Unit 3 This is my sister.docx

Unit 3 This is my sister.docx

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Unit3Thisismysister

Unit3Thisismysister.

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,heshethey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SectionA1a-1c

第二课时SectionA2a-4

第三课时SectionB1-2c

第四课时SectionB3a-Self-check

PeriodOne

教师：

照片，图片，表格。

StepOne:

Newwords.

①Presentthenewwords.

T:

Hello,everyone!

Look!

What’sthis?

Ss:

It’sapicture.

T:

 Right.Whoisthemaninthepicture?

Ss:

It’syou.

T:

 Yes,it’sme.Youknowme.Pleaselookatthis.Doyouknowthem?

Ss:

No,wedon’t.

T:

 Theyaremyfamilymembers.TodayIwanttointroducemyfamilymemberstoyou.Wouldyouliketomeetthem?

Ss:

Yes.

T:

OK.Pleaselookatthisman?

Isheold?

Ss:

Yes.

T:

Heismy“grandfather”.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:

Thisismygrandfather.

（Teachtheword“grandmother”inthesameway.）

T:

Heismy“grandfather”.Heismy“grandmother”.Thesearemygrandparents.Readafterme,grandparents.

Ss:

Grandparents.

 （Sticktheword“grandparents”ontheblackboard.Thenteachtheseswordsmother,father,brother,sisterandfriendinthesameway.）

T:

Ihavetwobrothers,twosisters,Ihavemanyfriends.

 （Teachbrothers,sisters,andfriends.）

T:

 Readthesenewwordstogether.

Ss:

…

②Practicethenewwords.

T:

 Whocanmatchthewordswiththepicturesontheblackboard?

Ss:

Ican.（TextbookP13 1a）

 （Askonestudenttothefronttodoit.Theotherstudentswritedownlettersonthebooks.Inthiswayfinish 1a.）

T:

Checktheanswers.

Ss:

…

T:

Isheright?

   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。

Ss:

Yes.

 （Onemorestudentgivestheanswers.）

StepTwo:

Drill

①Listenandcircle.

T:

Aboyistalkingabouthisfamily.Whoishetalkingabout?

Nowlistenandcirclethepeopletheboytalksabout.

Ss:

OK.

 （Playtherecordingof1btwice.Studentswork.）

T:

What’stheanswer?

S:

Twobrothersandsister.

②Pairwork. TalkaboutDave’sfamily.

T:

ThisisapictureofDave’sfamily.Let’stalkaboutDave’sfamilyinpairs.Youmustuse“Thisis…”and“Theseare…”todoit.

 （Studentspractice.Teacherwalksaroundtheroomtohelpthem.）

T:

Nowcheckyourpeactice.

S1:

Whoisthis?

S2:

Thisishis…

S1:

Whoarethese?

S2:

Thesearehis…

 （Askafewpairstopractice.）

StepThree:

Task

①Talkaboutthefamilytree.

T:

Lookatthefamilytree.

 （Stickafamilytreeontheblackboard.）

T:

Let’stalkaboutthefamilytree,Youcandoitingroupsoffourorthree.Youcandoitinpairsoryoucandoityourself.Thenreportittotheclass.

 （Studentswork.Teachmovesaroundtheclassroomtohelpthestudents.）

T:

 Checkyourtask.

S3:

Hello.Mynameis…Lookatthis.Thisismyfamilytree.Thisismy…andthisismy…Theyareold.Thesearemy…Thisismy…Thisismy…Mymotheris…Thisismy…Hisnameis…Ilovemyfamily.

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:

Verygood.Nextmakeadialogueinpairsaboutyourfamily.First,youmustgreeteachother,thenintroduceyourfamily.

 （Twostudentscometothefront.）

SA:

Hello.

SB:

Hello.Howareyou?

SA:

Fine,thankyou.Andyou?

SB:

I’mfine,too.

SA:

Excuseme!

What’sthis?

SB:

It’smyfamilytree.

SA:

Who’sthis?

SB:

Thisismygrandfather.

SA:

Who’sthis?

SB:

Thisismygrandmother.

SA:

Isthisyourfather?

SB:

Yes,heis.

SA:

Thewomenisyourmother?

SB:

Yes,sheis.

SA:

Who’stheboy?

SB:

Heismybrother.

 （Afewpairsdothis.）

T:

 Youdidwell.

②Makeasurvey.

T:

Pleasetakeoutthefamilyphotosyoubringtoschool.Workingroupsoffour.Fillintheform.Thenreportittotheclass.

Family

Familymembers

（Studentswork.Teachermovesaroundtheclassroomtohelpthestudents.）（Studentsreporttotheclass.）

StepFour:

Homework

Writeapassageaboutyourfamily.

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。

课后反思：

PeriodTwo

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

StepOne:

Reviewthedrill.

T:

 Youknowmyfamilymembers.Iwanttoknowyourfamilymembers.Wouldyouliketointroduceyourfamilymemberstous?

 （Studentsusetheirphotosorthepicturestheydrew.）

SS:

 Yes.

T:

Whowantstobethefirst,please?

SA:

 Letmetry.

T:

OK,please.

SA:

 Hello,everyone!

Mynameis…Lookatthispicture,please.Thisisapictureofmyfamily.Thisismyfather.Hisnameis…Thisismymother.Hernameis…Theyaregoodparents.Thisismybrother.Hisnameis…Look!

It’sme.AmIfunny?

Ilovemyfamily.

T:

Verygood.

 （Anothertwostudentsintroducetheirfamily.）

StepTwo:

Listening.

①Listenandcirclethewordsyouhear.

T:

Herearetwoboys.OneisLinHai.TheotherisDave.TheyaretalkingaboutDave’sfamilymembers.Pleaselistentotherecordingof2ainSectionAandcirclethefamilymembersyouhear.

mother        father       sister    brother

grandmother   grandfather   friend   grandparents

SS:

OK.

 （Playtherecordingof2atwice.Studentswork.）

T:

 Checktheanswer.

 （Asktwostudentstosaytheanswers.）

②Listenandmatch.

T:

ThisisapictureofDave’sfamily.WeknowthisisDave.Butwedon’tknowwhoisMary,whoisJimandwhoisLinHai.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Isthis...?

的句型

listenandfindthem.

 （Playtherecordingof2b.Studentswork.）

T:

Whofindthem?

 （Manystudentsmaysaytheydo.Choosetwoofthemtoanswer.）

S1:

 Daveis…LinHaiis…

③Pairwork.TalkaboutDave’sfamily.

T:

 YoucometoDave’shome.Youseeapictureonthewall.Therearemanypeopleinthepicture.Youwanttoknowwhotheyare.Use“Isthis…”tofindthem,please.Whenyoufinish,changerolestodoit.Nowbegin.

 （Studentswork.Teacherwalksroundtheclassroomtoseehowtheyaredoingandhelpsthestudentswhoneed.）

T:

 Let’scheckyourwork,please.

SS:

OK.

 （Askonepairtodoit.）

S1:

IsthisJim?

S2:

No,heisn’t.

S1:

IsthisJim?

S2:

Yes,heis.

 （Asktwomorepairstodoit.）

④Practice.

T:

Ihaveafriend.Heistalkingtohisfriend.Dave,aboutDave’ssister.Fillintheblankswiththewordsfromthebox.Workinpairs,thenreportittotheclass.

  isn’t   brother   is   sister

 （Studentswork.Teacherwalksaroundtheclassroomandhelpsthestudentswhoneed.）

T:

Checkyourwork,please.

 （Askonepairtodoit.）

S3:

 That’s…andthat’s…Issheyour…?

S4:

 Yes,sheis.

S3:

 Andistheyour…?

S4:

 No,heisn’t.He’smy…

 （Changerolestodoitandaskonemorepairtodoit.）

StepThree:

Task.

①Playaguessinggame.

通过谈论Dave的家庭成员，练习句型Isthis...?

用学生的句型引出Isshe/heyour...?

的句型，让学生在对话中理解人称代词的用法。

T:

Ihaveapicturehere.Doyouwanttoknowwhosheis?

 （Showthepicturetothestudents.）

SS:

 Yes.

 （Studentsguessthepicture.）

②Groupwork.

T:

 Putyourphotostogetheronyourdesk.Workingroupsoffour.Youcanuse“Isshe…?

”or“Ishe…?

”totaketurnsaskingandanswerquestionsaboutthephotos.Thenreportittotheclass.

 （Studentswork.）

T:

Checkyourwork.

Homework.

课后反思：

PeriodThree

课前准备

教师：

图片。

学生：

照片。

教学设计

教学步骤

StepOne:

Newwords.

①Presentthenewwords.

T:

Doyoulikegames?

S:

Yes.

T:

Let’splayaguessinggame.Pleaselistencarefully.Heismybrother.Butmyfatherisnothisfather.Hisfatherisnotmyfather.Hisfatherandmyfatherarebrothers.Wehavethesamegrandfather.Whoishe?

S1:

 Itisyour“表哥”.

T:

No,itisn’t.

S2:

 Itisyour“堂兄”or“堂弟”.

T:

 Yes,itis.Let’sseehowtosayitinEnglish.

 （Putthecard“cousin”ontheblackboard.）

T:

 It’scousin.Readafterme,C-O-U-S-I-N,cousin.

SS:

 C-O-U-S-I-N,cousin.

T:

 Spellit,please.

SS:

 C-O-U-S-I-N,cousin.

…

T:

ThistimeyoumustsayitinEnglish.Sheisyoursister.Butyourfatherisnotherfather.Herfatherisnotyourfather.Herfatherandyourfatherarebrothers.Youhavethesamegrandmother.Whoisshe?

S:

It’smycousin.

T:

Yourfather’sbrotherisyour…?

S3:

 “大爷，大伯”.

S4:

 “叔叔”.

T:

Youareright.Let’sseehowtosayitinEnglish.

 （Putthewordcard“uncle”ontheblackboard.）

T:

Readafterme,please,U-N-C-L-E,uncle.

SS:

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

…

T:

Youruncle’swifeisyour…?

S5:

 “伯母，婶婶”.

用游戏的方式引人新课。

T:

Right.

 （Putthecard“aunt”ontheblackboardandthenteachthesewordsson,daughterinthisway.）

T:

Readthewordsonthecardtogether.

SS:

 …

②Practicethenewwords.

T:

Lookatthefamilytree.Somewordsaremissing.Whocanhelpmefillit,please?

 （Askonestudenttothefronttodoitontheblackboard.Theothersfinishitontheirbook.）

T:

Checkyourwork.

StepTwo:

Drill.

①Listenandcheckthewordsyouhear.

T:

LinHaiandDavearetalkingaboutDave’sfamily.Howmanyfamilymembersaretheytalkingabout?

Pleaselistenandcheckthewordsyouhear.

 （Playtherecordingof2aonce.）

 （Asktwomorestudentstosaytheanswers.）

②Listenandcheckthepicture.

T:

 Ihavetwopictureshere.WhichoneisLinHaitalkingabout?

Let’slistenandfinditout,please.

 （Playtherecordingtwiceagain.）

 （Checktheanswer.）

③Pairwork.Drawyourownpictureandtalkaboutit.

T:

 WefindoutthepictureofLinHai’sfamily.Canyoudrawapictureofyourfamily?

SS:

 …

T:

 OK.Whenyoufinishdrawing,tellyourpartneraboutyourp