Unit 2 This is my sister
Section A
教材分析
This is the first part in this unit. The topic of this lesson is talking about family members. This part focuses on the expressions about introducing members to others and the use of some pronouns. This content is quite attractive to students, so it’s easy to arouse students’ attention.
教学目标
【知识目标】
Key vocabulary: this/ these/ that/ those/
father/mother/brother/sister/grandfather/parents/grandparents
Key structures: This is...
That is ...
These are...
Those are...
【能力目标】
To master the use of those pronouns like: that, this, these, those etc.
【情感目标】
Learn to introduce your family members to others.
教学重难点
【教学重点】
Learn the key words.
Learn the use of the pronouns.
【教学难点】
Learn to introduce your family members by using the structures in this unit.
课前准备
Tape recorder, Multimedia
教学过程
Step 1. Warm-up
1. Let’s see some pictures.
Teacher shows different pictures on the ppt, and at first show the sentence to students. Then show pictures of stuffs with different numbers and guide students to say the sentence.
2. Teacher ask students did they notice something, then show the different use of some pronouns like: this/ these etc.
T: Have you noticed the different pronouns(代词)?
Please look at the ppt:
单数 复数
this these
that those
is are
it, he, she they
【设计意图】
学生在之前的阶段已经学习过this is/ that is 的句型， 所以用图片展示引导学生说出“This is a pen”这样的句子，并通过图片直观的表现这些代词使用的不同。学生在轻松的氛围中既复习了以前所学也为之后的学习扫清盲点。
Step 2. Learning words
1. Teacher show a picture of different family members. Guide students to learn the words of the family members.
T: this is a family. And we can see there are many people in it. Do you know how to call them？
OK, the first one, 她在家庭中通常被称作“sister”，ok, please follow me :sister…
2. Teacher ask students to finish the task in 1a: find these people in the picture and match the words with the people in the picture.
mother __
father __
parents __
brothers __
grandmother __
grandfather __
friend __
grandparents _
sister __
【设计意图】
通过图片展现一个完整的家庭，学生通过常识结合自己身边的家庭可以更好的学习这些家庭成员的称呼。
Step 3. Listening
1. Ask students to listen and circle the words they hear in 1a
2. Ask students to listen again and think about how to introduce people.
3. Teacher summarize the structure used to introduce people:
介绍人物：
This is …
That’s …
These are …
Those are …
辨别人物：
Who is he / she? He’s …
Who’re they? They’re …
4. Ask students to role play the conversation in 1a.Teacher first invite two students to present this conversation to the class. And then ask other students to talk about other people in that picture.
A: That’s my family. Those are my parents.
B: Who’s she?
A: She’s my sister. Oh, and these are my brothers.
5. Show students a song to remember the usage of this and that.
6. Ask students to finish the listening task in 2a: circle the words they hear. And then Listen and match the names with the people in the picture.
Jenny ___
Jack ___
Tom ___
Bob ___
Linda ___
Mary ___
7. Teacher divide students into groups of two and students have to ask and answer questions about the photo in 2b. use the sentences like: who is she?/ she is Cindy.
Who is he?/ he is her father.
8. Teacher ask students to read after her/him of the conversation in 2d. Then ask students in pairs to practice it.
9. Ask students have they got a photo of their family and can they introduce their family members to the class.
【设计思路】
通过一系列的听力和说的活动让学生训练介绍家庭成员的表达。首先通过听力部分的输入让学生对这些固定表达有个接触，之后的口语练习让学生将所学进行整合输出，有利于学生的掌握。并且与日常相关的话题可以吸引学生的兴趣。
Step 4. Language points
The teacher shows the language points from grammar focus part.
1. This is his sister.
介绍别人用句型：This is …
That’s …
辨认某人用句型：Is this …?
Is that …?
①当第三者给双方做介绍时，通常用“This
is +姓名”这个句型，在这种场合不说She
is …/ He is … 如：
Tom, this is my brother.
②向别人介绍第三者，并指远处的人时，
应用that’s …, 意思为“那位是……”。如：
---- Who’s that?
---- He is my brother.
2. These / Those are his brothers.
these / those are 是用来介绍两个或两个以上的人或物，一般用作指示代词。
(1) these是this的复数，它指较近的两个或两个以上的人或物，意为“这些”。
(2) those是that的复数，它指较远的两个或两个以上的人或物，意为“那些”。
these, those作主语时，后面的谓语动词用复数形式are。
【设计意图】
进行语法点讲解，重现并强调课文中的知识点并进行扩展。重点为学生讲解人称代词和指示代词的用法，通过例句让学生更好的掌握。
Step 5. Exercise
1. Ask students to look at 3a: Complete 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.
Finally, ask three or four students to show their answers.
Ask students to look at 3b: Look at the picture. Make sentences with the words in the three boxes. Then ask volunteers to read each sentence for the class.
3. Ask students to look at the ppt, and make sentences according to the requirements.
4. Ask students bring family photos to class and take turns in their group of four to ask and answer questions about the photos. Then invite one group to present their conversations to the class.
【设计意图】
介绍家庭成员的表达的运用，通过活动和任务让学生在小组中和同学一起进行练习和运用。
Step 6. Homework
1. Finish the exercise on the exercise book
2. Introduce the family members of your best friend to one of your family members.
【设计意图】
作业是课堂学习的延伸，是对课堂所学的技能很好的综合检测。与所学主题相关的作业可以让学生将所学运用到实际中去。
教学反思
本节课开始部分没有选择平常的稍微有趣或更具话题性的导入方式，学生基础不好的可能在一开始就出现困难打击了他们的自信心，导致后面部分的活动失去兴趣。
Unit 2 This is my sister
Section B
教材分析
This is the second part in this unit. The topic of this lesson is talking about family members. This part focuses on the family tree. It requires students to figure out the relation between the members and can introduce family according to pictures. This part is more interesting for students than the last part.
教学目标
【知识目标】
Key vocabulary: this/ these/ that/ those
/ father/mother/brother/sister/grandfather/parents/grandparents
Key structures: This is...
That is ...
These are...
Those are...
【能力目标】
To figure out the relationships between family members.
【情感目标】
Learn to introduce your family members to others.
教学重难点
【教学重点】
Learn to figure out the relations in a family.
【教学难点】
Learn to introduce your family members by using the structures in this unit.
课前准备
Tape recorder, Multimedia
教学过程
Step 1. Warm-up
1. Let’s see some pictures.
Teacher shows different pictures on the ppt, and ask students to say out the identity of each person. Then ask students to use the structure “this is my…” to say out complete sentences.
2. Teacher change the pictures and ask students the same question: who is this person/ who are they? Then students use the structure “these are my…” to answer the question.
【设计意图】
通过图片让学生回忆上节课所学人物的称呼，并通过给出句子结构让学生通过仅替换人称来造句既可以巩固词汇又可训练其口语。相同的单词用图片来创造不同的单复数使用情况可以让学生有效的学习。
Step 2. Family tree
1. Teacher show a picture of one family, ask students to recall what they have learnt last class about how to introduce family members.
2. Teacher show a photo of family tree to students and then finish a detailed family tree together with students.
3. Teacher ask students to finish the family tree in 1a by themselves: adding the words in the box to the family tree. Then check answer with students.
【设计意图】
通过家庭树展现一个小族谱，在绘画的过程中帮助学生理清一个家庭当中各家庭成员之间的关系。这个过程既有趣又能学习。
Step 3. Listening
1. Ask students to listen and circle the words they hear in 1b.
grandpa ____ grandma ____ cousin____ dad____ mom____ uncle ____ aunt____ brother____ sister____ friends ____
2. Ask students to listen again and find out which picture are Jiang Tao and Tom talking about?
3. Teacher summarize the structure used to introduce people:
介绍人物：
This is …
That’s …
These are …
Those are …
4. Ask students to draw a picture of their family and friends. And tell their partner about their picture.
T: Boys and girls, now I’m gonna divide you into groups of four, you have three minutes to draw a picture of your family, then introduce your family to your group members, ok?
T: Any volunteers? (ask students to come to the stage and introduce his or her family.)
5. Teacher show pictures of other families and use sentences like “this is my brother.” to do the introduction.
I’m Jane.
These are my parents.
This is Tom. And this is John.
They are my brothers.
6. Ask students to finish the in 2a: find the male and female first names in this unit and write them in the box.
【设计思路】
通过一系列的听力和说的活动让学生训练介绍家庭成员的表达。首先通过听力部分的输入让学生对这些固定表达有个接触，之后的口语练习让学生将所学进行整合输出，有利于学生的掌握。并且与日常相关的话题可以吸引学生的兴趣。
Step 4. Reading
1. Teacher ask students to read the passage in 2b and circle the names. Then ask students to read out the names.
2. Teacher ask students to read the passage again and answer the questions:
1) Who is Alan?
2) What’s the name of Jenny’s mother?
3) Who are Bob and Eric?
4) Is Cindy Jenny’s sister?
5) What is the name of Jenny’s cousin?
6) Is Coco a boy?
3. Teacher ask students to read the passage one more time, and finish the sentences in 2c with his or her desk mates.
My name is _______________________.
Alan and Mary are my _________________.
Bob and Eric are my __________________.
Cindy is my _____________________.
Helen is my _____________________.
_________________ is the name of my dog.
4. Teacher ask students to complete the passage in 3a with the words in the box. Then draw a picture of Paul’s family
5. Teacher ask students to look at 3b: Bring a family photo to class and write about it. Then tell a classmate about your family. And give students a model for them to think.
Hi. I am__________. Here is a photo of my family. These are _______________________
____________________________________________________________.
【设计思路】
通过阅读部分简单短文的输入让学生在语境中看到所学单词或短语等的用法，通过一系列阅读活动如：提问，圈人名等等让学生在投入的过程中理清疑惑。
Step 5. Language points
The teacher shows the language points from the reading passage and the conversations in this part.
1. Here are two nice photos of my family.
= Two nice photos of my family are here.
Here are … 这是个倒装句，句子的主语为 two nice photos of my family，是复数形式，所以谓语动词用are。英语中here引导的句子通常用倒装语序。
photos是photo的复数形式。
picture意为“照片”时与photo同义。
family 作为一个整体时，意思是“家庭”，后面谓语动词用单数形式。把family看作家庭成员时，应理解为复数，后面的谓语动词用复数形式。
My?family?is very large. ??
我家人口很多。
My family are very well.
我的家人都很健康。
2. a photo of my family
= my family photo 我的全家福
【设计意图】
进行语法点讲解，重现并强调课文中的知识点并进行扩展。
Step 5. Exercise
1. Ask students to look at self-check 1: Group the words for family members you have learned.
Then ask volunteers to check answer with students.
Ask students to look at self-check 2: finish sentences.
Bill: Here’s a photo of my family.
Dale: _______________ he?
Bill: ____________ my uncle.
Dale: _______________ this girl?
Bill: ______________ my cousin.
Dale: Are ____________ your parents.
Bill: Yes, _____ are. And these ____ my grandparents.
【设计意图】
通过一些练习让学生将所学运用进去，巩固所学内容。
Step 6. Homework
1. Finish the exercise on the exercise book
2. Write a short passage to introduce your family.
【设计意图】
作业是课堂学习的延伸，是对课堂所学的技能很好的综合检测。与所学主题相关的作业可以让学生将所学运用到实际中去。并且课后作业能训练学生的独立性。
教学反思
略。
