Unit 2 This is my sister.
Period 1 Section A (1a-2d)
本单元的标题为This is my sister. 围绕介绍家庭成员开展听说读写教学活动，中心话题是介绍家人和亲属，学生的学习活动是在真实的生活场景中展开的，并把“名词的单复数形式”这一语法主线贯穿其中。教学内容为语法的学习和使用提供了必要的感性材料，同时也体现了语法项目与交际情景自然结合的特点。
【知识与能力目标】
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。
【过程与方法目标】
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。
【情感态度价值观目标】
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。
【教学重点】
1.Master how to introduce family members and identify them.
2.Know the demonstrative pronouns.
3.Know the forms and usage of the plural nouns.
【教学难点】
1. Master how to introduce family members and identify them.
2.Know the forms and usage of the plural nouns.
课前准备
准备录音机和磁带；
设计课后巩固练习；
视频，ppt；
教学过程
Step 1. Greetings and revision.
T: How are you? What’s your name? Nice to meet you! What's your telephone number? etc.
2 . Let some students show their ID cards.
T: What's your first name? What's your last name? What's your telephone number?
3. Let Ss introduce their ID card information to the class.
My first name is… My last name is… My telephone number is…
Step 2. Presentation
1. show Xia Yu’s photo
T: What’s his name?
Ss: His name is Xia Yu.
T: We know Xia Yu has a happy Family. Now let’s come into his family. Who is this?
Ss: This is Xia Xue.
T: Xia Xue is Xia Yu’s…?
Ss: Sister.
T: Good! Who can spell sister?
T: Read after me, sister. (Ask a group of Ss to read the word)
2. Show Ss another photos and teach the new words by the same way.
( brother, father, mother, parent (s), grandfather, grandmother, grandparent (s) )
T: Now let’s chant.
Father, father, this is father.
Mother, mother, that is mother.
Grandfather, grandfather.
Grandmother, grandmother.
Parents, parents, these are my parents.
Brother, sister, those are my friends.
3. Work on 1a. Let Ss look at the picture in 1a. Then read the words on the left side. Then match the words with the people in the picture.
Check the answers with the class: 1. a 2. d 3. b 4. h 5. f 6. e 7. i 8. d 9. g
Step 3. Listening (1b)
T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.
Ss: OK.
(Play the recording of 1b twice. Students work.)
T: What’s the answer?
S: Two brothers and a sister.
Step 4. Pair work
1. Role-play the conversation in 1a.
Ss work in pairs. Role-play the conversation. Try to remember the sentence structure:
This is… ; That is…; These are…; Those are…
Who's she/he? She's/He's …
2. Look at the picture in 1a. Talk about the other people in the picture with your partner.
Using the sentence structure:
This is… ; That is…; These are…; Those are…
Who's she/he? She's/He's …
3. Let some pairs act out their conversation.
Step 5. Listening (2a, 2b)
1. T: Here are two girls. They are talking about the family members. Please listen to the recording of 2a in Section A and circle the family members you hear.
First let's read the words in the box together.
SS: OK.
(Read the words together. Then play the recording of 2a twice. Students work.)
T: Check the answer.
(Ask two students to say the answers.)
2. Listen and match.
T: Now let's look at the photo of this family. We know this is Jenny. But we don’t know who is Bob, who is Jack, who is Linda, who is John and who is Mary. Let’s listen and find them.
(Play the recording of 2b. Students work.)
T: Who find them?
(Many students may say they do. Choose two of them to answer.)
Step 6. Pair work (2c)
T: You come to this home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “—Who's she/he? —She's/He's…” to find them, please. When you finish, change roles to do it. Now begin.
(Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)
T: Let’s check your work, please.
SS: OK. (Ask one pair to do it.)
S1: Who's she?
S2: She's Jenny.
S1: Who's he?
S2: He's John.
(Ask two more pairs to do it.)
Step 7. Role-play (2d)
1. Now look at the picture in 2d. This is Jane's family. Read the conversation first. Then look at the picture and guess who they are.
(Ss read the conversation then guess who the people are. They can discuss in pairs.)
2. Let some students introduce the people in the picture. They can say:
This/That is… These/Those are…
3. Let Ss read the conversation after the teacher aloud. Then work in groups of three. Practice the conversation. They may change roles as they like.
4. Ask some pairs to act out the dialogue in front of the class.
Step 8 Homework
1. Remember the new words.
2. Try to introduce your family to your friends.
Blackboard Design
Unit 2 This is my sister.
Section A 1a-2d
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.
Unit 2 This is my sister.
Period 2 Section A (Grammar Focus-3c)
【知识与能力目标】
要求学会以下句式：(1) That’s… …
(2) ---Is he/she… …
---Yes, he/she is.(No, he/she isn’t.)
2. 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。）
3. 学会向别人询问、介绍家庭成员
【过程与方法目标】
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。
【情感态度价值观目标】
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。
【教学难点】
学习含有be动词的一般疑问句的句式及其回答。
课前准备
1. 准备录音机和磁带；
2. 设计课后巩固练习；
3. ppt
教学过程
Step 1. Warm- up and revision.
1. Greeting the Ss. Chant the song:
Father, father, this is father.
Mother, mother, that is mother.
Grandfather, grandfather.
Grandmother, grandmother.
Parents, parents, these are my parents.
Brother, sister, those are my friends.
2. T asks Ss to take out their family photos and have them introduce their family members to the class.
Sample One：（show the teacher's family photo）
T：This is my grandmother. This is my grandfather. Those are my parents. That’s my husband. That’s my son.
T: Now it's your turn. Take out your family photo and introduce them to your partner.
(Ss take turns introduce their family members to his/her partner.)
3. Review the conversation in 2d.
Ask some pairs to role-play the conversation.
Step 2. Presentation --- Grammar Focus.
1. 阅读指导：
1）老师总结已学过介绍自己家庭成员的两类句型。
第一类为介绍单个的家庭成员时，较近处的用This is…; 较远处的用That is…
第二类为介绍多个家庭成员时，较近处的用These are…; 较远处的用Those are…
2） 询问某人的家庭成员时，可用两类句型。
第一类为特殊疑问句，Who's she/he? 应做直接回答：She's/He's…或Who are they? 回答用They're …
第二类为一般疑问句，单个人物用：Is this/that…? Yes, she/he is.或No, she/he isn't.
多个人物用：Are these/those…? Yes, they are. 或No, they aren't.
2. Complete the sentences.（ppt.）
① 这是我的朋友简。_____ ______ my friend Jane.
② 那是我的爷爷。_____ my grandfather.
③ 这是我的兄弟们。 _____ ____ my brothers.
④ 那是我的父母亲。_____ _____ my parents.
⑤ 她是谁？______ she?
⑥ 她是我的妹妹。She’s my _________.
⑦ 他是谁？_______ he?
⑧ 他是我的弟弟。_______ my brother.
⑨ 他们是谁？Who _________ they?
⑩ 他们是我的祖父母。________ my grandparents.
3. Pay more attention to these：that’s = that is, who’s = who is, who're = who are,
they’re = they are
Step 3. Practice
1. T: Let's work on 3a. A is introducing his family member to B. Read the dialogue and try to fill in the blanks with the right words.
2. Ss work in pairs. Try to fill in the blanks. They can discuss the answers with their partners.
3. Check the answers. Then let the Ss practice the conversation. Get some pairs to act out the conversation in front of the class.
Step 4. Practice
1. T: Now let's work on 3b. Work in pairs to make sentences with words in the three boxes.
2. S1 look at the pictures, say:
This is my… That is my… These are my… Those are my…
3. S2 repeat S1's introductions:
This is your… That is your… These are your… Those are your…
…
Step 5. Production
1. T: You and your partner put your photos on the desk. Take turns to ask and answer the family members.
S1: Who's she?
S2: She's my mother.
S1: Who's he?
S2: He's my father.
S2: Is this your grandfather?
S1: Yes, he is.
S2: Are those your parents?
S1: No, they aren't.
2. T: Do you know what “family” is?
Ss: …
T: “family” means “ father –and –mother-I –love –you!” And I hope you can show your love to your parents, OK?
Ss: OK!
Step 6 Homework
1. Review the Grammar Focus.
2. Make a conversation with your partner and copy it on your workbook.
Blackboard Design
Period 2 Section A Grammar Focus - 3c
This is my friend Jane. That’s my grandfather.
These are my brothers. Those are my parents.
That’s = that is who’re = who are who’s = who is they’re = they are
课件15张PPT。Period 2 Section A
Grammar Focus - 3c
Take out your family photos and introduce your family.This is my family photo.
This is ...
That is ...
These are ...
Those are ...
I love my family.RevisionPresentation★this或that作主语时，连系动词be用单数形式____；these或those作主语时，连系动词be用复数形式_____。如：
This / That ___ an apple.
These / Those _____ my sisters. isareisarePresentation★ who意为“谁；什么人”，是一个疑问代词，用于对人的身份进行询问。_______是who is的缩写形式，用于对单个人进行询问，回答时常_______________。
__________ (=who are)用于对两个或两个以上的人进行询问，回答时常用___________。who’sHe’s…或She’s… who’rethey’re…Presentation★对“Is this / that a(n) ...?”或“Are these / those ...?”进行简略回答时，要用it代替this / that，用they代替these / those。如：
—Is this / that a ruler?
—Yes, _____. / No, it isn’t.
—Are these / those your sisters?
—Yes, _______. / No, they aren’t.it isthey arePresentation1. 这是我的朋友简。 _____ ___ my friend Jane.
2. 那是我的爷爷。 _____ my grandfather.
3. 这是我的兄弟们。 _____ ____ my brothers.This isThat’s These are Grammar Focus4. 那是我的父母亲。
_____ _____ my parents.
5. 她是谁？______ she?
6. 她是我的妹妹。 She’s my ______.
7. 他是谁？______ he?
8. 他是我的弟弟。 _______ my brother. Those are Who’s sisterWho’s He’s Grammar Focus9. 他们是谁？ ________ they?
10. 他们是我的祖父母。 _______ my grandparents.Who’reThey’re Grammar FocusThis is my friend Jane.
That’s my grandfather.
These are my brothers.
Those are my parents.
- Who’s she?
She’s my sister.
- Who’s he?
He’s my brother.
-Who’re they?
-They’re my grandparents.that’s = that is
who’re = who are
who’s = who is
they’re = they areGrammar Focus3aComplete the conversation and practice it with your partner.A: That my family. That’s my mother.
B: ________ he?
A: ____ my father.
B: Who’s ___?
A: She’s sister.
B: And who ___ _ they?
A: ________ my grandparents.isWho’sHe’sshemyareThey arePractice3bLook at the picture. Make sentences with the words in the three boxes.Practice3c Bring some family photos to class. Take turns to ask and answer questions about the photos. Practice1. Review the Grammar Focus.
2. Make a conversation with your partner and copy it on your workbook. Homework课件15张PPT。Period 1 Section A
1a - 2dWhat’s his name?His name is Xia Yu.PresentationDo you know his family?sisterbrother fathermotherparentsPresentationgrandmothergrandfathergrandparentsPresentationThis is his ______.This is his ______.These are his ________.motherfatherparentsPresentationThis is his ___________.This is his __________.These are his ____________.grandmothergrandfathergrandparentsPresentation1aMatch the words with the people in the picture. mother __a_
2. father ___
3. parents ____
4. brothers ____
5. grandmother ____
6. grandfather ____
7. friend _____
8. grandparents _____
9. sister _____cbhfeidgPractice1bListen and circle the words you hear in 1a. 1. mother __a_
2. father ___
3. parents ____
4. brothers ____
5. grandmother ____
6. grandfather ____
7. friend _____
8. grandparents _____
9. sister _____Listening1cRole play the conversation in 1a. Then talk about the other people in the picture. That’s my family. Those are my parents.
Who’s she?She’s my sister. Oh, and these are my brothers. Pairwork2aListen and circle the words you hear.parents mother father
sister brother
grandmother grandfather
friend grandparentsListening2bListen again. Match the names with people in the picture.cabefListening2cAsk and answer questions about the photo in 2b.Pairwork2dRole-play the conversation.Sally: Good morning, Jane.
Jane: Good morning, Sally.
Sally: Oh, Jane, this is my sister Kate.
Kate, this is my friend Jane.
Kate: Nice to meet you, Jane.
Jane: Nice to meet you, too. Are those your
parents?Kate: Yes, they are.
Jane: And who’s he?
Sally: He’s my brother, Paul.
Jane: Oh, I see. Well, have a good day!
Sally/Kate: Thanks! You, too. Bye!Production1. Remember the new words.
2. Try to introduce your family to your friends. Homework
