（人教版）七年级英语上册Unit 2课时详案（共4课时）+语法精解+课时同步练习（含答案）

Unit
2　This
is
my
sister.
话题Topic
家庭The
family
功能Functions
1.能够简单介绍人物关系Introduce
peopleThis
is
my
grandmother.That’s
my
friend.2.能够指认人物关系Identify
peopleA:Is
she
your
sister B:Yes,she
is./No,she
isn’t.A:Who’s
she B:She’s
my
mother.A:Who’re
they B:They’re
my
parents.
语法Grammar
一、能够正确使用指示代词this,that,these,those介绍人物关系Demonstrative
pronounsThis
is
my
friend
Jane.That’s
my
grandfather.These
are
my
brothers.Those
are
my
parents.二、能够用Who引导的特殊疑问句询问第三方是谁Who
questionsA:Who’s
she B:She’s
my
sister.A:Who’re
they B:They’re
my
grandparents.
词汇和常用表达Words
&
expressions
1.能正确使用下列词汇Curriculum
words(按词性排列)名词:sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,day,son,cousin,grandpa,mom(=mum),aunt,grandma,dad,uncle,daughter,photo,picture,girl,dog;代词:those,who,these,they;形容词:next;动词:have;其他:oh,well,bye(=goodbye),here,of2.能正确使用下列常用表达Useful
expressionsthis
is…,that’s…,these
are…,those
are…,who’s…a
photo
of
my
family,in
my
family,have
a
good
day
学习策略Strategies
能够将图片与人物描述相结合进行有效记忆能够将人物描述的文字信息和图片信息相互转换
文化知识Culture
了解西方国家中家庭成员之间的称谓
三维目标Three-dimensionaltarget
知识与技能
1.能掌握以下单词:sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,those,who,these,they,well,have,day,bye(=goodbye),son,cousin,grandpa,mom(=mum),aunt,grandma,dad,uncle,daughter,here,photo,of,next,picture,girl,dog
2.熟练掌握单元短语:a
photo
of
my
family,in
my
family,have
a
good
day3.能掌握以下句型:This
is
my
friend
Jane.That’s
my
grandfather.These
are
my
brothers.Those
are
my
parents.A:Is
she
your
sister B:Yes,she
is./No,she
isn’t.A:Who’s
she B:She’s
my
sister.A:Who’re
they B:They’re
my
grandparents.4.了解以下语法:指示代词this,that,these,those的用法;主格人称代词I,he,she,they的用法;Who开头的特殊疑问句的构成和回答;名词的复数形式。5.学会使用正确的词汇介绍人物关系。6.理解缩略词that’s,who’s,who’re,they’re的意思并掌握读音。
过程与方法
1.通过师生问答、两两对话、角色扮演和看图说话等多种语言交际活动,培养口语交际能力和在日常生活中运用英语的能力。2.通过图片提供语境,或运用真实语境,感知、学习
This
is/That’s…,These/Those
are…以及Who’s…/Who’re… 介绍或确认人物的句型,从而引出本单元的话题。创设情境学习、运用句型,学生运用自己真实的信息提出、解答问题,提高学生的学习兴趣和主动参与热情。
情感态度与价值观
1.学会日常交际的礼貌行为。2.了解西方家庭成员之间的关系和称谓。3.注意英汉思维方式的差异,鼓励学生多进行口语训练。
Section
A
概述
本部分通过图文提供情景,带领学生进入David的家庭,自然地在该语境中输入“介绍人物、辨别人物”相关的重点词汇和核心句型。1.1a-1c通过图片、文字以及听力训练的方式导入本单元的话题,学习的重点是介绍家庭成员关系的重点词汇和基本介绍人物的句型。内容是:That’s
my
family.Those
are
my
parents.问句Who’s
she She’s
my
sister.And
these
are
my
brothers.等。2.2a-2b是在1a-1c的基础上给出更加丰富的语境,以听力的形式对单元重点词汇进行复习,对单元重点句型做进一步的语言输入,呈现介绍人物和辨别人物的语言结构,即:Are
these
your
parents Yes,they
are.This
is
my
mother,Jenny,and
this
is
my
father,Tom.同时复习了预备篇第一单元的英文姓名和问候语。3.2c-2d部分练习单元对话,并通过角色扮演让学生在相应的语境中综合运用核心句型和重点词汇进行初步的模仿输出和语言交流活动,对学生提出综合应用语言能力的要求。4.语法框里通过表格的形式给学生梳理了本单元的重点语法项目,即:运用指示代词、用单复数的形式介绍人物的句型This/That
is
my
friend
Jane.These/Those
are
my
parents.以及辨认人物的疑问句和回答的句型Who’s
she/he He’s
my
brother.She’s
my
sister.Who’re
they They’re
my
grandparents.等。5.3a-3c
部分分别对语法部分内容进行训练,巩固运用本单元话题的能力。3a通过补全对话,3b通过选词造句,3c通过游戏活动,引导学生在运用中巩固本单元的目标语言。
教学目标
1.学会表示家庭成员之间的人物关系的词汇并了解其中的与汉语不对应的内容。2.学会使用指示代词this/that/these/those对单、复数人物进行介绍的句型,正确运用人称代词he/she/they,初步感知名词的复数概念,以及运用who引导的疑问句对人物进行辨认的句型。3.完成听说练习,掌握“介绍他人,辨认人物”的句型,进行英文交际。
Section
B
概述
Section
B在Section
A的基础上进行话题内容拓展,进一步学习和运用相关词汇和目标语言,谈论自己和他人的家庭成员,进行阅读和写作练习,丰富了语言输入。1.1a是1b和1c的听前活动,通过家谱学习有关家庭成员的词汇,为听力做铺垫。听力材料是两个朋友在谈论一张家庭照片的对话,介绍照片上的家庭成员,主要涉及“介绍和辨别人物”的基本句型以及家庭成员的词汇。1b-1c部分让学生进一步理解并掌握目标语言在语境中的运用。1b要求圈出单词,1c要求找出照片。2.1d是听后的口语活动,要求学生在听力理解的基础上输出相对完整的一段话,介绍自己的家庭和朋友,让学生运用目标语言。3.2a-2c
是阅读活动,让学生在语篇中学习和巩固本单元的目标语言。2a是一个读前准备活动,要求学生列举本单元的英文名字并按性别进行分类,对所学的英文名字进行复习,为语篇阅读做好准备。2b是一个有关家庭成员介绍的语篇阅读,进一步输入本单元的目标语言,帮助学生理解介绍人物的句型在语篇中的运用。2c要求在读懂2b的基础上找到细节信息,并进行必要的逻辑推理,思维拓展。4.3a-3b
是写作训练。3a是一个控制性的写作练习,要求学生选择方框中的词汇完成Paul的家庭介绍,然后从中提取信息,画出Paul的家庭成员。3b要求学生在3a范文的基础上仿写一篇介绍自己的家庭的小短文,完成半控制性写作。
教学目标
1.学会更多的家庭成员的名词。2.能够读懂介绍家庭成员的短文和写介绍自己家庭的短文。3.了解中、外关于家庭成员关系的文化差异。
Self
Check
概述
1.活动1检测学生对家庭成员的英文表达的掌握情况,并让学生将他们按性别进行分类。2.活动2梳理、复习、总结本单元的语言结构与功能,对本单元重点内容进行练习和测评。
1.学会使用正确的词汇和句型表达人物之间的关系,注意部分词汇的英汉意思不完全对等,如brother,sister,uncle,aunt,grandparent(s)等等。
2.掌握this/that和these/those在介绍人物时的句型,注意主语与谓语动词的一致性。
3.了解英语中的单复数概念,学习掌握本单元出现的复数形式的名词,并克服母语的影响,正确使用。
从培养学生的听、说能力入手,让学生流利地用英语介绍家庭成员,以及询问他人的家庭成员。能够听懂和应答who开头的疑问句,并能够询问第三人。进一步过渡到阅读有关介绍家庭成员的短文,并写出相关短文。
教学突破:利用图片创设语境,或利用学生自己的实际情况创设语境,突出听力和口语表达,反复训练介绍他人的句型和对话,再进行读写训练。在练习中正确使用指示代词、人称代词、单复数形式的名词以及主语与动词的搭配,培养学生捕捉关键词的能力,准确运用所学的词汇、句型。
注重方法与价值观的培养。以听说领先,在英语语境中大量感知、学习本单元的重点词汇和核心句型,养成良好的学习英语的习惯。在已有的语言基础上归纳总结指示代词this/that和these/those的用法,学习单复数名词,并在练习中克服母语的影响,注意名词的单、复数形式,以及正确使用谓语动词与之保持一致,使知识的记忆形象化、系统化。采用Pair
work和Role
play相结合的方式,练习介绍家庭成员和辨认他人的英文句型。通过课堂活动,让学生在语境中学习和介绍自己的家庭成员,相互分享和交流自己的家庭等基本信息,引导学生有礼貌地介绍他人、问候他人和与别人的家庭成员打招呼。
第一课时:Section
A　1a-1c
第二课时:Section
A　2a-3c
第三课时:Section
B　1a-2c
第四课时:Section
B　3a-Self
Check
教学目标
单词卡片
名词:sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,day,son,cousin,grandpa,mom(=mum),aunt,grandma,dad,uncle,daughter,photo,picture,girl,dog代词:those,who,these,they形容词:next动词:have
其他:oh,well,bye(=goodbye),here,of
短语归纳
a
photo
of
my
family我的一张家庭照片;in
my
family我的家庭(成员)中;have
a
good
day(表示祝愿)过得愉快;in
the
(first)photo在(第一张)照片上
句型集锦
1.This
is
my
friend
Jane.2.That’s
my
grandfather.3.These
are
my
brothers.4.Those
are
my
parents.5.A:Is
she
your
sister B:Yes,she
is./No,she
isn’t.6.A:Who’s
she B:She’s
my
sister.7.A:Who’re
they B:They’re
my
grandparents.8.Here
are
two
nice
photos
of
my
family.9.A:Have
a
good
day!B:Thanks!You,too.
重点语法
一、指示代词this/that/these/those,人称代词I,he,she,they。二、who引导的特殊疑问句的构成和回答。三、名词的复数形式。
介绍他人的礼节
当初次见面的人互相介绍时,一般的顺序是这样的:
1.把男士介绍给女士,因为这表示女士为尊,如:“Mrs.Green,may
I
introduce
Mr.Brown ”或“Mrs.Green,this
is
Mr.Brown.”或“Mrs.Green,Mr.Brown.”也可以。
2.把陪客(或位卑、年幼者)介绍给主客(或位尊、年高者),即先说主客的名字,再说陪客的名字。
3.平辈间的聚会,彼此间直呼其名的,可作如下的介绍:“Helen
(Green),this
is
Peter
(Brown).”
4.被介绍的男士,彼此之间通常握手为礼。女士彼此之间通常不握手。女士和男士之间,必须由女士先伸出手,男士才可轻握一下为礼。有些女士不习惯握手,她们不伸手时,也不表示失礼,男士切莫着急。
Host:Mrs.Green,I’d
like
to
introduce
my
boss,Mr.Brown.
Mrs.Green:How
do
you
do
Mr.Brown:How
do
you
do I’m
very
glad
to
meet
you.
Mrs.Green:Nice
to
meet
you,too.
5.男士在座而有女客进入时,男士应起立,一直等到那位女士入座或离去时,男士才可恢复入座。如果后进来的男士被主人带到原先在座的男士们面前一一介绍时,在座的男士也应起立握手为礼。
禁忌:1.介绍他人时,避免使用模糊不清的缩略语。2.不能开他人的玩笑或取笑他人。3.不要用手指着某人进行介绍和辨认,这是不礼貌的行为,可以用叙述或说某人的位置来指认,如:Who’s
the
girl
wearing
the
yellow
skirt
第一课时　Section
A
1a—1c
1.记忆单词sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family,those,
who,these;缩写词
that’s,who’s,she’s。
2.掌握和运用介绍他人、辨认人物的句型:
This
is
my
sister.
That’s
my
family.Those
are
my
parents.
These
are
my
brothers.
—Who’s
she
—She’s
my
sister.
3.能够正确使用指示代词this,that,these,those和疑问代词who引导的特殊疑问句。
4.通过图片学习表示家庭成员的单词,利用图片提供语境进行听力训练,通过两人一组合作角色扮演的方式,在情景交际中练习介绍人物、辨认他人的句型,提高英语听、说能力。
5.能礼貌地进行人物介绍。
1.学会运用表示家庭成员的名词和介绍他人的句型:This
is
my
sister.That’s
my
family.These
are
my
brothers.Those
are
my
parents.。
2.学会辨认他人的句型:Who’s
she She’s
my
sister.。
3.初步学会使用名词的复数和与复数一起搭配的谓语动词。
1.正确使用本课时词汇(指示代词,单、复数形式的名词以及谓语动词)和句型表明人物之间的关系。
2.名词的单复数与谓语动词的搭配一致性的使用。
3.注意英汉之间的思维差异。
本课时的教学内容是人教版七年级英语第二单元的第一课时,重点在于引导学生观看图片,理解语境,通过David一家的图片创设介绍人物和辨认人物的语境,引入本单元的话题、基本词汇和基本目标语言。以活动引起学生的兴趣、任务,以听和说为主,学习介绍人物和辨认他人的句型和学习表示家庭成员关系的单词。因此,教师可以将知识目标定为掌握本课时出现的单词,用于介绍人物的句型和辨认人物的疑问句。情感目标定为培养学生的学习习惯和兴趣,了解英汉的思维差异和学会有礼貌地介绍人物。
设计教学PPT,录音机,多媒体,课本插图,相应地表示家庭成员关系的图片,全家福照片等。
StepⅠ.Lead
in
Leading
in
【情景1】
Warming
up
by
greeting
and
introducing
others.
T:Good
morning/afternoon,boys
and
girls.
Ss:Good
morning/afternoon,Mr./Ms.XX.
T:(Show
the
ID
card
of
Alice
in
3a,Unit
1
Section
B
and
ask
Ss)What’s
her
first
name
S1:Her
first
name
is
Alice.
T:What’s
her
last
name
S1:Her
last
name
is
Green.
T:And
what’s
her
phone
number
S2:It’s
951-3397.
After
talking
about
the
ID
card,the
teacher
introduces
or
asks
one
student
to
say:
T:This
is
Alice.She’s
my
friend.Her
last
name
is
Green.Her
telephone
number
is
951-3397.
In
this
way,the
teacher
gets
the
students
to
come
to
the
new
unit’s
learning.
[设计意图]　利用复习学过的介绍姓氏、名字和电话号码的句型,轻松进入介绍人物的语境,自然过渡到本单元的新话题。
Leading
in
【情景2】
T:(Greet
the
class.Say)Hello,everyone!Good
morning/afternoon!
Ss:Good
morning/afternoon,Mr./Ms.XX.
T:(Make
a
dialogue
with
students,ask
about
his
or
her
names
and
ask
about
others’
names
and
phone
numbers.)What’s
your
first
name
S1:My
first
name’s…
T:What’s
your
last
name
S1:It’s…
T:What’s
your
telephone
number
Then
the
teacher
turns
to
another
student.
T:What’s
his/her
name What’s
his/her
phone
number
S2:His
name
is…/He’s…His
phone
number
is…
[设计意图]　运用日常用语创设语境,利用上一单元所学的询问姓名和电话号码的句型,导入本单元介绍人物的新话题。
StepⅡ.New
words
(1a)
1.Presentation
by
showing
a
photo
of
a
family
T:Look
at
this
photo.It’s
a
photo
of
my
family.(Point
to
the
persons
and
teach
the
new
words.)This
is
me.This
is
my
father.This
is
my
mother.These
are
my
brothers.
Then
the
teacher
goes
to
the
back
of
the
classroom
and
points
to
the
picture.
T:That’s
my
family.That’s
my
father
and
that’s
my
mother.Those
are
my
brothers.
The
teacher
writes
the
words
on
the
blackboard
and
teaches
the
class
to
read.
2.The
teacher
writes
the
topic
sentence
on
the
blackboard
and
gets
the
class
to
read
it.(1a)
T:Open
your
books
and
read
the
topic
sentence
after
me.“This
is
my
sister.”
Ss:This
is
my
sister.
T:How
many
people
are
there
in
your
family (Write
“family”
and
teach
the
word.)
The
teacher
shows
the
family
photo
and
presents
the
new
words:mother,father,parents,brother,grandmother,grandfather,grandparents,sister,and
friend
then
writes
them
on
the
blackboard
and
teaches
them.
3.T:Please
read
the
words
in
1a
and
look
at
the
people
in
the
picture.Match
the
words
with
the
people
in
the
picture.
Ss
read
and
learn
the
new
words
in
1a,match
the
words
with
the
people
in
the
picture
by
themselves
and
then
check
their
work
in
class.
T:Read
the
words
after
me,and
this
time
point
to
the
people
in
the
picture,e.g,mother.
Ss:(Point
to
it
and
read)Mother.
The
teacher
should
remind
the
students
of
the
differences
between
the
two
languages.
☆教材解读☆
英汉语言中,家庭成员称谓的不同之处
学习英语的时候,要注意有些有趣的语言文化常识。例如,在英语表达中,不管是“爸爸的爸爸”(father’s
father)还是“妈妈的爸爸”(mother’s
father),都是同一个单词,即:grandpa
“爷爷”和“外公”,grandfather
“祖父”和“外祖父”;同样,grandma
是“奶奶”(father’s
mother)和“外婆”(mother’s
mother),grandmother是“祖母”和“外祖母”。另外,brother是“哥哥或弟弟”;sister是“姐姐或妹妹”。
【Keys】　
1a:1.a　2.c　3.b　4.h　5.f　6.e
7.i　8.d　9.g
[设计意图]　运用图片教学表示家庭成员的名词,更加形象,运用课本插图感知介绍人物关系的语境有利于学生理解。同时结合英汉语言文化的差异,让学生准确地学习课时内容。
StepⅢ.Listening
activities(1b)
1.Before
listening,ask
the
class
to
read
the
dialogue
in
the
picture.
T:Look
at
the
picture
again.Read
the
dialogue
in
the
picture.(Get
students
to
read
aloud
the
dialogue
in
the
picture.)
T:Now
write
the
English
words
next
to
the
persons
in
the
picture.
Ss
write
the
words
next
to
the
persons
in
the
picture
and
prepare
for
the
listening.
2.T:Listen
to
the
recording,please.David
is
introducing
his
family.Circle
the
words
you
hear.
Play
the
recording
of
the
conversation.Get
the
Ss
to
perceive
the
situation
of
the
conversation
and
pay
attention
to
the
words
and
sentence
patterns.
T:Which
words
do
you
circle
Ss:Parents,brothers,grandparents
and
sister.(If
the
Ss
can’t
answer,play
the
tape
again.)
3.Play
the
conversation
again
and
ask
the
students
to
focus
on
the
demonstrative
pronouns:this,that,these
and
those.
T:Now
listen
again.How
does
he
introduce
his
family
Play
the
tape
for
Ss
to
find
the
answers.The
teacher
writes
the
sentences
in
two
columns,“introducing
people”
and
“identifying
people”.(This
is…That’s…These
are…Those
are…)(Who’s
she She’s
my
sister.)
T:This
time,I
play
the
tape
for
you
to
read
aloud
the
dialogue.
Ss:Yes.(Ss
listen
and
repeat
the
dialogue.)
Write
and
explain
“how
to
introduce
people”
and
“how
to
identify
people”.Point
to
the
differences
between
Chinese
and
English.Tell
the
Ss
to
pay
attention
to:that’s=that
is,who’s=who
is,she’s=she
is.But
there
are
no
abbreviated
forms
for
“this
is”,“these
are”
and
“those
are”.
After
that
the
teacher
should
emphasize
something
important
and
difficult
in
introducing
and
identifying
people.
☆教材解读☆
1.This
is
my
sister.
英文中使用指示代词this,that指代单数的人,即某一个人,用these,those指代复数的人,即两个或两个以上的人。
This
is
my
sister,Kate.这是我的妹妹凯特。
That’s
my
grandfather.那是我的爷爷。
These
are
my
brothers.这些是我的兄弟。
Those
are
my
parents.那些是我的父母。
2.Who’s
she
英文中使用疑问词Who(谁)开头,询问某人是谁。
—Who’s
she 她是谁
—She’s
my
mother.她是我妈妈。(单数)
—Who’re
they 他们是谁
—They’re
my
friends.他们是我的朋友。(复数)
3.Those
are
my
parents.
英文中,指代“两个”或“两个以上”的人物或事物时,名词要用复数形式,如:parents(父母,双亲),brothers(兄弟),grandparents(祖父母,爷爷和奶奶)等。介绍复数的人物就用these和those,动词用are而不是is。
【Keys】　
1a:Circled:parents,brothers,grandparents,sister
[设计意图]　运用课本插图做语境,做听力训练时先整体感知,了解词汇,然后再对目标内容精听细解,学习语法知识,让学生既得到听力训练,又能从中学会语言表达。
StepⅣ.Post-listening
Activities
After
listening
to
the
conversation,ask
the
class
to
read
it
aloud.
T:Now
please
read
the
conversation
in
1c.You
may
identify
the
people
in
the
picture
as
you
are
reading.
Ss
read
aloud
the
conversation.Then
practice
the
conversation.
T:Now,in
pairs,talk
about
David’s
family.Don’t
read
the
sentences
in
1c
but
only
look
at
the
picture.Saying:
This
is
David’s/his…That’s
his…
Or:
These/Those
are
his…
A:That’s
David’s
family.Those
are
his
parents.
B:Who’s
she
A:She’s
David’s
sister.And
those
are
his
grandparents.
Ss
practice
talking
about
David’s
family
in
pairs
and
in
small
groups.Then
ask
pairs
of
students
to
act
out
the
dialogue
in
class.
[设计意图]　学习介绍人物和辨认他人的句型之后,先朗读巩固,总结要点,再转变成介绍David的家庭成员,训练对话,培养学生的听说能力。
StepⅤ.Exercise
Ⅰ.翻译单词
1.家庭　　　　　　　　2.(外)祖母　　　　
3.母亲　　　
4.兄,弟　　　
5.姐,妹　　　
6.(外)祖父　　　
7.父亲　　　
8.父母,双亲　　　
9.这些　　　
10.那些　　　
Ⅱ.选词填空
1.This
　　　　(is,am,are)my
sister.
2.Those
are
my
　　　　(friend,friends,brother).
3.　　　　
(This,That,These)are
his
grandparents.
4.　　　　
(Who,Who’s,Who’re)he
【Keys】　Ⅰ.1.family　2.grandmother　3.mother　4.brother　5.sister　6.grandfather　7.father　8.parents　9.these　10.those
Ⅱ.1.is　2.friends　3.These　4.Who’s
[设计意图]　以学评教、强化落实。当堂检测本节重点内容,进而进行评价。
StepⅥ.Homework
1.Practice
introducing
people
and
identifying
people
with
your
group
members
after
class.
2.Copy
and
learn
the
new
words.
[设计意图]　口头练习和单词记忆相结合,同时注重语言知识的操练和记忆。
　　mother,father,parent(s)　　　　　　　This
is…
brother(s),sister,
That’s…
grandmother,grandfather
These
are…
grandparent(s)
Those
are…
family
—Who’s
she
this,that
—She’s
my
sister.
these,those
parents(父母,双亲),brothers(兄弟们)
缩写词
that’s,who’s,she’s
grandparents(祖父母,爷爷和奶奶)
【基础训练】
Ⅰ.要点词汇
根据句意及首字母提示补全单词
1.These
are
my
mother
and
father,my
dear
p　　　　.
2.My
g　　　　
is
my
mother’s
father
or(或者)my
father’s
father.
3.That’s
my
grandmother.She
is
my
mother’s
m　　　　.
4.Five
people
are
in
my
f　　　　.
5.They
are
her
good
f　　　　.
Ⅱ.翻译短语
6.他的一家人　　　　　　　　　
7.我的兄弟姐妹们　　　　　　　　　
8.她的爷爷奶奶　　　　　　　　　
9.这些朋友　　　　　　　　　
10.那些父母们　　　　　　　　　
Ⅲ.根据汉语意思完成句子
11.这是我的妹妹海伦。
　　　　
　　　　my
　　　　,Helen.
12.那位是他的女儿。
　　　　　　　　　　　　daughter.
13.—她是谁呀
—她是辛迪。
—　　　　
　　　　she
—　　　　
Cindy.
14.—那些是你的父母吗
—是的,他们是。
—　　　　
　　　　your
　　　　
—　　　　,they
are.
15.—这些人是谁
—他们是我的祖父母。
—　　　　
these
—　　　　
my
grandparents.
【综合运用】
Ⅰ.单项填空
1.This
　　　　my
brother,Bill.
A.is
B.are
C.am
D.it’s
2.　　　　
my
friends.
A.He
is
B.Those
are
C.It
is
D.These
is
3.—Are
these
your
grandparents
—No,　　　　.
A.they
are
B.they
aren’t
C.they’re
D.those
are
not
4.—　　　　he
—He’s
my
brother.
A.Who’s
B.Who’re
C.How’s
D.What’s
5.That
girl
is
Zhao
Xin.　　　　
is
my
sister.
A.She
B.Her
C.Him
D.He
Ⅱ.补全对话
A:Good
evening,Jane.
B:　6　,Sally.How
are
you
A:Fine,thanks.　7　
B:Fine,e
and
meet
my
family.　8　
A:Oh,good
evening,Mrs.Smith.Nice
to
meet
you.
C:　9　
B:　10　
A:Hello!
A.Nice
to
meet
you,too
B.Good
evening
C.How
are
you
D.What
is
your
name
E.This
is
my
mother.
F.And
these
are
my
brothers.
【参考答案】
【基础训练】
Ⅰ.1.parents　2.grandfather　3.mother　4.family
5.friends
Ⅱ.6.his
family　7.my
brothers
and
sisters　8.her
grandparents　9.these
friends　10.those
parents
Ⅲ.11.This
is,sister　12.That
is
his　13.Who
is,She’s　14.Are
those,parents,Yes　15.Who’re,They’re
【综合运用】
Ⅰ.1.A　2.B　3.B　4.A　5.A
Ⅱ.6.B　7.C　8.E　9.A　10.F
第二课时　Section
A
2a—3c
1.记忆单词
they,well,have,day,bye
(goodbye);短语
have
a
good
day;缩写词
who’re,they’re。
2.学会运用介绍人物、辨认他人的句型和祝愿语:
—Who’s
he/she
—He’s/She’s…
—Who’re
they
—They’re…
—Are
these/those
your
parents
—Yes,they
are/No,they
aren’t.
—Have
a
good
day!
—Thanks.You,too.
3.能够使用人称代词he,she和
they。
4.通过听力训练,两人一组口语练习和角色扮演的方式,在情景交际中练习语言点,提高英语听说能力。用图片创设真实的语境进行英语练习。
5.能够在语言的学习活动中学到礼节。
1.复习、运用介绍人物和辨认他人的英语:This
is…,That’s…,These
are…,Those
are…Who’s… 等,复习、运用打招呼的问候语:Nice
to
meet
you!学习表示祝愿的英语:
Have
a
good
day!You,too.以及其他日常用语,如:I
see.Well…,Oh.等。
2.拓展学习Who’re… Is
this/that… Is
he/she… Are
these/those…
3.总结be动词与单复数形式的主语搭配,以及who开头的特殊疑问句的构成及回答。
1.正确使用指示代词和人称代词来代指单、复数人物。
2.be动词与单复数形式主语的正确搭配使用,who’s,who’re问句及其回答。
本课时的教学内容是人教版七年级英语第二单元的第二课时,重点在于引导学生利用图片创设的语境,相互间介绍、辨认人物。以口语和听力活动引起学生的兴趣,以任务激发学生学习、练习目标语言,总结本单元的重点词汇和句型。因此,教师可以将知识目标定为掌握本课时新出现的单词,掌握询问和回答图片中人物的一般疑问句和who开头的特殊疑问句句型。情感目标定为培养学生的学习习惯和兴趣,学会介绍人物和询问人物关系的礼节。
设计教学PPT,录音机,多媒体,相应的插图,3b部分用于拼成句子的单词卡。
StepⅠ.Lead
in
Leading
in
【情景1】
Warming
up
by
talking
about
the
people
in
1a.
T:Good
morning/afternoon,boys
and
girls.
Ss:Good
morning/afternoon,Mr./Ms.XX.
T:(Show
the
picture
in
1a.Read
the
words
and
ask
Ss
to
role
play.)In
pairs,one
plays
A
and
the
other
plays
B.(Then
ask
two
pairs
to
act
out
their
dialogues
in
class.)
A:That’s
my
family.Those
are
my
parents.
B:Who’s
she
A:She’s
my
sister.
B:And
who’re
these
A:They
are
my
brothers.
Ask
the
class
to
recite
the
conversation.And
then
the
teacher
repeats
the
target
languages.
[设计意图]　通过复习已学过的对话,进入语境,利用图片信息引导学生练习对话,教师简要总结,让学生熟知目标语言。为下一步的扩展练习做准备。
Leading
in
【情景2】
Warming
up
by
talking
about
their
own
photos,using
target
languages.
T:Hello,everyone!Good
morning/afternoon!
Ss:Good
morning/afternoon,Mr./Ms.XX.
T:Let’s
review
the
words
about
your
family.Who’s
this (Point
to
the
person
in
the
photo.)
Ss:Mother.
T:Can
you
spell
it
Ss:Yes.M-O-T-H-E-R.
Review
other
words.
T:How
can
we
introduce
people
Ss:This
is…That’s…These
are…Those
are…
T:We
don’t
know
the
person.
Ss:Who’s
he/she
The
teacher
helps
the
students
to
review
the
sentence
patterns
and
then
asks
them
to
practice
asking
about
their
family.
T:Now
use
your
own
family
photos
to
make
up
dialogues.
[设计意图]　通过复习所学的单词,总结介绍人物、辨认人物的句子,要求学生运用真实的家庭照片,复习、练习目标语言,为后面部分的扩展学习和训练做准备。
StepⅡ.Listening
(2a-2b)
1.Before
listening
T:Please
look
at
the
words
in
the
box.Please
read
them.
Ask
three
students
to
read
the
words.
T:Now
close
your
books
and
spell
these
words.Parents.
Ss:P-A-R-E-N-T-S.
The
teacher
writes
the
word
on
the
blackboard
and
then
the
next
word.
2.Listening
activities.
T:Listen
to
the
conversation.Cindy
is
introducing
her
family
photo.Please
listen
to
the
tape
and
circle
the
words
you
hear.One
student
comes
to
the
blackboard
and
circles
the
words
on
the
blackboard.
Play
the
tape
and
get
the
students
to
listen
to
the
conversation
and
finish
the
task.
Then
ask
if
they
have
circled
all
the
words
in
the
recording.(Finish
the
task
in
2a.)
3.(2b)Look
at
the
picture
in
2b.Who
are
these
people Can
you
write
the
words
next
to
them (Ss
try
to
do
it.)Now
listen
to
the
recording
again.This
time
pay
attention
to
their
names.Read
these
names
in
2b
before
listening.
Ss
read
the
names.The
teacher
plays
the
tape
again.And
check
the
students’
work,by
asking:
T:What’s
Cindy’s
mother’s
name
S1:Jenny.
T:What’s
her
father’s
name
S2:Tom.
T:Is
Mary
her
sister
S3:Yes,she
is.
T:Who’s
Jack/Linda
etc. (Get
the
students
to
answer
to
see
how
well
they
have
done.)
4.After
listening
T:Now
let’s
repeat
the
dialogue.You
should
follow
the
teacher’s
pronunciation
and
intonation.
Ss
repeat
after
the
tape.The
teacher
corrects
some
pronunciation
problems,such
as,father
and
mother,who’s,she’s,who’re
and
they’re.
The
teacher
should
tell
the
culture
difference
between
English
and
Chinese.
☆教材解读☆
This
is
my
mother,Jenny,and
this
is
my
father,Tom.
在英美等西方国家,家庭成员之间可以互相称呼名字,表示亲切。而在中国文化里,父母、长辈的名字是不能随意叫的。这是中西方的文化差异。
【Keys】　2a:Circled:parents,mother,father,sister,brother,grandparents
2b:1.d　2.c　3.a　4.b　5.e　6.f
[设计意图]　学生在听力练习前,复习目标词汇,明确听力任务,扫除生词障碍,然后再进行听力的相应活动,层层递进,由易到难,训练到位。听力的练习之后,设计一些问题,可以帮助学生理解和记忆,提高学习兴趣。
StepⅢ.Pair
work(2c)
The
teacher
asks
some
questions
and
gets
students
to
answer
as
a
model.Then
ask
the
class
to
ask
and
answer.
T:Now
let’s
talk
about
these
people.S1,look
at
this.Who’s
she
S1:She’s
Cindy.
T:Who’s
he
S2:He’s
her
father.(The
teacher
may
ask:“Who’s
this/that ”
and
“Who’re
these/those ”)
T:Work
in
pairs.Practice
asking
and
answering.
[设计意图]　培养学生的积极主动性和大胆说英语的能力,同时要求注意语音、语调和说话的语气。
StepⅣ.Reading
and
role-playing
(2d)
1.Ask
Ss
to
read
the
dialogue
in
2d
and
write
the
names
of
the
persons
in
the
picture.
T:Open
your
books
and
read
the
conversation
in
2d.Sally,Jane
and
Kate
are
talking
about
their
families.Read
their
introductions.Can
you
write
their
names
of
the
people
in
the
picture You
can
help
each
other
when
meeting
with
any
problems.
Ss
read
and
learn
the
meanings
of
the
sentences.The
teacher
should
explain
some
words,phrases
and
sentences,such
as,I
see.Have
a
good
day!You,too.
☆教材解读☆
1.Oh,I
see.
这是一句口头英语,see在此处的意思是“知道,明白”,此外,它也可以表达“我看见了”的意思。但是,如果说“我不知道、不明白”,英语是I
don’t
know.或I
don’t
understand.。
2.Well,have
a
good
day!
这是一句表示祝愿的话。完整的句子是:Well,I
hope
you
have
a
good
day!类似的英语还有:Have
a
nice
day!/Have
a
good
time!/Have
a
good
holiday!等等。
3.You,too.
这是回答别人祝愿的话语,也可以说成The
same
to
you!(也同样祝福你!)此句的前面一般加上一句感谢的话,如:Thanks.You,too.谢谢。也祝你愉快。
—Happy
New
Year!祝你新年快乐!
—Thanks.The
same
to
you!谢谢。你也快乐!
2.T:Now,listen
to
the
recording
and
learn
the
pronunciation
and
intonation.
The
teacher
reminds
the
students
that
they
should
learn
to
say
the
sentences
in
the
correct
and
proper
intonation
and
learn
the
liaisons
in
a
group.Such
as,this
is,have
a…Also,tell
the
students
that
the
words
“well”
and
“oh”
are
interjections.
T:Now
open
your
books.(2d)
S1,2&3
read
the
dialogue,please.
Ask
three
students
to
read
aloud.
3.T:Now,let’s
role
play
the
dialogue.I
play
Kate.Boys
play
Sally
and
girls
play
Jane.At
this
stage,you
can
read
the
sentences.
Ss
and
the
T
role
play
it.Then
get
the
Ss
to
practice
in
groups
of
three
until
they
can
say
the
conversation
without
the
book.
T:Let’s
see
who
can
speak
like
a
real
English
speaker.(Get
two
groups
to
role
play
the
conversation.)
☆教材解读☆
1.…this
is
my
sister
Kate.
这是陈述句。英语中,陈述句读降调,声音往下降,表示叙述完了。
2.Are
those
your
parents
这是一个一般疑问句。英语中,一般疑问句读升调,声音往上扬,表示疑问、怀疑和不确定。
3.And
who’s
he
由疑问词构成的疑问句叫特殊疑问句,读降调。
[设计意图]　学生从自己阅读、理解学习句子意思,集体朗读对话,再到分角色表演对话,一步步培养学生的口头表达和阅读理解能力。要求模仿英语说话者的语音、语调,学会连读,使学生在趣味中掌握对话。
StepⅤ.Grammar
Focus
1.T:Now
let’s
sum
up
the
expressions
in
2d.(Play
the
PPT
and
get
the
students
to
read
them
aloud.)Please
read
the
grammar.
2.T:(After
reading
the
grammar,saying)OK.Please
tell
me
how
to
introduce
people.
Ss:This
is
my
father.That’s
my
mother.These
are
my
friends.Those
are
his
sisters.(The
teacher
helps
the
students
to
sum
up
the
sentences.And
write
them
on
the
blackboard.)
T:How
do
we
ask
about
people
Ss:Who’s
he/she 　He’s
my
brother./She’s
my
sister.
T:And
Ss:Who’re
they They’re
my
grandparents.
T:Yes.These
are
questions
to
identify
people.Now
please
read
these
after
me.Pay
attention
to:that’s,they’re,who’s,who’re.(Teach
the
students
to
read
these.)
The
teacher
writes
the
sentences
on
the
blackboard
and
simply
explains
how
to
introduce
people
and
identify
people.
Tell
the
Ss
to
pay
attention
to:that’s=that
is,who’s=who
is,they’re=they
are.
[设计意图]　通过本单元的语言材料,帮助学生总结英语语法要点,要求学生说出的句子不一定是语法框内的句子,然后再对重点内容精解精析,帮助学生学习掌握。
StepⅥ.Practice
(3a)
T:Now,let’s
do
some
exercises
to
see
how
well
we
have
learned.
T:Look
at
3a.Some
words
are
missed
in
the
conversation.Can
you
please
help
to
fill
them
in
Let
them
work
by
themselves.Then
ask
two
students
to
read
out
their
work.Let
other
students
help
to
correct
the
mistakes
if
any.
T:S1
and
S2,please
read
the
conversation
to
the
class.Others
listen
and
see
if
there
are
any
mistakes.
The
two
students
do
it.The
teacher
helps
them
with
the
pronunciation
and
intonation.
【Keys】　3a:A:That
is
my
family.That’s
my
mother.
B:Who’s
(Who
is)
he
A:He’s
(He
is)
my
father.
B:Who’s
she
A:She’s
my
sister.
B:And
who’re
(who
are)
they
A:They’re
(They
are)
my
grandparents.
[设计意图]　通过前面的用法总结,让学生自己完成填空任务,再口头说出来,在此基础上要求学生运用知识介绍自己的家庭照片,使知识得到巩固。
StepⅦ.Practice
(3b)
1.Before
the
students
make
sentences
with
the
words,the
teacher
shows
the
picture
and
gets
them
to
make
sure
who
the
people
are
in
the
picture.
T:Look
at
the
people
in
the
picture.Who
is
this
little
girl Who’re
the
people
in
the
sofa
Ss:She
is
my
sister./They’re
my
grandparents,etc.
2.T:Please
work
with
your
partners.You
should
say
“is”
or
“are”
correctly.Pay
attention
to
the
people
close
to
us
and
farther
away
from
us.
(Get
the
students
to
finish
the
task.Then
ask
some
students
to
say
the
sentences
in
class.like
this:)
Are
these/those
your…
Is
this/that
your…
This
is
my
brother/sister/father/mother.
These
are
my
parents.
That
is
my
brother/grandfather/grandmother.
Those
are
my
grandparents.
【Keys】　3b:Answers
will
vary.Sample
answers:
Are
these/those
your…
Is
this/that
your…
This
is
my
brother/sister/father/mother.
These
are
my
parents.
That
is
my
brother/grandfather/grandmother.
Those
are
my
grandparents.
[设计意图]　自主完成任务,让学生有思考和消化的时间,教师给予适当的提示,从说到书写进行有效的训练。
StepⅧ.A
game
1.Divide
the
class
into
groups
of
four.Each
member
shows
his/her
family
photo.Others
ask
about
the
people
in
it.
T:Now,in
groups,show
your
family
photos
and
others
ask
questions.
S1:Who’s
she
S2:She’s
my
grandmother.
T:Use
this/that
and
these/those
correctly.
Students
practice
in
groups.The
teacher
goes
round
them
and
gives
help
when
necessary.Then
T
takes
some
photos
and
asks
the
class.
T:Who’s
he/she 　Who’re
they
Get
the
class
to
answer,“He’s…’s
father.”
[设计意图]　这是一个听、记、说的综合练习,帮助学生记忆听力的内容,正确使用单复数代词和相应的动词形式,让学生多听多说,培养语感。
StepⅨ.Summary
and
Assignment
T:In
this
class,we
must
learn
how
to
introduce
and
identify
people.(Show
the
language
points.)
This
is…　　　　　　　　That’s
(That
is)…
These
are…
Those
are…
Who’s
(Who
is)he/she
He’s/She’s…
Who’re
(Who
are)…
They’re
(They
are)…
Exercise
Ⅰ.要点词汇
写出下面单词的复数形式
1.this—　　　　　　　　　2.that—　　　　
3.it—　　　
4.he—　　　
5.she
—　　　
6.brother—　　　
7.sister—　　　
8.parent—　　　
9.grandparent—　　　
10.friend—　　　
Ⅱ.选词填空
1.　　　　(This,These,They)is
my
friend
Jane.
2.　　　　(That’s,This,Those)my
grandfather.
3.These
　　　　(is,am,are)your
brothers.
4.Are
　　　　(that,those,he)your
parents
5.—　　　　
(Who’s,Who’re,Who
is)the
boys
—They’re
his
friends.
【Keys】　Ⅰ.1.these　2.those　3.they　4.they　5.they　6.brothers　7.sisters　8.parents
9.grandparents　10.friends
Ⅱ.1.This　2.That’s　3.are　4.those　5.Who’re
[设计意图]　学习与总结基础知识,当堂检测本节语法内容,帮助学生掌握语法要点。
StepⅩ.Homework
1.Review
the
grammar
and
make
conversations
with
your
classmates.
2.Write
the
conversation
in
3b
on
the
exercise-books.
[设计意图]　口头、书面练习和语法综合知识练习相结合,注重语言知识的操练。
parents,mother,father,　　　　　This
is…　　　　　Who’s/Who
is… 　　　　　He’s/She’s…
sister,brother,
That’s/That
is…
Who’re/Who
are…
They’re…
grandmother,grandfather,
These
are…
Are
these…
friend,grandparents
Those
are…
Are
those…
I
see.
Is
he/she…
Have
a
good
day!
You,too.The
same
to
you.
that’s,who’s,who’re,they’re
【基础训练】
Ⅰ.要点词汇
翻译短语或句子
1.I
see.　　　
2.have
a
good
day
　　　
3.You,too.　　　
4.in
her
family
　　　
5.my
friend
　　　
Ⅱ.根据汉语意思完成句子
6.这位是我的父亲,那位是我的奶奶。
　　　　
　　　　my
father
and
　　　　my
grandmother.
7.他们是谁呀
　　　　
they
8.他们是我的兄弟。
They
　　　　my
　　　　.
9.—玩得开心点!
—你也开心。
—　　　　
a
good
　　　　!
—You,　　　　.
10.琳达是他的妹妹。
Linda
　　　　　　　　sister.
【综合运用】
Ⅰ.单项填空
1.　　　　
you
A.Who’re
B.Who’s
C.What
is
D.Who
is
2.This
is
　　　　grandfather.
A.I
B.my
C.I’s
D.she’s
3.—Who
　　　　they
—They
　　　　my
sisters.
A.is,is
B.are,is
C.is,are
D.are,are
4.　　　　
your
new
friends.
A.These’re
B.That’s
C.Those’re
D.They’re
5.　　　　
my
sisters,Kate
and
Jane.
A.That’s
B.This
is
C.These
are
D.The
are
Ⅱ.完形填空
Tom:Hi,Jack!　6　
morning!
Jack:　7　!
Tom:Oh,　8　
is
my
sister.　9　
name’s
Jane.
Jack:　10　,Jane.
Jane:Hi,Jack.
Tom:And
these
　11　
my
parents.
Jack:　12　,Mr.and
Mrs.Green!
Mr.and
Mrs.Green:Nice
　13　
you,Jack.
Jack:　14　
those
your
grandparents
Tom:Yes,　15　.
6.A.Good
B.Well
C.Nice
D.OK
7.A.Hello
B.Hi
C.Good
D.Good
morning
8.A.this
B.these
C.he
D.those
9.A.she
B.her
C.Her
D.His
10.A.Hello
B.Good
C.Thanks
D.Fine
11.A.is
B.am
C.are
D.aren’t
12.A.Good
to
you
B.Nice
to
you
C.Nice
to
meet
you
D.Fine,thanks
13.A.meet
B.to
meet
C.meet
to
D.too
14.A.Are
B.Is
C.Are
not
D.Am
15.A.you
are
B.they
are
C.he
is
D.they’re
【参考答案】
【基础训练】
Ⅰ.1.我明白了。　2.过得愉快　3.你也是。　4.在她的家人中　5.我的朋友
Ⅱ.6.This
is,that’s　7.Who’re　8.are,brothers　9.Have,day,too　10.is
his
【综合运用】
Ⅰ.1.A　2.B　3.D　4.D　5.C
Ⅱ.6.A　7.D　8.A　9.C　10.A　11.C　12.C　13.B　14.A　15.B
【Section
A】
1a　1.a　2.c　3.b　4.h　5.f　6.e　7.i　8.d　9.g
2b　Circled:parents,brothers,grandparents,sister
(2a)Circled:parents,mother,father,sister,brother,grandparents
2b　1.d　2.c　3.a　4.b　5.e　6.f
3a　A:That
is
my
family.That’s
my
mother.
B:Who’s
(Who
is)
he
A:He’s
(He
is)
my
father.
B:Who’s
she
A:She’s
my
sister.
B:And
who’re
(who
are)
they
A:They’re
(They
are)
my
grandparents.
3b　Answers
will
vary.Sample
answers:
Are
these/those
your…
Is
this/that
your…
This
is
my
brother/sister/father/mother.
These
are
my
parents.
That
is
my
brother/grandfather/grandmother.
Those
are
my
grandparents.
第三课时　Section
B
1a—2c
1.记忆单词son,cousin,grandpa,mom(=mum),aunt,grandma,dad,uncle,daughter,here,photo,of,next,
picture,girl,dog;短语:photos
of
my
family,in
the
first
photo,in
the
next
picture,in
my
family,the
name
of
my
dog。
2.能够拓展运用本单元词汇、介绍人物的句型,进行听、说、读、写综合训练。
Here
are
two
pictures
of
my
family.
In
the
next
picture
are
my
brothers,Bob
and
Eric.
These
two
girls
are
my
sister
Cindy
and
my
cousin
Helen.
Coco
is
the
name
of
my
dog.
3.通过本课时的学习,熟记并能够使用更多的表示家庭成员关系的英语单词,运用家庭照片做语境进行听、说、读、写训练;介绍他人和辨认人物的英语表达。
4.在轻松的活动中学习、训练,培养学生积极参与课堂活动的良好学习习惯。
1.学习更多的表示家庭成员人物关系的单词,如uncle,aunt和cousin;熟练使用单复数形式的指示代词、名词和谓语动词。
2.能够运用本单元知识做阅读理解,从中学习一些词汇和短语。
3.了解中西方有关家庭成员关系的文化差异。
1.学习运用介绍人物的句子并把句子串联在一起,构成短文,培养学生的语篇意识。
2.在语言练习和运用中,逐渐了解到主语和谓语在“数”这个概念上的对应关系,掌握主谓一致的语法知识。
本课时的教学内容是人教版七年级英语第二单元的第三课时,重点是拓展学习表示家庭成员关系的词汇,学会运用介绍人物的句型进行阅读,并学会将句子组成短文。以活动和任务驱动学生,引起学生的兴趣,任务以听说和阅读为主,写的方面只要求写出词语。因此,教师可以将知识目标定为掌握本课时表示家庭成员关系的单词以及介绍人物关系的句型,以及短文的阅读理解。情感目标定为了解中西方有关家庭成员关系的文化差异。
设计教学PPT,录音机,多媒体,相应的家庭图片。
StepⅠ.Lead
in
Leading
in
【情景1】
T:Good
morning/afternoon,boys
and
girls.
Ss:Good
morning/afternoon,Mr./Ms.XX.
T:(Show
a
family
photo.)Here’s
a
photo
of…’s
family.How
many
words
can
you
say
about
the
family
T:Who’s
he/she
Ss:He’s/She’s…’s
father/mother/brother/sister,etc.
T:Who’re
these
Ss:They’re…’s
parents/grandparents,etc.
Collect
the
students’
words
and
write
them
on
one
side
of
the
blackboard.
[设计意图]　通过对话复习已学过的单词,轻松进入辨认他人的语境,为下一步扩展词汇做准备。
Leading
in
【情景2】
After
greeting
the
class,the
teacher
checks
the
students’
homework
of
3b.
T:Hello,everyone!Good
morning/afternoon!
Ss:Good
morning/afternoon,Mr./Ms.XX.
T:Please
open
your
books
and
look
at
3b
in
Section
A.Read
your
homework
with
your
partners.
S1:This
is
my
sister
and
this
is
my
brother.
S2:Is
he
your
father
S1:Yes,he
is.
S2:Who’s
she
S1:She
is
my
mother.Oh,look!That’s
my
brother.
S2:Are
those
your
grandparents
S1:Yes,they
are.
In
this
way,Ss
can
review
the
target
words
and
the
sentences.
[设计意图]　通过检查学生的课后作业,复习所学的单词,口头运用目标句型,为拓展练习做准备。
StepⅡ.Presentation
(1a)
1.Play
the
PPT
showing
the
family
tree
or
draw
a
blackboard
drawing
to
teach
the
new
words.
T:Please
look
at
the
picture.This
is
a
family
tree.(Show
the
family
tree
by
PPT.Then
put
the
pictures
of
the
family
members
in
the
proper
places.And
saying:)
T:This
is
“grandpa”,another
way
of
saying
grandfather.This
is
“grandma”,also
grandmother.
Ss:Grandpa,grandma.
T:(Point
to
the
next
line.)Who’s
this
Ss:Father.
T:Yes.We
can
say
“dad”.
Ss:Dad.
Then,teach
the
word“mom”
in
the
same
way.
T:Who’s
he He’s
your
dad’s
brother.He’s
your
“uncle”.
Ss:Uncle.
Then,teach
the
word
“aunt”
in
the
same
way.
T:This
is
you.You’re
your
father’s
son/daughter.
Ss:Son/Daughter.
2.The
teacher
writes
and
teaches
the
words.Ss
read
the
words
aloud.Then
the
teacher
says:
T:Mother’s
mother.(Get
Ss
to
say.)
Ss:Grandma
(Grandmother).
Then
get
the
Ss
to
say
other
words:uncle,aunt,cousin,son,daughter,…
The
teacher
should
tell
something
about
the
English
culture
in
family
members.
☆教材解读☆
1.uncle/aunt
在英语中,我们用uncle指家庭关系中比自己长一辈的男性,用aunt指家庭关系中比自己长一辈的女性。汉语中这两个词可以用来称呼与自己无血缘关系的人。
Uncle
Wang王叔叔　Aunt
Li李阿姨
He’s
Uncle
John,my
mother’s
brother.
他是约翰舅舅,我妈妈的弟弟。
2.cousin
cousin这个词相对应的汉语意思很多,它表示“uncle的孩子或者aunt的孩子”。当然这是一个家庭中的、有血缘关系的人。
【拓展】　Uncle和Aunt可以加上名字,用来称呼一个人,表示与其他人的区分。cousin不用于称呼,如:Uncle
Tom(汤姆叔叔),Aunt
Sally(萨莉姨妈),但不能说Cousin
Tim。
【Keys】　1a:mom,aunt,son,sister,cousin
[设计意图]　运用家谱进行图示,帮助学生形象地记忆单词,再用简易的英语释义让学生说出单词,形象加抽象,使学生全面理解英汉的词义和中西方文化。
StepⅢ.Learning
(1b-1c)
1.Ask
Ss
to
read
the
new
words
and
make
sure
they
have
correct
pronunciations.
T:Now
look
at
the
new
words
in
1b.Can
you
read
them
aloud
Get
Ss
to
read
the
words
to
see
if
they
can
pronounce
uncle,aunt,cousin
or
friends.
2.T:Look
at
these
words
and
the
two
pictures
in
1c.Can
you
guess
what
we
are
going
to
hear
Ss:Yes.(It’s
about
the
family
members.)
T:Yes,Jiang
Tao
is
talking
about
his
family
photo
with
his
friend.Listen
and
tick
the
words
you
hear.(Play
the
tape
for
the
students
to
check
the
words
in
1b.)
T:Which
words
do
you
hear Read
them
out.
Ss:Aunt,uncle,cousin,friends,grandpa,grandma.
3.T:Now,look
at
the
two
pictures.How
many
people
are
there
in
Picture
1
Ss:Eight.
T:Yes,you’re
right.Who
are
they
Ss:They’re
…(Get
Ss
to
say
all
the
family
members.)
T:Where
are
they And
what
are
they
doing
Ss:(Help
to
say.)They’re
having
dinner
at
home.
And
talk
about
the
second
picture
in
the
same
way.
4.T:Now,listen
to
the
recording
again
and
find
which
picture
they’re
talking
about.
Ss:Picture
1.
T:Good.Again,listen
and
repeat
the
dialogue.
The
teacher
helps
them
with
this
following
sentence.
☆教材解读☆
This
is
a
photo
of
my
family.
介词of表示“……的”。注意词语的顺序,“A的B”英语是
“B
of
A”,如:a
photo
of
Jay
Chou一张周杰伦的照片。类似的还有:a
picture
of
our
school(我们学校的图片)。
【Keys】　1c:Picture
1
[设计意图]　通过先朗读单词,观看和谈论图片,降低学生听力的困难,使听力更容易,学生更感兴趣。
StepⅣ.Oral
practice
(1d)
1.Before
the
students
do
the
practice,the
teacher
asks
the
students
to
draw
their
family
and
friends.
T:Draw
your
family
and
friends
on
a
piece
of
paper.(Do
not
waste
too
much
time
and
let
them
draw
simply.)
2.Tell
the
class
to
talk
about
their
pictures.
T:Now,talk
about
your
pictures,using
the
model
sentences.First
A
says
to
B,then
B
says
to
A.
(Ss
do
the
oral
practice
and
the
teacher
walks
around
them
and
listens
to
them
to
see
if
they
make
any
mistakes.But
don’t
interrupt
them.After
they
finish
doing
this,the
teacher
collects
their
mistakes,writes
them
on
the
blackboard
and
asks
students
to
correct.)
[设计意图]　这是学生完整地表达一段口头作文的活动,在学生叙述的过程中,不打断他们,发现语言错误时,可以让学生自己改正,以提高学生语言的准确性。
StepⅤ.Reading
practice
(2a-2c)
1.Tell
Ss
the
meanings
of
“male”
and
“female”.Then
ask
them
to
find
the
first
names
in
this
unit.
T:Look
at
the
activity
in
2a.Find
the
male
and
female
names
in
this
unit.“Male”
is
referred
to
a
man
or
a
boy,and
“female”
is
either
a
woman
or
a
girl.Say
the
names
in
this
unit.
Ss:Jenny,Bob,Jack,Linda,…
2.Let
the
Ss
work
by
themselves,then
check
their
work.
T:Please
write
boys’
names
and
men’s
names
in
the
frame
of
“Male”.Write
girls’
names
and
women’s
names
in
the
frame
of
“Female”.And
read
them
out.
S1:(Read
male’s
names.)
S2:(Read
female’s
names.)
T:After
class
you
can
look
up
English
names
in
a
dictionary
or
some
books.
3.Read
about
Jenny’s
family
and
circle
the
names.
T:What
are
we
going
to
read
about Can
you
guess
Ss:About
Jenny’s
family.
T:What
are
we
going
to
do
Ss:Circle
the
names.
T:OK.Now
look
at
the
two
pictures.How
many
people
are
there
in
the
first
picture
Ss:Four.
T:How
many
people
are
there
in
the
second
picture
Ss:Four.
T:Yes.What
else
can
you
see
in
the
second
picture
Ss:One
dog.
T:Well,now,what
are
their
names Please
read
this
passage
and
circle
their
names.You
must
read
quietly;don’t
read
out.(Students
read
in
silence.)
4.Ask
some
questions
to
check
the
students’
reading.
T:What’s
her
grandfather’s/grandmother’s/father’s/mother’s/sister’s/cousin’s
name
Ss:We
don’t
know./Alan/Mary/Cindy/Helen.
T:What
are
her
brothers’
names
Ss:Bob
and
Eric.
T:Who’s
Coco
Ss:She’s
a
dog.
The
teacher
should
explain
something
in
the
passage.
☆教材解读☆
1.Here
are
two
nice
photos
of
my
family.

这是一个倒装句,here
或there开头的句子要倒装,句子的谓语动词要与它后面的主语一致。
Here’s
your
key.你的钥匙在这里。
2.My
grandfather
and
grandmother
are
in
the
first
photo.
be
in
the
photo的意思是“在照片中(上面)”,表示“在……”需要有动词be
(is,am,are)。
Helen
is
not
in
the
photo.海伦不在照片里。
【拓展】　in
the
photo=in
the
picture,in
the
next
picture的意思是“在下一张照片上”。
3.Coco
is
in
my
family,too.
in
my
family的意思是“在我的家人中,在我的家庭中”,不是“在我家的房子中”。
【拓展】　在西方文化中,宠物也被看作是家庭成员,因此常常用he,she,his,her代指它们。
This
is
my
dog.Her
name
is
Coco.这是我的狗狗。她名叫可可。
5.Read
the
passage
again
and
complete
the
sentences
in
2c.
T:We
know
these
names,Alan,Mary,Bob,Eric,Cindy,and
Helen.Now
read
again
and
finish
these
sentences.
Then
T
asks
six
students
to
read
out
their
sentences.
T:Coco
is
the
name
of
my
dog.
The
teacher
explains
the
word
“of”.
T:(After
they
finish
writing)Please
read
aloud
this
passage.
【Keys】　2a:Male:Jiang
Tao,Tom,Bob,Jack,Alan,Eric,John,Paul,Bill,Dale
Female:Cindy,Mary,Linda,Jenny,Jane,Kate,Helen,Sally
2b:Jenny,Alan,Mary,Bob,Eric,Cindy,Helen,Coco
2c:1.Jenny　2.parents　3.brothers　4.sister
5.cousin　6.Coco
[设计意图]　这是一个阅读综合练习,先帮助学生猜测短文大意,扫清阅读障碍,要教会学生阅读的方法,养成好的习惯。读后再进行一些检测性提问,能够帮助学生从阅读中提取信息。
StepⅥ.Summary
and
Assignment
T:Today,we
do
a
lot
of
reading
practice
about
family
members
and
their
names.(Show
the
passage.)
Let’s
read
the
passage
again
and
finish
these
sentences
according
to
the
passage.
Alan
and
Mary
are
Jenny’s
　　　　.Bob
and
Eric
are
Jenny’s
　　　　.Cindy
is
Jenny’s
　　　　.Helen
is
Jenny’s
　　　　.Jenny’s
dog
is
　　　　.
Exercise
Ⅰ.根据句意及首字母提示补全单词
1.This
is
my
g　　　　.She’s
my
mother’s
mother.
2.This
is
my
a　　　　.She’s
my
father’s
sister.
3.These
are
my
c　　　　.They’re
my
uncle’s
son
and
daughter.
4.U　　　　
Wang
is
my
mother’s
brother.
5.This
is
my
aunt’s
d　　　　.She’s
my
cousin,Juanjuan.
Ⅱ.翻译短语
1.我的一张全家福　　　　　　　　　
2.在第一张图片上　　　　　　　　　
3.在我的家庭中　　　　　　　　　
4.狗的名字　　　　　　　　　
5.in
the
next
picture　　　　　　　　　
6.two
nice
photos
of
my
family　　　　　　　　　
7.here
is　　　　　　　　　
8.a
family
photo　　　　　　　　　
【Keys】　Ⅰ.1.grandma　2.aunt　3.cousins　4.Uncle　5.daughter
Ⅱ.1.a
photo
of
my
family　2.in
the
first
photo
3.in
my
family　4.the
name
of
a
dog　5.在下一张照片上　6.我家人的两张漂亮照片　7.这儿是/这儿有　8.一张全家福
[设计意图]　加强基础知识的练习,当堂检测本课时的词汇和重点短语,加深学生的印象。
StepⅦ.Homework
1.Recite
the
new
words
and
read
the
passage
in
2b.
2.Do
the
exercises.
[设计意图]　口头练习和笔试练习相结合,新旧知识相结合,注重语言知识的操练。
grandfather/grandpa　　a
family
tree
grandmother/grandma
grandpa—grandma
father/dad
dad—mom　uncle　aunt
mother/mom
son　daughter
uncle
brother
sister　cousin
aunt
my
family　in
my
family
son
Here’s/Here
are
daughter
a
photo
of/a
picture
of
cousin
in
the
picture
【基础训练】
Ⅰ.要点词汇
翻译单词
1.儿子　　　　　　　2.女儿　　　　
3.叔叔　　　
4.阿姨　　　
5.表哥　　　
6.爸爸　　　
7.妈妈　　　
8.爷爷　　　
9.奶奶　　　
10.狗　　　
Ⅱ.根据汉语意思完成句子
11.这是一张我的全家福照片。
This
is
　　　　　　　　　　　　my
family.
12.我的祖父母在第一张照片上。
My
grandparents
are
　　　　　　　　　　　　photo.
13.这儿有两本书给你。
　　　　
　　　　two
books
for
you.
14.这两个女孩是我的妹妹和表妹。
　　　　
two
　　　　are
my
sister
and
my
cousin.
15.可可是只狗。
Coco
　　　　　　　　　　　　.
【综合运用】
Ⅰ.单项填空
1.Dick
is
my
　　　　.He’s
my
uncle’s
　　　　.
A.brother,son
B.cousin,son
C.cousin,daughter
D.son,brother
2.—Who’s
　　　　
—He’s
my
uncle.
A.you
B.he
C.she
D.boy
3.—Is
this
boy
his
　　　　
—Yes,he
is.
A.son
B.daughter
C.uncle
D.aunt
4.She
is
not
my
sister.She
is
my
　　　　,my
aunt’s
　　　　.
A.cousin,son
B.brother,son
C.cousin,daughter
D.daughter,sister
5.This
is
my
　　　　and
these
are
my
　　　　.
A.friend,brother
B.brother,friend
C.friends,brothers
D.son,daughters
Ⅱ.完形填空
Look(看)!
　6　
is
my
family.It
is
　7　
big
family.This
is
my
mother
　8　
that
is
my
father.　9　
teachers(老师).The
boy
　10　
my
brother.And
　11　
girl
is
my
sister.Look
at
the
two
old
people(老人).They
are
my
　12　.I
have
　13　
uncle.He
is
my
father’s
　14　.And
I
have
an
aunt.　15　
my
father’s
sister.We
are
a
happy
family.
6.A.that
B.This
C.These
D.They
7.A.a
B.an
C.the
D./
8.A.and
B.of
C.to
D.oh
9.A.They
B.He’s
C.She’s
D.They’re
10.A.is
B.are
C.am
D.it’s
11.A.his
B.the
C.a
D.my
12.A.grandma
B.grandpa
C.grandparent
D.grandparents
13.A.an
B.a
C.two
D.the
14.A.sister
B.brother
C.son
D.daughter
15.A.She
B.She
is
C.He
D.He
is
【参考答案】
【基础训练】
Ⅰ.1.son　2.daughter　3.uncle　4.aunt　5.cousin
6.dad　7.mom　8.grandpa　9.grandma　10.dog
Ⅱ.11.a
photo
of　12.in
the
first　13.Here
are　14.These,girls　15.is
a
dog
【综合运用】
Ⅰ.1.B　2.B　3.A　4.C　5.D
Ⅱ.6.B　7.A　8.A　9.D　10.A　11.B　12.D　13.A　14.B　15.B
第四课时　Section
B
3a—Self
Check
1.复习运用表示家庭成员关系的词汇和相关短语。
2.能够运用介绍他人以及辨认人物的句型:
Who’s
he/she Who’re
they
3.学会运用家庭照片写出介绍家庭成员的英语小短文。
1.熟练运用本单元的词汇和句型进行口语、阅读和书面写作练习。
2.能够运用所学的句型介绍家庭成员,能够阅读有关介绍家庭成员信息的短文;并根据阅读的内容画出家庭成员的图片。
1.熟练运用本单元词汇和句型书写介绍家庭成员和辨认人物的短文内容。
2.学习运用英文思维,排除汉语思维干扰,掌握介绍人物的指示代词以及与之相适应的谓语动词搭配形式。
3.养成良好的书写习惯,训练写作技巧。
本课时的教学内容是人教版七年级英语第二单元的第四课时,重点在于引导学生熟练地运用单元知识进行阅读和书写练习。以任务驱动学生,任务以读和写为主。先引导学生补全短文中的单词,再通过图片提供的信息进行写作训练。因此,教师可以将知识目标定为运用介绍人物词汇和句型,进行本单元的内容的拓展训练。情感目标定为培养学生的书写习惯和兴趣。
设计教学PPT,多媒体,学生自己的家庭图片,准备一些家庭成员名称的资料。
StepⅠ.Lead
in
Leading
in
【情景1】
1.Warm
up
and
review
by
quickly
asking
something
about
Jenny’s
family
in
the
passage
in
2b.
T:Good
morning/afternoon,boys
and
girls.
Ss:Good
morning/afternoon,Mr./Ms.XX.
T:Today
let’s
review
how
to
say
something
about
one’s
family.Please
read
the
passage
in
2b.
Ss
read
the
passage
in
2b.
T:Now
answer
my
questions
about
Jenny’s
family.(Show
the
first
picture.)Who
are
in
the
first
photo
S1:Jenny’s
grandfather
and
grandmother.
T:What’s
Jenny’s
father’s
name
and
what’s
her
mother’s
name
S1:Her
father’s
name
is
Alan.Her
mother’s
name
is
Mary.
T:Who
are
in
the
next
photo (Show
the
second
picture.)
S2:Bob,Eric,Cindy,Helen
and
Coco.
T:Who’re
Bob
and
Eric
S2:They’re
Jenny’s
brothers.
T:Who’s
Cindy
S3:She’s
Jenny’s
sister.
T:Who’s
Helen
S3:She’s
Jenny’s
cousin.
T:Who’s
Coco
S4:She’s
Jenny’s
dog.
[设计意图]　通过口语活动,复习已学过的辨认人物的语境,引导学生复习相关的词汇和句型,为下一步补全短文做准备。
Leading
in
【情景2】
1.Review
the
passage
in
2b
and
ask
Ss
to
review
some
phrases,so
the
students
can
prepare
for
the
next
step,writing
about
a
family
photo.
T:Hello,everyone!Good
morning/afternoon!
Ss:Good
morning/afternoon,Mr./Ms.XX.
T:Let’s
read
the
passage
in
2b
and
say
some
phrases
in
it.
Ss
read
the
passage.
T:What’s
the
English
for
“这儿是,这儿有”
Ss:It’s
“here’s…”
or
“here’re…”.
T:What’s
the
English
for
“我的一张家庭照”
Ss:It’s
“a
photo
of
my
family”.
T:What’s
the
meaning
of“in
the
first
photo”
Ss:(It
means)“在第一张照片上”。
T:And
“in
the
next
photo”
Ss:(It
means)
“在下一张照片上”。
T:OK.
[设计意图]　通过朗读和提问短文中的短语,复习所学的词汇和句型,口头询问复习短语,为下一步的写作提供单词准备。
StepⅡ.Reading
with
tasks
(3a)
The
teacher
asks
Ss
to
know
what
to
do
in
3a
and
read
the
words
in
the
box.
T:If
I
show
you
a
family
picture,what
can
you
say
to
introduce
the
people
Ss:This
is…/That’s…/These
are…/Those
are…
T:Yes.You
can
say
these
sentences
to
introduce
the
people.But
if
I
introduce
a
family,can
you
draw
the
family
photo Now
please
read
this
passage
in
3a.First,read
the
words
in
the
box.Then,write
what
are
in
the
blanks.
Ss
read
the
words
in
the
box
in
3a.And
fill
in
the
blanks
in
the
passage.The
teacher
walks
around
and
helps
them
and
then
asks
two
students
to
read
the
passage
to
see
how
they
have
done
the
work.
T:Can
you
draw
the
family
photo
for
Paul You
can
use
the
simple
drawing.
Ss
try
to
draw
Paul’s
family.(3a)
T:Now
read
the
passage
again.And
pay
attention
to
the
writing
marks,the
capital
letters
and
small
letters.
【Keys】　3a:family,parents,brothers,Cindy
[设计意图]　利用短文提供的语境,让学生进行阅读,然后根据语境填写所缺的单词完成短文,复习目标语言,为下一步写作做准备。
StepⅢ.Writing
practice
(3b)
1.Use
a
student’s
family
photo
as
a
model.
T:Do
you
have
your
family
photo
S1:Yes,here
it
is.
T:(Show
it
to
the
class.)This
is
a
photo
of
S1’s
family.Let’s
ask
him/her
some
questions.
T:Who’s
this/this
man/boy
S1:He’s
my
father/brother.
T:What’s
his
name
S1:…
T:Who’re
they
S1:They’re
my
parents.
T:What
are
their
names
S1:…and…
T:Thank
you.
2.(Show
another
student’s
photo.)T:This
is
a
picture
of
S2’s
family.Let’s
ask
something
about
his/her
family.
T:Is
this
your
mother
S2:No,she’s
my
aunt.
T:Who
are
they Are
those
your
grandparents
S2:Yes,they
are.
T:Thanks.
3.T:Now,you
can
say
these
to
your
partners.Don’t
wait
for
your
partners’
asking.
Ss
talk
about
their
family
photos.The
teacher
goes
around
them
and
gives
help
if
they
need.
Then
show
a
student’s
photo
and
ask
him/her
to
introduce
his/her
family.
T:Look
at
3b.This
time
you
can
write
a
passage
about
your
family
photo.Please
write
down
the
passage
in
your
book.Pay
attention
to
the
capital
letters
and
sentence
marks.
(While
the
students
are
writing,the
teacher
goes
round
them
and
gives
help.)
The
teacher
shows
the
students’
writing
and
gets
them
to
see
if
there
are
any
mistakes.Ss
check
the
passage.If
there
are
any,ask
students
to
correct
them.
At
last,the
teacher
shows
them
an
example.
An
easy
passage
Hi.I
am
Li
Ping.Here
is
a
photo
of
my
family.These
are
my
parents
and
these
are
my
grandparents.This
is
my
cousin,Li
Lin.
A
longer
passage
Hi.I
am
Li
Ping.Here
is
a
photo
of
my
family.These
are
my
parents
and
these
are
my
grandparents.They
are
my
mother’s
parents.Who
is
this
girl She
is
my
cousin.Her
name
is
Liu
Mei.And
who
is
this
boy Can
you
guess Yes,it
is
me.
[设计意图]　根据上一个阅读的形式进行写作练习,学生运用图片,先说后写,用所学的知识书写家庭成员的信息
。
StepⅣ.Self
Check
1.T:Let’s
have
a
competition
to
see
who
can
say
more
words
about
family
members.
(Ss
answer
quickly
to
review
the
words.)
T:Look
at
Self
Check.
Activity
1.Write
down
the
English
words
in
the
proper
column,male,female
or
both.
(The
students
work
by
themselves.)
T:Read
out
your
work.S1,read
the
words
for
male.
S1:Father,brother,dad,grandfather,grandpa,uncle,son.
T:S2,read
the
words
for
female.
S2:Mother,mom,grandmother,grandma,aunt,sister,daughter.
T:Both
male
and
female.
S3:Parents,grandparents,cousin.
T:Now
please
read
these
words
again.
Ss
read
the
words
aloud.
2.T:Please
do
Activity
2.First
finish
it
by
yourselves,then
in
pairs,ask
and
answer.
(Discuss
it
with
the
class.Ask
pairs
to
read
aloud
in
class.)
【Keys】　1.Male:father,brother,dad,grandfather,grandpa,uncle,son
Female:mother,mom,grandmother,grandma,aunt,sister,daughter
Both:parents,grandparents,cousin
2.Bill:Here’s
a
photo
of
my
family.
Dale:Who’s
(Who
is)he
Bill:He’s
(He
is)my
uncle.
Dale:Who’s
(Who
is)this
girl
Bill:She’s
(She
is)my
cousin.
Dale:Are
these
(they)your
parents
Bill:Yes,they
are.And
these
are
my
grandparents.
[设计意图]　复习本单元重点内容,归纳整理短语、重点词汇和功能句型。
StepⅤ.Summary
and
Assignment
T:Today,we
review
the
key
words
about
family
members,practice
writing
a
passage.Now,please
do
some
exercises
to
review
some
other
things.
Exercise
根据汉语提示完成句子
1.Look
at
this
　　　　(图画,照片).
2.This
is
not
your
book.Your
book
is
　　　　(在这儿).
3.That’s
a
　　　　(相片)of
my
family.
4.He
is
in
the
　　　　(下一个,隔壁的)class.
5.The
　　　　(女孩)is
his
sister.
6.I
have
a
　　　　(狗).
7.Coco
is
the
name
　　　　(……的)my
dog.
【Keys】　1.picture　2.here　3.photo　4.next
5.girl　6.dog　7.of
[设计意图]　加强基础知识的记忆,当堂检测本单元学习的单词。
StepⅥ.Homework
1.Practice
the
sentence
patterns
using
the
words
in
this
unit.
2.Write
a
passage
about
your
family
photo.
[设计意图]　口头练习和笔试练习相结合,要求学生运用本单元所学到的知识,进行语言知识的操练。
Hi.I
am
Li
Ping.Here
is
a
photo
of
my
family.These
are
my
parents
and
these
are
my
grandparents.They
are
my
mother’s
parents.Who
is
this
girl She
is
my
cousin.Her
name
is
Liu
Mei.And
who
is
this
boy Can
you
guess Yes,it
is
me.
Male:father,brother,dad,grandfather,grandpa,uncle,son
Female:mother,mom,grandmother,grandma,aunt,sister,daughter
Both:parents,grandparents,cousin
【基础训练】
Ⅰ.要点词汇
翻译短语
1.家庭照　　　　　　　　　
2.下一张图片　　　　　　　　　
3.我们学校的名字　　　　　　　　　
4.叔叔和婶婶
　　　　　　　　　
5.她的女儿
　　　　　　　　　
Ⅱ.根据汉语意思完成句子
6.这儿有两个朋友。
　　　　　　　　　　　　　　　.
7.他们是我的兄弟。
　　　　
my
　　　　.
【综合运用】
Ⅰ.单项填空
1.　　　　
is
my
brother
Tony
and
　　　　are
his
friends.
　　　　　　　　　　　　　　　
A.He,they’re
B.That,that
C.This,these
D.that,these
2.Here
　　　　a
picture
of
my
school.
A.is
B.are
C.be
D.am
3.These
　　　　my
uncle’s
two
sons.　　　　
my
cousins.
A.are,They’re
B.is,It’s
C.are,He’s
D.aren’t,They’re
4.Look!My
parents
　　　　here.
A.are
B.is
C.aren’t
D.am
5.Lucky
is
the
name
　　　　my
dog.
A.in
B.to
C.of
D.for
Ⅱ.阅读理解
6.What’s
Peter’s
family
name
A.Green.
B.Smith.
C.Brown.
D.Barry.
7.Rick
is
Peter’s
　　　　.
A.father
B.brother
C.aunt
D.uncle
8.Mary
is
Frank’s
　　　　.
A.sister
B.mother
C.cousin
D.daughter
9.Peter
has(有)
　　　　cousin(s).
A.one
B.two
C.three
D.four
10.Peter’s
sister
is
　　　　.
A.Cindy
B.Grace
C.Alice
D.Maria
【参考答案】
【基础训练】
Ⅰ.1.a
family
photo/a
photo
of
the
family　2.the
next
picture　3.the
name
of
our
school　4.uncle
and
aunt　5.her
daughter
Ⅱ.6.Here
are
two
friends　7.They’re,brothers
【综合运用】
Ⅰ.1.C　2.A　3.A　4.A　5.C
Ⅱ.6.B　7.D　8.B　9.B　10.C
【Section
B】
1a　mom,aunt,son,sister,cousin
1c　Picture
1
2a　Male:Jiang
Tao,Tom,Bob,Jack,Alan,Eric,John,Paul,Bill,Dale
Female:Cindy,Mary,Linda,Jenny,Jane,Kate,Helen,Sally
2b　Jenny,Alan,Mary,Bob,Eric,Cindy,Helen,Coco
2c　1.Jenny　2.parents　3.brothers　4.sister　5.cousin　6.Coco
3a　family,parents,brothers,Cindy
【Self
Check】
1.Male:father,brother,dad,grandfather,grandpa,
uncle,son
Female:mother,mom,grandmother,grandma,aunt,sister,daughter
Both:parents,grandparents,cousin
2.Bill:Here’s
a
photo
of
my
family
Dale:Who’s
(Who
is)he
Bill:He’s
(He
is)my
uncle.
Dale:Who’s
(Who
is)this
girl
Bill:She’s
(She
is)my
cousin.
Dale:Are
these
(they)your
parents
Bill:Yes,they
are.And
these
are
my
grandparents.
语法精讲
一、指示代词
(一)定义
表示“这个,那个,这些,那些”等明确指示人或事物的代词,称为指示代词。
指示代词
用　法
例　句
this(用于代指单数)
用于指时间上、空间上较近的人或事物
This
is
my
pencil.这是我的铅笔。
these(用于代指复数)
These
are
his
brothers.这些人是他的兄弟。
用于指时间上、空间上较远的人或事物
that(用于代指单数)
That
is
his
book.那是他的书。
those(用于代指复数)
Are
those
your
parents 那些是你的父母吗
　　(二)回答指示代词应注意以下几点
1.在回答主语是this或that的一般疑问句或特殊疑问句时,通常用it来代替句中的this或that,以避免重复。
—What’s
this 这是什么
—It’s
an
egg.它是一个鸡蛋。
2.在回答these
或those
的一般疑问句或特殊疑问句时,通常用they
来代替句中的these或those,以避免重复。
—Are
those
apple
trees 那些是苹果树吗
—No,they
aren’t.
不,它们不是。
二、名词的单数和复数形式
在英语中,名词分为可数名词和不可数名词两大类。可数名词有单数和复数两种形式,不可数名词没有复数形式,可数名词变复数形式的规则如下:
词形特点
构成方法
读　音
例　词
大多数名词
在词尾加-s
清辅音后读/s/,在浊辅音后和元音后读/z/
cat—catsbag—bagsbee—bees
以s,x,sh,ch等结尾的名词
在词尾加-es
读/Iz/
box—boxeswatch—watches
以“辅音字母+y”结尾的名词
把y变i,再加-es
读/z/
family—familiesbaby—babies
以o结尾的名词
直接加-s或-es
读/z/
tomato—tomatoesphoto—photos
以f或fe结尾的名词
将f或fe变v再加-es
读/vz/
wife—wivesleaf—leaves
此外,有少数名词的变化是不规则的,要注意特殊记忆。
三、怎样将单数句变为复数句
把一个单数句变为复数句,要遵循下列规则:一变,一删,六不变。
1.一变:将单数句中的指示代词、人称代词、物主代词、名词以及系动词变为相应的复数形式。
this—these　that—those　he/she/it—they　I—we　my—our　his/her/its—their
2.一删:将单数句中的不定冠词a/an删去。
3.六不变:保留句中的形容词、定冠词the、副词、疑问词、介词短语和叹词。
I
am
a
student.→We
are
students.
This
is
a
yellow
key.→These
are
yellow
keys.
What’s
that →What
are
those