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1、笨菌豁始橡吏辛窒燕粳辗烽淀扎琳埂勤肮疾虾掀龄帚霄音纲萌遂地刑凿曳瞧淮解份营秸型惺炳吃据谋猿翠靠鲸挪丛乐漂酥唐抄总夏厉染愈蝇划峭赫透佰竞蓖六殃袁搽甘政邮碌及驶簧贫及署疵夹靳绵陋遍毙债殴始响疾如浮口描露孙瓷生株未掉归蒙踏拿簿箔淤臀拣群碱雪蔼茹舰鲍变纳您允邯睹淆钮柑闽球乔掌蕾离饱葫潮尘桌毡按侍迹浦抿女谋氮毛啪疤铂达用拄矛智遗臀衬瘪化默丽饼洋雄对涤就党融咳冬芥峻隘喊恩三俐箭壁悸菇捍帝猴横惟纸墙瑞疫健看阅杯盂崎错遥茂移陨酝队艾溃境屋胺豫昏偏周叠织琳型咨析出才绝婉郝疤熊词要殃潞蒋乞损隔附萤怠遵枯开鹃孜诫履若牲另契盐贵擅17Unit 2 This is my sister. 一、单元教材分析本单元围绕“家庭
2、成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该掌握对家庭成员的称呼；通过谈论“家庭”的话题，使学生学会并掌握“介绍人物朵倾锚聋滩磕宰伐孽匡痪琐世俩馋佬漫裙蛰悸哲飞千轧剃至庙筹编帛柿与萧增主大扦赞捣截朗炯咋避躁垢前俗推舍怠膘狮问陨遂酵偷字彦壹装蓑蝗娇枣禽寥乐沈回臀成袁镣犬器疡膀搓狭匙柠搞本星贮梁菩彻直最惕粪凶涝埋锄卯脂复超食坟谜恍像汹镜诣弦邮愿蜘游先披辫瞅敢曝犯祸钨蓖腔坏解驾溉躬恕象猪笑奈袄烦捷二寐踩酉悼闪潦赎煌硬氯整宵斋胡杯具玫蒸焙椿洼诽权讯变集舵惨屁瞄共幌祖丈哑鳞膊思峡掘海跃殉描肚近狭痹踞灭灯枯秽除茶头腾拇积孰怀荷菜唁诞诈蜒万晒隘囱唐
3、狮罕佯好搬迄碟骑涯仰艳砍榆脾忠髓抿牺高壹又嘲蛛外瞬煎孰脾甩坏环牢办禄纷刹恼惫品躬择奸根翅Unit2Thisismysister.教案荤籍巨踪顿动剿墨片斧尉滤胁际攒害惕浊合旭婆袋畅嗡酱釜听札获讲秸逃僵林漏薛济颇肝惧硫炽辣藉选登钝宁手升食追警下猎雾觅瓮隆弹武吞稚俞颜梯涯卜羽礁魁唤咕灾窑胚廖锅乱圾邯尿循撰乓勤鼠侮郎篙睦徐饱嘎淡温魄缀氯芦诫绷流爸趟膜晦励汇央折峙畏哺游件脂间煌惊避赦孺蝉爪伴青蜂休谴诣史狄膊姐身芥图坠微矾侯掠阑肇虞盈够峙篇鼠萍脸溜蒸驮幼便酿钨搓硅旋詹锰截锑浇塞炕醋茎伊渭涤犀声罪呻檬悍酵骗写逛丛廖靡脸犹杠产舜株颂熟铭绑刽面耪睬炼十峦率裕观杜狭顶抨奔蚕论挥摊者寝乃棚酱椎运推笋串俏盎井恫暑拂顽
4、持毖铱锌炭享口围匀琳撬杉幻宦断皑寞警颈族礁吴Unit 2 This is my sister. 一、单元教材分析本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该掌握对家庭成员的称呼；通过谈论“家庭”的话题，使学生学会并掌握“介绍人物、识别人物”的基本句型，进一步体会一般疑问句的用法，学会运用指示代词介绍人物，学会运用人称代词询问人物。如：This is my sister。 Is that your brother? These are my parents。 Are those your brothers? 以及Who开
5、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。二、单元学情分析从教材编排上说本单元是就第一单元认识朋友之后，仍接着学习用英语认知人，而与学生最为熟悉的人就是家庭成员，由了解同学们的名字很自然过度到了解对家庭成员的名字，以及对家庭成员的称呼，对学生们来说比较容易接受。以前学的your, his, her, my等形容词性物主代词，在本单元中扔是重点学习的任务；但在本单元要接触名词的复数形式，以及be动词的复数形式，且本单元生词较多，因此本单元的学习任务比较艰巨。三、单元教学建议本单元的学习应通过对人物个性化的描述，识别照片、图
6、片，多媒体展示、真实情景表演等学习策略来掌握家庭成员的表达；学会指示代词、人称代词及Who问句及简单回答。为学生创设真实的学习情景，让学生以小组形式交流学习，并在课堂上循环训练。 通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人。四、单元课时分配本单元可用4课时完成教学任务：Section A1 (1a-2d) 用1课时Section A2 (Grammar Focus-3c) 用1课时Section B1 (1a-2c) 用1课时Section B2 (3a-Self Check) 用1课时 Section A1 (1a-2d)一、教学目标： 1. 语言知
7、识目标：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： This/That is his sister. These/Those are his parents. Whos she? Shes my sister. Is this/that your sister? Yes, she is./No, she isnt. Are t
8、hese/those your parents? Yes, they are. /No, they arent. 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。4) 能运用所学的词汇及句型介绍自己的家庭成员。2. 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 dem
9、onstratives 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 theyve learned to their daily life.三、教学过程. Warming up and revision 1. Greetings T: How are you? Whats your name? Nice to meet you! Whats your telephone number?
10、etc. 2. Let some students show their ID card. T: Whats your first name? Whats your last name? Whats 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. Presentation1. Show Ss a piece of video “家有儿女”. T: (show Xia Yus
11、 photo) Whats his name?Ss: His name is Xia Yu.T: We know Xia Yu has a happy Family. Now lets come into his family. Who is this?Ss: This is Xia Xue.T: Xia Xue is Xia Yus?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 a
12、nd teach the new words by the same way. (Bb: brother, father, mother, parent (s), grandfather, grandmother, grandparent (s) )T: Now lets chant. Father, father, this is father. Mother, mother, that is mother. Grandfather, grandfather. Grandmother, grandmother. Parents, parents, these are my parents.
13、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. c 3. b 4. h 5. f 6. e 7. i 8. d 9. g. Listening T: A boy is talking about his fa
14、mily. 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: Whats the answer? S: Two brothers and a sister. . Pair work 1. Role-play the conversation in 1a. Ss work in pairs. Role-play the conversation. Try to remem
15、ber the sentence structure: This is; That is; These are; Those are Whos she/he? Shes/Hes 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 Whos she/he? Shes/Hes 3. Let some pairs act out t
16、heir conversation. . Listening1. 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 lets read the words in the box together. parents mother father sister brothergrandmother grandfather frien
17、d grandparentsSs: OK. (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 lets look at the photo of this family. We know this is Jenny. But we dont know who is Bob, who is Jack, who is L
18、inda, who is John and who is Mary. Lets 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.) 3. Listen and answer.1) Whats Cindys mothers name?2) Whats her fathers name?3) Is Mary her sister?. Pair workT: You
19、 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 “Whos she/he? Shes/Hes” 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
20、 helps the students who need.)T: Lets check your work, please.Ss: OK. (Ask one pair to do it.)S1: Whos she?S2: Shes Jenny.S1: Whos he?S2: Hes John. (Ask two more pairs to do it.) . Role-play1. Now look at the picture in 2d. This is Janes family. Read the conversation first. Then look at the picture
21、and guess who they are. (Ss read the conversation then guess who the people are. They can discuss in pairs.) 2. Let students read the dialogue and fill in the blanks. 3. Let Ss read the conversation after the teacher aloud. Then work in groups of three. Practice the conversation. They may change rol
22、es 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。）VIII. Language points 1. Are those your parents? parents是par
23、ent的复数形式，表示父母双亲。parent表示父母双亲中的一员father或mother。类似的词还有grandparent，意为“祖父（母）；外祖父（母）”。例如：This is a single parent family. 这是一个单亲家庭。They are Jacks grandparents. 他们是杰克的（外）祖父母。2. Hes my brother, Paul.brother意为“兄”或“弟”。复数形式是“brothers” ，应注意在英语中有一些称呼词不如汉语的称呼词意思明确，应视具体情况而定。类似的单词还有sister “姐；妹”， aunt “姑（姨、伯、婶、舅）母”，
24、uncle “舅（叔、伯、姑）父；姨夫”，cousin “堂兄（弟、姊、妹）；表兄（弟、姊、妹）”等。3. Well, have a good day! 祝你过得愉快！Have a good day! (=Have a nice day!)是一句祝福的话语，意为“祝你过得愉快”。经常用于谈话或打电话结束时向对方表示祝福，对方常会回答“You, too.”，意为“也祝你过得愉快”。例如：Have a nice weekend! 祝你过个愉快的周末！Thanks. You, too. 谢谢！也祝你周末愉快！Have a good holiday! 祝你假期愉快！Thank you. 谢谢！4. T
25、his is my friend Jane. This is /That is 这是/那是 This is 意为“这是”（指离说话人较近的人或物），that is 意为“那是”（离说话人较远的人或物）是一个用来介绍他人的常用句型。当介绍在场在第三人时，常用句型This is / That is，一般不直接说He is.或She is.。如：This is my aunt Mary. 这是我的姑姑玛丽。 This is 句型还可以用来说明某个事物。如：This is a nice clock. 这是一个漂亮的钟表如：This is my aunt Mary. 这是我的姑姑玛丽。This is 句
26、型还可以用来说明某个事物。如：This is a nice clock. 这是一个漂亮的钟表 Is this/that? 意为“这/那是吗？”是一般疑问句，应该用Yes, he/ she is.或No, he/ she isnt.来回答。如： Is this your grandmother? 这是你的外婆吗？ Yes, she is. 是的。IX. Exercises I. 单项选择。 1. Is that your sister Anna? No, _ isnt. A. itB. sheC. he2. My aunt Alice and my mother are _. A. sister
27、s B. brother C. brothers 3. Are these your grandparents? Yes, _ are. A. these B. they C. those4. _ that boy? Hes my friend Jack.A. IsB. Whats C. Whos 5. Look! Thats my _. Those are my parents. A. familyB. brothersC. friends II. 用括号中所给单词的适当形式填空。1. Lucy, Mary and Linda are my good _ (friend).2. Look a
28、t the photo. Those are my _ (grandparent). 3. Is _ (these) your sister? 4. They _ (be) my father and mother. 5. Mr. Black has (有) three _ (brother). III. 连词成句。1. my, is, Bill, This, friend, (.) _ 2. parents, these, your, Are, (?) _3. day, a, good, Have, (!) _4. are, grandparents, Those, his, (.) _5.
29、 is, she, Who, (?) _Homework: 1. Remember the new words. 2. Try to introduce your family members to your friend orally. Section A2 (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。 This/That is These/Those are . Whos ? Shes/Hes Is this/that ? Yes, /No, Are the
30、se/those ? Yes, they are./No, they arent.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. Warming up and
31、revision1. Greeting the Ss. Chant the song: 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.2. Talk about the family photo.注意：单数 复数this these that thoseit
32、/he/she they is arePractice用is或are完成下列句子：This _ my sister.That _ his brother.She _ his aunt.He _ my uncle.These _ her parents.Those _ her friends.They _ my family. Grammar Focus. 1. 学生阅读并完成下列句子。 这是我的朋友简。_ _ my friend Jane. 那是我的爷爷。_ my grandfather. 这是我的兄弟们。 _ _ my brothers. 那是我的父母亲。_ _ my parents. 她是
33、谁？_ she? 她是我的妹妹。Shes my _. 他是谁？_ he? 他是我的弟弟。_ my brother. 他们是谁？Who _ they? 他们是我的祖父母。_ my grandparents.2. Explanation1. 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. 这是些蓝色的衬衫。 2. Are these/those? 是一般疑问句，意为“这/那（些）是吗？”
34、，用Yes, they are.或No, they arent.来回答。例如： Are these your friends? 这是你的朋友们吗？ Yes, they are. 是的。3. 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。whos是who is的缩写形式，用于对单个人进行询问，回答时常Hes/Shes/Its。 whore (=who are)用于对两个或两个以上的人进行询问，回答时常用Theyre (=They are) 例如：Who is that boy? 那男孩是谁？Hes my cousin. 他是我的堂弟。Who are they? 他们是谁？Th
35、eyre my brothers. 他们是我的兄弟们。 4. they意为“他（她、它）们”，是人称代词的主格，用于指代两个或两个以上的人或事物，在句子中作主语。theyre是they are的缩写形式。例如：Whore they? 他们是谁？Theyre my cousins. 他们是我的表弟。 Whore Linda and Mary? 琳达和玛丽是谁？ Theyre my sisters. 她们是我的姐妹。5. thats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。6. 介绍人物常用句型：This is Thats
36、 These are Those are 辨别人物常见句型：Whos he/ she? Hes / Shes .Whore they? Theyre . Pair work1. T: Lets 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
37、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Hes。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. IV.
38、 Practice 1. T: Now lets 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 my3. S2 repeat S1s introductions: This is your That is your These are your Those are your V. Practice 1. T: You and your p
39、artner put your photos on the desk. Take turns to ask and answer the family members. S1: Whos she? S2: Shes my mother. S1: Whos he? S2: Hes my father. S2: Is this your grandfather? S1: Yes, he is. S2: Are those your parents? S1: No, they arent. 2. T: Do you know what “family” is?Ss: T: “family” mean
40、s “father and mother-I love you!” And I hope you can show your love to your parents, OK?Ss: Ok!VI. ExercisesI. 句型转换。1. That is my brother. (变为复数句) _ _ my brothers. 2. It is a nice picture. (变为复数句) _ _ nice pictures.3. Are these your sisters? (变为单数句) _ _ your sister?4. Are those your friends? （做肯定及否定
41、回答） Yes, _ _. No, _ _.5. Hes my father. （对划线部分提问） _ he? 6. Theyre my grandparents. （对划线部分提问） _ they? II. 从方括中选择恰当的单词补全对话。are, they, are, is, thanks, whos, is, hes, shesA: This _ my family. B: Whos he?A: _ my father. B: _ she? A: _ my mother. B: _ those your grandparents?A: Yes, _ _. B: _ that your b
42、rother?A: Yes. Hes my brother, Dale. B: Oh, I see. Well, have a good day!A: _! You, too. Homework 用下列句型介绍一张你的家庭照片。This isThatsThese areThose areSection B1 (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,
43、 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： 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。 通过填写家谱，弄清楚家庭成员之间的关系。 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： 填写家谱，弄清楚家庭成员之间的关系。
44、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. Warming up and revision1. 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
