还剩21页未读,继续阅读
本资源只提供10页预览,全部文档请下载后查看!喜欢就下载吧,查找使用更方便
文本内容:
2019-2020年七年级英语上册Unit2Thisismysister教案(新版)人教新目标版
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ThisismysisterIsthatyourbrotherThesearemyparentsArethoseyourbrothers以及Who开头的特殊疑问句,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yourhishermy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SectionA11a-2d用1课时SectionA2GrammarFocus-3c用1课时SectionB11a-2c用1课时SectionB23a-SelfCheck用1课时SectionA11a-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sisterfathermothergrandfathergrandmotherbrotherparentsgrandparentswhotheythisthatthesethose2)能掌握以下句型
①—This/Thatishissister.
②—These/Thosearehisparents.
③—Whosshe—Shesmysister.
④—Isthis/thatyoursister—Yessheis./Nosheisnt.
⑤—Arethese/thoseyourparents—Yestheyare./Notheyarent.3掌握指示代词thisthatthesethose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)thenamesoffamilymembers2)Theusageofdemonstrativespronouns:thisthatthesethose
2.教学难点1thepluralformsofthedemonstrativespronouns.2TrainSs’abilitytoapplywhatthey’velearnedtotheirdailylife.
三、教学过程Ⅰ.Warmingupandrevision
1.GreetingsT:HowareyouWhat’syournameNicetomeetyou!Whatsyourtelephonenumberetc.
2.LetsomestudentsshowtheirIDcard.T:WhatsyourfirstnameWhatsyourlastnameWhatsyourtelephonenumber
3.LetSsintroducetheirIDcardinformationtoclass.Myfirstnameis…Mylastnameis…Mytelephonenumberis…Ⅱ.Presentation
1.ShowSsapieceofvideo“《家有儿女》”.T:showXiaYu’sphotoWhat’shisnameSs:HisnameisXiaYu.T:WeknowXiaYuhasahappyFamily.Nowlet’seintohisfamily.WhoisthisSs:ThisisXiaXue.T:XiaXueisXiaYu’s…Ss:Sister.T:Good!WhocanspellsisterT:Readaftermesister.AskagroupofSstoreadtheword
2.ShowSsanotherphotosandteachthenewwordsbythesameway.Bb:brotherfathermotherparentsgrandfathergrandmothergrandparentsT:Nowlet’schant.Fatherfatherthisisfather.Mothermotherthatismother.Grandfathergrandfather.Grandmothergrandmother.Parentsparentsthesearemyparents.Brothersisterthosearemyfriends.
3.Workon1a.LetSslookatthepicturein1a.Thenreadthewordsontheleftside.Thenmatchthewordswiththepeopleinthepicture.Checktheanswerswiththeclass:
1.a
2.c
3.b
4.h
5.f
6.e
7.i
8.d
9.gⅢ.ListeningT:Aboyistalkingabouthisfamily.WhoishetalkingaboutNowlistenandcirclethepeopletheboytalksabout.Ss:OK.Playtherecordingof1btwice.Studentswork.T:What’stheanswerS:Twobrothersandasister.Ⅳ.Pairwork
1.Role-playtheconversationin1a.Ssworkinpairs.Role-playtheconversation.Trytorememberthesentencestructure:Thisis…;Thatis…;Theseare…;Thoseare…Whosshe/heShes/Hes…
2.Lookatthepicturein1a.Talkabouttheotherpeopleinthepicturewithyourpartner.Usingthesentencestructure:Thisis…;Thatis…;Theseare…;Thoseare…Whosshe/heShes/Hes…
3.Letsomepairsactouttheirconversation.Ⅴ.Listening
1.T:Herearetwogirls.Theyaretalkingaboutthefamilymembers.Pleaselistentotherecordingof2ainSectionAandcirclethefamilymembersyouhear.Firstletsreadthewordsintheboxtogether.Ss:OK.Readthewordstogether.Thenplaytherecordingof2atwice.Studentswork.T:Checktheanswer.Asktwostudentstosaytheanswers.
2.Listenandmatch.T:Nowletslookatthephotoofthisfamily.WeknowthisisJenny.Butwedon’tknowwhoisBobwhoisJackwhoisLindawhoisJohnandwhoisMary.Let’slistenandfindthem.Playtherecordingof2b.Studentswork.T:WhofindthemManystudentsmaysaytheydo.Choosetwoofthemtoanswer.
3.Listenagainandfillintheblanks.LiLan:CindyisthisyourfamilyphotoCindy:YesitisLiLan.LiLan:Aretheseyour________Cindy:Yestheyare.Thisismy_______Jennyandthisismy_______Tom.LiLan:Oh___________Cindy:She’smy_______Mary.LiLan:____________Cindy:They’remy____________LindaandBob.LiLan:And__________Cindy:He’smy________Jack.Ⅵ.PairworkT:Youetothishome.Youseeapictureonthewall.Therearemanypeopleinthepicture.Youwanttoknowwhotheyare.Use“—Whosshe/he—Shes/Hes…”tofindthemplease.Whenyoufinishchangerolestodoit.Nowbegin.Studentswork.Teacherwalksroundtheclassroomtoseehowtheyaredoingandhelpsthestudentswhoneed.T:Let’scheckyourworkplease.Ss:OK.Askonepairtodoit.S1:WhossheS2:ShesJenny.S1:WhosheS2:HesJohn.Asktwomorepairstodoit.Ⅶ.Role-play
1.Nowlookatthepicturein2d.ThisisJanesfamily.Readtheconversationfirst.Thenlookatthepictureandguesswhotheyare.Ssreadtheconversationthenguesswhothepeopleare.Theycandiscussinpairs.
2.Letstudentsreadthedialogueandfillintheblanks.
3.LetSsreadtheconversationaftertheteacheraloud.Thenworkingroupsofthree.Practicetheconversation.Theymaychangerolesastheylike.
4.Asksomepairstoactoutthedialogueinfrontoftheclass.
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.Languagepoints
1.Arethoseyourparentsparents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(母);外祖父(母)”例如Thisisasingleparentfamily.这是一个单亲家庭TheyareJack’sgrandparents.他们是杰克的(外)祖父母
2.He’smybrotherPaul.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”,uncle“舅(叔、伯、姑)父;姨夫”,cousin“堂兄(弟、姊、妹);表兄(弟、姊、妹)”等
3.Wellhaveagoodday!祝你过得愉快!Haveagoodday!=Haveaniceday!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“Youtoo.”,意为“也祝你过得愉快”例如—Haveaniceweekend!祝你过个愉快的周末!—Thanks.Youtoo.谢谢!也祝你周末愉快!—Haveagoodholiday!祝你假期愉快!—Thankyou.谢谢!
4.ThisismyfriendJane.Thisis…/Thatis…这是……/那是……Thisis…意为“这是……”(指离说话人较近的人或物),thatis…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Thisis…/Thatis…,一般不直接说Heis...或Sheis...如ThisismyauntMary.这是我的姑姑玛丽1Thisis…句型还可以用来说明某个事物如Thisisaniceclock.这是一个漂亮的钟表如ThisismyauntMary.这是我的姑姑玛丽
①Thisis…句型还可以用来说明某个事物如Thisisaniceclock.这是一个漂亮的钟表
②Isthis/that…意为“这/那是……吗?”是一般疑问句,应该用Yeshe/sheis.或Nohe/sheisn’t.来回答如—Isthisyourgrandmother这是你的外婆吗?—Yessheis.是的IX.ExercisesⅠ. 写出下列单词的复数形式
1.grandmother_____________
2.grandfather______________
3.father ____________
4.this____________
5.is____________
6.that____________ Ⅱ. 根据句意及所给汉语提示,写出句中所缺单词
1.Mytwo________姐姐areinChina.
2.Thisisabig大的________家庭.
3.Herthree________哥哥areatthemiddleschool.
4.His________父母areMr.GreenandMrs.Green.
5.________谁isyourgoodfriendⅢ. 根据括号内的要求完成下列各题
1.Thisisaruler. 改为复数形式________are________.
2.Thatishercup. 改为复数形式________areher________.
3.Who’sthegirl 补全答语___________Grace.
4.Heis myfriend. 对划线部分提问________heHomework:
1.Rememberthenewwords.
2.Trytointroduceyourfamilymemberstoyourfriendorally.
3.Makethreeconversationsusingthethingsinyourclassroomorinyourhome.SectionA2GrammarFocus-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
①—This/Thatis…
②—These/Thoseare….
③—Whos…—Shes/Hes…
④—Isthis/that…—Yes…/No…
⑤—Arethese/those…—Yestheyare./Notheyarent.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Ⅰ.Warmingupandrevision
1.GreetingtheSs.Chantthesong:Fatherfatherthisisfather.Mothermotherthatismother.Grandfathergrandfather.Grandmothergrandmother.Parentsparentsthesearemyparents.Brothersisterthosearemyfriends.
2.Talkaboutthefamilyphoto.注意单数复数thisthesethatthoseit/he/shetheyisarePractice用is或are完成下列句子This___mysister.That____hisbrother.She_____hisaunt.He_____myuncle.These_____herparents.Those____herfriends.They_____myfamily.Ⅱ.GrammarFocus.
1.学生阅读并完成下列句子
①这是我的朋友简___________myfriendJane.
②那是我的爷爷_____mygrandfather.
③这是我的兄弟们_________mybrothers.
④那是我的父母亲__________myparents.
⑤她是谁?______she
⑥她是我的妹妹She’smy_________.
⑦他是谁?_______he
⑧他是我的弟弟_______mybrother.
⑨他们是谁?Who_________they⑩他们是我的祖父母________mygrandparents.
2.Explanation
1.these是指示代词,意为“这些”,是this的复数形式Theseare…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Thesearehisparents.这是他的父母亲Theseareblueshirts.这是些蓝色的衬衫
2.Arethese/those…是一般疑问句,意为“这/那(些)是……吗?”,用Yestheyare.或Notheyaren’t.来回答例如Aretheseyourfriends这是你的朋友们吗?Yestheyare.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who’s是whois的缩写形式,用于对单个人进行询问,回答时常He’s/She’s/It’s…who’re=whoare用于对两个或两个以上的人进行询问,回答时常用They’re=Theyare…例如—Whoisthatboy那男孩是谁?—He’smycousin.他是我的堂弟—Whoarethey他们是谁?—They’remybrothers.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they’re是theyare的缩写形式例如—Who’rethey他们是谁?—They’remycousins.他们是我的表弟—Who’reLindaandMary琳达和玛丽是谁?—They’remysisters.她们是我的姐妹
5.that’s是thatis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Thisis…That’s…Theseare…Thoseare…辨别人物常见句型Who’she/sheHe’s/She’s...Who’retheyThey’re…Ⅲ.Pairwork
1.T:Letsworkon3a.AisintroducinghisfamilymembertoB.Readthedialogueandtrytofillintheblankswiththerightwords.
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myfather,可知空格处应Hes
3.Ssworkinpairs.Trytofillintheblanks.Theycandiscusstheanswerswiththeirpartners.
4.Checktheanswers.ThenlettheSspracticetheconversation.Getsomepairstoactouttheconversationinfrontoftheclass.IV.Practice
1.T:Nowletsworkon3b.Workinpairstomakesentenceswithwordsinthethreeboxes.
2.S1lookatthepicturessay:Thisismy…Thatismy…Thesearemy…Thosearemy…
3.S2repeatS1sintroductions:Thisisyour…Thatisyour…Theseareyour…Thoseareyour……V.Practice
1.T:Youandyourpartnerputyourphotosonthedesk.Taketurnstoaskandanswerthefamilymembers.S1:WhossheS2:Shesmymother.S1:WhosheS2:Hesmyfather.S2:IsthisyourgrandfatherS1:Yesheis.S2:ArethoseyourparentsS1:Notheyarent.
2.T:Doyouknowwhat“family”isSs:…T:“family”means“father–and–mother-I–love–you!”AndIhopeyoucanshowyourlovetoyourparentsOKSs:Ok!VI.ExercisesⅠ. 根据句意及括号内所给单词的提示填空
1.________thataremypens.
2.Tomwho________bethegirls
3.________heareOK.
4.Mary________bethisyourCDII.从方括中选择恰当的单词补全对话A:This_____myfamily.B:Who’sheA:____myfather.B:______sheA:_____mymother.B:_______thoseyourgrandparentsA:Yes_______.B:__thatyourbrotherA:Yes.He’smybrotherDale.B:OhIsee.Wellhaveagoodday!A:________!Youtoo.Homework用下列句型介绍一张你的家庭照片Thisis…That’s…Theseare…Thoseare…SectionB11a-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sondaughtercousingrandpagrandmamomdadauntuncle以及hereofphotonextpicturegirldog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
①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
②通过填写家谱,弄清楚家庭成员之间的关系
③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
①填写家谱,弄清楚家庭成员之间的关系
②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Ⅰ.Warmingupandrevision
1.Greetingthestudents.Checkthehomework.
2.T:Youknowmyfamilymembers.Iwanttoknowyourfamilymembers.WouldyouliketointroduceyourfamilymemberstousSS:Yes.T:WhowantstobethefirstpleaseStudentsusetheirphotosorthepicturestheydrew.S1:Letmetry.T:OKplease.S1:Helloeveryone!Mynameis…Lookatthispictureplease.Thisisapictureofmyfamily.Thisismyfather.Hisnameis…Thisismymother.Hernameis…Theyaregoodparents.Thisismybrother.Hisnameis…Look!It’sme.AmIfunnyIlovemyfamily.T:Verygood.Anothertwostudentsintroducetheirfamily.Ⅱ.Presentation
1.GuessingGameT:DoyoulikegamesS:Yes.T:Let’splayaguessinggame.Lookatthescreen.Thisismybrother.Butmyfatherisnothisfather.Hisfatherisnotmyfather.Hisfatherandmyfatherarebrothers.Wehavethesamegrandfather.WhoisheS1:Itisyour“表哥”.T:Noitisn’t.S2:Itisyour“堂兄”or“堂弟”.T:Yesitis.Let’sseehowtosayitinEnglish.Showtheword“cousin”onthescreen.T:It’scousin.ReadaftermeC-O-U-S-I-Ncousin.SS:C-O-U-S-I-Ncousin.T:Spellitplease.SS:C-O-U-S-I-Ncousin.T:ThistimeyoumustsayitinEnglish.Thisisyoursister.Butyourfatherisnotherfather.Herfatherisnotyourfather.Herfatherandyourfatherarebrothers.Youhavethesamegrandmother.WhoissheS:It’smycousin.T:Yourfather’sbrotherisyour…S3:“大爷,大伯”.S4:“叔叔”.T:Youareright.Let’sseehowtosayitinEnglish.Showtheword“uncle”onthescreen.T:ReadaftermepleaseU-N-C-L-Euncle.SS:U-N-C-L-Euncle.T:Youruncle’swifeisyour…S5:“伯母,婶婶”.T:Right.Showtheword“aunt”onthescreen.andthenteachthesewordssondaughterinthisway.T:Readthewordsonthescreentogether.SS:…
2.Practicethenewwords.Ⅲ.Writing
1.Nowletsworkon1a.Lookatthefamilytree家谱in1a.Fromthefamilytreeweknowthatyourgrandpaandgrandmahavetwosonsyourfatherandyouruncle.Yourfatherandmotherhaveasonandadaughter.Theyareyoursisterandyou.Youruncleandyourauntonlyhaveadaughter.Shesyourcousin.Nowreadthefamilytreeandaddthewordsintheboxtothefamilytree.Askonestudenttothefronttodoitontheblackboard.Theothersfinishitontheirbook.
2.Checktheanswers.Ⅳ.Listening
1.1bListenandcheckthewordsyouhear.T:JiangTaoandTomaretalkingaboutTom’sfamily.HowmanyfamilymembersaretheytalkingaboutPleaselistenandcheckthewordsyouhear.Playtherecordingof2aonce.Asktwomorestudentstosaytheanswers.
2.1cListenandcheckthepicture.T:Ihavetwopictureshere.WhichoneisJiangTaotalkingaboutLet’slistenandfinditoutplease.Playtherecordingtwiceagain.Checktheanswer.Ⅴ.Pairwork
1.T:WefindoutthepictureofTom’sfamily.CanyoudrawapictureofyourfamilyandfriendsSS:…T:OK.Whenyoufinishdrawingtellyourpartneraboutyourpicture.Youcanuse“Thisis…”and“Theseare…”totalkabout.Thenreportittotheclass.Studentswork.
2.Checkstudents’work.Asktwoorthreestudentstoreport.e.g.Thesearemyparentsandthisismygrandma.ThisismyfriendLinFang.Ⅵ.Writing
1.T:WelearnmanynamesinthisUnit.Canyoutellitsamaleorfemalefirstname
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.Ssworkwiththeirpartnerandwritedownthenamesinthebox.
4.Checktheanswers.Male:BobJackTomJiangTaoAlanEricPaulJohnFemale:JennyLindaMarySallyJaneKateLinFangCindyHelenⅦ.Presentation
1.Showtwophotosofyourfamily.T:Look!Herearetwonicephotoofmyfamily.Writetwophotosof”ontheblackboard.Myparentsareinthefirstphoto.Writeinthefirstphotoontheblackboard.Andmygrandparentsareinthenextphoto.Writeinthenextphotoontheblackboard.
2.Sstrytounderstandthemeaningofthephrases:twophotoofinthefirstphotointhenextphotoⅧ.Reading
1.FastreadingT:Jennyhastwofamilyphotos.Letslookatherfamilyphotosandherarticleaboutherfamily.Readherarticleandcirclethenames.Ssreadquicklyandcirclethenamesinthearticle.Checktheanswers:JennyAlanMaryBobEricCindyHelenCoco
2.CarefulreadingReadherarticleagainandfindoutWhoisCocoIfyoufindoutCocopleaseputupyourhands.提示短文中对Coco的描述为“Cocoisinmyfamilytoo.”,可知Coco也应是在以上两张照片中,通过上面的介绍,都已将所有的人物对号入座,而在照片中还有一只小狗,可知Coco应是小狗的名字Readthepassagecarefullyandpletetheblanks.
3.CarefulreadingT:Nowletsworkon2c.Firstreadthesentencesbelow.Knowwhatyouaresupposedtoknowaboutthepassage.Thenreadthepassageagainandtrytofillintheblanks.指导本题为阅读填空题读短文可知本文是以“我”(Jenny)的名义写的,文章通过两张家庭照片介绍了“我的”家庭成员同学们应清楚,文章里中的关键词“my”是指“詹妮的”由短文第一句话HiI’mJenny.(你好,我的名字叫詹妮),可知第一题的答案为“Jenny”第2到5小题都是要求填写Jenny与其他人的关系,由短文第四句话“ThesearemyparentsAlanandMary.”,可知Alan和Mary是Jenny的父母亲因此第二题应填parents第3到5小解题思路与本题相同由短文最后一句话“Cocoisinmyfamilytoo.”可知除了上面介绍的成员外,还有一个成员Coco,对应照片可知Coco应该是她家的狗,因此第6小题填CocoChecktheanswers:
1.Jenny
2.parents
3.brothers
4.sister
5.cousin
6.CocoⅨ.ExercisesⅠ. 根据家庭关系图完成句子
1.LiQinhanisLiJie’s____________________.
2.CaoFenisLiShuo’s_____________________.
3.LiKeisLiShuo’s___________.
4.HuangMeiisLiJie’s______________.
5.LiJieisLiShuo’s________.Ⅱ. 根据句意及所给首字母提示,补全句中所缺单词
1.Daveismyfather.I’mhis s____.
2.Alanismy c_______.Heisn’tmybrother.
3.Ginaismy a________.Herfatherismygrandpa.
4.Billismy u_______.Heandmyfatherarebrothers.
5.Graceismy d____________.Iamhermother.Homework
1.Reviewthenewwordswelearnthislesson.
2.Talkaboutthefamilytree.Youcanusethesesentencestructures.Lookatmyfamilytree.Thisismy…Thisismy…Theyhavetwo…Thisismy…Thisismy…Thisismy…Thisismy.Myparentshavetwochildren.Thisis…Thisismy…Myuncleandmyaunthaveason.Heismy…SectionB23a-SelfCheck
一、教学目标
1.语言知识目标1复习巩固所学的家庭成员的称呼词,能熟练对家庭成员正确称呼2)能通过阅读有关家庭成员关系的小短文来获得正确的信息,并根据所获得的信息画出家庭成员的照片3)能综合运用所学的知识,将自己家庭照片中的成员正确地介绍给他人,将能以小短文的形式写出4)能将所学的称呼词按性别进行分类5)通过拓展练习来进一步巩固所学的如何介绍家庭成员的句子结构
2.情感态度价值观目标1)通过学习能正确地称呼家庭成员的能分清家庭成员的性别2)通过画自己家人的照片,介绍自己的家庭成员来增加自己的对家庭成员的了解,体会家庭成员之间的亲情,并在绘画中获得学习英语的乐趣
二、教学重难点
1.教学重点1)阅读有关家庭成员的小短文,获得相关信息,并能画出恰当的照片2)根据照片提示运用所学的句型写一篇介绍家庭成员的小文章
2.教学难点1)根据照片提示运用所学的句型写一篇介绍家庭成员的小文章2)做一些拓展练习来进一步巩固所学的知识
三、教学过程Ⅰ.Warmingupandrevision
1.GreetingtheSs.Checkthehomework.
2.T:Weknowsomestudentsfamilymembers.Wewanttoknowmorestudentsfamilymembers.WouldyouliketointroduceyourfamilymemberstousSS:Yes.S1:Letmetry.T:OKplease.S1:Helloeveryone!Mynameis…Lookatthispictureplease.Thisisapictureofmyfamily.Thisismyfather.Hisnameis…Thisismymother.Hernameis…Theyaregoodparents.Thisismybrother.Hisnameis…Look!It’sme.AmIfunnyIlovemyfamily.T:Verygood.Anothertwostudentsintroducetheirfamily.Ⅱ.Presentation
1.Readthepassageandpletethepassagewiththewordsinthebox.T:Todayletsmeetanewfriend.HisnamesPaul.Hewritesapassagetointroducehisfamily.Butsomeofthewordsaremissing.HehasaphotoofhisfamilybutImsorryIveleftitathome.CanyoureadthepassageanddrawaphotoofPaulsfamily.Ss:OK.
2.阅读指导在阅读时,应注意名词的复数形式以及姓名或称呼所表明的人物的性别比如,最后一空前面有是称呼sister,因此空格中应为一女孩的名字,可知应填Cindy
3.Ssworkwiththeirpartners.Thenchecktheanswerstogether.4Readthepassageagain.ThentrytodrawaphotoofPaulsfamily.LetalltheSsshowtheirphotostotheclass.Ⅲ.Practice
1.Usingthefamilyphototoretellthepassage.
2.ShowthephotoofPaulsfamilytoyourpartner.SupposeyouarePaul.Thentrytointroducethefamilymemberstoyourpartner.
3.Retellthepassagetosomeotherstudentsaroundyou.Ⅳ.Writing
1.Takeoutthephotoofyourfamilyandwriteapassageaboutit.
2.Studentswritetheirpassages.Teachermovesaroundtheroomandhelpsthestudentswhoneed.
3.写作指导写作时应注意运用正确的句型,在介绍父母或祖父母等多个人时,可用These/Thoseare…句型;在介绍单个的人时,应用This/Thatis…句型为了让短文更加活泼,还可用Isthis/that…这样的问句,并自己作回答
4.LetsomeSsreadtheirpassagesaloudtotheclass.Ⅴ.Game
1.Inordertoletmorestudentsshowtheirpassages.Teacherputssomephotosandlettersontheblackboard.Askstudentstoetothefronttoreadtheletterandmatchitwiththephoto.
2.Sstrytomatchthephotoswiththepassages.Ⅵ.SelfCheck
11.Wehavelearnedmanywordsforfamilymembers.Nowletshaveashortrevision.LetSssaythewordsforthefamilymembersinachain.S1:fatherS2:motherS3:grandfatherS4…
2.OK.Somewordsforthefamilymembersaremalesomearefemaleandotherwordsareboth.NowlookatSelfCheck1andgroupthewordsforfamilymembersyouhavelearned.
3.Checktheanswers.Male:fathergrandfatherunclebrothercousinFemale:mothergrandmotherauntunclecousinBoth:parentsgrandparentsⅦ.SelfCheck
21.Whenwearenotsureaboutthefamilymembers.Wealwaysaskaboutthem.Letssumupthesentencestructureswecanuse:Sssumupthesentencestructureswiththehelpoftheteacher.
①—Isthis/that…—Yeshe/sheis.Nohe/sheisnt.
②—Arethese/those…—Yestheyare./Notheyarent.
③—Whosshe/he—Hes/Shes…
2.NowreadtheconversationbetweenBillandDale.Thenpletetheconversation.
3.Checktheanswers.thisHesWhoShethese/thosetheyare
4.Practicetheconversationwithyourpartner.Ⅷ.ExercisesI.根据首字母及图片提示,写出单词
1.Look!Thisisap___________ofmybrothers.
2.Thisismya___Mary.She’smyfather’ss____.
3.—Isthisyouru____—Yes.He’smymom’sb______.
4.IsthatboyyourbrotherNo.He’smyc_____.Ⅱ.根据语境,从方框中选择恰当的单词填空hereofpicturenextgirl
1.—What’sthisinEnglish—It’samap________China.
2.HeyEmma.________arefivephotosofmyfamily.
3.Myfriendisan________andhernameisHelen.
4.Mr.Whiteisinthat________.
5.The________cupisred. Ⅲ. 根据汉语意思完成英语句子,每空一词
1. 我的狗叫笨笨The________________________________isBenben.
2. 这两张漂亮的照片是吉娜的Thetwo__________________areGina’s.
3. 这些是我的朋友__________________myfriends.
4. 他的父母在北京吗?Are__________________inBeijingⅣ.根据短文内容,从方框中选择恰当的单词填空,有的需要变换形式thisdoggirltheyparentHiI’mLucy.I’manEnglish1________.Thisisaphotoofmyfamily.Myfamilyisnotsmall小的.2________aremygrandparents.Thosearemy3________.MyfatherisEric.MymotherisSonia.ThisismyunclePeter.ThatismyauntLinda.4________arenotintheUK.They’reinChina.ThegirlinyellowismysisterAlice.OhI’mnotinthisphoto.But但是my5________isinthisphoto.What’sitsnameHahait’sJoe.Homework
1.Reviewthewordsforthefamilymembersinthisunit.
2.Askandansweraboutyourpartnersfamilymembers.Writetheconversationonyourworkbook.
3.找一张家庭照片,仿照3b中介绍的方法,写一篇小短文,介绍一下你的家人或朋友注意恰当运用This/Thatis…These/Thoseare…句型HiI’m______.Thisisaphotoofmyfamily.________people人areinmyfamily.Thisismy________.Thesearemyparents____and_____.Thisismy_________.Weareahappyfamily.parentsmotherfathersisterbrothergrandmothergrandfatherfriendgrandparentsaretheyareisthankswho’sishe’sshe’s。