Unit 2 教案（共计17页）.doc

1、 1 Unit 2 This is my sister. 一、单元教材分析一、单元教材分析 本单元围绕家庭成员这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介 绍家人和朋友， 通过本单元的学习学生应该掌握对家庭成员的称呼； 通过谈论家庭的话题， 使学生学会并掌握介绍人物、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。如：This is my sister。 Is that your brother? These are my parents。 Are those your brothers? 以及 Who 开头的特殊疑问句，一

2、般 疑问及其简单回答；运用名词的复数形式。能够用英语向朋友介绍自己的家人，从而让他们 了解自己的家庭。 二、单元学情分析二、单元学情分析 从教材编排上说本单元是就第一单元认识朋友之后，仍接着学习用英语认知人，而与学生最 为熟悉的人就是家庭成员，由了解同学们的名字很自然过度到了解对家庭成员的名字，以及对家 庭成员的称呼，对学生们来说比较容易接受。以前学的 your, his, her, my 等形容词性物主代词， 在本单元中扔是重点学习的任务；但在本单元要接触名词的复数形式，以及 be 动词的复数形式， 且本单元生词较多，因此本单元的学习任务比较艰巨。 三、单元教学建议三、单元教学建议 本单元的

3、学习应通过对人物个性化的描述，识别照片、图片，多媒体展示、真实情景表演等 学习策略来掌握家庭成员的表达；学会指示代词、人称代词及 Who 问句及简单回答。为学生创 设真实的学习情景，让学生以小组形式交流学习，并在课堂上循环训练。 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，从而更好地尊重对方，理解家人。 四、单元课时分配四、单元课时分配 本单元可用 4 课时完成教学任务： Section A (1a-2d) 用 1 课时 Section A (Grammar Focus-3c) 用 1 课时 Section B (1a-2c) 用 1 课时 Section B (3a-Self

4、Check) 用 1 课时 2 Period 1 Section A (1a-2d) 一、教学目标：一、教学目标： 1. 语言知识目标：语言知识目标： 1) 能掌握对家庭成员的称呼的词汇及指示代词：sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), who, they, this, that, these, those 2）能掌握以下句型： This/That is his sister. These/Those are his parents. Whos she? Sh

5、es my sister. Is this/that your sister? Yes, she is./No, she isnt. Are these/those your parents? Yes, they are./No, they arent. 3) 掌握指示代词 this, that, these, those 及它们所构成的介绍他人的句型。 4) 能运用所学的词汇及句型介绍自己的家庭成员。 2. 情感态度价值观目标： 让学生知道他们应当尊敬自己的父母、祖父母及其他家庭成员，在家庭中应多帮助父母做力 所能及家务劳动。通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，

6、从 而激发起他们对家人的热爱。 二、教学重难点二、教学重难点 1. 教学重点： 1）the names of family members. 2）The usage of demonstratives pronouns: this, that, these, those 2. 教学难点： 1) the plural forms of the demonstratives pronouns. 2) Train Ss ability to apply what theyve learned to their daily life. 三、教学过程三、教学过程 . Warming-up and rev

7、ision 1. Greetings T: How are you? Whats your name? Nice to meet you! Whats your telephone number? etc. 2 . Let some students show their ID card. T: Whats your first name? Whats your last name? Whats your telephone number? 3. Let Ss introduce their ID card information to class. 3 My first name is My

8、 last name is My telephone number is . Presentation 1. Show Ss a piece of video 家有儿女. T: (show Xia Yus photo) Whats his name? Ss: His name is Xia Yu. T: We know Xia Yu has a happy Family. Now lets come into his family. Who is this? Ss: This is Xia Xue. T: Xia Xue is Xia Yus? Ss: Sister. T: Good! Who

9、 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 lets chant. Father, father, this is father. Mother, mother

10、, 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 a

11、nswers with the class: 1. a 2. d 3. b 4. h 5. f 6. e 7. i 8. d 9. g . Listening 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: Whats the answer? S: Two brothers and a sis

12、ter. . Pair work 4 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 Whos she/he? Shes/Hes 2. Look at the picture in 1a. Talk about the other people in the picture with your partner. Usin

13、g the sentence structure: This is ; That is; These are; Those are Whos she/he? Shes/Hes 3. Let some pairs act out their conversation. . Listening 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 h

14、ear. First lets 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 lets look at the photo of this family. We know this is Jenny. But we dont

15、 know who is Bob, who is Jack, who is Linda, who is John and who is Mary. Lets 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.) . Pair work T: You come to this home. You see a picture on the wall. There

16、are many people in the picture. You want to know who they are. Use Whos she/he? Shes/Hes 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 mother father sister brother grandmothe

17、r grandfather friend grandparents 5 who need.) T: Lets check your work, please. SS: OK. (Ask one pair to do it.) S1: Whos she? S2: Shes Jenny. S1: Whos he? S2: Hes John. (Ask two more pairs to do it.) . Role-play 1. Now look at the picture in 2d. This is Janes family. Read the conversation first. Th

18、en 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

19、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. 5. 评价：让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最 优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。教师对学生们的相互评价及表现 记录在学生评价表上。 （学生从心理年龄及认知水平上都处于很单纯、好表现的时期 , 因此恰当 的评价能激发他们的学习兴趣，有利于形

20、成良好的学习习惯。 ） Homework: 1. Remember the new words. 2. Collect a family photo. Introduce your family members in the photo. 6 Period 2 Section A (Grammar Focus-3c) 一、教学目标：一、教学目标： 1. 语言知识目标： 1) 通过不同方式的练习继续熟练掌握对家庭成员的称呼的词汇。 2）继续练习运用以下句型来介绍自己的家庭成员。 This/That is These/Those are . Whos ? Shes/Hes Is this/that

21、 ? Yes, /No, Are these/those ? Yes, they are./No, they arent. 3) 能运用所学的词汇及句型完成不同的交际练习。 2. 情感态度价值观目标： 通过学习对这部分的学习使学生对自己的家庭成员会有更清晰的印象，并学会与家庭成员和睦 相处，从而激发起他们对家人的热爱。 二、教学重难点二、教学重难点 1. 教学重点： 1） 总结介绍自己的家庭成员所用的句型。 2） 总结询问及回答家庭成员所用的句型。 3）综合运用所学的知识与他人就成员的话题进行交际。 2. 教学难点： 1） 总结掌握介绍家庭成员的句型结构；掌握询问及回答某人的身份所用的句型。

22、2） 综合运用所学的知识进行交际的能力。 三、教学过程三、教学过程 . Warming- 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. 7 2. 通过上

23、一节课的学习我们知道家庭成员的称呼。 上一课安排同学们带自己的家庭照片来， 那么， 现在我们用自己带来的照片来介绍自己的家人。你应该用什么样的句型呢？现在我们作个示范练 习。 Sample One： （show the teachers family photo） T： This is my grandmother. This is my grandfather. Those are my parents. Thats my husband. Thats my son. T: Now its your turn. Take out your family photo and introduce

24、 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. . 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

25、 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，Whos she/he? 应做直接回答：Shes/Hes或 Who are they? 回答用 Theyre 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 isnt. 多个人物用：Are these/those? Yes, they are. 或 No, they arent. 2. 学生阅读并完成下列句子。 （可借助课件来完成此任务） 这是我的朋友简。_ _ my friend Jane. 那是我的爷爷。_ my grandfather.

26、 这是我的兄弟们。 _ _ my brothers. 那是我的父母亲。_ _ my parents. 她是谁？_ she? 她是我的妹妹。Shes my _. 他是谁？_ he? 他是我的弟弟。_ my brother. 他们是谁？Who _ they? 他们是我的祖父母。_ my grandparents. 8 3. 注意以下几种缩略的表达法：thats = that is, whos = who is, whore = who are, theyre = they are 4. 学生识记后，做填空练习来进行巩固。 . Practice 1. T: Lets work on 3a. A is

27、 introducing his family member to B. Read the dialogue and try to fill in the blanks with the right words. 2. 阅读指导：同学们应先通读对话一遍，根据上下文问答句的提示，以及句式结构，回答的方式 等来确定空格处的词汇。比如：第二句是一个疑问句，由后面的答语不是以 Yes 或 No 来回答， 可知第二句应是一特殊疑问句，因此可知空格应是特殊疑问词 who。第三句，因空格后面是 my father，可知空格处应 Hes。 3. Ss work in pairs. Try to fill in

28、 the blanks. They can discuss the answers with their partners. 4. Check the answers. Then let the Ss practice the conversation. Get some pairs to act out the conversation in front of the class. . Practice 1. T: Now lets work on 3b. Work in pairs to make sentences with words in the three boxes. 2. S1

29、 look at the pictures, say: This is my That is my These are my Those are my 3. S2 repeat S1s introductions: This is your That is your These are your Those are your . Practice 1. T: You and your partner put your photos on the desk. Take turns to ask and answer the family members. S1: Whos she? S2: Sh

30、es my mother. S1: Whos he? S2: Hes my father. S2: Is this your grandfather? S1: Yes, he is. S2: Are those your parents? S1: No, they arent. 9 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! Homework 1.

31、 Review the Grammar Focus. 2. Make a conversation with your partner and copy it on your workbook. 10 Period 3 Section B 1a-2c 一、教学目标：一、教学目标： 1. 语言知识目标： 1) 能掌握对家庭成员称呼的词汇： son, daughter, cousin, grandpa, grandma, mom, dad, aunt, uncle, 以及 here, of, photo, next, picture, girl, dog 等。 2）能正确理解家庭成员之间的关系，对

32、家庭成员能正确称呼。 3）进一步学习一些英语名字，并能分辨出名字的不同性别。 4）通过听、说、读的训练，提高学生们综合运用英语的能力，培养学生们学习英语的兴趣， 并在学习中体会到学习英语的乐趣。 2. 情感态度价值观目标： 通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们 对家人的热爱。 二、教学重难点二、教学重难点 1. 教学重点： 进一步掌握家庭成员的表达；学会指示代词、人称代词的用法。 通过填写家谱，弄清楚家庭成员之间的关系。 阅读有关家庭成员的小短文，能正确理解家庭成员之间的关系。 2. 教学难点： 填写家谱，弄清楚家庭成员之间的关系。 阅读短文，获得相

33、关信息，正确地表述家庭成员间的关系。 三、教学过程三、教学过程 . Warming- up and revision 1. Greeting the students. Check the homework. 2. T: You know my family members. I want to know your family members. Would you like to introduce your family members to us? SS: Yes. T: Who wants to be the first, please? (Students use their pho

34、tos or the pictures they drew.) S1: Let me try. T: OK, please. S1: Hello, everyone! My name is Look at this picture, please. This is a picture of my family. This is my father. His name is This is my mother. Her name is They are good parents. This is my brother. 11 His name is Look! Its me. Am I funn

35、y? I love my family. T: Very good. (Another two students introduce their family.) . Presentation 1. Guessing Game T: Do you like games? S: Yes. T: Lets play a guessing game. Look at the screen. This is my brother. But my father is not his father. His father is not my father. His father and my father

36、 are brothers. We have the same grandfather. Who is he? S1: It is your 表哥. T: No, it isnt. S2: It is your 堂兄 or 堂弟. T: Yes, it is. Lets see how to say it in English. (Show the word cousin on the screen.) T: Its cousin. Read after me, C-O-U-S-I-N, cousin. SS: C-O-U-S-I-N, cousin. T: Spell it, please.

37、 SS: C-O-U-S-I-N, cousin. T: This time you must say it in English. This is your sister. But your father is not her father. Her father is not your father. Her father and your father are brothers. You have the same grandmother. Who is she? S: Its my cousin. T: Your fathers brother is your ? S3: 大爷，大伯.

38、 S4: 叔叔. T: You are right. Lets see how to say it in English. (Show the word uncle on the screen.) T: Read after me, please, U-N-C-L-E, uncle. SS: U-N-C-L-E, uncle. T: Your uncles wife is your? S5: 伯母，婶婶. T: Right. (Show the word aunt on the screen. and then teach these words son, daughter in this w

39、ay.) T: Read the words on the screen together. 12 SS: 2. Practice the new words. . Writing 1. Now lets work on 1a. Look at the family tree (家谱) in 1a. From the family tree, we know that your grandpa and grandma have two sons, your father and your uncle. Your father and mother have a son and a daught

40、er. They are your sister and you. Your uncle and your aunt only have a daughter. Shes your cousin. Now read the family tree and add the words in the box to the family tree. (Ask one student to the front to do it on the blackboard. The others finish it on their book.) 2. Check the answers. . Listenin

41、g 1. 1b Listen and check the words you hear. T: Jiang Tao and Tom are talking about Toms family. How many family members are they talking about? Please listen and check the words you hear. (Play the recording of 2a once.) Ask two more students to say the answers. 2. 1c Listen and check the picture.

42、T: I have two pictures here. Which one is Jiang Tao talking about? Lets listen and find it out, please. (Play the recording twice again.) Check the answer. . Pair work 1. T: We find out the picture of Toms family. Can you draw a picture of your family and friends? SS: T: OK. When you finish drawing,

43、 tell your partner about your picture. You can use This is and These are to talk about. Then report it to the class. (Students work.) 2. Check students work. Ask two or three students to report. e.g. These are my parents and this is my grandma. This is my friend, Lin Fang. . Writing 1. T: We learn m

44、any names in this Unit. Can you tell its a male or female first name? 2. 指导： 同学们可以根据这些名字的汉语译音来确定他们是男性还是女性。 3. Ss work with their partner and write down the names in the box. 13 4. Check the answers. ( Male: Bob, Jack, Tom, Jiang Tao, Alan, Eric, Paul, John ) (Female: Jenny, Linda, Mary, Sally, Jane,

45、 Kate, Lin Fang, Cindy, Helen) . Presentation 1. (Show two photos of your family.) T: Look! Here are two nice photo of my family. (Write “two photos of on the blackboard.) My parents are in the first photo. (Write “in the first photo“ on the blackboard.) And my grandparents are in the next photo. (W

46、rite “in the next photo“ on the blackboard.) 2. Ss try to understand the meaning of the phrases: “two photo of“, “in the first photo“, “in the next photo“。 . Reading 1. Fast reading T: Jenny has two family photos. Lets look at her family photos and her article about her family. Read her article and

47、circle the names. (Ss read quickly and circle the names in the article.) Check the answers: Jenny, Alan, Mary, Bob, Eric, Cindy, Helen, Coco 2. Careful reading Read her article again and find out “Who is Coco?“ If you find out Coco, please put up your hands. 提示：短文中对 Coco 的描述为Coco is in my family, to

48、o.，可知 Coco 也应是在以上两张照片 中，通过上面的介绍，都已将所有的人物对号入座，而在照片中还有一只小狗，可知 Coco 应是 小狗的名字。 3. Careful reading T: Now lets work on 2c. First read the sentences below. Know what you are supposed to know about the passage. Then read the passage again and try to fill in the blanks. 指导：本题为阅读填空题。读短文可知本文是以我（Jenny）的名义写的，文章通过两张家 庭照片介绍了我的家庭成员。同学们应清楚，文章里中的关键词my是指詹妮的。由短文第 一句话 Hi, Im Jenny. （你好，我的名字叫詹妮） ，可知第一题的答案为Jenny。第 2