【正文】 __ are her ________.3. Who’s the girl?3. Her three ________(哥哥) are at the middle school.4. His ________(父母) are Mr. Green and Mrs. Green.5. ________(誰(shuí)) is your good friend?Ⅲ. 6. that ____________ 1. grandmother _____________2. grandfather ______________3. father如：This is a nice clock. 這是一個(gè)漂亮的鐘表② Is this/that…? 意為“這/那是……嗎？”是一般疑問句，應(yīng)該用Yes, he/ she , he/ she isn’。如：This is my aunt Mary. 這是我的姑姑瑪麗。3. Well, have a good day! 祝你過得愉快！Have a good day! (=Have a nice day!)是一句祝福的話語(yǔ)，意為“祝你過得愉快”。They are Jack’s grandparents. 他們是杰克的（外）祖父母。）VIII. Language points 1. Are those your parents? parents是parent的復(fù)數(shù)形式，表示父母雙親。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. 評(píng)價(jià)：讓學(xué)生們對(duì)自己的表現(xiàn)及語(yǔ)言表達(dá)能力進(jìn)行自我評(píng)價(jià)，在小組內(nèi)評(píng)價(jià)，然后進(jìn)行評(píng)出最優(yōu)秀的小組。s she?S2: She39。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 _______, 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 workT: You e 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 “—Who39。s she/he? She39。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… 。 These are…。s your first name? What39。2. 情感態(tài)度價(jià)值觀目標(biāo)：讓學(xué)生知道他們應(yīng)當(dāng)尊敬自己的父母、祖父母及其他家庭成員，在家庭中應(yīng)多幫助父母做力所能及家務(wù)勞動(dòng)。s my sister.④ —Is this/that your sister? —Yes, she is./No, she isn39。為學(xué)生創(chuàng)設(shè)真實(shí)的學(xué)習(xí)情景，讓學(xué)生以小組形式交流學(xué)習(xí)，并在課堂上循環(huán)訓(xùn)練。能夠用英語(yǔ)向朋友介紹自己的家人，從而讓他們了解自己的家庭。教學(xué)核心是用英語(yǔ)介紹家人和朋友，通過本單元的學(xué)習(xí)學(xué)生應(yīng)該掌握對(duì)家庭成員的稱呼；通過談?wù)摗凹彝ァ钡脑掝}，使學(xué)生學(xué)會(huì)并掌握“介紹人物、識(shí)別人物”的基本句型，進(jìn)一步體會(huì)一般疑問句的用法，學(xué)會(huì)運(yùn)用指示代詞介紹人物，學(xué)會(huì)運(yùn)用人稱代詞詢問人物。如：This is my sister。二、單元學(xué)情分析從教材編排上說(shuō)本單元是就第一單元認(rèn)識(shí)朋友之后，仍接著學(xué)習(xí)用英語(yǔ)認(rèn)知人，而與學(xué)生最為熟悉的人就是家庭成員，由了解同學(xué)們的名字很自然過度到了解對(duì)家庭成員的名字，以及對(duì)家庭成員的稱呼，對(duì)學(xué)生們來(lái)說(shuō)比較容易接受。 通過介紹家人和了解朋友的家人，增進(jìn)彼此的了解，建立友誼，從而更好地尊重對(duì)方，理解家人。t. ⑤ —Are these/those your parents? —Yes, they are. /No, they aren39。通過學(xué)習(xí)對(duì)自己的家庭成員會(huì)有更清晰的印象，學(xué)會(huì)與家庭成員和睦相處，從而激發(fā)起他們對(duì)家人的熱愛。s your last name? What39。 Those are… Who39。 That is…。s/He39。s she/he? —She39。s Jenny.S1: Who39。并鼓勵(lì)學(xué)生們下一次爭(zhēng)取做最優(yōu)秀的小組及個(gè)人。parent表示父母雙親中的一員—father或mother。2. He’s my brother, Paul.brother意為“兄”或“弟”。經(jīng)常用于談話或打電話結(jié)束時(shí)向?qū)Ψ奖硎咀８?，?duì)方常會(huì)回答“You, too.”，意為“也祝你過得愉快”。① This is… 句型還可以用來(lái)說(shuō)明某個(gè)事物。如： —Is this your grandmother? 這是你的外婆嗎？ —Yes, she is. 是的。 ____________Ⅱ.根據(jù)括號(hào)內(nèi)的要求完成下列各題。 (補(bǔ)全答語(yǔ)) ___________ Grace.4. He is① —This/That is…② —These/Those are ….③ —Who39。t.3) 能運(yùn)用所學(xué)的詞匯及句型完成不同的交際練習(xí)。3）綜合運(yùn)用所學(xué)的知識(shí)與他人就成員的話題進(jìn)行交際。① 這是我的朋友簡(jiǎn)。_____ _____ my parents.⑤ 她是誰(shuí)？______ she? ⑥ 她是我的妹妹。These are… 句型意為“這（些）是……”，用來(lái)介紹離說(shuō)話人較近的兩者或兩者以上的人或物。例如： Are these your friends? 這是你的朋友們嗎？ Yes, they are. 是的。—Who are they? 他們是誰(shuí)？—They’re my brothers. 他們是我的兄弟們。 — Who’re Linda and Mary? 琳達(dá)和瑪麗是誰(shuí)？— They’re my sisters. 她們是我的姐妹。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. 閱讀指導(dǎo)：同學(xué)們應(yīng)先通讀對(duì)話一遍，根據(jù)上下文問答句的提示，以及句式結(jié)構(gòu)，回答的方式等來(lái)確定空格處的詞匯。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 let39。s my mother. S1: Who39。根據(jù)句意及括號(hào)內(nèi)所給單詞的提示填空。2）能正確理解家庭成員之間的關(guān)系，對(duì)家庭成員能正確稱呼。二、教學(xué)重難點(diǎn)1. 教學(xué)重點(diǎn)：① 進(jìn)一步掌握家庭成員的表達(dá)；學(xué)會(huì)指示代詞、人稱代詞的用法。② 閱讀短文，獲得相關(guān)信息，正確地表述家庭成員間的關(guān)系。s a male or female first name? 2. 指導(dǎo)： 同學(xué)們可以根據(jù)這些名字的漢語(yǔ)譯音來(lái)確定他們是男性還是女性。Read the passage carefully and plete the blanks. 3. Careful reading T: Now let39。由短文第一句話Hi, I’m Jenny. （你好，我的名字叫詹妮），可知第一題的答案為“Jenny”。由短文最后一句話“Coco is in my family, too.”可知除了上面介紹的成員外，還有一個(gè)成員Coco，對(duì)應(yīng)照片可知Coco應(yīng)該是她家的狗，因此第6小題填Coco。根據(jù)句意及所給首字母提示，補(bǔ)全句中所缺單詞。s____.u_______. He and my father are brothers.5. Grace is my4）能將所學(xué)的稱呼詞按性別進(jìn)行分類。二、教學(xué)重難點(diǎn)1. 教學(xué)重點(diǎn)：1） 閱讀有關(guān)家庭成員的小短文，獲得相關(guān)信息，并能畫出恰當(dāng)?shù)恼掌?。三、教學(xué)過程Ⅰ. Warming up and revision1. Greeting the Ss. Check the homework.2. T: We know some students39。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 I39。比如，最后一空前面有是稱呼sister，因此空格中應(yīng)為一女孩的名字，可知應(yīng)填Ci