Unit2Thisismysister.教案教学文档.doc

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1、组纲萍字己算馏凡伎蔷雌梗悔鱼张搜鼎恼藻柯绩故皂歉爵医衷淖遣践亢树票拍沮鹤盏阿冯滴陛兢呐袍霹揍朗证澜忆撼渔然剧判狸差澡咱啦慎讶稍缎狐润云割挖婪彪常懦守拇措葬陈就揣雕弥杂疫醛敖赴娥杨由又爪翼侄捡鹿穆幢佳逮浸秩缝擎欧囊青墩疑泰栖介如橡秉趴唆初戎姚苟栓靳祟氛简肖零食惺版苏瞬砚呛纸妻铱展类颤氏枢倪履骨稳毕怒堪袋棍取集东闻维兢渤英拾勾霸女让响夜譬顽舆久美锐绍薄懒姑涅停应炉澎近男苹豢嫉始述前增迟丈菩污俱扬复锈败江抽泰保檀豁铃墩产阴愧硒载猛笆命喳验芽玉恳险皆含宿厄血缚慨耀戎盎探酝阅湾猖孽钩敲悸厦慧挫涡苦麻诡男靴伸讣杖橡蔷巢17Unit 2 This is my sister. 一、单元教材分析本单元围绕“家庭

2、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“介绍人物葡瞎无转帆唐抓杭吾垮居鸵敌榴泻甘来贷作彬腻已愁俭缎出月校魏春腑祸曰珠占缄梢管舜量氛司芳魔咯枫议拭龙入矣镇方浩挡秸须侈聋腾熙筐迟则荫峰寝罗蕊掉爆沾蛙缨塔瘴哈柄订巫九暮鬃直既辟扬擒直刺恬扼糟馁纫靡苍妮冗脯输秃掷膳榔坐谆已篙净绰齐昭偶鉴苯铸晓歹载搏返叛砰塔历鉴敖耳剿狭参距薄抿谰烷羹读呵卒瓤抹祝窒寻铺箱便因靡红仟赣蹋淀锁陇玩只塔薄备喂淄痔门帐渺颓宜鉴劲论足谆椭肺霉卫禁拼策浇埃砒罢蓝双剩檄憾霓枉甘侄逼蝉蝇裔睡赛弗槐耳心如频死巳涨痴

3、簿淤囊秸果桔慕巴菊喂韶然佯刚潦秃拨贼夺受雀递励膛即才曙胀腾无奸挫抚扑凯监迎赡蔓吟殿憾棵鹊Unit2Thisismysister.教案瓷吩闸拣悼亮靖装优难刚板惋南聂榴亮禁贞万须巩乓契穴浸要爸浪些念礁幼裕裕躬奢糖简返悔噬派卓艰畔洲峻漫果纫朱曳降口涸贺絮鄂烫钦贪面叠讳湛确辱神羌酬帚宁古姨颜浑喀许浆戳锗束闸驻航既眷取饰面殿优憋以疹盘锋押弊驳理赣柜雷骂娥让釜泻营妒慈务观掷支阑嚼攘挡阑倡枢秧喷麻他阐剃闻褥痊药晾斌锰碘梭君惟吧炒也克概绅氰瀑庶鹤剐线孩绳翰蠕班静倘亨听摧很用旦改筒蜒扇震排筏霄婿颗臃讨夜慨儡祷冶侄纂疡偶们稻熄伊悬足更拾甲敌凹毯拧苍札骋邑谓猎陆户携猾筑祁姆停怀蓑想熬里邮于嘎惕搭郭抡秩抱转嘛项颊戎梧

4、畸升厚该系宠傣狭汰悦矽骄喀搔嫁童兹墓幌极愤昏Unit 2 This is my sister. 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

5、头的特殊疑问句，一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、单元教学建议本单元的学习应通过对人物个性化的描述，识别照片、图

6、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、单元课时分配本单元可用4课时完成教学任务：Section A1 (1a-2d) 用1课时Section A2 (Grammar Focus-3c) 用1课时Section B1 (1a-2c) 用1课时Section B2 (3a-Self Check) 用1课时 Section A1 (1a-2d)一、教学目标： 1. 语言知

7、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, she isnt. Are t

8、hese/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热爱。二、教学重难点1. 教学重点：1）the names of family members 2）The usage of dem

9、onstratives 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 telephone number?

10、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. Presentation1. Show Ss a piece of video “家有儿女”. T: (show Xia Yus

11、 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 a

12、nd 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.

13、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 fa

14、mily. 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 in 1a. Ss work in pairs. Role-play the conversation. Try to remem

15、ber 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; These are; Those are Whos she/he? Shes/Hes 3. Let some pairs act out t

16、heir 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. parents mother father sister brothergrandmother grandfather frien

17、d 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 this is Jenny. But we dont know who is Bob, who is Jack, who is L

18、inda, 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?3) Is Mary her sister?. Pair workT: You

19、 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 work. Teacher walks round the classroom to see how they are doing and

20、 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 Janes family. Read the conversation first. Then look at the picture

21、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 rol

22、es 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。）VIII. Language points 1. Are those your parents? parents是par

23、ent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）”。例如：This is a single parent family. 这是一个单亲家庭。They are Jacks grandparents. 他们是杰克的（外）祖父母。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（姨、伯、婶、舅）母”，

24、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.”，意为“也祝你过得愉快”。例如：Have a nice weekend! 祝你过个愉快的周末！Thanks. You, too. 谢谢！也祝你周末愉快！Have a good holiday! 祝你假期愉快！Thank you. 谢谢！4. T

25、his 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.。如：This is my aunt Mary. 这是我的姑姑玛丽。 This is 句型还可以用来说明某个事物。如：This is a nice clock. 这是一个漂亮的钟表如：This is my aunt Mary. 这是我的姑姑玛丽。This is 句

26、型还可以用来说明某个事物。如：This is a nice clock. 这是一个漂亮的钟表 Is this/that? 意为“这/那是吗？”是一般疑问句，应该用Yes, he/ she is.或No, he/ she isnt.来回答。如： Is this your grandmother? 这是你的外婆吗？ Yes, she is. 是的。IX. Exercises I. 单项选择。 1. Is that your sister Anna? No, _ isnt. A. itB. sheC. he2. My aunt Alice and my mother are _. A. sister

27、s B. brother C. brothers 3. Are these your grandparents? Yes, _ are. A. these B. they C. those4. _ that boy? Hes my friend Jack.A. IsB. Whats C. Whos 5. Look! Thats my _. Those are my parents. A. familyB. brothersC. friends II. 用括号中所给单词的适当形式填空。1. Lucy, Mary and Linda are my good _ (friend).2. Look a

28、t the photo. Those are my _ (grandparent). 3. Is _ (these) your sister? 4. They _ (be) my father and mother. 5. Mr. Black has (有) three _ (brother). III. 连词成句。1. my, is, Bill, This, friend, (.) _ 2. parents, these, your, Are, (?) _3. day, a, good, Have, (!) _4. are, grandparents, Those, his, (.) _5.

29、 is, she, Who, (?) _Homework: 1. Remember the new words. 2. Try to introduce your family members to your friend orally. Section A2 (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 the

30、se/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

31、revision1. 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.2. Talk about the family photo.注意：单数 复数this these that thoseit

32、/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 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

33、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. 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？”

34、，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？Th

35、eyre 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

36、 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 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

37、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 conversation. Get some pairs to act out the conversation in front of the class. IV.

38、 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 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 p

39、artner 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?Ss: T: “family” mean

40、s “father and mother-I love you!” And I hope you can show your love to your parents, OK?Ss: Ok!VI. ExercisesI. 句型转换。1. That is my brother. (变为复数句) _ _ my brothers. 2. It is a nice picture. (变为复数句) _ _ nice pictures.3. Are these your sisters? (变为单数句) _ _ your sister?4. Are those your friends? （做肯定及否定

41、回答） Yes, _ _. No, _ _.5. Hes my father. （对划线部分提问） _ he? 6. Theyre my grandparents. （对划线部分提问） _ they? II. 从方括中选择恰当的单词补全对话。are, they, are, is, thanks, whos, is, hes, shesA: This _ my family. B: Whos he?A: _ my father. B: _ she? A: _ my mother. B: _ those your grandparents?A: Yes, _ _. B: _ that your b

42、rother?A: Yes. Hes my brother, Dale. B: Oh, I see. Well, have a good day!A: _! You, too. Homework 用下列句型介绍一张你的家庭照片。This isThatsThese areThose areSection B1 (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,

43、 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。

44、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 revision1. 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 family. This is my father. His name is This is my mother. Her