unit3 This is my sister 导学案(新目标版英语七年级)（共9篇）由网友“棉花糖棉茵陈”投稿提供，以下是小编为大家准备的unit3 This is my sister 导学案(新目标版英语七年级)，希望对大家有帮助。
篇1：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
1.
2.
3.
4.
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
C
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2：七年级（上）英语导学案 (新目标版英语七年级)
主备人： 董爱芳 备课时间： /10/10 审核人： 学案编号： 授课人： 授课时间： 学生姓名： 班级：
教学内容：Unit 2 This is my sister.(Section A 1a---2c) 课型： 新授课 教师复备栏或学生笔记栏 Task 4. 合作共建
(讨论)近指、远指分别用什么？复数呢？
Task 5、诊断评价
（一）英汉互译
his friends___________ these boys___________ her grandmother____________
你的父母亲___________ 他的妹妹们____________ 那些女孩们____________
(二).单词填空
These are my ____________________. (父母)
--- Is that your __________________ ?(爷爷)
My aunt and my mother are _____________ .(姐妹)
Tom and Sam are good ____________. (朋友)
I have 20 ________________. （相片）
6. My father and my mother are my _________..
7. This is my sister. ______name is Mary.
8. What are these? They are ________.(苹果)
9. Those are my_________(弟弟们).
10. Your mother's mother is your __________.
（三）汉译英
1、这些是你的朋友吗?
Are __________ __________ ____________?
2、那些是他们的尺子吗? 不,不是.
_________ _________ their__________?
No,______ _________.
Task 6、拓展延伸
让学生口头介绍自己的全家福照片，课后写在纸上。
三、
学习目标：学习谈论有关家庭成员的用语，初步学会介绍自己的家人。
教学重难点：识记单词，学会this/that/these/those的用法。
教师寄语： One cannot put back the clock. 时钟不能倒转
Task 1 . 交流检查，情感启动，导入新课
一、你能快速翻译出P13 1a的单词吗？
二、请默写下列单词：
姐妹__________ 兄弟___________ 父亲____________ 母亲____________
堂（表）兄弟_____________女儿________________ 儿子_______
朋友_____________ 爷爷______________奶奶______________
温馨提示：parent/parents 、grandparent/grandparents一样吗？
快速完成1a, 图词匹配，交换检查。
Task 2. 新知探究
一、1、看图片1a,引入: This is Dave. This is his sister.……
2、用This is┅These are┅句型依次介绍“我的”或Dave的其他家人。
3、听录音,完成1b,核对答案.
4、听录音,完成2a.2b,小组核对答案.
二、交流展示：小组竞赛看谁介绍的最多
（运用介绍人的句型: This/that is以及 These/those are和询问人的句型 Is this/ that┅）
Task 3. 点拨释疑
一、引入复数的概念.
This is my f________, and this is my m________. They are my p_________.
把下列单词变为复数形式.
mother -__________ father-_________ brother-_________ sister-________
friend-___________ grandfather-____________grandmother-____________
温馨提示：你知道它们的复数形式吗？
this-__________ that-_________ is-__________
6
学习心得
篇3：新目标七年级上册Unit6导学案 (新目标版英语七年级)
Unit6 Do you like bananas?
(SectionA 1a-1C)
一、学习目标
1、学习并运用各种食物的词汇，同时学习名词单数变复数的知识。
2、理解运用“Do you like……？” 询问他人对某种食物的爱恶。
3、继续学习一般现在时。
二、核心句型预览
1、Do you like banana？--Yes，I do./No, I don’t.
2、I like pears. I don’t like apples.
三、学习策略
课前明确学习自主学习
合作交流 课上展示评价
突破重难点巩固提高 总结反思
四、课前准备
1、本节课我们将学习一些表示食物的词汇，有些词汇会非常难记。
（1）课前请先根据音标知识以“自学＋交流”的方式试读这些新词汇，并在以后运用中记住它们。下面推荐一个串记口诀。
美味食物摆上桌，眼花缭乱非常多。果蔬搭配有营养，一看我就Like。
草莓strawberry，沙拉原是salad；French fries是薯条，全部吃完打饱嗝。冰湛淋ice cream要少吃，坏了肠胃了不得。
Pear梨 ，orange橙，香蕉就是 banana； broccoli花椰菜，tomato西红柿，汉堡包就是 hamburger。
我们已经了解了什么是可数名词和不可数名词。你知道名词单数如何转化为复数形式吗？请自学教材P94-95有关内容。
（2）以上表示食物的词汇哪些是可数名词？哪些是不可数名词？哪些既可用作可数名记号，又可作为不可数名词？请分别用“_____”、“ ”、和“ ”在口诀中标出。（可参考教材P32，“Grammar Focus”），然后把可数名词变成复数。_________________。
2、上一单元我们学习了动词，如have，play，watch，你还会用吗？翻译以下句子。
（1）--Do you have a TV?-No, I don/t.______________________
（2）--他有一个网球拍吗？--是的，他有。_____________________
（3）她不参加体育运动。______________________。
本节课我们将学习动词Like/ldik/“喜欢”。
--Do you like bananas? Yes, I do. 是什么意思？__________________
Like与上面have，play一样，是实义动词，变疑问句、否定句时，要借助动词do，当主语是第三人称单数时，这些动词谓语要加“s”或“es”，变为疑问句、否定句时，要借助动词does，且动词要恢复原形。
[探究]
（1）--你喜欢橙子吗？--不，我不喜欢。
--______________________？--______________________
（2）--她喜欢花椰菜吗？--是的，她喜欢。
--______________________？--______________________
（3）--他们不喜欢草莓。______________________
五、学习过程
[模块1]学生展示预习情况，师生评价。
（1）各小组试读生词，听录音，正音，师结合图片教读，生跟读、自读。
（2）各小组继续展示“准备1”自学情况，进一步学习名词单数变复数的完成。
（3）同学们展示准备2自学情况。关于like用于第三人称情况不作要求。
[模块2]学习1a
将词语与图中物品匹配，看看哪些同学做得又快又准确。
[模块3]学习1b。听录音，给3段小对话按顺序编号。
（温馨提示）听录音前，请先快速浏览一下3段对话，注意关键词；在对话中，结合like的用法。
[模块4]1c。在活动和练习中体会like的句型，在情境和交流中学会运用like询问他人的爱恶。
（1）pair work（结对活动）
师：--Do you like salad?
生：--Yes, I do.(No, I don’t.)
同学们仿做对话，开展结对对话练习。
（2）Group work（小组活动）
1）调查学习小组内每个成员对以下食物的好恶，练习“Do you like ……”句型。
Food
Name √× tomatoes oranges ice cream pears
[模块5]师生总结主语为I时，like的用法，可数名语单复数变化规律，疏理本节课重点句型和主要词汇。
六、达标测试
（一）单项选择：
1、--_______________? –No, I don’t .
A、Do you like ice cream B、Does you have a pen
C、Are you like salad D、Does he like it
2、--Do you have a basketball? --_________.
A、Yes, I have B、No, I haven’t
C、Do, Like D、Yes, I do
（二）将下面名词变为复数
Tomato _________ family __________ book__________
Key__________ watch____________ orange_________
（三）完成句子
1、Jim _________（有）some oranges, but he ________（没有）any pears.
2、--你喜欢薯条吗？-- __________you ____________?
--是的，我喜欢。___________________.
3、我不喜欢这些橙子。I __________ these ___________.
七、学习反思
本节课我学到了什么？
1、主要句型有___________________________
2、主要词汇有___________________________
还有什么不足？_____________________________________________
第二课时（Section A 2a-4）
一、学习目标
1、继续实践运用关于like的句型，询问他人对食物的好恶，体会一般现在时的用法；
2、掌握有关食物的词汇，并能运用这些词汇和like句型开展调查活动。
3、通过听力练习，进一步提高听力水平和解题能力。
二、核心句型预览
1、--Does he/she like French fries? –Yes, he/she does./No, he/she doesn’t.
2、--Does Bob like strawberries?-Yes, he does./No, he doesn’t.
三、课前准备
1、对抗组之间互相检查上节课已学词汇，成绩汇报给课代表。
①一个橙子_________ ②许多草莓_________
③五个香蕉_________ ④一些花椰菜_________
2、在班内任选2人作为调查对象，询问他们对下列食物的好恶，然后填写表格。
Food
Name √× pears salad bananas Franch fries Broccoli tomatoes
3、你知道food什么意思吗？怎么读？_________________，试翻译下面一句话：I have some nice food.
4、Does he like pears?是什么意思？
回答：______________________（请参考第一课时准备2）然后尝试paiwork开展。运用Does he/she like ……询问他人对某些食物的好恶。
Food
Name √× hamburgers oranges strawberries
he
she
四、学习过程
[模块1]检查词掌握情况、名词单数变复数的规则，并检查课前准备情况，各小组汇报展示，师生评价。
[模块2]听力训练。学习2a-2b。听录音前先明确题目要求，读出所列词汇，并简单分析所给图画。
[模块3]2c，结对活动。
[模块4]Crroupwork（小组活动）
师问学生1：Do you like bananas?
生1：Yes, I do.
师问学生1：Do you like strawberries?
生1：No, I don’t.
师问学生2：Does he like bananas?
生2：Yes, he does.
师问学生2：Does he like strawberries?
生2：No, he doesn’t.
各小组可以3人为单位，开展对话练习。体会“Does he/she like……？”句型。小组汇报展示。
（2）Grammar focus师生总结归纳like的用法。
（3）Pairwork见教材P33 Part3，请先认真阅读活动要求，注意要正确使用“”句型。
（4）Food Survey食物调查。见教材P33 Part4 ，在全班范围内开展小调查，注意举止与纪律。
（5）师生总结。小组可以先围绕本节课重难点讨论、交流学习反馈。
五、达标测试
（一）单项选择
1、Bob_______ like orange.
A、don’tB、doesn’t C、isn’t D、aren’t
2、_______ she like hamburgers?
A、Is B、AreC、Do D、Does
3、--__________ Mr Green like broccoli? --Yes, he _____.
A、Does, does B、Do, does C、Does, likes D、Do, do
4、Do you like ________?
A、a broccoli B、bananaC、ice creams D、tomatoes
（二）完成句子
1、--他喜欢汉堡包吗？--_______he _________ __________?
--是的，他喜欢。 --Yes, he _________.
2、--Lucy喜欢薯条吗？--______ Lucy _________ French fries?
--不，她不喜欢。 --No, she ________.
3、他们不喜欢花椰菜。They ________ _________ broccoli.
4、Bob和Bill喜欢草莓吗？ ______ Bob and Bill _______ _______?
六、总结反思
1、本节课我学到了什么？
（1）主要句型有_______________________________________
（2）主要语法有________________________________________
2、不足之处及解决办法：______________________________________
篇4：新目标七年级上u7导学案 (新目标版英语七年级)
Period 1(P37) 班级 小组 姓名
学习目标 5’
1 能准确读出并默写下列词汇：how much , sock, shirt, T-shirt, shorts
sweater, trousers, shoe, skirt, sale, dollar.
2 能熟练说出常见服装的名称。
3 会运用以下句型来询问所喜欢服装的价格
----What is it/ what are these?---- It’s a shirt./ They are trousers.
----How much is it/ are they? ---- It is / They are 30 dollars.
体验学习30’
I自主预习与合作交流
1 课前收集有关服装的单词。
2 根据音标自主拼读词汇，小组互相检测读音与词义；并交流记忆心得。
我会写：
II 1a----1b
1. Talk about the picture in 1a.讨论1a中的图片，可以使用以下问句
What’s this?/ What are these?
What color is it? What color are they?
How much is it/ How much are they？
2. Match the words with the things in the picture. 将单词与图中物品配对。
3. Listen and circle the things in 1a you hear. 听录音，在1a的图片中圈出所听到的单词。
4. 合作探究
How much is this T-shirt? It’s seven dollars.
How many apples do you have?
归纳：how many 与how much 的区别
造句：
5 Listen and repeat.听录音并跟读。
III 1c Practice Pairwork / groupwork
＄20＄42＄18 ＄35
A: What is this?/ What are these? B: It’s a …/ They’re …
A: What color is it/ are they? B: It’s …/ They are…
A: How much is it?/ How much are they? B: It’s …/ They are…
Picture1：
Picture 2：
Picture3 :
Picture4:
IV总结 4’
我学会了服装的名词：
我学会了重要的句子：
篇5：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6：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7：新目标版七年级上第八单元英语导学案（之二） (新目标版英语七年级)
【学习目标】：1.掌握本课所有的序数词及部分单词
2.能熟练的询问他人的生日及年龄
3.了解名词的所有格
【学习重点】：正确的运用序数词
根据身份证编对话
【学习过程】：
一、自主学习（教师寄语：Many hands make light work. ）
学习任务一: 熟练读、写本课单词及短语。
1.个人自读、记忆本课单词及短语．
2.小组互相检查读写情况．
3.根据汉语写出下列英语单词及短语并展示．
第一__________ 第二________第五_________ 第八______________
第九_________第十二__________ 第二十_______第三十__________
日期_________ 高兴__________ 出生_________年龄____________
年老的________
学习任务二: 运用When is your birthday? My birthday is ---询问生日
1. 两人一组练习下列对话
A. When is your birthday?B. My birthday is July 5th.
A. When is her birthday?B. Her birthday is May 2nd.
A. When is his birthday ? B. His birthday is August 5th.
2.组内同学合作,根据所制作的表格做对话
A. When is your birthday? B. It's March 21st.
A. How old are you ? B. I'm 15.
3. 两人一组相互练习
学习任务三.完成听力部分
二、合作共建（教师寄语：Many hands make light work. ）
在名词后加's表示----的，表示一种所有关系
你妈妈的生日 your mother's birthday Tom 的椅子 Tom's desk
Mary 的生日 Mary's birthday Xiaoming的书 Xiaoming's books
三、系统总结（教师寄语：No man can do two things at once.)
询问其他人的年龄及生日的句型
How old is he/ she? He/She is 13.
When is his /her birthday? His/Her birthday is ----
四、【诊断评价】（教师寄语：Never do things by halves）
（ 一）写出下列数字的叙述词
one__________ two ________ three __________ five____________
nine_________ twelve_________ twenty__________fifteen__________（二）写出下列短语.
多大年龄____________ 他的生日__________出生日期_____________（三）选择.
1._________ is your birthday?
A. Who B. Where C. How many D. When
2. My mother's birthday is _______________.
A. July 22st B. July 22th C. July 22nd D. 22nd
3. The _______ moth is April.
A. firstB. second C. third D. fourth
（四）根据首字母完成单词
1. Monday is the s________ day of the week.
2. His b____________ is October 3rd.
3. Teachers' Day is on S__________ 10th.
4. December is the l_________(最后的)month of the year.
5. H_________ birthday.
（五）完成句子
1. I'm 5. (对划线提问)
_____________________________
2. Her birthday is June 3nd.
________________________________
3. 我妈妈的生日是七月四号.
My _________ birthday is ___________4th.
4. 他的生日是十月二号.
________________________________________
五、【课后反思】（教师寄语：Never do things by halves）
通过本节课的学习我最大的收获是_________________________________
感到自己有待加强的是___________________________________________
篇8：七年级上册第三单元英语导学案 (新目标版英语七年级)
五龙三中导学案
总课时：5课时 课题：Unit3 section A 1a-2c (1课时)
作课教师及班级: 秦晓峰 冯林丽 李林艳 （七年级）
一、学习目标（目标定向 情景激趣）
（一）学习目标
1．掌握词汇pen,pencil,dictionary，ruler,eraser,schoolbag等。
学会句型:
--Is this your pencil? --Yes, it is. It’s mine. /No it isn’t. It’s his.
--Are these your books?--No, they aren’t. They are hers.
3. 掌握指示代词:this,that
4. 掌握名词性物主代词，并复习巩固人称代词的主格和宾格及形容词性物主代词。
自主学习 探究新知
（一）学习新单词
pen,pencil,pencil box,book,ruler,eraser,schoolbag,dictionary
1、英汉互译。
your dictionaryhis backpack my ruler
我的铅笔盒 他的卷笔刀 她的书 一块橡皮
（二）学习新句型
--Is this your pencil? --Yes, it is. It’s mine. /No it isn’t. It’s his.
--Are these your books?--No, they aren’t. They are hers.
1、this, that的用法。
（1）this, that指示代词，“这”，“那”。它们只表达单数概念。
（2) this 是就近指代，而that是相对的远处指代，这只是一个相对概念，并不是绝对的。
(3)这两个指示代词经常单独使用，从不和冠词(a, an, the)、形容词性物主代词(her, his, its, my)等连用；
(4)它们的一般疑问句在回答时不直接用this, that, 而是用it来代替上文的指示代词以免词汇重复。
(5) 它们还可以放在名词前面，直接作宾语，但只与单数名词在一起使用。
This is my pen,that is his book.这是我的钢笔，那是他的书。
-Is this your backpack? 这是你的背包吗？
-Yes, it is. /No, it isn’t. 是，是的。/不，不是。
2.不定冠词a, an 的用法区别：
(1)不定冠词an 常用于元音发音开头的词前。例如：
an eraser 一块橡皮擦，an apple 一个苹果， an “A” 一个A字母
(2)不定冠词a常用于可数名词前表示数量，相对于“one”一个/本。a book 一本书、a pencil case 一个铅笔盒。
3.名词性物主代词的用法：
主格人称代词 宾格人称代词 物主代词
形容词性 名词性
I
you
he
she
it
we
you
they
(1)人称代词的主格在句子中作主语
A. am sorry， I am late. B. are both from China.(we)
(2).人称代词的宾格在句子中作动词宾语或介词宾语，表语。
A. Who is it? It is (I).
B. I like (she).What about (you)?
(3).形容词性物主代词一般位于名词前，用作定语。
A. (I)name is John Green.
B. Excuse me, is this (you)car?
(4).名词性物主代词的句法功能A. 作主语，例如：May I use your pen? works better.我可以用一用你的钢笔吗？
B. 作宾语，例：I love my motherland as much as you love .
我爱我的祖国就像你爱你的祖国一样深。
C. 作表语，例如：Is this your book or (I)?
D. 名词性物主代词=形容词性物主代词+名词:为避免重复使用名词，有时可用“名词性物主代词”来代替“形容词性物主代词+名词”的形式。例：My bag is yellow, her bag is red, his bag is blue and your bag is pink.为避免重复使用bag，可写成My bag is yellow,is red,is blue and is pink.
E. 名词性物主代词有时可以和of 构成短语，
a. A friend of (I)is good at English.
b. I hate that behavior (行为)of (her).
c. That photo of (you) is beautiful.
3、单项选择：
（ ）1. -____ this your book? -No, it isn't.
A. Are B. Is C. Am D.be
（ ）2. -Is that his pen? - ____________.
A. Yes, it is B. No, it is C. Yes, it isn't D./
（ ）3. This is ______________ key and that is ___________ eraser.
A. a, a B. a, an C. an, aD. the, an
（ ） 4. -Hello! Are you Sue? -_____________________
A. Yes, I’m. B. No, I’m. C. Yes, it is. D. No, I’m not.
三、合作探究（展示交流 互动解惑）
(一）小组内对自主学习的单词和句型互相讨论、交流解决疑惑
（二）小组竞赛,利用自己所有的物品小组编新对话进行展示
1、 ---What’s this ? ---It’s a/an…
2、Is this your ruler? Is that your backpack?
3、 A:This is my pen.Is this your pen?
B:No,it isn't.It's your pen.
（三）1、听录音,给1b对话编号并练习1b的对话
2、听录音,完成2a和2b的空并练习2b的对话
四、反馈检测 总结拓展
(一）用所给词的适当形式填空 1. That is not _________ bike. That bike is very small, but _________ is very big. (I)
2. The dress is _________. Give it to _________. (she) 3. --Is this _________ watch? (you) --No, it’s not _________. (I)4. ______ is my brother. ______ name is Jack. Look! Those books are _______. (he)5. ________ dresses are red. (we) What color are _________? (you)6. Here are many dolls, which one is _________? (she)7. I can find my toy, but where’s _________? (you)8. Show _________ your kite, OK? (they)9. I have a beautiful cat. _________name is Mimi. These cakes are _________. ( it )10. Are these_______tickets? No, _______ are not ______. ______ aren’t here. ( they )11. Shall _________ have a look at that classroom? That is _________ classroom. ( we )12. _________ is my aunt. Do you know _________ job? _________ a nurse. ( she )13. That is not ________ camera. ________is at home. ( he )14. Where are ________? I can’t find ________. Let’s call ________ parents. ( they )15. Don’t touch _______. _______ not a cat, _______a tiger!（it)16. ________ sister is ill. Please go and get ________. ( she )17. _______ don’t know her name. Would you please tell ______.(we)18. So many dogs. Let’s count _________. ( they )19. I have a lovely brother. _________ is only 3. I like _________ very much. ( he )20. May I sit beside _________? ( you )21. Look at that desk. Those books are on _________. ( it ） 22.The girl behind _________ is our friend. (she)
（二）句型转换。
1.This is a pencil.(改为一般疑问句)
This is a dictionary.(划线部分提问)
Is that a sharpener?(做肯定,否定回答)
4.This is your pen.( 改为否定句)
5.Are these your pencils?( 做肯定,否定回答)
五※教学反思※
篇9：导学案 (仁爱版英语七年级)
Unit 3 Getting together
Topic 2 What does your mother do?
Section A
学习目标：
1.知识
(1) Learn some words about jobs:
doctor, worker, driver, farmer, cook, nurse
(2) Learn some other new words and a phrase:
kid, glad, seat, have a seat, mother, father, parent, office
（3）Talk about jobs，greetings and introductions:
2. 方法 利用卡片法学习新单词并设置一个场景At Kangkang’s home。
3 情感 初步培养学生见面问候及职业表达的能力。
学习重点：
1. 关于工作的新单词的识记。
2. 询问职业的表达法。
学习难点及突破策略：
学习难点：询问职业表达法
突破策略：设置一个场景At Kangkang’s home
学习流程：
【阅读提示 合作探究】
-、走入新课
出示3a的图片初步认识新单词并完成3a
A: What does he/she do?
B: He/She is …..
二、 阅读提示1：
1. 找出下列单词及词组。
doctor, worker, driver, farmer, cook, nurse , kid, glad, seat, have a seat, mother, father, parent, office
2. 找出你不懂的其它短语及词汇。
____________________________________________________________-
_____________________________________________________________
三、 阅读提示2：
1. 阅读对话1a和 2a并翻译下列词组
（1）. 见到你很高兴 （ 2 ）.就坐（3）.这是我的妈妈
（4）.你妈妈是做什么的呢？（ 5）我的父母亲都是白领
____________________________________________________________-
_____________________________________________________________
2. 阅读对话1a和 2a并回答下列问题。
（1） Where are they ?
（2） What do Micheal’s parents do?
（3） What does Kang Kang’s mother do ?
____________________________________________________________-
_____________________________________________________________
____________________________________________________________-
3. 读对话1a 和 2a，画出重点句子并找出你不懂得其他问题。
What does your mother do? -She is a teacher.
What do your parents do? -They are both office workers
Glad to meet you.
-Glad to meet you, too. Maria, this is my mom.
____________________________________________________________-
_____________________________________________________________
____________________________________________________________-
【多元互动 合作探究】
1. 请将存在的问题和你周围的人讨论，并将你认为有价值的东西记录下来。
____________________________________________________________-
_____________________________________________________________
2. 再次阅读1a和2a 并编制相同的对话（两者合成一个完整的对话）。
____________________________________________________________-
_____________________________________________________________
3.阅读2a完成2b
【训练检测 目标探究】
. I am a teacher. (对画线部分提问)
______do you ______?
2. What do you do? (同义句) What ______ you?
3. It’s Jim’s bag. (对画线部分提问)
_______bag ______it?
4. His sister is a nurse. (对画线部分提问)
______ ______ his sister _____?
5. 他们俩都是医生。
They _____ ______ ______.
【迁移应用 拓展探究】
-、 学习链接1：
Make a survey about what your friend’s parents do, then make a report
____________________________________________________________-
_____________________________________________________________
二、 学习链接2：
怎样根据职业介绍他人？
____________________________________________________________-
_____________________________________________________________
学后反思：
____________________________________________________________-
_____________________________________________________________
Unit 3 Getting together
Topic 2 What does your mother do?
SectionB
学习目标：
1．知识
1. Learn some new words and a phrase:
work, hospital, on, farm, on a farm, drive
2. Talk about jobs and workplaces:
(1)-What does the man do?
-He’s a doctor.
(2)-Where does he work?
-He works in a hospital.
2．方法
利用挂图及连线配对的方法。
3．情感
帮助学生将职业与工作地点有机结合起来。
学习重点：
谈论工作及工作地点。
学习难点及突破策略：
学习难点： 职业与工作地点的结合。
突破策略： 利用挂图进行配对练习。
学习流程：
【阅读质疑 自主探究】
- 、走入新课
根据提示词询问职业编写对话：driver farmer nurse doctor student
A: What does your father do ?
B: He is a
A :Where does he work?
____________________________________________________________-
_____________________________________________________________
____________________________________________________________-
_____________________________________________________________
二、 阅读提示1：
1. 听录音1a 并猜测 hospital 的意思然后翻译1a。
____________________________________________________________-
_____________________________________________________________
____________________________________________________________-
____________________________________________________________
2. 读对话1a并背诵。
3. 反复练习1b 并注意介词短语 in a school on a farm in an office。
【多元互动 合作探究】
1.完成2 然后讨论并完成将职业和职业特征连接。
farmer works in the hospital
driver teaches at school
cook works on the farm
nurse drives a bus
doctor works in an office
office worker studies English
student works in the kitchen(厨房)
teacher looks after patients(病人)
T: Please match the jobs with the workplaces.
Example:
doctor-works in the hospital
2.听录音完成3
【训练检测 目标探究】
将下列词的正确形式填到横线上
farm hospital drive cook work
There are four people in Li Ming’s family ,his father ,mother ,sister and he . His father often drives a bus ,so he is a___.His mother is a____ . She ____ on a farm .She is hardworking（勤劳的）and kind .She often cooks in the kitchen .so she is a _____. What does his sister do ? Oh ,she is a nurse .She works in a _____.
【迁移应用，拓展探究】
-、 学习链接1：
Make a survy . Ask your classmates about their parents’jobs and workplaces. Then complete the table.
Person
What does he/she do?
Where does he/she work?
XiaoHua
Xiao Hua’ s father
Xiao Hua’ s mother
二、学习链接2：
英语中怎样询问他人的职业以及职业特征呢?
____________________________________________________________-
_____________________________________________________________
____________________________________________________________-
_____________________________________________________________
学后反思：
____________________________________________________________-
_____________________________________________________________
____________________________________________________________-
_____________________________________________________________
Unit 3 Getting together
Topic 2 What does your mother do?
Section C
学习目标：
1. 知识
(1) Learn some words about family members and relatives:
aunt, uncle, brother, grandparent, cousin, daughter, son
(2) Learn other new words and a phrase:
family, sofa, tree, family tree
2. 方法 出示全家福介绍家庭成员的关系。
3. 情感 帮助学生通过家庭关系及职业介绍家谱。
学习重点：
1. 家庭亲戚关系的单词识记。
2. 介绍家谱。
学习难点及突破策略：
学习难点： 介绍家谱。
突破策略： 运用全家福及挂图。
学习流程
【阅读质疑 合作探究】
一、 走入新课
请根据职业及工作特征介绍全家福，并想其它的方法。
This is my mother .She is a teacher .She works in a school .The man in blue is my father He is a doctor .He works …..
____________________________________________________________-
_____________________________________________________________
_阅读提示1：
阅读教材65-66页找出下列词汇：
aunt, uncle, brother, grandparent, cousin, daughter, son ， family, sofa, tree, family tree
二、 阅读提示2：
1.读对话1a 回答下列问题。
（1）Is the young woman in yellow his mother?
（2）Is the young man in green his uncle?
（3）Who are they on the sofa?
____________________________________________________________-
_____________________________________________________________
2.读对话 1a , 画出1a下面重点句子并找出你不懂得其它问题。
(1) This is a photo of my family.
(2) Who’s the young woman in yellow?
(3) Who are they on the sofa?
(4) I have a big family.
____________________________________________________________-
_____________________________________________________________
【多元互动 合作探究】
1.和同学讨论解决问题并记录有价值的东西。
grandparents=grandmother and grandfather
mother’s brother or father’s brother = uncle
mother’s sister or fathers sister =aunt
………..
____________________________________________________________-
_____________________________________________________________
2. 根据关键词复述1a对话。
a photo of -- woman in yellow -- woman in red -- man in a green T-shirt -- on the sofa -- big family
3.读1a完成1b ,1c。
【训练检测 目标探究】
2. 对画线部分提问：
(1) My parents are workers. do your parents ?
(2) I am a student. do you ?
(3) The man works on a farm. the man work?
(4) They work in a school. they work?
1. 翻译下列句子。
（1） 我爸爸的弟弟是叔叔
（2） 妈妈的姐姐是姨
(3我父母的父母是祖父母翻译下列句子。
（3） 穿红色衣服的是谁？
2.根据介绍制作家谱。
My name is Jack. I am a boy. I’m 12 years old. I’m a student. My father is a doctor. My mother is a teacher. My aunt and uncle are both office workers. They have a daughter. I have a little sister. My little sister is four years old. She is at home with my grandparents.
____________________________________________________________-
_____________________________________________________________
____________________________________________________________-
_____________________________________________________________
__-
二、 学习链接2：
你会根据他们的职业、工作单位、与你的关系等情况介绍你的家人吗？
____________________________________________________________-
_________________________
★ 学案教学心得体会
★ 学案教学心得
★ 教学课堂工作总结
★ 新目标版七年级上第八单元英语导学案（之二） (新目标版英语七年级)
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