《Unit2Thisismysister》說課稿

1、« Unit 2 This is my sister » 說課稿Section A (1a-2d)一、教學目標：1 .語言知識目標：1)能掌握對家庭成員的稱呼的詞匯及指示代詞：sister, father, mother, grandfather,grandmother, brother, parent (s), grandparent (s), who, they, this, that, these, those2)能掌握以下句型： This/That is his sister. These/Those are his parents.一Who's she?S

2、he's my sister. 一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)掌握指示代詞this, that, these, thoseR它們所構成的介紹他人的句型。4)能運用所學的詞匯及句型介紹自己的家庭成員。2 .情感態(tài)度價值觀目標：讓學生知道他們應當尊敬自己的父母、祖父母及其他家庭成員，在家庭中應多幫助 父母做力所能及家務勞動。通過學習對自己的家庭成員會有更清晰的印象，學會與家

3、庭 成員和睦相處，從而激發(fā)起他們對家人的熱愛。二、教學重難點1 .教學重點：1) the names of family members.2) The usage of demonstratives pronouns: this, that, these, those2 .教學難點：1) the plural forms of the demonstratives pronouns.2) Train Ss ' ability to apply what they' ve learned to their daily life.三、教學過程I . Warming-up and r

4、evision1. GreetingsT: How are you? What ' s your namNiCe to meet you! What's your telephone number?etc.2. . Let some students show their ID card.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.M

5、y first name is My last name is My telephone number is n . Presentation1. Show Ss a piece of video家有兒女”.T: (show Xia Yu ' s photo) What ' s his name?Ss: His name is Xia Yu.T: We know Xia Yu has a happy Family. Now let ' s come into his family. Who is this? Ss: This is Xia Xue.T: Xia Xue

6、is Xia Yu ' s？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 let ' s chant.Fathe

7、r, 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

8、 people in the picture.Check the answers with the class 1. a 2. d 3. b 4. h 5. f 6. e 7. i 8. d 9. g m. ListeningT: 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: What ' s

9、the answer?S: Two brothers and a sister.IV. Pair work1. Role-play the conversation in 1a.Ss work in pairs. Role-play the conversation. Try to remember the sentence stcture: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 p

10、eople 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.V. . Listening1. T: Here are two girls. They are talking about the family members. Pleaselisten to the recordin

11、g of 2a in Section A and circle the family members you hear.First let's read the words in the box together.motherfathersisterbrothergrandmothergrandfatherfriendgrandparentsSS: OK.(Read the words together. Then play the recording of 2a twice. Students work.)T: Check the answer.(Ask two students t

12、o say the answers.)2. Listen and match.T: Now let's look at the p hoto of this family. We know this is Jenny. But we don' t know wlis Bob, who is Jack, who is Linda, who is John and who is Mary. Let' s listen and find them(Play the recording of 2b. Students work.)T: Who find them?(Many s

13、tudents may say they do. Choose two ofhem to answer.)VI. 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. UseWho's she/he? She's/He's " to find them, please.When you finish, change roles to do it.

14、Now begin.(Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)T: Let ' s check your work, please.SS: OK. (Ask one pair to do it.)51: Who's she?52: She's Jenny.51: Who's he?52: He's John.(Ask two more pairs to do it.)VU. Rol

15、e-play1. 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 some students introduce the people in the picture. They can say:

16、This/That is These/Those are 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.5. 評價：讓學生們對自己的表現(xiàn)及語言表達能力進行自我評價，在小組內評價，然后進行評出最優(yōu)秀的小組。并鼓勵學生們下一

17、次爭取做最優(yōu)秀的小組及個人。教師對學生們 的相互評價及表現(xiàn)記錄在學生評價表上。(學生從心理年齡及認知水平上都處于很單純、 好表現(xiàn)的時期，因此恰當?shù)脑u價能激發(fā)他們的學習興趣，有利于形成良好的學習習慣。) Homework:1. Remember the new words.2. Collect a family photo. Introduce your family members in the photo.板書設計：Section A (1a-2d)1. sister, father, mother, grandfather, grandmother, brother, parent (s)

18、, grandparent (s),2. who, they, this, that, these, those2.1 a:1. a 2. d 3. b 4. h 5. f 6. e 7. i 8. d 9. g3. This/That is These/Those are 4. Who's she/he? She/He is 5. This is Sally. This is Jane. This is Kate.Those are her parents. That is her brother, Paul.Section A （Grammar Focus-3c）一、教學目標：1

19、.語言知識目標：1）通過不同方式的練習繼續(xù)熟練掌握對家庭成員的.稱呼的詞匯。2）繼續(xù)練習運用以下句型來介紹自己的家庭成員。一This/That is These/Those are 一Who's ?She's/He's 一Is this/that?Yes, - /No, Are these/th03s ?Yes, they are./No, they aren't.3）能運用所學的詞匯及句型完成不同的交際練習。2 .情感態(tài)度價值觀目標：通過學習對這部分的學習使學生對自己的家庭成員會有更清晰的印象，并學會與家庭成員和睦相處，從而激發(fā)起他們對家人的熱愛。二、教學重難

20、點1 .教學重點：1）總結介紹自己的家庭成員所用的句型。2）總結詢問及回答家庭成員所用的句型。3）綜合運用所學的知識與他人就成員的話題進行交際。2 .教學難點：1）總結掌握介紹家庭成員的句型結構；掌握詢問及回答某人的身份所用的句型。2）綜合運用所學的知識進行交際的能力。三、教學過程I . Warming- up and revision1. Greeting the Ss. Chant the song:Father, father, this is father.Mother, mother, that is mother.Grandfather, grandfather.Grandmoth

21、er, grandmother.Parents, parents, these are my paresitBrother, sister, those are my friends.2. 通過上一節(jié)課的學習我們知道家庭成員的稱呼。上一課安排同學們帶自己的家庭照片來，那么，現(xiàn)在我們用自己帶來的照片來介紹自己的家人。你應該用什么樣的句型呢？現(xiàn)在我們作個示范練習。Sample One （show the teacher's family photoT: This is my grandmother. This is my grandfather. Those are mparents. T

22、hat ' s my husband.That' s my son.T: Now it's your turn. Take out your family photo and introduce them to your partner.（Ss take turns introduce their family members to his/her partner.）3. Review the conversation in 2d.Ask some pairs to role-play the conversation.n . Grammar Focus.1 .閱讀指導

23、：1）老師總結已學過介紹自己家庭成員的兩類句型。第一類為介紹單個的家庭成員時，較近處的用This is較遠處的用That is第二類為介紹多個家庭成員時，較近處的用These are;較遠處的用Those are2）詢問某人的家庭成員時，可用兩類句型。第一類為特殊疑問句，Who's she/he?應做直接回答：She's/He's或 Who are they?回答用 They're第二類為一般疑問句，單個人物用：Is this/that ？ Yes, she/hefeNo, she/he isn't. 多個人物用：Are these/those ？ Ye

24、s, they are.No, they aren't.2 .學生閱讀并完成下列句子。（可借助課件來完成此任務） 這是我的朋友簡o my friend Jane.那是我的爺爺。my grandfather.這是我的兄弟們。my brothers.那是我的父母親。my parents.她是誰？ she? 她是我的妹妹。She s my.他是誰？ he?他是我的弟弟。 my brother. 他們是誰？ Who they?他們是我的祖父母。my grandparents.3 .注意以下幾種縮略的表達法：that ' s = that is, who ' s = who is

25、, who're = who are, they' re = they are4 .學生識記后，做填空練習來進行鞏固。田.Practice1. 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. 閱讀指導：同學們應先通讀對話一遍，根據(jù)上下文問答句的提示，以及句式結構，回 答的方式等來確定空格處的詞匯。比如：第二句是一個疑問句，由后面的答語不是以 Yes或No

26、來回答，可知第二句應是一特殊疑問句，因此可知空格應是特殊疑問詞who。第三句，因空格后面是 my father,可知空格處應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.V

27、. Practice1. 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 Si's introductions:This is your That is your These are your Those are your VI. Practice1. T: You an

28、d your partner put your photos on the desk. Take turns to ask and answerthe family members.51: Who's she?52: She's my mother.51: Who's he?52: He's my father.53: Is this your grandfather?51: Yes, he is.52: Are those your parents?Si: No, they aren't.2. T: Do you know what “family &

29、quot; is?Ss:T: “family means father -and -mother-I Hove you!” And I hope you can show your love to your parents, OK?Ss: Ok!Homework1. Review the Grammar Focus.2. Make a conversation with your partner and copy it on your workbook. 板書設計Section A Grammar Focus-3c1. This is your That is your These are y

30、our Those are your 2. Who's she/he? He's/She's 3a: is; Who; He's; my; are; They're3b: This is my brother. This is my sister. That is my grandfather. Those are my parents.Section B 1a-2c一、教學目標：1 .語言知識目標:1）能掌握對家庭成員稱呼的詞匯：son, daughter, cousin, grandpa, grandma, mom, dad,aunt, uncle,

31、以及 here, of, photo, next, picture, girl, dog等。2）能正確理解家庭成員之間的關系，對家庭成員能正確稱呼。3）進一步學習一些英語名字，并能分辨出名字的不同性別。4）通過聽、說、讀的訓練，提高學生們綜合運用英語的能力，培養(yǎng)學生們學習英語的興趣，并在學習中體會到學習英語的樂趣。2 .情感態(tài)度價值觀目標：通過學習對自己的家庭成員會有更清晰的印象，學會與家庭成員和睦相處，從而激發(fā)起他們對家人的熱愛。二、教學重難點1 .教學重點： 進一步掌握家庭成員的表達；學會指示代詞、人稱代詞的用法。 通過填寫家譜，弄清楚家庭成員之間的關系。 閱讀有關家庭成員的小短文，能正確

32、理解家庭成員之間的關系。2 .教學難點： 填寫家譜，弄清楚家庭成員之間的關系。 閱讀短文，獲得相關信息，正確地表述家庭成員間的關系。三、教學過程I . 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

33、first, please? （Students use their photos or the pictures they drew.）51: Let me try.T: OK, please.S1: Hello, everyone! My name isThis is my father. His name isThis is my brother. His name is-Look at this picture, please. This is a picture of my family.Thmoshmr. Her name is eyTre good parents. Look!

34、It ' s me. Am I funny? I love my family.T: Very good.(Another two students introduce their family.)n . Presentation1. Guessing GameT: Do you like games?S: Yes.T: Let ' s play a guessing game. Looat the screen. This is my brother. But my father is nothis father. His father is not my father. H

35、is father and my father are brothers. We have the same grandfather. Who is he?Si： It is your 表哥".T: No, it isn ' t.52: It is your 堂兄“ or 堂弟”.T: Yes, it is. Let ' s see how to say it in EnghoW the word “cousin “ on the screen.)T: It ' s cousin. Read after meOCU-S-I-N, cousin.Ss: C-O-

36、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: It ' s my cousin.T: You

37、r father ' s brother is your ？S3：失爺,大伯”.S4：叔叔”.T: You are right. Let ' s see how to say it in English. (Show the word“uncle" on theT: Read after me, please, U-N-C-L-E, uncle.Ss: U-N-C-L-E, uncle.T: Your uncle ' s wife is your？S5：怕母,嬸嬸” .T: Right. (Show the word"aurthe screen. a

38、nd then teach these words son, daughter inthis way.)T: Read the words on the screen together.Ss:2. Practice the new words.m . Writing1. Now let's work on 1a. Look at the family tree (家譜)in 1a. From the family tree, we know that your grandpa and grandma have two sons, your father and your uncle.

39、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 i

40、t on their book.)2. Check the answers.IV. Listening1. 1b Listen and check the words you hear.T: Jiang Tao and Tom are talking about Tom ' s 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

41、say the answers.2. 1c Listen and check the picture.T: I have two pictures here. Which one is Jiang Tao talking about? Let' s listen and 1out, please.(Play the recording twice agan.) Check the answer.V . Pair work1. T: We find out the picture of Tom 、faHinl you draw a picture of your family and f

42、riends?Ss:T: OK. When you finish drawing, tell your partner about your picture. You can useis ” and "These are " to talk about. Then report it to the class.(Students work.)2. Check students ' work. Ask two or three students to report.e.g. These are my parents and this is my grandma. Th

43、is is my friend, Lin Fang.VI. Writing1. T: We learn many names in this Unit. Can you tell its a male or female first name?2. 指導：同學們可以根據(jù)這些名字的漢語譯音來確定他們是男性還是女性。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

44、 )(Female: Jenny, Linda, Mary, Sally, Jane, Kate, Lin Fang, Cindy, Helen)VU. Presentation1. (Show two photos of your family.)T: Look! Here are two nice photo of my family. (Write "two photos of" on the blackboaMy parents are in the first photo. (Write "in the first photo" on the

45、blackboard.)And my grandparents are in the next photo. (Write "in the next photo" on the blackboard.)2. Ss try to understand the meaning of the phrases: "two photo of", "in the first photo", "in the next photo" o皿.Reading1. Fast readingT: Jenny has two family

46、photos. Let's look at her family photos and her article about her family. Read her article and circle the names.(Ss read quickly and circle the names in the article.)Check the answers: Jenny, Alan, Mary, Bob, Eric, Cindy, Helen,Coco2. Careful readingRead her article again and find out "Who

47、is Coco?" If you find out Coco, please put up your hands.提示：短文中對Coco的描述為“Coco is in my family, too.,可知"Coco也應是在以上兩張照片中，通過上面的介紹，都已將所有的人物對號入座，而在照片中還有一只小狗，可知Coco應是小狗的名字。3. Careful readingT: Now let's work on 2c. First read the sentences below. Know what you are supposed to know about the

48、passage. Then read the passage again and try to fill in the blanks.指導：本題為閱讀填空題。讀短文可知本文是以我"（Jenny）的名義寫的，文章通過兩張家庭照片介紹了我的”家庭成員。同學們應清楚，文章里中的關鍵詞“my是指 詹妮的”。由短文第一句話Hi, I' menny.（你好，我的名字叫詹妮），可知第一題的答案 為“Jenny”第2到5小題都是要求填寫Jenny與其他人的關系，由短文第四句話“Theseare my parents, Alan and Mary.,可知"Alan和Mary是Jenn

49、y的父母親。因此第二題應填 parents第3至U 5小解題思路與本題相同。由短文最后一句話 “Coco is in my family, too. ” 可知除了上面介紹的成員外，還有一個成員Coco,對應照片可知Coco應該是她家的狗， 因此第6小題填Coco。Check the answers: 1. Jenny 2. parents 3. brothers 4. sister 5. cousin 6. Coco Homework1. Review the new words we learn this lesson.2. Talk about the family tree. You c

50、an use these sentence structures.Look at my family tree. This is myThis Thmy have twoThis is my Thisis my This is my This is my. My parents have two children. This isThis is myuncle and my aunt have a son. He is my板書設計：Section B 1a-2c1. cousin, uncle, aunt, son, daughter2. 1a: mom; aunt; son; sister

51、; cousin3. 2a: 2a: Male: Bob, Jack, Tom, Jiang Tao, Alan, Eric, Paul, John Female: Jenny, Linda, Mary, Sally, Jane, Kate, Lin Fang, Cindy, Helen 4. Here are two photos of my family.Phrases: two photos of 二張的口片a photo of f 張的照片in the first photo在第一張照片上in the next photo在下一張照片上5. 2b:Jenny, Alan, Mary,

52、Bob, Eric, Cindy, Helen, Coco2c:Jenny, parents, brothers, sister, cousin, Coco1 ection B 3a-Self Check一、教學目標：1 .語言知識目標：1）復習鞏固所學的家庭成員的稱呼詞，能熟練對家庭成員正確稱呼。2）能通過閱讀有關家庭成員關系的小短文來獲得正確的信息，并根據(jù)所獲得的信息 畫出家庭成員的照片。3）能綜合運用所學的知識，將自己家庭照片中的成員正確地介紹給他人，將能以小 短文的形式寫出。4）能將所學的稱呼詞按性別進行分類。5）通過拓展練習來進一步鞏固所學的如何介紹家庭成員的句子結構。2 .情感態(tài)度

53、價值觀目標：1）通過學習能正確地稱呼家庭成員的能分清家庭成員的性別。2）通過畫自己家人的照片，介紹自己的家庭成員來增加自己的對家庭成員的了解，體會家庭成員之間的親情，并在繪畫中獲得學習英語的樂趣。二、教學重難點2 .教學重點：1）閱讀有關家庭成員的小短文，獲得相關信息，并能畫出恰當?shù)恼掌?）根據(jù)照片提示運用所學的句型寫一篇介紹家庭成員的小文章。3 .教學難點：1）根據(jù)照片提示運用所學的句型寫一篇介紹家庭成員的小文章。2）做一些拓展練習來進一步鞏固所學的知識。三、教學過程I . Warming- up and revision1. Greeting the Ss. Check the home

54、work.2. T: We know some students' family members. We want to know more students' family members. Would you like to introduce your family members to us?SS: Yes.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

55、father. His name is -This is my mother. Her name is They are good parents This is my brother. His name isLook! It ' s me. Am I funny? I love my family.T: Very good.(Another two students introduce their family.)n . Presentation1 . Read the passage and complete the passage with the words in the bo

56、x.T: Today let's meet a new fri end. His name's Paul. He writes a passageto introduce his family. But some of the words are missing. He has a photo of his family, but I'm sorry I've left it at home. Can you read the passage and draw a photo of Paul's family.Ss: OK.2 .閱讀指導：在閱讀時，應注

57、意名詞的復數(shù)形式以及姓名或稱呼所表明的人物的性別。 比如，最后一空前面有是稱呼sister,因此空格中應為一女孩的名字，可知應填Cindy。3 . Ss work with their partners. Then check the answers together.4 Read the passage again. Then try to draw a photo of Paul's family. Let all the Ss show their photos to the class.m. Practice1. Using the family photo to retell

58、 the passage.2. Show the photo of Paul's family to your partner. Suppose you are Paul. Then try to i ntroduce the family members to your partner.3. Retell the passage to some other students around you.IV. Writing1. Take out the photo of your family and write a passage about it.2. Students write their passages. Teacher moves aroundehwm and helps the students who need.3. 寫作指導：寫作時應注意運用正確的句型，在介紹父母或祖父母等多個人時，可用These/Those are句型；在介紹單個的人時，應用 This/That is 句型。為了讓短文更 加活潑，還可用Is this