28七年级上册 （教案7）Unit 2 Section B（1a-1d）

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Unit 2 This is my sister.
Section B（1a-1d）

Teaching Aims	Language goals   Learn to talk about family members. Key words and phrases son,cousin,grandpa, mom,aunt, grandma, dad, uncle, daughter, a photo of my family. Key sentences     1. —Who's he?        —He is my uncle.     2. This is a photo of my family.     3. And is she your cousin?
Teaching Difficulties	How to personalize the target language to make the language more meaningful and keep students motivated.
Teaching Aids	A tape recorder; CAI or multimedia courseware

Teaching Procedures	Tips
Step 1 Lead in
The T can play a video about introducing family members to help Ss review the target language they have learned and more involved in the following activities. Then the T can encourage Ss to describe a family tree. During the process, the T can also pre-teach some new words and expressions. Ss are encouraged to practice using these target language.
Step 2Presentation & Practice
1a This activity is to help Ss use the target language to complete a family tree. Have Ss learn the different terms that are commonly used for each family member. Write on the board: Grandfather/Grandpa Grandmother/Grandma Mother/Mom Father/Dad Explain that “grandpa,grandma, mom, dad” are less formal. Ss do the in 1a individually and the T can check answers in class. The T can ask Ss to read these words in chorus to check their pronunciation. Answers:   mom, aunt, son, sister, cousin 1b     The activity is to give Ss practice recognizing the target language.     The T can use Answer Poll to check Ss’ answers: Find out how many Ss obtained the correct answers in an activity by taking a poll. List the possible answers on the board (but do not tell Ss the correct answers). Then ask Ss to raise their hands for each item they checked. In this way, you can count how many Ss checked each item. Finally, tell Ss the correct answers. How many were correct?How many were wrong? Answers: aunt; uncle; cousin; friends; grandpa, grandma. 1c This activity is to provide guided listening and speaking practice with the target language. The T can guide Ss to use picture clues. Before listening , the T can ask Ss to look at the pictures in 1c and discuss the following questions: How many people are in the pictures? Who are they? Where are they? What are they doing? ... In this way, Ss are better prepared to answer listening comprehension questions. Answers:  picture 1 1d The activity is to provide Ss with speaking practice using the target language. Ask Ss to draw their families and friends. Then Ss work in pairs to introduce the people in their pictures. The T can observe and offer help to Ss in need. Ss should pay attention to the accuracy of Ss’ speaking.
Step 3  Language points
aunt 指父母那一辈除母亲之外的所有女性长辈，相当于汉语中的“姑母；姨母；伯母；婶母；舅母”。前面有不定冠词修饰时，应用an。注意：a+读音以辅音音素开头的词；an+读音以元音音素开头的词。 uncle 指父母那一辈除父亲之外的所有男性长辈，相当于汉语中的“舅父；叔父；伯父；姑父；姨父”。前面有不定冠词修饰时，应用an。 aunt与uncle与人名连用的时候， 书写与汉语习惯相反， 要将称呼写在人名前， 且首字母要大写。 cousin是名词, 意为“堂兄（弟、姊、妹）；表兄（弟、姊、妹）”，表示与自己同辈的男性亲属或女性亲属，其复数形式为cousins。
Step 4  Summary & Homework	The homework can vary with the specific conditions.
Summary  The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge. Homework:     Preview the passage in Section B 2b. Do the exercises in students’ book.
Teaching Reflection	The design of activities before listening(Activities1a and 1b) is very important. The purpose is to activate the memory in students' brain, recall the learned words, phrases and sentence patterns, and pave the way for listening activities. At the same time, students' response process is also to learn and consolidate language knowledge in application.