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1、Unit2Thisismysister.教学目标：1、能够简洁介绍人物关系及指认人物关系.2、能够用指示代词this,that,these,those介绍人物关系及用Who引导的特别疑问句询问第三方是谁。3、能够将图片与人物描述相结合进行有效记忆及将人物描述的文字信息和图片信息相互转换。4、了解英语国家中家庭成员之间的称谓。教学堂难点I1、能够正确运用下列词汇：family,mother(mom),father(dad),parent,sister,biother,Son,daughter,grandmother(grandma),grandfother(grandpa),grandparen
2、t,cousin,aunt,uncle,day,photo,picture,girl,dog,these,those,they,who,have,next,here,of,well,bye.2、能够正确运用下列常用表达：thisis,thatis,theseare,thoseare,who,S?aphotoofmyfamily,inmyfarmily,haveagoodday.3、能驾驭名词单复数与谓语的一样性。课时：6课时TheFirstandsecondPeriodSectionA(la2d)一、教学目标：1 .语言学问目标：I)能驾驭对家庭成抗的称呼的词汇及指示代词：SiSIer,fai
3、her,mOlheI,grandfaiher,grandmother,brother,parent(三).grandparent(三),who.they,this.that,these,those2)能驾驭以下句型：TliiszTliatishissister.一TheSe/Thosearchisparents.-Whosshe?Shesmysister.一Isthisthatyoursister?Yes.sheis.No.sheisnt.一Arcthcsc/thoscyourparents?Yes.theyare./No.theyarent.3)驾驭指示代词this,that,these,t
4、hose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 .情感看法价值观目标：让学生知道他们应当敬理自己的父母、祖父母及其他家庭成历，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，学会与家庭成员和谐相处，从而激发起他们对家人的酷爱0二、教学重难点1 .教学重点：1) thenamesoffamilymembers2) Theusageofdemonstrativespronouns:this.that,these,those2 .教学难点：1) thepluralformsofthedemonstrativespronoun
5、s.2) TrainSs,abilitytoapplywhattheyvelearnedtotheirdailylife.三、教学过程I*Warming-upandrevision1. GreetingsT:Ilowareyou?What,syourname?Nicetomeetyou!WhaCsyourtelephonenumber?etc.2. 1.etsowestudentsshowtheirIDcard.T:Whatsyourfirstname?Whatsyourlastname?Whatsyourtelephonenumber?3. 1.etSsintlucetheirIDcardi
6、nformationtoclass.Myfirstnameis.Mylastnameis.MyIClcPhonCnumberis.11.Presentation1.ShowSsapieceofvideo”家有儿幻T:(showXiaYu,sphoto)Whatshisname?Ss:HisnameisXiaYu.T:WeknowXiaYuhasahappyFamily.Nowletscomeintohisfamily.Whoisthis?Ss:ThisisXiaXue.TrXiaXueisXiaYu,s.?Ss:Sister.T:Good!Whocanspellsister?T:Readaft
7、erme,sister.(AskagroupofSs(oreadtheword)2. ShowSsanotherphotosandteachthenewwordsbythesameway.(Bb:brother,father,mother,parent(三).grandfather,grandmother,grandparent(三)T:Nowletschant.Father,father,thisisfather.Mother,mother,thatismother.Grandfather,grandfather.Grandmother,grandnwthcr.Parents,parents
8、,thesearemyparents.Brother,sister,thosearcmyfriends.3. Workonla.1.etSslookatthepictureinla.Thenreadthewordsontheleftside.ITienmatchthewordswiththepeopleinthepicture.Checktheanswerswiththeclass:1.a2.c3.b4.h5.f6.e7.i8.d9.g11I.1.isteningT:Aboyistalkingabouthisfamily.Whoishetalkingabout?Nowlistenandcirc
9、lethepeopletheboytalksabout.Ss:OK.(PlaytherecordingofIbtwice.Studentswork.)S:Twobrothersandasister.IV. Pairwork1. Role-playtheconversationinla.Ssworkinpairs.Role-playtheconversation.Trytorememberthesentencestructure:Tliisis.;Thatis.;Theseare.;Thoseare.Wh。SShcJhc?ShCvHCs.2. 1.ookatthepictureinla.Talk
10、abouttheotherpeopleinthepicturewithyourpartner.Usingthesentencestructure:Thisis.;Thatis.;Thesearc.;Thosearc.Whosshe/he?Shes/Hes.3. 1.etSomCpairsactoutihcirconversation.V. 1.istening1. T:Herearetwogirls.Theyaretalkingaboutthefamilymembers.Pleaselistenotherecordingof2ainSectionAandcirclelhcfamilymembe
11、rsyouhear.Firstletsreadthewordsintheboxtogether.patentsmotherfathersisterbrothergrandmothergrandfatherfriendgrandparentsSs:OK.(Readthewordstogether.Thenplaytherecordingof2atwice.Studentswork.)T:Cheektheanswer.(Asktwostudentstosaytheanswers.)2. 1.istenandmatch.T:NowIefslookatthephotoofthisiamily.Wekn
12、owthisisJenny.Butwedontknowwhoi$Bob.whoisJack,whois1.inda,whoisJohnandwhoisMary.1.etslistenandfindthem.(Playtherecordingof2b.Studentswork.)T:Whofindthem?(Manystudentsmaysaytheydo.Choosetwoofthemtoanswer.)3. 1.istenandanswer.)What,sCindy,smothersname?3）IsMarhersister?V1.PairworkT:YouComCtothishome.Yo
13、usecapictureonthewall.Therearcmanypeopleinthepicture.Youwanttoknowwhotheyarc.Use“一Whosshehe?Shes.Hes.*tofindthem,please.Whenyoufinish,changerolestodoit.Nowbegin.（Studentswork.Tcachcrwalksroundtheclassroomtoseehowtheyarcdoingandhelpsthestudentswhoneed.）T:1.et,scheckyourwork,please.Ss:OK.（Askonepairto
14、doit.）51: Whosshe?52: ShesJenny.51: Whoshe?52: HesJohn.（Asktwomorepairstodoit.）V11.Role-play1. Nowlookatthepicturein2d.ThisisJanesfamily.Readtheconversationfirst.Thenlookatthepictureandguesswhotheyarc.（Ssreadtheconversationthenguesswhothepeopleare.Theycandiscussinpairs.）2. 1.etstudentsreadthedialogu
15、eandfillintheblanks.3. 1.etSsreadtheconversationaftertheteacheraloud.Thenworkingroupsofthree.Practicetheconversation.Theymaychangerolesastheylike.4. Asksomepairstoactoutthedialogueinfrontoftheclass.VlI1.1.anguagepoints1. Arethoseyourparents?parents是parent的发数形式，表示父母双亲。parent表示父母双亲中的一员一father或moo.”，意为
16、“也祝你过得开心4. TliisismyfriendJane.Thisis.Thatis.这是/那是Thisis.意为这是”（指离说话人较近的人或物），thatis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Thisis./Thatis，一般不干脆说Hcis.或Sheis.。Homework:1. Rcmcmbcrthenewwords.2. Tr）,tointroduceyourfamilymemberstoyourfriendorally.ThethirdPeriodSectionA（GrammarFocus-3c）一、教学目标：I.语言学问
17、目标：I）通过不同方式的练习接着娴熟驾驭对家庭成员的称呼的词汇.2）接若练习运用以下句型来介绍臼己的家庭成员。ThisThatis.一TheseiThoseare.一Whos.?Shc,sics.Isthis,that.?Yes,/No,.一Arcthcsc/thosc.?Yes.theyarc./No.theyarent.3）能运用所学的词汇及句型完成不同的交际练习。2.情感看法价值观目标：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缭，并学会与家庭成员和谐相处，从而激发起他们对家人的酷爱。二、教学玳难点1 .教学重点：I）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
18、庭成员所用的句型。3）综合运用所学的学问与他人就成员的话题进行交际。2 .教学难点：1）总结驾取介绍家庭成员的句型结构；驾驭询问及回答某人的身份所用的句型。2）综合运用所学的学问进行交际的实力。三、教学过程I.Wanning-upandrevision1. GreetingtheSs.Chantthesong:Father,father,thisisfather.Mother,mother,thatismother.Grandfather,grandfather.Grandmother,grandmother.Parents,parents,thesearemyparents.Brother,
19、sister,thosearcmyfriends.2. Talkaboutthefamilyphoto.留意：单数俎数thisthesethatthoseithchctheyisarcPractice用is或arc完成下列句子：ThiSmysister.Tliaihisbrother.Shehisaunt.Hemyuncle.Thesehcrparents.Thosehcrfriends.TlieymyIainily.11. GrammarFocus.1 .学生阅读并完成下列句子。这是我的挚友简。mylriclJanc. 那是我的爷爷。mygrandfather. 这是我的兄弟们.mybrot
20、hers.那是我的父母亲。myparents.她是谁？she?她是我的妹妹She,Smy.他是谁？he?他是我的弟弟。mybrother.他们是谁？Whothey?他们是我的祖父母。mygrandparents.2. Explanation1.theSe是指示代词,意为“这些是this的复数形式。ThCSeare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：Thesearchisparents.这是他的父母亲。Theseareblueshirts.这是些蓝色的衬衫。3. Arethesehose.?是一般疑问句，意为“这/那（些）是吗？“，用Yes,heyare.
21、或No.theyarent.来回答。例如：Aretheseyourfriends?这是你的挚友们吗?Yes,theyarc.是的。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。WhoK是WhOis的缩写形式，用对单个人进行询问，回答时常He0SheWIt0.Whon（=whoarc）用于对两个或两个以上的人进行询问，回答时常用Theyre（=Theyare）.例如：一Whoisthatboy?那男孩是i隹？Hesmycousin.他是我的堂弟。WhoareIhey?他们是谁?Theyremybrothers,他们是我的兄弟们。5. they意为“他（她、它）们“，是人
22、称代诃的生格，用于指代两个或两个以上的人或事物,在句子中作主语。Ihere是Iheyare的缩写形式“例如：Whorethey?他们是谁？Theyremycousins,他们是我的表弟。Who,rc1.indaandMary?琳达和玛丽是谁？TheyremySiSterS.她们是我的姐妹）6. thats是IhatiS的缩写形式。当人称代词、指示代词及疑问词与be动词am,is.arc等连用时，为了简便常用缩写的形式。7. 介绍人物常用句型：Thisis.Iliat,s.Thesearc.Thoseare.辨别人物常见句型：Whoshe/she?Hc,s/Shc,s.Who,rethey?Th
23、eyre.I11.Pairwork1. T:1.etsworkon3a.AisintroducingIusfamilymembertoB.Readthedialogueandtrytofillintheblankswith(herightwords.2. 阅读指导：同学们应先通读对话-遍，依据上卜文问答句的提示，以及句式结构，回答的方式等来确定空格处的诃汇。比如：其次句是个疑问句，由后面的答语不是以YeS或N。来回答，可知其次句应是一特别疑问句，因此可知空格应是特别疑问词Wh。第三句，因空格后面是myfather,可知空格处应Hds。3. Ssworkinpairs.Trytofillin山e
24、blanks.Theycandiscusstheanswerswiththeirpartners.4. Checktheanswers.ThenlettheSspracticetheconversation.GetsomepairstoactouttheconversationinfrontOtTheclass.IV. Practice1. T:Nowletsworkon3b.Workinpairstomakesentenceswithwordsinthethreeboxes.2. SIlookatthepictures,say:Thisismy.Thatismy.Thesearcmy.Tho
25、searcmy.3. S2repeatSsintroductions:Thisisyour.Thatisyour.Thesearcyour.Thosearcyour.V. PracticeI.T:Youandyourpartnerputyourphotosonthedesk.Taketurnstoaskandanswerthefamilymembers.51: Whosshe?52: Shesmymother.SI:Whoshe?S2:Hesmyfather.S2:Isthisyourgrandfather?SI:Yes.heis.S2:Arethoseyourparents?SI:No,th
26、eyarent.2.T:Doyouknowwhat*fanily,*is?Ss:.T:“familymeansfather-and-mothcr-I-love-you!AndIhopeyoucanshowyourlovetoyourparents.OK?Ss:Ok!Homework用下列句型介绍张你的家庭照片。Thisis.Thats.Theseare.Thosearc.ThefourthandfithPeriodSectionB(la-2c)一、教学目标：1 .语言学问目标：I)能驾驭对家庭成分称呼的词汇：son,daughter,cousin,grandpa,grandma,nn.dad,
27、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，并能辨别出名字的不I同性别14)通过听、说、读的训练，提高学生们综合运用英语的实力，培育学生们学习英语的爱好，并在学习中体会到学习英语的乐趣.2 .情感看法价值观Fl标：通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和谐相处，从而激发起他们对家人的酷爱。二、教学歪难点I.教学重点：进一步驾驭家庭成员的表达；学会指示代词、人称代词的用法。通过填写家谱，弄清晰家庭成员之间的关系。阅读有关家庭成员的小短文，能
28、正确理解家庭成员之间的关系。3 .教学难点：填写家谱，弄清晰家庭成员之间的关系。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-upandrevision1. Greetingthestudents.Checkthehomework.2. T:Youknowmyfamilymembers.Iwanttoknowyourfamilymembers.Wouldyouliketointroduceyourfamilymemberstous?SS:Yes.T:Whowantstobethefirst,please?(Studentsusetheirphotosort
29、hepicturestheydrew.)SI:I.eimeiry.T：OK,please.SI:Hello,everyone!Mynameis.1.ookatthispicture,please.Thisisapictureofmyfamily.Thisismyfather.Hisnameis.Thisismymother.Hernameis.Theyarcgoodparents.Thisismybrother.Hisnameis.1.ook!Itsme.Am1tunny?1lovemyfamily.T:Verygood.(Anothertwostudentsintroducetheirfam
30、ily.)II.PresentationI.GuessingGameT:Doyoulikegames?S: Yes.T: 1.etsplayaguessinggame.1.ookatthescreen.Thisismybrother.Butmyfatherisnothisfather.Hisfatherisnotmyfather.Hisfatherandnyfatherarebrothers.Wehavethesamegrandfather.Whoishe?S):Itisyour表哥”.T:No,itisnt.SkItisyour“堂兄”or堂弟U: :Yes,itis.1.etsseehow
31、tosayitinEnglish.(Showthewordcousin“onthescreen.)T:It,scousin.Readafterme,C-O-U-S-I-N,cousin.Ss:C-O-U-S-I-N.cousin.T:Spellit.please.Ss:C-O-U-S-I-N.cousin.T:ThistimeyoumustsayitinEnglish.Thisisyoursister.Butyourfatherisnotherfather.Herfatherisnotyourfather.Herfatherandyourfatherarebrothers.Youhavethe
32、samegrandmother.WhOisshe?S: Itsmycousin.T: Yourfather,sbrotherisyour.?S3：“大爷,大伯S4：“叔叔”.T:Youarcright.1.etsseehowtosayitinEnglish.(Showtheword“uncleonthescreen.)T:Readafterme.please.U-N-C-1.-E.uncle.Ss:U-N-C-1.-E,uncle.T:Youruncleswifeisyour.?Ss:,伯母，婶婶”.T:Right.(Showtheword*auntonthescreen,andthentea
33、chthesewordsson.daughterinthisway.)T:Readthewordsonthescreentogether.Ss:.2.Practicethenewwords.III. Writing1. Nowletsworkonla.1.ookatthefamilytree(家谱)inla.Fromthefamilytree.Weknowthatyourgrandpaandgrandmahavetwosons,yourfatherandyouruncle.Yourfatherandmotherhaveasonandadaughter.Theyarcyoursisterandy
34、ou.Youruncleandyourauntonlyhaveadaughter.Shesyourcousin.Nowreadthefamilytreeandaddthewordsintheboxtothefamilytree.(Askonestudenttothefronttodoitontheblackboard.Theothersfinishitontheirbook.)2. Cheektheanswers.IV. 1.istening1. Ib1.istenandcheckthewordsyouhear.T:JiangTaoandTornarctalkingaboutTbm,sfami
35、ly.Howmanyfamilymembersarctheytalkingabout?Pleaselistenandcheckthewordsyouhear.(Playtherecordingof2aonce.)Asktwomorestudentstosaytheanswers.2. Ic1.istenandcheckthepiciure.T:Ihavelwopictureshere.WhichoneisJiangTaotalkingabout?1.ct,slistenandfinditout.please.(Playtherecordingtwiceagain.)Cheektheanswer
36、.V. Pairwork1. T:WctlndoutthepictureofTom,sfamily.Canyoudrawapictureofyourfimilyandfriends?Ss：.T:OK.Whenyoufinishdrawing,tellyourpartneraboutyourpicture.YouCanuseThisis.andThesearetotalkabout.Thenreportittotheclass.(Studentswork.)2. Checkstudentswork.ASktwoorthreestudentstoreport.c.g.Thesearcnyparen
37、tsandthisismyg11ndna.Thisis11yfriend.1.inFang.Vl.Writing1 .T:WelearnmanynamesinthisUnit.Canyoutellitsamaleorfemalefirstname?2 .指导：同学们可以依据这些名字的汉语译音来确定他们是男性还是女性。3. Ssworkwiththeirpartnerandwritedownthenamesinthebox.4. CheckIheanswers.(Male:Bob.Jack.Tom.JiangTao.Alan.Eric.Paul.John)(Female:Jenny.1.inda
38、.Mary.Sally.Jane.Kate.1.inFang.Cindy.Helen),11.Presentation1. (Showtwophotosofyourfamily.)T:1.ook!Herearetwonicephotoofmyfamily.(Write-twophotosofontheblackboard.)Myparentsarcinthefirstphoto.(Writeinthefirstphotoontheblackboard.)Andnygrandparentsareinthenextphoto.(Writeinthenextphotoontheblackboard.
39、)2. Sstrytounderstandthemeaningofthephrases:twophotoof.inthefirstphoto,inthenextphoto4VID.Reading1. FastreadingT:Jennyhastwofamilyphotos.1.etslookatherfamilyphotosandherarticleaboutherfamily.Readherarticleandcirclethenames.(Ssreadquicklyandcirclethenamesinthearticle.)Checktheanswers:Jenny,Alan,Mary,
40、Bob,Eric,Cindy,Helen,Coco2. CarefulreadingReadherarticleagainandfindoutWhoisCoco?IfyoufindoutCoco,pleaseputupyourhands.提示：短文中对Coco的描述为“CocoisinInyfamily,too.可知Coco也应是在以上两张照片中，通过上面的介绍，都已将全部的人物对号入座，而在照片中还有一只小狗，可知Coco应是小狗的名字。3. CarefulreadingT:Nowletsworkon2c.Firstreadthesentencesbelow.Knowwhatyouarcsu
41、pposedtoknowaboutthepassage.Ilienreadthepassageagainandtrytofillintheblanks.Cheektheanswers:I.Jenny2.parents3.brothers4.sister5.cousin6.CocoHomework1. ReviewthenewwordsweIeanithislesson.2. Talkaboutthefamilytree.Youcanusethesesentencest11ciurcs.1.ookatmyfamilytree.Thisismy.Thisisny.TheyhaveIWO.Thisi
42、smy.Tliisismy.Thisisny.Thisismy.Myparentshavetwochildren.Thisis.Tliisismy.Myuncleandmyaunthaveason.Heismy.ihesixthPeriodSectionB3a-SelfCheck一、教学目标：1 .语言学问目标:I）史习巩固所学的家庭成员的称呼词，能娴熟对家庭成分正确称呼.2）能通过阅读有关家庭成员关系的小短文来获得正神的信息，并依据所获得的信息画出家庭成员的照片。3）能综合运用所学的学问，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
43、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 .情感看法价值观目标：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I.教学重点：I）阅读有关家庭成历的小短文，获得相关信息，并能画出恰当的照片。2）依据照片提示运用所学的句型写一篇介绍家庭成员的小文率。3 .教学难点：1）依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学问。三、教学过程I.Warming-UPandrevision1. Gr
44、eetingtheSs.Checkthehomework.2. T:Weknowsomestudentsfamilymembers.Wewanttoknowmorestudentsfamilymembers.Wouldyouliketointroduceyourfamilymemberstos?SS:Yes.SI:I.eimeiry.T：OK,please.SI:Hello,everyone!Mynameis.1.ookatthispicture,please.Thisisapictureofmyfamily.Thisismyfather.Hisnameis.Thisismymother.He
45、rnameis.Theyarcgoodparents.Thisismybrother.Hisnameis.1.ook!Itsme.Am1tunny?1lovemyfamily.T:Verygood.(Anothertwostudentsintroducetheirfamily.)II.PresentaiionI.ReadthepassageandcompletethepassageWiIhthewordsinthebox.T:Todayletsmeetanewfriend.HisnamesPaul.Hewritesapassagetointroducehisfamily.Butsomeofthewordsaremissing,liehasaphotoofhisfamily,butnSorry
