29七年级上册 （教案7）Unit 2 Section B（2a-2c）

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

Teaching Aims	Language goals     To learn to introduce family photos. Key words and phrases     here; photo; of; next; picture; girl; dog; in the first/next photo; in my family. Key sentences      1. Here are two nice photos of my family.      2. My grandfather and grandmother are in the first photo.      3. In the next picture are my brothers, Bob and Eric.
Teaching Difficulties	Learn to find the key information in a passage.
Teaching Aids	A tape recorder ,CAI or multimedia courseware

Teaching Procedures	Tips
Step 1 Lead in
The T can present the family pictures appearing in this unit and elicit the people’s names from Ss . Ss can be encouraged to say out more names in this unit. The T can also encourage Ss to review what the differences between Chinese names and English names.
Step 2 Presentation & Reading
2a   The activity is to provide writing practice with the target language. Before Ss look for the answers in the unit, ask them to try to do the activity from memory first. Ss often read material or listen to conversations, but they do not necessarily try to remember what they have heard or read.   Answers:     Male: Tom   Bob     Jack    Paul   Jiang Tao  Alan Eric   John    Bill   Dale     Female: Cindy   Li Lan     Jenny   Linda     Mary      Sally Kate   Jane    Jiang Shan  Helen   Lin Fang 2b The activity is to provide reading practice with the target Language. Before reading, the T can ask Ss to observe the two pictures and answer the following questions: How many people can you see in the first picture? How many people can you see in the second picture? What else can you see in the second picture? Then the T can ask Ss to read the passage quickly and do the task in 2a individually . The T can check answers by asking the following questions: What’s her grandfather’s/grandmother’s/father’s/mother’s/sister’s/ cousin’s name? What are her brothers’ names? Does the dog have a name? Answers:     Jenny  Alan  Mary  Bob  Eric  Cindy  Helen  Coco    2c   The activity is to provide Ss with reading comprehension practice using the target language. The T can ask Ss to read the passage carefully and complete the sentences individually. Then ask some Ss to share their answers by reading the full sentences. At last the T can explain the key language points to Ss and play the recording of the passage. Ss can read after the recording and the T can pay attention to their pronunciation and intonation. Answers: 1. Jenny  2. parents 3.brothers  4.sister  5.cousin  6.Coco Teaching Tip: Guess   Encourage Ss to guess the correct answer to a question before scanning a reading passage to find the answer. One way to do this is to ask Ss to cover the reading passage with a piece of paper and to try and quickly guess the answers to the questions.After they have done this,they can either check their answers with a partner or immediately scan the reading passage for the correct answers. 2c    To make the task more challenging, the T can ask Ss to paraphrase the passage using the third person like this:     Alan and Mary are Jenny’s_____. Bob and Eric are Jenny’s _______. Cindy is Jenny’s _____. Helen is Jenny’s_______. Helen is Jenny’s _______. Jenny’s dog is ______.
Step 3Language points learning
Here are two nice photos of my family. 本句是以here开头的倒装句，用来引起注意或加强语气，其正常语序为“Two nice photos of my family are here.”。在倒装句中， 谓语动词的单复数形式取决于后面名词（短语）的数。 特别提醒：以here开头的句子中， 如果句子的主语是人称代词， 则不用完全倒装。 photo为可数名词， 其复数形式为photos。 take photos/a photo (of…)意为“（给……）拍照”。 a photo of …意为“一张……的照片”。 of作介词，表示所属关系，其后接名词、代词或名词性物主代词，常用于构成名词所有格。 介词短语in the first photo在本句中作表语。介词短语可在句中作表语，和be动词一起构成系表结构。first在此作序数词，意为“第一”，序数词前通常要加定冠词the。	The language points are for reference only.
Step 4  Summary & Homework	The homework can be varied 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:     Read and recite the passage in 2b. Do the exercises in students’ book.
Teaching Reflection	In the process of English teaching, teachers should try their best to encourage students to participate in the discussion and do not overemphasize the correct answers. This can not only broaden students' thinking space, help the development of creative thinking ability, but also help students master the language in use.