课 题 《Unit 2 This is my sister（5）》教案 主 备 人
课型 阅读训练课 个性化备课
教 学 目 标 知识技能 Learn 7 new words and 2 sentences. Learn to read the passage about family.
过程与方法 Direct method Reading
情感态度价值观 Get students to understand and love their families.
教学重点 Train the Ss` ability of reading.
教学难点 Try to recite the passage.
教 学 过 程 Step 1 Revision and Lead in 1. Greet some individual students. 2. And ask them: What`s your name What`s your first name What`s your last name In this way review "first name / last name" Show two ID cards( Alice Green and Dale Miller) to the class. And ask the class their information. There are many more boys and girls in this unit. Please find them and write them in the male box and female box. (Explain "male and female") Step 2 Oral practice Show a photo of a family and talk about it to review the family words. Ask the Ss to talk about their family photos. Step 3 Reading 1. Go through the two pictures/photos. They are Jenny`s photos. 2. Now read the passage quickly and circle the names. 3. Read the passage carefully and complete the sentences in 2c. 4. Read the passage for a third time to answer the questions below. Who are in the first photo What are Jenny`s parents` names Is Helen Jenny`s sister What is the name of Jenny`s dog 5. Translate the sentences below. Here are two nice photos of my family. 我的爷爷奶奶在第一张照片里。 In the next picture are my brothers. ④ 这是我的父母亲。 6. Practice reading the passage aloud. Try to recite the passage. Step 4 Consolidation Ask the Ss to recite it together. Finish ExⅧ. Check the answers. Step 5 Summarize the whole class. Step6. Homework. Finish ExⅦ. Continue to recite the passage in 2b. Bring your own family photos to school for tomorrow’s lesson.
教 学 反 思七年级英语（上）Unit 2 This is my sister 教学稿
The First Period (Section A 1a – 2c)
Learning aims （学习目标）
1. 学会表述家人的称谓。
2. 能听懂有关介绍家庭成员的对话。
2. 学会介绍家人。
3. 学会用特殊疑问句来询问家人的称谓。
Language points (语言点)
1. 词汇：1)名词n. sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family
2)代词pron. those, who, these
3)感叹词interj. oh
2. 句型：This/That is … These/Those are … Who’s she She’s …
Difficulties （教学难点）
1. 表示人物称谓的名词的读音及拼写。
2. 名词复数的正确使用。
【课前预习】
Ⅰ.短语翻译：
1.我的姐姐 2.他的父亲 3.你的母亲 4.她的爷爷
5.我的父母 6.他的朋友 7．你的哥哥 8.她的祖父母
Ⅱ. 补全句子：
1. 这是我的弟弟。 _____ ______my ________.
2. 那是他的妹妹。 _____ _______ his ________.
3. 那些是她的朋友。 ________ ________ her ___________.
4. 这些是我的外祖父母。 _____ ________ my _________________.
5. 这是你的妈妈吗？ _________ __________ your ________
6. 那是她的爸爸吗？ _________ ___________ her _____________
学习过程
1. Warming-up and revision（课堂热身和复习）
（1）Daily greetings to the students
(2) Revision
T: Is he Eric （指着班上的学生进行问答。）
S: Yes, he is. T: Is she Cindy S: No, She isn’t. She’s Helen.
2. Presentation （呈现新知识）
T: What’s this in English
S: (Teacher helps the students to say) It’s a picture/photo.
T: Yes, this is a picture of a family.
Can you see the woman This is my mother. (板书mother) She is my mother.
学生姓名 家长签字
Read after me, mother.
S: Mother, mother, mother. （以此方法将图片上的grandfather, grandmother, grandparents, brother, sister引出）
Explanation: 名词分为可数名词和不可数名词两类。可数名词有单数和复数之分，变为复数形式时，一般情况是在单数名词后加“-s”，如：pen→pens, parent→parents；(详见课本78页)
3. Work on 1a ,1b.
5. Presentation （呈现新知识）
Draw a boy and two boys on the board and present the sentences:
1) This is my friend. These are my friends. （教师站在黑板近处）
Who’s he He’s my friend. Who are they They are my friends.
2) That is my brother. Those are my brothers. （教师站在理黑板较远的地方）
Who’s he He’s my brother. Who are they They are my brothers.
Homework （课后作业）
1. 朗读并熟记第7页的单词和句子。
2. 准备一张全家福，用所学的单词和句型进行介绍。（提醒学生记住在本单元后面的几堂课上都要使用。）抄写第7页的单词和句子。
【课堂练习】（5分钟）
Ⅰ.句型转换
1．This is a boy.(改为复数形式) __________ __________ __________.
2 . These are my sisters.(改为单数形式) ________ ________ my _________.
3. ---Are those your parents (作否定回答) ________, ________ __________.
4. These are Mary’s father and mother.(改为同义句) These are Mary’s ________.
5.They are my friends.(改为单数形式) ______ ______ my _________.
Ⅱ. 单项选择
1. Is ______ your pencil Yes, it is. A. this B. these C. those D. This
2. Are those your books Yes, _____.A. it is B. those are C. these are D. they are
3. Mum, ____ is my friend, Lucy. A. these B. this C. she D. those
4.______ her books. A. This is B. These are C. That is D. These
5.Those are _____. A. his picture B. your picture C. her pictures D. my picture
6.This___my sister and those ___my brothers. A. are, is B, is, is C. is, are D. are, are
7.This___my sister and those ___my brothers. A. are, is B, is, is C. is, are D. are, are
8. Look at the _______. They are my sisters. A. girl B. girls C. boy D. boys
9. ___ your eraser Yes, thank you. A. What’s B. Is this C. Are these D. Are they
10.Li Mei is my sister and I am her ______. A. brother B. mother C. uncle D. friend
Unit 2 This is my sister教学稿
The Second Period (Section A 2d – 3c)
Learning aims （学习目标）
1. 学会说家庭成员的称谓。
2. 学会询问别人的家庭成员，向别人介绍自己的家庭成员。
Language points (语言点)
1. 词汇：1）学习名词：day 2）学习代词：they
3）学习动词：have 4）学习感叹词：well, bye
2. 了解句子：Oh, I see.
Well, have a good day!
Thanks! You too.
3. 语法：1）初步学习词的复数形式
2）了解缩写词：that’s, who’re, who’s, they’re
3）了解同位语： This is my sister Kate.
Difficulties （教学难点）
介绍家庭成员时对单复数词汇的正确使用。
【课前预习】
Ⅰ 用适当的单词填空
1.That _______ Anna. 2.________ she a girl
3._____is she She is my sister. 4._______ is my boy friend.
5.These ______ my friends. 6.Who ____ they They are my friends.
Ⅱ 根据句意及首字母提示完成单词
1. Dale and Helen are Jim’s p_________. Jim is their son.
2. The boy isn’t my brother. He is my f_________.
3. I’m Anna’s brother. Anna is my s__________.
4. Miss Wang is my English teacher. S______ is a good teacher.
5. My father’s father and mother are my g_________.
Ⅲ 根据汉语意思完成句子
1. 这是约翰吗？_______ _______ John 2. 那是我的朋友。______ my _______
3. 他是你的哥哥吗？_______ ________ your _______
4. 郭鹏是你的弟弟吗？_______ Guo Peng______ _______
5. 她是你的姑姑吗？_______ _______ your________
学习过程
1. Warming-up and revision（课堂热身和复习）
1. Daily greetings to the students
T: How is your mother/father/… / How are your parents
S: She/He is … / They are …
2. Revision
学生姓名 家长签字
Talk about the picture in 2a & 2b using the sentence pattern..
This/That is … Who’s she/he
She’s/He’s … These/Those are … Who’re they They’re …
2. Work on 2d （完成2d）
Explain some of the sentences.
a. Oh, I see. 噢，我明白了。
b. Well, have a good day! 那好，愿你们（一天）玩得高兴！
c. Thanks! You, too. 多谢了！也祝你玩得高兴。（见教材57页课文注解。）
3. Grammar Focus （语法焦点）
1）T: Look at the sentences in Grammar Focus. Try to read them aloud.
2）Teacher writes the sentence patterns on the blackboard，学生需掌握缩略形式和完全形式。
4.A little joke
Betty:"Black hens are cleverer than white ones, aren't they "
贝蒂：“黑母鸡比白母鸡聪明，对吗？”
Larry:"How do you know "
拉里：“你怎么知道？”
Betty:"Well, the black hens can lay white eggs, but the white hens can't lay black ones."
贝蒂：“嗯，因为黑母鸡能下白蛋，可白母鸡不能下黑蛋。”
【课堂练习】（6分钟）
Ⅰ用代词的适当形式填空
1. ________ am a student in Class Five. ________ first name is Anna.
2. ________ is a boy. _________ name is Bill.
3. This is Lucy. ________ is a girl. That is ________ desk.
4. _______ is Wang Fang. ________ English name is Alice.
5. Is _______ your brother No, _____ is my friend.
6. Is _______ your mother No, _____ isn’t. _______ is my aunt.
7. Are ________ your parents No, _________ are my aunt and uncle.
II句型转换 1.They are my parents.(同义句转换) They are my _____ _____ _______.
2. He is my good friend.(变为一般疑问句) _______ ________ _________ good friend
3. These are my brothers.( 变为单数) ________ _______ my __________.
4. Those are pencils.(就划线部分提问) _________ _________ ____________
5. Is that your eraser ( 变为复数) _______ ________ your __________
Unit 2 This is my sister教学稿
The Third Period (Section B 1a – 1d)
Learning aims （教学目标）
1. 学会说家庭成员的称谓。
2. 学会谈论家庭成员。
3. 能听懂有关介绍家庭成员的谈话。
Language points (语言点)
1. 学会以下家庭成员的称谓
son, cousin, grandpa, mom, aunt, grandma, dad, uncle, daughter
2. 熟练运用以下句型
These/Those are… This/that is …
Who is/are … He/She is … They are …
Difficulties （教学难点）
1）在介绍或谈论家庭成员时，注意学生口语中的单复数运用。
2）注意uncle, aunt 和daughter的拼写形式。
【课前预习】
Ⅰ 英汉互译
父母亲 堂兄（弟） 女儿 儿子 叔伯
祖父母 （外）祖母 aunt brother sister
我的表弟 你的姑姑 他的叔叔
我的朋友 你父亲的父亲 汤姆妈妈的姐姐
学习过程
1. Warming-up and revision（课堂热身和复习）
Revision
T: Have you brought your family photos Now please take out your family photos and introduce your family members.
2. Presentation （呈现新知识）
1）通过多媒体展示一张全家福，介绍上面的人物，呈现生词dad 和mom。
son, daughter.
e.g. Here is a photo of a family. Look at the boy and the girl in this photo. They are not my brother and sister. The boy is my uncle’s son. He is my cousin. The girl is my uncle’s daughter. She is my cousin, too. They are my cousins.
3. Work on 1a （完成1a）
1) T: Every family has a family tree. Can you finish the family tree in 1a
S: Yes.
2) Check the answers and ask students to read aloud the words.
4. Work on 1b （完成1b）
学生姓名 家长签名
1）T: Let’s listen to the recording in 1b. I’ll play the recording once. You only check the words you hear.
2) Check the answers and some individuals to read the words aloud.
5. Work on 1c （完成1c）
1）T: Look at the two pictures in 1c. Who are they in the first picture Can you guess
引导学生先讨论，再听。
6. Work on 1d （完成1d）
1）T: Now you can draw a picture of your family and friends.
2) Ask one or two students to show their pictures and tell the class who they are.
3) T: Now you can tell your partner about your picture.
课堂练习
I.根据图示和句意完成句子
Mr. Smith ---------------------------------------- Mrs. Smith
Tom---------------------Mary Bruce--------------------------Jenny
Dave Anna Bob
1.Tom is Dave and Anna’s ________________.
2. Bruce is Dave and Anna’s__________________.
3. Mr. Smith Mrs. Smith are Bob’s _________________.
4. Mary is Bob’s ________________. 5. Anna is Dave’s _________________.
6. Bob is Dave and Anna’s _____________. 7. Jenny is Bob’s _________________.
8. Tom and Bruce are 9.Tom is Mr. Smith Mrs. Smith’s ______________.
10. Anna is Tom and Mary’s ___________________.
II 连词成句
1. your is sister this ( )_____________________________
2. are These friends my (.) ________________________________.
3. my those brothers are (.) ________________________________.
4. Smith is John brother your ( ) _______________________________
5. this isn’t girl sister my (.) __________________________________.
6. have, I, a , nice, family, very (.) _______________________________________.
Unit 2 This is my sister教学稿
The Fourth Period (Section B 2a – 2c)
Learning aims （学习目标）
1. 学会区分英文名的性别。
2. 进一步巩固并熟练掌握人物称谓。
2. 能根据图片和描述，理解短文。
Language points (语言点)
1. 词汇：1）名词n. photo, picture, girl, dog
2）副词adj. here
3）介词prep. of
4）形容词兼名词adj. & n. next
2. 词组：two nice photos of my family in the first photo
in the next picture the name of the dog
3.句型： 学会使用Here are/is … 巩固并熟练掌握These are …
Difficulties （教学难点）
1）运用阅读策略引导学生进行短文阅读。
2）帮助学生理解倒装句In the next picture are my brothers.
课前预习
根据首字母或汉语提示完成单词。
I have three ___________( 姑姑 ) .
In the __________(下一个) photo are my brothers.
His ____________(女儿) is in the picture.
This is Mary. Her mother is my aunt. She’s my c_____________.
Here is a p_______ of my family.
学习过程
1. Warming-up and revision（课堂热身和复习）
1）Play a guessing game
Ask some individuals to show their pictures and get the others to ask using the sentence pattern: Is that your… Are those your … Who’s he Who are they The
2. Playing a game — Who can be the quickest （做游戏——看谁反应快？)
老师说出人物之间的关系，学生说出其称谓。看谁最先说出。
e.g. T: Father’s father. S: Grandfather or grandpa.
T: mother’s sister. S: Aunt.
3. Work on 2a （完成2a）
1） T: In this unit we have known some English first names. Can you tell me
But do you know which names are for male and which names are for female
学生姓名 家长签名
（Explain）
Boys and men are males. For example, Li Long is a male. Mr Zhang is a male. （列举几个班上的男生或男老师）
Girls and women are females. For example, Li Xia is a female. Miss Liu is a female.
4. Work on 2b & 2c （完成2b & 2c）此部分开始涉及篇章的阅读。在学生一开始接触到篇章的阅读时，养成良好的阅读习惯。
Before reading While reading: 1)Fast reading 2) Careful reading
After reading
5.A little joke
Jenny's papa bought her a pair of new trousers, but it couldn't be worn as it shrank in the wash. Her mother got angry.
詹妮的爸爸给她新买了一条裤子，但刚一下水就缩得不能穿了。她的妈妈非常生气。
But Jenny said. "Mama, I can wear it if you have me a bath."
詹妮却说：“妈妈，你给我洗个澡，我就能穿了。”
【课堂练习】（6分钟）
Ⅰ用所给词的适当形式填空
1.Here ______ (be) some(一些) books for you. 2.Those are his _________(grandparent).
3.Are these your family _______ (photo) 4.Thanks for ______(you) book.
5.._______ (that) are his parents. 6.Are _______(this) your books
7.My .parents________(be) teachers. 8.Who ______(be) the boy
9. My family ______(be) at home now. 10.Lin Tao and I ______(be) brothers.
Ⅱ句型转换
1.Mr. Green is Jim’s father.(同义句) Jim is _______ __________ ________.
2.This boy is Tom Green (就画线部分提问)_______ _______ the boy
3. photo ,this ,Kate’s ,is ,a ,family ,of（连词成句）___________________________.
4. your ,these ,aunt, are, uncle, and （连词成句）____________________________.
5.are, ten, here, of, family, photos,my （连词成句）__________________________.
III单项选择
（ ）1. Is this your_________ photo No, ___________.
A. fathers, it isn’t B. father’s , it isn’t C. father’s, they aren’t D. fathers, they aren’t
（ ）2. Thank _______ your book. A. your B. you C. me D. /
（ ）3. It’s a photo _______ my family. A. in B. on C. of D. to
（ ）4. What ______ those in English ______ pictures.
A. is, It’s B. is, Its C. are, They’re D. are, These
（ ）5. Thanks for your ________. It’s very nice.
A. family photo B. family photos C. photo family D. photos family
（ ）6. I have (有) _____ uncle and ______ aunt. A. a, a B. a, an C. an, a D. an, an
Unit 2 This is my sister教学稿
The Fifth Period (Section B 3a – Self Check)
Learninging aims （教学目标）
学会介绍家庭成员。
Language points (语言点)
1. 熟练运用以下句型介绍家庭成员：
This/That is … These/Those are …
Who’s …
2. 学会用以下句型了解、询问他人
Who’re … Is this/that … Are these/those …
2. 熟练掌握并运用本单元所学词汇进行交际活动。
Difficulties （教学难点）
熟练运用所学句型描述并询问别人的家庭成员。
学习过程
1. Warming-up and revision（课堂热身和复习）
1）Revision
T: Are you Helen S: Yes, I am. / No, I’m not.
T: Is she Helen S: Yes, she is./ No, she isn’t.
2）Talking about your photos
a. Teacher shows a picture of a family to the students and introduces the people as a model. Then ask some individuals to repeat.
Hi! I am Jenny. Here is a photo of my family. This is my father and this is my mother. These are my parents. That is my grandfather and that is my grandmother. Those are my grandparents.
S1:May I have a look at your family photo/. Is this/that your father/mother …
S2: Yes, he/she is. No, he/she isn’t.
2. Work on 3a （完成3a）
1) Get students to complete the chart with the words in the box.
2) Students try to draw a picture of Paul’s family in the box on the right.
3. Work on 3b（完成3b）
1）Present a picture of a family. And then introduce it.
e.g. Here is my family photo. These are my grandparents. This is my father. This is my mother. They are my uncle, Tom, and aunt, Lucy. I have two brothers Tony and Jim. Who is this boy It’s me! I have a happy family. I love them all.
2) Get students to write down what they say.
4. Self Check （自查）
5. Summarize （小结）
1）Learn to read, write and use the words:
mother/mom father/dad parents grandfather/grandpa grandmother/grandma grandparents uncle aunt son daughter cousin brother sister friend this that these those she he picture photo
2）Learn to read, write and use the sentences:
a. 单数/复数
This is my friend. These are my friends.
That is my brother. Those are my brothers.
b. 询问身份
Is she your aunt Yes, she is./No, she isn’t.
Is he your uncle Yes, he is./No, he isn’t.
Is this/that your sister Yes, it is. /No, it isn’t.
Are these/those your parents
Who’s he He’s my brother.
Who’re they They are my grandparents.
3）利用family tree弄清家庭成员之间的关系
6. Exercises （练习）
一、根据句意写出单词。
1．My father’s mother is my ________.
2．My father’s father is my ________.
3．My father’s sisters are my ________.
4．My father’s brothers are my ________.
5．My uncle’s children are my ________.
6．My parents’ ________ is my sister.
7．I am a boy. I’m my parents’ ________.
8．This is my ________ photo. These are my parents and this is me.
二、 把句子译成英语。
这是你的妈妈吗？是的，她是。
2. 这些是你的朋友们吗？不，不是。
3. 这位是我的爸爸。
4. 那是我的爷爷奶奶。
7. Homework （课后作业）
Oral: 1. 朗读并背诵本单元所学词汇和句子。
2. 背诵11页2b的短文。
Written: 在作业本上画出你的全家福并用英文进行介绍。
Unit 2 This is my sister 复习检测题
Ⅰ.单项选择。（共30小题，30分）
( )1.－Who is that boy －He is my _______.
A. father B. mother C. brother D. sister
( )2. This is teacher, Mr Green. A. I B. my C. me D. we
( )3. are my books. Those are books.
A. It, my B. It, your C. These, you D. These, your
( ) 4. _______are my good friend. A. Your B. He C. They D. You
( )5. － －It’s a bag.
A. What’s your name B. How are you C. What’s that D. How old are you
( )6. These her brothers. This her sister.
A. are, is B. is, are C. are, am D. is, is
( )7. － that your grandmother Yes, _______.
A. Are, it is B. Is, it is C. Is, he is D. Are, she is
( )8. Thanks the photo of your family. A. at B. for C. youD. your
( )9. － those your grandparents －No, .
A. Is, they are B. Are, they are not C. Is, it is D. Are, it isn’t
( )10. ______ is my aunt and is her uncle.
A. He, she B. It, she C. He, it D. She, he
( )11. his uncle and cousin. A. This is B. These is C. That is D. Those are
（ ）12. Her _______ are Paul and Teresa. A. mother B. friend C. brother D. friends
（ ）13. －Is he Guo peng －Yes , .
A. it is B. he’s C. he is D. it’s
（ ）14. －Good morning, Miss Lu! －_________.
A. OK B. Fine, thank you C. Good morning, Bill D. Yes, please
（ ）15. －What’s this －_________.
A. Yes, it’s B. Yes, it is C. It’s a map D. Is a map
（ ）16. －What color is your coat － .
A. It’s an orange B. It’s orange C. It’s a blue D. It’s the green
（ ）17. How______ your brother A. am B. is C. be D. are
（ ）18. I am David Brown. My first name is .
A. David B. Green C. David Green D. Green David
学生姓名 分数
（ ）19. My name Mary , name is Jim.
A. am, her B. is, his C. is, her D. am, his
（ ）20. _________ Paul. What’s your name A. I B. My C. I’m D. My am
（ ）21. This is my book, and that is ________ book.
A. he B. him C. his D. he’s
（ ）22. － your telephone number －It’s 8567883.
A. What B. What’s C. What are D. Is
（ ）23. My pencil case is red white. A. / B. and C. but D. or
（ ）24. －______, is this your phone －Yes, it is. Thank you.
A. Good morning B. Excuse me C. Sorry D. Hello
（ ）25. Please call me_______ 2133778. A. in B. on C. at D. for
（ ）26. －What’s this in English － .
A. Yes, it’s a baseball B. No, it isn’t C. It’s an eraser. D. Yes, it is
（ ）27. －Are you Lucy King － No, .
A. I’m B. I am C. I’m not D. I am not
（ ）28. These are my . A. book B. pens C. friend D. a friend
（ ）29. those your brothers A. Are B. Is C. Am D. Be
（ ）30. － I am my mother’s . I am a girl.
A. daughter B. son C. cousin D. brother
Ⅱ连词成句。（注意标点符号及字母的大、小写） （10分）
1. my, a, photo, this, of, is, family ________________________________.
2. Anna, your, is, friend, brother's ________________________________.
3. don't, they, have, girlfriends ________________________________.
4. sister's, is, his, what, name ________________________________
5. much, love, I, very, my, grandmother ________________________________.
Ⅲ下列句子均有一处错误，请在错处下划横线，并把正确答案写在题后的横线上（保持句子意思不变）。 （10分）
1. There are four peoples in my family.________
2. Are those your friend ________ 3. This isn't her bag. It's I bag.________
4. -What are these -These are apples.________
5. Excuse me, is that yours watch ________
七年级上册 英语 Unit 2 测试卷
班级 姓名 分数
I. 补全下列单词中所缺的字母 (10分)
1.m__th__ __ 2.br__th__ ___ 3.fa__ __er 4.fr__ __nd 5.tho__ ___
6.p__r___nt 7. ___ ___nt 8.ph__t__ 9.s___n 10.dau___ ___ter
II. 按要求写出相应的词 (10分)
1.this (反义词) 2.these (单数) 3.is（复数）
4.she (物主代词) 5. be (单数形式) 6.son (对应词)
7. photo (复数形式) 8.my (人称代词主格)
9. photo (同义词) 10.that (复数形式)
III. 英汉词组互译 (10分)
1.我的姐姐 2.她的父母亲 3.你的婶婶
4.他的朋友们 5.我的堂兄 6. thanks for
7.his grandparents 8.her family tree
9.dear friend 10. a photo of my family
IV. 写出下列单词的单复数形式（10分）
1.watch ______ 2.bus ______ 3. photo __________
4.factory _____________ 5.knife ____________
6.dictionaries ___________ 7.friends ____________
8.families ___________9.daughters ____________ 10.parents____________
V. 用所给单词的适当形式填空 (10分)
1. Are___________(this) your parents 2. Those _________(be )my friends.
3. They are his ____________(cousin). 4.__________(those) is a pencil.
5.________ (her)is my sister. 6. Dick is_________ brother.(he)
7.___________ (she) are my grandparents. My father is ___________(they) son.
8. He _______(are) my friend. 9. That is___________ book.(Mike)
10. These are their ___________(book). That is _________ bike.(she)
VI. 单项填空 (20分)
( ) 1.Tom is _____brother. A. he B. her C. she D. you
( ) 2. Who is _______ Is _____ your ______
A. he, he, sister B. she, she, uncle
C. he, he, grandfather D. he, he, aunt
( ) 3.Here is my family_________.
A. pictures B. photos C. photo D. a photo
( ) 4.Thanks ______ your eraser. A. for B. of C. in D. of
( ) 5. Those are my _______. A. pencil B. boxs C. watchs D. pens
( ) 6.—Is this your sister --_______.This is my friend.
A. No, it is B. No, it isn’t C. Yes, it is D. Yes, it isn’t
( ) 7.My father’s mother is my ____.
A. aunt B. sister C. grandmother D. mother
( ) 8.This _____ my sister and those ____my parents.
A. is, is B. is, are C. are, is D. are, are
( ) 9.Here is a photo ______ my father. A. at B. in C. for D. of
( ) 10. ________ they They are his grandparents.
A. What is B. What are C. Who are D. Who is
( ) 11.Who is that girl ______.
A. She is here B. She is my sister C. She is at school D. She is a girl
( ) 12.Tim is ______ friend. _______is an English boy.
A. I, His B. I, He C. my, He D. my, His
( ) 13. Your mother’s _______ is your aunt.
A. brother B. sister C. father D. mother
( ) 14. He is my grandparents’ son, but he isn’t my father. He is my______.
A. father B. son C. grandfather D. uncle
( ) 15.-- Hi, Jim! _______is Tom. He is my good friend.
-- Hi, Tom! Nice to meet you.
A. He B. That C. This D. It
( )16. _____ am a Chinese student. A. He B. She C. I D. They
( )17.---Is Nancy your sister ----__________.
A. Yes, he is B. Yes, she is C. No, he is D. No, she is
( )18.---_________ ---They are my books.
A. What are those B. What is that
C. What is those D. What is this
( )19._______ is my family photo. A. She B. They C. Her D. Here
( )20. ---Who are these girls ---They are _________.
A. a student B. student C. students D. teacher
Ⅵ. 按要求改写句子，每空一词：(10分)
1. That is her sister. (变为复数句)_________ ________her__________.
2. These are my friends. (变为单数句)___________ ________my___________.
3. That’s my father. (一般疑问句)________ ____________ ___________ father
4. These are his grandparents. (一般疑问句)________ ___________his grandparents
5. This is her father and this is her mother. (同义句)
__________ _______her_______________.
6. Thank you for the photo of your family. (同义句) __________for your_________ ___________.
7. Is Frank her grandfather (否定回答) No, ________ ______________.
8. Is she your aunt (肯定回答) Yes, _______ _________.
9. That is his uncle. (划线提问) __________ ________that
10. These are my grandparents. (划线提问)___________ __________these
VII. 连词成句 (注意标点符号)（10分）
1. the, is, her, boy, brother __________________________________
2. is, she, not, my, sister _________________________________.
3. parents, are, your, these _________________________________
4. tree, here, my, is, family, ________________________________________.
5.the,for,your,of,thanks,family,photo __________________________________________.
VIII. 完形填空 （10分）
My name is Wang Li. My English teacher 1 Linda. She is from the USA. 2 has a son and a daughter. 3 is Ben. 4 is Maria. Her husband is 5. Mr Black is 6 , too. He and his son are 7 New York now. Mrs Black and Maria are in China. 8 are classmates, and we are 9 . I teach （教）her Chinese and__10___teaches me English.
（ ）1．A．be B．is C．am D．are
（ ）2．A．She B．Her C．He D．His
（ ）3．A．His son B．His daughter C．Her son D．Her daughter
（ ）4．A．His son B．His daughter C．Her son DHer daughter
（ ）5．A．Black Paul B．Paul Black C．Black Anna D．Anna Black
（ ）6．A．a student B．an English student
C．a Chinese teacher D．an English teacher
（ ）7．A．at B．from C．in D．on
（ ）8．A．Ben and I B．I and Ben C．Maria and I D．I and Maria
（ ）9．A．good friend B．a good friend C．good friends D．friend
（ ）10．A．he B．she C．they D．herⅣ、阅读理解。
Ⅸ. 阅读理解。(10分) 根据表格内容填空，使短文句意完整。
=
Tom Smith is English. (1)________is 12. He is in No.6 Middle School. Is he in (2)_________4, Grade 1 Yes, he is. There are (3)_________people in his (4)___________. Ami Smith is his (5)___________. She is 60. His father's (6)________ is John Smith. (7)________41. What's his mother's name It's Kate Smith. How old is she She'ｓ (8)________. Who is Mike Smith He'ｓTom's (9)___________. He is only（仅仅） (10)___________.
Ⅹ. 书面表达：(10分) 请你以Mike的名义给你的朋友Tom写封信，介绍一下你的家庭。不少于35个单词.
Mike’s Family Tree
Thanks for your last letter, I’ll say something about my family tree._____________
________________________________________________________________________________________________________________________________________________________________________________________________________________________
Please tell me your family tree.
__________________’
MikeUnit 2 This is my sister.
(the 1st period Section A 1a-1c, 2a-2d)
Teaching aims: (教学目标)
学会表述家人的称谓, 区分家人的称谓..
学会介绍家人.
学会用疑问句来询问家人的称谓.
Language points: (语言点)
要求掌握以下句式: (1) ------This is my …
------ These are my …
------ This is his / her …
------ These are his / her …
------Is this your…
------ Are these your…
------ Is this his / her …
------ Are those his / her…
要求掌握以下词汇: (1) 名词: sister, mother, father, parent, brother, grandmother, grandfather, friend, grandparent
(2) 代词: these those
3. 需要了解的节日：Family Day--- It’s a festival in the USA. A national effort to promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. It’s always on the last weekend in September.
Difficulties (难点) : 本课的难点是学生要区分和掌握家人的称谓, 而学生在初次接触的时候, 要分清楚各个称谓会有一定难度。 学生学习用一般疑问句来询问并回答家庭成员的关系也有一定的难度。
(
教学设计说明
最基本的英语打招呼练习
,
复习前两单元的句型
.
即是一个对所学知识的回顾，也是正式上课之前的热身。
)Teaching steps (教学步骤)
Warming-up and revision (课堂热身和复习)
Daily greetings to the students (日常问候)
T: Hello, what is you name
S: My name is ….
T: Nice to meet you!
S: Nice to meet you, too!
Revision (复习)
T: What’s this in English 2
S: This is / It is a pencil.
T: How do you spell “pencil”
(
2
．
这个句型的练习也是对上个单元内容的复习。复习
This /That is ….
句型为新课学习做好铺垫。
3
．借着上面复习到的句型，拿出准备好的照片，来引入接下来
family
的话题。
4
．
分别指向相应的人物，来介绍。可在课前在黑板上写好相应的词汇，在自己介绍完之后，可要求学生跟着自己念，并及时纠正学生可能存在的发音错误。
5
．
拿出另外一张父亲单独的照片，来询问学生，并适时让他们分清楚
parent
单复数的区别。
6
．
之后一些家庭成员词汇的教授，都要求学生大声地重复，以确保他们发音的正确。
7
．
这里需要适当解释和示范什么是
match
。在学生做练习的时候可以在教室中走动，来回指导一下。
)S: P-E-N-C-I-L, pencil.
T: Thank you.
T: What’s this /that in English
S: This/That is a pen / book / eraser / ruler / dictionary / backpack /
Baseball / watch / key / computer game / notebook / ring
T: How do you spell ---
S: ---
Presentation (呈现新知识):
T: What’s this in English
S: It’s a picture /photo.3
T: Yes, this is a picture of my family.
T: Can you see the woman
This is my mother4. Read after me, mother.
S: Mother.
T: Do you know which one is my father
This is my father4. Do you think he is handsome Please
read after me, father.
S: Father.
T: If we want to call our father and mother together, we can
call them parents.
T: Father is my parent,5 Mother is my parent, too. They are
my parents.
T: Now look at these two old people. They are my
Grandparents6. One is my grandfather, the other one is
my grandmother. They are old but they are healthy.
T: I’m the only child in my family, so I don’t have any
brother or sister. But I have an uncle and an aunt. They
are my father’s brother and sister. Look, they are here.
Work on 1a:
T: Now, please open you books, and turn to page 13. look
at part 1a. You can see a picture of Dave’s family
and some words we have learned just now. Please match
the words with the people in the picture.7
…
Check the answer.
Drill (练习)：
T: Now, you are Dave8. Please cover the answer of 1a by
(
8
．
让学生扮演
Dave
的角色，让他们用第一人称来介绍家庭成员。目的在于让学生能进一步熟悉新词汇。
9
．
此环节着重于听力的练习，
当然，教师并不需要局限于磁带，可根据学生掌握情况，自己变化或添加听力内容。此环节已经开始使用第三人称了。
10
．
接着上面的环节，让学生试着用第三人称介绍。教师可以进行适当的讲解，也可以将句型写在黑板上。
11
．
这里加入了美国家庭日这个概念
,
这样是便于给学生一个比较真实的环境，同时也是西方文化知识的补充。教师除了介绍资料之外还可以问一下学生对此节日的想法。
) using a piece of paper then listen to me carefully. I will
give you a letter, and you must tell me this letter means
which member in your family. For example, I say “c”.
You should say “This is my mother”.
Understand
T: OK, let’s begin. The first one is XX, your letter is “d”.
S: These are my grandparents.
T: Good job. Next one ---
S: ---
Work on 1b
T: The next task is very easy for you. I will play the tape.
Please listen carefully, and circle the people the boy talks
about in the picture9.
T: Do you get the answer Who does the boy talk about
S: His brothers and sister.
T: You are so amazing.
Work on 1c
T: I think everyone has known Dave’s family.
Two students a group, please introduce Dave’s family10
to each other. Please use “ This is his---.” “These are his---.”
S1: This is his father.
S2: These are his parents.
S: ---
Work on 2b
T: Today, I would like to introduce an American festival
to you, it is called “Family Day”11. On this day, the whole
family get together, have meals and play games. Now
look at the picture in 2b. These are Dave’s family members.
They are having their “Family Day”. Look, they are so
happy. But I don’t know who are they exactly. Can you tell
me
I will play the recording once more. And please match
the name with the people in the picture.
T: Can you give me your answer
S: ---
…
Presentation (呈现新知识)
(
12
．
仍然是利用书上的图片，将本课新的句型进行呈现，并帮助学生在你问完问题后用
Yes / No
来回答。并提醒学生注意区分单复数的用法。
13
．
本环节并没有按照课本就书上图片进行提问练习，而是让学生就同桌的照片提问，应该更加有真实感。
14
．
在课前可准备好图片，并用纸张盖住图片的大部分，只留下一小部分让学生进行猜测
Who is it
注意在此环节及时纠正学生的错误。对所学问句进行巩固。
15
．
本环节还是在巩固所学知识。在此可鼓励学生尽可能地自由发挥，除运用当天所学之外，还可以有自己的东西。比如说询问未来子女的名字，未来家人的工作，年龄等等。并可对出色的同学进行适当的奖励。
) T: OK, now we have known Dave, Lin Hai, Mary and Jim
But there are still some strangers12.
T: Look at this woman. Is this Dave’s mother
S: Yes, she is / No, she isn’t.
T: What about these two old people
Are those Dave’s grandparents
S: Yes, they are. / No, they aren’t.
---
Work on 2c
T: Two students a group. Ask and answer by using
your own pictures13 Please use these sentences:
“Is this your uncle ”
“Are those your parents ”
S1: Hi, XXX. Is this your grandfather
S2: Yes, he is.
S1: Are those your parents
S2: No, they are my uncle and aunt.
---
Work on 2d
Guessing Game.
T: Look. What’s in my hands. This is a picture. But you
only can see a part of the picture14. I can tell you this is a
member in Dave’s family. Can you guess “Who is it ”
Please use the questions we have learned today.
S: Is that Dave’s aunt
Is this his grandmother
Are these his brother
Are those his friends
Follow up (进一步扩展)
T: We are students now, but one day we will grow up. We
will have our own family. Can you imagine what is your
family like 30 years later 15 Please draw the future family
on a piece of paper about your family on a “Family
Day”. Then show the drawing to your group mate.
Ask each other about the family members.
I will choose the best pairs to make a presentation
for us.
Homework
Write down your introduction about your own family and
your friend’s family as detailed as possible.
Unit 2 This is my sister.
(The 2nd period Section A 3a---3c )
Teaching aims(教学目标)
1. 学会说家庭成员的称谓
（继续学习含有be的动词的基本句型的陈述句和一般疑问句。）
2. 学会向别人询问、介绍家庭成员
Language points（语言点）
要求学会以下句式：(1) That’s… …
(2) ---Is he/she… …
---Yes, he/she is.(No, he/she isn’t.)
要求掌握以下词汇：she, he
3. 要求掌握以下缩写：he’s=he is, she’s=she is
(上述句式、词汇和缩写应在第二课中出现过，在本课中作为重点可渗透到课堂各个活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)
Difficulties（难点）：学习含有be动词的一般疑问句的句式及其回答。
(
教学设计说明
这两个问题是为了帮助学生进入学习的良好状态，对课堂产生兴趣，鼓励他们用不同的回答，在学生反问时，老师可在适当的情景下带出丰富的回答，但要及时将新单词板书在黑板上。同时让学生体验含有
be
动词的疑问句。
2.
通过对学生姓名的询问后，用“
That’s…
”向大家介绍这位同
学，复习了介绍的相关句型，也为课文
3a
部分做了铺垫。
)Teaching steps（教学步骤）
Warming-up and revision（课堂热身和复习）
Daily greetings to the students（日常问候）
T: How are you today 1
S: I am (fine/great/OK/very good). How about you
T: I am (fine, too/not bad/pretty good/awful/terrible).
How is your father / mother / grandfather /
grandmother / uncle / aunt / brother / sister
How are your parents / grandparents ---
(
3
．
在这里，当教师用英语说完之后，可以适当加以中文说明，务必让学生明白做听力题的策略。
4.
通过让学生提问，拉近师生之间的距离
,
并使学生获得语言运用的成就感。
5.
建议老师用夸张语调读
”Are
you…”
，并将它板书，让学
生熟悉含有
be
动词的一般疑问句的句式。
6
．
创设真实情景，当部分学生在理解这个句子时有一定困难时，可配以肢体语言，加深学生对此句的理解，培养他们在语境中理解新单词的能力。
7
．建议老师用夸张语调读
”Is he/she…”
，并将它板书，让学生熟悉第三人称一般疑问句的句式。对能正确回答的学生及时加以语言、微笑等多种形式的鼓励。
8
．
T
板书
younger; sister,
可给中文帮助
Ss
理解
younger,
建议学生能在语境中理解
sister
。
)S: He/She is…
T: What’s your name, please
S: I am (My name is) …
T: (to the whole class) So that’s …. 2
Revision（复习）
Work on 2a
T: Now, please open your books, and turn to page 14.
Look at 1a. I will play a recording. Listen carefully
and circle the words you hear. I will play it twice3. The
first time you just need listen. You can finish this part
at the second time.
T: Now, let’s check the answer.
S: ---
T: You are right. Thank you.
Presentation
T: Now, let’s play a guessing Can you guess how old I am 4
S: Are you twenty-seven 5
T: NO, I am a little older.
S: Are you twenty-eight
T: Yes, you are so clever.(学生可能回有不同的回答，
老师根据学生回答给出多种评价。)
T: What about you How old are you
S1: I am twelve (this year).
T: Are you twelve, too
S2: Yes, I am. (No, I am not. I am thirteen.)
T: Oh, I am sorry. I can’t hear you clearly6, (to the whole class)
(
9
．此句较长，要求
T
放慢语速，
如果学生未完全清楚
T
的指令，可重复此问题。使用教材第
15
页
3 a
上图片的挂图，给学生一分钟时间独立或同桌讨论来完成此项活动。在此基础上组织下面操练。
10
．叫几位同学单独回答，个别空格也可全班一起回答。鼓励
同学大声读出自己的句子，老师及时鼓励，注意指导学生一般疑问句的语调。
11
．此句较长，而且含有多个新单词，要求
T
放慢语速，配以手势，加深学生对
T
指令的理解。
12. T
可给学生提供其它常用人名和
father
、
mother
、
aunt
、
uncle
等家庭成员称谓替换
Anna
、
Paul
和
sister
、
brother
。鼓励学生尽量使用自己学过的单词完成对话。
13.
把句型板书在黑板上，
T
通过自己的回答让学生理解
Do you have…
的意思，抓住学生回答的老师需要的答案，开展接下来的教学活动。
)Is he/she thirteen 7
S: Yes, he/she is.
T: Thanks. You are so clever (good/wonderful/…). She is
younger than me, so she is my sister8.
Work on 3a
T: Now let’s look at this picture. There are four people
in the picture, and the boy and the girl playing basketball
are Anna and Paul. Let’s read the words aloud and fill in
the blanks with the words from the box. 9.
T: Let’s check the answers: 10
---Is she your sister
---Yes, she is.
---And is he your brother
---No, he isn’t. He is my friend.
Work on 3b
T: Well done! Now read the dialogue in 3a with your
partner, then change your roles. 11
Ss read it in different roles.
T: Oh look, there are many people there, old and young .
Can you make a dialogue like 3a 12
5．Presentation
T: I have a friend. His name is Mike. Do you have a friend 13
S: Yes.
(
14
．学生在黑板上写出一个名字，鼓励同学们用“
Is…
”这个句型进行猜测。活动前先有
T
和
Ss
做示范对话，再由
S
和
S
进行活动。对正确使用第三人称单数一般疑问句的同学进行表扬。板书重点句型。此活动建议采用小组竞赛的形式，以活跃课堂气氛。
15.
课前要求学生带来照片，并分好活动小组，选出组长。活动前先有
S
和
S
进行活动。
T
对个小组的活动进行指导，防止学生看到照片后有嬉笑、用中文交流等行为。
T
和
Ss
做示范对话，再由
S
和
S
进行活动。
)T: What’s his/her name
S: His/Her name is Peter.
T: Thanks very much. I think he must be a good boy.
(to another student) Is Peter your friend too
S: No, he isn’t.
T: Who is your friend
S: … …
6．Work on 3c
T: I want to know more about your friends or family
members. (to the whole class)Do you want to know
them too
S: Yes.
T: I’d like a student to write down your mother’s, father’s,
or friend’s name on the board. The other students guess
who the person is. Who’d like to come here 14
Wei Hua please. (在黑板上写下一个名字。)
S1: Is… your brother
S2: Is… your friend
S3: Is… your uncle
7． group work
T: Please take out your family photos. Put them in your group.
Take turns to ask and answer questions about the photos. 15
S1: Is she your grandmother
S2: Is he your father
S3: Is she your cousin
（小组活动后，请几个小组进行表演。老师及时鼓励。）
8．Homework
Oral work:
Listen to 3a, read and recite it.
Go on making up your dialogue with your group
members and polish it.
Written work:
Copy the sentences in 3a.
Write about the pictures using the sentence structures
in 3a
Unit 2 This is my sister.
(The 3rd period Section B 1a---2c )
Teaching aims(教学目标)
1. 学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈述句）
2. 学会谈论家庭成员
Language points（语言点）
要求熟练运用以下句式：(1) These are…
(2) This/ That is… …
(3) He/She is…
要求掌握以下词汇：son, cousin, daughter, uncle, aunt
(上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)
Difficulties（难点）：在介绍或谈论家庭成员时，注意学生口语中的单复数运用。
(
教学设计说明
这几个问题是为了让学生尽快进入英语课堂氛围，练习含有
be
动词单数的句子。
2. T
拿出自带来的某些著名明星的家人照片，学生猜测图片中的人物。这是复习前一课内容，难度不大，所以可以多让中等生参与，使他们获得成功感，从而激发他们学习英语的兴趣。
3.
学生可能会有不同的回答，如果学生出现本课将要教授的新单词，
T
及时将新单词板书，加深学生对他们的印象。
T
根据学生回答给出多种评价。
)Teaching steps（教学步骤）
Warming-up and revision（课堂热身和复习）
Daily greetings to the students（日常问候）
T: Good morning/afternoon. Who is on duty today
S1: I am.
T: Is everyone here today
S1: Yes, Everyone is here./No, … is not here.
T: Thank you/Well done.. 1
Revision（复习）
T: Here is a picture from Lily. Guess who he is 2
S1: Is he …’s father
(
4.
建议老师事先准备学生比较熟悉的人物照片，引起学生对课文学习的兴趣，对课堂直接生成的新单词和知识，及时板书，并带读，也可在学生回答时适当加入课外常识。
5
．
创设真实情景，当学生不能正确说出新单词
,
如
cousin, grandfather
时，鼓励他们换种方式或中文来表达他们想要表达的含义，同时培养他们在语境中理解新单词的能力。新单词呈现后，可加入小竞赛等小活动，如老师提示
mother’s sister,
看哪位学生第一个反应
aunt
。活跃了课堂气氛，对新单词的读音和意思也有了更深的印象。
6
．建议
T
用夸张语调读
”son, uncle, grandfather, daughter, aunt”
，并将它们板书成一排，让学生跟读，也为
part1
的活动的完成提供文字材料。
7
．此句较长，要求
T
放慢语速，对口语中的新单词
oldest
，建议老师板书，通过对自己家庭情况的表述，帮助学生理解，必要时可用中文解释。在表述
grandfather
的同时画出
family tree
的图形。
8
．个人完成此活动
,
在有困难的情况下也可寻求同学的帮助。
活动结束后，老师核对答案
,T
及时评价。
9
．
听力开始前，建议学生看一
下选择范围。听力结束后，核对答案后，对正确回答或有进步的学生及时表扬。
)S2: Is he …’s brother
S3: Is he …’s friend
S4: Is he …’s uncle 3
T: Yes, you are so clever.
Presentation
T: Here is a photo. Do you know who he is 4
S: He is 布什（Bush）.
T: Yes, he is the president of America. Who is his father
S: …(学生可能会有不同的回答，对能正确回答或接近
正确答案的学生进行表扬和鼓励。)
T: Here are also many people in his family. Let’s guess
Who they are. Are you ready
S1: Is he Bush’s father’s father 5
T: You are so wonderful. He is Bush’s grandfather.
S2: Is he Bush’s brother
S3: Is he Bush’s uncle
S4: Is he Bush’s son 6
T: Thanks. You are so clever (good/wonderful/…).
T: In my family my grandfather is the oldest one.
Who is the oldest man in your family 7
S: My grandfather, too.
T: Every family has a family tree, can you finish
the family tree8
S: Yes!
(
10.
此句有新单词，而且句子较长，要求
T
放慢语速，对口语中的新单词，建议老师板书，同时呈现课文
2b
的两张图片，如果学生未完全清楚
T
的指令，可重复此问题，必要时可用中文解释。
11
．在听力之前，让学生简单谈论两张图片的不同点，为接下来的听力和谈论家庭成员这两个活动的顺利开展做铺垫。听力结束后，核对答案后，对正确回答或有进步的学生及时表扬。
12
．学生在黑板上写出
“
These are…/This is…
”等学生在活动中有可能会用到的句型。活动前先有
T
和
Ss
做示范对话，再由
S
和
S
进行活动。对正确使用句型的同学进行表扬。此活动建议采用小组竞赛的形式，看哪个小组说的句子最多，以活跃课堂气氛。
13.
鼓励学生利用书籍、网络等多种途径查找自己感兴趣的人物的家庭，并写一篇小短文介绍他
/
她的家庭，学生也可加入自己了解的课外的句子。
)Work on 1b
T: Well done! Now let’s play a game. Please look at 2a.
Let’s see who is the best in your group.9
(播放录音，让学生勾出所听到的家庭成员，如果
播放录音一遍后，部分学生不能完成这一听力任务，可
再播放一遍录音。）
5．Presentation
T: This is my family photo. These are my parents. This is my
Grandmother. This is my cousin Tom.
I have another two pictures. One is Dave’s,
One is Lin Hai’s. Can you guess which is Dave’s
and which is Lin Hai’s 10
S: Yes.
T: Who can say something about Picture 111
S1: There are eight people in the picture.
S2:This is Dave’s grandfather.
S3: I think this is Dave’s uncle.
… ….
(播放录音，让学生勾出所听到的家庭成员称谓，如果
播放录音一遍后，部分学生不能完成这一听力任务，可
再播放一遍录音。）
6．Work on 1d --- group work
T: I am very happy. All of you do a good job. We have known
Dave’s and Lin Hai’s families and friends. I want to know
your family. Now draw a picture of your family and friends.
Tell your partner about your picture12.
（小组活动后，请几个小组进行表演, 老师及时鼓励。）
7．Homework
Oral work:
Listen to 1b, 1c, read and recite it.
(2). Draw a family tree about your family (模仿1中family tree，画一个自己家庭的family tree，完善对自己家庭的介绍。)
Written work:
Find the person you are interested in, and
write a passage about his/her family. 13
Unit 2 This is my sister.
(The 4th period Section B 3a—3b)
Teaching aims(教学目标)
学会介绍家庭成员
Language points (语言点)
要求熟练运用以下句式: This/That is…… Is/this/that…
These are … Yes, she/he is. No, he/she isn’t.
(以上句式在前几课中已有出现,在本课中要把这些句式运用到照片的介绍中,记加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)
要求掌握以下句式: Thanks for…
要求掌握以下词汇: thanks for, dear, great, photo, here
要求掌握简单的书信格式
Difficulties (难点): 本课难点是学会简单地写信
Teaching steps (教学步骤)
Warming up and revision (课堂热身和复习)
(1) Daily greetings to the students ( 日常问候) 教学设计说明
(
这两个问题是为了复习本单元的词汇
mother, father, sister, brother, grandmother,
Uncle, aunt, cousin, parent.
)T: Good morning/afternoon.. Glad to meet you.
S: Glad to meet you, too.
T: How are you today 1
S: I’m fine/OK/very good, thank you .And you
T: I am great. How is your mother/father/grandmother/… 1.
(
2.
建议让多个学生作答
,
鼓励他们用不同的形容词
.
若回答雷同
,T
可在
S
反问
And you
时
,
可以给出不同回答
,
在合适的情景下带出将要学习的词汇
great,
并引出
Thanks for…
这个句式
.
板书新单词和句式
.
)S: She/He is fine/OK/very good/great.2
T: Thanks for your answer.2.
(2) Revision (复习)
T: Please show me the photo of your family.3
(Let me look at the photo of your family.
May I have a look at your family photo )
Is this/that your father /mother/… 4
(
3.
课前要求学生准备好自己家庭成员的照片
.
此句是为了引出本课的重要词汇
photo,
板书该词
.
4.
通过对照片的谈论复习本课的句式
Is this/that…
5.
此句再次巩固刚学的单词
thanks for… great
6.
引出新词
here,
并板书
.
)S: Yes, she/he is. No, she/he isn’t.
T: Great! Thanks for your answer.5
Presentation (呈现新知识)
T: I have seen your family photos. Do you want to see my
family photo
(
7.
此处教师可用中文简单介绍书信的格式
.
8.
此问是为了检查学生是否理解前面的信的内容
.
同时使前后两个任务有了联系
.
9.
因为照片中没有注名
,
所以这个任务是开放式的
,
学生可以自由发挥
.
10.
通过这种形式的合作学习
,
可以让学生互相交流信息
,
拓展思维
.
同时
,
学生之间可以相互改错
,
自主学习
.
) Here is my family photo.6
This is my husband, Mr. Zhang. This is my daughter, Weiwei.
These are my parents.
3. Work on 3a
T: This is a letter from Emma to Mary. Let’s read the letter
together. 7
Draw a picture of Emma’s family .Let’s see who is winner
Work on 3b
T: Just now, we drew a picture of Emma’s family.
Now, here is a photo of Mary’s family. Who is
Mary 8
S: Emma’s friend.
T: Yes, Mary is Emma’s friend. Please Look at
the photo and write about the people in the
picture.9
T: Please read your article to your partners.10
T: Now please write a letter to Emma to introduce
your family photo. 11
(
11.
这个任务可以让学生模仿
3a
部分完成
.
当学生完成后
,
选择程度较差的学生的信进行讲评
,
由学生自己找错
,
订正
.
然后再选择优秀作品进行展示
,
帮助学生学会评价
,
欣赏
.
)
Divide all the students into 4 groups. Each group put
their photos and letters on the board. (They must put
the letters and photos in different places) Ask other
groups to match the letters and the photos.12
(
12.
此任务可以设计成小组竞赛形式
,
激发学生的学习兴趣和参与热情
.
)Follow up
T: Now it’s your turn to give a report. Introduce your
favorite teacher/friend/sports player/ film star/…
to us.
(
13.
根据课堂时间安排的情况机动运用
.
可以给出报告的开头部分
,
以降低难度
.
该任务要求学生能熟练运用本单元的句式
,
同时为完成回家作业打下基础
.
)Hello, everyone. Now it’s my turn to report. This
is my …13
Homework
Oral work:
Read and recite 3a.
Read and recite the new words in Unit 3.
Written work:
Write a letter to your English teacher to introduce your
favorite person.(You must put the person’s photo on the letter.)
Unit 2 This is my sister.
(The 5th period Section B Self--check)
Teaching aims(教学目标)
学会介绍家庭成员
Language points (语言点)
要求熟练运用以下句式: This/That is…… Is/this/that…
These are … Yes, she/he is. No, he/she isn’t.
He/She is … .
(以上句式在前几课已有出现,在本课中要把这些句式运用各个任务中去,加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)
要求熟练掌握并运用本单元的单词
Teaching steps (教学步骤) 教学设计说明
Warming up and revision (课堂热身和复习)1
(
1.
课堂热身和复习部分是为了帮助学生回忆巩固本单元所学的词汇和句式
)(1) Daily greetings to the students ( 日常问候) 教学设计说明
T: Good morning/afternoon.. Glad to meet you.
S: Glad to meet you, too.
T: How are you today
(
2.
单词检测部分通过两个任务完成
.
A.
通过填写家谱
,
检测学生对有关家庭成员单词的掌握情况
.
B.
根据家谱的内容让学生听写一段含有本单元其他重要单词的文章
,
并对这几个单词进行挖空
,
以检查学生的掌握情况
.
以上两部分的检测由学生相互对批
,
而后由学生本人圈出自己未掌握的单词
,
并记录在生词本上
,
课后再复习巩固
.
3.
把听力材料中出现的生词记录到生词本上
,
课后通过查字典等形式掌握这些生词
.
该活动应持之以恒
,
鼓励学生积累扩大词汇量
,
并可以与同学进行交流
,
达到事半功倍的效果
.
)S: I’m fine/OK/very good, thank you .And you
T: I am great. How is your mother/father/grandmother/…
S: She/He is fine/OK/very good/great.
T: I’m glad to hear that. Thanks for your answer..
(2) Revision (复习)
T: Please show me the photo of your family.
(Let me look at the photo of your family.
May I have a look at your family photo )
Is this/that your father /mother/…
S: Yes, she/he is. No, she/he isn’t.
T: Great! Thanks for your answer.
T: Can you tell me who is /are your father/parents…
S: Yes. This is my father…/These are my parents.
2. Self check (自我检测)
(1) Vocabulary2
1. Show a family tree to the students. Ask them to fill in the
blanks with proper words.
2. Spot dictation
3. Write new words in your Vocab-Builder.3
(2)Make a dialogue 4
1.T: These are Mary’s photos of Beijing. Look at the photos and
(
4.
该任务是检测学生对本单元的
重点句式的掌握情况
.
先是口头的检测
,
再落实到写
,
从易到难
.
编对话的形式使学生之间能相互帮助
,
以强带弱
.
)make a dialogue with your partner.
(Ask some students to act out their dialogues.)
2.Ask students to complete the dialogues.
(3) Guessing game (Just for fun)5
One student (S1)must close his eyes. When S2(the
student pretends his family member)is knocking at
the door, the other students (Ss) ask:
(
5.
该任务通过游戏的形式使学生在玩乐中对重点句式再次加深印象
,
并有所扩展
.
这样的形式能激发学生的学习兴趣
,
提高参与度
.
教师可用中文解释这里使用
it
的原因
.
) Ss: Who is it
S1: Is it my father
Ss: Yes, it is. You are right.
(S2 comes into the classroom )
S2: I am your father, and you are my son.
Ss: Who is it
S1: Is it my father
(
6.
该任务是一个综合性的活动
.
检查学生对本单元所有内容及前面所学的知识的掌握情况
.
通过这个情景剧的表演能很好地培养学生的语言运用能力
.
通过参加生日晚会这个学生熟悉的活动
,
不仅能让学生在完成活动的过程中运用所学的知识
,
而且让他们在真实的语言环境中感受异国的文化风俗
,
真正体现了任务型教学的真实性
,
交际性
.
为了让不同层次的学生都能参与
,
教师可以给出一些句型
,
以降低难度
.
) Ss No, it isn’t .
S1: Is it my … (Give S1 three chances)
Ss: No, it isn’t. You are wrong.
(S2 comes into the classroom)
S2: I’m your grandmother. You are my grandson.
(4) Follow-- up Activities
Role--play A birthday party 6
Actors: Jim (Today is his birthday)
Kate(Jim’s sister)
Mr. and Mrs. Green (Jim’s parents)
Lucy and Lily(Jim’s friends, twins )
Jim invites Lucy and Lily to his family to take part
in his birthday party. He introduces them to his family
members.
Homework:
Written work
Write down the dialogue “A birthday party”.
Additional
Evaluation form:
(课堂表现自我评价表)
all the time most of the time a little none
1. I understand my teacher □ □ □ □
2. I spoke English □ □ □ □
3. I worked with my group/desk mate □ □ □ □
4. I was interested in the class □ □ □ □
(知识掌握自我评价表)
I can Yes Need more practice Need more help
1. introduce the family members. □ □ □
2. read and spell the words: mother, father, sister, brother, grandmother, grandfather, friend, grandparents, uncle, aunt, cousin, parent. □ □ □
3. ask and answer: Is this --- Yes, he is/ No, they aren’t Are they--- Yes, they are/ No, they aren’t. □ □ □
4. talk about one’s family. □ □ □
5. write a passage to describe one’s family tree. □ □ □
以上评价表可以课后发给学生填写，目的是为了让学生自我检测课堂表现，也帮助老师了解学生对所学知识的掌握程度，以便老师教学时查漏补缺。建议老师根据课堂教学及学生的具体情况，添加或删改评价表的内容，要求越具体越好，能充分反馈出学生该单元的学习情况。课 题 《Unit 2 This is my sister（1）》教案 主 备 人
课型 听说课 个性化备课
教 学 目 标 知识技能 Learn 12 new words and key sentences. Learn to introduce and distinguish family members. Learn the demonstrative pronouns: this , that, these, those. Learn Who questions and replies.
过程与方法 Direct method Communicative Approach
情感态度价值观 Get students to understand their families through knowing some information about them.
教学重点 Master how to introduce family members and identify them. Know the demonstrative pronouns. Know the forms and usage of the plural nouns.
教学难点 Master how to introduce family members and identify them. Know the forms and usage of the plural nouns.
教 学 过 程 Step 1 Revision and lead in Show an ID card to the Ss and ask : What`s her name What`s her first name What`s her last name Then say "This is my sister" to lead in Unit2. Step2. Presentation Show a photo of a family and introduce the family members by using the target language: Who is he/she This/ That is my….. These/ Those are my…. In this way present new words and key sentences. Step 3 Practice Translate the words in 1a into Chinese. Match the words with the people in the picture. Practice reading the new words aloud. Read the sentences in the picture and translate them into Chinese. Show their own family photo and role play the conversation in 1c. Step4.Consolidation Ask some pairs to act out their conversations. Do the listening in 1b. Listen and circle the words in 1a. Read the new words and write their plural forms. sister mother father parent brother grandmother grandfather friend grandparent this is that Encourage the Ss to summarize how to introduce others： This is ... That is ... He/She is... These are... Those are... Step 5 Exercises 1. Finish ExerciseⅠⅡin the exercise book. 2. Check the answers. Step 6 Summarize the whole class. Step7. Homework Recite the sentences in 1a. Finish ExⅣ.
教 学 反 思Unit 2 This is my sister.
单元整体说明
单元教材分析
本单元主要通过谈论“家庭”的话题，学习“介绍人物、识别人物”，学生学会基本句型Is this/that your /her /his sister Yes, it is/ No, it isn’t．进一步体会一般疑问句的用法；学会运用指示代词“This /That is my/your /her /his friend. These/Those are my/your /her/his friends.”介绍人物, 学会运用人称代词询问人物Is he/she your sister /brother 。通过以上几个方面的学习, 使学生能够以写信谈论照片、画Family tree的方式来了解家庭成员，学会用英语介绍、识别不同的家庭成员；既能促使学生丁解自己的家庭成员，增进家庭和睦，又能促进学生彼此之间的了解，增进友谊。本单元与第四单元衔接紧密：由本单元人物名词的单复数的学习过渡到第四单元的物品名词的单复数的学习井讨论“Where are the things ”。
单元知识系统（树）
Is this/that your/ her//his sister Yes, it is. No, it isn't.
Are these/those your/her/his sisters Yes, they are. No, they aren’t.
Is he/she your sister/brother Yes, they are. No, they aren’t.
Are they your/her/his sister Yes, they are. No, they aren’t.
单元总体目标
用Personalizing memorizing的学习策略，引导学生学习“介绍人物、识别人物”，进一步体会一般疑问句的用法，学会运用指示代词、人称代伺，培养口语交际的目标，增进家庭和睦，促进学生彼此之间的了解，增进友谊。
单元教学重难点一览
重点 难点
1. 复习词汇father mother boy girl brother this that you’re his her friend 2. 学习词汇parents grandfather grandmother grandparents sister these Those he she they son daughter cousin aunt uncle great photo love soon very much 3. 句型Is this /that /he /she … Are they/these/those … 可数名词的单、复数。
单元学情分析
本单元的主题是不学习“介绍人物、识别人物”，运用Personalizing 和Memorizing的学习策略，使学生能够以写信、谈论照片、画“Family tree”的方式来了解家庭成员，增进家庭和睦，又能促进学生彼此之间的了解，增进友谊。
单元教学建议
采用Personalizing Memorizing和Role playing的学习策略，利用教学图片和制作多媒体课件展开课堂pair work, group work口语交际活动，引导学生学习“介绍人物、识别人物”，进一步体会一般疑问句有用法，学会运用指示代词、人称代词。
单元课时分配
本单元用3课时教学
Section A用1课时
Section B部分用1课时
Self check及阅读部分用1课时
Section A
教学内容
Section A
教学目标
知识与能力
Section A主要通过谈论“家庭”的话题，使学生学会“介绍人物、识别人物”的基本句型“Is this/that your/her/his sister Yes, it is. No, it isn’t.”，进一步体会疑问句的用法；学会运用指示代词“This/That is my/your/her/his friend. These/Those are my/your/her/his friends.”介绍人物，学会运用人称代词询问人物。培养识别、判断能力。
过程与方法
采用personalizing和Memorizing的学习策略, 利用教学图片和制作多媒体课件来展开课堂Pair work, Group work口语交际活动, 引导学生学习“介绍人物、识别人物”，进一步体会一般疑问句的用法，学会运用指示代词、人称代饲。
情感态度价值观
通过谈论“家庭”的话题，使学生了解自己与他人的家庭、家人的一些信息，理解家人；能在英语交流中注意他人的情感；乐于接触并了解异国文化，激发学习的主动性和学习兴趣。
教学重、难点及教学突破
重点
通过谈论“家庭”的话题，使学生学会“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。培养识别、判断能力。
教学突破
使学生学会Personalizing和Memorizing的学习策略，展开课堂Pair work, Group work口语交际活动，谈论照片中的家人。
教学准备
教师准备
制作la部分的插图和人物对话的课件，或自己准备一幅全家福照片（最好是三代同堂），人物以动画片的形式呈现，将听力部分的内容插人，使学生学会“介绍人物、识别人物”的基本句型；同时复习单词father mother boy girl brother this that your his her friend, 学习词汇parents grandfather grandmother grandparents sister these those he she they son daughter
学生准备
复习单词father mother boy girl brother this that your his her friend, 学会“介绍人物、识别人物”的基本句型及personalizing和memorizing的学习策略。
教学步骤
(1课时）
一、第一教学环节：情境导入
教师活动 学生活动
1. 利用插图或实物卡片让学生将单词与图中人物相连复习一些单词、学一些生词。然后教师引导学习“介绍人物、识别人物”的基本句型 “This/That is my /your/her/ his friend. These/Those are my /your/ her/his friends.” 2. 让学生听录音，圈出录音中提到的人物。 3.按顺序讨论图中的家庭成员。 1. 将单词与图中人物相连复习一些单词、学一些生词。学习“介绍人物、识别人物”的基本句型“This/That is my/your/her/his friend. These/Those are my/your/her/his friends.” 2. 听录音，圈出录音中提到的人物。 3. 按顺序讨论图中的家庭成员。
二、第二教学环节：师生互动
教师活动 学生活动
1. 播放2a部分的录音让学生听，引导学生通过听录音熟悉家庭成员的称呼grandfather grandmother grandparent sister brother及姓名，完成2a, 2b部分的教学任务。 2. 引导学生谈论图中人物完成2c部分的教学任务（Is this Jeff Yes, it is. No, it isn’t. It’s Dave.）。 3概括语法点。 1. 听2a部分的录音熟悉家庭成员的称呼grandfather grandmother grandparents sister brother及姓名，完成2a、2b部分的教学任务 2. 谈论图中人物，完成2c部分的教学任务（Is this Jeff Yes, it is. No, it isn’t. It’s Dave.）。 3熟悉语法点。
三、第三教学环节：操练、巩固
教师活动 学生活动
引导学生填3a中的空, 然后练习3b中的 对话操练句型“Is he/she/ your sister /brother Yes, he/she is. No, he/she isn’t.”。 填3a中的空；然后练习3b中的对话, 操练句型“Is he/she/ your sister /brother Yes, he/she is. No, he/she isn’t.”。
四、第四教学环节：Group work
教师活动 学生活动
通过谈论从家中带来的照片，使学生学会“介绍人物、识别人物”的基本句型，体会一般疑问句的用法。培养识别、判断的能力。 通过谈论从家中带来的照片，学会“介绍人物、识别人物”的基本句型，体会一般疑问句的用法。培养识别、判断的能力。
本课总结
Section A的主要内容是：学习家庭人员的称呼名词:mother father parent sister brother grandfather grandmother grandparents friend；指示代词this that these those的用法；主格人称代词I he she they的用法；名词复数形式的构成和用法；复习Yes/No问句及其简单回答。
板书设计
Unit 2 This is my sister.
Section A
Words: parents grandfather grandmother grandparents sister these those he she they son daughter
Drills: Is this/that your/her/his sister Yes, it is. No, it isn’t.
This/That is my/your/her/his friend. These/Those are my/your/her/his friends.
Grammar: Is this/that … Yes, it is. No, it isn’t.
This is…. That is ….
These are …. Those are ….
问题探究与拓展活动
介绍自己的家庭（向同学或朋友）：到同学或朋友家里去拜访，和同学或朋友一起欣赏影集。在介绍自己家庭的时候，便会运用所学的句型：This/That is my… He/She is my … These/Those are my … They’re my …；教师也可让学生把照片带到课堂上进行介绍，然后让其他同学进行转述，又可练习所学过的句型：This/That is his/her … He/She is his/her … These /Those are his/her … They are his/her …。
练习设计
随堂练习设计
写出下列句子的复数形式。
1. This is my friend.__________________________
2. That is his parent. __________________________
3. Is she your sister _____________________
4. Is this a photo ________________________
5. No, she isn’t. ___________________________
Keys:1. These are my friends. 2. Those are his parents. 3. Are they your sisters 4. Are these photos 5. No, they aren’t.
个性练习设计
学会用英文称呼家庭成员：这一活动可设计为一个小组活动，通过此项活动不仅帮助学生学会爸爸、妈妈、爷爷、奶奶等家庭成员的英语表达方式，而且帮助学生学会更多的家家庭成员的名称。教师可先让学生在家里学着用英语叫爸爸、妈妈、爷爷、奶奶，然后想一想家庭成员还有谁，用英语怎样说？再让学生带一张自己的全家福照片或自己画的一幅照片，向全班同学介绍自己的家庭，学习和巩固家庭成员的称呼表达法；教师可准备一幅成员比较多的全家福照片，让学生进行介绍，学习所有的家庭成员称呼表达法
Section B
教学内容
Section B
教学目标
知识与能力
通过对家谱的了解使学生掌握家庭成员的称呼，并学习如何写介绍家人的短信。这一任务是前面所学的介绍家人的任务的升华，是将口语转化为书面语。先填写家庭树，复习有关的单词；再通过照片（自己的或同学、朋友的）让学生谈论，介绍照片上的人物；最后让他们将介绍的文字记录下来，便形成了短信。
过程与方法
采用Personalizing Memorizing和Role playing的学习策略，先是复习介绍家庭成员的名词；然后谈论照片，复习“介绍家人”的有关句型；再是阅读有关介绍家人的短信，掌握写信的基本格式和方法；最后是让学生自己根据照片学写短信。
情感态度价值观
通过写作练习，为自己或同学的全家福照片写一个介绍，运用所学知识；然后互相交流，取长补短。
教学重、难点及教学突破
重点
复习词汇father mother boy girl brother this that you’re his her friend
学习词汇parents grandfather grandmother grandparents sister brother these those he she they son daughter cousin aunt uncle great photo love soon very much
教学突破
先填写家庭树，复习有关的单词，再通过照片〔自己的或同学、朋友的）让学生谈论，介绍照片上的人物；最后让他们将介绍的文字记录下来，便形成了短文。
教学准备
教师准备
设计家庭树，让学生填写并复习有关的单词，然后谈论照片，复习“介绍家人”的有关句型，最后是让学生自己根据照片学写短信。
学生准备
通过对家谱的了解，掌握家庭成员的称呼并学习如何写介绍家人的短信及设计自己的Family Tree.
教学步骤
(2课时)
一、第一教学环节：情景创设，导入新课
教师活动 学生活动
1.引导学生了解家庭成员之间的关系 2.引导学生先填写家庭树，复习有关的 单词“grandfather grandmother sister brother son daughter cousin aunt uncle” 完成1部分的学习要求 1.了解家庭成员之间的关系。 2.先填写家庭树．复习有关的单词 “ grandfather grandmother sister brother son daughter cousin aunt uncle” 完成1 部分的学习要求
二、第二教学环节：师生互动，学习探究
教师活动 学生活动
1. 播放2a部分的录音，引导学生一边听录音，一边勾出所听到的形容词，完成2a部分的教学任务 2. 再播放2a部分的录青，引导学生根据所听到的内容判断录音内容谈 论的是哪幅画完成2b部分的教学 任务心 3. 引导学生进行Pair work活动．根据示例谈论2a部分所提到的活动，正确实用家庭成员的称呼，完成2c部分的教学任务 4. 引导学生阅读3a部分的信，要求学生画出信中的人物，熟悉家庭成员的称呼并理解其含义，完成3a部分的教学任务。 5. 引导学生先看全家福，再介绍照片中的人物，完成3b部分的教学任务。要求学生正确使用家庭成员的称呼。 6. 引导学生写出自己全家人的称呼，要求学生正确使用家庭成员的称呼，完成3c部分的教学任务。 1．听2a部分的录音，，边听录音，一边勾出所听到的形容词完成2a部分的教学任务。 2. 再听一遍2a部分的录音，根据所听到的内容，判断录音内容谈论的是哪幅画，完成2b部分的教学任务。 3. 迸行Pair Work活动, 根据示例谈论2a部分所提到的活动, 正确使用家庭成员的称呼，完成2c部分的教学任务 4. 阅读3a部分的信，画出信中的人物, 熟悉家庭成员的称呼并理解其含义，完成3a部分的教学任务。 5. 先看全家福，再介绍照片中的人物，完成3b部分的教学任务。要求正确便用家庭成员的称呼。 6. 写出自己全家人的称呼，要求正确 使用家庭成员的称呼．完成3c部分的教学任务。
本课总结
复习指示代词：this, that, these, those的用法；复习主格物主代词；I, he, she. They的用法；复习Yes/No文具极其简单回答；复习和巩固名词复数形式的构成和用法；学习书写英文信件并能用书信介绍自己的家庭。
板书设计
Unit 2 This is my sister
Section B
Words: parents grandfather grandmother grandparents sister these those he she they son daughter cousin aunt uncle great photo love soon very much
Drills: Thanks for …. This is…. That is…. These are ….
Grammar: this, that, these, those, I, he, she, they
问题探究与拓展活动．
如何书写英文书信：英文书信是一种使用十分广泛的应用文，是学生必须要掌握的知识和技能。本部分初步涉及英文书信的写法。教师可先介绍传统的英文书信的格式和写法，然后再联系到目前一种比较流行的书信形式，也就是e-mail (电子信件），学生比较感兴趣，教学的效果应十分明显。
练习设计．
个性练习设计
给一位笔友写信，介绍自己的家庭：给自己的朋友写信应该是中学生必须具备
的一种能力．同时练习写信也可巩固和运用所学的知识。这项活动可设计为小组活动．通过这项活动使学牛华会以正确的英文格式给朋友或家人写信。教师可先准备一封寻找必友的来信，让学生根据来信写一封回信，介绍自己的家人并贴上相片，也可画画；再让学生在小组中交换信件、读信，大家一起改错，互相学习。
Self Check
教学内容
Self Check
教学目标
知识与能力
复习词汇father mother boy girl brother this that you’re his her friend parents grandfather grandmother grandparents sister brother these those he she they son daughter cousin aunt uncle great photo love soon very much
巩固一般疑问句．指示代词．人称代词的用法，培养口语交际的目标。
过程与方法
运用personalizing Memorizing和Role playing的学习策略。在复习教学中，运用听写、提问、对话演练与俭测，促使学生不断地使用所学内容，从而提高他们灵活运用知识的能力。
情感态度价值观
增进家庭和睦，促进学生彼此之间的了解，增进友谊。
重难点
复习词汇father mother boy girl brother this that you’re his her friend patents grandfather grandmother grandparents sister brother these those he she they son daughter cousin aunt uncle great photo love soon very much
教学突破
通过各种复习手段的检测促使学生掌握所学知识，并能使用所学知进行交际活动。
教学准备
教师准备
制作能显示本单元重点词汇和句型的单词图片；设计课后巩固练习的幻灯片。
学生准备
复习所学词汇、句型和语法内容，并进行适当的总结、归类。
教学步骤
(3课时)
一、第一教学环节：情景创设，导入新课
教师活动 学生活动
引导学生进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成l部分的教学内容。 进行关键词自我检测，完成自我评估，复习所学的重点词汇，完成1部分的学习要求。
二、第二教学环节：师生互动，学习探究
教师活动 学生活动
1．引导学生在筑词表上进行筑词活动，引导学生采用各种有效途径记忆单词，为以后的进一步学习提供保障，完成2部分的学习要求。 2．引导学生根据图画内容完成对话，并复习所学的目标语言，完成3部分的教学内容。 1．在筑词表上进行筑词活动，学会采用各种有效途径记忆单词，为以后的进一步学习提供保障，完成2部分的学习要求。 2．根据图画内容完成对话，并复习所学的目标语言，完成3部分的学习要求。
三、第三教学环节：合作交流，巩固提高
教师活动 学生活动
引导学生进行Just for fun!游戏活动，复习、巩固所学的Is this／that your／her／his sister Yes，it is．No，it isn’t．等句型和语法知识。 进行Just for fun!游戏活动，复习、巩固所学的Is this／that your／her／his sister Yes，it is．N0，it isn’t．等句型和语法知识。
本课总结
通过单词检测．对话练习和游戏等一系列复习手段对所学知识进行系统而全面的复习和巩固，不仅使学生掌握所学知识，更重要的是灵活运用的能力；同时教授学生personalizing Memorizing的学习策略。
板书设计
Unit 2 This is my sister.
Self check
Words: father mother parents grandfather grandmother grandparents boy girl brother sister friend son daughter cousin aunt uncle this that these those you’re his her she they
Drills: Is this/that—？Yes/No—
练习设计
随堂练习设计
阅读理解。
根据短文内容判断正误，正确的写T，错误的写F。
My name is Helen. I am twelve. I'm a schoolgirl. I study Chinese. I like Chinese very much.. My family lives in Chicago (芝加哥) . We have four rooms. My family is not his. We are five- grandfather, father, mother, sister and I. My little sister, Jane is only six years old. She doesn’t go to school. My mother is very beautiful and my father is cool. My parents work in Chicago. My grandfather is old and he doesn’t work. I love my family very much.
( )1. Helen is a school girl of twelve.
( )2. There are four people in her family.
( )3. Her sister is also a school girl and she is six.
( )4. Her parents work in New York.
( )5. Helen’s mother is beautiful.
( )6. Helen’s grandfather is old but he still works.
( )7. Helen loves her family.
( )8. Helen studies Chinese in to China.
Keys: 1-5 TFFFT 6-8 FTF
个性练习设计
活动内容 采访：了解同伴的家庭和朋友。以一名记者的身份采访你的一个同伴，了解他／她的家庭和朋友。在班主汇报采访过程和结果。
根据汇报的效果评选出“优秀记者”。课 题 《Unit 2 This is my sister（3）》教案 主 备 人
课型 语法操练课 个性化备课
教 学 目 标 知识技能 Learn and recite the sentences in GF. Learn to introduce and distinguish others. Use demonstrative pronouns to make sentences. Master Who questions and replies.
过程与方法 Drilling Communicative Approach
情感态度价值观 Get the Ss to love their families by studying hard.
教学重点 Recite the sentences in GF. Practice making sentences with the demonstrative pronouns.
教学难点 Enable the Ss to master how to make sentences.(主谓一致原则）
教 学 过 程 Step 1 Lead in Greet with each other. Have a dictation: Family members words/key sentences in Period1-2. (Ask 3 students to write on the Bb.) Step 2 Drilling 1. Practice reading the words and sentences. 2. Get the Ss to say more sentences using "This is... That is... These are... Those are... " 3. Have a competition. Give each group a minute to say as many sentences as they can. 4. Learn Who questions and the replies. Show some photos and practice "Who is ... Who are..." Note "is" and "are". Step 3 Consolidation. Read the sentences in GF after the teacher. Practice reading the sentences by themselves. Recite the sentences together. Ask some individual students to recite the sentences before the class. Step 4 Pair work 1. Show a photo of family and encourage the Ss to ask questions about the members in the photo. T: This is my family. Can you ask me about my family S1: Who is he (Point at some one) T: He is ... ... ... Complete the conversation. And check the answers. Practice the conversation in pairs. Ask some pairs to act it out. Show their own family photos and take turns to ask about the photos. Step 5 Drilling Look at the picture. Encourage the Ss to say the family words. Get the Ss to make sentences with the words in the three boxes. Encourage the Ss to make more sentences. Step 6 Summarize the whole class. Step7. Exercises. 1. Finish Exercise Ⅳin the exercise book. 2. Check the answers. 3. Practice reading the conversation. Step8. Homework: Recite the sentences in GF. Finish Ex.Ⅴ.Unit2 This is my sister.
The First Period
Topic: the family
Functions: Introduce people
Identify people
Structures: Demonstrative pronouns this,these,that,those
Who questions
Subject pronouns I,he,she,they
Plural nouns
教学目标：
*语言知识目标
——词汇：family,mother,mom,father,dad,parents,grandmother/
Grandma,grandfather/grandpa,grandparents,brother,sister,
Cousin,aunt,uncle,son,daughter,these,those,who
——句型：Who is she
She is my sister.
This/That is my friend Jane.
These/Those are my brothers.
*语言能力目标：
能针对所听语段的内容作出适当的反应；
能根据话题进行简单的对话交流；
能读懂简单的对话和短文；
能根据所给的段落进行句子写作。
*情感态度目标
——让学生乐于与同伴、朋友、家人进行交流，对英语学习表现出积极性和初步的自信心；
教学重点
——如何介绍他人和辨认人物
——指示代词this、that、these和those的用法
——进一步学习人称代词I，she，he和they
教学难点
——如何介绍他人
——指示代词this，that，these和those的用法
课时安排：5课时
教学过程：下面我将根据湖南省初中英语教学最近三年单元整体教学的5p流程（preparation --presentation--practice--produce—progress
）来设计第一课时。
第一课时
Unit2 This is my sister.
Period1 section A 1a_2c 以及 Grammar Focus 第二个框
*教学目标
学完本课后，学生应掌握：
语言知识目标：
——词汇：family, mother, mom, father, dad, parents, grandmother/
Grandma, grandfather/ grandpa, grandparents, brother, sister,
friend，who，these，those
——句型：Who is she
She is my sister.
This/That is my friend Jane.
These/Those are my brothers.
语言能力目标：
——能针对所听语段的内容作出适当的反应；
能根据话题进行简单的对话交流；
能介绍家人，辨认家庭成员。
*教学重点
——学习关于家庭成员名称
——会用this，that，these和those这些指示代词介绍家庭成员
——学会运用人称代词I，he，she ，they
*教学难点
——如何介绍家庭成员
——学会运用this，that，these和those这些指示代词
*教具准备：家庭成员的图片，词汇卡片，录音机一台
*教学过程
Step1 Preparation
Lead-in
播放歌曲I love my father.
T: In this period, we’ll learn Unit 2,This is my sister. Before this lesson, I like to introduce some of my friends to all of you. Do you know friend （板书friend并带读）
Introduce friends.(指着近处的两位同学说)
This is my friend Jane and this is my friend Ann.
These are my friends.
(指着远处的两位同学说)
That is my friend Jim and that is my friend John.
Those are my friends.
教学friend，friends，this，these，that和those。
(通过情景教学，先让学生学会朋友friend这个单词，并用this，these，that和those进行运用，对this指近处的单数名词，these指近处的复数名词，that指远处的单数名词及those指远处的复数名词有一个初步的印象。)
Step2 Presentation
出示家庭成员的图片，学习本课新词汇。可用句型Who is she/he
She/He is my ……
新单词的顺序可调整为
Father,dad/mother.mom----parents
Grandfather,grandmpa/grandmother,grandma----grandparents
Brother,sister
边展示图片，边把相应的词汇卡贴在黑板上，并在词汇卡的旁边板书相应的音标。
带读新单词。可采用升降调，改变音量或beat the teacher等方式学这些单词，加深印象。
T：Do you like your mother Do you like your father
然后出示一句话
Father and mother I love you.
抽取每个单词的首字母组合成一个新单词family。
Step3完成1a、1b的练习
Match the words with the people in the picture.
Listen and circle the words you hear in 1a.
Check the answers。
Step4 Practice. Pairwork.Make new conversations. Role-play the conversation in 1a
Sample1(用this，these，that 和those说句子
A:This is my father.This is my mother.These are my parents.
B:This is my sister. This is my sister. These are my sisters.
……
Sample2
A:That’s my family.Those are my parents.
B:Who’s she
A:She’s my sister.Oh,and these are my brothers.
B: Who’s he
……
Step5 完成听力2a和2b
Check the answers.
Step6 Grammar.
Look! that’s=that is
Who’s =who is
Who’re=who are
they’re=they are
Step7 Exercise
1、These are my ______.(parent)
2、--Who’s she
--____ is my mother.(he)
3、____(that) are my brothers.
4、____(this) are my sisters。
5、____(those) is my grandfather.
Step8 Progress
1、Summary
Let’s go together what we’ve learned this period.Read the new words and target languages.
2、Homework
Finish Ex.2c.Ask and answer questions about the photo in 2b
Bring your family photos to the class next period and introduce your family members to the class
Unit 2 This is my sister.
Period 2 Section A 2d、 3a到 3c
教学目标
学完本课后，学生应掌握：
语言知识目标：
1、词汇：they well have day Have a good day bye
2、句型：Who is she
She is my grandmother.
Are those your parents
Yes ,they are.
语言能力目标：
1、listening skill
2、Reading skill
3、Writing skill
3、Communicative competence
教学重点：
1、能掌握新学单词
2、能熟练地根据话题进行对话交流
3、学会运用人称代词they
4、能正确地运用that’s=that is who’re=who are who’s=who is they’re =they are
教学难点：
1、be动词的用法及其缩写。
2、了解一般疑问句的运用
教学准备：家庭成员的照片
教学过程：
Step1 Greet the class and check the homework.
Ask some students to introduce their family members.
Step2 show the new words on the screen. Read the new words to students and ask them to repeat.
Step3 2d
First ,talk with a student about her or his family photo
For example:
T: who is she /he /Who are they
S: She/He is my ……/They are my ……
T: Is this /that your …… / Are these/those your ……
S: Yes, it is ./Yes, they are .
Then ,ask students to practice the conversation and act out.
Next, point out two phrases: I see Have a good day ! you, too
Ask students to explain them and read them.
Then, ask students to look at 2d ,ask them to read by themselves.
Finally, ask some pairs to role play the conversation.
Step 4 3a
First,review the grammar box.
Then,Complete the conversation .
Next ,pairwork.
Step5 3d Groupwork
First ,ask students to look at the picture and the words in the boxes .ask a student to read them.
Then,get students into small groups. Tell them to make sentences with the words in the three boxes.give them some examples.
Next ,ask some groups to their sentences to the class.
Step 6 完成 3c
Ask students to bring some family photos to the class.take turns to ask and answer questions about the photos.
Step7 summary and homework
This class we have learnt some key vocabulary and had oral practice .After class you must have more practice .next class I will ask some pairs of students to role play the conversation like 3a.
Unit2 this is my sister
Section B & self-check
Teaching goal;
New words:
here, photo, of, next. picture, girl dog
Key sentences
Here are two nice photos of my family=Two nice photos of my family are here.
倒装句
Teaching method:
Bring some family photos to school
精讲释疑
Photo=picture
Photo of my family =my family photo
Teaching procedures
Step I presentation
I am female, S1 is male
2a ,Boys PK girls
Boys write male’s name. Girls write female’s name as much as possible.
Step2 reading
2b , First fast reading ,
Circle the names
T .How many photos
Ss .Two
In the first photo, who are they
T: Who is Coco
S1: Coco is a dog.
Dogs are our friends.
Step 3 2C .Fill in the blank
Step 4 Make a post 3A3B
Beside picture ,introduce your family
先老师或基础好的学生做示范，或分组句子接龙的形式降低难度，增加参与度。
最后写,可以当场交.
Homework Finish Ex 2 in Self-check.
Step5 Progress
Summary.
Let’s go over what we’ve learned this period.
Feedback不要局限于教材课 题 《Unit 2 This is my sister（2）》教案 主 备 人
课型 听说课 个性化备课
教 学 目 标 知识技能 Learn a little about general questions and short replies. Learn to introduce and distinguish family members. Continue to learn the demonstrative and personal pronouns. Practice who questions and the replies.
过程与方法 Direct method Communicative Approach
情感态度价值观 Get students to understand their families and love their families.
教学重点 Master how to introduce family members and identify them. Learn the demonstrative and personal pronouns. Listen and talk about families and friends.
教学难点 How to introduce family members and identify them. The demonstrative and personal pronouns.(this that these those he she it they I )
教 学 过 程 Step 1 Lead in 1. Greetings 2. Take out a family photo and lead the Ss to say: This is... These are... She is... He is... In this way review the words and sentences in Period1. Step 2 Listening 1. Listen and circle the words you hear. 2. Read the names in 2b. 3. Listen again and match the names with the people. 4. Ask and answer questions about the photo in 2b. Who`s she She`s ... Who`s he He`s... Step 3 Oral practice Practice greeting others and introduce A to B. T: Good morning,... A: Good morning,... T: Oh, A, this is my friend B. B, this is my friend A. A: Nice to meet you, B. B: Nice to meet you, too. Encourage the Ss to summarize how to introduce someone to others. This is... These are... 3. Role-play the conversation in 2d. Ask some pairs to act out. 4. Note the key sentences: This is his brother. These are his brothers. That is my friend. Those are my friends Are those your parents Yes, they are. Have a good day! Thanks. You, too. Step4 Exercises 写出下列词的复数形式。 sister ________ brother _______ friend ______ parent ________ this __________ that ________ is ____________ he _________ 将下列句子改成复数句。 1. He is my friend. 2. This is my sister. 3. That is my brother. 三、完成练习册PartⅢ。 Step 5 Summarize the whole class. Step6. Homework. Memorize new words. Practice and recite the conversation in 2d. Bring some family photos to school for tomorrow’s lesson.
教 学 反 思课 题 《Unit 2 This is my sister（4）》教案 主 备 人
课型 听说课 个性化备课
教 学 目 标 知识技能 Learn to read and write 9 more family words. Learn to add the words to the family tree and draw their own family tree. Practice the listening.
过程与方法 Direct method Communicative Approach Situation approach
情感态度价值观 Get students to understand and love their families through knowing some information about them.
教学重点 Enable the Ss to master the new words. Talk about more family members.
教学难点 Train the Ss to read and listen to the new words.
教 学 过 程 Step 1 Revision and Lead in Lead the Ss to review the family words. And write the words on the Bb. Practice reading the words. Today we’re going to learn more family words. Step 2 Word study 1. Encourage the Ss to find out and read the 9 new words in 1a. 2. Try to translate them into Chinese. 3. Practice reading the words in different ways. 4. Add the words to the family tree. 5. Ask the Ss to draw their own family tree. Step3. Consolidation. Help the Ss to memorize the new words. Finish some exercises. 写出同义词： mother dad grandma grandfather 写出对应词： son- sister- uncle- 翻译下列句子：这是我的阿姨。 那是我的表兄。 这些是我的朋友们。 那是他的女儿们。 Step 4 Listening Students look at 1b and read the new words together. Listen and check the words you hear. Look at the pictures and encourage the Ss talk about the two pictures. Then listen again and find which picture they are talking about. Listen for a third time to repeat after the recorder. Step 5 Oral practice 1. Draw a picture of your family and friends. 2. Tell your partner about your picture. Step 6 Exercises Finish ExerciseⅠⅡ. Check the answers. Step 7 Summarize the whole class. Step8. Homework Memorize the 9 new words after class. Finish ExⅢ ExⅣ ExⅤ.
教 学 反 思课 题 《Unit 2 This is my sister（6）》教案 主 备 人
备课时间 第6 课时 3a-Selfcheck 备课组长签名 教研组长签名
课型 写作复习课 个性化备课
教 学 目 标 知识技能 Review some key words and key sentences. Review to introduce and distinguish family members. Learn to write about families.
过程与方法 Direct method Situation approach
情感态度价值观 Encourage the Ss not to be afraid of writing. Encourage them to express love to their families by writing.
教学重点 Review how to introduce family members and identify them. Know the demonstrative pronouns. Write about families.
教学难点 Write about families or others.
教 学 过 程 Step 1 Revision 1. Today we will finish the unit. Let`s do some review work. Draw a family tree on the Bb and review the family members words. Make sure the Ss have mastered all the words. 2. Then finish Ex1 in Self check to group the words. Step 2 Oral practice 1. Show a chart to the Ss and lead them to talk about Jim. Name: Jim ( boy ) Father: Jeff Mother: AlicePhone number: 525-1256 Sister: Mary Cousin: Bob
Who is he What`s his phone number ... Get the Ss to ask and answer questions about Jim in pairs. Ask some pairs to act out. Finish Ex2 in Self check. Check the answers. Practice the conversation in pairs. Step 3 Writing Task1：Complete the passage with the words in the box. Check the answers. Practice reading the passage. Then draw a picture of Paul`s family. (3a) Task2:Translate the phrases or sentences below. 我的姐姐 2. 我的名字 这是我的一张家庭照片 这是我的父母亲. 爸爸妈妈爱我。我也爱他们。 Task3: Take out their own family photo and write about it in 5 minutes. Then tell the class about your family before the Bb. (3b) 思路点拨: 自我介绍→ 介绍家人 →表达感情 Step 4 Consolidation. 假设你是Jim,请根据下表的信息，介绍一下你自己和你的家人。 Name: Jim ( boy ) Father: Jeff Mother: AlicePhone number: 525-1256 Sister: Mary Cousin: Bob
Ask 4 students to write on the Bb. And ask the other students to check the passages on the Bb. Step 5 Summary. Step6. Homework. Correct their composition and copy in the exercise book. Finish Ex Ⅵ.
教 学 反 思
