T: I’m the only child in my family, so I don’t have any brother or sister. But Ihave an uncle and an aunt. They are my
father’s brother and sister. Look, they are here.
教学重点和教学难点:
This is my sister .That is my brother.
Those are my brothers. These are my sisters.
Who is he? He is my brother.
Who is she? She is my sister.
Who are they? They are my parents.
T: Yes, this is a picture of my family.
T: Can you see the woman?
This is my mother.
T: Do you know which one is my father? This is my father. Do you think he is handsome?
T: What’s this in English? (Show some pictures or use the PPT.)
T: Spell it, please.
T: What color is it?
S: My name is …
S: Nice to meet you, too!
S: It’s a jacket.
T: If we want to call our father and mother together, we can call them parents.
T: Father is my parent, Mother is my parent, too. They are my parents.
T: Now look at these two old people. They are my grandparents. One is my grandfather, the other one is my grandmother. They are old but they are healthy.
五、教学策略选择与信息技术融合的设计
教师活动
预设学生活动
设计意图
Step 1. Warm-up and revision
（1）Daily greetings to the students
T: Hello. What’s your name?
T: Nice to meet you!
(2)Revision
S: J-A-C-K-E-T, jacket.
S: It’s purple.
正式进入主题内容前的常规对话
复习对话复习前面学过的句型，既是回顾，又是对接下来新知识呈现的发问
Step 2.Presentation（图片展示《家有儿女》中的人物以及老师家庭的成员）
T: What’s this in English?
These are my sisters. Those are my brothers.
Who is he? He is my brother.
Who is she? She is my sister.
Who are they? They are my parents.
Know about plural forms.
教学设计方案
课题名称：This is my sister姓名： Nhomakorabea工作单位：
学科年级：
英语 七年级
教材版本：
人教版
一、教学内容分析
This unit is about the family members .In this unit, students learn the names of family members and practice introducing family members . It is very interesting for students. All the activities are designed to improve students reading ,speaking ,listening and writing skills. Students are sure to be glad to learn this unit.
三、学习者特征分析
由于学生刚刚进入初中不久，多数学生在小学期间没有规范的学习过英语。通过本单元的学习，学生有了基本的感性认识。在教学中应注重让学生了解中英文化上的差异，逐步掌握学习英语的方法。同时在教学中经常融入一些有趣的文化习俗，故事等，以便增强学生学习英语的兴趣。
四、教学过程
首先在对整个课时进行教学设计的时候，从Topic入手，以下列的程序进行：Topic –--Structure —Vocabulary--- Sentence--- Grammar。其次，用五步教学法;情景教学法；结合“English possible, Chinese necessary.”的教学方法,进行听说结合，模仿操练，反复使用重点单词和句型，由浅入深，由易到难，循序渐进地深化教学内容；再次，把鼓励教育教学法参与到课堂教学中，教师评价多元化并且恰当的使用激励性评语，让学生尽量的参与到课堂教学活动中，有更多的机会说英语，让他们渴望成功的心理得到满足，使他们体验到
S: It’s a picture /photo.
S: Mother.
S: Father.
学生熟悉新词汇，注意发音和拼写
二、教学目标
教学目标：
Vocabulary：
sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family, those, who, these.
Target language:
This is my sister .That is my brother.