Unit 2This is my sister.
Section A (1a—2c)
一、教学目标
1. 能够熟练掌握本课重点词汇：sister, father, mother, grandfather, grandmother, brother, parent(s), grandparent (s), family, who, they, this, that, these, those…
2. 熟练掌握本课重点句型：
(1) This/That is his sister.
(2) These/Those are his parents.
(3) —Who’s she
—She’s my sister.
3. 能够听懂有关家庭信息的语料，培养学生提取关键信息的能力。
4. 初步感知并运用who引导的特殊疑问句与指示代词this/that/these/those来询问对方、介绍自己的家庭成员。
5. 培养学生与家人和睦相处的情感，懂得尊敬自己的父母长辈与其他家庭成员。
二、教学重点及难点
重点：
1. 能够听懂有关家庭信息的语料，培养学生提取关键信息的能力。
2. 初步感知并运用who引导的特殊疑问句与指示代词this/that/these/those来询问对方、介绍自己的家庭成员。
难点：
初步感知并运用who引导的特殊疑问句与指示代词this/that/these/those来询问对方、介绍自己的家庭成员。
三、教学过程
教学环节 教师活动 学生活动 设计意图
Warming-up 教师跟学生们打招呼后，问大家各自家里有多少人，都有谁。接着播放《小猪佩奇》视频，同时引导学生关注问题。 学生说出自己家庭成员情况，然后观看《小猪佩奇》视频，并回答视频中关于人物的问题。 师生互动谈论家庭成 员，再通过看动画视 频回答问题，调动学 生的学习兴趣，活跃 课堂气氛，同时顺利 引入本课主题。
Pre-listening 1. 教师展示小猪佩奇家人的图片，并提问Who is he/she Who are they 引导学生看图回答问题并学习本课目标词汇。 学生看图片回答佩奇家庭成员的问题，并学习新词。 通过在情境中学习家庭成员词汇，为后面的听力活动扫清词汇障碍。同时结合目标词汇，帮助学生感知who引导的特殊疑问询问第三方是谁以及指示代词介绍人物关系的用法。
2. 教师展示并介绍佩奇全家照和目标句型之一This is/These are，通过分别指出图片人物，引导学生学习该目标句型，同时巩固目标词汇。 学生看图在情境中学习目标句型This is/These are。
3. 教师继续展示小猪佩奇家人的图片，引导学生在语境中理解this和that，these和those的区别用法。 学生看图在情境中学习并理解目标句型thisis和that is，these are和those are的用法。
4. 教师引导学生看完视频完成1a的匹配题。 学生看视频再完成1a的匹配题。 通过看视频，然后单词与图片相匹配的活动，巩固本节课的核心词汇学习。
While-listening 1. 教师播放1b录音，引导学生完成1b的听力任务。 学生完成1b的听力任务。 通过听录音圈单词，进一步巩固本节课的核心词汇。同时培养学生通过抓住关键词进行有效听取信息的意识和习惯。
2. 教师引导学生角色扮演1a的对话内容，然后与同伴结对谈论并介绍David的家庭成员。最后鼓励同学在全班面前进行表演。 学生两人一组结对表演并介绍David的家庭成员。 通过同桌两两对话的练习，培养学生目标语言的口语输出能力。
3. 教师展示Cindy的全家福，引导学生看图并进行问题答案的猜测，然后展示答案进行核对。 学生看图进行听前预测活动。 帮助学生进一步熟悉听力背景内容，为下一步的听力活动做准备。
4.教师播放2b录音，引导学生完成2b听力活动。 学生完成2b听力活动。 分别通过听音匹配人名和回答问题，培养学生关注细节信息的能力，加深对听力内容的理解，同时帮助学生进一步巩固目标语言。
5. 教师继续播放2b录音，引导学生回答问题。 学生听录音回答问题。
Post-listening 1. 教师呈现2b对话内容，让学生阅读对话，再引导学生分别找出关于“介绍人物”与“指认人物”的常用表达。 学生读2b对话内容，分别找出关于“介绍人物”与“指认人物”的常用表达。 通过读2b对话分别圈出关于“介绍人物”与“指认人物”的常用表达，帮助学生归纳总结目标语言。
2. 教师引导学生两人一组针对听力材料内容进行问答训练，再请几个小组在课堂上展示对话。 学生两人一小组针对听力材料内容进行问答训练。 通过同桌两两对话的练习，培养学生目标语言的口语输出能力。
3.教师展示《家有儿女》的全家福，引导学生小组活动讨论家庭成员。 学生看《家有儿女》的全家福，然后小组活动讨论家庭成员。 通过小组谈论，帮助学生在真实交流中体验如何询问对方并介绍自己的家庭成员。
4. 教师让学生画出自己家庭的全家福，然后引导学生小组活动谈论并介绍家庭成员。最后请几个小组代表在课堂上展示成果。 学生画自己家庭的全家福，然后进行小组活动谈论并介绍家庭成员。
5.教师播放关于family的公益视频，培养学生与家人和睦相处的情感，并懂得尊敬自己的父母长辈与其他家庭成员。 学生看视频，进行情感的升华。 培养学生与家人和睦相处的情感，懂得尊敬自己的父母长辈与其他家庭成员。
Summary 老师呈现本节课学习内容的思维导图。 学生根据思维导图回顾总结本节课的学习内容。 总结回顾本节课所学内容。
Homework 教师布置课后作业，要求学生对父母表达情感，然后编写关于向同伴介绍自己家庭成员的对话，以及预习下节课的内容。 学生对父母表达情感，然后编写关于向同伴介绍自己家庭成员的对话，并预习下节课内容。 训练学生在生活实际中运用目标语言的能力。
四、板书设计
Unit 2This is my sister.
Section A (1a—2c)
1. Key words: sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), family, who, they, this, that, these, those…
2. Key sentences:
(1) This/That is his sister.
(2) These/Those are his parents.
(3) —Who’s she
—She’s my sister.(共20张PPT)
Section A (1a~2c)
This is my sister.
Unit 2
How many people are there in your family
Who are they
Free talk
Watch and say
How many people are there in Peppa Pig’s family
Who are they
I am Peppa Pig.
—Who is he/she
—He/She is ________.
father
mother
brother
parents
I am George’s sister.
Look and learn
grandmother
grandfather
grandparents
—Who are they
—They are ________.
This is my family.
This is __________.
These are __________.
mother
parents
this
that
This is __________.
These are __________.
That is __________.
Those are __________.
Match the words with the people in the picture.
1. mother a
2. father ____
3. parents ____
4. brothers ____
5. grandmother ____
6. grandfather ____
7. friend ____
8. grandparents ____
9. sister ____
c
b
h
f
e
i
d
g
Listen and circle the words you hear.
1. mother 2. father 3. parents
4. brothers 5. grandmother 6.grandfather
7. friend 8. grandparents 9. sister
Role play the dialogue in the picture. Then introduce David’s family members to your partner.
That’s my family.
Those are my parents.
Who is she
She is my sister. Oh, and these are my brothers.
This is Cindy.
Can you guess who they are
mother
father
grandmother
grandfather
sister
brother
Look at the picture. Let’s meet Cindy’s family.
Listen and match the names with the people in the picture.
1. Jenny _____ 4. Bob _____
2. Jack _____ 5. Linda _____
3. Tom _____ 6. Mary _____
b
d
c
a
e
f
Listen and answer the questions.
2. What is her father’s name
1. What is Cindy’s mother’s name
3. Is Mary her sister
4. Who is Linda
Jenny.
Tom.
Yes, Mary is her sister.
Linda is her grandmother.
Read and circle
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.
IF you want to introduce people, you can say:
IF you want to identify people, you can say:
Ask and answer questions about Cindy’s family photo.
Who’s she
She’s Cindy.
Who’s he
He’s her father.
…
…
Work in groups and talk about the family.
Who is she/he
Who are they
This/That is…
These/Those are…
A: This is my family. That’s my mother.
B: Is he your father
A: Yes, he is.
C: Are these your grandparents
A: Yes, they are. This is my grandmother and
this is my grandfather.
B: Oh, who’s she
A: Ha-ha, it’s me.
Draw your family photo. Then work in groups and
talk about it.
Father and mother I love you!
Summary
Family members
grandfather, grandmother, grandparent(s), father, mother, parent(s), sister, brother
Family
Structures
This is my sister.
That is my brother.
These are my parents.
Those are my grandparents.
A: Is this 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.
1. Say “I love you!” to your parents.
2. Write down a conversation about introducing your family
to your partners.
3. Preview the new words and phrases in Section A(2d~3b).
4. Prepare a photo of your family for next class.
Homework
Bye-bye!
