Unit 2 This is my sister.
知识与及技能
知识目标
1.掌握有关家庭成员称呼的词汇。
2.学会指示代词：this, that, these, those和人称代词they；介绍人物及用Who’s询问并做出回答。
3.运用名词的复数。
能力目标
1.运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来。
2.掌握介绍人物时常用的词汇、惯用语，并将其运用到实际生活中去，提高学生的交际能力。
过程与方法
1.运用情景教学和任务型教学法介绍自己家人和朋友。
2.突出交际性、趣味性，注重启发式教学。
3.从学生的实际生活经验出发，在用中学、在做中学。
情感态度与价值观
通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地理解家人，热爱家人。
教学重点
有关家庭成员称呼的词汇、指示代词this, that, these, those、人称代词they、名词单复数及Who的特殊疑问句。
教学难点
用英语称呼家人、介绍家人的能力和目标语言的运用。
课时划分
The First Period : Section A (1a-2c)
The Second Period : Section A (2d-3c)
The Third Period : Section B (1a-2a)
The Fourth Period : Section B (2b-Selfcheck)
The First Period
Section A (1a-2c)
教学目标
知识与技能
学习掌握有关家人的词汇，运用语言目标This / That is…These /Those are…介绍他人及用Who’s询问并回答。
过程与方法
结合实际开展介绍他人的交际性活动，在听、说、读、写的练习中掌握语言，提高能力。
情感态度与价值观
通过介绍家人和朋友，增进彼此了解，建立友谊，理解家人，热爱家人。
教学重点
1.表示家庭成员称呼的词汇及these, those, they, who, family。
2.介绍他人的用语This / That is …These / Those are …及用Who’s提问的特殊疑问句。
教学难点
1.学会用指示代词this, that ,these, those和人称代词he, she, they。
2.名词单数变复数。
3.培养学生用英语称呼家人、介绍家人的能力。
教学过程
Step 1 Warming up
T: Hi / Hello, Nice to meet you! S:
T: What's your / his / her name? S:
Step 2 Presentation
1.教师把自己的全家福照片展示给学生，指着照片中的人分别用This / That is my+称呼词（单数）和These /Those are my +称呼词（复数）进行介绍并板书。
2.Read all the sentences (words).
3.承接上述环节，教师指着照片问Who ’s he / she ?引导学生回答He’s /She’s your…教师进一步引导Yes, he’s /she’s my …同样的方法，教Who are they ? They are my +称呼词(复数)
4. 1a. Match the words with the people in the picture. Check the answers.
Step 3 Listening and practice.
1. Let the students listen to the recording in 1b and circle the words they hear in 1a. （If the students can’t hear clearly, play the recording once again.）
2. Check the answers and ask some individuals to read the words aloud.
3. 1c. Let the students role-play the conversation, and then introduce their families.
Step 4 Listening (2a 2b.)
1.先让学生自己读一读2a中的单词，然后让学生听录音，圈出所听到的单词。
2.先让学生读2b中的人名，再区分哪些是女名，哪些是男名，最后让学生听录音，将名字与图中人物配对。
3.让学生跟读2a/2b部分的听力材料，让学生熟练掌握本课的句型。
Step 5 Practice 2c
先让学生进行齐读，然后分组读，最后两个人一组进行操练。
Step 6：Summary
引导学生总结本课所学知识点。
Step 7 Homework
1. Read and write the new words.
2. Read the conversations in 2a .
Reflection after class:
The Second Period
Section A (2d-3c)
教学目标
知识与技能
掌握Who 开头的特殊疑问句及回答，确认人物关系,能分清句子中人称代词、动词、名词的单复数变化。
过程与方法
本课复习介绍家庭成员，学生在教师指引下听、说、读、写重点词汇与句型。
情感态度与价值观
认识他人，确认人物关系，建立和谐的人际关系。
教学重点
掌握所学重点句型: Who’s he /she ? He/She is … Who are they? They are …
教学难点
Who开头的特殊疑问句及回答、名词单复数的变化。
教学过程
Step 1 Revision
Ask some students to introduce their family members using the target language .
Step 2 Role-play the conversation (2d)
1. Ask the students to read the conversation in a low voice and try to make clear the meaning.
2. Ask the students to read after the tape first, and then read in groups.
3. Three students role-play the conversation and translate it into Chinese. The teacher helps and corrects some mistakes if necessary .
4. Explain some language points.
Step 3 Grammar Focus
1. Ask the students to read and translate the sentences in the grammar box.
2. Help the students sum up the usage of this / these , that / those and who-question.
Step 4 Practice (3a)
1. Ask the students complete the conversation, and ask some students to write their answers on the blackboard.
2. Check the answers.
3. Ask the students to practice with partners and act in class.
Step 5 Practice (3b)
Ask the students to make as many sentences as possible with the words , then ask some students to read their sentences in class.
Step 6 Summary (omitted)
Step 7 Homework
1. Master Grammar Focus.
2. Practice the conversation in 2d
Reflection after class:
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The Third Period
Section B (1a – 2a)
教学目标
知识与技能
掌握家庭成员的英文称呼，编制Family tree，用目标语言介绍家人。
过程与方法
听说练习，掌握Family tree的英文表达。
情感态度与价值观
辨清家庭成员关系，热爱家人。
教学重点
编制Family tree，并掌握相关目标语言。
教学难点
编制Family tree，并运用相关目标语言介绍家人。
教学过程
Step 1 Talk freely
Guide the students to use the target language to introduce their family members.
Step 2 Presentation
Learn the new words.
1.通过多媒体展示一张全家福，介绍上面的人物，呈现生词dad 和mom。
e.g. I’m Ben. This is my dad. This is my brother. This is my sister. This is my mom.
2.照片中人物做自我介绍，呈现生词son和daughter。
e.g. I’m Tom. These are my parents. I am their son.
I’m Mary. Those are my parents. I’m their daughter.
3.通过出示图片做猜测游戏呈现uncle 和aunt
e.g. I’m Ben. He is not my father. He is my father’s father. He is my uncle.
She is not my mother. She’s my mother’s sister. She is my aunt.
4.通过展示叔叔一家的图片，引出cousin。
e.g. Here is a photo of a family. Look at the boy and the girl in this photo. They are not my brother and sister. The boy is my uncle’s son. He is my cousin. The girl is my uncle’s daughter. She is my cousin, too. They are my cousins.
Step 3 Practice the new words（1a）
1. Let the students add the words in the box.
2. Check the answers and ask the students to read aloud the words.
Step 4 Listening（1b-1c）
1. Let the students listen to the recording in 1b and check the words they hear. （If the students can’t hear clearly, play the recording once again.） Check the answers and ask some individuals to read the words aloud.
2. The students listen again and check the picture in 1c.
Step 5 Pair work （1d）
Ask the students to draw a picture of their family and friends. Then ask one or two students to show their pictures and tell the class who they are.
Step 6 Get to know names (2a)
1. Ask the students to find the male and female first names in this unit and write down.
2. Check each other.
Step 7 Summary
Step 8 Homework
1. Make Family tree.
2. Master the words about the family members.
Reflection after class:
The Fourth Period
Section B (2b – Self check)
教学目标
知识与技能
1. 巩固并熟练运用有关家庭成员的表达法及介绍家人的主要句型。
2. 学写短文my family，结合图片介绍家人。
过程与方法
从读到写，掌握短文的写法。
情感态度与价值观
培养学生关爱家人。
教学重点
写短文介绍家人。
教学难点
用目标语言进行写作。
教学过程
Step 1 Talk freely
Review the words about family members.
Step 2 Reading (2b-2c)
1. Ask the students to read about Jenny’s family and circle the names. Check the answers.(2b)
2. The students read the passage again and complete the sentences. Check the answers.(2c)
3. Ask the students to read the passage after the tape
4. Ask some students to read the passage and translate it into Chinese. The teacher helps and corrects some mistakes if necessary .
5. Explain some language points.
Step 3 Practice (3a)
1. Complete the passage with the words in the box. Check the answers.
2. Let the students draw a picture of Paul’s family. Check whose picture is the best.
Step 4 Introduction of family members (3b)
1. Ask the students to show family photos to class and complete 3b.
2. Ask the students to check each other and choose some students to read in class.
Step 5 Self check
1. Ask the students to group the words for family members they have learned.
2. Ask the students complete the conversation. Check the answers.
3. Ask the students to act in class.
Step 6 Summary
Step 7 Homework
1. Write a short passage about “my family”.
2. Review the words and sentence patterns in this unit.
Reflection after class:
