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新课标七年级unit3 this is my sister Period 1[]

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篇1：新课标七年级unit3 this is my sister Period 1[]

Teaching Plan for Unit 3 This is my sister

By Wang Quan

( The First Period )

Teaching Aims:

1) Master the key vocabulary: mother, father, parents, grandmother, grandfather, grandparents, brother, sister, friend and so on.

2) Master the target language, i.e. This is his sister.

That is his brother.

These are his parents.

Those are his grandparents.

Teaching Key Points:

1) The names of the various members of a family.

2) How to introduce people

Teaching Methods:

1) Scene teaching method

2) Pair work

Teaching Procedures：

Section A

Step 1. Greeting

T: Good morning, class!

S: Good morning, Miss Wang!

T: Sit down, please!

S: Thank you!

Step 2. Review (about 5 minutes)

T: Good morning!

S: Good morning!

T: Nice to meet you!

S: Nice to meet you, too!

T: What’s this in English?

S: It’s a pencil.

T: How do you spell it?

S: P-E-N-C-I-L.

T: What’s that in English?

S: It’s a dictionary.

T: Is that your dictionary?

S: No, it isn’t. It’s his dictionary.

T: Is this your notebook?

S: Yes, it is. It’s my notebook.

*Use above dialogues to review. Let several groups (from the first to the last) to practice. If the student is not very good at English, I ask him/her simple questions. If he/she is good, I can ask more questions.

Step 3. 1a (about 10 minutes)

*I go to the platform and show a photo of Dave’s family.

T: What’s this in English?

S: It’s a photo.

T: Yes, it’s a photo of Dave’s family.

This is his father. Can you see other people?

S: I can see his mother……

*Through this way, I let students say the names of the various members of a family. I write them on the blackboard. During writing, I let students spell the words and read after me two or three times each word.

*Show the picture of 1a

T: This is another picture of Dave’s family.

Let’s finish the task first.

*Show the task of 1a: Match the words with the things in the picture. I show the answer: c, i, h, b, g, e, a, d, f.

Step 4. Practice (about 20 minutes)

1）T: This is Dave’s family. Now, let me introduce his family.

This is his father.

This is his mother.

*Next, I let students introduce Dave’s other family members by using this sentence structure.

That is his brother.

That is his sister.

*Use the same method to teach this sentence structure.

*Practice:

I let students take out their own family photos and introduce their own’s family members to classmates.

2）T: This is his father. This is his mother.

These are his parents.

*Emphasize “these” and “parents”.

T: Father is parent. Mother is parent. Fanther and mother are parents.

*Let students practice it with their photos.

T: That is his grandfather. That is his grandmother.

Those are his grandparents.

*Explain and emphasize “those” and “grandparents”.

T: Grandfather is grandparent. Grandmother is grandparent. Grandfanther and grandmother are grandparents.

*Let students practice it with their photos.

*Practice:

Two students a group. Make a dialogue to introduce family members and greet to each other. Use these sentence structures.

This is …

That is …

Thses are …

Those are …

Then, I let several groups come to the platform to perform it.

Step 5. Listening (about 5 minutes)

1) 1b Circle the people the boy talks about

*Listen for the first time. If all the students know the answer, I show the answer:brothers, sister. If someone don’t know it very well, listen it again.

2) 2a Listen and circle the words you hear

*Listen for the first time. If all the students know the answer, I show the answer:mother, grandparents, sister, brother. If someone don’t know it very well, listen it again.

3) 2b Match the names with the people in the picture

*Listen for the first time. If all the students know the answer, I show the answer:①a ②b ③g ④e. If someone don’t know it very well, listen it again.

Step 6. Homework

1) Oral practice:

Use these sentence structures and with family photo.

This is …

That is …

Thses are …

Those are …

2) Exercise book

T: Class is over! Good bye, class!

S: Good bye, Miss Wang!

Thank you!

篇2：unit3 This is my sister 导学案(新目标版英语七年级)

一. 学习目标

1.能介绍自己的家人和朋友。

2理解记忆重点单词和短语（P13---P15）。

3学习this that these those等指示代词的用法

4.学会确认人物及介绍别人的常用英语口语。

5.人称代词，形容词型物主代词的区别和掌握。

二. 重难点

1.she he it they等人称代词。his her their等物主代词。

2.名词的单复数变化规律。

三 .学前准备：

全家福照片

四探究过程

1.翻译下列新词汇：

（1）我的姐姐___ ___ （2）他的兄弟_____ __ （3）她的母亲___ ___ _

（4）你的父亲________ （5）父或母亲 _ ___ ___ （6）他的表兄弟_____ __

（7）Tom的女儿_______ （8）Smith的儿子________ （9）这些朋友______ _

（10）她_____ （11）他________ （12）他的 _

（13）她的（14）他们的老师_______ （15）那些字典_____ ___

2.翻译下列句子

(1):这是我的姐姐、 (2).那是我的兄弟

(3). 那是你的姐姐吗？是的，她是. ( 4).那不是我的兄弟。

3.探究过程：

(1) This is his sister.(2) These are his sisters. 。

(3) That is his brother. . (4) Those are his brothers.

通过观察我发现：（1）（3）句子是数，（2）（4）的句子是数

this 的复数形式是 that的复数形式是

sister 的复数形式是 brother的复数形式是

我会了：这是她的兄弟那是他的爸爸

这些是她的兄弟那些是他的父母

总结：this is …….的复数形式是

That is …….的复数形式是

拓展：This is his backpack.改成复数

Those are her dictionries. 改成单数

Those are her dictionries. 改成一般疑问句并作肯定回答

2. father + mother=

Grandfather+grandmother=

家庭成员名称词

grandfather称祖父，grandmother叫祖母。

grandpa叫外公，grandma外祖母。

father父mother母，brother兄弟来称呼。

sister译成姐或妹，parent译成父或母。

uncle伯、舅、叔，aunt译成姨、婶、姑。

wife汉语译妻子，husband译丈夫。

daughter女儿son儿子，parents双亲指父母

3.英语中名词分为名词和名词。可数名词顾名思义是指可以计数的名词。它有复数形式，而不可数名词一般没有复数形式。可数名词的单数变复数形式规律参考书本P95页。

练习：写出下列单词的复数形式

Book key quilt pen case backpack

他们的变化规律是：

Photo tomato hero

他们的变化规律是：

Bus boss watch box fish

他们的变化规律是：

Family party dictionary strawberry

他们的变化规律是：

思考boy的复数形式

五．目标检测。

（1）写出下列句子的复数形式。

1. This is my book. _________________________________________.

2. -Is that his uncle? - Yes, it is.

3. Is she your friend? ________________________________________?

4. This is my pencil case. ______________________________________.

（4）句型转换.

1.This is my grandmother.(改否定句)

This _______ ________ my grandmother.

2. These are her brothers.(改为一般疑问句并做肯定回答)

________ __________ her brothers? Yes, ________ _________.

3. Those are my books .(对划线部分提问) _________ are ___________?

4. Is he your friend?(肯定回答)

5. Dave and Anna are my friends.(改一般疑问句)

_______ Dave and Anna ________ friends.

学习总结：

第二课时（3a--4）

学习目标：

1.熟练掌握人称代词I ，he， she， we， you， they与be动词的搭配。

2.学会区别运用主格代词和物主代词。

3.能介绍照片上的家庭成员。

重难点：

1.人称代词I he she we you they与be动词的搭配

探究过程：

1.翻译课本上3a中的句子

2.句型is he /she/your……辨认人时除了用指示代词this that these those外，还可以人称代词he/she, he/she/they都是人称代词的主格形式，在句子中做主语，当对人称代词回答询问时也用人称代词回答，如：is he your aunt? Yes, he is.

疑问句中 this that these those 做主语，其答语根据所指的名词来回答，指人时单数用he /she ,复数用they 如：are those your books? No, they aren’t

随堂练习：

1,----Is that your cousin ?

-----No,____________.

A. she is B. she isn’t C. it is D. it isn’t

3, My_____________ is a teacher.

A. parents B. grandparents C. parent D. father’s

4, -----Is Helen a teacher?

-----Yes, __________.

A. she’s B.he is C. he’s D. she is

5, . --- Are these Jeff and Jack? --- ___________.

A. Yes, they aren’t B. No, these aren’t

C. No, they aren’t D. Yes, these are

6, __________ are in the same class.

A. I,she and you B. You,she and I C. I, you and she D. You,I and she

二，用所给词的适当形式填空：

1.Are___________(this) your parents?

2.Those _________(be)my friends.

3.They are his _________(cousin).We are going to the park with______(they).

4.________(those) is a pencil._______(it) price（价格）is one yuan.

5.________(her)is my sister._______(she) name is Gina.

6.Dick is______(he) brother. All of ______(we) like_______(he)

7.These are _______(they) ________(child)

8.______(she)are my grandparents. My father is _______(they) son.

学后总结：

第三课时（sectiom B 1-2c）

学习目标：

1.会写家谱

2.人称代词的主格和宾格

重难点：

1.用英语写家谱

探究过程：

学前预习：

（1）翻译下列短语

我的书包你的字典她的阿姨他的父母

他们的语文老师她是我的朋友

my your his itsour your their

写出下列单词的宾格。

he she itIyou

they we you they

（2）.写出下列家谱

Grandfather/

Father/aunt/

Daughter/ sister/ daughter/

自我检测：

1.句型转换。

They are his teachers.（改为单数句）

Are these english dictionaries?（作肯定回答）

They are my grandparents.(同义句)

2.改错题。

These are my parent.

A B C

They books are here.

A B C

Please call he at 686-79225

A B C

He’s family name is Smith.

A B C

Are those your jackets?

A B

No, it isn’t

课后总结：

第四课时（3a-4b）

学习目标：

1.能用英语口语介绍家庭照片。

2.能用书面形式描述家庭照片。

重难点：

1.能用书面形式描述家庭照片

2.信件的格式

探究过程：

1.预习：翻译3a中的句子。

2.总结3a中的短语。

3. 课堂探究:

(1).Thanks for: Thanks是感谢用语。thanks for= for

Thanks是名词，常用复数形式.后通常加介词for表示感谢的原因。如:Thanks for your help. 谢谢你的帮助。

练习：谢谢你的书

(2).the phote of 中的of用来表示名词(通常是无生命的事物)的所有格，而有生命的事物，其所有格用’s形式。如：the legs of the table桌腿 Tom’s cap汤姆的帽子

练习：我爸爸的姓

(3)photo是“照片”的意思，它的复数是。picture也可以用来表示“照片”。这是玛丽的照片。

4. family, home和house的区别

⑴family “家”，“家庭”，“家人”，着重指家庭，家庭成员或家中人口。

⑵home “家”；指同家人共同生活居住的地方，特别强调家里的氛围和环境，带有感情色彩。

⑶house “住宅”，“房子”；指居住的房屋，建筑物。试练习填空：

①This is mytree. 这是我的家谱。

②My are here. 我们全家人都来了。

③My is in Beijing. 我家在北京。

④She isn’t at 她不在家。

⑤I have a new. 我有了新房子。

⑷home 是一个带感情色彩的词。如：

hometown 故乡

自我检测：

1.翻译下列句子。

谢谢你的字典

这些是她的全家福

那些是你的照片吗？

不，不是。是我好朋友的。

你是小明的姑姑吗？

是的，我是。

2.用所给动词的正确形式填空。

What (be) those?

Are (this) your books?

They are Mingming’s (parent)

This is (Linda) mother.

His (father) last name is Zhang.

3.This is my friend Jack Brown and his family. He has a big family. This is his grandfather. His name is Jeff Brown. This is his grandmother. Her mother is Sue . they are Earl and Jenny. Earl is Jack’s father. Jenny is his aunt. This is Jack’s mother. Her name is Anna. These are his sister, Chrestie and Carina.

根据内容写家谱

篇3：七年级英语Starter Unit3 Lesson 1 My famil

七年级英语Starter Unit3 Lesson 1 My family的教案

学习者分析

The main content of this unit is to talk about “My family”. Students are interested in the topic. They want to communicate with others about their families .Although their speaking is poor,I believe they can try their best to do them well.

教学目标

一、情感态度与价值观

1. To love our families and our family members.

2. Make students help each other in groups and cooperate actively with others to complete learning tasks.

二、过程与方法

Make students learn basic sentence patterns. At the same time, guide students to adopt the studying strategies of listening for the key words. With the studying strategy of Role-playing, get students to do pairwork to introduce their families.

三、知识与技能

1.Word: year, photo, girl, tall, doctor,both,forty-two,elder,woman,

live, same, flat, short,young,people,right,also,only,than,

how many, seventy-five

2.Sentences: How many people are there in your family?

Your family is bigger than mine.

教学重点、难点

1.Master the text and dialogues and talk about family members

in English.

2.The usage of comparatives of adjectives.

3.The differences of “older” and “elder”.

4.The usage of “mine”.

5.Training students’ listening and speaking abilities.

教学资源

A tape-recorder

A family photo of the teacher

Family photos of the students

教学过程

教学活动

1 1.导入新课

The teacher shows a family photo to the students and tell them:

Do you want to know my family members? Now, look at this photo of my family. This is … .Where am I ? (Can you guess?)…

教学活动2

1.Listen and read

1).Ask students to listen to the recording Look and say and

answer the following question.

How many people are there in Ben’s family?

2).Students read the text by themselves for the first time and answer the following questions.

How old is Ben’s sister?

What are Ben’s father and mother?

2.Read and say

1).Ask students to read the text twice, and then ask students to close the books and say something about Ben’s family photo.

2).Encourage some able students to describe their own family photos.

教学活动3

Look and learn

1).Ask two students to the front. One is tall and the other is short.

2).Teach students‘tall, short’and how to use ‘taller, shorter’.

Tell students the differences between older and elder.

A is tall. B is short.

A is taller than B. B is shorter than A.

I am old. A is young.

I am older than A. A is younger than I.

The elder woman is our English teacher.

教学活动4

1.Read and act

1).Have students read the dialogue Read and act, helping them understand the difficult points.

2).Ask some students to come to the front and role-play the dialogue.

2.Look and say

Ask students to work in pairs and talk about their family photos like the dialogue in Read and act.

篇4：七年级上Unit 3 This is my sister

第一课时

一、学习目标

1、学会认知家庭成员，了解家庭关系。

2、学会介绍人，识别人。

3、通过认知家庭成员及关系学会使用指示代词复数these , those 的用法。包括一般疑问句和否定句式。

4、能写一封书信。

5、能比较熟练的使用目标语言写一份介绍家庭成员或他人的短文。

二、学习内容

目标

分类学习内容

词

汇 sister , parent , brother , grandmother , grandfather , grandparent , these , those , she , he’s =he is , son , cousin , daughter , uncle , aunt , thank for , here , love , much , very much , soon , see you soon , pen friend , they , aren’t =are not

语

法

句

型

1、复习“用指示代词介绍人或物”的句子结构的单数形式、一般疑问句形式及其问答。

Is this your pencil ? Yes , it is .

Is this my pen ? No , it isn’t .

Is that his book ? Yes , it is .

Is that her eraser ? No , it isn’t .

2、学习“用指示代词介绍人或物”的句子结构的复数形式、一般疑问句形式及其问答。

Is this your sister ? No , it isn’t .

This is my friend . These are my friends .

Is that your brother ? Yes , it is .

That is my brother .

Those are my brothers .

功

能 Introduce people , identify people

三、朗读单词

1. sister n. 姐；妹

2. parent n. 父或母

3. brother n. 兄；弟

4. grandmother n. 祖母；外祖母

5. grandfather n. 祖父；外祖父

6. grandparent n. 祖父/ 母；外祖父/母

7. these pron . & adj.这些

8. those pron . & adj.那些

9. she pron .她

10. he’s =he is

11. son n.儿子

12. cousin n.堂（表）兄弟；堂（表）姐妹

13. daughter n. 女儿

14. uncle n.叔；伯；舅；姨父；姑夫

15. aunt n. 姨母；姑母；伯母；婶母

16. thank for为……而感谢

17. here adv.在这里；向这里

18. love v.爱；热爱

19. much adv. 很；非常

20. very much 很；非常

21. soon adv.不久

22. see you soon ,再见。

23. pen friend 笔友

24. they pron. 他（她；它）们

25. aren’t =are not

四、任务示范

Show the Ss some pictures , point at the pictures and tell them like this :

This is my father / mother / brother / sister ……

That’s my sister / grandmother / grandfather ……

Then ask the Ss to bring their families’ pictures and introduce people in this way .

五、布置作业

1、请同学们反复朗读单词，并自查能记住多少单词。

2、听录音：Section A 1b, 2a, 和2b

3、预习Section A 1c

4、带家庭成员照片（最好是祖孙三代的家庭照片并标注家庭成员名称。

U3 This is my sister 第二课时

一．任务示范及讲解

同学们，通过预习我们知道家庭成员的称呼。那么，你能不能用自己带来的照片，介绍你的家人呢？你应该用什么样的句型呢？现在我们作个示范练习。

Sample One：（出示教师自己的家庭照片）

T：This is my grandmother. This is my grandfather. That’s my father. That’s my mother. That’s my husband. That’s my son.

Pairs work, then report to the class.

请看书，P47的图，假如你是图中的人物Dave ，你该如何向朋友介绍你的家庭呢？

Sample Two

如果你的父母想了解你好朋友的家庭状况，你应该怎么表达呢？现在我们作个示范。（出示一学生王刚的家庭照片）

T：These are his grandparents. That’s his father. That’s his mother. That’s his sister.

学生间互相交换照片，看你们了解同学的哪些家庭成员。

请看书P47 的图，给小组其他成员介绍Dave的一家，再完成1c，轮流汇报Dave一家的情况。

请看书P48 2b-2d的图，通过相互问答：Is this…? Yes, it is. 或No, it isn’t. 来了解图中的人物。

介绍别人用句型：This is…. That’s ….。辨认某人用句型：Is this…? Is that…? 还有其它句型吗？

These are my friends. Those are my parents.

注意：these是this的复数，指“这些”， those是that的复数，指“那些”。 These、those作主语时，后面的谓语动词用复数形式are。

二、布置作业

1．完成p47 1b。

2．完成p48 2a，你还知道家庭成员的其它称呼吗？

cousin, sister-in-law, brother-in-law, father-in-law, mother-in-law, uncle, aunt, nephew, niece…

3. 完成p50 2b，翻出老照片，描述一下，看同学能否知道你说的是哪一张？

T: These are my parents. This is my uncle. That’s me.

4. 完成p50 2c, 画一张你家人

Unit 3 This is my sister 第三课时

一．任务示范及讲解

让学生拿出上一课时布置完成的作业：画一幅关于家庭和朋友的图画。向同学介绍图画中的人物，并填写下列表格。

name age occupation Characteristic

Thin

Tall

1)教师示范

These are my parents. This is my grandmother. She is a worker. She is 53. She is thin. This is my friend, Jin Fang. She is a shop assistant. She is 24…

2)学生四人一组在组内介绍。组内选出介绍最好的，准备代表小组台前发言。

3）小组代表台前发言，教师担任评委，给每个小组得出分数。

教师将学生发言中出现的生词板书，让其他组学生猜汉义和读音，猜对者可给本组加分。

二阅读并做练习

1）Section A 3a

keys : 1.sister 2. is 3. brother 4. isn’t

2)两人一组表演上述对话，三分钟后角色互换。

三小游戏

让一个学生到黑板上写一个姓名，让其余的同学猜这个名字是谁的。

用到的句型： Is…your…?

Yes, he/she is.

No, he/she isn’t.

四任务示范及讲解

让学生把从家里带来的照片摆在课桌上，然后轮流就照片进行问答。

用到的句型：

Is this your…? Yes, it is.

Is she …? No, she isn’t.

分组练习，然后选代表台前表演。

五作业

写一段小短文，介绍你的家人和朋友，看谁能把我们本节课从其他同学那儿学来的词都用上，不要写得太短。

Unit 3 This is my sister. (第四课时)

教学目标：

1、进一步熟悉各家庭成员的称谓。

2、能写简短的小文章描述家庭成员。

教学重点、难点：

锻炼学生的写作能力

教学方法：

写作训练、小组活动

教学用具：

绘图笔、家庭照片

教学步骤：

一、读P51 ,3a，Emma的信，假设你就是Emma，你能画一张怎样的家庭照呢？

二、疑难解析

1．Thanks for…意为“谢谢、、、、、、”后接名词。例如

Thanks for your help.

谢谢你对我的帮助。

Thanks for the beautiful card.

谢谢你给我这麽漂亮的卡片。

2．英文书信的格式大致如此：

称呼（Dear…,）顶格写；正文；结束语；署名(Yours…)

Dear...,

…………………………………………………………………………………

………………………………………………………………………………………………………………

………………………………….

Yours,

…

3、指示代词this, these

these是this的复数形式, 例如

This is my father’s book.

These are my father’s books.

三、写作指导

I. 看所给出的家庭照，写一段话，介绍图中的人物

Answers: grandparents, parents, uncle and aunt, cousins

II. 写一写关于你自己的家庭

四、完成任务

各小组成员拿出各自家庭的照片和介绍家庭的文章，打乱顺序，然后再通过读文章，找出各自所对应的照片。

五、家庭作业

画一幅自己家庭的照片，试着给朋友写一封短信，简单介绍家庭成员。

你的资料来自星沙英语网 rr365.com

篇5：新课标Go for it Unit 3 This is my sister period2-4

Teaching Plan for Unit 3 This is my sister

The Second Period

Teaching Aims:

1) Master the key vocabulary: he she

2) Master the target language, i.e. A: is this/that Jim?

B: Yes, it is./No, it isn’t.

A: Is she your sister?

B: Yes, she is./No, she isn’t.

A: Is he your brother?

B: Yes, he is./No, he isn’t.

Teaching Key Points:

key vocabulary

target language

Teaching Methods:

1) Pair work

2) Game

Teaching Procedures：

Section A

Step 1. Greeting

T: Good morning, class!

S: Good morning, Miss Wang!

T: Sit down, please!

S: Thank you!

Step 2.Review (8-10 minutes)

*Let students take out their family photos and introduce their family members.(a row group)

Say like this:

This is my father.

That is my mother.

These are my parents.

Those are my grandparents.

T: Now, let us do morning report. Check yesterday’s homework.

*Invite 3-4 groups to come to the platform to act out the dialogues.

Step 3. Practice (about 20 minutes)

*Show the picture of 2b

T: Is this Jim?

S: Yes, it is.

T: Is this Dave?

S: No, it isn’t. He’s Lin Hai.

T: Is that Mary?

S: Yes, it is.

*Using this dialogue, I ask one student first. Then let students practice it. And ask several groups to act it out.

T: Is this Jim?

S: Yes, it is.

T: Is he Jim?

S: Yes, he is.

T: Is this Dave?

S: No, it isn’t. He’s Lin Hai.

T: Is he Dave?

S: No, he isn’t. He’s Lin Hai.

*I ask one student first. Then let students practice it. And ask several groups to act it out.

*Show the picture of 3a.

Ask students to read the words in the box. And I let them prepare for filling in the blanks. Later, I ask two students to read the conversation, filling in the blanks. I show the answer:1.sister, 2.is, 3.brother, 4.isn’t.

(This task provides writing practice using the target language.)

*Practice the conversation according to 3a.

This/That is …

These/Those are …

A:Is this …?

B:No, it isn’t.

A:Is that …?

B:Yes, it is.

A:Is she …?

B:No, she isn’t.

A:Is he …?

B:Yes, he is.

Then, I ask several groups to act it out.

Step 4. A guessing game (about 10 minutes)

*I write a name on the blackboard first, and let students guess who the person is.

e.g. , Wang Tingting

S: Is Wang Tingting your sister?

T: No, she isn’t.

S: Is she your friend?

T: Yes, she is. She’s my classmate, too.

*After this, I ask one student come to the blackboard to write down a name. Then, other students guess who the person is. And the student who guess the answer come to the blackboard to write down a name and the game continues.

Step 6. Homework

1) Oral practice

2) Exercise book

T: Class is over! Good bye, class!

S: Good bye, Miss Wang!

Thank you!

The Third Period

Teaching Aims:

1) Master the key vocabulary: aunt, uncle, son, daughter, cousin and so on.

2) Master the target language:

This is my friend.

That is my sister.

These are my parents.

Those are my grandparents.

Teaching Key Points:

key vocabulary

target language

Teaching Method:

Pair work

Teaching Procedures：

Section B

Step 1. Greeting

T: Good afternoon, class!

S: Good afternoon, Miss Wang!

T: Sit down, please!

S: Thank you!

Step 2.Review (about 10 minutes)

*Let students take out their family photos and introduce their family members. Then, I ask them questions.(a row group)

S: This is my mother.

These are my grandparents.

T: Is this your brother?

S: No, it isn’t. He’s my friend.

T: Is this your father?

S: Yes, it is.

T: Now, let us do morning report. Check yesterday’s homework.

*Invite 3-4 groups to come to the platform to act out the dialogues.

Step 3. Teaching new words and Family Tree(about 15 minutes)

*Show a photo of a woman

T: She is one of Dave’s family members. But she isn’t Dave’s mother. Can you guess Who is she?

S: She’s Dave’s aunt.

T: Yes, you’re right.

*Then, teach the new word “aunt”.

*Show a photo of a man

T: He is one of Dave’s family members. But she isn’t Dave’s mother. Can you guess Who is he?

S: He’s Dave’s uncle.

T: Yes, very good. He is Uncle Lee.

*Then, teach the new word “uncle”.

*Show a photo of a girl

T: She is one of Dave’s family members. And she is Uncle Lee’s daughter. Can you guess Who is she?

S: She’s Dave’s cousin.

T: Yes, you’re right.

*Then, teach the new word “cousin”.

*Show a photo of another girl

Complete the blank:

She is Dave’s sister, so she is his mother’s_________.

*Let students answer it.

Answer: daughter

*Show a photo of a boy

Complete the blank:

He is Dave’s brother, so he is his father’s_________.

*Let students answer it.

Answer: son

*Through this way, I teach the new words. I write the new words on the blackboard. During writing, I let students spell the words and read after me two or three times each word.

*After this, I show the family tree(Mary’s family). I explain the family tree and teach students how to write a family tree.

Then, let students finish the exercise. I show the answer:1.grandfather, 2.mother, 3.aunt, 4.sister, 5.son, 6.cousin

*Let students make their own family tree after class.

Step 4.Practice (about 10 minutes)

T: After writing the family tree, It’s time to introduce your family.

*I take a photo from a student(A).

T: Suppose I am A, and this is my family.

This is my father. He is tall. This is my mother. She is beautiful and kind. These are my grandparents. They are very old.

T: Now, who can introduce your family like me.

*I let several students introduce their own family.

Step 5. Listening (about 5 minutes)

1) 2a Listen and check the words you hear

*Listen for the first time. If all the students know the answer, I show the answer: grandmother, aunt, uncle, cousin. If someone don’t know it very well, listen it again.

2) 2b Which picture are Dave and Lin Hai talking about?

*Listen for the first time. If all the students know the answer, I show the answer: they are talking about picture 1. If someone don’t know it very well, listen it again.

Step 6. Sing a song (about 5 minutes)

T: This is a song about family. Listen it for the first time. Then sing following with it.

*I play the flash(family song)

The second time, let students sing the song.

*Through this, let students review the key vocabulary and the target language of this unit

Step 6. Homework

1) Oral practice

2) Exercise book

T: Class is over! Good bye, class!

S: Good bye, Miss Wang!

Thank you!

The Fourth Period

Teaching Aims:

1) Write a letter

2) Develop students’ writing skill

Teaching Key Point:

Write a letter

Teaching Method:

Teaching by demonstration.

Teaching Procedures：

Step 1. Greeting

T: Good morning, class!

S: Good morning, Miss Wang!

T: Sit down, please!

S: Thank you!

Step 2.Review (8-10 minutes)

T: Take out your family tree. We will check it.

*I ask several students to read their family tree.

*Ask students to take out their photos. And I ask them questions.(a row group)

T: Introduce your family member, please.

S: This is my father. This is my mother.

T: Is this your sister?

S: Yes, she is.

T: Is that your aunt?

S: No, she isn’t.

*Use above dialogues to review. Let two groups (from the first to the last) to practice. If the student is not very good at English, I ask him/her simple questions. If he/she is good, I can ask more questions.

Step 3.3a (about 5 minutes)

T: Now, we introduce our family to our classmates. But, if you want to introduce your family to a friend. And she/he is in Beijing. So we should write a letter to her/him. How to write this letter?

*I show the example. I explain and teach students how to write back a letter.

Read it and then I let students draw a picture of Emma’s family after class. And I shoe a photo.

Step 4.writing (about 10 minutes)

T: Yesterday, we introduce our own family. Now, let’s talk about this family.

*I show the picture of 3b.

*I introduce it first for an example:

This is my father. His name’s Tom Green. He is tall. That is my brother. He is a nice boy. ……

*Then, I let students talk about it.

Next, I let them write it down on the book.

*Ask some students to read their articles.

T: Now, you know how to introduce your family. If you want to introduce your family to your friend far-away, you should write a letter to him/her.

*I show an example and explain how to write a letter.

Example:

Dear Li Lei,

Thanks for your photo of your family. This is my family photo. These are my grandparents. This is my sister. Her name’s Mary. … I love them very much.

Your friend,

Dave

*Then, let students write a letter according to it.

Step 5. Game (about 10 minutes)

*I show four photos of four family. And let students choose one photo to write about it. Later, I ask one student read it and let other students guess which photo he writes about.

(ask 3-4 students read their articles.)

Step 6.Self Check

T: This is a family, too. But they aren’t in one picture, and they are in four pictures. Complete the conversations.

*I let students complete it by themselves. Then I ask four students to read the answer and I check it.

Answer: 1. He’s my father

2. this your grandfather

3. Is that your (aunt) my mother

4. Is this your (friend) my cousin

Step 7. Homework

1) Oral practice

2) Exercise book

T: Class is over! Good bye, class!

S: Good bye, Miss Wang!

Thank you!

篇6：人教版新目标英语科Unit3 This is my sister资料教案

Unit 3 This is my sister

一、教学目标

●对人物进行简单的描述

●根据相关信息辨别人物

语言目标学习策略与思维技巧重点词汇

This is my brother.

Is she your sister?

Yes, she is./ No, she isn't. *运用对话练习，掌握如何用于介绍家人、朋友。

*运用对话练习，获取家庭基本信息。

*通过学习、识别、记忆，学会归纳、总结一些单词的构成（复合词）学会巧记单词。 bother, father, sister, brother, grandmother, grandfather, grandparent, uncle, aunt, cousin, parent.

语言结构语言功能跨学科学习

1、指示代词this, that, these, those

2、人称代词I, he, she

3、Yes / No问句的简单回答

4、Plural nouns Introduce people

Identify people 艺术：画出家庭成员图画并根据此介绍。

语言艺术：利用卡通画学习单词、句型。

文化艺术：能编写简单的家谱

●能简单介绍自己的家人和朋友

二、教学设计的思路及教学建议

思路：本单元的Topic是“Talk about family”。这是每个学生都熟悉且感到亲切的话题，因此学生参与各项活动的积极性、主动性会比较高，而且每位学生都有话可说，有事可做，不会感到无从下手，当旁观者或听众。所以，在这一单元的教学过程中，我本着《新标准》所提倡的“面向全体学生”，这一教学思想，尽可能多地创设让所有学生都参与的活动，采用任务型教学途径，倡导体验参与，让学生在做中学，学中做，使所有学生都能体验到成功的喜悦，使其在愉快和自信的情绪中保持积极的学习态度，增强信心。同时，根据“整体设计目标，体现灵活开放”这一教学原则，在强调任务设计的实用性与可行性的同时，也注意阶梯性，使特长生有展示才能的舞台，使班里的英语优秀生有创新、展示的机会，并培养他们课外自主学习、合作学习、探究学习等学习策略，也拓宽了他们的学习渠道（查字典、翻阅资料、上网等）。从而促使全班同学在各自原有的水平上得到发展。基于此，结合教材特点，我提出以下教学建议：

教学建议：英语教学的最终目的就是能用英语“做事”，即让学生在课堂上或课后有机会运用所学到的语言材料，并能用英语解决问题，因此在教学中应积极创设语言情境，在活动中引导学生“主动”做。同时教材本身围绕单元话题，设计了很多有趣的、贴近生活的教学活动/游戏。因此，我们可以结合本单元的功能项目及句型，将这些游戏、活动扩展开来，并真正应用于生活实际中去，灵活性、创造性地使用教材，将机械、枯燥的内容融入有意义的英语活动中，即“做事”，从而达到巩固句型并培养学生语言综合适用能力的目的。

eg Task One:（看图添加人头）

Game: Guess, “Who is he/she” according to the clothes he/she wears in the family/photo and then draw his/her head.

Task Two:（家庭-学校联系册）

Fill in a form: Fill in the form that given by the teacher on the basis of the Ss' families in order to build an easy contact between the school and the Ss' family.

Task three:名信片设计能手

Contest: Choose the best desinger according to the photo and the letter he/she writes, choose the best photo with origind idea, the best English description and the best English oral teller as well.

四、具体教案设计

第一课时：（P13-P14）

Step1 Warming up （Recycling）

（Greetings）T: Hi/Hello, Nice to meet you!

（Personal names）T: What's your/his/her name?

（Identify objects）T: Is this/that your……?

（Yes, itis./No, it isn't.

Unit 3 This is my sister

课时安排：四课时

第一课时：P13-P14 第二课时：P15-P16

第三课时：P17 第四课时：P18及练习册

Step2 Presentation

（出示自己家庭的一张大照片）

T: What's this?-It's a photo.

Is this your photo?

Ss: No, it isn't.

T: This is my photo. Look! This is my family.

Who's this/that?

Who are these/those?

-This/That is my father/mother……（讲授新词）

These are my brothers/……

用Who's this/that?句型讲授新词，在问答中与学生形成互动，比全部靠老师一人唱独角戏会更好一点。只要学生小学时有接触过英语，对家庭成员中一些简单的称呼应不陌生，因此在回答过程中，对猜地、讲对的学生应予以肯定，表扬并适当奖励。

2、Read all the words.（先跟老师读，然后组内读，再随意抽读，注意学生语音（美音）的纠正）。

3、Match the words with the people in the picture（1a ）.

Step 3 Listen and practie.

1、（出示挂图P13）T：Now we all know David's family members. Look at Dave. Who does he talk about? （Ss guess first）Listen to the tape and circle the people he talks abut.

2、T: What about the others? Who are they?

让学生到黑板前，指着图并能加以介绍，用上句型。

This/That is his……

or These/Those are his……

3、Introduce your best friend/friends.

向同桌介绍班里你最要好的一个或几个朋友，并能相互问好。

eg SA: Hi,××, This is my friend LiMing(SC).

SB: Hello,LiMing, Nice to meet you.

SC: Hello,××,Nice to meet you, too.

（Or） SA: Hi, ××,These are my friends LinLin and Fangfang.

SB：……

Step4 Listening

（出示一男孩画面）T: And this is David's friend, LinHai. Today Dave asks LinHai to his home for dinner and meet his family. Now listen, who greets him? Finish 2a 2b.

Step5 Game

1、First according to 2C, ask and answer in pairs.

2、Play a guessing game.

每组推选一人上台，用布将他/她眼睛蒙上，其它组任选四人上前问候（Hi/Hello）。其余学生问：Who's this?让他/她猜Is this××?Ss: Yes, it is./No, it isn't.可猜三次，猜中小组得1分并继读猜。猜错，退下。

Step6 Task

出示一张Tom's Family photo like this

让学生根据人物的衣着特征，小组共同合作，添上相应的人头，并在旁边写出家庭成员的名称。然后抽取几个小组上前展示并口头介绍，并评出最佳创意奖及最佳表达奖。

第二课时（P15-P16）

课前先布置学生带来一些照片（全家福/个人照片/幼时照片/侧面、背影照片/朋友、亲戚照片等）。

Step1 Revision

1、Game: Teacher gives some word cards (with pictures) to some students. When the teacher asks“Where'sDavid's father?”

持有相应卡片的学生应立即站起并回答（She/he is）here.

2、以小组竞赛形式复习单词，即将上节课所学词汇写在纸条上，背面朝上，让每组同学依次轮流认读，根据读对的单词数及所用时间评出优胜组。

Step2 Guessing Game and Presentation

T: Yesterday I told you something about my family and friends. Now I'll write some of their names on the Bb. Guess who the person is, I'll see who has the best memory.

（让猜对的人到黑板前写名字继续游戏）

eg 写下“Peng Haibing”

S1: Is he your father? T: No, he isn't.

S2: Is he your brother? T: Yes, he is.

又如：“Cai YiLuo”

S1（可能）:Is she your mother/dahghter/aunt?

在游戏过程中根据学生猜测的需要及相应情景，适时地教授新词Son, daughter, aunt, uncle,cousin.

Step3 Pairwork

1、First look at the picture, finish 3a

2、Practise the conversation with your partner.

Step 4 Groupwork

1、Identify persons

Take out their photos and put them together in their group.

Take turns to ask and answer questions about the photos.

Identify the person in the photo.（利用照片问答，辩认人物）

2、Ask some pairs/ groups to make a conversation in front of the class on the basis of their photo. or give an introduetion of their own family photo.

Step 5 Listening

T：Lin Hai and Dave are also talking about the photo. Finish Section B （2a、2b）.

Step 6 Make a family tree

先老师示范，然后完成Section B (1)中的family tree, 并让学生制作自己家的family tree,并加以评比展示。

Step 7 Task

（制作家庭--学校联系册）

T：I want to know something about each of your families. Please fill in the form in pairs first.

老师将表格发给学生，让学生两人一组询问对方并填写下表

然后两人交换并带回家，家长核查（予以一定的纠正）， Members Name Age Job Telephone Number

××'s Father

格交给老师，老师评阅、定等级并将调查表装订成“家庭--学校联系册”，以方便学校与家庭的联系。

第三课时：（P17）

（课前布置学生画一张自己家庭成员的照片或带一些照片）

Step 1 Revision

Ask Students to give an introduction of his / her family according to the picture he / she drew or the photo he / she takes to school（用画或照片介绍家人、朋友）

Step 2 Read and draw

Read the letter. Draw a picture of Emma's family 完成(3a)

Step 3 Look and write 完成(3b)

Step 4 Write a letter

（对(3b)中的写作内容进行点评之后）

T：You also have a photo of your family or your friends, Can you write a letter about it ?

让学生试着将先前的口头介绍写下，先在小组内交流，然后老师任意抽选几张照片及信函，贴在黑板上，让几位学生上前将相应的照片与文章连线。

Step5 Task

（Sending cards to your penfriend / teacher）

让学生给自己的笔友/老师制作一张附有照片及文字说明的名信片，然后评出最佳设计奖、最新创意奖、最佳文采奖。

第四课时（P18及练习册）

1、复习整个单元的单词及句型，让学生自测词汇掌握情况（1）

2、完成（3）中的对话

3、完成练习册中练习（练习册未到，不知具体内容）

4、阅读“Just for run!”

5、Having a quiz

做评价手册

篇7：This is my sister 教学案例(人教版英语七年级)

教案

一、教学课题：

This is my sister.

二、教学目标：

1.知识目标：

⑴New words: mother,father,parents,grandmother,grandfather,grandparents,sister,friend.

⑵New sentence:This/That is ...

Those/These are ...

2.能力目标：

Use the words learned to introduce your family and friend.

Use the sentence to get the information of your family.

3.情感目标：

Know your family and love your family.

三、教学重难点：

Key points:⑴Name of family members,such as,mother,father,grandmother...

⑵Using these words to introduce your family.

⑶The use of these sentence:This is... That is...

These are... Those are...

Difficult points:Learn to distinguish singular and plural.

四、课型：

Practice

五、教学理论：

Task-based teaching method

六、教具：

Blackboard,picture,PPT.

七、教学过程：

Step1:（3minites）

Ask students, “What is the meaning of word ‘family’ and Do you know the meaning of each letter in the word.” The show them ‘Father and mother,I love you!’ on the screen. The first letter of each word consist of “family”!

Step2:(8minites)

⑴show some pictures and ask students who are they. Repeat each new word two times.

⑵Raise a question: how to introduce family members, then show them the new structure ‘This is my...’, guide them to use the structure to introduce his/her family number, next practice new structure with more pictures.

⑶When students is practicing the sentence, I’ll introduce another structure ‘These are my...’ for introducing figure more than one.And tell them to pay attention to ‘s’ in the word like ‘parents’. Using more cotton figures and let students introduce their family member.

⑷Showing some figures in a popular TV series to appeal to students’ attention,then, introduce a new structure ‘That is my...’,and tell them if the people you want to introduce is not near you,they could use this structure. Similarly, introduce structure ‘Those are my...’. More picture to practice.

(5)Playing a number game to review the lesson unit2 and let students get relax.

Step3:Summary(5minites)

⑴Language goal : Introduce your family or your friends.

Display these structure: This is my / his / her…… 这是….

These are my / his / her………这些是......

That is my / his / her……. 那是…..

Those are my / his / her ……….那些是.......

⑵Review the new sentence learned this class and ask them don’t watch the screen.

Step4:Do an exercise(3minites)

一、连词成句

1. my, is, Bill, This, friend, (.)

____________________

2. parents, these, your, Are, (?)

____________________

3. day, a, good, Have, (!)

_______________

4. are, grandparents, Those, his, (.)

_________________________

5. is, she, Who, (?)

__________________

八、板书设计:

Unit3 This is my sister.

Key words:

mother,father,parents,grandmother,grandfather,grandparents,sister,friend.

New sentences:This/That is ...

Those/These are ...

篇8：七年级英语Unit 3 This is my sister教案

七年级英语Unit 3 This is my sister教案

Unit 3 This is my sister 第一课时一、学习目标 1、学会认知家庭成员，了解家庭关系。 2、学会介绍人，识别人。 3、通过认知家庭成员及关系学会使用指示代词复数these , those 的用法。包括一般疑问句和否定句式。 4、能写一封书信。 5、能比较熟练的使用目标语言写一份介绍家庭成员或他人的短文。二、学习内容目标分类学习内容词汇 sister , parent , brother , grandmother , grandfather , grandparent , these , those , she , he’s =he is , son , cousin , daughter , uncle , aunt , thank for , here , love , much , very much , soon , see you soon , pen friend , they , aren’t =are not 语法句型 1、复习“用指示代词介绍人或物”的句子结构的单数形式、一般疑问句形式及其问答。 Is this your pencil ? Yes , it is . Is this my pen ? No , it isn’t . Is that his book ? Yes , it is . Is that her eraser ? No , it isn’t . 2、学习“用指示代词介绍人或物”的句子结构的复数形式、一般疑问句形式及其问答。 Is this your sister ? No , it isn’t . This is my friend . These are my friends . Is that your brother ? Yes , it is . That is my brother . Those are my brothers . 功能 Introduce people , identify people 三、朗读单词 1. sister n. 姐；妹 2. parent n. 父或母 3. brother n. 兄；弟 4. grandmother n. 祖母；外祖母 5. grandfather n. 祖父；外祖父 6. grandparent n. 祖父/ 母；外祖父/母 7. these pron . & adj.这些 8. those pron . & adj.那些 9. she pron .她 10. he’s =he is 11. son n.儿子 12. cousin n.堂（表）兄弟；堂（表）姐妹 13. daughter n. 女儿 14. uncle n.叔；伯；舅；姨父；姑夫 15. aunt n. 姨母；姑母；伯母；婶母 16. thank for为……而感谢 17. here adv.在这里；向这里 18. love v.爱；热爱 19. much adv. 很；非常 20. very much 很；非常 21. soon adv.不久 22. see you soon ,再见。 23. pen friend 笔友 24. they pron. 他（她；它）们 25. aren’t =are not 四、任务示范 Show the Ss some pictures , point at the pictures and tell them like this : This is my father / mother / brother / sister …… That’s my sister / grandmother / grandfather …… Then ask the Ss to bring their families’ pictures and introduce people in this way . 五、布置作业 1、请同学们反复朗读单词，并自查能记住多少单词。 2、听录音：Section A 1b, 2a, 和2b 3、预习Section A 1c 4、带家庭成员照片（最好是祖孙三代的家庭照片并标注家庭成员名称。 U3 This is my sister 第二课时一．任务示范及讲解同学们，通过预习我们知道家庭成员的'称呼。那么，你能不能用自己带来的照片，介绍你的家人呢？你应该用什么样的句型呢？现在我们作个示范练习。 Sample One：（出示教师自己的家庭照片） T：This is my grandmother. This is my grandfather. That’s my father. That’s my mother. That’s my husband. That’s my son. Pairs work, then report to the class. 请看书，P47的图，假如你是图中的人物Dave ，你该如何向朋友介绍你的家庭呢？ Sample Two 如果你的父母想了解你好朋友的家庭状况，你应该怎么表达呢？现在我们作个示范。（出示一学生王刚的家庭照片） T：These are his grandparents. That’s his father. That’s his mother. That’s his sister. 学生间互相交换照片，看你们了解同学的哪些家庭成员。来自妙文集七年级英语教案请看书P47 的图，给小组其他成员介绍Dave的一家，再完成1c，轮流汇报Dave一家的情况。请看书P48 2b-2d的图，通过相互问答：Is this…? Yes, it is. 或No, it isn’t. 来了解图中的人物。介绍别人用句型：This is…. That’s ….。辨认某人用句型：Is this…? Is that…? 还有其它句型吗？ These are my friends. Those are my parents. 注意：these是this的复数，指“这些”， those是that的复数，指“那些”。 These、those作主语时，后面的谓语动词用复数形式are。二、布置作业 1．完成p47 1b。 2．完成p48 2a，你还知道家庭成员的其它称呼吗？ cousin, sister-in-law, brother-in-law, father-in-law, mother-in-law, uncle, aunt, nephew, niece… 3. 完成p50 2b，翻出老照片，描述一下，看同学能否知道你说的是哪一张？ T: These are my parents. This is my uncle. That’s me. 4. 完成p50 2c, 画一张你家人

篇9：新目标七年级上册unit 2 this is my sister 备课资料(新课标版英语七年级)

第 2 单元《This is my sister 》

第 1 课时

教学目标 1.能简单介绍人物关系

2.能够指认人物关系

3.能够用指示代词this that these those介绍人物关系

重点难点 1.能够用who引导的特殊疑问句询问第三方是谁

2.了解英语国家中家庭成员之间的称谓

教学用具 PPT、录音机、教学挂图等

教

学

过

程

Step One: New words.

①Present the new words.

T: Hello , everyone ! Look ! What’s this ?

Ss: It’s a picture .

T: Right . Who is the man in the picture ?

Ss: It’s you.

T: Yes, it’s me . You know me . Please look at this . Do you know them ?

Ss: No , we don’t .

T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?

Ss: Yes .

T: OK . Please look at this man ? Is he old ?

Ss: Yes .

T: He is my “grandfather”. Please read after me , GRANDFATHER G-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: This is my grandfather .

(Teach the word “grandmother” in the same way .)

T: He is my “grandfather”. He is my “grandmother”. These are my grandparents. Read after me , grandparents.

Ss: Grandparents.

(Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)

T: I have two brothers, two sisters, I have many friends.

(Teach brothers, sisters, and friends.)

T: Read these new words together.

Ss: …

②Practice the new words.

T: Who can match the words with the pictures on the blackboard?

Ss: I can. (Textbook P13 1a)

(Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)

T: Check the answers.

Ss: …

T: Is he right?

Ss: Yes.

(One more student gives the answers.)

Step two: Drill

①Listen and circle.

T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.

Ss: OK.

(Play the recording of 1b twice. Students work.)

T: What’s the answer?

S: Two brothers and sister.

②Pairwork. Talk about Dave’s family.

T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “ This is …” and “ These are …” to do it.

(Students practice. Teacher walks around the room to help them.)

T: Now check your peactice.

S1: Who is this?

S2: This is his …

S1: Who are these?

S2: These are his …

(Ask a few pairs to practice.)

Step three: Task

①Talk about the family tree.

T: Look at the family tree.

(Stick a family tree on the blackboard.)

T: Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.

(Students work. Teach moves around the classroom to help the students.)

T: Check your task.

S3: Hello. My name is …Look at this. This is my family tree. This is my…and this is my…They are old. These are my … This is my… This is my … My mother is … This is my … His name is … I love my family.

T: Very good. Next make a dialogue in pairs about your family. First, you must greet each other, then introduce your family.

Step four: Practice.

T: I have a friend. He is talking to his friend. Dave, about Dave’s sister. Fill in the blanks with the words from the box. Work in pairs, then report it to the class.

isn’t brother is sister

(Students work. Teacher walks around the classroom and helps the students who need.)

T: Check your work, please.

(Ask one pair to do it.)

S3: That’s … and that’s … Is she your…? S4: Yes, she is.

S3: And is the your …? S4: No, he isn’t. He’s my …

Step four: Task.

①Play a guessing game.

T: I have a picture here. Do you want to know who she is? (Show the picture to the students.)

SS: Yes. (Students guess the picture.)

②Group work. (Students work.) 二次备课建议

作业

设置 1.Write a passage about your family

2.Draw your family tree

课

后

反

思

篇10：（湘教版）初二英语Unit3 My Hobby Topic 1

一. 本周教学内容：

Unit 3 My Hobby Topic 1

二. 教学过程：

Section C

1. Did you use to go swimming during summer vacations?

过去你在暑假常常游泳吗？

（1） go swimming 去游泳 go shopping 去购物

go skiing 去滑雪 go skating 去滑冰

go + ving 常表示去做某事

（2）during 介词，在……期间

They sleep during the day.

他们在白天睡觉。

I play basketball during summer holidays.

我在暑假期间打篮球。

2. I used to do that in the pond in front of my house.

我过去常常在我家房前的池塘里游泳。

in front of ... in the front of ...

in front of ... 在……的前面（在某个范围外的前面）

in the front of ... 在……的前部（在某个范围内的前面）

如：There is a tree in front of our classroom.

在我们教室的前面有一棵树。（树在教室外的前面）

There is a big desk in the front of the classroom.

在教室的前部有一张大桌子。（桌子在教室里的前部）

3. Who taught you to swim?

谁教你游泳的？

taught为teach的过去式。

如：He teaches us English.

他教我们英语。

（注意：teach为动词，动词后加人称代词的宾格形式。）

He teaches us to study English.

他教我们学习英语。

4. Nobody, I taught myself.

没有人，我是自学的。

（1）nobody相当于not anybody，作不定代词，意思是没有人，无人。

不定代词作主语时，谓语动词用单三形式。

如：There is nobody in the room. = There isn’t anybody in the room.

屋子里没有人。

Nobody knows this way.

没有人知道这条路。

（2）teach oneself ... = learn ... by oneself 自学

I teach myself English. = I learn English by myself.

我自学英语。

5. People like to do interesting things in their spare time.

人们喜欢在他们的业余时间做一些有趣的事。

in one’s spare time 在某人的业余时间，one’s代表形容词性物主代词或名词的所有格。如：

in our spare time 在我们的业余时间

in Jenny’s spare time 在珍妮的业余时间

6. People usually do what they like.

人们通常做他们所喜欢的。

what they like为此句的宾语，所以称它为宾语从句，宾语从句的语序要用陈述句的语序。另外：前面我们讲到的某人做过的事 what sb. did；某人所说过的事 what sb. said。

如：Do you know where Jim’s father works? （从句为陈述句语序）

你知道吉姆的爸爸在哪里工作吗？

My mother knows when I was born. （从句为陈述句语序）

我的妈妈知道我在什么时候出生的。

7. They keep pets. They play sports. They sing and dance. They play computer games or chat on the Net.

他们养宠物，做运动、唱歌、跳舞、打游戏或上网聊天。

在网上 on the Net 在电视上 on TV

喂养宠物 keep pets

打游戏 play computer games

但注意玩溜溜球 play with a yo-yo（一定要用介词with）

8. They also paint pictures or collect things such as coins, dolls or stamps.

他们也画画，收集事物如硬币、洋娃娃或邮票。

（1）paint 动词，绘画（用颜料画）。draw则多指用铅笔、蜡笔、钢笔等画。

如：The artist paints in water colors.

画家用水彩绘画。

The child was drawing a picture.

孩子正在画画。

（2）such as 例如，像，后面跟一系列并列的人或物，常为词或短语，表示例如。而for example 也表示“例如”，后面常跟一个句子。如：

I like fruits, such as apples, oranges, pears and so on.

我喜欢水果，例如苹果、桔子、梨等。

I know he often does good things, for example, he often helps the old men.

我知道他经常做好事，例如，他经常帮助老人。

and so on 常放在列举多个事物句子的后面，表示“等等”。如：

I like English, Chinese, maths and so on.

我喜欢英语、语文、数学等等。

9. When people are sick, hobbies can help them get well sooner.

当人们生病时，这些爱好可以帮助他们尽快恢复健康。

get 为系动词，后面跟形容词，well既可作形容词又可作副词，只有表示身体健康时，well才作形容词，所以本句中get well中的well是形容词。

Section D

1. He doesn’t mind whether they are good or not.

他不介意他们是好的还是差的。

（1）whether ... or ... 是……还是……，不管……还是……

如：Whether he succeeds or fails, he has to do his best.

不管是成功还是失败，他都必须尽力而为。

I don’t know whether he will come or not.

我不知道他是来还是不来。

（2）在此复合句中，whether引导的句子作了mind的宾语，即宾语从句，在引导没有疑问句的宾语从句时whether和if可以互换，表示“是否”。如：

I don’t know whether (if) he will come.

我不知道他是否要来。

但if不可以和or连用。

2. He likes water and I often help him take a bath in a pond near my house.

他喜欢水，我经常帮他在家附近的池塘里洗澡。

have a bath = take a bath 洗澡

语法聚焦 Grammar focus Used to

1. used to为一个表示过去常做而现在不复存在的习惯的情态动词，和其它情态动词的用法一样，后面直接加动词原形，而且没有人称和数的变化。

如：He used to do his homework on Sunday, but now he often does homework on Saturday.

他过去经常星期日做作业，但是现在他经常星期六做作业。

I used to get up at seven in the morning, now I usually get up at six.

我过去常常7点钟起床，现在我通常六点起床。

2. used to引导的句子，其否定形式和一般疑问句形式有两种形式。一种和其它情态动词一样，直接在used后加not即（usedn’t）构成否定句，或直接把used提前构成一般疑问句。另一种是把used变成use，然后再在use前加didn’t构成否定句，或在句首加did used 变成use构成一般疑问句。如：

【模拟试题】（答题时间：40分钟）

I. 根据句意，用所给词的适当形式填空。

1. I’m going to bring my stamp __________ (collect) to school.

2. It’s a very __________ (enjoy) hobby.

3. I have fun __________ (work) in my garden.

4. Roses smell so __________ (wonderfully).

5. It will be __________ (cloud) tomorrow.

6. What a __________ (heavily) rain.

7. It’s __________ (warm) today than yesterday.

8. One of his friend __________ (call) John will come to see him.

9. She has to stay at home and do some __________ (write) .

10. I feel much __________ (well) today.

11. Liu Xiang runs __________ (real) fast.

12. He never __________ (paint) on the wall.

13. They are __________ (interest) in football.

14. There __________ (be) nobody in the street.

15. They prefer __________ (read) .

II. 单项选择。

1. The book is __________. Most of the teachers are __________ in it.

A. interesting , interested B. interesting , interesting

C. interested , interested D. interested , interesting

2. Who taught your brother to study English?

___________, he taught himself.

A. Somebody B. Nobody C. Anybody D. Someone

3. Tomorrow is Sunday. What about __________ to the park?

A. went B. to go C. go D. going

4. What _________ he __________ last Sunday?

A. do , do B. does , do C. did , do D. did , did

5. Do you want to be a __________?

A. sing B. singer C. singers D. song

6. Would you like to paint the pictures?

Yes, __________.

A. I would B. I like C. I’d like D. I’d like to

7. This is a house __________ a small garden.

A. have B. has C. with D. for

8. Do you love __________ jazz music?

A. listen B. listening C. listens D. listening to

9. Used he to __________ early?

A. getting up B. get up C. gets up D. got up

10. Mr Smith can __________ a little Chinese.

A. say B. tell C. speak D. talk

III. 完形填空。

We often like to _____1_____ this game in our classroom. We sit in a circle _____2_____ our chairs. The teacher gives _____3_____ of us a big red flower. The teacher says, “Begin! ” He beats a drum and the students pass the flower _____4_____ one student’s hand _____5_____ another student’s hand very quickly. The flower goes round and round the circle. Then the teacher says, “_____6_____ !” He stops beating the drum. And the student who has the flower _____7_____ his hand is going to the middle of the circle to _____8_____ a song or say something interesting to _____9_____ ! After that we are going to begin the _____10_____ again.

（）1. A. take B. do C. play D. make

（）2. A. down B. on C. around D. at

（）3. A. each B. ones C. every D. one

（）4. A. from B. of C. in D. to

（）5. A. for B. with C. to D. on

（）6. A. Begin B. Start C. End D. Stop

（）7. A. at B. on C. in D. with

（）8. A. sing B. make C. say D. hear

（）9. A. them B. her C. us D. him

（）10. A. class B. game C. song D. flower

【试题答案】

1. collection 2. enjoyable 3. working

4. wonderful 5. cloudy 6. heavy

7. warmer 8. called 9. writing

10. better 11. better 12. paints

13. interested 14. is 15. reading

II.

1. A 2. B 3. D 4. C 5. B

6. D 7. C 8. D 9. B 10. C

III.

1. C 2. B 3. D 4. A 5. C

6. D 7. C 8. A 9. C 10. B

篇11：Section A Period Three 教学案例(新课标版英语七年级)

一、教学内容：

新目标七年级（下）第十单元 Section A 3a．3b和4

二、教学目标（知识目、标能力目、标情感目标）：

知识目标

1. 学习五个新单词：were rainy unfriendly awful fantastic

2.掌握一般过去时：where did you go? What did you do? How was your vacation？How were the beaches？How was the weather? How was the food?

3.学习使用一般过去时谈论过去的经历。

能力目标：提高学生听、说能力以及能用一般过去时谈论过去的经历

情感目标：通过描述过去的事情，使学生回顾过去、珍惜现在，树立正确的人生观和价值观，以积极向上的态度面对学习和生活。

三、教学重点：学习一般过去时的用法，尤其是was和 were 的用法

教学难点：一般过去时和一般现在时的区别

四、教学步骤

Ⅰ.Greetings

ⅡRevision

Review what we learned yesterday.

1.Let’s review Nancy’s, Kevin’s and Julie’s vacations by answering the questions:

1).Where did Nancy go on vacation?

2).Did she go to Central Park?

3).How was her vacition?

4).Where did Kevin go on vacation?

5).Did he play volleyball?

6).What did he think of his vacation?

7).How about Julie? Did she go to the movie?

8).What did she do?

9).How was her vacation?

2.Try to say

Nancy ______ New York City __________ .She went to Central Park. It ____ really nice.

Kevin went to ________ on vacation. He__________ volleyball. He______. The

water was ______ warm. Julie ________ home on vacation. She ________ to the movies or anything. She__________exams.

Ⅲ Lead in

Free talk:

1.What’s the weather like today? It is fine.

2.How was the weather last night? It was rainy.

3.What do you think of people in Yan’an? They’re friendly/unfriendly.

4.How about the food here? It is delicious/awful.

5.What do you think of your school? Great/Fantastic.

Ⅳ Learn new words: rainy , were, fantastic, unfriendly, awful

Ⅴ Finish the conversation and practice the conversation(3a P61).

Amy: How ___ your vacation, Lin?

Lin: It ____ pretty good.

Amy: How_____ the beaches?

Lin: They ____ fantastic.

Amy: How ___ the weather?

Lin: It ___ hot and humid.

Amy: How_____ the people?

Lin: They ____ unfriendly.

Ⅴ Look and say(3b P61)

Look at the pictures in 3b,what did these people think of their vacations? In pairs, ask and answer about the pictures

Ⅵ Groupwork:

Make a survey, talk about your last vacation with your partner, then fill in the form and give a report.

Name Place Activities Food feeling

Tom Hainan went to the beaches awful Interesting

exciting

For example:

A: Where did you go on vacation?

B: I went to …

A: How was your vacation?

B: It was …

A: How was the whether??

B: It was...

A: How was the food?

B: It was ...

A: How were the people?

B: They were ...

Report:

Last vacation, Tom went to Hainan on vacation. He went the beaches. The weather was… The food was… The people there were… So he think the vacation was …

Ⅶ Summary

--Where did you/he/she/they go on vacation?

--I /He/She / They went to Shanghai.

--Did you/ he/ she/ they go to Central Park?

--Yes, I /he/she/they did

--How was your/his/her/their vacation?

--It was pretty good.

--How was the food?

--It was delicious.

--How were the people?

--They were friendly

Ⅷ Exercises