Unit2This is mysister教案.docx

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, grandmother (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。 课时：6课时 1 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. Who's she? She's my sister. Is this/that your sister? Yes, she is./No, she isn't. Are these/those your parents? Yes, they are. /No, they aren't. 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? Whats your name? Nice to meet you! What's your telephone number? etc. 2. Let some students show their ID card. 2 T: What's your first name? What's your last name? What's 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 . 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 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, 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 answers with the class: 1. a 2. c 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? 3 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; Those are Who's she/he? She's/He's 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; These are; Those are Who's she/he? She's/He's 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 hear. First let's read the words in the box together. parents mother father sister brother grandmother grandfather friend grandparents 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 let's 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.) 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? 2) Whats her fathers name? 4 3) Is Mary her sister? . Pair work T: 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 Who's she/he? She's/He's 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 who need.) T: Lets check your work, please. Ss: OK. (Ask one pair to do it.) S1: Who's she? S2: She's Jenny. S1: Who's he? S2: He's John. (Ask two more pairs to do it.) . Role-play 1. Now look at the picture in 2d. This is Jane's 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 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；外祖父。 2. Hes my brother, 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 姑母，uncle 舅父；姨夫，cousin 堂兄；表兄等。 5 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.，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，that is 意为那是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. 6 The third Period Section 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 . Who's ? She's/He's Is this/that ? Yes, /No, Are these/those ? Yes, they are./No, they aren't. 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 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 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. 7 Brother, sister, those are my friends. 2. Talk about the family photo. 注意： 单数 复数 this these that those it/he/she they is are Practice 用is或are完成下列句子： This _ my sister. That _ his brother. She _ his aunt. He _ my uncle. These _ her 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. 8 他们是谁？Who _ they? 他们是我的祖父母。_ my grandparents. 2. Explanation 1. these是指示代词，意为这些，是this的复数形式。These are 句型意为这是，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 9 These are Those are 辨别人物常见句型： Whos he/ she? Hes / Shes . Whore they? Theyre . Pair work 1. T: Let's 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He's。 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 conversation. Get some pairs to act out the conversation in front of the class. IV. Practice 1. T: Now let'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 my 3. S2 repeat S1's 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: Who's she? S2: She's my mother. S1: Who's he? S2: He's my father. S2: Is this your grandfather? 10 S1: Yes, he is. S2: Are those your parents? S1: No, they aren't. 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 用下列句型介绍一张你的家庭照片。 This is Thats These are Those are 11 The fourth and fifth Period Section B (1a-2c) 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 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，获得相关信息，正确地表述家庭成员间的关系。 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 photos 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 12 family. This is my father. His name is This is my mother. Her name is They are good parents. This is my brother. His name is Look! Its me. Am I funny? 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 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. 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. 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. 13 T: Right. (Show the word aunt on the screen. and then teach these words son, daughter in this way.) T: Read the words on the screen together. SS: 2. Practice the new words. . Writing 1. Now let's 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 daughter. They are your sister and you. Your uncle and your aunt only have a daughter. She's 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. . Listening 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. 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, tell your partner about your picture. You can use This is and These are to talk about. Then report it to the class. 14 (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 many names in this Unit. Can you tell it's 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. 4. Check the answers. ( Male: Bob, Jack, Tom, Jiang Tao, Alan, Eric, Paul, John ) (Female: Jenny, Linda, Mary, Sally, Jane, 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. (Write "in the next photo" on the blackbo