Unit 2 This is my familyWord文档下载推荐.docx

1、一、教学目标： 1. 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? Shes my sister. Is this/that your sister? Yes, she is./No, s

2、he isnt. Are these/those your parents? Yes, they are./No, they aren3） 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，从而激发起他们对家人的热爱。二、教学重难点1. 教学重点：1）the names of family members. 2）The u

3、sage 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. Warming-up and revision 1. Greetings T: How are you? Whats your name? Nice to meet you! Whats your telepho

4、ne number? etc. 2 . Let some students show their ID card. T:s your first name?s your last name?3. Let Ss introduce their ID card information to class. My first name is My last name is My telephone number is. Presentation1. Show Ss a piece of video “家有儿女”. （show Xia Yus photo） Whats his name?Ss: His

5、name is Xia Yu. We know Xia Yu has a happy Family. Now lets come into his family. Who is this? This is Xia Xue. Xia Xue is Xia Yus? Sister. Good! Who can spell sister? 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: b

6、rother, father, mother, parent （s）, grandfather, grandmother, grandparent （s） ） Now lets 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

7、 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. Listening A boy is talking about his family. Who is he talking about? Now listen and circl

8、e the people the boy talks about. OK. （Play the recording of 1b twice. Students work.） Whats the answer?S: Two brothers and a sister. . 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; T

9、hose are Whos she/he? Shes/Hes 2. Look at the picture in 1a. Talk about the other people in the picture with your partner. Using the sentence structure:3. Let some pairs act out their conversation. . Listening1. T: Here are two girls. They are talking about the family members. Please listen to the r

10、ecording of 2a in Section A and circle the family members you hear.First lets read the words in the box together. mother father sister brothergrandmother grandfather friend grandparentsSS: OK. （Read the words together. Then play the recording of 2a twice. Students work.） Check the answer. （Ask two s

11、tudents to say the answers.） 2. Listen and match. Now lets look at the photo of this family. We know this is Jenny. But we dont 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.） Who find them? （Many students

12、 may say they do. Choose two of them to answer.） . Pair work 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 “Whos” to find them, please. When you finish, change roles to do it. Now begin. （Students work. Teacher walks ro

13、und the classroom to see how they are doing and helps the students who need.） Lets check your work, please. OK. （Ask one pair to do it.）S1:S2:s Jenny.s he? Hes John. （Ask two more pairs to do it.） . Role-play1. Now look at the picture in 2d. This is Janes family. Read the conversation first. Then lo

14、ok 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 gr

15、oups 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，有利于形成良好的学习习惯。

16、）Homework:1. Remember the new words. 2. Collect a family photo. Introduce your family members in the photo. 板书设计：Section A （Grammar Focus-3c）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 .s ?s Is this/that ? Yes, /No, Are these/those ?t.3） 能运用所学的词汇及句型完成不同的交际练习。通过

17、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。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。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。2） 综合运用所学的知识进行交际的能力。. Warming- up and revision1. Greeting the Ss. Chant the song:2. 通过上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

18、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. Now its your turn. Take out your family photo and introduce them to your partner.（Ss take turns introduce their family member

19、s 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Those are2） 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 应做直接回答：Shes或Who are they? 回答用T

20、heyre 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多个人物用：Are these/those? Yes, they are. 或No, they aren2. 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. 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

21、 brother. 他们是谁？Who _ they? 他们是我的祖父母。_ my grandparents.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 Lets 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. 阅读

22、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 the blanks. They can discuss the answers with their partners. 4. Check the answers. Then let the Ss practice the conversa

23、tion. Get some pairs to act out the conversation in front of the class. . Practice 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 my3. S2 repeat S1s introductions: This is your That is your Th

24、ese are your Those are your . Practice You and your partner put your photos on the desk. Take turns to ask and answer the family members. S1: S2:s my mother. s my father. Is this your grandfather? Yes, he is. Are those your parents? No, they aren2. T: Do you know what “family” is? “family” means “ f

25、ather and mother-I love you!” And I hope you can show your love to your parents, OK? Ok!Homework 1. Review the Grammar Focus. 2. Make a conversation with your partner and copy it on your workbook. 板书设计 Section B 1a-2c 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。 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。