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,
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grandmother, brother, parent (s), grandparent (s), who, they, this, that, these, those
2）能掌握以下句型：
① —This/That is his sister.
② —These/Those are his parents.
③ —Who's she? —She's my sister.
④ —Is this/that your sister? —Yes, she is./No, she isn't.
⑤ —Are these/those your parents? —Yes, they are. /No, they aren't.
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 demonstratives 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 they’ve learned to their daily life.
三、教学过程
Ⅰ. Warming up and revision
1. Greetings
T: How are you? What’s your name? Nice 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.
My first name is… My last name is… My telephone number is…
Ⅱ. Presentation
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1. Show Ss a piece of video “《家有儿女》”.
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 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.
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.
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
Ⅲ. Listening
T: 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 the answer?
S: Two brothers and a sister.
Ⅳ. Pair work
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1. Role-play the conversation in 1a.
Ss work in pairs. Role-play the conversation. Try to remember the sentence structure:
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 people 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. Listening
1. 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 let's read the words in the box together.
parents mother father sister brother
grandmother grandfather friend grandparents
Ss: 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 let's look at the photo of this family. We know this is Jenny. But we don’t know who is 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 students may say they do. Choose two of them to answer.)
3. Listen again and fill in the blanks.
Li Lan: Cindy, is this your family photo?
Cindy: Yes, it is, Li Lan.
Li Lan: Are these your ________?
Cindy: Yes, they are. This is my _______,
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Jenny, and this is my _______, Tom.
Li Lan: Oh, ___________?
Cindy: She’s my _______, Mary.
Li Lan: ____________?
Cindy: They’re my ____________, Linda and Bob.
Li Lan: And __________?
Cindy: He’s my ________, Jack.
Ⅵ. Pair work
T: 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. Use “—Who's she/he? —She's/He's…” 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.
Ss: OK. (Ask one pair to do it.)
S1: Who's she?
S2: She's Jenny.
S1: Who's he?
S2: He's John.
(Ask two more pairs to do it.)
Ⅶ. Role-play
1. 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 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 roles 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 ,
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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：
This is a single parent family.
这是一个单亲家庭。
They are Jack’s grandparents.
他们是杰克的（外）祖父母。
2. He’s 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”，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. This 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。
① 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
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如：This is my aunt Mary. 这是我的姑姑玛丽。
①This 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
② 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 isn’t.来回答。如：
—Is this your grandmother? 这是你的外婆吗？
—Yes, she is. 是的。
IX. Exercises
Ⅰ. 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. My two ________(姐姐) are in China.
2. This is a big (大的) ________(家庭).
3. Her three ________(哥哥) are at the middle school.
4. His ________(父母) are Mr. Green and Mrs. Green.
5. ________(谁) is your good friend?
Ⅲ. 根据括号内的要求完成下列各题。
1. This is a ruler. (改为复数形式)
________ are ________.
2. That is her cup. (改为复数形式)
________ are her ________.
3. Who’s the girl? (补全答语)
___________ Grace.
4. He is my friend. (对划线部分提问)
________ he?
Homework:
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1. Remember the new words.
2. Try to introduce your family members to your friend orally.
3. Make three conversations using the things in your classroom or in your home.
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。
① —This/That is…
② —These/Those are ….
③ —Who's …? —She's/He's…
④ —Is this/that …? —Yes, …/No, …
⑤ —Are these/those …? —Yes, they are./No, they aren't.
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. Warming up and revision
1. Greeting the Ss. Chant the song:
Father, father, this is father.
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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 those
it/he/she they
is are
Practice
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.
Ⅱ. Grammar Focus.
1. 学生阅读并完成下列句子。
① 这是我的朋友简。_____ ______ my friend Jane.
② 那是我的爷爷。_____ my grandfather.
③ 这是我的兄弟们。 _____ ____ my brothers.
④ 那是我的父母亲。_____ _____ my parents.
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⑤ 她是谁？______ she?
⑥ 她是我的妹妹。She’s my _________.
⑦ 他是谁？_______ he?
⑧ 他是我的弟弟。_______ my brother.
⑨ 他们是谁？Who _________ they?
⑩ 他们是我的祖父母。________ my grandparents.
2. Explanation
1. 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？”，用Yes, they are.
或No, they aren’t.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。who’s是who is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 (=who are)用于对两个或两个以上的人进行询问，回答时常用They’re (=They are)…
例如：—Who is that boy? 那男孩是谁？
—He’s my cousin. 他是我的堂弟。
—Who are they? 他们是谁？
—They’re 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。they’re是they are的缩写形式。
例如：
—Who’re they? 他们是谁？
—They’re my cousins. 他们是我的表弟。
— Who’re Linda and Mary? 琳达和玛丽是谁？
— They’re my sisters. 她们是我的姐妹。
5. that’s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。
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6. 介绍人物常用句型：
This is …
That’s …
These are …
Those are…
辨别人物常见句型：
Who’s he/ she? He’s / She’s ...
Who’re they? They’re …
Ⅲ. Pair work
1. 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. 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my father，可知空格处应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.
IV. Practice
1. 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 S1's introductions:
This is your… That is your… These are your… Those are your…
…
V. Practice
1. T: You and your partner put your photos on the desk. Take turns to ask and answer the family members.
S1: Who's she?
S2: She's my mother.
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S1: Who's he?
S2: He's my father.
S2: Is this your grandfather?
S1: Yes, he is.
S2: Are those your parents?
S1: No, they aren't.
2. T: Do you know what “family” is?
Ss: …
T: “family” means “father –and –mother-I –love –you!” And I hope you can show your love to your parents, OK?
Ss: Ok!
VI. Exercises
Ⅰ. 根据句意及括号内所给单词的提示填空。
1. ________(that) are my pens.
2. Tom, who ________(be) the girls?
3. ________(he) are OK.
4. Mary, ________(be) this your CD?
II. 从方括中选择恰当的单词补全对话。
are, they, are, is, thanks, who’s, is, he’s, she’s
A: This _____ my family.
B: Who’s he?
A: ____ my father.
B: ______ she?
A: _____ my mother.
B: _______ those your grandparents?
A: Yes, ____ ___.
B: __ that your brother?
A: Yes. He’s my brother, Dale.
B: Oh, I see. Well, have a good day!
A: ________! You, too.
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Homework
用下列句型介绍一张你的家庭照片。
This is…
That’s…
These are…
Those are…
Section 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, 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：
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. Warming up and revision
1. 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?
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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 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.)
Ⅱ. Presentation
1. Guessing Game
T: Do you like games?
S: Yes.
T: Let’s play a guessing game. Look at the screen. This 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. (Show the word “cousin” on the screen.)
T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.
SS: C-O-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.
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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. (Show the word “uncle” on the screen.)
T: 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: “伯母，婶婶”.
T: Right. (Show the word “aunt” on the screen. and then teach these words son, daughter in this way.)
T: Read the words on the screen together.
SS: …
2. Practice the new words.
Ⅲ. Writing
1. Now let's work on 1a. Look at the family tree (家谱) in 1a. From the family tree, we know that your grandpa and grandma have two sons, your father and your uncle. 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 it on their book.)
2. Check the answers.
Ⅳ. Listening
1. 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 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
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find it out, please.
(Play the recording twice again.)
Check the answer.
Ⅴ. Pair work
1. T: We find out the picture of Tom’s family. Can you draw a picture of your family and friends?
SS: …
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.)
2. Check students’ work. Ask two or three students to report.
e.g. These are my parents and this is my grandma. This is my friend, Lin Fang.
Ⅵ. Writing
1. T: We learn many names in this Unit. Can you tell it's a male or female first name?
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. 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 )
(Female: Jenny, Linda, Mary, Sally, Jane, Kate, Lin Fang, Cindy, Helen)
Ⅶ. Presentation
1. (Show two photos of your family.)
T: Look! Here are two nice photo of my family. (Write "two photos of” on the blackboard.)
My parents are in the first photo. (Write "in the first photo" on the 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"。
Ⅷ. Reading
1. Fast reading
T: Jenny has two family 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.)
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Check the answers: Jenny, Alan, Mary, Bob, Eric, Cindy, Helen, Coco
2. Careful reading
Read her article again and find out "Who is Coco?" If you find out Coco, please put up your hands.
提示：短文中对Coco的描述为“Coco is in my family, too.”，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。
Read the passage carefully and complete the blanks.
3. Careful reading
T: Now let's work on 2c. First read the sentences below. Know what you are supposed to know about the passage. Then read the passage again and try to fill in the blanks.
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Hi, I’m Jenny. （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“These are my parents, Alan and Mary.”，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“Coco is in my family, too.”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Coco。
Check the answers: 1. Jenny 2. parents 3. brothers 4. sister 5. cousin 6. Coco
Ⅸ. Exercises
Ⅰ. 根据家庭关系图完成句子。
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1. Li Qinhan is Li Jie’s ____________________.
2. Cao Fen is Li Shuo’s _____________________.
3. Li Ke is Li Shuo’s ___________.
4. Huang Mei is Li Jie’s ______________.
5. Li Jie is Li Shuo’s ________.
Ⅱ. 根据句意及所给首字母提示，补全句中所缺单词。
1. Dave is my father. I’m his s____.
2. Alan is my c_______. He isn’t my brother.
3. Gina is my a________. Her father is my grandpa.
4. Bill is my u_______. He and my father are brothers.
5. Grace is my d____________. I am her mother.
Homework
1. Review the new words we learn this lesson.
2. Talk about the family tree. You can use these sentence structures.
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 …
Section B2 3a-Self Check
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。
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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. Warming up and revision
1. Greeting the Ss. Check the homework.
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 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.)
Ⅱ. Presentation
1. Read the passage and complete the passage with the words in the box.
T: Today let's meet a new friend. His name's Paul. He writes a passage to 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. 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. Ss work with their partners. Then check the answers together.
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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.
Ⅲ. Practice
1. Using the family photo to retell the passage.
2. Show the photo of Paul's family to your partner. Suppose you are Paul. Then try to introduce the family members to your partner.
3. Retell the passage to some other students around you.
Ⅳ. Writing
1. Take out the photo of your family and write a passage about it.
2. Students write their passages. Teacher moves around the room and helps the students who need.
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/Those are…句型；在介绍单个的人时，应用This/That is…句型。为了让短文更加活泼，还可用Is this/that…?这样的问句，并自己作回答。
4. Let some Ss read their passages aloud to the class.
Ⅴ. Game
1. In order to let more students show their passages. Teacher puts some photos and letters on the blackboard. Ask students to come to the front to read the letter and match it with the photo.
2. Ss try to match the photos with the passages.
Ⅵ. Self Check 1
1. We have learned many words for family members. Now let's have a short revision.
(Let Ss say the words for the family members in a chain.)
S1: father S2: mother S3: grandfather S4…
2. OK. Some words for the family members are male, some are female and other words are both.
Now look at Self Check 1, and group the words for family members you have learned.
3. Check the answers.
Male: father, grandfather, uncle, brother, cousin
Female: mother, grandmother, aunt, uncle, cousin
Both: parents, grandparents
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Ⅶ. Self Check 2
1. When we are not sure about the family members. We always ask about them.
Let's sum up the sentence structures we can use: (Ss sum up the sentence structures with the help of the teacher.)
① —Is this/that…? —Yes, he/she is. No, he/she isn't.
② —Are these/those…? —Yes, they are./ No, they aren't.
③ —Who's she/he? —He's/She's…
2. Now read the conversation between Bill and Dale. Then complete the conversation.
3. Check the answers.
( this, He's, Who, She, these/those, they, are )
4. Practice the conversation with your partner.
Ⅷ. Exercises
I. 根据首字母及图片提示，写出单词。
1. Look! This is a p___________ of my brothers.
2. This is my a___, Mary.
She’s my father’s s____.
3. —Is this your u____?
—Yes. He’s my mom’s b______.
4. Is that boy your brother?
No. He’s my c_____.
Ⅱ. 根据语境，从方框中选择恰当的单词填空。
here, of, picture, next, girl
1. —What’s this in English?
—It’s a map ________ China.
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2. Hey, Emma. ________ are five photos of my family.
3. My friend is a(n) ________ and her name is Helen.
4. Mr. White is in that ________.
5. The ________ cup is red.
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 ________ ________ ________ ________ is Benben.
2. 这两张漂亮的照片是吉娜的。
The two _________ _________ are Gina’s.
3. 这些是我的朋友。
_________ _________ my friends.
4. 他的父母在北京吗？
Are _________ _________ in Beijing?
Ⅳ.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。
this, dog, girl, they, parent
Hi, I’m Lucy. I’m an English (1)________. This is a photo of my family. My family is not small (小的). (2)________ are my grandparents. Those are my (3)________. My father is Eric. My mother is Sonia. This is my uncle, Peter. That is my aunt, Linda. (4)________ are not in the UK. They’re in China. The girl in yellow is my sister, Alice. Oh, I’m not in this photo. But (但是) my (5)________ is in this photo. What’s its name? Haha, it’s Joe.
Homework
1. Review the words for the family members in this unit.
2. Ask and answer about your partner's family members. Write the conversation on your workbook.
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/That is…, These/Those are…句型。
Hi, I’m ______. This is a photo of my family. ________ people (人) are in my family. This is my ________. These are my parents ____ and _____. This is my _________. We are a happy family.
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