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(共14张PPT)
Unit 2 This is my sister.
Section A 1a-2c
Peppa's family
brother
sister
father
mother
grandfather
grandmother
parents
grandparents
Practice
Help Peppa introduce her family.
帮助佩奇介绍她的家人。
Hello. I'm Peppa Pig. I'm George's sister. This is...
1. mother_____
2. father _____
3. parents _____
4. brothers _____
5. grandmother____
6. grandfather __
7. friend ____
8. grandparents____
9. sister ____
c
i
h
b
g
e
a
d
f
David
1. mother_____
2. father _____
3. parents _____
4. brothers _____
5. grandmother____
6. grandfather __
7. friend ____
8. grandparents____
9. sister ____
c
i
h
b
g
e
a
d
f
Lin Hai
David
David's family
？
David: That's my family. Those are my parents.
Lin Hai: Who's she?
David: She's my sister. Oh, and these are my
brothers.
Lin Hai: Who're they?
David: They're my grandparents.
How does David introduce his family to Lin Hai?
David如何向Lin Hai介绍家人？
Listen and repeat.
How does Lin Hai identify David's family?
Lin Hai如何指认David的家人？
Role-play the conversation in 1a. Then talk about the other people in the picture.分角色表演1a中的对话,然后谈论图中的其他人物。
David: That's my family. Those are my parents.
Lin Hai: Who's she?
David: She's my sister. Oh, and these are my
brothers.
Lin Hai: ...?
David: ...
Cindy
Li Lan
Cindy's family
parents mother father sister brother
grandmother grandfather friend grandparents
Listen and circle the words you hear.听录音，圈出听到的单词。
mother
father
grandfather
grandmother
brother
sister
1. Jenny____ 4.Bob_____
2. Jack_____ 5.Linda___
3.Tom______ 6.Mary____
d
c
a
b
e
f
Listen again. Match the names with the people in the picture.
再听一遍录音，将名字与图中人物配对。
Li Lan: Cindy, is this your family photo?
Cindy: Yes, it is, Li Lan.
Li Lan: Are these your parents?
Cindy: Yes, they are. This is my mother, Jenny, and
this is my father, Tom.
Li Lan: Oh, who’s she?
Cindy: She’s my sister, Mary.
Li Lan: Who’re they?
Cindy: They’re my grandparents, Linda and Bob.
Li Lan: And who’s he?
Cindy: He’s my brother, Jack.
Listen and repeat.
Ask and answer questions about the photo in 2b.
根据2b照片中人物进行问答。
A:Who's she?/ Who's he?
/Who're they?
B:She's.../He's.../They're...
Cindy
family
you!
love
and
Father
mother
I
Homework:
1.Say “I love you!” to your parents.
2.Introduce your family to your classmates.
Unit 2 This is my sister.
Section A 1a – 2c
教学目标：
1. Language: the students will be exposed to the following vocabulary:
(1)Nouns:sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family;
(2)Pronouns: those, who, these,they; (3)Interjection: Oh.
2. Listening tasks:
(1)The students will listen for the gist.
(2)The students will listen and get some specific information or details by using listening skills.
3. Speaking tasks:
(1)The students will be able to greet people, introduce themselves and make new friends.
(2)The students will be ready to practice introducing family members.
(3)The students will learn how to identify people.
(4)The students will express their ideas in English actively and fluently.
4. Affection:
The students will introduce their family members and love their parents.
教学重难点:
1.Key points: Master how to make introduce and identify family members.
2.Difficult points: Obtain some listening strategies or skills to improve their listening.
教学过程：
Lead-in
Before class, the teacher asks students to enjoy a video.
T: Hello! What’s your name?
S1: My name’s....
T: This is... This is a girl. What’s your name?
S2: My name’s...
T: This is...This is a girl, too. So these are two girls.
...
【设计说明】课前观看小猪佩奇的视频，能为学生创设轻松愉悦的课堂氛围，极大地调动他们的学习兴趣。近距离和远距离询问班级学生的名字，并借助肢体语言自然而然地呈现了This is/These are...That’s/Those are...这四个介绍人物的核心句型。这样设计的目的是让学生能够在真实的情境中感知和体会目标语言，非常亲切得参与课堂活动。
Presentation
The teacher teaches family members by introducing Peppa’s family.
T: This is Peppa Pig. This is her family.
T: Look, who’s he?
Ss: George.
T: Yeah, he’s Peppa’s brother. That means Peppa is George’s sister.
T: Then who’s he?
...
【设计说明】拿出一张小猪佩奇的全家福，引入到family的话题；在人物介绍过程中，通过师生问答，输入了与“辨认人物”相关的核心句型和重点词汇。关注音标教学和音标拼读，规范教学，以确保他们发音的正确。
Practice
The teacher encourages students to introduce Peppa’s family.
T: Can you help Peppa introduce her family?
S1: Hello! I’m Peppa Pig. I’m George’s sister. This is...
【设计说明】教完家庭成员的称呼后，让学生帮助小猪佩奇介绍家人，既能检测他们对于已知语言知识的掌握程度，也能鼓励他们运用所学去展示自己，体会语言学习的愉悦感。
4. Work on 1a
(1) The teacher shows David’s family and asks students to guess the people in the picture.
T:This is David. Who’s he?
S1:Friend.
T:Who’re they?
S2:Family.
The teacher asks students to match the words with the people in the picture.
T: Is that true? Open your books and turn to Page 7. Look at 1a. You can see a picture of Dave’s family and some words we learned just now. Please match the words with the people in the picture.
(3) The teacher ask some students to read aloud the words and check the answers.
【设计说明】呈现1a部分的主题图将学生带入David的家庭，引导学生读图。读的目的是让学生能够看图感知并辨识出David的家庭成员。说到match的时候用手做比划，示范什么是match。学生完成任务后再抽学生朗读，主要是检查他们是否掌握了这些词汇的读音。
5.Work on 1b
(1)The teacher asks students to read the picture and guess.
T: Look at the picture carefully. We can see David and his friend Lin Hai are talking about. What are they talking about? Can you guess?
S1:David’s family.
T: Who are they talking about?
S2: Her father.
...
(2)The teacher asks students to listen and circle the words.
T: Next I will play the recording. Please listen carefully, and circle the people the boy is talking about in the picture.
【设计说明】让学生再次看图，旨在引导他们关注该图所呈现的介绍人物和辨认人物的语境，并能运用所学大胆猜测。由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。
Work on 1c
The teacher asks students to listen and repeat the conversation.
T: How does David introduce his family? And how does Lin Hai indentify David’s family?
Please listen again.
S1:That’s my family.
S2:Who’s she?
...
T:Please listen and repeat the conversation.
Ss:...
(2)The teacher encourages students to role-play the conversation.
T: Now please work with your parter. Talk about David’s family.
【设计说明】抛出问题，让学生能带着问题去听，使听更加有针对性，以此能够培养学生听并汲取信息的能力。听后跟读，旨在鼓励学生模仿语音语调，纠正不好的发音。跟读完后，再安排学生运用所学句型来进行角色扮演，课堂活起来了，学生动起来了。
Work on 2a
(1)The teacher shows a photo of Cindy’s family and guess her family.
T: Look, Cindy is also introducing her family to her friend. Who’s she introducing? Can you guess?
S1:Her mother.
...
(2)The teacher asks students to listen and circle the words they hear.
T: Please turn to Page 8. 2a Listen and circle the words you hear.
【设计说明】呈现2a的主题图，引入Cindy一家。2a是一个词汇巩固活动，先让学生猜测Cindy可能会介绍的家庭成员，再通过听力来验证之前的猜测。这样的目的是学生能不断得巩固重点词汇，也能够获得猜对之后的一种成就感，他们在课堂上能够保持一种亢奋的状态。
Work on 2b
(1)The teacher asks student to match the words with the people in the picture.
T: Look at the photo carefully. Which person is Cindy’s mother? Can you find her?
Ss: Picture d.
T:Great. Please write the word “mother” next to Picture d.
...
The teacher asks students to read the names.
T: What’s Cindy’s mother’s name?
Ss: Jenny.
T: Is Jenny a female name or male name?
Ss: Female name.
...
The teacher asks students to guess the names.
T: What’s Cindy’s father’s name? Can you guess?
S1: Bob.
...
The teacher asks students to listen and match the names with the people.
T: Please listen and match the names with the people.
T: Who’s Jack?
S1: Cindy’s father.
...
【设计说明】2b的听力任务难度系数较大，因此在听前，做了两次铺垫。第一次是让他们用所学词汇标注图中人物，在名字旁直接写人物关系；第二次铺垫是让他们区分男名和女名。有了充足的铺垫，听力难度降低了很多，学生就不会有听不懂、无从下手这种畏难情绪。
Work on 2c
The teacher asks students to listen and repeat the conversation.
The teacher encourages students to ask and answer questions about Cindy’s family.
T: Who’s she?
S1: She’s Cindy. Who’s he?
S2: He’s her father. Who’s she?
S3:...
【设计说明】听力任务完成后，让学生对Cindy一家人进行问答。在问的时候，让学生自主选择回答的同学。这样做的目的是让他们能够比较随意得去交流，增进了生生互动。
Pairwork
The teacher asks students to talk about their own family.
S1: That's my family. This is my …
S2: Who is he/she?
S1: He/ She is my … And these are …
S2: ...
【设计说明】插入一张班级中某个学生的家庭照，让大家一起来辨认人物，然后鼓励学生谈论自己的家庭。这样做的目的是，让学生走出课本，走进生活。为他们创设真实的语境，让他们能够运用所学的语言知识去交际，达到学以致用的目的。
Homework
1.Say “I love you!” to your parents. 2.Introduce your family members.

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