教学准备
1.
教学目标
1．学会认知家庭成员，了解家庭关系。
2．学会介绍人。
3．通过认知家庭成员及其关系，学会使用指示代词these，those。
2.
教学重点/难点
教学重点
(1)词汇：sister，mother，
( http: / / www.21cnjy.com )father，parent，brother，grandmother，grandfather，grandparent，family，those，who，these
(2)句型：This
is
my
sister.
That\'s
my
grandfather.
These
are
my
brothers.
Those
are
my
parents.
教学难点
让学生运用所学的语言项目“This/That
is...These/Those
are...”等内容与其他人交流家庭成员的情况。
3.
教学用具
录音机和录音磁带，多媒体课件、麦克风、自己的家庭照片
4.
标签
教学过程
Step
1：Greetings
and
talking
建议：教师和学生交流一些日常的问题，一是能复习所学的语言点，二是能与学生更好地进行交流。
For
example：
T：What's
your
name？What's
your
telephone
number
Ss：My
name
is...My
telephone
number
is...[
Step
2：Lead in/Present
the
new
words
建议1：教师呈现一幅自己的全家福的照片，然后介绍自己的家庭成员，从而引出本课的新单词。
For
example：
T：Hello，everyone！Look！What's
this
Ss：It's
a
picture.
T：Right.Who
is
the
man
in
the
picture
Ss：It's
you.
T：Yes，it's
me.You
know
me.Please
look
at
this.Do
you
know
them
Ss：No，we
don't.
T：They
are
my
family
( http: / / www.21cnjy.com )members.Today
I
want
to
introduce
my
family
members
to
you.Would
you
like
to
meet
them
Ss：Yes.
T：OK.Please
look
at
this
man？Is
he
old
Ss：Yes.
T：He
is
my
grandfathe
( http: / / www.21cnjy.com )r.Please
read
after
me，GRANDFATHER，G R A N D F A T H E R，grandfather.
Ss：G R A N D F A T H E R，grandfather.
T：This
is
my
grandfather.
(Teach
the
word
“grandmother”
in
the
same
way.)
T：He
is
my
“g
( http: / / www.21cnjy.com )randfather”．She
is
my
“grandmother”．These
are
my
grandparents.Read
after
me，grandparents.
Ss：Grandparents.
T：I
have
two
brothers，two
sisters.I
have
many
friends.
(Teach
the
words
“brother”
and
“sister”．)
T：Read
these
new
words
together
after
me.
Ss：...
建议2：利用多媒体呈现情景剧《家有儿女》中人物的照片，从而导入本课的语言知识。
For
example：
T：Who's
he
Ss：Liu
Xing.
T：(Show
other
pictu
( http: / / www.21cnjy.com )res
and
introduce
them：)Liu
Xing's
mother，father，brother，sister，grandmother
and
grandfather.(Show
the
new
words
on
the
blackboard.)
Step
3：Practice
the
new
words
1．教师领读，学生齐读新单词。每个单词读两遍，可以用升降调的方式去读，避免朗读的枯燥。
2．教师指单词，学生抢读。抢到的同学站起来大声地把单词读出来。
3．教师把单词写在卡片上，然后让学生抽，抽到哪个单词，就大声地把那个单词读出来。
4．利用多媒体课件快速地闪现一个单词，让看到的学生站起来大声地把单词读出来。
Step
4：Task
1a,1b
1．呈现1a中的图片，让学生猜一猜：Who
are
they？学生将单词与图中的人物配对。
2．听录音，在1a中圈出所听到的单词。(用听力训练再次强化学生对新单词的记忆。)
Step
5：Present
the
new
sentences
建议1：利用全家福的照片，呈现出：
( http: / / www.21cnjy.com )This
is
my
mother/father.然后教师站在远处指着另一人说：That
is
my
sister/brother.类似的，教师呈现出These
are
my.../Those
are
my...(让学生知道this/these是近距离的，that/those
是远距离的。在具体的情境中体验这几个单词的不同)
建议2：利用多媒体呈现情景剧《家有
( http: / / www.21cnjy.com )儿女》中人物的照片，从而引出句型：This
is...These
are...That
is...Those
are...(利用图片让学生在具体的情景中对比这几个句型，让学生明白单数句和复数句。)
For
example：
Step
6：Practice
the
new
sentences
建议1：让学生齐读教师给的例句This
is
( http: / / www.21cnjy.com )
my
sister./That
is
my
brother./These
are
his
brothers./Those
are
my
friends.或用chant的形式练习。
For
example：
Let's
chant：
Father，father，this
is
my
father.
Mother，mother，that
is
my
mother.
Grandfather，grandfather.
Grandmother，grandmother.
Parents，parents，these
are
my
parents.
Brother，sister，those
are
my
friends.
建议2：让学生用所学的语言知识介绍刘星的家庭。
For
example：
T：This
is
a
p
( http: / / www.21cnjy.com )icture
of
Liu
Xing's
family.Let's
talk
about
Liu
Xing's
family
in
pairs.You
must
use
“This
is”
and
“These
are”
to
do
it.
(The
student
( http: / / www.21cnjy.com )s
practice.The
teacher
walks
around
the
room
to
help
them.)
T：Now
check
your
practice.
S1：Who
is
this
S2：This
is
his...
S1：Who
are
these
S2：These
are
his...
(Ask
a
few
pairs
to
practice.)
建议3：学生拿着自己的全家福照片，二人一组互相用所学的语言知识进行介绍。
For
example：
T：Look
at
the
family
tree.
(Stick
a
family
tree
on
the
blackboard.)
T：Let's
talk
about
( http: / / www.21cnjy.com )the
family
tree.You
can
do
it
in
groups
of
four
or
three.You
can
do
it
in
pairs
or
you
can
do
it
by
yourself.Then
report
it
to
the
class.
(The
students
work.
( http: / / www.21cnjy.com )The
teacher
moves
around
the
classroom
to
help
them.)
T：Check
your
task.
S：Hello.My
name
i
( http: / / www.21cnjy.com )s...Look
at
this.This
is
my
family
tree.This
is
my...and
this
is
my...They
are
old.These
are
my...This
is
my...This
is
my...My
mother
is...This
is
my...His
name
is...I
love
my
family.
Step
7：Task
出示一个有关家庭成员的表格，让学生用所学的语言知识用报道的形式介绍自己的家庭成员。把小组合作学习带入课堂。
For
example：
T：Please
take
out
th
( http: / / www.21cnjy.com )e
family
photos
you
bring
to
school.Work
in
groups
of
four.Fill
in
the
form.Then
report
it
to
the
class.
Family
Family
members
(The
students
work
( http: / / www.21cnjy.com ).The
teacher
moves
around
the
classroom
to
help
them.)
课堂小结
本课我们主要学习了mother，fat
( http: / / www.21cnjy.com )her，parent，brother，grandmother，grandfather，grandparent，sister等与家庭成员有关的单词。重点学习了This
is
my
sister.That's
my
family.These
are
my
brothers.Those
are
my
parents.等句型。在下节课的学习中，我们会继续用这几个句型进行语言交际。
课后习题
1．写一篇作文介绍自己的家庭。
2．小组成员之间沟通有关家庭成员的信息，增进友谊。
板书
Unit
2
This
is
my
sister.
Section
A
1a 1c
Words
Sentences
mother
father
parents
brother
sister
grandfather
grandmother
grandparents
family
these
those
who
This
is
my
sister.
That's
my
grandfather.
These
are
my
brothers.
Those
are
my
parents.
教学准备
1.
教学目标
1．学习词汇：photo，here，of，next，picture，girl，dog
2．掌握句型：Here
are
two
nice
photos
of
my
family.
3．学习英语写作的基本方法。
2.
教学重点/难点
教学重点
根据家庭照片，写一段文字介绍自己的家庭。
教学难点
根据家庭照片，写一段文字介绍自己的家庭。
3.
教学用具
录音机和录音磁带、多媒体课件、家庭成员的照片
4.
标签
教学过程
Step
1：Greetings
and
talking
建议1：教师呈现几个英语谜语让学生猜，这样既能复习单词，又能调动学生学习的积极性。
For
example：
T：I
have
some
riddles.(Then
show
the
following
riddles.)
1．Dave
is
my
uncle's
son.He
is
my
c______.
2．Kate
is
my
sister.She
is
my
mother's
d______.
3．Tom
is
my
father's
brother.He
is
my
u______.
4．Jim
is
my
father's
son.He
is
my
b______.
5．My
mother's
mother
is
my
g______.
建议2：教师让学生展示自己的家庭关系图，然后用所学的语言知识向同伴介绍家庭成员的情况。
T：Show
your
family
tree
and
introduce
your
family
members
to
us.
S1：This
is
my
family.This
is
my
grandfather...
[
Step
2：Lead in(2b)
建议：呈现Jenny的两幅家庭照片，向学生介绍这两幅照片。
For
example：
T：Here
are
two
photos
( http: / / www.21cnjy.com )of
Jenny.(Show
the
new
words
“here”“photo”on
the
blackboard，and
then
introduce
the
members
of
Jenny's
family)
The
students
read
the
( http: / / www.21cnjy.com )
words
after
the
teacher
and
then
listen
to
the
teacher's
introduction.
Step
3：Reading
Before reading
教师让学生快速阅读，然后回答一个简单的问题。
For
example：
T：Read
the
passage
qui
( http: / / www.21cnjy.com )ckly
and
answer
the
question：How
many
family
members
are
there
in
her
family
The
students
read
and
answer
the
question.
While reading
认真阅读课文，回答下面的问题
For
example：
T：Read
the
passage
carefully
and
answer
the
questions.
1．Who
are
in
the
first
photo
2．Who
are
in
the
second
photo
3．Who
is
Coco
The
students
read
and
answer
them.
After reading
再次阅读课文，完成下面的句子，然后让学生根据句子复述课文。
T：Read
the
passage
again
and
complete
the
sentences.
1．My
name
is
______.
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.
Step
4：Task
3a
建议：让学生选用方框中所给的词补全短文，然后画一张保罗的全家福。
课堂小结
本节课重点学习了怎样用英语介绍家庭照片，然后根据自己的家庭照片用英语写一篇介绍自己的家庭的文章。
课后习题
1．Here
are
two
nice
photos
of
my
family.这是我的两张漂亮的全家福照片。
(1)Here
are...是
( http: / / www.21cnjy.com )一个倒装句，在英语中，以here，there
等副词开头的句子常常需要倒装。如果主语是名词，则用全部倒装，结构为：Here＋系动词＋名词；如果主语是代词，则用部分倒装，结构为：Here＋代词＋系动词．系动词要与主语的数保持一致。如：
Here
is
a
watch！这儿有一块手表。
Here
you
are！给你！
(2)photo
是名词，意为“照片”。如：
This
is
a
photo
of
my
sister.这是一张我妹妹的照片．
辨析：photo和picture
单词
词义
相同点
不同点
photo
照片
都有“照片”之意。如：take
a
picture/photo照张相
一般指摄影作品。
picture
照片，画，画像，图片]
不仅指照片，而且可指自然风光，人们绘制的图或图画。如：
Our
school
is
a
picture.
我们的学校风景如画。
2.名词所有格是名词的语法范畴之一。它是名词
( http: / / www.21cnjy.com )和代词的一种变化形式，在句中表示与其他词的关系。名词有三个格：主格、宾格和所有格。在英语中有些名词可以加“'s”来表示所有关系，带这种词尾的名词形式称为该名词的所有格，如：a
teacher's
book。它有两种不同的形式：
(1)在名词词尾加“'s”构成
主要表示有生命的事物或自然
( http: / / www.21cnjy.com )界独一无二的某些空间和时间名词的所有格，如the
world's，the
sun's，the
earth's，today's，yesterday's等。
①单数名词词尾加“'s”，复数名词不以s结尾，也要加“'s”。
例：the
boy's
bag
男孩的书包
men's
room
男厕所
②复数名词以s结尾，只加“'”。
例：the
workers'
struggle
工人的斗争
③如果两个名词并列，并且分别有“'s”，则表示“分别有”；只有一个“'s”，则表示
“共有”。
例：John's
and
Mary's
room(两间)，John
and
Mary's
room(一间)
④作为一个整体的词组，一般在最后一个词的词尾加“'s”。
例：an
hour
and
a
half's
walk(步行一个半小时的路程)
⑤不定代词后接
else，所有格放在
else
上。
例：somebody
else's
bag(别人的包)
⑥下列情况可以将“
's”所有格后的名词省略。
a．名词所有格所修饰的词，如果前面已经提到，往往可以省略，以免重复。
例：This
notebo
( http: / / www.21cnjy.com )ok
is
not
mine，nor
John's，nor
Peter's.这个笔记本不是我的，也不是约翰和皮特的。
The
dictionary
isn't
mine，but
Jenny's.这本词典不是我的，而是珍妮的。
b．名词所有格后面有指地点等的名词时，有的在习惯上可以省略。
例：Before
Christmas，there
were
lots
of
customers
at
the
Richardson's.
the
doctor's(office)医生的诊所，my
uncle's(house)我叔叔的家
注意：起修饰作用的名词，如不表示所有关系，通常不用“'s”。
例：room
number，tooth
brush
(2)of
所有格
无生命事物名词的所属关系，一般常用“
of
＋
名词”来表示，即
of
所有格。如：
a
map
of
China
一幅中国地图，the
legs
of
the
table
桌子的腿
of
所有格与“
's”所有格有时可以互用，不过要注意它们物主的位置不同。如：
猫的名字是咪咪。
The
name
of
the
cat
is
Mimi.(of
结构，物主
the
cat
在后)
The
cat's
name
is
Mimi.(“'s”
结构，物主
the
cat
在前)
板书
Unit
2
This
is
my
sister.
Section
B
2a 3b
Here
are
two
nice
photos
of
my
family.
...in
the
first
photo.
In
the
next
picture...
教学准备
1.
教学目标
1．学习本课的知识点。
(1)词汇：son，cousin，mom，aunt，dad，uncle，daughter，grandpa，grandma
(2)能运用所学的知识画出自己的家庭关系图。
2．训练学生的听力能力。
3．让学生在交流中体验英语学习的乐趣。
2.
教学重点/难点
教学重点
1．词汇：son，cousin，mom，aunt，dad，uncle，daughter，grandpa，grandma
2．能运用所学的知识画出自己的家庭关系图。
教学难点
1．正确的画出自己的家庭关系图，并能用所学的语言知识描述出来。
2．综合运用语言的能力。
3.
教学用具
录音机和录音磁带、多媒体课件，字母卡片、全家福照片和亲朋好友的照片
4.
标签
教学过程
Step
1：Greetings
and
talking
建议1：利用chant复习表示家庭成员的单词。(此活动既可以复习所学的单词和句型，又增加了趣味性，也为引出新课做了铺垫。)
Let's
chant.
Father，father，this
is
my
father.
Mother，mother，that
is
my
mother.
Grandfather，grandfather.
Grandmother，grandmother.
Parents，parents，these
are
my
parents.
Brother，sister，those
are
my
friends.
建议2：呈现学生的家庭照片，然后让学生用所学的语言知识互相谈论照片中的人物。
For
example：
T：Who's
he
S：He's
my
father.
T：Who's
she
S：She's
my
mother.
T：Who
are
they
S：They
are
my
brothers.
Step
2：Lead in/Present
the
new
words
建议1：教师呈现几个英语谜语让学生猜，可以采取小组比赛的形式调动学生学习的积极性，从而引出本课的新单词。
For
example：
T：I
have
some
riddles.
Then
the
teacher
shows
the
following
riddles.
1．Father's
mother
is
my
______.
2．Mother's
brother
is
my
______.
3．Mother's
father
is
my
______.
4．Father's
sister
is
my
______.
5．I'm
Lucy.This
is
my
father.I'm
his
______.
6．Uncle's
daughter
is
my
______.
7．Tom
is
my
son.I'm
not
his
father.I
am
his
______.
8．My
father
and
mother
are
my
______.
9．My
______
are
my
parents'
parents.
10．I'm
Jim.This
is
my
mother.I'm
her
only
______.
建议2：利用多媒体课件呈现刘星和他爸爸
( http: / / www.21cnjy.com )的照片，然后呈现本课的新单词：son。用类似的方法呈现其他的单词：cousin，aunt，uncle，daughter。
[
For
example：(Show
Liu
Xing's
and
his
father's
photos.)
T：Who's
he
Ss：He's
Liu
Xing.
T：This
is
hi
( http: / / www.21cnjy.com )s
father.(Point
to
Liu
Xing)This
is
his
son.Read
after
me，S O N，son.
Ss：S O N，son
The
teacher
shows
other
words
like
this.
建议3：玩Guessing
game
游戏，具体操作如下：
T：Do
you
like
games
Ss：Yes.
T：Let's
play
a
gu
( http: / / www.21cnjy.com )essing
game.Please
listen
carefully.He
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：He
is
your
“表哥”．
T：No，he
isn't.
S2：He
is
your
“堂兄”
or
“堂弟”．
T：Yes，he
is.Let's
see
how
to
say
it
in
English.
(Put
the
card
“cousin”
on
the
blackboard.)
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
( http: / / www.21cnjy.com )you
must
say
it
in
English.She
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
Ss：She'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.
(Put
the
word
card
“uncle”
on
the
blackboard.)
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...
Ss：“伯母，婶婶”．
T：Right.
(Put
the
card
“au
( http: / / www.21cnjy.com )nt”
on
the
blackboard
and
then
teach
the
words
“son”
“daughter”
in
this
way.)
T：Read
the
words
on
the
card
together.
Ss：...
Step
3：Practice
the
new
words
建议1：利用Bomb游戏进行单词
( http: / / www.21cnjy.com )操练。具体做法：利用多媒体在一些难读的单词下面放上地雷的图形，然后教师领读单词，学生跟读，如果遇到带有地雷的单词，学生就不能读了，如果读了，可以扣小组的分，也可以让读的同学站起来再读两遍。(此活动避免了机械性的跟读，也活跃了课堂气氛)
建议2：教师利用升降调领读单词。
建议3：教师展示家庭关系图，让学生填上缺失的单词。(1a)
T：Look
at
the
fam
( http: / / www.21cnjy.com )ily
tree.Some
words
are
missing.Who
can
help
me
fill
it，please
(Ask
one
stud
( http: / / www.21cnjy.com )ent
to
the
front
to
do
it
on
the
blackboard.The
others
finish
it
on
their
books.)
T：Let's
check
your
work.
Step
4：Listening
(1b,1c)
1．先让学生自己读一读1b中的单词，然后让学生听录音，在所听到的单词后打勾。
2．让学生看课本1c，教他们如何抓住两幅图中的信息，仔细听录音，找出姜涛和汤姆谈论的照片。
Step
5：Task
1d
建议1：画出自己的家人和朋友，并向同伴介绍。
建议2：采用报道的形式，用所学的语言项目介绍家庭成员的情况。(此活动训练学生综合运用语言的能力。)
For
example：
Talk
about
the
family
tree.
T：Look
at
the
f
( http: / / www.21cnjy.com )amily
tree.I
think
it's
a
big
family.You
can
do
it
in
groups
of
four
or
three.You
can
do
it
in
pairs
or
only
by
yourself.Then
report
it
to
the
class.
(The
students
work.The
( http: / / www.21cnjy.com )
teacher
walks
around
in
the
classroom
and
helps
them.)
T：Stop
here.Let's
check
it
out.
(Choose
one
student
to
do
it.)
S1：Look
at
my
fami
( http: / / www.21cnjy.com )ly
tree.This
is
my...This
is
my...They
have
two...This
is
my
...This
is
my...This
is
my...This
is
my...My
parents
have
two
children.This
is...This
is
my...My
uncle
and
my
aunt
have
a
son.He
is
my...
(Ask
two
more
students
to
do
it.)
课堂小结
1．本课重点学习了表示家
( http: / / www.21cnjy.com )庭成员的几个单词：son，cousin，mom，aunt，dad，uncle，daughter，grandpa，grandma。
2．学生能画出自己的家庭关系图并运用所学的语言知识进行描述。
板书
Unit
2
This
is
my
sister.
Section
B
1a 1d
教学准备
1.
教学目标
1．能熟练地运用所学的语言知识介绍自己或他人的家庭成员。
2．学习本课的知识点。
(1)词汇：they，well，have，day，bye
(2)句型：—Are
these/those...
—Yes，they
are.
—Who\'s
he
—He\'s
her
father.
—Who\'s
she
—She\'s
my
sister.
—Who
are
they
—They
are
my
grandparents.
2.
教学重点/难点
教学重点
1．Is
this/that...？/Are
these/those...？句型及简单回答。
2．Who引导的特殊疑问句及答语。
3．训练学生的听力能力。
教学难点
1．能掌握一定的听力技巧。
2．能运用所学的语言知识进行交际。
3.
教学用具
录音机和录音磁带、多媒体课件、全家福照片
4.
标签
教学过程
Step
1：Greetings
and
talking
建议1：利用多媒体课件呈现chant，让学生一边拍手一边读出来。(此活动能够让学生把注意力转移到课堂中来，也避免了枯燥地跟读。)
Let's
chant.
Father，father，this
is
my
father.
Mother，mother，that
is
my
mother.
Grandfather，grandfather.
Grandmother，grandmother.
Parents，parents，these
are
my
parents.
Brother，sister，those
are
my
friends.
建议2：让学生展示自己的全家福照片，运用上节课所学的语言知识进行描述。
For
example：
T：Look，this
is
a
( http: / / www.21cnjy.com )photo
of
my
family.This
is
my
father.These
are
my
brothers...
Can
you
describe
your
family
like
this
Ss：Yes.
Step
2：Lead in/Present
the
new
sentences
建议1：教师利用多媒体课件呈现一幅自己的全家福的照片，然后指着一位家庭成员，让学生猜他/她是谁？
For
example：
The
teacher
shows
( http: / / www.21cnjy.com )a
family
photo
and
let
the
students
guess
using：Is
this/that...
S1：Is
this/that...
S2：Is
this/that...
The
teacher
shows
other
sentences
like
this：Are
these/those...
(此环节可以采用学生问、教师回答，教师问、学生回答，学生问、学生回答等方式。通过各种方式操练这两个句型的问和答)
建议2：用Guessing
game进
( http: / / www.21cnjy.com )行训练。具体做法：利用多媒体呈现一些明星的照片，用技术手段把明星的脸遮盖一部分，然后让学生猜测。(如下图)
For
example：
T：Look
at
the
( http: / / www.21cnjy.com )picture.Who
is
he/she？You
can
guess
by
asking：Is
this/that...
S1：...
S2：...
Step
3：Practice
the
new
sentences
建议：教师呈现明星年轻时的
( http: / / www.21cnjy.com )照片，然后问学生：Who
is
he/she？Who
are
they？学生运用所学的语言知识进行猜测。(如下图)
For
example：
T：Who
is
she
S1：She
is...
S2：She
is...
Step
4：Listening
2a,2b
1．先让学生自己读一读2a中的单词，然后让学生听录音，圈出所听到的单词。
2．先领读2b中的人名，再让学生区分哪些是女名，哪些是男名，最后让学生听录音，将名字与图中人物配对，这样做的目的是降低听力的难度。
3．让学生跟读2a/2b部分的听力材料，目的是让学生熟练掌握本课的句型：—Who's
she？—She's
Cindy.
4．对听力材料进行机械地操练，先让学生进行齐读，然后分组读，最后两个人一组进行操练。
Step
5：Present
the
new
dialogue
(2d)
建议1：让学生先自己读，找出里面的生单词。然后教师出示新知识点：Have
a
good
day!
建议2：播放Sally，Kate，Jane对话的视频，引出对话。
Step
6：Practice
the
new
dialogue
1．听录音，跟读对话。
2．分角色机械性地操练对话。
3．让学生分角色表演对话。
Step
7：Task
3a
1．让学生补全对话，然后教师找学生核对答案。
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．分角色机械性地操练对话。
3．同位之间练习对话。
Step
8：Play
a
game(3b)
教师把学生分成两个组进行比赛，让学生看图，从方框中选词造句。哪个组造的句子多并且准确，哪个组就为获胜组。
For
example：
T：Look
at
the
picture
( http: / / www.21cnjy.com )
and
the
words.I
can
make
a
sentence：This
is
my
father.Can
you
make
more
sentences
S1：This
is
your
father.
S2：These
are
my
parents.
S3：Those
are
my
parents.
Step
9：Task
建议1：让学生看家庭照片，介绍自己的家人。
For
example：
The
teacher
shows
the
following
questions
and
sample
on
the
screen.
1．What's
your
name
2．What's
your
phone
number
3．Show
me
your
family
photos
and
introduce
your
family
members.
Hi，______！How
are
you？My
name
is
______.This
is
my
family.
This
is
my
______
and
that
is
my______.
These
are
my
______，and
those
are
my
______.
My
phone
number
is
______.
建议2：教师呈现Jane的家庭照片，然后让学生看照片介绍她的家人。
For
example：
Look！This
is
Jane's
family
photo.
This
is
her
mother.This
is
her
father.
This
is
her
sister.This
is
her
brother.
These
are
her
grandparents.
课堂小结
1．本课重点操练了新语言项目：—Who's
( http: / / www.21cnjy.com )he？—He's
my
father./—Who's
she？—She's
my
sister./—Who
are
they？—They
are
my
grandparents.
2．让学生看着Grammar
Focus部分，两人一组进行问答练习。
3．What
does
“family”mean
family：Father
and
mother
I
love
you.
课后习题
让学生用本课所学的语言项目：This
is
my...
He's...写一篇英语短文介绍自己的家庭。
板书
Unit
2
This
is
my
sister.
Section
A
2a 3c
—Who's
he？
—He's
my
father.
—Who's
she？
—She's
my
sister.
—Who
are
they？
—They're
my
grandparents.
