Unit 2 This is my sister.全单元教案（5课时 共35页）

Unit
2
This
is
my
sister.
话题：家庭（The
family）
功能：1.
能简单介绍人物关系（Introduce
people）
This
is
my
grandmother.
That’s
my
friend.
These
are
my
grandparents.
Those
are
my
sisters.
2.
能够指认人物关系
(Identify
people)
A:
Is
she
your
sister?
B:
Yes,
she
is.
/
No,
she
isn’t.
A:
Who’s
she?
B:
She’s
my
mother.
A:
Who’re
they?
B:
They’re
my
parents.
语法：
能够用指示代词this,
that,
these,
those介绍人物关系
(Demonstrative
pronouns)
This
is
my
friend
Jane.
That’s
my
grandfather.
These
are
my
brother.
Those
are
my
parents.
能够用Who引导的特殊疑问句底部第三方是谁
(Who
questions)
A:
Who’s
she?
B:
She’s
my
sister.
A:
Who’re
they?
B:
They’re
my
grandparents.
词汇和常用表达：
能够正确使用下列词汇(Curriculum
words)
family,
mother
(mom),
father
(dad),
parent,
sister,
brother,
son.
Daughter,
grandmother
(grandma),
grandfather
(grandpa),
grandparent,
cousin,
aunt,
uncle,
day,
photo,
picture,
girl,
dog,
these,
those,
they,
who,
have,
next,
here,
of,
well,
bye
能够正确使用下列常用表达
(Useful
expressions)
this
is…,
that’s
…,
these
are
…,
those
are
…,
who’s…?
能够认读下列词汇
（Non-curriculum
words）
oh
语音：
1.
能够辨别3组元音
2.
能够正确读出简单的缩略表达，如that’s,
who’s等
学习策略：
能够将图片与人物描述相结合进行有效记忆
能够将人物描述的文字信息和图片信息相互转换
文化知识：
了解英语国家中家庭成员之间的称谓
Section
A1
(1a-2d)
一、教学目标：
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
—That’s
my
family.
②
—Those
are
my
parents.
③
—Who's
she?
—She's
my
sister.
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。
5.
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?
etc.
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
some
pictures.
2.
Show
Ss
another
photos
and
teach
the
new
words
by
the
same
way.
(brother,
father,
mother,
parent
(s),
grandfather,
grandmother,
grandparent
(s)
)
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
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.
Listen
to
the
conversation
between
David
and
Lin
Hai
again
and
fill
in
the
blanks.
David:
_____
my
family.
_________
my
parents.
Lin
Hai:
Who’s
she?
David:
She’s
my
sister.
Oh,
and
_________
my
brothers.
Lin
Hai:
_____________?
David:
They’re
my
grandparents.
Ⅳ.
Pair
work
1.
Role-play
the
conversation
in
1a.
A:
That’s
my
family.
Those
are
my
parents.
B:
Who’s
she?
A:
She’s
my
sister.
Oh,
and
these
are
my
brothers.
2.
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
…
3.
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
…
4.
Let
some
pairs
act
out
their
conversation.
Ⅴ.
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.
Ss:
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
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.)
3.
Listen
again
and
fill
in
the
blanks.
Li
Lan:
Cindy,
is
this
your
family
photo?
Cindy:
Yes,
it
is,
Li
Lan.
Li
Lan:
Are
these
your
________?
Cindy:
Yes,
they
are.
This
is
my
_______,
Jenny,
and
this
is
my
_______,
Tom.
Li
Lan:
Oh,
___________?
Cindy:
She’s
my
_______,
Mary.
Li
Lan:
____________?
Cindy:
They’re
my
____________,
Linda
and
Bob.
Li
Lan:
And
__________?
Cindy:
He’s
my
________,
Jack.
Ⅵ.
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.
A:
Who’s
she?
B:
She’s
Cindy.
A:
Who’s
he?
B:
He’s
her
father.
(Students
work.
Teacher
walks
round
the
classroom
to
see
how
they
are
doing
and
helps
the
students
who
need.)
Ⅶ.
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
students
read
the
dialogue
and
fill
in
the
blanks.
Sally:
______________,
Jane.
Jane:
Good
morning,
Sally.
Sally:
Oh,
Jane,
_______
my
sister
Kate.
Kate,
this
is
my
friend
Jane.
Kate:
Nice
to
meet
you,
Jane.
Jane:
_________________,
too.
Are
those
your
parents?
Kate:
Yes,
they
are.
Jane:
And
_________?
Sally:
He’s
my
brother,
Paul.
Jane:
Oh,
______.
Well,
_______________!
Sally/Kate:
Thanks!
________.
Bye!
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。）
VIII.
Language
points
1.
That’s
my
family.
family
n.
“家；家庭”，既可指抽象意义上的“家”，又可指“家人”。
That’s
my
family.中的family意为“家人”；
P11中Coco
is
in
my
family,
too.
中的family意为“家庭”。
【语境应用】写出划线部分的汉语意思。
1)
My?family?are
all
tall
(高的).?
______
2)
This
is
a?family?of
four.?
______
Keys:
1)
家人
2）家庭
2.
Oh,
I
see.
see
v.
①
看见
e.g.
I
can
see
a
girl
in
the
picture.
②
理解；明白
e.g.
Now
you
see,
I
can
say
my
ABCs.
【语境应用】写出划线部分的汉语意思。
1)
I
can
see
China
on
the
map.
_______
2)
—I
can
meet
you
here
in
the
afternoon.
—OK,
I
see.
_____________
Keys:
1)
看见
2)
理解；明白
3.
He’s
my
brother,
Paul.
brother
n.
兄；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”，uncle
“舅（叔、伯、姑）父；姨夫”，cousin
“堂兄（弟、姊、妹）；表兄（弟、姊、妹）”等。
4.
—Well,
have
a
good
day!
—
Thanks!
You,
too.
have
a
good
day
玩得开心；过得愉快。与其同义的短语有have
fun和have
a
good
time。
e.g.
—Lily,
I’ll
have
a
school
trip
next
week.
—Great!
Have
a
good
time
/
Have
fun
/
Have
a
good
day.
【语境应用】将下面的句子同义转换。
I
think
you
can
have
fun
at
her
birthday
party.
_____________________________________________________
Key:
I
think
you
can
have
a
good
time
/
day
at
her
birthday
party.
IX.
Summary
This
/
That
is
my
...????
这?/?那是我的……
Nice
to
meet
you.?????见到你很高兴。
These
/
Those
are
my
...??
这些?/?那些是我的……
Have
a
good
day!???
(表示祝愿)过得愉快！
I
see.????????我明白了。
b1.
Introduce
people:
(1)
This
is
my
grandfather.
(2)
That’s
my
brother.
(3)
These
are
my
grandparents.
(4)
Those
are
my
sisters.
2.
Identify
people:
(1)
—Is
this…
—Yes,
it
is./No,
it
isn’t.
(2)
—Who’s
…?
—
He/She
is…/
They’re…
XI.
Exercises
Ⅰ.
根据句意，写出与划线部分意义相对的词。
1.
These
are
my
pens
and
_______
are
my
keys.
2.
My
brother
is
Paul
and
my
_______
is
Sally.
3.
Frank
is
her
father
and
Julie
is
her
_______.
4.
Look!
This
is
Jane’s
grandfather
and
that
is
Jane’s
_______.
Ⅱ.
根据横线后的标点提示，将所给单词连成完整、正确的句子。
1.
brother,
is,
he,
my
___________________________________.
2.
are,
friends,
those,
Jack’s
___________________________________.
3.
his,
is,
this,
father
___________________________________.
4.
your,
those,
are,
cups
___________________________________?
5.
a,
day,
have,
good
___________________________________.
参考答案
Ⅰ.
1.
those
2.
sister
3.
mother
4.
grandmother
Ⅱ.
1.
He
is
my
brother
2.
Those
are
Jack's
friends
3.
This
is
his
father
4.
Are
those
your
cups
5.
Have
a
good
day
XII.
Homework:
1.
Remember
the
new
words.
2.
Try
to
introduce
your
family
to
your
friend
orally.
This
is…
That
is…
He’s…
She’s…
These
are…
Those
are…
3.
Make
three
conversations
using
the
things
in
your
classroom
or
in
your
home.
Section
A2
(Grammar
Focus-3c)
一、教学目标：
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…
3.
能运用所学的词汇及句型完成不同的交际练习。
4.
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:
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
those
it/he/she
they
is
are
Practice
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.
Ⅱ.
Grammar
Focus.
1.
学生阅读并完成下列句子。
①
这是我的朋友简。_____
______
my
friend
Jane.
②
那是我的爷爷。_____
my
grandfather.
③
这是我的兄弟们。
_____
____
my
brothers.
④
那是我的父母亲。_____
_____
my
parents.
⑤
她是谁？______
she?
⑥
她是我的妹妹。She’s
my
_________.
⑦
他是谁？_______
he?
⑧
他是我的弟弟。_______
my
brother.
⑨
他们是谁？Who
_________
they?
⑩
他们是我的祖父母。________
my
grandparents.
2.
Explanation
1.
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？”，用Yes,
they
are.
或No,
they
aren’t.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。who’s是who
is的缩写形式，用于对单个人进行询问，回答时常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)…
例如：—Who
is
that
boy?
那男孩是谁？
—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。they’re是they
are的缩写形式。
例如：
—Who’re
they?
他们是谁？
—They’re
my
cousins.
他们是我的表弟。
—
Who’re
Linda
and
Mary?
琳达和玛丽是谁？
—
They’re
my
sisters.
她们是我的姐妹。
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。
6.
介绍人物常用句型：
This
is
…
That’s
…
These
are
…
Those
are…
辨别人物常见句型：
Who’s
he/
she?
He’s
/
She’s
...
Who’re
they?
They’re
…
Ⅲ.
Pair
work
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.
A:
That
___
my
family.
That’s
my
mother.
B:
_______
he?
A:
______
my
father.
B:
Who’s
______?
A:
She’s
_____
sister.
B:
And
_______
they?
A:
_______
my
grandparents.
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.
5.
Exercises
用正确的人称代词填空。
1)
The
girl
is?Alice?and
______
is
12.
2)
—Can
______
spell
“picture”?
—Yes,
P-I-C-T-U-R-E.
3)
Eric
and
Paul
are
my
friends
and
______
are
good
to
me.
4)
Tom
says,
“
______
am
here,
Mom.”
5)
______
is
not
my
uncle
Mike.
根据括号内所给单词的提示填空。
1)
______(this)
is
my
pen.
2)
_______(that)
are
my
sisters.
3)
Is
______(that)
your
father?
4)
______(this)
are
my
cousins.
IV.
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…
…
V.
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!
VI.
Summary
Introduce
people:
This
is
my
grandmother.
That’s
my
friend.
These
are
my
grandparents.
Those
are
my
sisters.
Identify
people:
A:
Who
is
she?
B:
She’s
my
sister.
A:
Who
are
they?
B:
They
are
my
parents.
VII.
Exercises
Ⅰ.
根据图片，用恰当的指示代词填空。
1.
_______
is
my
friend
Julie.
2.
_______
are
my
brothers.
3.
_______
is
my
dog.
4.
_______
are
my
cats.
Ⅱ.
根据括号内的要求完成下列各题，每空一词(含缩略形式)。
1.
He
is
my
grandfather.???
(对划线部分提问)
_______
_______
he?
2.
This
is
my
picture.???
(改为复数形式)
_______
_______
my
_______.
3.
—Are
they
your
sisters????
(补全否定答语)
—No,
_______
_______.
4.
Those
are
my
cousins.???
(改为一般疑问句)
_______
_______
_______
cousins?
5.
Tom
is
my
father
and
Mary
is
my
mother.???
(改为同义句)
Tom
and
Mary
_______
_______
_______.
Ⅲ.
在横线上填入恰当的内容完成下面的短文。
Hi!
My
name
is
Nick
Smith.
(1)_______
English.
These
two
students
are
Tony
and
Kate.
Tony’s
last
name
is
Brown.
(2)_______
in
Class
Five,
Grade
Seven.
Kate’s
last
name
is
White.
(3)_______
in
Class
Two,
Grade
Seven.
(4)_______
my
good
friends
at
school.
(5)_______
that
woman?
She
is
my
English
teacher.
Her
name
is
Helen
Miller.
参考答案
Ⅰ.
1.
That??
2.
These??
3.
This??
4.
Those
Ⅱ.
1.
Who
is??
2.
These
are;
pictures??
3.
they
aren't??
4.
Are
those
your
5.
are
my
parents
Ⅲ.
1.
I'm??
2.
He's??
3.
She's??
4.
They're??
5.
Who's
VIII.
Homework
用下列句型介绍一张你的家庭照片。
This
is…
That’s…
These
are…
Those
are…
Section
B1
(1a-1d)
一、教学目标：
1.
能掌握对家庭成员称呼的词汇：son,
daughter,
cousin,
grandpa,
grandma,
mom,
dad,
aunt,
uncle。
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.
通过学习对自己的家庭成员会有更清晰的印象。
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。
2.
教学难点：
填写家谱，弄清楚家庭成员之间的关系。
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.
SS:
…
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.
3.
Listen
again
and
fill
in
the
blanks.
Jiang
Tao:
This
is
a
______
of
my
family.
This
is
my
_____.
Tom:
Who’s
he?
Jiang
Tao:
He’s
my
______.
Tom:
And
__
she
your
______?
Tao:
Yes,
______
my
cousin,
Jiang
Shan.
And
________
her
friends.
Tom:
Who’re
they?
Jiang
Tao:
They’re
my
_______
and
________.
Ⅴ.
Summary
Ⅵ.
Exercises
Ⅰ.
根据图片，完成下列句子。
John’s
family
tree
1.
Ned
is
Diana’s
_______.
2.
Maud
and
Harold
are
Julie’s
_______.
3.
Kate
is
Edward’s
_______.
4.
Wendy
is
Edward’s
_______.
5.
Fred
is
Jimmy’s
_______.
6.
John
and
Fred
are
Diana’s
_______.
Ⅱ.
根据句意，写出所缺单词。
1.
Your
father’s
sister
is
your
_______.
2.
Your
uncle’s
son
is
your
_______.
3.
Your
mother’s
mother
is
your
_______.
4.
Your
grandmother
and
your
grandfather
are
your
_______.
5.
Your
mother’s
brother
is
your
_______.
参考答案
Ⅰ.
1.
father??
2.
parents??
3.
daughter??
4.
sister??
5.
cousin??
6.
sons
Ⅱ.
1.
aunt??
2.
cousin??
3.
grandmother??
4.
grandparents??
5.
uncle
Ⅶ.
Homework
Draw
your
family
tree
and
introduce
the
family
members
to
the
class.
One
possible
version
This
is
my
family.
These
are
my
parents.
This
is
my
…
And
this
is
....
Section
B2
(2a-2c)
一、教学目标：
1.
能掌握对家庭成员称呼的词汇：son,
daughter,
cousin,
grandpa,
grandma,
mom,
dad,
aunt,
uncle,
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。
5.
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.
Revision
1.
Greeting
the
students.
Check
the
homework.
2.
根据图片提示在横线上填入恰当的单词完成句子。
　　　　　　　　
1.
Ann
is
Bob's
__________.??????????
2.
Alan
is
Sally's
__________.
3.
John
is
Alan's
__________??????????
4.
Sally
is
Kate's
__________.??
5.
John
is
Mike's
__________.
Ⅱ.
Warming
up
Tell
your
partner
about
your
picture.
Ⅲ.
Presentation
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.
(
Male:
Bob,
Jack,
Tom,
Jiang
Tao,
Alan,
Eric,
Paul,
John
)
(Female:
Jenny,
Linda,
Mary,
Sally,
Jane,
Kate,
Lin
Fang,
Cindy,
Helen)
Ⅳ.
Pre-reading
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.
(Write
"in
the
next
photo"
on
the
blackboard.)
2.
Ss
try
to
understand
the
meaning
of
the
phrases:
"two
photo
of",
"in
the
first
photo",
"in
the
next
photo"。
Ⅴ.
Reading
1.
Pre-reading
Look
at
the
pictures
and
answer
the
questions.
1)
How
many
people
can
you
see
in
the
first
/second
picture?
2)
What
else
can
you
see
in
the
second
picture?
2.
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
3.
Careful
reading
Read
her
article
again
and
find
out
"Who
is
Coco?"
If
you
find
out
Coco,
please
put
up
your
hands.
提示：短文中对Coco的描述为“Coco
is
in
my
family,
too.”，可知Coco也应是在以上两张照片中，通过上面的介绍，都已将所有的人物对号入座，而在照片中还有一只小狗，可知Coco应是小狗的名字。
Read
again
and
write
right
names
for
each
people
in
the
photos.
4.
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.
1.
My
name’s
_________.
2.
Alan
and
Mary
are
my
_________.
3.
Bob
and
Eric
are
my
_________.
4.
Cindy
is
my
_____.
5.
Helen
is
my
______.
6.
_____
is
the
name
of
my
dog.
指导：本题为阅读填空题。读短文可知本文是以“我”（Jenny）的名义写的，文章通过两张家庭照片介绍了“我的”家庭成员。同学们应清楚，文章里中的关键词“my”是指“詹妮的”。由短文第一句话Hi,
I’m
Jenny.
（你好，我的名字叫詹妮），可知第一题的答案为“Jenny”。第2到5小题都是要求填写Jenny与其他人的关系，由短文第四句话“These
are
my
parents,
Alan
and
Mary.”，可知Alan和Mary是Jenny的父母亲。因此第二题应填parents。第3到5小解题思路与本题相同。由短文最后一句话“Coco
is
in
my
family,
too.”可知除了上面介绍的成员外，还有一个成员Coco，对应照片可知Coco应该是她家的狗，因此第6小题填Coco。
Check
the
answers:
1.
Jenny
2.
parents
3.
brothers
4.
sister
5.
cousin
6.
Coco
5.
Answer
the
questions.
1)
Who
is
Alan?
2)
What’s
the
name
of
Jenny’s
mother?
3)
Who
are
Bob
and
Eric?
4)
Is
Cindy
Jenny’s
sister?
5)
What
is
the
name
of
Jenny’s
cousin?
6)
Is
Coco
a
boy?
6.
Post
reading
Fill
in
the
blanks
according
to
the
text.
My
family
Hi,
I’m
Jenny.
Here
____
two
nice
______
of
my
family.
My
grandfather
and
grandmother
____
in
the
first
photo.
These
are
my
parents,
Alan
and
Mary.
In
the
next
_______
are
my
brothers,
Bob
and
Eric.
These
two
____
are
my
sister
Cindy
and
my
cousin
Helen.
Coco
is
in
my
family,
too.
Ⅵ.
Language
points
1.
My
grandfather
and
grandmother
are
in
the
first
photo.
father/mother,
grandfather/grandmother则常用于较正式的场合，或向别人介绍
自己的（祖）父母时使用。
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。
【语境应用】翻译下列句子：
1)
爸爸，这是我的朋友，吉姆。
___________________________
2)
My
father
and
mother
are
both
teachers.
___________________________
2.
Here
are
two
nice
photos
of
my
family.
Here
is/are…
这是……；这(儿)有……
本句是倒装句。当句子以here,
there等词开头，且主语是名词时，主语和谓语要倒装，即“Here/
There+谓语动词+
主语(名词).”其中谓语动词的单复数形式要视后面的主语而定。本句的正常语序是“Two
nice
photos
of
my
family
are
here.”。
e.g.
Here
is
a
desk.
Here
are
three
books.
拓展
当句子的主语是人称代词时，here,
there位于句子开头，其主语和谓语不倒装，应用“Here/
There+主语(人称代词)+谓语.”结构。
e.g.
Here
he
comes.
here
adv.
(用以介绍其人或某物)这就是；在这里
here放在句子开头，可构成倒装句，用以引起注意或加强语气。
e.g.
Here’s
my
pen.
I’m
here.
Jenny
is
there.
【语境应用】完成句子，每空一词。
1)
这是我的两个朋友。
______
____
two
of
my
friends.
2)
这儿有一张光盘。
______
___
a
CD.
Keys:
1)
Here
are
2)
Here
is
photo
=
picture
n.
照片
复数：photos
a
photo
of
一张……的照片
e.g.
It’s
a
photo
/
picture
of
his
family.
You
can
see
a
photo
of
Jack.
of
prep.，具体用法如下：
①?表示“属于……的”，
e.g.
a
cup
of
my
sister
②?表示同位关系
e.g.
the
city
(城市)
of
Beijing
③?表示“关于……的”
e.g.
a
picture
of
my
family
④?表示部分或全部
e.g.
two
of
us
【语境应用】完成句子。
1)
Ann是我姐姐的一个朋友。
Ann
is
_______
_______
_______
my
sister’s.
2)
我现在在太原市。
I’m
in
_______
_______
_______
_______
now.
3)
这是一张英格兰地图。
This
is
_______
_______
_______
England.
4)
我有三件夹克衫，其中两件是绿色的。
I
have
three
jackets,
and
_______
_______
_______
are
green.
Keys:
1)
a
friend
of
2)
the
city
of
Taiyuan
3)
a
map
of
4)
two
of
them
3.
…are
in
the
first
photo….In
the
next
picture
are
my
brother,
Bob
and
Eric.
In
the
next
picture
are
my
brothers,
Bob
and
Eric.
该句为倒装句，为了强调介词短语in
the
next
picture，所以将其放在句首，其结构为“介词短语+be+主语”。
该句的正常语序为My
brothers
Bob
and
Eric
are
in
the
next
picture。
【语境应用】连词语成句。
is,
in
the
middle
photo,
my
father
_____________________________________.或
_____________________________________.
Keys:
In
the
middle
photo
is
my
father
My
father
is
in
the
middle
photo
next
adj.
下一个的；接下来的
在句中作定语，修饰名词
e.g.
You
can
meet
Tom
next
day.
next
n.
下一个；接下来
e.g.
Next,
please!
【语境应用】完成句子。
1)
下一名学生是詹妮。
_______________
is
Jenny.
2)
让我们来看下一个。
Let’s
look
at
________.
Keys:
1)
The
next
student
2)
the
next
picture
n.
照片
可与photo互换。
a
picture
/
photo
of…
一张……的照片
e.g.
This
is
a
picture
of
my
house.
picture
n.
图画
此时不要可与photo互换。
a
picture
of…
一张……的图画
e.g.
Draw
a
picture
of
that
tree.
and“和，又”，它连接两个并列的名词作句子的主语时，当复数看待，在一般现在时态中，be动词应用are的形式。
e.g.
Linda
and
Lily
are
in
the
next
photo.
4.
Coco
is
the
name
of
my
dog.
the
name
of
…
……的名字
e.g.
The
name
of
the
cat
is
Mimi.
Ⅶ.
Summary
Introduce
your
family:
This
is
a
photo
of
my
family.
This
is
Jack.
He
is
my
father.
That
is
Jane.
She
is
my
mother.
These
are
...and...
They
are
my...
Those
are
...
and
...
They
are
my
....
Here
is
a(n)
...?
???这儿有一(个?/?张……)
Here
are
...???
????这是……；这(儿)有……
two
nice
photos
of
...??
两张好看的……照片
in
the
first
photo
?在第一张照片中
the
name
of
...
?……的名字
Ⅷ.
Exercises
Ⅰ.?从方框中选择合适的单词填空，使每个句子在结构、句意和逻辑上正确。
dog,
next,
picture,
day,
girl
1.
These
are
_______
of
Alice’s
family.
They
are
Frank,
Becky
and
Bob.
2.
I
have
two
white
_______.
3.
Mr.
Wang
is
in
Beijing
these
_______.
4.
Those
_______
are
students
in
a
middle
school.
5.
I
can
see
a
key
in
the
_______
photo.
Ⅱ.?根据汉语意思完成英语句子，每空一词。
1.?我的狗叫笨笨。
The
_______
________
________
________
is
Benben.
2.?这两张漂亮的照片是吉娜的。
The
two
_________
________________
are
Gina’s.
3.?这些是我的朋友。
_________
_________
my
friends.
4.?他的父母在北京吗？
Are
_________
_________
in
Beijing?
参考答案
Ⅰ.
1.
pictures
2.
dogs
3.
days
4.
girls
5.
Next
Ⅱ.
1.
name
of
my
dog
2.
nice
photos
/
pictures
3.
These
are
4.
his
parents
Ⅸ.
Homework
Write
a
passage
about
your
family
according
to
family
photos.
Section
B3
3a-Self
Check
一、教学目标：
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。
6.
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。
7.
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.
brothers
parents
Cindy
family
Hi.
My
name
is
Paul.
This
is
a
photo
of
my
______.
These
are
my
________
and
these
are
my
_________,
John
and
Bob.
This
is
my
sister
_______.
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。
5.
假如你是Tony，右面的图片是你家的全家福，请你根据图片及所给提示写一段话，在英语课上给同学们介绍一下。
【思路点拔】
1.
定基调
人称：第一人称和第三人称
时态：介绍全家福用一般现在时。
2.
谋布局、写句子
3.
巧衔接
人称代词(he
/
she
/
they等)，物主代词
(my
/
your
/
his
/
her等)，及指示代词(
this
/
that
/
these
/
those)的使用，能够让语言连贯，层次分明，增强篇章结构的严谨性和逻辑性。如：写句子第2题的后半句中的my
parents可用they代替，与前半句中的my
parents紧密相连。第5题的第二句中的My
brother’s可用His代替，第二个Bill可用he代替，这些都与my
brother紧密相连，达到连句成篇的效果。
4.
成篇章
Hi,
I’m
Tony.
_____________________________________________________________
________________________________________________________________________
________________________________________________________________________
I
love
my
family.
答案
2.
谋布局、写句子
(1)
a
photo
of
my
family
(2)
These
are
my
parents
(3)
Who's
the
girl
(4)
she's
11
(5)
This
boy
is
my
brother
4.
成篇章
Hi,
I'm
Tony.
Here
is
a
photo
of
my
family.
These
are
my
parents,
and
they
are
very
nice.
Who's
the
girl
in
the
photo?
She's
my
sister
Grace,
and
she's
11.
This
boy
is
my
brother.
His
name
is
Bill,
and
he
is
4.
I
love
my
family.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.
Male:
father,
grandfather,
uncle,
brother,
cousin
Female:
mother,
grandmother,
aunt,
uncle,
cousin
Both:
parents,
grandparents
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.)
①
—Is
this/that…?
—Yes,
he/she
is.
No,
he/she
isn't.
②
—Are
these/those…?
—Yes,
they
are./
No,
they
aren't.
③
—Who's
she/he?
—He's/She's…
2.
Now
read
the
conversation
between
Bill
and
Dale.
Then
complete
the
conversation.
Bill:
Here’s
a
photo
of
my
family.
Dale:
_______
he?
Bill:
______
my
uncle.
Dale:
_______
this
girl?
Bill:
_______
my
cousin.
Dale:
Are
_______
your
parents?
Bill:
Yes,
_____
are.
And
these
____
my
grandparents.
3.
Check
the
answers.
(
this,
He's,
Who,
She,
these/those,
they,
are
)
4.
Practice
the
conversation
with
your
partner.
Ⅷ.
Summary
单词
daughter??
??????
2.
___________________?
3.
___________________
4.
___________________?
5.
____________________
6.
____________________
句子和对话
7.
这是我的朋友简(Jane)。
____________________
8.
那是我的父母。
____________________
9.
—她是谁？
—她是我妹妹。
____________________
____________________
Ⅸ.
Exercises
Ⅰ.
根据图片、提示词语及所给示例完成下列各题。
例：
(sister:
Linda)
This
is
my
sister
Linda.
1.
(grandfather:
David)
________________________________________
2.
?(friends:
Peter
and
Rick)
________________________________________
3.
(cousins:
Gina
and
Bill)
________________________________________
Ⅱ.
根据短文内容，从方框中选择恰当的单词填空。
who,
mother,
they,
parent,
here,
girl
Hello!
I’m
Alan
Black.
Look!
(1)_______
is
a
photo
of
my
family.
You
can
see
my
(2)_______,
my
sisters
and
me.
The
man
(男人)
in
black
is
my
father
Paul.
My
(3)_______
Sally
is
next
to
my
father.
The
two
(4)_______
in
the
middle
are
my
sisters
Amy
and
Becky.
(5)_______
are
in
No.10
Middle
School.
(6)_______
is
that
boy?
Oh,
it’s
me.
I
love
my
family.??
Ⅹ.
Homework
找一张家庭照片，仿照3b中介绍的方法，写一篇小短文，介绍一下你的家人或朋友。
注意恰当运用
This/That
is…,
These/Those
are…句型。
1