Unit2This is mysister教案.docx

1、Unit2This is my sister教案Unit 2 This is my sister. 教学目标：1、能够简单介绍人物关系及指认人物关系。2、能够用指示代词this, that, these, those介绍人物关系及用who引导 的特殊疑问句询问第三方是谁。3、能够将图片与人物描述相结合进行有效记忆及将人物描述的文字信息和 图片信息相互转换。4、了解英语国家中家庭成员之间的称谓。教学重难点：1、能够正确使用下列词汇： family, mother (mom), father (dad), parent, sister, brother, son, daughter, grandm

2、other (grandma), grandfother (grandpa), grandparent, cousin, aunt, uncle, day, photo, picture, girl, dog, these, those, they, who, have, next, here, of, well, bye.2、能够正确使用下列常用表达： this is , that is , these are , those are , whos ? a photo of my family, in my farmily, have a good day.3、能掌握名词单复数与谓语的一致性

3、。课时：6课时The First and second Period Section A (1a-2d)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

4、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，从而激发起他们对家人的

5、热爱。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. Warming-up and revision 1. Greetings T: How are you

6、? 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. My first name is My last name is My telephone number is

7、. Presentation1. 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 can spell sister? T: Read after me, siste

8、r. (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, that is mother. Grandfather, grandfather.

9、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 answers with the class: 1. a 2. c 3. b 4. h 5.

10、 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 sister. . Pair work 1. Role-play the conversation

11、 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. Using the sentence structure: This is ; That is; Thes

12、e are; Those are Whos she/he? Shes/Hes 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 recording of 2a in Section A and circle the family members you hear.First lets read the words in the box together.

13、 parents mother father sister brothergrandmother grandfather friend grandparentsSs: 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

14、 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.)T: Who find them? (Many students may say they do. Choose two of them to answer.) 3. Listen and answer.1) Whats Cindys mothers name

15、?2) Whats her fathers name?3) Is Mary her sister?. Pair workT: 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 she/he? Shes/Hes” to find them, please. When you finish, change roles to do it. Now begin. (Students wor

16、k. Teacher walks round the classroom to see how they are doing and helps the students 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-play1. Now look at the picture in 2d. This is Ja

17、nes family. Read the conversation first. Then 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 students read the dialogue and fill in the blanks. 3. Let Ss read the conversation after the teacher aloud. Then work

18、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. VIII. Language points 1. Are those your parents? parents是parent的复数形式，表示父母双亲。parent表示父母双亲中的一员father或mother。类似的词还有grandparent，意为“祖父（母）；外祖父（母）”。2. Hes my b

19、rother, Paul.brother意为“兄”或“弟”。复数形式是“brothers” ，应注意在英语中有一些称呼词不如汉语的称呼词意思明确，应视具体情况而定。类似的单词还有sister “姐；妹”， aunt “姑（姨、伯、婶、舅）母”，uncle “舅（叔、伯、姑）父；姨夫”，cousin “堂兄（弟、姊、妹）；表兄（弟、姊、妹）”等。3. Well, have a good day! 祝你过得愉快！Have a good day! (=Have a nice day!)是一句祝福的话语，意为“祝你过得愉快”。经常用于谈话或打电话结束时向对方表示祝福，对方常会回答“You, too.”

20、，意为“也祝你过得愉快”。4. This is my friend Jane. This is /That is 这是/那是 This is 意为“这是”（指离说话人较近的人或物），that is 意为“那是”（离说话人较远的人或物）是一个用来介绍他人的常用句型。当介绍在场在第三人时，常用句型This is / That is，一般不直接说He is.或She is.。Homework: 1. Remember the new words. 2. Try to introduce your family members to your friend orally. The third Peri

21、odSection A (Grammar Focus-3c)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 ? 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

22、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）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。2）综合运用所学的知识进行交际的能力。三、教学过程. Warming- up and revision1. Greeting the Ss. Chant the song: Father, father, this is father. Mother, mother, that is mother. Grandfathe

23、r, grandfather. Grandmother, grandmother. Parents, parents, these are my parents. Brother, sister, those are my friends.2. Talk about the family photo.注意：单数 复数this these that thoseit/he/she they is arePractice用is或are完成下列句子：This _ my sister.That _ his brother.She _ his aunt.He _ my uncle.These _ her

24、parents.Those _ her friends.They _ my family. Grammar Focus. 1. 学生阅读并完成下列句子。 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 brother. 他们是谁？Who _ they? 他们是我的祖父母。_ my grandparents.2. Explanation1.

25、 these是指示代词，意为“这些”，是this的复数形式。These are 句型意为“这（些）是”，用来介绍离说话人较近的两者或两者以上的人或物。例如：These are his parents. 这是他的父母亲。These are blue shirts. 这是些蓝色的衬衫。 2. Are these/those? 是一般疑问句，意为“这/那（些）是吗？”，用Yes, they are.或No, they arent.来回答。例如： Are these your friends? 这是你的朋友们吗？ Yes, they are. 是的。3. who意为“谁；什么人”，是一个疑问代词，用于

26、对人的身份进行询问。whos是who is的缩写形式，用于对单个人进行询问，回答时常Hes/Shes/Its。 whore (=who are)用于对两个或两个以上的人进行询问，回答时常用Theyre (=They are) 例如：Who is that boy? 那男孩是谁？Hes my cousin. 他是我的堂弟。Who are they? 他们是谁？Theyre my brothers. 他们是我的兄弟们。 4. they意为“他（她、它）们”，是人称代词的主格，用于指代两个或两个以上的人或事物，在句子中作主语。theyre是they are的缩写形式。例如：Whore they? 他

27、们是谁？Theyre my cousins. 他们是我的表弟。 Whore Linda and Mary? 琳达和玛丽是谁？ Theyre my sisters. 她们是我的姐妹。5. thats是that is的缩写形式。当人称代词、指示代词及疑问词与be动词am，is，are等连用时，为了简便常用缩写的形式。6. 介绍人物常用句型：This is Thats These are Those are 辨别人物常见句型：Whos he/ she? Hes / Shes .Whore they? Theyre . Pair work1. T: Lets work on 3a. A is intr

28、oducing 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 the blanks. Th

29、ey 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. IV. Practice 1. T: Now lets work on 3b. Work in pairs to make sentences with words in the three boxes. 2. S1 look at the

30、pictures, say: This is my That is my These are my Those are my3. S2 repeat S1s introductions: This is your That is your These are your Those are your V. 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: Shes 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. 2. T: Do you know what “family” is?