学校滕东中学七年级 2024年10月9日。
第六周星期二第四节课。
主讲人金亚婷个人手机 138
邮箱 : unit 2 this is my sister. section a （1a—3c）
teaching goals
in this class, we will talk about how to introduce people with
“this, that , these and those .”and then we will learn how to
identify people by using sentences “ who is she / he ? he/ she
is … we are going to listen and say the names of family
members. we can introduce our family to other people. family
is very important to us ,so we must love it .
step 1 lead in
let students listen to a family song, and then ask students to
find family members in the song .
t : do you like this song ?
s: …t: ok. in these pictures, what can you see?
s: …t: yes. we can see a happy family. now, this class we will
talk about our families and introduce your family to everyone
设计意图】：让学生欣赏the family这首歌曲，进一步熟悉前一课所学的家庭成员的单词，并且可以在轻松愉快的歌曲中进入新的一课。
step 2. learning
一． teacher shows a photo of liu xing.
t: what’s his name? do you know?
s: his name is liu xing.
t: yes. suppose i were liu xing, i would introduce these photos to you.
this is my motherthis is my father.
these are my parents.
that is my brotherthat is my sister.
this is my grandfatherthat is my grandmother
those are my grandparents.
设计意图】：通过展示学生非常熟悉的《家有儿女》的**，引起学生对本课学习的兴趣。教师通过把自己看成是刘星来介绍自己的家庭，让学生先了解做介绍时用到的句型，同时学习单复数的变化。
二．learn 1a.
t: just now, we talked about liu xing’s family, now let’s see another boy, d**e. his family is also big, and they are very happy.
① h**e a student read some words in 1a.
then ask students to look at the picture, and match the words with the people by themselves, then discuss in groups.
3 check answers.
设计意图】：通过****，学生可以从图上观察出每个人物的特点，然后学生先自己完成1a的练习，最后小组讨论答案，老师最后再组织核对答案。
step 3. listening practice
一）．听力训练一（1b）
1. play the recording the first time. students only listen.
2. listen and circle the words you hear in 1a.
3. listen again, and let students repeat.
设计意图】：这部分听力的练习，**第一遍录音，让学生总体上对于听力内容有个了解；接着**第二遍，完成相关的练习。最后一遍录音是让学生跟读，这是起到正音的效果。
（二）听力训练二（2a-2b）
1. listening for the general idea. 听取大意。
2a. listen and circle the words you hear.
2. listening for the specific ideas.听取细节
2b. listen again. match the names with the people in the picture.
1. jenny __2. jack __3. tom___
4. bob __5. linda __6. mary __
3. post-listening activities听后活动。
1）practice: ask and answer questions about the photo of liu xing.
let one student points to the picture to ask, and his or her partner answers. like this:
a: that’s my family. those are my parents
b: who is he
a: he is my father. oh, and he is my brother, xia yu.
b: who is she?
a: she is my sister, xia xue. she studies very well.
(2) role – play： group work(四人一组) .
student a is sally, student b is sally’s sister, kate.
student c is jane’s brother, paul. student d is jane. one day, sally and her sister and her brother go to the park, they meet jane, and so sally introduces her family to jane.
you can make dialogues like this:
sally: good morning, jane.
jane: good morning, sally.
sally: oh, jane, this is my sister kate. kate, this is my friend jane.
kate: nice to meet you, jane.
jane: nice to meet you, too. oh, who is he, a boy?
sally: he is my little brother, paul.
jane: oh, i see. well, h**e a good day.
sally & kate: thanks! you, too. bye!
设计意图】: 这部分的听力内容一共分为三个部分：第一部分是听取大意，让学生对听力内容能够大致了解，听出里面所出现的单词；第二部分是听取细节，这一部分要求学生仔细听，听对话的内容，并把人名选出来，这就要求学生要听懂里面人物说的什么。
最后一部分是听完录音之后的巩固活动，根据听的内容再结合自己的观点来和同桌进行对话的练习，同桌练习后进行小组的合作学习，四人一个小组，分角色进行表演，使学生进一步熟练所学的单词句子并能更好的掌握。
step 4. 合作交流，巩固提高：
1. according to the conversions we h**e learnt, complete this dialogue.
a: that __my family. that’s my mother.
bhe?amy father.
b: who’s
a: she’s __sister.
b: and __they?
amy grandparents.
2. ask a student to check answers. and then let students practice this dialogue with their partners.
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