Unit 3 This is my sister.

教学内容：

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能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。

教学目标：

1、  知识目标：

A、掌握家庭成员的表达，如：grandfather, grandmother, father, mother ,brother,sister, uncle, aunt, cousin, son, daughter, parents:

B、学会用指示代词：this ,that, these 和人称代词：I, he she they 介绍任务及Yes/No问句及其简单回答；

C、运用名词的复数形式。

2、  能力目标：

A、运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来；

B、通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中去，提高学生的交际能力。

3、  学习策略：通过对人物个性化的描述，识别图片。

4、  情感目标：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。

教学难点、重点：

重点：A、掌握家庭成员的表达；学会指示代词、人称代词及Yes/No问句及简单回答；

B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。

难点：能够用写信的形式向朋友介绍自己的家庭。

课时安排：

第一课时Section A 1a-1c

第二课时Section A 2a-4

第三课时Section B 1-2c

第四课时Section B 3a-Self-check

Period One

教师：照片，图片，表格。Step One: New words.

①Present the new words.

T:Hello , everyone ! Look ! What’s this ?

S_s: It’s a picture .

T: Right . Who is the man in the picture ?

S_s: It’s you.

T: Yes, it’s me . You know me . Please look at this . Do you know them ?

S_s: No , we don’t .

T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?

S_s: Yes .

T:OK . Please look at this man ? Is he old ?

S_s: Yes .

T:He is my “grandfather”. Please read after me , GRANDFATHER  G-R-A-N-D-F-A-T-H-E-R ,grandfather .

S_s: G-R-A-N-D-F-A-T-H-E-R , grandfather .

T:This is my grandfather .

(Teach the word “grandmother” in the same way .)

T:He is my “grandfather”.He is my “grandmother”. These are my grandparents. Read after me , grandparents.

S_s: Grandparents.

  (Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)

T:I have two brothers, two sisters, I have many friends.

  (Teach brothers, sisters, and friends.)

T: Read these new words together.

S_s:…

②Practice the new words.

T: Who can match the words with the pictures on the blackboard?

S_s: I can. (Textbook P₁₃ 1a)

  (Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)

T:Check the answers.

S_s:…

T:Is he right?

    用教师家人的照片呈现新课内容。

    教师边介绍，边领读单词。

用匹配的方式巩固单词。

S_s:Yes.

  (One more student gives the answers.)

Step Two: Drill

①Listen and circle.

T:A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.

S_s:OK.

  (Play the recording of 1b twice. Students work.)

T:What’s the answer?

S:Two brothers and sister.

②Pairwork. Talk about Dave’s family.

T:This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “ This is …” and “ These are …” to do it.

  (Students practice. Teacher walks around the room to help them.)

T:Now check your peactice.

S₁:Who is this?

S₂:This is his …

S₁: Who are these?

S₂: These are his …

  (Ask a few pairs to practice.)

Step Three: Task

①Talk about the family tree.

T:Look at the family tree.

  (Stick a family tree on the blackboard.)

T:Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.

  (Students work. Teach moves around the classroom to help the students.)

T: Check your task.

S₃:Hello. My name is …Look at this. This is my family tree. This is my…and this is my…They are old. These are my … This is my… This is my … My mother is … This is my … His name is … I love my family.

用听力训练再次强化学生对新单词的记忆。

让学生通过介绍Dave的家庭加强句型的操练。

让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。

T:Very good. Next make a dialogue in pairs about your family. First, you must greet each other, then introduce your family.

  (Two students come to the front.)

S_A: Hello.

S_B: Hello. How are you ?

S_A: Fine, thank you. And you?

S_B: I’m fine, too.

S_A: Excuse me! What’s this?

S_B: It’s my family tree.

S_A: Who’s this?

S_B: This is my grandfather.

S_A: Who’s this?

S_B: This is my grandmother.

S_A: Is this your father?

S_B: Yes, he is.

S_A: The women is your mother?

S_B: Yes, she is.

S_A: Who’s the boy?

S_B: He is my brother.

  (A few pairs do this.)

T: You did well.

②Make a survey.

T:Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to the class.

(Students work. Teacher moves around the classroom to help the students.)(Students report to the class.)

Step Four: Homework

Write a passage about your family.

让学生在语言实践中学会礼貌待人。

小组成员之间沟通有关家庭成员的信息，增进友谊。

Period Two

课前准备

教师：图片，录音磁带。

学生：自己家人的照片，也可以是自己画的家谱。

教学设计

教学步骤

Step One: Review the drill.

T: You know my family members. I want to know your family members. Would you like to introduce your family members to us?

  (Students use their photos or the pictures they drew.)

S_S: Yes.

T: Who wants to be the first, please?

S_A: Let me try.

T:OK, please.

S_A: 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 name is … They are good parents. This is my brother. His name is …Look! It’s me. Am I funny? I love my family.

T:Very good.

  (Another two students introduce their family.)

Step Two: Listening.

①Listen and circle the words you hear.

T:Here are two boys. One is Lin Hai. The other is Dave. They are talking about Dave’s family members. Please listen to the recording of 2a in Section A and circle the family members you hear.

S_S:OK.

  (Play the recording of 2a twice. Students work.)

T: Check the answer.

  (Ask two students to say the answers.)

②Listen and match.

T:This is a picture of Dave’s family. We know this is Dave. But we don’t know who is Mary, who is Jim and who is Lin Hai. Let’s

根据上节课布置的作业，让学生谈论自己的家庭成员，为新课教学做铺垫。

通过听力练习，使学生巩固对家庭成员的记忆。

通过听力引出Is this . . . ?的句型

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.)

S₁: Dave is …Lin Hai is …

③Pairwork. Talk about Dave’s family.

T: You come to Dave’s home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “ Is this…” 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 helps the students who need.)

T: Let’s check your work, please.

S_S:OK.

  (Ask one pair to do it.)

S₁:Is this Jim?

S₂:No, he isn’t.

S₁:Is this Jim?

S₂:Yes, he is.

  (Ask two more pairs to do it.)

④Practice.

T:I have a friend. He is talking to his friend. Dave, about Dave’s sister. Fill in the blanks with the words from the box. Work in pairs, then report it to the class.

   isn’t    brother    is    sister

  (Students work. Teacher walks around the classroom and helps the students who need.)

T:Check your work, please.

  (Ask one pair to do it.)

S₃: That’s … and that’s … Is she your…?

S₄: Yes, she is.

S₃: And is the your …?

S₄: No, he isn’t. He’s my …

  (Change roles to do it and ask one more pair to do it.)

Step Three: Task.

①Play a guessing game.

通过谈论Dave的家庭成员，练习句型Is this . . . ?

用学生的句型引出Is she/he your . . .?的句型，让学生在对话中理解人称代词的用法。

T:I have a picture here. Do you want to know who she is?

  (Show the picture to the students.)

S_S: Yes.

  (Students guess the picture.)

②Group work.

T: Put your photos together on your desk. Work in groups of four. You can use “ Is she …?” or “ Is he …?” to take turns asking and answer questions about the photos. Then report it to the class.

  (Students work.)

T:Check your work.

Homework.

Draw your family tree.

用游戏的方式巩固人称代词的知识。

Period Three

课前准备

教师：图片。

学生：照片。

教学设计

教学步骤

Step One: New words.

①Present the new words.

T:Do you like games?

S:Yes.

T:Let’s play a guessing game. Please listen carefully. He is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he?

S₁: It is your “表哥”.

T:No, it isn’t.

S₂: It is your “堂兄” or “堂弟”.

T: Yes, it is. Let’s see how to say it in English.

  (Put the card “cousin” on the blackboard.)

T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.

S_S: C-O-U-S-I-N, cousin.

T: Spell it, please.

S_S: C-O-U-S-I-N, cousin.

…

T:This time you must say it in English. She 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:Your father’s brother is your …?

S₃: “大爷，大伯”.

S₄: “叔叔”.

T:You are right. Let’s see how to say it in English.

  (Put the word card “uncle” on the blackboard.)

T:Read after me, please, U-N-C-L-E, uncle.

S_S:U-N-C-L-E, uncle.

…

T:Your uncle’s wife is your…?

S₅: “伯母，婶婶”.

用游戏的方式引人新课。

T:Right.

  (Put the card “aunt” on the blackboard and then teach these words son, daughter in this way.)

T:Read the words on the card together.

S_S: …

②Practice the new words.

T:Look at the family tree. Some words are missing. Who can help me fill it, please?

  (Ask one student to the front to do it on the blackboard. The others finish it on their book.)

T:Check your work.

Step Two: Drill.

①Listen and check the words you hear.

T:Lin Hai and Dave are talking about Dave’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 say the answers.)

②Listen and check the picture.

T: I have two pictures here. Which one is Lin Hai talking about? Let’s listen and find it out, please.

  (Play the recording twice again.)

  (Check the answer.)

③Pairwork. Draw your own picture and talk about it.

T: We find out the picture of Lin Hai’s family. Can you draw a picture of your family?

S_S: …

T: OK. When you finish drawing, tell your partner about your picture. You can use “This is …” and “ These are …” to talk about. Then report it to the class.

  (Students work.)

  (Check students’ work. Ask two or three students to report.)

Step Three: Task.

Talk about the family tree.

T: Look at the family tree. I think it’s a big family. You can do it

in groups of four or three. You can do it in pairs or only by yourself. Then report it to the class.

  (Students work. Teacher walks around in the classroom and helps the students.)

T: Stop here. Let’s check it out.

  (Choose students to do it.)

S₁: Look at my family tree. This is my… This is my … They have two … This is my … This is my …This is my …This is my. My parents have two children. This is…This is my …My uncle and my aunt have a son. He is my …

  (Ask two more students to do it.)

Homework.

Write a passage about your family.

Period Four

课前准备

教师：家庭成员的照片。

学生：学生自己画的家庭照片。

教学设计

教学步骤

Step One: New words.

①Present the new words.

T:Hello, everyone. My name is “Emma”. Today I want to introduce my brother to you.

  (Put the picture of his sister on the blackboard.)

T:This is my sister, Mona. Read after me, MONA, M-O-N-A, Mona.

S_S: M-O-N-A, Mona.

T:These are my parents. They are “great” parents.

  (Put the picture of his family on the blackboard.)

T:Read after me, GREAT, G-R-E-A-T, great.

S_S: G-R-E-A-T, great.

…

T: They are my “dear” parents, too.

  (Teach dear, photo, thanks for…)

②Practice the new words and drill.

T:I have a letter from my pen friend. Now I want you to read it for me. Then draw the photo of Emma’s family.

S_S: OK.

  (Students read the letter and draw the photo on their books.)

  (Show some photos that students draw to the class. Students say which one is good or which one is better.)

Step Three: Task.

①Write a letter to your friend.

T:Your have a letter form your friend. Now write back to your friend . Tell him or her about your family , And report your letter .

S_S: OK .

(Students work . Teacher moves around the room and helps the students who letter . )

T: Now check your work .

S₁: Dear . . .

Thanks for the photo your family . Here is my family photo . This is my . . . This is my . . . This is . . . I have a . . .

Your friend , . . .

(Another two more students do it . )

①Write a letter .

T: Take out the photo of your family to school and write a letter about it . When you finish , I’ll put your photos and letters on the blackboard . You match the photos and the letters .

S_S: All right .

(Students write their letters . Teacher moves around the room and helps the students who need . )

T: Check your work now .

S: . . .

(Teacher puts some photos and letters on the board . Ask students to come to the front to read the letter and match it with the photo . )

Homework .

Finish self-check .