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Unit 2 This is my sister.

一、教材分析

本单元学习的是学生最熟悉的家庭成员的称谓。通过介绍照片中的人物,帮助学生学会This/That is… , These/Those are … 以及询问人物的特殊疑问句Who is/are …?

本单元生词较多,并且也开始涉及到名词的复数形式,对学生来说有一定的难度。整个单元的都是围绕照片来谈论介绍人物的。由最初单一的家人称谓到连贯的句子、到对话、到篇章,充分体现了教材内容的渐进性和层次性,在教师的指导下学生能不断地重复掌握本单元的生词和新句型,从而达到熟练运用所学内容介绍家庭成员的目的。

本单元的教学内容为:

    1. 学习介绍他人;辨认人物。

    2. 学习名词:sister, mother, mom, father, dad, parent, brother, grandmother, grandma, grandfather, grandpa, grandparent, son, daughter, cousin, uncle, aunt, family, day, photo, picture, girl, dog

      学习动词:have

      学习代词:these, those, who

      学习感叹词:well, oh, bye

      学习副词:here,

      学习兼类词:next adj.& n.

      学习介词:of

    3. 学习词组:in the first photo, in the next photo, two nice photos of my family

    4. 学习句型:This/That is …

                 These/Those are …

                 Who’s he/she? He/She is …

                 Who are they? They are …

Here is/ are …

    5. 了解句子:Oh, I see.

Well, have a good day!

                Thanks! You too. 

                 

二、教学目标

    1. 通过本单元的学习,学生能用英语介绍、询问、交流家庭成员。并能用英语对每个家庭成员的关系进行思考。例如,见到father's mother,他们能很快反应出是指grandmother。同时能辨别什么时候用名词的单数形式什么时候用名词的复数形式。

2. 通过对家庭成员的学习,学生能用英语思考,并理清家庭成员之间的关系,从而激发他们对家人的热爱。

三、教学重难点:

1. 熟练掌握各家庭成员的名称,会读会说会认,并会用这些词进行交流。

2. 能正确运用所学词汇的单复数介绍他人。

四、课时安排

第一课时:完成Section A 1a – 2c

    第二课时:完成Section A 2d – 3c

    第三课时:完成Section B 1a– 1d

第四课时:完成Section B 2a – 2c

第五课时:完成Section B 3a – Self Check

五、教学步骤

The First Period (Section A 1a – 2c)

Teaching aims (教学目标)

    1. 学会表述家人的称谓。

    2. 能听懂有关介绍家庭成员的对话。

    2. 学会介绍家人。

    3. 学会用特殊疑问句来询问家人的称谓。

Language points  (语言点)

    1. 词汇:1)名词n.  sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family

             2)代词pron.  those, who, these

             3)感叹词interj.  oh

    2. 句型:This/That is …

             These/Those are …

             Who’s she? She’s …

Difficulties (教学难点)

    1. 表示人物称谓的名词的读音及拼写。

    2. 名词复数的正确使用。

Teaching steps (教学步骤)

1. Warming-up and revision(课堂热身和复习)

    1Daily greetings to the students

        T: Hello, What’s your name?

        S: My name is …

        T: Nice to meet you!

        S: Nice to meet you, too!

    (2) Revision (复习)

        1T: What’s this in English? (Show some pictures or play PPT)

           S: It’s a jacket.

           T: Spell it, please.

           S: J-A-C-K-E-T, jacket. 

           T: What color is it?

           S: It’s purple.

        2T: Is he Eric? (指着班上的学生进行问答。)

           S: Yes, he is.

           T: Is she Cindy?

           S: No, She isn’t. She’s Helen.

           T: What’s his name?

           S: His name is Bob.

        3T: This is ...  (利用书上所出现的人物图片引导学生说出名字。)

           S: Alice. This is Alice.

           T: These are …

           S: Mike and Tom. These are Mike and Tom.

           T: That is …

           S: Frank. That is Frank.

           T: Those are …

           S: Cindy and Dale. Those are Cindy and Dale.

教学设计说明】复习前几个单元的基本句型,是对所学知识的回顾,也是正式上课前的热身。让学生指认班上的同学并询问姓名,把学生的语言交际放在真实的情境中,可以极大地调动学生的学习兴趣。通过复习学生已知的人物,引出介绍人物的句型。

2. Presentation (呈现新知识)

    T: What’s this in English?

    S: (Teacher helps the students to say) It’s a picture/photo.

    T: Yes, this is a picture of a family.

      Can you see the woman? This is my mother. (板书mother) She is my mother.

Read after me, mother.

    S: Mother, mother, mother.

    T: Can you see the man? That is my father. (板书father) He is my father.

    S: Father, father, father.

    T: Mother is my parent. Father is my parent, too. (板书parentThese are my parents. (板书these, parents) They are my parents.

Read after me.

Explanation: 名词分为可数名词和不可数名词两类。可数名词有单数和复数之分,变为复数形式时,一般情况是在单数名词后加“-s”,如:pen→pens, parent→parents

     (以此方法将图片上的grandfather, grandmother, grandparents, brother, sister引出)

教学设计说明】借着上一步复习的句型,拿出一张全家福,引入到family的话题;分别指向相应的人物来介绍,引出新的词汇,并教学生朗读,以确保他们发音的正确。在此环节的最后,说明可数名词单数变复数的最基本用法,为后面进一步的学习埋下伏笔。

 

3. Work on 1a (完成1a

    1) T: Now, please open your books and turn to Page 7. Look at 1a. You can see a picture of Dave’s family and some words we learned just now. Please match the words with the people in the picture.

    2) Check the answers.

    3) Ask some individuals to read aloud the words.

教学设计说明】说到match的时候用手做比划,示范什么是match。学生完成任务后再抽学生朗读,主要是检查他们是否掌握了这些词汇的读音。

 

4. Drill (练习)

    T: Now, you are Dave. Please cover the answers of 1a by using a piece of paper. And then listen to me carefully. I will give you a letter. You can look at the picture and tell me this letter means. For example, I say “a”. You should say “This is my mother.” I say “b”. You should say “These are my parents.” Understand?

    T: OK. Let’s begin. Tom, Stand up, please. Your letter is “e”.

    Tom: This is my grandfather. 

    T: Good job. Next one is …

教学设计说明】让学生扮演图片中的人物Dave,是帮助他们用第一人称来介绍家庭成员,进一步熟悉刚学到的新词汇。

5. Work on 1b (完成1b

    1 T: Next, I will play the recording. Please listen carefully, and circle the people the boy talk about in the picture.

    2Play the recording for the first time. Students only listen.

    3Play the recording for the second time. Students listen and circle the words they hear.

    4T: Do you get the answers? Who does the boy talk about?

         S: …

         T: Well done. Who does the boy talk about?

         S:

    5Play the recording again for the students to listen and repeat.

教学设计说明此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇,由于前面已做了一些训练,因此学生听起来比较容易,让他们都有一次成功的喜悦和感受,这样可以增强他们的学习自信心。

6. Presentation (呈现新知识)

    Draw a boy and two boys on the board and present the sentences:

    1) This is my friend. These are my friends. (教师站在黑板近处)

      Who’s he? He’s my friend.

      Who are they? They are my friends.

    2) That is my brother. Those are my brothers. (教师站在理黑板较远的地方)

      Who’s he? He’s my brother.

      Who are they? They are my brothers.

教学设计说明此环节通过教师所站的位置来表示thisthese thatthose的区别,同时也让学生明白单复数形式表达的词汇是不同的。

7. Work on 1c (完成1c

    1T: Now you are Dave. Please introduce your family to me. You can use “That’s my … Those are my …”

    2T: Who’s she/he?

         S: He/She is my …

    3T: Now please open your books at Page 57. Look at Note 1 in Unit 2. Let’s learn the culture: 中外家庭亲属成员之间称谓的文化差异

教学设计说明此环节是让学生运用所学句型来进行操练,有利于巩固所学句型。同时,让学生看书后57页的注解,帮助他们了解中外家庭亲属成员之间称谓的文化差异。

8. Work on 2a & 2b (完成2a2b)

    1T: Please turn to Page 8. Look at the words in 2a. Read them aloud.

    2T: Now let’s listen to the recording carefully and circle the words you hear.

    3T: Can you get the answers? Please check the answers.

    4T: Please look at 2b. I’ll play the recording once again, and you match the words with the people in the picture. (强调match

    5T: Who is Jenny?

         S: She is “d”.

         T: Who’s …?

         S: …

教学设计说明此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读,可以让学生尽快熟悉生词。学生将单词与人物连线,是检查学生能否根据所听到的内容辨认图中的人物。

 

9. Work on 2c   (完成2c

1Teacher points at the picture and practices with the students.

T: Please look at the picture again. Who’s she?

S: She’s Cindy.

        T: Who’s he?

        S: He’s her father.

2Now you can practice talking about the photo in 2b in pairs.

教学设计说明此环节先通过教师与学生的对话示范,让学生清楚教师的意图怎么进行对话。然后学生两人一组进行操练,可以使他们更加容易并熟练地掌握本堂课的内容。

10. Homework (课后作业)

    Oral: 1. 朗读并熟记第7页的单词和句子。

         2. 准备一张全家福,用所学的单词和句型进行介绍。(提醒学生记住在本单元后面的几堂课上都要使用。)

Written:抄写第7页的单词和句子。

    The Second Period (Section A 2d – 3c)

Teaching aims (教学目标)

    1. 学会说家庭成员的称谓。

    2. 学会询问别人的家庭成员,向别人介绍自己的家庭成员。

Language points  (语言点)

    1. 词汇:1)学习名词:day

             2)学习代词:they

             3)学习动词:have

             4)学习感叹词:well, bye

    2. 了解句子:Oh, I see.

Well, have a good day!

                Thanks! You too.  

    3. 语法:1)初步学习词的复数形式

             2)了解缩写词:that’s, who’re, who’s, they’re

             3)了解同位语: This is my sister Kate.

Difficulties (教学难点)

    介绍家庭成员时对单复数词汇的正确使用。

Teaching steps (教学步骤)

 

1. Warming-up and revision(课堂热身和复习)

    1. Daily greetings to the students

        T: Good morning/afternoon, boys and girls!

        S: Good morning/afternoon, Mr./Mrs. …

        T: Nice to meet you!

        S: Nice to meet you, too!

T: How are you today?

        S: I am fine/great/OK. How about you?

        T: I am fine/great/OK., too. /I am not bad awful/terrible.

          How is your mother/father/…? / How are your parents?

        S: She/He is …  / They are …

        T: What’s your name, please?

        S: My name is (I am) …

        T: (to the whole class) So that’s …

    2. Play a BINGO game.

        Students write down 9 words on Page 7 in the boxes. Then the teacher reads the words out of order. Students check what they have heard. If three words in a line are checked, they are the winners.        

 

 

 

 

 

 

 

 

 

    T: Please draw a chart like this. Write down 9 words on Page 7. You can write down one word in any box as you like.

    T: Now I’ll read 9 words and you check what you hear. If you checked three words that in one line, you can say BINGO and put up your hands. If you are the first to say BINGO, you are the winner.

3. Revision

        Talk about the picture in 2a & 2b using the sentence pattern..

        This/That is … Who’s she/he?     

        She’s/He’s …

        These/Those are … Who’re they?

        They’re …

教学设计说明】日常问候是为了帮助学生尽快进入学习的良好状态,老师引导他们用不同的语句进行问答,让他们知道在不同的情景下可以用不同的表达;通过BINGO游戏,让学生听辨并巩固上堂课所学的词汇;通过询问学生姓名,用That’s … 句型来介绍这位同学,也可以先问两个学生,再用Those are …句型来进行介绍;通过谈论2a, 2b的图片,让学生复习家庭成员的称谓和介绍人物的句型。这一环节为下一步的学习做好了铺垫

 2. Work on 2d (完成2d

    1T: Look at the conversation in 2d. You can role-play it. (解释role-play:分角色表演). Now I give you 5 minutes and you practice it.

    (While the students are practicing, the teacher moves around and help those who are in need of it. )

2T: Now you can look at the picture in 2d and answer my questions. Who are the girls?

    S: They are Jane, Sally and Kate.

    T: Who’s Kate?

    S: She’s Sally’s sister.

    T: Who’s that boy?

    S: He’s Sally’s brother.

    T: What’s his name?

    S: He’s Paul.

    T: Are those Jane’s parents?

    S: No. They are Sally and Kate’s parents.

    3Explain some of the sentences.

        a. Oh, I see. 噢,我明白了。

        b. Well, have a good day! 那好,愿你们(一天)玩得高兴!

        c. Thanks! You, too. 多谢了!也祝你玩得高兴。

        (见教材57页课文注解。)

教学设计说明】由于上一步的热身和复习为这一环节做好了铺垫,因此,让学生直接进行角色表演并不是很困难的。在他们练习中,教师给予适当的帮助。然后对学生进行提问,了解他们是否明白图片中的人物。这一步对学生来说有一定困难,因此,教师在提问后要指导学生回答问题。这样能很好地培养学生看图和阅读的能力。最后让学生看注解,让他们更加清楚对话的意思。

3. Grammar Focus (语法焦点)

    1T: Look at the sentences in Grammar Focus. Try to read them aloud.

    2Teacher writes the sentence patterns on the blackboard.

        This is …          That’s …

        These are …        Those are …

        Who’s she?         She’s …

        Who’s he?      He’s …

        Who’re they?       They’re …

        T: “that’s” is the short form of “that is”

“Who’re” is the short form of “Who are” .

“ Who’s” is the short form of “Who is”.

“they’re” is the short form of “they are”.

    3Suppose you are Sally. Look at the picture in 2d again and introduce the family members to me first.

        S: This is my sister Kate. That’s my brother Paul. Those are my father and mother. They’re my parents.

        T: (point at the persons in the picture and ask)

Who’s he/she?

S: He/She is my …

        T: Who are they?

        S: They are my parents.

教学设计说明】本环节的语法焦点是对本单元所学词汇和句型的小结,之后让学生又回到2d的图片进行谈论,是让他们更好地巩固所学词汇和句型。

4. Work on 3a (完成3a

    1T: Please look at the conversation in 3a. You can complete it by yourself.

    2Ask two students to read aloud the conversation and have a check.

    2T: Now practice the conversation with your partner.

    3Ask some pairs to act out the conversation.

教学设计说明】本环节主要是帮助学生学会能够根据上下文来填空,同时检查学生是否掌握所学句型。

5. Work on 3b (完成3b

    1T: Look at the picture in 3b. You can make sentences with the words in the three boxes.

    2Ask some students to present their sentences.

        This is … That is … These are …    Those are …

教学设计说明】本环节主要是通过不同的搭配巩固所学句型。

6. Homework (课后作业)

    Oral: 1)熟读2d & 3a两段对话。

         2)背诵语法焦点上的句子。

         3)利用所学基本句型谈论自己的家庭照片,在下一堂课带到课堂,与同伴轮流谈论图片上的人物。(完成3c

Written: 1)抄写语法焦点上的句子。

        2)介绍3b 图片中的人物,写出句子,不少于五句。

        The Third Period (Section B 1a – 1d)

Teaching aims (教学目标)

    1. 学会说家庭成员的称谓。

    2. 学会谈论家庭成员。

    3. 能听懂有关介绍家庭成员的谈话。

Language points  (语言点)

    1. 学会以下家庭成员的称谓

son, cousin, grandpa, mom, aunt, grandma, dad, uncle, daughter

    2. 熟练运用以下句型

These/Those are…

        This/that is …

        Who is/are …

        He/She is …   They are …

Difficulties (教学难点)

        1)在介绍或谈论家庭成员时,注意学生口语中的单复数运用。

        2)注意uncle, aunt daughter的拼写形式。

Teaching steps (教学步骤)

1. Warming-up and revision(课堂热身和复习)

    1. Daily greetings

        T: Good morning/afternoon. Who’s on duty today?

        S: I am.

        T: Is everyone here today?

        S: Yes. Everyone is here. / No, … is not here.

        T: Thank you.

    2. Revision

    T: Have you brought your family photos? Now please take out your family photos and introduce your family members.

      S: This is my mother.

        These are my grandparents.

      T: Is this your brother?

      S: No, it isn’t. He’s my friend.

      T: Is this your father?

      S: Yes, it is.

教学设计说明】本环节一方面是为了让学生尽快进入英语课堂氛围,另一方面,也检查了学生的课后作业,了解他们是否带上照片并向同伴介绍了照片上的人物。同时引入一般疑问句进行提问,为下一步的教学做好了铺垫。

 

2. Presentation (呈现新知识)

    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 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sondaughter

    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 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.      

教学设计说明】教师事先准备自己或明星的全家福,引起学生的学习兴趣,在一步步的猜测介绍中引出生词,及时板书。在这一环节中,老师可以通过学生已知的词汇引导他们说出新词汇。如:教师提示mother’s sister,看有没有学生说出aunt。这样,既活跃了课堂氛围,也使学生对人物之间的关系有了更深的印象。在口语中,教师有意识地使用Here is …句型,为下一课的Here are …句型的学习做一个铺垫。

3. Work on 1a (完成1a

    1) T: In my family, my grandpa is the oldest. (板书oldest并用body language表述) Who is the oldest in your family?

      S: My grandpa, too.

      T: Every family has a family tree. Can you finish the family tree in 1a?

      S: Yes.

    While the students are working, the teacher moves around to see what the students write.

    2) Check the answers and ask students to read aloud the words.

    3) T: Look at the family tree. My grandpa and grandma have a son and a daughter. One is my dad, the other is my aunt. My dad and mom also have a son and a daughter. I am their daughter. My brother is their son. I am my brother’s sister. My aunt and uncle only has one daughter. She’s my cousin.  

教学设计说明】教师先引导学生完成家谱,然后再以第一人称的方式介绍家庭成员之间的关系。帮助学生进一步巩固词汇,理清家庭成员之间的称谓。

 

4. Work on 1b (完成1b

    1T: Let’s listen to the recording in 1b. I’ll play the recording once. You only check the words you hear. 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.

教学设计说明】由于学生对生词已有了较为深刻的印象,因此,让他们勾出所听到的词汇并不困难。抽单个学生朗读,是为了检查学生是否能正确发音。

5. Work on 1c (完成1c

    1T: Look at the two pictures in 1c. Who are they in the first picture? Can you guess?

       S: They are Grandpa, Grandma, Mum, Dad, Uncle … (只要学生能说出人物的称谓就加以鼓励)

       T: Well done. Can you guess who they are in Picture 2?

       S: They are Grandma, Mum, Dad and a boy.

       T: Quite well. One of the pictures is Jiang Tao’s, and the other one is Tom’s. Do you know which one is Jiang Tao’s and which one is Tom’s?

       S: No.

       T: Now let’s listen to the recording and find out the answers.

    2Play the recording once again for the students to listen and find out the answers.

    3) Check the answers and play the recording for the students to listen and repeat.

教学设计说明】从图片入手,教师引着学生先谈论,讲明要求再听,不但降低了听的难度,让学生都有成功的喜悦,同时也培养了学生专心听的习惯。

6. Work on 1d (完成1d

    1Teacher draws a picture of his/her family and friends on the blackboard and introduces the people.

    2T: Now you can draw a picture of your family and friends.

    3) Ask one or two students to show their pictures and tell the class who they are.

        T: Tim, Can you show me your picture? Who are they? Can you tell me?

        S: This is my … and These are my …

    4) T: Now you can tell your partner about your picture.

教学设计说明】在让学生动手画之前教师要给以示范,让学生知道从哪儿入手。抽一、两个学生介绍自己的照片,也是给其他同学做出示范,让他们知道怎样介绍图片。如果时间太紧,就让学生把这一任务作为课后家庭作业。

7. Summery ( 小结)

    1T: Nextplease answer my questions.

a. How many family words do you know?

b. Can you make a family tree about your family?

c. What problems do you still have?

2Exercises 

 Fill in the blanks.   

1. Lucy is a girl. She is her father’s __________.

2. Jim is his father’s ____.

3. My father’s sister is my ______ .

4. Kate’s father’s brother is her _________.

5. Tim’s father is my uncle, so Tim is my ________.

6. His parents are his ______ and _______.

7. My grandparents are my ______   and_________.

8. My father has no brothers, and so I haven’t any ________.

    9. My father has two sisters, and I have two ________.

    10. I am the only child of my _______. I have no ________ or _______.

教学设计说明】通过回答问题,了解学生对本堂知识的掌握程度;根据提示填空,是帮助学生从另一角度理清家庭成员之间的关系。

8. Homework (课后作业)

    Oral: 1)朗读并背诵本堂课所学的生词。

2)口头介绍自己的全家福及朋友的全家福。

    Written: 1)抄写本堂所学的生词各三遍。

           2)在作业本上写出句子介绍自己的全家福。

教学设计说明】给学生布置书面表达不仅是检查他们能否掌握本单元的基本句型,同时也是培养学生观察图片,养成能说会写的好习惯。

 

The Fourth Period (Section B 2a – 2c)

Teaching aims (教学目标)

    1. 学会区分英文名的性别。

    2. 进一步巩固并熟练掌握人物称谓。

    2. 能根据图片和描述,理解短文。

Language points  (语言点)

    1. 词汇:1)名词n.  photo, picture, girl, dog 

             2)副词adj. here

             3)介词prep. of

             4)形容词兼名词adj. & n. next

    2. 词组:two nice photos of my family

            in the first photo

            in the next picture

            the name of the dog

3.句型:

学会使用Here are/is …

        巩固并熟练掌握These are …

Difficulties (教学难点)

        1)运用阅读策略引导学生进行短文阅读。

        2)帮助学生理解倒装句In the next picture are my brothers.

Teaching steps (教学步骤)

 

1. Warming-up and revision(课堂热身和复习)

    1. Daily greetings

T: Good morning/afternoon. Who’s on duty today?

        S: I am.

        T: Is everyone here today?'

        S: Yes. Everyone is here. / No, … is not here.

        T: Thank you.

    2. Revision

        1Teacher shows a photo of his/her family and friends to the students and introduces the people in it.

        2Ask some students to show the pictures they drew and introduce the people in it.

        3Play a guessing game

Ask some individuals to show their pictures and get the others to ask using the sentence pattern: Is that your…? Are those your …? Who’s he? Who are they? The student who is showing the picture answers their questions. Each student only guess no more than three times.

    3. Have a dictation

        Teacher reads some words and sentences the students learned in the last period. And ask the students to write them down.

教学设计说明】日常问候是为了帮助学生尽快进入学习的良好状态;教师展示相片并进行介绍一方面是帮助学生回忆上一堂课的内容,同时也是给学生做示范,让学生能模仿介绍自己的全家福等照片;学生展示他们所画的图片,让其余的学生用疑问句来进行猜测,是帮助学生在真实的语言环境中进行交际,增强他们的学习兴趣;听写是为了检查学生课后是否完成复习上一堂课的任务。

2. Playing a game — Who can be the quickest?(做游戏——看谁反应快?)

  老师说出人物之间的关系,学生说出其称谓。看谁最先说出。

    e.g. T: Father’s father.

       S: Grandfather or grandpa.

       T: mother’s sister.

       S: Aunt.

教学设计说明】此环节一方面是是帮助学生理清家庭成员之间的关系,另一方面是检查学生对家庭成员的称谓是否掌握。

3. Work on 2a (完成2a

    1 T: What’s your name?

        S: My name is …

T: In this unit we have known some English first names. Can you tell me?

       S: Yes. They are Jenny, Bob, Jack, Linda, Tom, Mary, Kate, Jane, Sally, Helen, Eric, Cindy, John and Paul. While the students are talking, the teacher writes them on the blackboard.

        T: You did well. But do you know which names are for male and which names are for female? Explain

 Boys and men are males. For example, Li Long is a male. Mr Zhang is a male. (列举几个班上的男生或男老师)

 Girls and women are females. For example, Li Xia is a female. Miss Liu is a female. Understand? 

    2 Now, please look at 2a on Page 11. Write down the male first names in the first box and the female first name in the second box.

    3 Check the answers.

教学设计说明】此环节主要是帮助学生分清常见英文名适用的性别,了解malefemale这两个词。

4. Work on 2b & 2c (完成2b & 2c

    Before reading: Talk about the pictures.

        T: Here are two photos. (板书:Here are …Are they photos of a family?

S: Yes.

T: Who are they? Do you know?

        S: No.

        T: Who is talking about the photos? Do you want to know?

        S: Yes.

    While reading:

1)Fast reading

T: Now please read the passage next to the two photos quickly and find out who is talking about the photo.

        S: Jenny.

        T: Is Jenny a male or a female?

        S: A female.

        T: You are great.

2) Careful reading

a. T: Jenny tells us the names of the people in the photos. Can you read the passage and circle the names?

          S: Yes.

        While the students are reading, the teacher moves around to offer help.

        b. Ask a student to say the names he/she has circled.

        c. T: Now you can read the passage again and complete the sentences in 2c.

        d. Check the answers.

    After reading

         1Get six students to say the completed sentences one by one.

         2Play the recording for the students to listen and repeat.

         3Ask students to answer the questions:

            a. Who is Alan? Jenny’s father.

            b. What’s the name of Jenny’s mother? Mary 

            c. Who are Bob and Eric? They are Jenny’s brothers.

            d. Is Cindy Jenny’s sister? Yes, she is.

            e. What is the name of Jenny’s cousin? Helen

            f. Is Coco a boy?   No. A dog.

        4Teacher writes down some phrases on the blackboard and makes sure the students can understand them. And then ask students to underline the phrases in the passage.

        two nice photos of my family            in the first photo

        in the next picture             in my family   

        the name of my dog

        Here are …                                

教学设计说明】此部分开始涉及篇章的阅读。在学生一开始接触到篇章的阅读时,老师就要有意识地培养他们良好的阅读习惯。本环节的设计是先从图片入手,通过图片引出问题,让学生产生阅读的欲望,再带着问题去进行第一次快速阅读,回答老师提出的问题;学生第二次阅读后圈出人名;第三次阅读后完成2c的任务。然后让学生听录音跟读,纠正他们不正确的发音,同时让他们在听、读的过程中再一次理解句子、熟悉课文。在学生熟悉课文的基础上再让他们回答问题,即可检查他们是否能完全理解课文。最后,老师小结文中出现的词组和新句型,让学生勾出,课后要求他们熟记。通过这种循序渐进的教学,可以把看似困难的阅读简单化,让不同层次的学生都能有所收获。

 

5. Homework (课后作业)

    Oral: 1) 正确朗读并熟记本单元的词汇。

         2) 熟读并背诵课文。

    Written: 抄写2b上的短文一遍并翻译成中文。提醒注意:句子开头的一个字母必须要大写,人名的开头一个字母必须大写,句末要用上正确的标点符号。英语的句号是小圆点而不是小圆圈。 单词与单次之间要间隔一个字母的距离。

         3)回家找一张全家福,下节课带上。

The Fifth Period (Section B 3a – Self Check)

Teaching aims (教学目标)

    学会介绍家庭成员。

Language points  (语言点)

    1. 熟练运用以下句型介绍家庭成员:

        This/That is …

        These/Those are …

        Who’s …?

    2. 学会用以下句型了解、询问他人

Who’re …?

Is this/that …?

        Are these/those …

    2. 熟练掌握并运用本单元所学词汇进行交际活动。

Difficulties (教学难点)

        熟练运用所学句型描述并询问别人的家庭成员。

Teaching steps (教学步骤)

1. Warming-up and revision(课堂热身和复习)

    1Daily greetings

        T: Good morning/afternoon. Glad to meet you.

        S: Glad to meet you, too.

        T: How are you today?

        S: I’m fine/OK/very good/great. And you?

        T: I am great. How is your mother/father/grandfather …

        S: She/He is fine/OK/ very good/great.

        T: I’m glad to hear that. Thanks for your answer.

          Who’s on duty today?

        S: I am.

        T: Is everyone here today?'

        S: Yes. Everyone is here. / No, … is not here.

        T: Thank you.

    2Revision

        T: Are you Helen?

        S: Yes, I am. / No, I’m not.

        T: Is she Helen?

S: Yes, she is./ No, she isn’t.

        T: Is he Mike?

        S: Yes, he is. / No, he isn’t.

3Playing a guessing game

        a. Teacher draws a picture on the board as a model and gets the students to guess who she/he is, using the sentence structures:

            Is she your mother? No, she isn’t.

            Is she your aunt? Yes, she is.

        b. Ask several individuals to draw some persons on the board. And then ask the other students to guess who they are.

4Talking about your photos

a. Teacher shows a picture of a family to the students and introduces the people as a model. Then ask some individuals to repeat.

Hi! I am Jenny. Here is a photo of my family. This is my father and this is my mother. These are my parents. That is my grandfather and that is my grandmother. Those are my grandparents.

        b. T: Please show me a photo of your family. Let me look at the photo of your family. May I have a look at your family photo/. Is this/that your father/mother …?

          S: Yes, he/she is. No, he/she isn’t.

          T: Great! Thanks for your answer. Can you tell me who is/are your father/parents?

          S: Yes. This is my father … /These are my parents.

教学设计说明】课堂热身和复习是为了帮助学生回忆巩固本单元所学词汇和句型。复习第一单元的句型,是为了引出三人成单数的一般疑问句,为下一步活动做准备。画图做猜测游戏一方面是活跃课堂气氛,更主要的是检查学生能都运用所学词汇和句型进行真正的交际。

2. Work on 3a   (完成3a

    1) Get students to complete the chart with the words in the box.

        T: Please open your books at Page 12. Look at 3a. Can you see the words in the box?

        S: Yes.

        T: Please read them aloud.

        S: Brothers, parents, Cindy, family

        T: What does “parents” mean?

        S: Father and mother.

        T: You are great. Is Cindy a boy’s name?

        S: No. It’s a girl’s name.

    2) Ask one or two students to read the passage and check it.

        T: Now please answer my questions. If Paul a boy or a girl?

        S: A boy.

        T: Who are John and Bob?

        S: They are Paul’s brothers.

        T: Is Cindy Paul’s sister?

        S: Yes, she is.

    3) Students try to draw a picture of Paul’s family in the box on the right.

        T: Now you can draw a picture of Paul’s family

    4) Ask some individuals to show their pictures and introduce them to the class.

教学设计说明】本环节主要是通过任务的完成检查学生是否能正确地运用所给的词汇。让学生回答问题并根据短文画出Paul的全家福,是检查学生对短文的理解程度,同时也让他们展露一下绘画的天赋,放松心情,愉快学习。

 

 

 

 

3. Work on 3b(完成3b

    1Present a picture of a family. And then introduce it.

     

e.g. Here is my family photo. These are my grandparents. This is my father. This is my mother. They are my uncle, Tom, and aunt, Lucy. I have two brothers Tony and Jim. Who is this boy? It’s me! I have a happy family. I love them all.

   

    2Get students to practice talking about their family photos in pairs. If they forget to bring their photos, they can be one of the members in this picture and talk about it.

    T: Suppose you are one of the members in this family. You can talk about the people to your partner.

    3) Get students to write down what they say.   

        T: Now look at Section B 3b on Page 12. You can write down what you said just now in your book.

    While the students are writing, the teacher moves around to offer some help if they need.

    4Get students to read what they have written to their partners. .

     

教学设计说明】本环节任务的完成是通过教师介绍图片做示范,到学生模仿介绍,到写作,再向同伴讲述,一步一步环环相扣,层层递进。学生从口语表达过渡到书面表达,再通过陈述其书面表达检查错误,不仅能使不同程度的学生都可以动笔,而且还可以由学生发现对方所陈述语句的正确性,相互纠错,这样就大大增强了学生进行写作的自信心。

4. Self Check (自查)

    1T: Look at Part 1 below Self Check. (explain) In English, some words are for males and some are for females. But some words can not only be for males, but also for females such as parents. Now please group the words for family members you have learned.

        While the students are writing, the teacher moves around to have a look at what they write and offer some help if necessary.

    2Check the answers

教学设计说明】本环节通过归纳表示男性和女性的词汇以及中性词,让学生进一步掌握和巩固所学词汇。在检查学生任务完成情况时,抽学生朗读,又可检测他们是否能正确朗读单词。

    3Get the students to complete the conversation in Part 2.

        a. T: Please look at the conversation in Part 2. It’s not completed. You can complete it first.

While the students are writing, the teacher moves around to have a look at what they write and offer some help if necessary.

b. Now, I’ll ask a pair to read your conversation and let’s check if they are right.

c. Get students to practice reading the conversation. 

教学设计说明】通过完成对话,教师提醒学生怎样观察上下文补全对话,同时检查学生是否能在一段语境中正确地使用本单元所学语句。

5. Summarize (小结)

    1Learn to read, write and use the words:

    mother/mom  father/dad  parents  grandfather/grandpa  grandmother/grandma  grandparents  uncle  aunt  son  daughter  cousin  brother  sister  friend  this  that  these  those   she  he  picture  photo 

    2Learn to read, write and use the sentences:

a. 单数/复数

This is my friend.

These are my friends.

That is my brother.

Those are my brothers.

b. 询问身份

Is she your aunt? Yes, she is./No, she isn’t.

Is he your uncle? Yes, he is./No, he isn’t.

Is this/that your sister? Yes, it is. /No, it isn’t.

Are these/those your parents?

Who’s he? He’s my brother.

Who’re they? They are my grandparents.

    3)利用family tree弄清家庭成员之间的关系

教学设计说明】通过小结,再一次引导学生复习巩固本单元所学词汇和句型,能用所学词汇和句型进行口语交际,能看懂介绍家庭成员的对话及短文。

6. Exercises    (练习)

一、根据句意写出单词。

1My father’s mother is my  ________.

  2My father’s father is my  ________.

  3My father’s sisters are my  ________.

  4My father’s brothers are my  ________.

  5My uncle’s children are my  ________.

  6My parents’ ________ is my sister.

  7I am a boy. I’m my parents’ ________.

  8This is my  ________ photo. These are my parents and this is me.

    二、 把句子译成英语。

1.这是你的妈妈吗?是的,她是。(Is this your mother? Yes, she is.

2. 这些是你的朋友们吗?不,不是。(Are these your friends? No, they aren’t.

3. 这位是我的爸爸。(This is my father.

4. 那是我的爷爷奶奶。(Those are my grandparents.

7. Homework (课后作业)

    Oral: 1. 朗读并背诵本单元所学词汇和句子。

         2. 背诵112b的短文。

Written: 在作业本上画出你的全家福并用英文进行介绍。

 

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