfamily10
toeachother.Pleaseuse“Thisishis---.”“Thesearehis---.”
S1:Thisishisfather.
S2:Thesearehisparents.
S:---
7.Workon2b(完成P14-2b)
T:Today,IwouldliketointroduceanAmericanfestival
toyou,itiscalled“FamilyDay”11.Onthisday,thewhole
familygettogether,havemealsandplaygames.Now
lookatthepicturein2b.TheseareDave’sfamilymembers.
Theyarehavingtheir“FamilyDay”.Look,theyareso
happy.ButIdon’tknowwhoaretheyexactly.Canyoutell
me?
Iwillplaytherecordingoncemore.Andpleasematch
thenamewiththepeopleinthepicture.
T:Canyougivemeyouranswer?
S:---
…
Presentation(呈现新知识)
T:OK,nowwehaveknownDave,LinHai,MaryandJim
Buttherearestillsomestrangers12.
T:Lookatthiswoman.IsthisDave’smother?
S:Yes,sheis/No,sheisn’t.
T:Whataboutthesetwooldpeople?
ArethoseDave’sgrandparents?
S:Yes,theyare./No,theyaren’t.
---
8.Workon2c(完成P14-2c)
T:Twostudentsagroup.Askandanswerbyusing
yourownpictures13Pleaseusethesesentences:
“Isthisyouruncle?”
“Arethoseyourparents?”
S1:Hi,XXX.Isthisyourgrandfather?
S2:Yes,heis.
S1:Arethoseyourparents?
S2:No,theyaremyuncleandaunt.
---
9.Workon2d(完成P14-2d)
GuessingGame.
T:Look.What’sinmyhands.Thisisapicture.Butyou
onlycanseeapartofthepicture14.Icantellyouthisisa
memberinDave’sfamily.Canyouguess“Whoisit?”
Pleaseusethequestionswehavelearnedtoday.
S:IsthatDave’saunt?
Isthishisgrandmother
Arethesehisbrother?
Arethosehisfriends?
10.Followup(进一步扩展)
T:Wearestudentsnow,butonedaywewillgrowup.We
willhaveourownfamily.Canyouimaginewhatisyour
familylike30yearslater?15Pleasedrawthefuturefamily
onapieceofpaperaboutyourfamilyona“Family
Day”.Thenshowthedrawingtoyourgroupmate.
Askeachotheraboutthefamilymembers.
Iwillchoosethebestpairstomakeapresentation
forus.
11.Homework
Writedownyourintroductionaboutyourownfamilyand
yourfriend’sfamilyasdetailedaspossible.

Unit3THISISMYSISITER
(The2ndperiodSectionA2a,3a---3c)

Teachingaims(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
Languagepoints（语言点）
1．要求学会以下句式：(1)That’s……
(2)---Ishe/she……
---Yes,he/sheis.(No,he/sheisn’t.)
2．要求掌握以下词汇：she,he
3.要求掌握以下缩写：he’s=heis,she’s=sheis
(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。
Teachingsteps（教学步骤）
1.Warming-upandrevision（课堂热身和复习）
(1)Dailygreetingstothestudents（日常问候）
T:Howareyoutoday?1
S:Iam(fine/great/OK/verygood).Howaboutyou?
T:Iam(fine,too/notbad/prettygood/awful/terrible).
Howisyourfather/mother/grandfather/
grandmother/uncle/aunt/brother/sister?
Howareyourparents/grandparents---?
S:He/Sheis…
T:What’syourname,please?
S:Iam(Mynameis)…
T:(tothewholeclass)Sothat’s….2
(2)Revision（复习）
Workon2a(完成P14-2a)
T:Now,pleaseopenyourbooks,andturntopage14.
Lookat1a.Iwillplayarecording.Listencarefully
andcirclethewordsyouhear.Iwillplayittwice3.The
firsttimeyoujustneedlisten.Youcanfinishthispart
atthesecondtime.
T:Now,let’schecktheanswer.
S:---
T:Youareright.Thankyou.
2.Presentation
T:Now,let’splayaguessingCanyouguesshowoldIam?4
S:Areyoutwenty-seven?5
T:NO,Iamalittleolder.
S:Areyoutwenty-eight?
T:Yes,youaresoclever.(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:Whataboutyou?Howoldareyou?
S1:Iamtwelve(thisyear).
T:Areyoutwelve,too?
S2:Yes,Iam.(No,Iamnot.Iamthirteen.)
T:Oh,Iamsorry.Ican’thearyouclearly6,(tothewholeclass)
Ishe/shethirteen?7
S:Yes,he/sheis.
T:Thanks.Youaresoclever(good/wonderful/…).Sheis
youngerthanme,sosheismysister8.

3.Workon3a(完成P153a)
T:Nowlet’slookatthispicture.Therearefourpeople
inthepicture,andtheboyandthegirlplayingbasketball
areAnnaandPaul.Let’sreadthewordsaloudandfillin
theblankswiththewordsfromthebox.9.
T:Let’schecktheanswers:10
---Issheyoursister?
---Yes,sheis.
---Andisheyourbrother?
---No,heisn’t.Heismyfriend.
4.Workon3b(完成P153b)
T:Welldone!Nowreadthedialoguein3awithyour
partner,thenchangeyourroles.11
Ssreaditindifferentroles.
T:Ohlook,therearemanypeoplethere,oldandyoung.
Canyoumakeadialoguelike3a?12
5．Presentation
T:Ihaveafriend.HisnameisMike.Doyouhaveafriend?13
S:Yes.
T:What’shis/hername?
S:His/HernameisPeter.
T:Thanksverymuch.Ithinkhemustbeagoodboy.
(toanotherstudent)IsPeteryourfriendtoo?
S:No,heisn’t.
T:Whoisyourfriend?
S:……
6．Workon3c(完成P153c)
T:Iwanttoknowmoreaboutyourfriendsorfamily
members.(tothewholeclass)Doyouwanttoknow
themtoo?
S:Yes.
T:I’dlikeastudenttowritedownyourmother’s,father’s,
orfriend’snameontheboard.Theotherstudentsguess
whothepersonis.Who’dliketocomehere?14
WeiHuaplease.(在黑板上写下一个名字。)
S1:Is…yourbrother?
S2:Is…yourfriend?
S3:Is…youruncle?
7．Workon4---groupwork(完成P154)
T:Pleasetakeoutyourfamilyphotos.Puttheminyourgroup.
Taketurnstoaskandanswerquestionsaboutthephotos.15
S1:Issheyourgrandmother?
S2:Isheyourfather?
S3:Issheyourcousin?
（小组活动后，请几个小组进行表演。老师及时鼓励。）
8．Homework
Oralwork:
(1)Listento3a,readandreciteit.
(2)Goonmakingupyourdialoguewithyourgroup
membersandpolishit.
Writtenwork:
(1)Copythesentencesin3a.
(2)WriteaboutthepicturesonP15usingthesentencestructures
in3a

Unit3THISISMYSISITER
(The3rdperiodSectionB1---2c)

Teachingaims(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
Languagepoints（语言点）
3．要求熟练运用以下句式：(1)Theseare…
(2)This/Thatis……
(3)He/Sheis…
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。
Teachingsteps（教学步骤）
1.Warming-upandrevision（课堂热身和复习）
a)Dailygreetingstothestudents（日常问候）
T:Goodmorning/afternoon.Whoisondutytoday?
S1:Iam.
T:Iseveryoneheretoday?
S1:Yes,Everyoneishere./No,…isnothere.
T:Thankyou/Welldone..1
b)Revision（复习）
T:HereisapicturefromLily.Guesswhoheis?2
S1:Ishe…’sfather?
S2:Ishe…’sbrother?
S3:Ishe…’sfriend?
S4:Ishe…’suncle?3
T:Yes,youaresoclever.
2.Presentation
T:Hereisaphoto.Doyouknowwhoheis?4
S:Heis布什（Bush）.
T:Yes,heisthepresidentofAmerica.Whoishisfather?
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:Herearealsomanypeopleinhisfamily.Let’sguess
Whotheyare.Areyouready?
S1:IsheBush’sfather’sfather?5
T:Youaresowonderful.HeisBush’sgrandfather.
S2:IsheBush’sbrother?
S3:IsheBush’suncle?
S4:IsheBush’sson?6
T:Thanks.Youaresoclever(good/wonderful/…).
3.Workon1(完成P161)
T:Inmyfamilymygrandfatheristheoldestone.
Whoistheoldestmaninyourfamily?7
S:Mygrandfather,too.
T:Everyfamilyhasafamilytree,canyoufinish
thefamilytree8
S:Yes!
4.Workon2a(完成P162a)
T:Welldone!Nowlet’splayagame.Pleaselookat2a.
Let’sseewhoisthebestinyourgroup.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:Thisismyfamilyphoto.Thesearemyparents.Thisismy
Grandmother.ThisismycousinTom.
Ihaveanothertwopictures.OneisDave’s,
OneisLinHai’s.CanyouguesswhichisDave’s
andwhichisLinHai’s?10
S:Yes.
T:WhocansaysomethingaboutPicture111?
S1:Thereareeightpeopleinthepicture.
S2:ThisisDave’sgrandfather.
S3:IthinkthisisDave’suncle.
…….
(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．Workon2c---groupwork(完成P162c)
T:Iamveryhappy.Allofyoudoagoodjob.Wehaveknown
Dave’sandLinHai’sfamiliesandfriends.Iwanttoknow
yourfamily.Nowdrawapictureofyourfamilyandfriends.
Tellyourpartneraboutyourpicture12.
（小组活动后，请几个小组进行表演,老师及时鼓励。）
7．Homework
Oralwork:
(3)Listento2a,2c,readandreciteit.
(2).Drawafamilytreeaboutyourfamily(模仿1中family
tree，画一个自己家庭的familytree，完善对自己家庭的介绍。)
Writtenwork:
(3)Copythewordsin2a.
(4)Findthepersonyouareinterestedin,and
writeapassageabouthis/herfamily.13

Unit3THISISMYSISTER
(The4thperiodSectionB3a—4b)

Teachingaims(教学目标)
学会介绍家庭成员
Languagepoints(语言点)
1.要求熟练运用以下句式:This/Thatis……Is/this/that…?
Theseare…Yes,she/heis.No,he/sheisn’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:Thanksfor…
3.要求掌握以下词汇:thanksfor,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
Teachingsteps(教学步骤)
1.Warmingupandrevision(课堂热身和复习)
(1)Dailygreetingstothestudents(日常问候)教学设计说明
T:Goodmorning/afternoon..Gladtomeetyou.
S:Gladtomeetyou,too.
T:Howareyoutoday?1
S:I’mfine/OK/verygood,thankyou.Andyou?
T:Iamgreat.Howisyourmother/father/grandmother/…?1.
S:She/Heisfine/OK/verygood/great.2
T:Thanksforyouranswer.2.

(2)Revision(复习)
T:Pleaseshowmethephotoofyourfamily.3
(Letmelookatthephotoofyourfamily.
MayIhavealookatyourfamilyphoto?)
Isthis/thatyourfather/mother/…?4
S:Yes,she/heis.No,she/heisn’t.
T:Great!Thanksforyouranswer.5

2.Presentation(呈现新知识)
T:Ihaveseenyourfamilyphotos.Doyouwanttoseemy
familyphoto?
Hereismyfamilyphoto.6
Thisismyhusband,Mr.Zhang.Thisismydaughter,Weiwei.
Thesearemyparents.
3.Workon3a
T:ThisisaletterfromEmmatoMary.Let’sreadtheletter
together.7
DrawapictureofEmma’sfamily.Let’sseewhoiswinner?
3.Workon3b
T:Justnow,wedrewapictureofEmma’sfamily.
Now,hereisaphotoofMary’sfamily.Whois
Mary?8
S:Emma’sfriend.
T:Yes,MaryisEmma’sfriend.PleaseLookat
thephotoandwriteaboutthepeopleinthe
picture.9
T:Pleasereadyourarticletoyourpartners.10

4.Workon4a
T:NowpleasewritealettertoEmmatointroduce
yourfamilyphoto.11

5.Workon4b
Divideallthestudentsinto4groups.Eachgroupput
theirphotosandlettersontheboard.(Theymustput
thelettersandphotosindifferentplaces)Askother
groupstomatchthelettersandthephotos.12

6.Followup
T:Nowit’syourturntogiveareport.Introduceyour
favoriteteacher/friend/sportsplayer/filmstar/…
tous.
Hello,everyone.Nowit’smyturntoreport.This
ismy…13

7.Homework
Oralwork:
(1)Readandrecite3a.
(2)ReadandrecitethenewwordsinUnit3.
Writtenwork:
WritealettertoyourEnglishteachertointroduceyour
favoriteperson.(Youmustputtheperson’sphotoontheletter.)

Unit3THISISMYSISTER
(The5thperiodSectionBSelf--check)

Teachingaims(教学目标)
学会介绍家庭成员
Languagepoints(语言点)
1.要求熟练运用以下句式:This/Thatis……Is/this/that…?
Theseare…Yes,she/heis.No,he/sheisn’t.
He/Sheis….
(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
Teachingsteps(教学步骤)教学设计说明
1.Warmingupandrevision(课堂热身和复习)1
(1)Dailygreetingstothestudents(日常问候)教学设计说明
T:Goodmorning/afternoon..Gladtomeetyou.
S:Gladtomeetyou,too.
T:Howareyoutoday?
S:I’mfine/OK/verygood,thankyou.Andyou?
T:Iamgreat.Howisyourmother/father/grandmother/…?
S:She/Heisfine/OK/verygood/great.
T:I’mgladtohearthat.Thanksforyouranswer..

(2)Revision(复习)
T:Pleaseshowmethephotoofyourfamily.
(Letmelookatthephotoofyourfamily.
MayIhavealookatyourfamilyphoto?)
Isthis/thatyourfather/mother/…?
S:Yes,she/heis.No,she/heisn’t.
T:Great!Thanksforyouranswer.

T:Canyoutellmewhois/areyourfather/parents…?
S:Yes.Thisismyfather…/Thesearemyparents.

2.Selfcheck(自我检测)
(1)Vocabulary2
1.Showafamilytreetothestudents.Askthemtofillinthe
blankswithproperwords.
2.Spotdictation
3.WritenewwordsinyourVocab-Builder.3
(2)Makeadialogue4
1.T:TheseareMary’sphotosofBeijing.Lookatthephotosand
makeadialoguewithyourpartner.
(Asksomestudentstoactouttheirdialogues.)
2.Askstudentstocompletethedialogues.
(3)Guessinggame(Justforfun)5
Onestudent(S1)mustclosehiseyes.WhenS2(the
studentpretendshisfamilymember)isknockingat
thedoor,theotherstudents(Ss)ask:
Ss:Whoisit?
S1:Isitmyfather?
Ss:Yes,itis.Youareright.
(S2comesintotheclassroom)
S2:Iamyourfather,andyouaremyson.

Ss:Whoisit?
S1:Isitmyfather?
SsNo,itisn’t.
S1:Isitmy…?(GiveS1threechances)
Ss:No,itisn’t.Youarewrong.
(S2comesintotheclassroom)
S2:I’myourgrandmother.Youaremygrandson.

(4)Follow--upActivities
Role--playAbirthdayparty6
Actors:Jim(Todayishisbirthday)
Kate(Jim’ssister)
Mr.andMrs.Green(Jim’sparents)
LucyandLily(Jim’sfriends,twins)
JiminvitesLucyandLilytohisfamilytotakepart
inhisbirthdayparty.Heintroducesthemtohisfamily
members.

Homework:
Oralwork:
ReviewthenewwordsinyourVocab-Bulider.
Writtenwork
Writedownthedialogue“Abirthdayparty”.

Additional
Evaluationform:
(课堂表现自我评价表)
allthetimemostofthetimealittlenone
1.Iunderstandmyteacher□□□□
2.IspokeEnglish□□□□
3.Iworkedwithmygroup/deskmate□□□□
4.Iwasinterestedintheclass□□□□
(知识掌握自我评价表)
IcanYesNeedmorepracticeNeedmorehelp
1.introducethefamilymembers.□□□
2.readandspellthewords:
mother,father,sister,brother,
grandmother,grandfather,
friend,grandparents,uncle,aunt,
cousin,parent.□□□
3.askandanswer:
Isthis---?Yes,heis/No,theyaren’t
Arethey---?Yes,theyare/
No,theyaren’t.□□□
4.talkaboutone’sfamily.□□□
5.writeapassagetodescribeone’sfamilytree.□□□
以上评价表可以课后发给学生填写，目的是为了让学生自我检测课堂表现，也帮助老师了解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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