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精品资料UNIT 2 THIS IS MY SISTER(the 1st period Section A 1a-1c, 2b-2d)Teaching aims: (教学目标)1. 学会表述家人的称谓, 区分家人的称谓.2. 学会介绍家人.Language points: (语言点)1. 要求掌握以下句式: (1) -This/that is my - These/those are my - This is his / her - These/those are his / her 2. 要求掌握以下词汇: (1) 名词: sister, mother, father, parent, brother, grandmother, grandfather, friend, grandparent (2) 代词: this that these those3. 需要了解的节日：Family Day- Its a festival in the USA. A national effort to promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. Its always on the last weekend in September.Difficulties (难点)：本课的难点是学生要区分和掌握家人的称谓, 而学生在初次接触的时候, 要分清楚各个称谓会有一定难度。教学设计说明 1. 最基本的英语打招呼练习, 复习前两单元的句型. 即是一个对所学知识的回顾，也是正式上课之前的热身。2 这两个句型的练习也是对上个单元内容的复习。Teaching steps (教学步骤)1. Warming-up and revision (课堂热身和复习) (1) Daily greetings to the students (日常问候)T: Hello, what is your name?S: My name is .T: Nice to meet you!S: Nice to meet you, too!(2) Revision (复习)2T: Whats his / her name?S: He / She is.T: Are you Li Ming?S: Yes, I am. / No, Im not. Im .T: Whats your telephone number? S: Its 029-.2.Presentation (呈现新知识): 3拿出准备好的照片，来引入接下来family的话题。4 分别指向相应的人物，来介绍。可在课前在黑板上写好相应的词汇，在自己介绍完之后，可要求学生跟着自己念，并及时纠正学生可能存在的发音错误。5 拿出另外一张父亲单独的照片，来询问学生，并适时让他们分清楚parent 单复数的区别。6 之后一些家庭成员词汇的教授，都要求学生大声地重复，以确保他们发音的正确。7 这里需要适当解释和示范什么是 match。在学生做练习的时候可以在教室中走动，来回指导一下。8 让学生扮演1a图中人物的角色，让他们用第一人称来介绍家庭成员。目的在于让学生能进一步熟悉新词汇。T: This is a picture of my family.3T: Can you see the woman? This is my mother. Read after me, mother.S: Mother.T: Do you know which one is my father? This is my father. Do you think he is handsome? Please read after me, father.4S: Father.T: If we want to call our father and mother together, we can call them parents.5T: Father is my parent, Mother is my parent, too. They are my parents. 6T: Now look at these two old people. They are my Grandparents. One is my grandfather, the other one is my grandmother. They are old but they are healthy. T: Im the only child in my family, so I dont have any brother or sister. But I have an uncle and an aunt. They are my fathers brother and sister. Look, they are here. 2. Work on 1a: (完成P71a)T: Now, please open your books, and turn to page 7. look at part 1a. You can see a picture of a family and some words we have learned just now. Please match the words with the people in the picture. Check the answer.73. Drill (练习)：8T: Now, please cover the answer of 1a byusing a piece of paper then listen to me carefully. I will give you a letter, and you must tell me this letter means which member in the family. For example, I say “c”. You should say “This is my mother”.Understand?T: OK, lets begin. The first one is XX, your letter is “d”.S: These are my grandparents.9 此环节着重于听力的练习， 当然，教师并不需要局限于磁带，可根据学生掌握情况，自己变化或添加听力内容。此环节已经开始使用第三人称了。10 接着上面的环节，让学生试着用第三人称介绍。教师可以进行适当的讲解，也可以将句型写在黑板上。11 这里加入了美国家庭日这个概念, 这样是便于给学生一个比较真实的环境，同时也是西方文化知识的补充。教师除了介绍资料之外还可以问一下学生对此节日的想法。T: Good job. Next one -S: -4. Work on 1b (完成 P71b)9T: The next task is very easy for you. I will play the tape.Please listen carefully, and circle the people the boy talks about in the picture.T: Do you get the answer? Who does the boy talk about? S: His brothers and sister.T: You are so amazing.5. Work on 1c (完成P71c) 10T: I think everyone has known the family showed in 1a. Two students a group, please introduce the family to each other. Please use “ This is his-.” “These are his-.”S1: This is his father.S2: These are his parents.S: -6. Work on 2b (完成P8-2b)11T: Today, I would like to introduce an American festival to you, it is called “Family Day”11. On this day, the whole family get together, have meals and play games. Now look at the picture in 2b. They are having their “Family Day”. Look, they are so happy.But I dont know who are they exactly. Can you tellme?I will play the recording once more. And please match the name with the people in the picture. T: Can you give me your answer? S: - 7.Work on 2c (完成P8-2c)1212 仍然是利用书上的图片，将本课新的句型进行呈现并提醒学生注意区分单复数的用法。13 本环节还是在巩固所学知识。在此可鼓励学生尽可能地自由发挥，除运用当天所学之外，还可以有自己的东西。比如说询问未来子女的名字，未来家人的工作，年龄等等。并可对出色的同学进行适当的奖励。T: Two students a group. Ask and answer by using your own pictures Please use these sentences: “Who is he/she?” “Who are they?” S1: Hi, XXX. Who is he? S2: He is my grandfather. S1: Who are they? S2: They are my uncle and aunt. Work on 2d (完成P8-2d)8.Follow up (进一步扩展)13T: We are students now, but one day we will grow up. We will have our own family. Can you imagine what is your family like 30 years later? Please draw the future family on a piece of paper about your family on a “Family Day”. Then show the drawing to your group mate. Ask each other about the family members.I will choose the best pairs to make a presentation for us.7. HomeworkWrite down your introduction about your own family and your friends family as detailed as possible. Unit 2 THIS IS MY SISITER(The 2nd period Section A 2a, 2d,3a-3c )Teaching aims(教学目标)1. 学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈述句和一般疑问句。）2. 学会向别人询问、介绍家庭成员Language points（语言点）1 要求学会以下句式：(1) This is/ These are(2) Whos /Whore they?2 要求掌握以下词汇：she, he3. 要求掌握以下缩写：hes=he is, shes=she is(上述缩写应在第一课中出现过，在本课中作为重点可渗透到课堂各个活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)Difficulties（难点）：学习含有be动词的一般疑问句的句式及其回答。 教学设计说明 1.通过对学生姓名的询问后，用“Thats”向大家介绍这位同 学，复习了介绍的相关句型，也为课文3a部分做了铺垫。2.在这里，当教师用英语说完之后，可以适当加以中文说明，务必让学生明白做听力题的策略。3.复习本单元的基本句型。4.叫几位同学单独回答，个别空格也可全班一起回答。鼓励同学大声读出自己的句子，老师及时鼓励，注意指导学生一般疑问句的语调。Teaching steps（教学步骤）1. Warming-up and revision（课堂热身和复习）T: Whats your name, please?S: I am (My name is) T: (to the whole class) So thats .1 (1) Revision（复习）Work on 2a (完成P8-2a)T: Now, please open your books, and turn to page 8. Look at 2a. I will play a recording. Listen carefully and circle the words you hear. I will play it twice. The first time you just need listen. You can finish this part at the second time. 2T: Now, lets check the answer.S: -T: You are right. Thank you.2. Work on 2d and 3a.33. Work on 3b(完成P9 3b)4T: Oh look, there are many people there, old and young . Can you make a dialogue like 3a? Then answer the questions with thewords in the three boxes.5PresentationT: I have a friend. His name is Mike. Do you have a friend? S: Yes. T: Whats his/her name?S: His/Her name is Peter.T: Thanks very much.I think he must be a good boy.(to another student) T: Who is your friend?5. 课前要求学生带来照片，并分好活动小组，选出组长。活动前先有S和S进行活动。T对个小组的活动进行指导，防止学生看到照片后有嬉笑、用中文交流等行为。T和Ss做示范对话，再由S和S进行活动。S: 6Work on 3c (完成P9 3c) T: Please take out your family photos. Put them in your group. Take turns to ask andanswer questions about the photos. 5 S1: Is she your grandmother? S2: Is he your father? S3: Is she your cousin? （小组活动后，请几个小组进行表演。老师及时鼓励。）8Homework Oral work:(1) Listen to 1a, read and recite it. (2) Go on making up your dialogue with your group members and polish it. Written work:(1) Copy the sentences in 3a. (2) Write about the pictures on P9 using the sentence structures in 3a. Unit 2 THIS IS MY SISITER(The 3rd period Section B 1a-1d )Teaching aims(教学目标)1. 学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈述句）2. 学会谈论家庭成员Language points（语言点）3 要求熟练运用以下句式：(1) These are(2) This/ That is (3) He/She is4 要求掌握以下词汇：son, cousin, daughter, uncle, aunt (上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)Difficulties（难点）：在介绍或谈论家庭成员时，注意学生口语中的单复数运用。Teaching steps（教学步骤）1. Warming-up and revision（课堂热身和复习）a) Daily greetings to the students（日常问候）T: Good morning/afternoon. 教学设计说明 1.这几个问题是为了让学生尽快进入英语课堂氛围，练习含有be动词单数的句子。2.T拿出自带来的某些著名明星的家人照片，学生猜测图片中的人物。这是复习前一课内容，难度不大，所以可以多让中等生参与，使他们获得成功感，从而激发他们学习英语的兴趣。3.学生可能会有不同的回答，如果学生出现本课将要教授的新单词，T及时将新单词板书，加深学生对他们的印象。T根据学生回答给出多种评价。对课堂直接生成的新单词和知识，及时板书，并带读，也可在学生回答时适当加入课外常识。4.创设真实情景，当学生不能正确说出新单词, 如cousin, grandfather时，鼓励他们换种方式或中文来表达他们想要表达的含义，同时培养他们在语境中理解新单词的能力。新单词呈现后，可加入小竞赛等小活动，如老师提示mothers sister, 看哪位学生第一个反应aunt。活跃了课堂气氛，对新单词的读音和意思也有了更深的印象。Who is on duty today?S1: I am.T: Is everyone here today?S1: Yes, Everyone is here./No, is not here.T: Thank you/Well done. 1b) Revision（复习）T: Here are some pictures from Lily. Can you tell me whom they are? S1: 22. PresentationT: Here is a photo. Do you know who he is? S: He is 布什（Bush）.T: Yes, he is the president of America. Who is his father? 3S: (学生可能会有不同的回答，对能正确回答或接近正确答案的学生进行表扬和鼓励。)T: Here are also many people in his family.4 Can you tell me whom they are?S1: He is Bushs fathers father? T: You are so wonderful. He is Bushs grandfather.S2: He is Bushs brother? S3:5.建议T用夸张语调读”son, uncle, grandfather, daughter, aunt” ，并将它们板书成一排，让学生跟读，也为part1的活动的完成提供文字材料。6.此句较长，要求T放慢语速，对口语中的新单词oldest，建议老师板书，通过对自己家庭情况的表述，帮助学生理解，必要时可用中文解释。在表述grandfather的同时画出family tree的图形。7.个人完成此活动,在有困难的情况下也可寻求同学的帮助。 活动结束后，老师核对答案,T及时评价。8.听力开始前，建议学生看一 下选择范围。听力结束后，核对答案后，对正确回答或有进步的学生及时表扬。9. 在听力之前，让学生简单谈论两张图片的不同点，为接下来的听力和谈论家庭成员这两个活动的顺利开展做铺垫。听力结束后，核对答案后，对正确回答或有进步的学生及时表扬。T: Thanks. You are so clever.3. Work on 1a (完成P10 1a)5T: In my family my grandfather is the oldest one.Who is the oldest man in your family?6S: My grandfather, too. T: Every family has a family tree, can you finish the family tree S: Yes!74. Work on 1b (完成P10 1b)T: Well done! Now lets play a game. Please look at 1b.Lets see who is the best in your group.8(播放录音，让学生勾出所听到的家庭成员，如果播放录音一遍后，部分学生不能完成这一听力任务，可再播放一遍录音。）5Presentation and work on 1c9T: I have another two pictures. One is Daves, One is Lin Hais. Can you guess which is Daves and which is Lin Hais?S: Yes. T: Who can say something about Picture 1?S1: There are eight people in the picture.S2:This is Daves grandfather.S3: I think this is Daves uncle. . (播放录音，让学生勾出所听到的家庭成员称谓，如果播放录音一遍后，部分学生不能完成这一听力任务，可再播放一遍录音。）6Work on 1d - group work (完成P16 2c) T: I am very happy. All of you do a good job. Now I want to know your family. Now draw a picture of your family and friends. Tell your partner about your picture. （小组活动后，请几个小组进行表演, 老师及时鼓励。）7Homework Oral work:(3) Listen to 1b,1c, read and recite it. 10.鼓励学生利用书籍、网络等多种途径查找自己感兴趣的人物的家庭，并写一篇小短文介绍他/她的家庭，学生也可加入自己了解的课外的句子。(2). Draw a family tree about your family (模仿1a中family tree，画一个自己家庭的family tree，完善对自己家庭的介绍。)Written work:(3) Copy the words in 1b. (4) Find the person you are interested in, and write a passage about his/her family.10Unit2 THIS IS MY SISTER(The 4th period Section B 2a2c)Teaching aims(教学目标)学会介绍家庭成员Language points (语言点)要求熟练运用以下句式: This/That is Who is? Who are they? These are She/he is They are (在本课中要把这些句式运用到照片的介绍中,记加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)1. 要求掌握以下句式: Thanks for2. 要求掌握以下词汇: thanks for, dear, great, photo, here3. 要求掌握简单的书信格式Difficulties (难点): 本课难点是学会简单地写信Teaching steps (教学步骤) 1.Revision (复习)教学设计说明1.课前要求学生准备好自己家庭成员的照片.此句是为了引出本课的重要词汇photo, 板书该词.2.这个题是为了复习Unit 1中first name 和 last name.3.引出新词here,并板书.4.通过这种形式的合作学习,可以让学生互相交流信息,相互纠正发音错误。5.这个任务可以让学生复习本单元的对话、句型,同时有助于对2c中题目的作答。T: Please show me the photo of your family.1(Let me look at the photo of your family. May I have a look at your family photo?)Who is he/she Who are they?S: He/She is They are2.Work on 2a T: Write the male and female first names in this unit Let see who is the winner?21. Work on 2b T: Now, Here is a picture of Jennys family. 3 Who are they? Please Look atthe photo and read your article to your partners. 4 T: Find the names in the article. Then tell each other “who is he/she/it? / Who are they?”in pairs52. Work on 4aT: Now please write a letter to Emma to introduce your family photo. 3. Work on 2cAsk students to complete 2c individually. Thencheck the answers with the whole class.5.此任务可以设计成小组竞赛形式,激发学生的学习兴趣和参与热情.6.根据课堂时间安排的情况机动运用.可以给出报告的开头部分,以降低难度.该任务要求学生能熟练运用本单元的句式,同时为完成回家作业打下基础.4. Follow up5T: Now its your turn to give a report. Introduce your favorite teacher/friend/sports player/ film star/to us. 6Hello, everyone. Now its my turn to report. This is my 5. HomeworkOral work: (1) Read and recite 3a.(2) Read and recite the new words in Unit 3.Written work:Write a letter to your English teacher to introduce yourfavorite person.(You must put the persons photo on the letter.) Unit2 THIS IS MY SISTER(The 5th period Self-check)Teaching aims(教学目标)学会介绍家庭成员Language points (语言点)1. 要求熟练运用以下句式: This/That is Who is? Who are they?These are She/he is They are (以上句式在前几课已有出现,在本课中要把这些句式运用各个任务中去,加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)2. 要求熟练掌握并运用本单元的单词Teaching steps (教学步骤) :(1) Revision (复习) 1教学设计说明1.课堂复习部分是为了帮助学生回忆巩固本单元所学的词汇和句式。T: Please show me the photo of your family.(Let me look at the photo of your family. May I have a look at your family photo?)T: Can you tell me who is /are your father/parents?S: Yes. This is my father/These are my parents.2. Self check (自我检测) (1) Vocabulary-work on 1.1. Ask the students to group the words for family members in 1.2.该任务是检测学生对本单元的重点句式的掌握情况. 2. Spot dictation(2)Complete the conversation in 2. 1.T: Ask students to complete the dialogue in 2. Then Ask some students to act out the dialogue.23.该任务是一个综合性的活动.检查学生对本单元所有内容及前面所学的知识的掌握情况.通过这个情景剧的表演能很好地培养学生的语言运用能力.通过参加生日晚会这个学生熟悉的活动,不仅能让学生在完成活动的过程中运用所学的知识,而且让他们在真实的语言环境中感受异国的文化风俗,真正体现了任务型教学的真实性,交际性.为了让不同层次的学生都能参与,教师可以给出一些句型,以降低难度.(3) Follow- up Activities Role-play A birthday party 3 Actors: Jim (Today is his birthday) Kate(Jims sister) Mr. and Mrs. Green (Jims parents) Lucy and Lily(Jims friends, twins ) Jim invites Lucy and Lily to his family to take part in his birthday party. He introduces them to his family members.Homework:Oral work:Review the new words in P76.Written work Write down the dialogue “A birthday party”.
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