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鲁教版五四制初一英语上册第五单元
Unit5　This is my sister.全单元教案
课　题 Unit 5　This is my sister. 课时 第一课时 Section A(1a-2d)
课型 New
教学目标 知识目标 1. 学习并掌握下列词汇: father,mother,parents,grandfather,grandmother,grandparents,brother,sister,family,those,these,who 2. 掌握以下句型: 理解并掌握These are. . . Those are. . . Who’s he/she 等句型的含义。
能力目标 能独立完成听力内容要求的学习任务。能在小组内进行分角色表演。
情感目标 通过谈论“家庭”的话题,使学生了解自己与他人的家庭、家人的一些信息,培养学生爱家人、尊敬长辈、友爱兄弟姐妹的优秀品质。
教学重点 1. 学会认知家庭成员,了解家庭关系。 2. 学会介绍人,识别人。
教学难点 1. 通过认知家庭成员及关系学会使用指示代词复数these, those 的用法。包括一般疑问句和否定句式。 2. 能写一封书信。 3. 能比较熟练地使用目标语言写一份介绍家庭成员或他人的短文。
课前预习 Preview the new words.
教学方法 Situational approach; Listening and speaking approach; Communicative approach
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up Let students sing the song that was learned in Unit 4. A: What’s your name B: I’m Alan. B: What’s your name A: My name’s Eric. A: Nice to meet you. B: Nice to meet you, too. AB: We are friends. We’re friends. . . Sing the song that was learned in Unit 4. A: What’s your name B: I’m Alan. B: What’s your name A: My name’s Eric. A: Nice to meet you. B: Nice to meet you, too. AB: We are friends. We’re friends. . . 通过让学生唱歌,既复习了前面所学的知识,又能让学生愉快地进入到课堂学习中,也为新单元的学习奠定了基础。
Step 2 Lead-in 1. Use PPT to show some pictures in Unit 4 and ask: ①What’s his/ her name ②Who’s your friend ③Where is he / she 2. Guide students to use “This is . . . That is. . . ”to answer. 1. Look at the pictures carefully. 2. Answer the teacher’s questions. 通过帮助学生设计语言情境和板书重点词汇,小组合作交流等活动形式,学生对语言知识的学习做到词不离句,更好地提高语言学习效率。
续表
教学环节 教师活动 学生活动 备课札记
Step 3 Presentation 1. Show students two pictures of members. 2. Lead students to introduce the pictures with This/ That is. . . ; These / Those are. . . 3. Help students ask and answer the questions: ①—Is this/ that. . . —Yes, it is. / No, it isn’t. ②—Are these / those . . . —Yes, they are. / No, they aren’t. 1. Look at two family pictures of members. 2. Introduce the pictures with This/ That is. . . ; These / Those are. . . 3. Ask and answer the questions: ①—Is this/ that. . . —Yes, it is. / No, it isn’t. ②—Are these / those . . . —Yes, they are. / No, they aren’t. 《家有儿女》是学生较喜爱的电视剧,对剧中的人物角色比较熟悉,有利于学生掌握所学词汇,能形成一个较完整的Family Tree。教师通过板书的精巧设计,突出重点掌握的语言和词汇。通过对话的形式,让学生掌握 Is this. . . Is that. . . Are these. . . Are those. . . 一般疑问句及其肯定答语Yes,it is. 和Yes, they are. 的交际运用,为听力中的句型练习做好铺垫,降低学生的听力难度。
Step 4 Practice 1. Let students look at the pictures in 1a first. 2. Ask students to write the letter next to the word. 3. Lead students to practice 1c. Role-play the conversation in 1a. Then talk about the other people in the picture. 1. Look at the pictures in 1a first. 2. Write the letter next to the word. 3. Practice 1c. Role-play the conversation in 1a. Then talk about the other people in the picture. 通过单词与图中人物配对练习和分角色两两对话,能帮助学生巩固所学的词汇和目标语言,提高语言交际、灵活运用的能力。
Step 5 Listening practice 1. Guide students to listen to a conversation between Cindy and Li Lan. Li Lan is asking something about Cindy’s family. Listen carefully and circle the words you hear in 2a. Then show the answers. 2. Explain the difficulties. Listen to a conversation between Cindy and Li Lan carefully and circle the words that are heard in 2a. Then show the answers. 通过教材中提供的听力训练,学生能更好地理解和掌握本节课所学的词汇和语言,为角色扮演提供了充足的语言素材。其中设计了听前指导,让学生对听力内容有初步了解,增强听力的目的性。听后学生成果展示,能让学生体会到成功的愉悦感。
Step 6 Role-Play (2d) 1. Let students learn about the background of the conversation. 2. Let students read the conversation together. 3. Explain the difficulties. 4. Let students read in pairs. 5. Let six pairs of students role- play the conversation in front of the class. 1. Learn about the background of the conversation by going through it quickly and according to the picture beside it. 2. Read the conversation together, then in pairs. 3. Role-play it. 通过角色扮演,学生对本节课所学的语言有了整体的掌握,“Oh,I see. Well, have a good day!”等语言的运用,提高了学生灵活运用语言的能力。
续表
教学环节 教师活动 学生活动 备课札记
Step 7 Summarize 1. Guide students to summarize how to introduce families and others. 2. Guide students to summarize the use of sentences “This is. . . That is. . . These are. . . Those are. . . Who’s he/she Who’re they ” 1. Summarize how to introduce families and others. 2. Summarize the use of sentences “This is. . . That is. . . These are. . . Those are. . . Who’s he/she Who’re they ” 培养学生探究、归纳总结的能力。
Step 8 Consolidation 教师设置巩固检测练习: 一、单项选择 (　B　)1. —Is that your sister Anna —No, _______isn’t. A. it　　　B. she　　　C. he (　A　)2. My aunt Alice and my mother are . A. sisters B. brother C. brothers (　B　)3. —Are these your grandparents —Yes, are. A. these B. they C. those (　C　)4. —_______ that boy —He’s my friend Jack. A. Is B. What’s C. Who’s (　A　)5. Look! That’s my _______. Those are my parents. A. family B. brothers C. friends 二、用括号中所给单词的适当形式填空 1. Lucy, Mary and Linda are my good friends (friend). 2. Look at the photo. Those are my grandparents (grandparent). 3. Is this (these) your sister 4. They are (be) my father and mother. 5. Mr Black has (有) three brothers (brother). 三、连词成句 1. my, is, Bill, This,friend, (. ) This is my friend,Bill. 2. parents, these, your, Are, ( ) Are these your parents 3. day, a, good, Have, (!) Have a good day! 4. are, grandparents, Those, his,(. ) Those are his grandparents. 5. is, she, Who, ( ) Who is she 四、根据短文大意和首字母提示补全单词 This is Xiao Xue’s family photo. This is her father. That is her mother. They are her parents. The two boys are her brothers. That is her grandfather. And that is her grandmother. Those are her grandparents. 独立完成检测练习,进行自我评价。 通过检测练习,便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
续表
Step 9 Homework 1. Bring your family photo and introduce your family in class next time. 2. Finish the exercises in your workbook.
板书设计 Section A (1a-2d) 1. New words: sister,mother, father, parent, brother, grandmother, grandfather, grandparent, family, those, who, these, they, well, have, day, buy 2. Structures: ①This is. . . That is. . . ②These are. . . Those are. . . ③Who’s he/she
教学反思 本节课的教学理念就是寓词汇教学于语言教学中,教学过程中始终做到“词不离句”,让学生在“用中学,学中用”。这个教学思路就是通过热身环节的歌曲到引入环节目标语言的导入,尽可能自然流畅地带领学生走入《家有儿女》中小雪的家庭,学习对家庭成员的英语称呼,同时通过“This is . . . These are . . . That is . . . Those are . . . Who’s . . . Is this . . . Is that . . . ”等目标语的学习,又通过听力训练、两两对话练习、组内分角色表演、当堂达标训练等形式,多方位地展示所学语言,帮助学生巩固所学知识。通过课堂观察和达标练习看出,多数学生掌握较好,但学困生掌握起来仍有一定难度,因此要加强对学困生的指导、督促。 另外,本节课如果采用微视频让学生了解指示代词的用法,可能要比让学生只是通过感悟理解效果更好。

课　题 Unit 5 This is my sister. 课时 第二课时Section A(Grammar Focus-3c)
课型 New
教学目标 知识目标 1. 能够熟练介绍家庭成员。 2. 学会运用句型 This/That is. . . These/Those are. . . Who’s she/he Who’re they 3. 能识别运用名词复数。
能力目标 能用对话的形式来介绍家人或他人。
情感目标 学生能够用英语介绍家庭成员,了解家庭关系,增加亲情观念。
教学重点 1. Talk about your family. 2. The use of “this, that, these, those”.
教学难点 1. How to help students introduce their family freely. 2. The use of the structures “ Who is he/ she ” “Who are they ”
课前预习 1. Read through the Grammar Focus. 2. Read 3a and complete the conversation.
教学方法 Situational approach; Speaking approach; Communicative approach.
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Review 引导学生复习: 1. 介绍位置相对较近的人或事物。This is. . . These are. . . 介绍位置相对较远的人或事物。That is . . . Those are. . . 2. these是指示代词,意为“这些”,是this的复数形式。These are. . . 句型意为“这(些)是……”,用来介绍离说话人较近的两者或两者以上的人或物。例如: These are his parents. 这是他的父母亲。 These are blue shirts. 这些是蓝色的衬衫。 3. “Are these/those. . . ”是一般疑问句,意为“这/那(些)是……吗 ”,用Yes, they are. 或No, they aren’t. 来回答。例如: Are these your friends 这些是你的朋友们吗 Yes, they are. 是的,他们是。 4. who意为“谁;什么人”,是一个疑问代词,用于对人的身份进行询问。who’s是who is的缩写形式,用于对单个人进行询问,回答时常用He’s/She’s/It’s. . . 。who’re (=who are)用于对两个或两个以上的人进行询问,回答时常用They’re (=They are). . . 。 —Who is that boy 那名男孩是谁 —He’s my cousin. 他是我的堂弟。 —Who are they 他们是谁 —They’re my brothers. 他们是我的弟弟们。 5. that’s是that is的缩写形式。当人称代词、指示代词及疑问词与be动词am, is, are等连用时,为了简便常用缩写的形式。大家试着写出下列缩写形式: who is =_______　who are =_______ they are =_______　I am =_______ she is =_______　he is =_______ it is = _______　what is =_______ 配合老师,完成复习任务。 通过复习前面所学内容,使学生愉快而自然地进入课堂学习,也为新课的学习奠定了基础
续表
教学环节 教师活动 学生活动 备课札记
Step 2 Group work 1. Let students look at the picture of 3b. 2. Ask students to make sentences with the words in the three boxes. 3. Help students make a conversation and act it in front of the class. 1. Look at the picture of 3b. 2. Make sentences with the words in the three boxes. 3. Make a conversation and act it in front of the class. 通过帮助学生设计语言情境和板书重点词汇,小组合作交流等活动形式,学生对语言知识的学习做到了词不离句,更好地提高语言学习效率。
Step 3 Practice First let students complete the conversation in 3a and read it. Then ask them to make similar conversations about other friends or other people. First complete the conversation in 3a and read it in pairs, and then make similar conversations about other friends or other people. 通过两人小组对话,让学生从听对话到模仿对话,练习、掌握对人或事物作介绍的方法。
Step 4 Extension 1. Let students look at their family pictures first. 2. Let students exchange their family pictures. 3. Introduce each other’s picture. 1. Look at their family pictures first. 2. Exchange their family pictures. 3. Introduce each other’s picture. 彼此的家庭照是学生比较感兴趣的选材,对照片中的人物进行介绍,能帮助学生巩固所学的词汇和目标语言,提高语言交际、灵活运用的能力。
Step 5 Play a game 1. Let students show some old family photos and take turns to guess who he / she is. 2. Explain the difficulties. Show some old family photos and take turns to guess who he / she is. 利用3a, 3b提供的信息让学生进行口语问答活动,在交流信息过程中,巩固表示介绍的各种句式的运用。
Step 6 Summarize Guide students to summarize how to use the structures “①—Who is that boy —He’s my cousin. ②—Who are they —They’re my brothers. ” Summarize how to use the structures “①—Who is that boy —He’s my cousin. ②—Who are they —They’re my brothers. ” 培养学生探究、归纳总结的能力。
续表
教学环节 教师活动 学生活动 备课札记
Step 7 Consolidation 教师设置巩固检测练习: 一、句型转换 1. That is my brother. (变为复数句) Those are my brothers. 2. It is a nice picture. (变为复数句) They are nice pictures. 3. Are these your sisters (变为单数句) Is this your sister 4. Are those your friends (作肯定及否定回答) Yes, they are. No, they aren’t. 5. He’s my father. (对画线部分提问) Who’s he 6. They’re my grandparents. (对画线部分提问) Who’re they 二、选择恰当的单词补全对话 are,they,Are,is,Thanks,Who’s, Is,He’s,She’s
A: This is my family. B: Who’s he A: He’s my father. B: Who’s she A: She’s my mother. B: Are those your grandparents A: Yes, they are. B: Is that your brother A: Yes. He’s my brother, Dale. B: Oh, I see. Well, have a good day! A: Thanks!(You, too. ) 独立完成检测练习,进行自我评价。 通过检测练习,便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 8 Homework 1. Recite new words and phrases. 2. Finish exercises in your workbook.
板书设计 Section A(Grammar Focus-3c) 1. that’s=that is　who’re=who are　who’s=who is　they’re=they are 2. Sentences ①This is. . . That is. . . ②These are. . . Those are. . . ③Who is he / she ④Who are they
教学反思 在本节课的教学活动设计中,能够利用丰富的语境,设置循序渐进的学习任务,充分发挥学生的主体作用,引导学生合作学习、自主探究,重视“预习-展示-练习-反馈”的学习过程。
课　题 Unit 5　This is my sister. 课时 第三课时Section B(1a-2c)
课型 New
教学目标 知识目标 1. 学习掌握下列单词: son,grandpa,mom,aunt,grandma,dad,uncle,daughter,here,photo,of,next,picture, girl, dog 2. 学习并掌握下列短语: two photos of. . . ,in the first photo,in the next photo 3. 掌握以下句型: Here are. . .
能力目标 进一步熟练运用介绍家人的句型,巩固如何介绍家人的知识点。
情感目标 能正确介绍家人或他人,并培养学生正确的亲情观和友情观。
教学重点 1. Talk about the family tree. 2. The use of the sentence “Here is/ are. . . ”
教学难点 1. How to help students to express their feelings about their families freely. 2. The use of the phrase “a photo of sb. & a photo of sb’s”.
课前预习 1. 自我预习: 根据音标读出Section B 1a-2c单词。 2. 课本预习: 完成1a,2b,2c。(将答案写在课本上)
教学方法 Situational approach; Listening and speaking approach;Communicative approach.
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up and work on 1a 引导学生完成1a的 family tree,用方框中的单词补全家谱。 注: dad/mom, grandpa/grandma是孩子对自己的父母或祖父母的亲昵称呼,常用于口语中;而father/mother, grandfather/grandmother则常用于比较正式的场合,或向别人介绍自己的(祖)父母时使用。 完成1a的 family tree ,用方框中的单词补全家谱。 利用学生感兴趣的家谱结构图复习学过的家庭成员称呼的词汇,为介绍家谱作铺垫;并通过家谱结构图激发学生的学习兴趣以及热爱家庭,爱护家人的情操。
Step 2 Listening (1b) 1. Ask students to listen to the tape of 1b and check (√) the words they hear. 2. Play the tape again and ask students to find which picture Jiang Tao and Tom talking about are to finish 1c. 1. Listen to the tape of 1b and check (√) the words you hear. 2. Listen to the tape of 1b again and find which picture Jiang Tao and Tom talking about are to finish 1c. 在语境中呈现和导入目标语言。
续表
教学环节 教师活动 学生活动 备课札记
Step 3 Group work (1d) 1. First let students draw a picture of his/her family and friends to tell his/her partner about his/her picture: These are my parents. This is my grandmother. She is a worker. She is 53. She is thin. This is my friend, Jin Fang. She is a shop assistant. She is 24. . . 2. 学生四人一组在组内介绍。组内选出介绍最好的,准备代表小组台前发言。 3. 小组代表台前发言,教师担任评委,给每个小组得出分数。 4. 将学生发言中出现的生词板书,让其他组学生猜汉意和读音,猜对者可给本组加分。 1. First draw a picture of his/ her family and friends to tell his/ her partner about his /her picture: These are my parents. This is my grandmother. She is a worker. She is 53. She is thin. This is my friend, Jin Fang. She is a shop assistant. She is 24. . . 2. 四人一组在组内介绍。组内选出介绍最好的,准备代表小组台前发言。 3. 小组代表台前发言。 通过小组活动,让学生从听到说的过程中,体验并练习做介绍的感受。
Step 4 Reading and practice 1. Let students read about Jenny’s family and circle the names first. 2. Ask students to read the passage again and complete the sentences of 2c. 1. Read about Jenny’s family and circle the names first. 2. Read the passage again and complete the sentences of 2c. 通过阅读练习,引导学生在语境中体会学以致用的成就感。
Step 5 Game 让一个学生到黑板上写一个姓名,让其余的同学猜这个名字是谁的。 用到的句型: Is. . . your. . . Yes,it is. No,it isn’t. 到黑板上写一个姓名,让其余的同学猜这个名字是谁的。 用到的句型: Is. . . your. . . Yes, it is. No,it isn’t. 通过教材中提供的游戏训练,学生能更好地理解和掌握本节课所学的词汇和语言,不但能激发学生的学习兴趣,也能让学生体会到水到渠成,学以致用的愉悦感。
Step 6 Summarize 1. Guide students to summarize how to write about his / her family. 2. 引导学生说出收获和疑惑。 1. Summarize how to write about his / her family. 2. 我的收获: _______ 我的疑惑: ____________ 培养学生探究、归纳总结的能力。
续表
教学环节 教师活动 学生活动 备课札记
Step 7 Consolidation 教师设置巩固检测练习: 一、找出本单元中的男性名字和女性名字,并将它们写下来 Male: Alan,Bill,Dale,David,Eric. Female: Helen,Jane,Jenny,Linda,Sally. 二、把下列单词变为复数形式 mother mothers father fathers brother brothers sister sisters friend friends grandfather grandfathers grandmother grandmothers cousin cousins daughter daughters aunt aunts uncle uncles 三、单项选择 (　B　)1. Sam and Nick _______good friends. A. is　　　　B. are　　　　C. be (　A　)2. Here _______a nice picture of my house. A. is B. are C. be (　C　)3. The name the school is JEF Middle School. A. in B. on C. of (　A　)4. Jenny is my dad’s sister. She’s my _______. A. aunt B. uncle C. cousin (　B　)5. Those two _______are my sisters. A. dogs B. girls C. boys 四、选词填空 son, photo, daughter, girl, of, next
1. Here’s a photo of Mary’s family. 2. Wang wang is the name of my dog. 3. Bob is my father. I’m his son. 4. Eric and his sister are in the next picture. 5. That’s Mr Miller. His daughter is Jenny. 6. —Who’s that girl —Oh, she’s my cousin, Cindy. 独立完成检测练习,进行自我评价。 通过检测练习,便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 8 Homework 1. Recite new words and phrases. 2. Draw your own family tree and introduce it.
板书设计
教学反思 在本节课的教学活动设计中,能够利用丰富的语境,设置循序渐进的学习任务,充分发挥学生的主体作用,引导学生合作学习、自主探究,重视“预习-展示-练习-反馈”的学习过程。
课　题 Unit 5　This is my sister. 课时 第四课时Section B (3a-Self Check)
课型 New
教学目标 知识目标 1. 复习掌握本单元所学词汇。 2. Here is(are). . . 句型。 3. 名词变复数。
能力目标 学习如何写介绍家人的短信。
情感目标 能正确表达自己的感情,并引导学生正确处理事情,特别是正确看待不好的事情对自己的影响。
教学重点 1. Group the words learned for family members. 2. The use of the sentence “Here is(are). . . ”.
教学难点 Talk about how to describe the family photo.
课前预习 1. 熟读3a 并完成填空,且将文章翻译成汉语。 2. 根据所学知识完成Self Check。
教学方法 Situational approach; Speaking approach; Communicative approach.
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Review 出示单词抽认卡,引导学生按要求写出下列单词或短语 1. grandfather (口语) grandpa 2. father (口语) dad 3. grandmother (口语) grandma 4. mother (口语)mum 5. friend (复数)friends 6. aunt (对应词) uncle 7. picture (同义词)photo 8. son (对应词)daughter 9. 这就是here’s 10. 我的两张家庭照片 two photos of my family 11. 在第一张照片中 in the first photo 12. 狗的名字 dog’s name 按要求写出下列单词或句子 1. grandfather (口语) 　　 2. father (口语) 　　 3. grandmother (口语)　　 4. mother (口语) 　　 5. friend (复数) 　　 6. aunt (对应词) 　　 7. picture (同义词) 　　 8. son (对应词)　　 9. 这就是　　 10. 我的两张家庭照片_______　 11. 在第一张照片中 　　 12. 狗的名字 　　 通过让学生以抽认卡的形式完成这个练习,既复习了前面所学的知识,又能让学生愉快地进入到课堂学习中,也为新单元的学习奠定了基础。
Step 2 Writing (3b) 1. 检查3a、3b及Self Check 2 的预习效果。 2. 让学生分小组讨论,如何写出3b中的描述照片的文章。 指导: (1)作文的前两句话已给出,第一空格处应填好自己的名字。 (2)将照片上的家人的姓名或与自己的关系向大家作介绍。同学们可以按辈份或年龄的大小有顺序地依次进行介绍。 (3)注意运用正确的句型,在介绍父母或祖父母等多个人时,可用These/Those are. . . 句型;在介绍单个的人时,应用This/That is. . . 句型。 1. 出示3a、3b及Self Check 2 的预习成果。 2. 小组讨论,如何写出3b中的描述照片的文章。 让学生在语境中练习和巩固目标语言。
续表
教学环节 教师活动 学生活动 备课札记
Step 3 Group work 1. 指导学生以小组为单位讨论总结可数名词的复数形式以及名词单数变复数的规则。 2. 巡视各小组活动情况,适时点拨。 以小组为单位讨论总结可数名词的复数形式以及名词单数变复数的规则。 通过小组合作,不仅能增强学生对所总结内容的理解和掌握,还可以培养学生的合作意识、增强自信心和人际交往能力。
Step 4 Explain 1. Check the result first. 2. Show the rules on the flash cards. a. 可以直接以数字计算的名词称为可数名词,可数名词有单数和复数两种形式。 b. 对可数名词来说,当表示一个人或事物时用单数形式;表示两个或两个以上的人或事物时则用复数形式。 c. 单数可数名词变为复数名词有以下规则: ①一般情况下在名词后面加-s。 pencil→pencils, sister→sisters ②以辅音字母加y结尾的名词,先将y改为i,再加-es。 family → families ③以s, x, ch, sh结尾的名词后加-es。 watch→watches, box→boxes(盒子) ④以f或fe结尾的名词,先将f或fe改为v,再加-es。 knife→knives(小刀) ⑤以o结尾的名词,有生命的加-es,无生命的直接加-s。 tomato→tomatoes (西红柿) photo→photos ⑥特殊变法 man→men (男人) woman→women 1. Show the results of their discussion. 2. Check their own results and remember them. 最后订正,不留疑错。
Step 5 Summarize 1. Guide students to summarize how to write a letter to friends and introduce their families simply. 2. Lead students to tell what he / she has learned and what he / she can’t understand. 1. Summarize how to write a letter to friends and introduce their families simply. 2. Tell what he / she has learned and what he / she can’t understand. 培养学生探究、归纳总结的能力。
续表
教学环节 教师活动 学生活动 备课札记
Step 6 Consolidation 教师设置巩固检测练习: 一、写出下列单词的复数形式 1. parent parents　　　 2. sister sisters 3. brother brothers 4. this these 5. that those 6. photo photos 7. family families 8. bus buses 9. watch watches 10. girl girls 11. cousin cousins 12. dog dogs 13. she/he/it they 14. dictionary dictionaries 二、根据首字母提示,写出单词 1. Look! This a picture of my brothers. 2. This is my aunt, Mary. She’s my father’s sister. 3. —Is Bob your uncle —Yes. He’s my mom’s brother. 4. Jenny is my sister. She’s my dad’s daughter. 5. Is that boy your brother No. He’s my cousin. 三、根据汉语提示,完成句子 1. 这里有一张我的家庭照片。 Here is a photo of my family. 2. 这是我的舅舅和舅母。 These are my uncle and aunt. 3. 那两名女孩子是我的表妹。 Those two girls are my cousins. 4. ——咪咪是你的猫的名字吗 ——不是。 —Is Mimi the name of your cat —No, it isn’t. 5. ——你的祖父母亲在下一张照片中吗 ——是的。 —Are your grandparents in the next picture —Yes, they are. 独立完成检测练习,进行自我评价。 通过检测练习,学生便于了解自己对本节课的词汇、句型、语法等的掌握情况。
Step 7 Homework 假如你叫Mary,请你给你的朋友Jim写一封信,向他介绍一下你的家人。
板书设计 Section B (3a-Self Check) 1. Thanks for. . . 意为“谢谢……”后接名词。 ①Thanks for your help. 谢谢你对我的帮助。 ②Thanks for the beautiful card. 谢谢你给我这么漂亮的卡片。 2. 英文书信的格式大致如此: 称呼(Dear. . . ,)顶格写;正文;结束语;署名(Yours. . . ) Dear. . . , ______________________________________________ ______________________________________________ Yours, ××
教学反思 在本节课的教学活动设计中,能够利用丰富的语境,设置循序渐进的学习任务,充分发挥学生的主体作用,引导学生合作学习、自主探究,重视“预习-展示-练习-反馈”的学习过程。

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