资源简介

Unit 2 This is my family.
Section A (1a-1c)
一、教学目标：
1. 知识与技能目标：
1) 能掌握对家庭成员的称呼的词汇及指示代词：sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), who, they, this, that, these, those
2）能掌握以下句型：
① —This/That is his sister.
② —These/Those are his parents.
③ —Who's she —She's my sister.
④ —Is this/that your sister —Yes, she is./No, she isn't.
⑤ —Are these/those your parents —Yes, they are./No, they aren't.
3) 掌握指示代词this, that, these, those及它们所构成的介绍他人的句型。
2.过程与方法目标：
能灵活运用所学的词汇及句型在小组活动中介绍自己的家庭成员。
3. 情感态度价值观目标：
让学生知道他们应当尊敬自己的父母、祖父母及其他家庭成员，在家庭中应多帮助父母做力所能及家务劳动。通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。
二、教学重难点
1. 教学重点：
1）the names of family members.
2）The usage of demonstratives pronouns: this, that, these, those
2. 教学难点：
1) the plural forms of the demonstratives pronouns.
2) Train Ss’ ability to apply what they’ve learned to their daily life.
三、教学过程
Ⅰ. Warming-up and revision
1. Greetings
T: How are you What’s your name Nice to meet you! What's your telephone number
2 . Let some students show their ID card.
T: What's your first name What's your last name What's your telephone number
3. Let Ss introduce their ID card information to class.
My first name is… My last name is… My telephone number is…
Ⅱ. Presentation
1. Show Ss a piece of video “《家有儿女》”.
T: (show Xia Yu’s photo) What’s his name
Ss: His name is Xia Yu.
T: We know Xia Yu has a happy Family. Now let’s come into his family. Who is this
Ss: This is Xia Xue.
T: Xia Xue is Xia Yu’s…
Ss: Sister.
T: Good! Who can spell sister
T: Read after me, sister. (Ask a group of Ss to read the word)
2. Show Ss another photos and teach the new words by the same way.
(Bb: brother, father, mother, parent (s), grandfather, grandmother, grandparent (s) )
T: Now let’s chant.
Father, father, this is father.
Mother, mother, that is mother.
Grandfather, grandfather.
Grandmother, grandmother.
Parents, parents, these are my parents.
Brother, sister, those are my friends.
3. Work on 1a. Let Ss look at the picture in 1a. Then read the words on the left side. Then match the words with the people in the picture.
Check the answers with the class: 1. a 2. d 3. b 4. h 5. f 6. e 7. i 8. d 9. g
Ⅲ. Listening
T: A boy is talking about his family. Who is he talking about Now listen and circle the people the boy talks about.
Ss: OK.
(Play the recording of 1b twice. Students work.)
T: What’s the answer
S: Two brothers and a sister.
Ⅳ. Pair work
1. Role-play the conversation in 1a.
Ss work in pairs. Role-play the conversation. Try to remember the sentence structure:
This is… ; That is…; These are…; Those are…
Who's she/he She's/He's …
2. Look at the picture in 1a. Talk about the other people in the picture with your partner.
Using the sentence structure:
This is… ; That is…; These are…; Those are…
Who's she/he She's/He's …
Let some pairs act out their conversation.
Homework:
1. Remember the new words.
2. Collect a family photo. Introduce your family members in the photo.
板书设计：
Unit 2 This is my sister.介绍他人：This is my.... These are... （近指）That is my... Those are... (远指)
Section A (2a-2d)
一、教学目标：
1. 知识与技能目标：
1) 能掌握对家庭成员的称呼的词汇及指示代词2）能掌握以下句型：
① —Is this/that your sister —Yes, she is./No, she isn't.
② —Are these/those your parents —Yes, they are./No, they aren't.
③ —Who's she —She's my sister.
2) 掌握指示代词this, that, these, those及它们所构成的介绍他人的句型。
2.过程与方法目标：
以及Who开头的特殊疑问句，一般疑问及其简单回答；运用名词的复数形式。能够用英语向朋友介绍自己的家人，从而让他们了解自己的家庭。
3. 情感态度价值观目标：
让学生知道他们应当尊敬自己的父母、祖父母及其他家庭成员，在家庭中应多帮助父母做力所能及家务劳动。通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。
二、教学过程：
Step One. Listening
1. T: Here are two girls. They are talking about the family members. Please listen to the recording of 2a in Section A and circle the family members you hear.
First let's read the words in the box together.
(Read the words together. Then play the recording of 2a twice. Students work.)
T: Check the answer.(Ask two students to say the answers.)
2. Listen and match.
T: Now let's look at the photo of this family. We know this is Jenny. But we don’t know who is Bob, who is Jack, who is Linda, who is John and who is Mary. Let’s listen and find them. (Play the recording of 2b. Students work.)
T: Who find them (Many students may say they do. Choose two of them to answer.) Step Two. Pair work
T: You come to this home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “—Who's she/he —She's/He's…” to find them, please. When you finish, change roles to do it. Now begin.
(Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)
T: Let’s check your work, please. SS: OK. (Ask one pair to do it.)
S1: Who's she S2: She's Jenny.
S1: Who's he S2: He's John.
(Ask two more pairs to do it.)
Step Three. Role-play
1. Now look at the picture in 2d. This is Jane's family. Read the conversation first. Then look at the picture and guess who they are.
(Ss read the conversation then guess who the people are. They can discuss in pairs.)
2. Let some students introduce the people in the picture. They can say:
This/That is… These/Those are…
3. Let Ss read the conversation after the teacher aloud. Then work in groups of three. Practice the conversation. They may change roles as they like.
4. Ask some pairs to act out the dialogue in front of the class.
5. 评价：让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。教师对学生们的相互评价及表现记录在学生评价表上。（学生从心理年龄及认知水平上都处于很单纯、好表现的时期 , 因此恰当的评价能激发他们的学习兴趣，有利于形成良好的学习习惯。）
Homework:
1. Remember the new words.
2. Collect a family photo. Introduce your family members in the photo.
板书设计：
Section A (Grammar Focus-3c)
一、教学目标：
1. 语言知识目标：
1) 通过不同方式的练习继续熟练掌握对家庭成员的称呼的词汇。
2）继续练习运用以下句型来介绍自己的家庭成员。
① —This/That is…
② —These/Those are ….
③ —Who's … —She's/He's…
④ —Is this/that … —Yes, …/No, …
⑤ —Are these/those … —Yes, they are./No, they aren't.
3) 能运用所学的词汇及句型完成不同的交际练习。
2. 情感态度价值观目标：
通过学习对这部分的学习使学生对自己的家庭成员会有更清晰的印象，并学会与家庭成员和睦相处，从而激发起他们对家人的热爱。
二、教学重难点
1. 教学重点：
1） 总结介绍自己的家庭成员所用的句型。
2） 总结询问及回答家庭成员所用的句型。
3）综合运用所学的知识与他人就成员的话题进行交际。
2. 教学难点：
1） 总结掌握介绍家庭成员的句型结构；掌握询问及回答某人的身份所用的句型。
2） 综合运用所学的知识进行交际的能力。
三、教学过程
Ⅰ. Warming- up and revision
1. Greeting the Ss. Chant the song they learnt in the last class.
2. 通过上一节课的学习我们知道家庭成员的称呼。上一课安排同学们带自己的家庭照片来，那么，现在我们用自己带来的照片来介绍自己的家人。你应该用什么样的句型呢？现在我们作个示范练习。
Sample One：（show the teacher's family photo）
T：This is my grandmother. This is my grandfather. Those are my parents. That’s my husband. That’s my son.
T: Now it's your turn. Take out your family photo and introduce them to your partner.
(Ss take turns introduce their family members to his/her partner.)
3. Review the conversation in 2d.
Ask some pairs to role-play the conversation.
Ⅱ. Grammar Focus.
1. 阅读指导：
1）老师总结已学过介绍自己家庭成员的两类句型。
第一类为介绍单个的家庭成员时，较近处的用This is…; 较远处的用That is…
第二类为介绍多个家庭成员时，较近处的用These are…; 较远处的用Those are…
2） 询问某人的家庭成员时，可用两类句型。
第一类为特殊疑问句，Who's she/he 应做直接回答：She's/He's…或Who are they 回答用They're …
第二类为一般疑问句，单个人物用：Is this/that… Yes, she/he is.或No, she/he isn't.
多个人物用：Are these/those… Yes, they are. 或No, they aren't.
2. 学生阅读并完成下列句子。（可借助课件来完成此任务）
3. 注意以下几种缩略的表达法：that’s = that is, who’s = who is, who're = who are,
they’re = they are
4. 学生识记后，做填空练习来进行巩固。
Ⅲ. Practice
1. T:　 Let's work on 3a. A is introducing his family member to B. Read the dialogue and try to fill in the blanks with the right words.
2. 阅读指导：同学们应先通读对话一遍，根据上下文问答句的提示，以及句式结构，回答的方式等来确定空格处的词汇。比如：第二句是一个疑问句，由后面的答语不是以Yes或No来回答，可知第二句应是一特殊疑问句，因此可知空格应是特殊疑问词who。第三句，因空格后面是my father，可知空格处应He's。
3. Ss work in pairs. Try to fill in the blanks. They can discuss the answers with their partners.
4. Check the answers. Then let the Ss practice the conversation. Get some pairs to act out the conversation in front of the class.
Ⅴ. Practice
1. T: Now let's work on 3b. Work in pairs to make sentences with words in the three boxes.
2. S1 look at the pictures, say:
This is my… That is my… These are my… Those are my…
3. S2 repeat S1's introductions:
This is your… That is your… These are your… Those are your…
Ⅵ. Practice
1. T: You and your partner put your photos on the desk. Take turns to ask and answer the family members.
S1: Who's she S2: She's my mother.
S1: Who's he S2: He's my father.
S2: Is this your grandfather S1: Yes, he is.
S2: Are those your parents S1: No, they aren't.
2. T: Do you know what “family” is Ss: …
T: “family” means “ father –and –mother-I –love –you!” And I hope you can show your love to your parents, OK
Ss: Ok!
Homework
1. Review the Grammar Focus.
2. Make a conversation with your partner and copy it on your workbook.
板书设计
Section B 1a-2c
一、教学目标：
1. 语言知识目标：
1) 能掌握对家庭成员称呼的词汇：son, daughter, cousin, grandpa, grandma, mom, dad, aunt, uncle, 以及here, of, photo, next, picture, girl, dog等。
2）能正确理解家庭成员之间的关系，对家庭成员能正确称呼。
3）进一步学习一些英语名字，并能分辨出名字的不同性别。
4）通过听、说、读的训练，提高学生们综合运用英语的能力，培养学生们学习英语的兴趣，并在学习中体会到学习英语的乐趣。
2. 情感态度价值观目标：
通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。
二、教学重难点
1. 教学重点：
① 进一步掌握家庭成员的表达；学会指示代词、人称代词的用法。
② 通过填写家谱，弄清楚家庭成员之间的关系。
③ 阅读有关家庭成员的小短文，能正确理解家庭成员之间的关系。
2. 教学难点：
① 填写家谱，弄清楚家庭成员之间的关系。
② 阅读短文，获得相关信息，正确地表述家庭成员间的关系。
三、教学过程
Ⅰ. Warming- up and revision
1. Greeting the students. Check the homework.
2. T: You know my family members. I want to know your family members. Would you like to introduce your family members to us
SS: Yes.
T: Who wants to be the first, please (Students use their photos or the pictures they drew.)
S1: Let me try.
T: OK, please.
S1: Hello, everyone! My name is …Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good parents. This is my brother. His name is …Look! It’s me. Am I funny I love my family.
T: Very good.
(Another two students introduce their family.)
Ⅱ. Presentation
1. Guessing Game
T: Do you like games S: Yes.
T: Let’s play a guessing game. Look at the screen. This is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he
S1: It is your “表哥”. T: No, it isn’t.
S2: It is your “堂兄” or “堂弟”.
T: Yes, it is. Let’s see how to say it in English. (Show the word “cousin” on the screen.)
T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.
SS: C-O-U-S-I-N, cousin.
T: Spell it, please.
SS: C-O-U-S-I-N, cousin.
T: This time you must say it in English. This is your sister. But your father is not her father. Her father is not your father. Her father and your father are brothers. You have the same grandmother. Who is she
S: It’s my cousin. T: Your father’s brother is your …
S3: “大爷，大伯”. S4: “叔叔”.
T: You are right. Let’s see how to say it in English. (Show the word “uncle” on the screen.)
T: Read after me, please, U-N-C-L-E, uncle. SS: U-N-C-L-E, uncle.
T: Your uncle’s wife is your… S5: “伯母，婶婶”.
T: Right. (Show the word “aunt” on the screen. and then teach these words son, daughter in this way.)
T: Read the words on the screen together.
2. Practice the new words.
Ⅲ. Writing
1. Now let's work on 1a. Look at the family tree (家谱) in 1a. From the family tree, we know that your grandpa and grandma have two sons, your father and your uncle. Your father and mother have a son and a daughter. They are your sister and you. Your uncle and your aunt only have a daughter. She's your cousin. Now read the family tree and add the words in the box to the family tree.
(Ask one student to the front to do it on the blackboard. The others finish it on their book.)
2. Check the answers.
Ⅳ. Listening
1. 1b Listen and check the words you hear.
T: Jiang Tao and Tom are talking about Tom’s family. How many family members are they talking about Please listen and check the words you hear.
(Play the recording of 2a once.)
Ask two more students to say the answers.
2. 1c Listen and check the picture.
T: I have two pictures here. Which one is Jiang Tao talking about Let’s listen and find it out, please.
(Play the recording twice again.) Check the answer.
Ⅴ. Pair work
1. T: We find out the picture of Tom’s family. Can you draw a picture of your family and friends SS: …
T: OK. When you finish drawing, tell your partner about your picture. You can use “This is …” and “These are …” to talk about. Then report it to the class.
(Students work.)
2. Check students’ work. Ask two or three students to report.
e.g. These are my parents and this is my grandma. This is my friend, Lin Fang.
Ⅵ. Writing
1. T: We learn many names in this Unit. Can you tell it's a male or female first name
2. 指导： 同学们可以根据这些名字的汉语译音来确定他们是男性还是女性。
3. Ss work with their partner and write down the names in the box.
4. Check the answers.
Ⅶ. Presentation
1. (Show two photos of your family.)
T: Look! Here are two nice photo of my family. (Write "two photos of” on the blackboard.)
My parents are in the first photo. (Write "in the first photo" on the blackboard.)
And my grandparents are in the next photo. 2. Ss try to understand the meaning of the phrases: "two photo of", "in the first photo", "in the next photo"。
Ⅷ. Reading
1. Fast reading
T: Jenny has two family photos. Let's look at her family photos and her article about her family. Read her article and circle the names.
(Ss read quickly and circle the names in the article.)
Check the answers: Jenny, Alan, Mary, Bob, Eric, Cindy, Helen, Coco
2. Careful reading
Read her article again and find out "Who is Coco " If you find out Coco, please put up your hands.
3. Careful reading
T: Now let's work on 2c. First read the sentences below. Know what you are supposed to know about the passage. Then read the passage again and try to fill in the blanks.
Check the answers: 1. Jenny 2. parents 3. brothers 4. sister 5. cousin 6. Coco
Homework
1. Review the new words we learn this lesson.
2. Talk about the family tree. You can use these sentence structures.
Look at my family tree. This is my… This is my … They have two … This is my … This is my …This is my …This is my. My parents have two children. This is…This is my …My uncle and my aunt have a son. He is my …
板书设计：
Section B 3a-Self Check
一、教学目标：
1. 语言知识目标：
1) 复习巩固所学的家庭成员的称呼词，能熟练对家庭成员正确称呼。
2）能通过阅读有关家庭成员关系的小短文来获得正确的信息，并根据所获得的信息画出家庭成员的照片。
3） 能综合运用所学的知识，将自己家庭照片中的成员正确地介绍给他人，将能以小短文的形式写出。
4）能将所学的称呼词按性别进行分类。
5）通过拓展练习来进一步巩固所学的如何介绍家庭成员的句子结构。
2. 情感态度价值观目标：
1）通过学习能正确地称呼家庭成员的能分清家庭成员的性别。
2）通过画自己家人的照片，介绍自己的家庭成员来增加自己的对家庭成员的了解，体会家庭成员之间的亲情，并在绘画中获得学习英语的乐趣。
二、教学重难点
1. 教学重点：
1） 阅读有关家庭成员的小短文，获得相关信息，并能画出恰当的照片。
2） 根据照片提示运用所学的句型写一篇介绍家庭成员的小文章。
2. 教学难点：
1）根据照片提示运用所学的句型写一篇介绍家庭成员的小文章。
2）做一些拓展练习来进一步巩固所学的知识。
三、教学过程
Ⅰ. Warming- up and revision
1. Greeting the Ss. Check the homework.
2. T: We know some students' family members. We want to know more students' family members. Would you like to introduce your family members to us
SS: Yes. S1: Let me try.
T: OK, please.
S1: Hello, everyone! My name is …Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good parents. This is my brother. His name is …Look! It’s me. Am I funny I love my family.
T: Very good.
(Another two students introduce their family.)
Ⅱ. Presentation
1. Read the passage and complete the passage with the words in the box.
T: Today let's meet a new friend. His name's Paul. He writes a passage to introduce his family. But some of the words are missing. He has a photo of his family, but I'm sorry I've left it at home. Can you read the passage and draw a photo of Paul's family.
Ss: OK.
2. 阅读指导：在阅读时，应注意名词的复数形式以及姓名或称呼所表明的人物的性别。比如，最后一空前面有是称呼sister，因此空格中应为一女孩的名字，可知应填Cindy。
3. Ss work with their partners. Then check the answers together.
4 Read the passage again. Then try to draw a photo of Paul's family. Let all the Ss show their photos to the class.
Ⅲ. Practice
1. Using the family photo to retell the passage.
2. Show the photo of Paul's family to your partner. Suppose you are Paul. Then try to introduce the family members to your partner.
3. Retell the passage to some other students around you.
Ⅳ. Writing
1. Take out the photo of your family and write a passage about it.
2. Students write their passages. Teacher moves around the room and helps the students who need.
3. 写作指导： 写作时应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。为了让短文更加活泼，还可用Is this/that… 这样的问句，并自己作回答。
4. Let some Ss read their passages aloud to the class.
Ⅴ. Game
1. In order to let more students show their passages. Teacher puts some photos and letters on the blackboard. Ask students to come to the front to read the letter and match it with the photo.
2. Ss try to match the photos with the passages.
Ⅵ. Self Check 1
1. We have learned many words for family members. Now let's have a short revision.
(Let Ss say the words for the family members in a chain.)
S1: father S2: mother S3: grandfather S4…
2. OK. Some words for the family members are male, some are female and other words are both.
Now look at Self Check 1, and group the words for family members you have learned.
3. Check the answers.
Ⅶ. Self Check 2
1. When we are not sure about the family members. We always ask about them.
Let's sum up the sentence structures we can use: (Ss sum up the sentence structures with the help of the teacher.)
2. Now read the conversation between Bill and Dale. Then complete the conversation.
3. Check the answers.
( this, He's, Who, She, these/those, they, are )
4. Practice the conversation with your partner.
Homework
1. Review the words for the family members in this unit.
2. Ask and answer about your partner's family members. Write the conversation on your workbook.
板书设计：
Section A (2a-2d)
1. This/That is… These/Those are…
2. Who's she/he She/He is…
3. This is Sally. This is Jane. This is Kate.
Those are her parents. That is her brother, Paul.
Section A Grammar Focus-3c
1. This is your… That is your… These are your… Those are your…
2. Who's she/he He's/She's…
3a: is; Who; He's; my; are; They're
3b: This is my brother. This is my sister. That is my grandfather. Those are my parents.
Section B 1a-2c
1. cousin, uncle, aunt, son, daughter
2. 1a: mom; aunt; son; sister; cousin
3. 2a: 2a: Male: Bob, Jack, Tom, Jiang Tao, Alan, Eric, Paul, John
Female: Jenny, Linda, Mary, Sally, Jane, Kate, Lin Fang, Cindy, Helen
4. Here are two photos of my family.
Phrases: two photos of… 二张……的照片 a photo of…一张……的照片
in the first photo在第一张照片上 in the next photo在下一张照片上
5. 2b: Jenny, Alan, Mary, Bob, Eric, Cindy, Helen, Coco
2c: Jenny, parents, brothers, sister, cousin, Coco
Section B 3a-Self Check
1. Paul's family members:
answers: family; parents; brothers; Cindy
2. 3b: One possible version:
Hi. I'm Li Tao. Here is a photo of my family. These are my grandparents and these are my parents. This is my sister, Li Hong. Those are my uncle and aunt. Is that girl my cousin Yes, she is. Her name's is Li Fang.
3. Self Check 1: Male: father, grandfather, uncle, brother, cousin
Female: mother, grandmother, aunt, uncle, cousin
Both: parents, grandparents
4. Self Check 2: this, He's, Who, She, these/those, they, are
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