Unit 2 This is my sister.
I．教学设计分析
本单元学习的是学生最熟悉的家庭成员的称谓。通过介绍照片中的人物，帮助学生学会This/That is … , These/Those are … 以及询问人物的特殊疑问句Who is/are …?
本单元生词较多，并且也开始涉及到名词的复数形式，对学生来说有一定的难度。整个单元的都是围绕照片来谈论介绍人物的。由最初单一的家人称谓到连贯的句子、到对话、到篇章，充分体现了教材内容的渐进性和层次性，在教师的指导下学生能不断地重复掌握本单元的生词和新句型，从而达到熟练运用所学内容介绍家庭成员的目的。
New languages:
This/That is … These/Those are …
Who’s he/she? He/She is … Who are they? They are …
Here is/are …
II. 教学学时分配
Teaching periods:
Period 1: Section A 1a -1c
Period 2: Section A 2a -2c
Period 3: Grammar Focus/ 3a -3c
Period 4: Section B 1b -1f
Period 5: Section B 2a-3c and self check
Period 6: Review Unit 1
Unit 2 This is my sister.
The First Period
Section A(1a-1c)
I. Teaching aims
Master the key words:
sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family, those, who,these
Get students to introduce their family by using the target language.
Target language: (1) This/That is …
(2) These/Those are …
(3) Who’s she? She’s …
3. Be able to introduce family to others.
II. Key points
Master the key words and expressions.
2. The names of the various members of a family.? 3. How to introduce family.?
Difficult point
Ss can introduce their family members by using target language.?
III. Teaching aids
Multimedia/A tape recorder/A blackboard/Photographs of your family members and friends
IV. Teaching procedures
Step 1 Warm-up and revision
1. Greeting
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 card.
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 class.
S: My first name is… My last name is… My telephone number is…
Step 2 Lead in and presentation
1. Show Ss a piece of video “《家有儿女》”.
T: (show Xia Yu’s photo) 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.
(Bb: 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. After presenting the new words, lead Ss read the words in an interesting way.
Step 3 Consolidation
Do Section A, 1a.
1) T: Now, please open your books and turn to page 7. Look at 1a. You can see a picture of Dave’s family and some words we learned just now. Please match the words with the people in the picture.
2) Check the answers.
3) Ask some Ss to read aloud the words.
Do1b.
Listen and circle the words you hear in 1a. Then check the answers with your partners.
3. Ask the students to listen to the conversations again and repeat after the tape, and then work in groups, namely, practice the conversations with their partners.
4. Read 1a together. Then practice the conversations in groups. Have some groups come to the front and show their own conversation, then make a comment on it
Step 4 Practice
Do 1c.
Practice the conversations above with your partner. Ask students to practice the conversations in 1b with a partner. Tell them to use their own family photos.
Make up new conversations with the structures and talk with your partners.
(1) This/That is …
(2) These/Those are …
(3) Who’s she? She’s …
Step 5 Summary
Review the words and practice the conversations in 1a with your partner；
Assign homework:
Make up a new conversation similar to 1a with your partner, recite the new words and preview page 2.
V. Blackboard design
Unit 2 This is my sister.
Section A(1a-1c)
father-爸爸 mother-妈妈 brother兄，弟
grandfather祖父 grandmother祖母 sister姐，妹
1.This/that is my...
2. These/those are my...
3. Who is he/ she?
4. She/he is my...
Teaching reflection：
Unit 2 This is my sister
Section A(2a-2d)
I. Teaching aims
Master the key words:
they, well, have, day, bye
2. Get students to introduce their family by using the target language.
Target language: (1) This/That is …
(2) These/Those are …
(3) Who’s she? She’s …
3. Be able to introduce family to others.
II. Key points
Master the key words and expressions.
Be able to introduce their family to other by using the target language.
Master the use of demonstrative pronouns this, that, these & those
Difficult point:
1. The use of demonstrative pronouns this, that, these & those
III. Teaching aids
Multimedia/A tape recorder/A blackboard
IV. Teaching procedures
Step 1 Review
1.Get students ready for learning.
Greeting (Say hello between the teacher and the Ss)
2. Review
T: Good morning, class
S: Good morning, Ms,...
T: OK, Let’s play a game. I will say a word in Chinese and you will say it in English quickly in turn. Are you ready?
S: Yes.
T: OK, “妈妈”
S：Mother.
T:Great! “爸爸”
S: Father....
Step 2 Presentation
Present new words.
Do 2a.
Ask students to read them aloud in 2a and listen to the recording carefully and circle the words you hear . After that, check the answers.
Step 3 Practice
1. Do 2b.
Read the words in 2a. Then listen again. Match the names with the people in the picture.
Play the recording. Students listen carefully. Then check the answers. ?
2. Listen again and fill in the blanks.
Li Lan: Cindy, is this your family photo?
Cindy: Yes, it is, Li Lan.
Li Lan: Are these your ________?
Cindy: Yes, they are. This is my _______,
Jenny, and this is my _______, Tom.
Li Lan: Oh, ___________?
Cindy: She’s my _______, Mary.
Li Lan: ____________?
Cindy: They’re my ____________, Linda and Bob.
Li Lan: And __________?
Cindy: He’s my ________, Jack.
3. Do 2c.
（1 Point at the picture and practice with the students.
T: Please look at the picture again. Who’s she?
S: She’s Cindy.
T: Who’s he?
S: He’s her father.
（2 Now you can practice talking about the photo in 2b in pairs.
Step 4 Consolidation
Explain some language points.
Do some exercises.
Do 2d.
1) Listen and read the dialogue in 2d, then answer the questions in PPT. Then, role play the conversation of 2d.
2) 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。
Step 5 Summary
1. Review new words and structures.
2.Assign homework:
1）Review the words and expressions in this section;
2）Practice and recite the conversation of 2d;
3）Preview .grammar focus
V. Blackboard design
Unit 2 This is my sister.
Section A(2a-2d)
1.This is... 2. That is...
3. These are my... 4.Those are my...
5. Who is she/he? 6. She/he is my...
Teaching reflection：
Unit 2 This is my sister
The Third Period
Section A (3a-3c)
I. Teaching aims
1. Consolidate the target language learned in the last period.
2. Be able to do introduce family members to others using the target language.
3. To know the Plural nouns
4. Improve students’ speaking skill.
II. Key points
1. Consolidate the target language learned in the last period.
2. Be able to introduce family numbers to others by using the target language.
Difficult points
Improve students’ speaking skill.
III. Teaching aids
Multimedia/A tape recorder/A blackboard
IV. Teaching procedures
Step 1 Warming-up
1. Greetings.
2. Revision.
Ask them to role-play the conversation in the last period.
Ask someone to talk about the family photo in PPT.
Step 2 Presentation
1. Present the situation of a family to students and lead them to use the target language.
Through showing students some pictures about Dave’s family and perceive the phrases “ this is …/ that is …/ these are/ those are …” and “Who is …/ Who are …” and so on.
2. Grammar Focus.
T: OK, now let’s summarize what we had learnt. Any volunteers want to tell us?
Ask students turn to Page 9.
T: Look at the sentences in Grammar Focus. Try to read them aloud.
Then, learn to use demonstrative pronouns this, that, these & those to introduce people
3. Activity 3a.
1）T: Please look at the conversation in 3a. You can complete it by yourself.
2）Ask two Ss to read aloud the conversation and check the answers.
2）T: Now practice the conversation with your partner.
3）Ask some pairs to act out the conversation for the class.
Step 3 Practice
1. Activity 3b.
T: Look at the picture first and guess who are they. Then, write their identity in the picture.
1）Give an example to the Ss, and lead Ss to make sentences with the words in the three boxes.
2）Ask some Ss to present their sentences.
This is … That is … These are … Those are …
T give comments at once.
2. Ask students to look at some picture in the PPT AND use the Who questions to practice in groups.
2. Activity 3c.
Take turns to ask and answer questions about the family photos.
To learn to use Who questions to ask about people’s identities
Step 4 Consolidation
Sum up the demonstrative pronouns this, that, these & those and Plural nouns
Do exercises.
Step 5 Summary
In this period, we’ve consolidated what we’ve learned in the last period through some practice and games.
Step 6 Homework
1. Copy the sentences in Grammar Focus twice and try to recite them.
2. Preview section B 1a-1d on page 10.
V. Blackboard design
Unit 2 This is my sister.
Section A(3a-3c)
1. This/that is my…
2. These/those are my...
3. Who is she/he? She/he is my...
4. Who’re they? They’re my…
That’s=that is who’re= who are who’s=who is
they’re= they are
Teaching reflection：
Unit 2 This is my sister
The Fourth Period
Section B (1a-1d)
I. Teaching aims
1. To learn to make a family tree and introduce family members
2. To know the genetic connection (血缘关系) of a family
II. Key points
1. Learn the family members: son, cousin, grandpa, mom, aunt, grandma, dad, uncle, daughter
2. Be able to introduce family members.
3. Learn to talk about family.
Difficult points
Subject-verb Agreement
III. Teaching aids
Multimedia/A tape recorder/A blackboard
IV. Teaching procedures
Step 1 Warm-up
1. Greetings.
2. Revision
T: Have you brought your family photos? Now please take out your family photos and introduce your family members.
S: This is my mother.
These are my grandparents.
T: Is this your brother?
S: No, it isn’t. He’s my friend.
T: Is this your father?
S: Yes, it is.
Step 2 Presentation
1. Activity 1a.
1) T: In my family, my grandpa is the oldest. Who is the oldest in your family?
S: My grandpa, too.
T: Every family has a family tree. Can you finish the family tree in 1a?
S: Yes.
While the Ss are working, move around to see what the Ss write.
2) Check the answers and ask Ss to read aloud the words.
3) T: Look at the family tree. My grandpa and grandma have a son and a daughter. One is my dad, the other is my aunt. My dad and mom also have a son and a daughter. I am their daughter. My brother is their son. I am my brother’s sister. My aunt and uncle only have one daughter. She’s my cousin.
2. Activity 1b.
1）T: Let’s listen to the recording in 1b. I’ll play the recording once. Check only the words you hear. （If the Ss can’t hear clearly, play the recording once again.）
2) Check the answers and ask some Ss to read the words aloud.
3. Activity 1c.
1）T: Look at the two pictures in 1c. Who are the people in the first picture? Can you guess?
S: They are Grandpa, Grandma, Mom, Dad, Uncle …
T: Well done. Can you guess who the people are in Picture 2?
S: They are Grandma, Mom, Dad and a boy.
T: Good. One of the pictures is of Jiang Tao’s family, and the other one is of Tom’s family. Do you know which one is Jiang Tao’s and which one is Tom’s?
S: No.
T: Now let’s listen to the recording and find out the answer.
2）Play the recording once again for the students to listen and find out the answer.
3) Check the answers and play the recording for the Ss to listen and repeat.
Step 3 Practice
1. Activity 1d
1）Draw a picture of your family and friends on the blackboard and introduce the people.
2）T: Now you can draw a picture of your family and friends.
3) Ask one or two Ss to show their pictures and tell the class who the people are.
T: Tim, can you show me your picture? Who are they? Can you tell me?
S: This is my … and these are my …
4) T: Now you can tell your partner about your picture.
Step 4 Consolidation
1. Make a conclusion.
2. Do some exercises.
Step 5 Summary
In this period, we’ve learned to make family tree and know genetic connection of a family
Step 6 Homework
1. Try to draw your family tree.
2. Preview the next period.
V. Blackboard design
Unit 2 This is my sister.
Section B(1a-1d)
This is…
These are …
Family tree:
Teaching reflection：
Unit 2 This is my sister
The Fifth Period
Section B (2a-2c)
I. Teaching aims
1. Master the new words and phrases:
Here, photo, of, next, picture, girl, dog
2. Know which names are for males and which names are for females
II. Key points
1. Master the new words and expressions.
2. Learn the concept of the male name and the female name.
3. Learn some reading and writing skills
Difficult points
Be able to distinguish male name and the female name.
III. Teaching aids
Multimedia/A tape recorder/A blackboard
IV. Teaching procedures
Step 1 Warm-up
1. Greetings.
2. Revision.
Play a video of a family and then ask students to say the family members mentioned in the video.
Step 2 Presentation
1. Lead-in.
Playing a game — Who can be the quickest?
T: Father’s father.
S: Grandfather or grandpa.
T: Mother’s sister.
S: Aunt.
T: ……
2. Activity 2a.
1) T: What’s your name?
S: My name is …
T: In this unit, we have learned some English first names. Can you tell me some of them?
S: Yes. They are Jenny, Bob, Jack, Linda, Tom, Mary, Kate, Jane, Sally, Helen, Eric, Cindy, John and Paul.
T: You did well. But do you know which names are for males and which names are for females?
Boys and men are males. For example, Li Long is male. Mr. Zhang is male. Girls and women are females. For example, Li Xia is female. Miss Liu is female. Understand?
2) Now, please look at 2a on Page 11. Write down the male first names in the first box and the female first names in the second box.
3) Check the answers.
3. Work on 2b & 2c
Pre-reading: Talk about the pictures.
T: Here are two photos. Are they photos of a family?
S: Yes.
T: Who are they? Do you know?
S: No.
T: Who is talking about the photos? Do you want to know?
S: Yes.
While-reading:
1) Fast reading
T: Now please read the passage next to the two photos quickly and find out who is talking about the photo.
S: Jenny.
T: Is Jenny male or female?
S: Female.
T: You are great.
2) Careful reading
a. T: Jenny tells us the names of the people in the photos. Can you read the passage and circle the names?
S: Yes.
（While the Ss are reading, move around to offer help.）
b. Ask a S to say the names he/she has circled.
c. T: Now you can read the passage again and complete the sentences in 2c.
d. Check the answers.
Post-reading:
1) Get six Ss to say the completed sentences one by one.
2) Play the recording for the Ss to listen and repeat.
3) Ask Ss to answer the questions:
a. Who is Alan? （Jenny’s father.）
b. What’s the name of Jenny’s mother? （Mary）
c. Who are Bob and Eric? （They are Jenny’s brothers.）
d. Is Cindy Jenny’s sister? （Yes, she is.）
e. What is the name of Jenny’s cousin? （Helen）
f. Is Coco a boy? （No. A dog.）
4 )Writes down some phrases on the blackboard and make sure the Ss can understand them. And then ask Ss to underline the phrases in the passage.
two nice photos of my family in the first photo
in the next picture in my family
Here are …
Step 4 Consolidation
Leave students several minutes to do some exercises.
Step 5 Summary
In this period, we’ve mainly learned how to distinguish male name and the female name.
Step 6 Homework
1. Choose a photo of your family and write a letter which is similar to 2b to tell one of your friend about your family.
3. Preview the new words and expressions in Unit 3.
V. Blackboard design
Unit 2 This is my sister.
Section B(2a-2c)
Here, photo, next, picture, girl,
1. Here are…
2. Male name：Bob, Jack, Tom, Eric, Cindy, and Paul.
Female name: Jenny, Linda, Mary, Kate, Jane, Sally, and Helen
two nice photos of my family in the first photo
in the next picture in my family
Teaching reflection：
Unit 2 This is my sister
The Sixth Period
Section B 3a-self check
I. Teaching aims:
??1. Review unit 2 and have self check
? 2. Target language:
1）This/That is …
These/Those are …
Who’s …?
2）Who’re …?
Is this/that …?
Are these/those …
3. Learn to introduce family members to others.
4. Enable to make their own family tree.
II. Teaching aids
Multimedia/A blackboard
III. Teaching procedures
Step 1 Review
1. Daily greetings
2. Revision
3. Playing a guessing game
a. Draw a picture on the board as a model and get the Ss to guess who she/he is, using the sentence structures:
Is she your mother? No, she isn’t.
Is she your aunt? Yes, she is.
b. Ask several Ss to draw some people on the board. And then ask the other students to guess who they are.
Step2 Presentation
Work on 3a
1) Get Ss to complete the passage with the words in the box.
T: Please open your books to page 12. Look at 3a. Can you see the words in the box?
S: Yes.
T: Please read them aloud.
S: Brothers, parents, Cindy, family
T: What does “parents” mean?
S: Father and mother.
T: You are right. Is Cindy a boy’ s name?
S: No. It’s a girl’s name.
2) Ask one or two Ss to read the passage.
3) Have Ss try to draw a picture of Paul’s family in the box on the right.
T: Now you can draw a picture of Paul’s family.
4) Ask some Ss to show their pictures and introduce the people to the class.
Step 3 Practice
3. Work on 3b
1）Present a picture of a family. Then introduce the people in the picture.
2）Get Ss to practice talking about their family photos in pairs. If they forget to bring their photos, they can be one of the members in this picture and talk about it.
3) Get Ss to write down what they say.
T: Now look at Section B, activity 3b on page 12. You can write down what you said just now in your book.
While the Ss are writing, move around to offer some help if they need it.
4）Get Ss to read what they have written to their partners. .
Step 4 Self Check （自查）
1）T: Look at Self Check, activity 1. (explain) In English, some words are for males and some are for females. But some words are not only for males but also for females, such as parents. Now please group the words for family members you have learned.
While the Ss are writing, move around to have a look at what they write and offer some help if necessary.
2）Check the answers
?Homework:
(1)Review Unit 1
(2)Make a preparation before studying Unit 2 (words and expressions)
3）Get the Ss to complete the conversation in activity 2.
a. T: Please look at the conversation in activity 2. It’s not complete. You can complete it first.
While the Ss are writing, move around to have a look at what they write and offer some help if necessary.
b. Now, I’ll ask a pair to read their conversation and let’s check if they are right.
c. Get Ss to practice reading the conversation.
Step 5 Summary
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）Know the relationship between family members by family tree.
IV. Blackboard design
Unit 2 This is my sister.
Section B(3a-3b)
1. 单数/复数
This is my friend. That is my brother.
These are my friends. 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.
Teaching reflection：
