Unit 2 This is my sister公开课教案

Unit 2 This is my sister教案Section A一、教材分析(一)教材背景分析本单元围绕介绍家庭成员开展听说读写教学活动，中心话题是“This is my sister”，学生的学习活动是在真实的生活场景中展开的。

并把“名词的单、复数形式”这一语法主线贯穿其中。

教学内容为语法的学习和使用提供了必要的感性材料，同时也体现了语法项目与交际情景自然结合的特点。

(二)教学内容分析本单元的中心话题是介绍家人和亲属。

语法内容是一般名词的单、复数形式与be动词、指示代词(this、that、these、those)之间的关系。

(三)教学重点、难点本单元的重点教学项目是介绍家人、亲属和一般名词的单、复数形式。

难点是区分名词的单、复数形式与be动词、指示代词(this、that、these、those)之间的关系。

二、教学目标(一)语言知识1.词汇 sister n.姐；妹mother n. 母亲；妈妈father n.父亲；爸爸parent n.父（母）亲brother n. 兄；弟family n.家；家庭 who pron.谁；什么人they pron.他（她；它）们have v.有 day n. 一天；一日；白天son n.儿子daughter n. 女儿cousin n. 堂（表）兄弟；堂（表）姐妹photo n.照片next adj.. & n. 下一个的；接下来的girl n. 女孩dog n.狗2.语法一般名词的单数、复数形式。

3.日常交际用语(1) Is this/that your sister/brother?Yes, it is. / No, it isn’t.(2) This/That is my friend/brother.(3) These/Those are my friends/brothers.(4) Here is my family photo.(二)语言技能1.能简单的介绍家人和亲属。

Unit 2 This is my sister.Section B Reading and writing一、教学目标：1. To understand the passage about Jenny’s family.2. To introduce your family.3. 帮助学生了解家庭成员的称谓，掌握如何向同伴介绍家庭成员，为下面的口头交际和写作训练进行铺垫。

二、教学重难点1. 教学重点：1) Understand the passage about Jenny’s family.2) Introduce your family.2. 教学难点：Introduce your family.三、教学过程Ⅰ. Warming upStudents look at the ppt. Let’s learn the learning objective. And teacher give a question to the students. “Do you love your family?” Students answer the question. “Yes,I do. I love my family.” Then teacher plays a song. “ I love my family.” Students listen the song and sing it together.Ⅱ. PresentionT: I have a friend. She is Jenny. Today let’s l earn about Jenny’s family.1.Now look at the picture. I have two questions for you.1) How many people can you see in the first /second picture?2) What else can you see in the second picture?2. Read about Jenny’s family and circle the names. Choose two students to read the passage. Then the whole class read it together.3. Read the passage carefully and compete the blank.4. Read the passage again and compete the sentences.5. Answer the questions.1)Who is Alan?2) What’s the name of Jenny’s mother?3) Who are Bob and Eric?4) Is Cindy Jenny’s sister?5) What is the name of Jenny’s cousin?6) Is Coco a boy?Ⅲ. PracticeT: We had learned Jenny’s family. Now I ha ve some family photos for you.Students look at the pictures. Then talk about Duo Duo’s and Cindy’s family.IV. SummaryIntroduce your family:This is a photo of my family.This is Jack. He is my father.That is Jane. She is my mother.These are ...and... They are my...Those are ... and ... They are my ....V. Let’s talk.1. Teacher gives a picture of her family in the ppt. Then introduce the family photo to the students.Hi, dear students. Here is a photo of my family. This is me. Who’s he? He’s my father. Who’s she? She’s my mo ther. This is my uncle. That’s my aunt. Look! They’re my grandparents. Who are they? They’re my aunts. The little boy is my cousin, and the little girl is my cousin, too.2. Teacher gives some pictures of the students.3. The students tell the teacher who are they. Then choose the student in the picture to introduce his/her family to the class.4. Students take out the paper, and write some sentences about their family. Then choose some students to read the sentences in the class.VI. HomeworkWrite a passage about your family according to family photos.VII. Blackboard DesignVIII. Teaching Reflection1）按照新课标的要求，让学生多说多练，突出学生的主体地位。

unit2-This-is-my-sister教学设计Unit 2 This is my sister.(第⼀课时)教学设计学科：教师姓名：课题：unit 2 This is my sister. (Period 1— Section A 1a—1c)课型：听说课；语法课教学时间：45mins教材分析：⼈教版《新⽬标英语Go for it》每个单元都有⼀个Language Goal, 这个Language Goal 其实就是本单元的Topic。

然后所有的课程设计都是围绕着这个话题，⽆论是Sentence , Vocabulary 还是 Grammar。

本单元所有的环节设置都紧紧围绕了家庭成员这个主题。

在整个单元中家庭成员的称谓以及对家庭成员的介绍和提问，与⼀个个⼩任务紧密地结合在⼀起。

任务由⼀开始的⼝头介绍到之后的书⾯表达，由最初单⼀的家⼈称谓到最后连贯的语句，教材较好地体现了教学的渐进性和层次感，使学⽣在教师的带领下能反复地掌握和巩固本单元的⽣词和新句型。

从⽽达到流畅介绍家庭成员的⽬的。

本课时作为单元的第⼀课，主要让学⽣学会确认家庭成员并⼝头介绍家⼈和朋友。

与此同时让学⽣了解可数名词的单复数。

学情分析：七年级的学⽣刚刚全⾯的学习英语，对英语学习充满了兴趣，求知欲强，乐于表现⾃⼰，⽽且有较强的记忆⼒和模仿能⼒。

同时他们在⼩学学过⼀些有关家庭成员称呼的单词。

在预备篇第⼆单元也学过如何介绍物品的⽅式，这些都为开展这节课创造了较好的条件。

根据学⽣的知识储备和七年级学⽣的特点并结合教材设计，我使⽤了以下的教学⽅法：⾸先在对整个课时进⾏教学设计的时候，从Topic⼊⼿，以下列的程序进⾏：Topic –--Structure —Vocabulary--- Sentence---Grammar。

其次，⽤五步教学法;情景教学法；结合“English possible, Chinese necessary.”的教学⽅法,进⾏听说结合，模仿操练，反复使⽤重点单词和句型，由浅⼊深，由易到难，循序渐进地深化教学内容；再次，把⿎励教育教学法参与到课堂教学中，教师评价多元化并且恰当的使⽤激励性评语，让学⽣尽量的参与到课堂教学活动中，有更多的机会说英语，让他们渴望成功的⼼理得到满⾜，使他们体验到成功的喜悦。

Unit 2 This is my sister。

教案一、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。

第一课时Unit 2 This is my sister教学设计一、Teaching aims（教学目标）1.知识目标：a)掌握有关家庭成员各名称单词(sister,mother, father, parent, brother, grandmother,grandfather, friend, grandparent, these, those,are )b)熟练运用陈述句(This is / That is....These are/ Those are....)2.能力目标：a)学会用英语简单介绍自己的家庭成员b)学会用英语简单询问他人家庭成员关系3.情感目标：a)通过小组竞赛活动培养学生自主学习与合作精神，增强集体荣誉感。

b) 激发学生热爱家庭。

二、Key points and difficult points（重点、难点）1.学习重点词汇sister ,mother ,father, parent , brother , grandmother ,grandfather , grandparents , family ,these , those ,who2.学习难点：A.学习"用指示代词介绍人或物"的句子结构的复数形式Is this your sister? No , she isn't .This is my friend . These are my friends .B. That is my brother .Those are my brothers .说明：is/are的使用及these/those的用法。

三、教学用具：A tape player, a photo of family四、教学方法：认知法，跟读、朗读法，讲解法。

1五、教学过程（Teaching steps）Step l：1）Warming up and revisionEnjoy an English song called the finger family, do daily greetings as usual.T: Hello, what’s your name?S: My name is …….T: Nice to meet you!S: Nice to meet you, too!2) RevisionT: What’s this in English?S: It’s a /an……..T: How do you spell it?S: ………….Step 2：PresentationShow a picture of the teacher, and then ask and answerT: What’s this in English?S: It’s a picture.T: Yes, this is a picture of my family. Can you see the woman? This is my mother. Read after me , mother ,mother.S: motherTeach other words in this way.Step 3: pre-task21. T: Today I’ll introduce a new friend, then show apicture of a boy to teach new words about familymembers.2. Work on 1a, match the words with the people in thepicture.3. Listening practice: do 1b, first listen and circle thewords, then imitate.4. Look at the picture on p7, ask and answer in pairs. Step 4：while-taskShow Ss some pictures , point at the pictures and tell them like this :This is my father / mother / brother / sister….That's my sister / grandmother / grandfather ….......Then ask the Ss to bring their families' pictures andintroduce people in this way next time .1. Ask and answer2. Ss ask and answer in pairs. Then do 2a.3. Make a short passage about the photo.then do 2b.4. Role-play the conversation about 2d.Thenanswer some questions.Step 5：post-taskDraw a photo of family and write about it, then share with friends.Step6: Sum upTalk about how to introduce people.3Step 7：Homework1. To remember new words about Unit 22. Recite 2d3. Look at Grammar Focus carefully4. Do 3a and 3b5. To bring a photo of family六、板书设计:Unit 2 This is my sister.Period I( Section A 1a—3c）New words:mother father brother sister grandfather grandmother family those these whoImportant sentences:This is my... These are my...That is my… Th ose are my…Who is she/he? She/ He is my...七、教学反思：在本节课的教学中，我引导学生充分发挥自己的积极性，调动学生的参与激情。

初中英语教案Unit 2 This is my sister.The First PeriodSection A (1a-2d)Ⅰ.Teaching aims:1.Knowledge aims:(1)Key words:sister,mother,father,parent,brother,grandmother,grandfather,grandparent,family, those,who,these,they,well,have,day,bye(2)Key phrases:Have a good day!(3)Important sentences:①That’s my family.②Those are my parents.③—Who’s she?—She’s my sister.④Well,have a good day!2.Ability aims:Learn to introduce people.3.Emotion aims:Make students love their family members better.II.Important points:Learn to say their family members in English and spell them.III.Difficult points:Learn to describe family members in the picture.IV.Teaching processStep 1 Warming up1.Show a piece of video frozen.2.Show Anna’s photo,then show Elsa’s photo.T:What’s her name？Ss:Her name is Anna.T:Who is she?Ss:She is Elsa.T:Elsa is Anna’s...Ss:Sister.T:You are right.Who can spell “sister?”Step 2 Research CooperationWork on 1a.Ask students to look at the picture in 1a.Then read the words on the left.Match the words with the people in the picture.Check the answers with students.Step 3 ListeningWork on 1b,2a and 2b.1.Play the recording for the first time.Students only listen.2.Play the recording again and ask students to complete 1b,2a and 2b.3.Check the answers in 1b,2a and 2b.Step 4 PairworkWork on 1c and 2c.1.Role-play the conversation in 1a.Then talk about the other people in the picture.A:That’s my family.Those are my parents.B:Who’s she?A:She’s my sister.Oh,and these are my brothers.2.Practice the conversations in pairs and role-play them.3.A: Who’s she?B: She’s Cindy.A: Who’s he?B: He’s her father.Step 5 Role-playWork on 2d.Look at the picture in 2d.This is Sally and Kate’s family.Read the conversation first.The look at the picture and guess who they are.Ask students to practice the conversation in group of three .Then ask some students to act out the conversation.Language points1.family家；家庭若指家庭整体是单数名词；若指一个家庭里的全体成员，则是复数名词。

Unit 2 This is my sister.Section B一、教学目标：1、知识目标：uncle, aunt, cousin, son, daughter, photo, familytree, of, grandma,grandpa,mom,dad2、能力目标：培养优良的听、说、读、写能力。

掌握家谱Target language:This is my friend. These are myparents.Thatismysisters.Thosearemygrandparents.3、情感目标：了解自己的家庭，理解家人，心爱家人二、教学重、难点：1、掌握并烂熟运用有关家庭成员的表达法。

2、巩固如何介绍家人。

三、Teaching stepsStep 1Greetings and revision:Ask and answer like this :A:Good morning ! B: Good morning !A:Howareyou? B:I“mfine,thanks.Andyou?A:I“m fine,too.Step 2 Lead in1.Play a guessing game and learn new words.mother’sfather(grandpa) father’smother(grandma)fatherandmother(parents)mother’sbrother(uncle)mother’ssister(aunt)uncle’sdaughter(cousin)grandpa’sson(dad) grandpa’daughter(mum)2.Ss read the words after the teacherStep3.Practice the words1.First,teachersaysChinese,SssayEnglishwords.Next,teachersaysaword,Sssayano ppositeword.(mum—dad,son—daughter,uncle—aunt,andsoon).2.Ask Ss to finish 1a(family tree),And ask a boy anda girl to finish family tree on the blackboard. Thenask Ss to correct wrong words.Step4.listening.Litentothetape,finish1b,1c,Thenchecktheanswers.Step5havestudentstakeoutthe irfamilyphotos,teachthem how to introduce the family members to others.Write the sentences on the blackboardThis is my mother. This is my father.These are my parents.That is my grandmother. That is my grandfather.Those are my grandparents.StudentsworkingroupstopracticethetargetlanguageAsksomestudentstostandupa ndintroducetheirfamily.Step6 WritingWriteaboutafamilyphoto,thentellyourclassmatesabout your family.Askaboyandagirltowriteitontheblackboard,otherSs write it on the paper.Then correct the passages.Step7 HomeworkWrite the passage in your exercise books.。

Unit 2 This is my sister.一、教材分析本单元学习的是学生最熟悉的家庭成员的称谓。

通过介绍照片中的人物，帮助学生学会This/That is… , These/Those are … 以及询问人物的特殊疑问句Who is/are …?本单元生词较多，并且也开始涉及到名词的复数形式，对学生来说有一定的难度。

整个单元的都是围绕照片来谈论介绍人物的。

由最初单一的家人称谓到连贯的句子、到对话、到篇章，充分体现了教材内容的渐进性和层次性，在教师的指导下学生能不断地重复掌握本单元的生词和新句型，从而达到熟练运用所学内容介绍家庭成员的目的。

本单元的教学内容为：1. 学习介绍他人；辨认人物。

2. 学习名词：sister, mother, mom, father, dad, parent, brother, grandmother, grandma, grandfather, grandpa, grandparent, son, daughter, cousin, uncle, aunt, family, day, photo, picture, girl, dog学习动词：have学习代词：these, those, who学习感叹词：well, oh, bye学习副词：here,学习兼类词：next adj.& n.学习介词：of3. 学习词组：in the first photo, in the next photo, two nice photos of my family4. 学习句型：This/That is …These/Those are …Who’s he/she?He/She is …Who are they? They are …Here is/ are …5. 了解句子：Oh, I see.Well, have a good day!Thanks! You too.二、教学目标1.通过本单元的学习，学生能用英语介绍、询问、交流家庭成员。

《Unit2Thisismysister》单元教案（公开课）《Unit 2 This is my sister》单元教案Period 1 Section A 1a-1cⅠ.教学准备1．教师：录音机和录音磁带，多媒体课件、麦克风、自己的家庭照片。

2．学生：一张自己的全家福。

Ⅱ.教学目标1．学会认知家庭成员，了解家庭关系。

2．学会介绍人。

3．通过认知家庭成员及其关系，学会使用指示代词these，those。

Ⅲ.教学重点(1)词汇：sister，mother，father，parent，brother，grandmother，grandfather，grandparent，family，those，who，these(2)句型：This is my sister.That's my grandfather.These are my brothers.Those are my parents.Ⅳ.教学难点让学生运用所学的语言项目“This/That is...These/Those are...”等内容与其他人交流家庭成员的情况。

Ⅴ.教学步骤Step 1：Greetings and talking建议：教师和学生交流一些日常的问题，一是能复习所学的语言点，二是能与学生更好地进行交流。

For example：T：What's your name？What's your telephone number?Ss：My name is...My telephone number is...Step 2：Lead-in/Present the new words建议1：教师呈现一幅自己的全家福的照片，然后介绍自己的家庭成员，从而引出本课的新单词。

For example：T：Hello，everyone！Look！What's this?Ss：It's a picture.T：Right.Who is the man in the picture?Ss：It's you.T：Yes，it's me.You know me.Please look at this.Do you know them?Ss：No，we don't.T：They are my family members.Today I want to introduce my family members toyou.Would you like to meet them?Ss：Yes.T：OK.Please look at this man？Is he old?Ss：Yes.T：Heismygrandfather.Pleasereadafterme，GRANDFATHER ，G-R-A-N-D-F-A-T-H-E-R，grandfather.Ss：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”．She is my “grandmother”．Th ese are mygrandparents.Read after me，grandparents.Ss：Grandparents.T：I have two brothers，two sisters.I have many friends.(Teach the words “brother”and “sister”．)T：Read these new words together after me.Ss：...建议2：利用多媒体呈现情景剧《家有儿女》中人物的照片，从而导入本课的语言知识。

Unit2 This is my sister.Ⅰ.Analysis of teaching materials：This unit takes the introduction of family members as the topic, briefly introduces the relationship between characters as the function, and uses five dialogues and a short discourse as the carrier to introduce the characters in the photos to help students learn how to This/That is... ,These/Those are... And special questions to ask the characters. There are many new words in this unit, and it starts with the plural form of nouns, which is difficult for students. The whole unit talks about introducing people around photos.Ⅱ．1.Teaching Aims:1. Learn to introduce people; Identify people.2. Learn nouns: sister, mother, mom, father, dad, parent, brother, grandmother, grandma, grandfather, grandpa, grandparent, son, daughter, cousin, uncle, aunt, family, day, photo, picture, girl, dogLearn the verb: haveLearn pronouns: these, those, whoLearn interjections: well, oh, byeLearn adverbs: here,Learn the preposition: of3. Learn phrases: in the first photo, in the next photo, two nice photos of my family4. Learn sentence patterns: This/That is...These/Those are …Who’s he/she? He/She is …Who are they? They are …Here is/ are …5.Understand sentences: Oh, I see.Well, have a good day!Thanks! You too.2.Ability aims:：1. Through the study of this unit, students can introduce, inquire and communicate with family members in English. And be able to think about the relationship between each family member in English. For example, when they see their father's mother, they quickly recognize that it is their grandmother. And you can tell when to use the singular and when to use the plural.2.Through the study of family members, students can think in English and clarify the relationship between family members, so as to stimulate their love for their families.3.Emotional aims:Ss get to know more about each other through the exchange of what they have seen, heard and felt.Ss learn to express their feelings in a better way.Ⅲ．Teaching important and difficult points1. Proficient in the names of family members, able to read, speak and recognize, and use these words to communicate.2. Be able to introduce others by using the words you have learned.Ⅳ．Teaching arrangementsPeriod 1Section A 1a~1cPeriod 2. Section A 2a~ 2dPeriod 3. Section A Grammar Focus~3cPeriod 4. Section B 1a~1ePeriod 5. Section B 2a~2ePeriod 6. 3a~Self checkPeriod 7. Review of Unit 2.Period 8 Unit grammar interpretationPeriod 1 Section A 1a~1cPeriod2 Section A 2a~2cC. le arn “Yes/No” questions and how to answer them；D. pattern：---How do you spell pen? P-E-N.【Ability goals】A. enable the students how to identify possessors;B. enable the students ask and answer the possesstionship in different situations;C. enable the students to identify the tunes;D. train the four skills and the abilities of creations【Moral goals】A. By playing the games of “finding the owners” and “Lost and Found”, I can develop the students to have good moral charactors.B. By doing activities in groups , I can guide the students to have active teamwork with others.Ⅱ.Teaching important and difficult pointsWhen introducing or talking about family members, pay attention to the use of single and plural words in students' oral English.Ⅲ. Teaching ProcedureStep 1 Greeting and lead-inFree talk: Ask Ss the questions: That’s my family.Those are my parents.Who is she?Ss try to answer the questions.Step2. Listening Work on 2aT: Well done! Now let’s play a game. Please look at 2a.Let’s see who is the best in your group.Listen and circle the words you hear.Play the recording and ask students to tick off the family members they hear. If some students cannot complete the listening task after playing the recording, they can play the recording again.Step 3. Listening Work on 2b（1）T: Please turn to Page 8. Look at the words in 2a. Read them aloud.（2）T: Now let’s listen to the recording carefully and circle the words you hear.（3）T: Can you get the answers? Please check the answers.（4）T: Please look at 2b. I’ll play the recording once again, andyou match the words with the people in the picture. （强调match）（5）T: Who is Jenny?S: She is “d”.T: Who’s …?S: …Step 4 Ask and answer questions about the photo in 2b(work on 2c)（1）Teacher points at the picture and practices with the students.T: Please look at the picture again. Who’s she?Period 3 Section A Grammar Focus~3cPeriod4 Section B 1a~1dson and a daughter. I am their daughter. My brother is their son. I am my brother’s sister. My aunt and uncle only has one daughter. She’s my cousin. Step4. Work on 1b1）T: Let’s listen to the recording in 1b. I’ll play the recording once. You only check the words you hear. （If the students can’t hear clearly, play the recording once again.）2) Check the answers and ask some individuals to read the words aloud.Step5. Work on 1c1）T: Look at the two pictures in 1c. Who are they in the first picture? Can you guess?S: They are Grandpa, Grandma, Mum, Dad, Uncle …T: Well done. Can you guess who they are in Picture 2?S: They are Grandma, Mum, Dad and a boy.T: Quite well. One of the pictures is Jiang Tao’s, and the other one is Tom’s. Do you know which one is Jiang Tao’s and which one is Tom’s?S: No.T: Now let’s listen to the recording and find out the answers.2）Play the recording once again for the students to listen and find out the answers.3) Check the answers and play the recording for the students to listen and repeat. Step6. Work on 1d1）Teacher draws a picture of his/her family and friends on the blackboard and introduces the people.2）T: Now you can draw a picture of your family and friends.3) Ask one or two students to show their pictures and tell the class who they are. T: Tim, Can you show me your picture? Who are they? Can you tell me?S: This is my …and These are my …4) T: Now you can tell your partner about your picture.Step7. Summery1）T: Next，please answer my questions.a. How many family words do you know?b. Can you make a family tree about your family?c. What problems do you still have?2）ExercisesFill in the blanks.1. Lucy is a girl. She is her father’s __________.2. Jim is his father’s ____.3. My father’s sister is my ______ .4. Kate’s father’s brother is her _________.5. Tim’s father is my uncle, so Tim is my ________.6. His parents are his ______ and _______.7. My grandparents are my ______ and_________.8. My father has no brothers, and so I haven’t any ________.9. My father has two sisters, and I have two ________.Period5 Section B 2a~2cPeriod6 Section B 3a~self checkPeriod7 Review of Unit 2.Period 8 Unit grammar interpretation 知识点1. 短语归纳：1.have a good day 过得愉快2. a photo of … 的照片3.in the first photo 在第一张照片上4.in my family 在我的家庭里5. the name of …的名字6.a photo of my family 一张我的全家福7.family tree 全家福（家族关系图）8.family photo 全家福2. 必背典句：①That is my family. 那是我的家庭。

Unit 2 This is my sister.Section A (1a—2d)教学设计一、教学目标1. 掌握对家庭成员称呼的词汇及指示代词：sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), who, they, this, that, these, those等。

2. 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. 能够将图片与人物描述相结合进行有效记忆。

4. 能够听懂有关家庭信息的语料，并且能够提取关键信息。

5. 能够将人物描述的文字信息和图片信息相互转换。

6. 掌握指示代词this, that, these, those及它们所构成的介绍他人的句型。

7. 能够运用所学的词汇及句型介绍自己的家庭成员。

8. 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的家务劳动。

通过学习，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、教学重点及难点重点：1. 掌握对家庭成员称呼的词汇及指示代词：sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), who, they, this, that, these, those等。

《Unit 2 This is my sister》单元教案Period 1 Section A 1a-1cⅠ.教学准备1．教师：录音机和录音磁带，多媒体课件、麦克风、自己的家庭照片。

2．学生：一张自己的全家福。

Ⅱ.教学目标1．学会认知家庭成员，了解家庭关系。

2．学会介绍人。

3．通过认知家庭成员及其关系，学会使用指示代词these，those。

Ⅲ.教学重点(1)词汇：sister，mother，father，parent，brother，grandmother，grandfather，grandparent，family，those，who，these(2)句型：This is my sister.That's my grandfather.These are my brothers.Those are my parents.Ⅳ.教学难点让学生运用所学的语言项目“This/That is...These/Those are...”等内容与其他人交流家庭成员的情况。

Ⅴ.教学步骤Step 1：Greetings and talking建议：教师和学生交流一些日常的问题，一是能复习所学的语言点，二是能与学生更好地进行交流。

For example：T：What's your name？What's your telephone number?Ss：My name is...My telephone number is...Step 2：Lead­in/Present the new words建议1：教师呈现一幅自己的全家福的照片，然后介绍自己的家庭成员，从而引出本课的新单词。

For example：T：Hello，everyone！Look！What's this?Ss：It's a picture.T：Right.Who is the man in the picture?Ss：It's you.T：Yes，it's me.You know me.Please look at this.Do you know them?Ss：No，we don't.T：They are my family members.Today I want to introduce my family members toyou.Would you like to meet them?Ss：Yes.T：OK.Please look at this man？Is he old?Ss：Yes.T：Heismygrandfather.Pleasereadafterme，GRANDFATHER ，G­R­A­N­D­F­A­T­H­E­R，grandfather.Ss：G­R­A­N­D­F­A­T­H­E­R，grandfather.T：This is my grandfather.(Teach the word “grandmother” in the same way.)T：He is my “grandfather”．She is my “grandmother”．Th ese are mygrandparents.Read after me，grandparents.Ss：Grandparents.T：I have two brothers，two sisters.I have many friends.(Teach the words “brother”and “sister”．)T：Read these new words together after me.Ss：...建议2：利用多媒体呈现情景剧《家有儿女》中人物的照片，从而导入本课的语言知识。

Unit 2 This is my sister.一、教学目标：1. 学习和掌握句型"This is my sister."的用法和意义。

2. 培养学生描述家庭成员的能力。

3. 提高学生的口语表达和交际能力。

二、教学步骤：引入（时长：5分钟）：通过展示一张家庭照片或使用幻灯片引入课程。

提问学生关于家庭成员的问题，如"Who is this?"或"Who is in the picture?"，以激发学生的思考和参与度。

鼓励学生用英语回答问题，并引导他们使用简单的句型和词汇。

三、教学主体（时长：20分钟）：使用幻灯片或教具来介绍句型"This is my sister."的用法和意义。

示范正确的句子结构和发音，并鼓励学生跟读和模仿。

通过展示家庭成员的图片或实物，让学生观察并描述家庭成员。

引导学生使用句型"This is my sister."来描述家庭成员，并解释句子的意义和用法。

鼓励学生用完整的句子回答问题。

接下来，引导学生进行对话练习。

学生可以分成小组，互相介绍自己的家庭成员，并进行对话交流。

提供一些问题和情境，如"Who is this?"或"Who is your brother?"，以帮助学生更好地运用所学的句型和词汇。

四、巩固与拓展（时长：15分钟）：设计一些练习活动来巩固学生对句型"This is my sister."的理解和运用能力。

例如，让学生进行角色扮演，模拟真实的家庭成员介绍场景。

组织学生进行小组活动，让他们在实际交流中运用所学的句型和词汇。

鼓励学生描述其他家庭成员，并与同伴分享。

引入其他家庭成员的描述句型，如"This is my brother."或"This is my mother."，展示相关的图片或实物，并问学生相关问题。