【正文】 is a single parent family. 這是一個單親家庭。（學(xué)生從心理年齡及認知水平上都處于很單純、好表現(xiàn)的時期 , 因此恰當?shù)脑u價能激發(fā)他們的學(xué)習(xí)興趣，有利于形成良好的學(xué)習(xí)習(xí)慣。s John. (Ask two more pairs to do it.) Ⅶ. Roleplay1. Now look at the picture in 2d. This is Jane39。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: Who39。s read the words in the box together. parents mother father sister brothergrandmother grandfather friend grandparentsSs: 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 let39。 Those are… Who39。s/He39。 That is…。s your telephone number? etc. 2. Let some students show their ID card. T: What39。4) 能運用所學(xué)的詞匯及句型介紹自己的家庭成員。s she? —She39。三、單元教學(xué)建議本單元的學(xué)習(xí)應(yīng)通過對人物個性化的描述，識別照片、圖片，多媒體展示、真實情景表演等學(xué)習(xí)策略來掌握家庭成員的表達；學(xué)會指示代詞、人稱代詞及Who問句及簡單回答。 Are those your brothers? 以及Who開頭的特殊疑問句，一般疑問及其簡單回答；運用名詞的復(fù)數(shù)形式。Unit 2 This is my sister. 一、單元教材分析本單元圍繞“家庭成員”這一主題展開聽、說、讀、寫等多種教學(xué)活動。 Is that your brother? These are my parents。以前學(xué)的your, his, her, my等形容詞性物主代詞，在本單元中扔是重點學(xué)習(xí)的任務(wù)；但在本單元要接觸名詞的復(fù)數(shù)形式，以及be動詞的復(fù)數(shù)形式，且本單元生詞較多，因此本單元的學(xué)習(xí)任務(wù)比較艱巨。四、單元課時分配本單元可用4課時完成教學(xué)任務(wù)：Section A1 (1a2d) 用1課時Section A2 (Grammar Focus3c) 用1課時Section B1 (1a2c) 用1課時Section B2 (3aSelf Check) 用1課時 Section A1 (1a2d)一、教學(xué)目標： 1. 語言知識目標：1) 能掌握對家庭成員的稱呼的詞匯及指示代詞：sister, father, mother, grandfather, 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 —Who39。t. 3) 掌握指示代詞this, that, these, those及它們所構(gòu)成的介紹他人的句型。二、教學(xué)重難點1. 教學(xué)重點：1）the names of family members 2）The usage of demonstratives pronouns: this, that, these, those 2. 教學(xué)難點：1) the plural forms of the demonstratives pronouns.2) Train Ss’ ability to apply what they’ve learned to their daily life.三、教學(xué)過程Ⅰ. Warming up and revision 1. Greetings T: How are you? What’s your name? Nice to meet you! What39。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. Presentation1. Show Ss a piece of video “《家有兒女》”. 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 e 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. gⅢ. 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 1. Roleplay the conversation in 1a. Ss work in pairs. Roleplay the conversation. Try to remember the sentence structure: This is…。s she/he? She39。 These are…。s … 3. Let some pairs act out their conversation. Ⅴ. Listening1. 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 let39。s/He39。s he?S2: He39。教師對學(xué)生們的相互評價及表現(xiàn)記錄在學(xué)生評價表上。類似的詞還有g(shù)randparent，意為“祖父（母）；外祖父（母）”。復(fù)數(shù)形式是“brothers” ，應(yīng)注意在英語中有一些稱呼詞不如漢語的稱呼詞意思明確，應(yīng)視具體情況而定。例如：—Have a nice weekend! 祝你過個愉快的周末！—Thanks. You, too. 謝謝！也祝你周末愉快！—Have a good holiday! 祝你假期愉快！—Thank you. 謝謝！4. This is my friend Jane. This is …/That is … 這是……/那是…… This is… 意為“這是……”（指離說話人較近的人或物），that is …意為“那是……”（離說話人較遠的人或物）是一個用來介紹他人的常用句型。如：This is a nice clock. 這是一個漂亮的鐘表如：This is my aunt Mary. 這是我的姑姑瑪麗。IX. Exercises Ⅰ. 4. this ____________5. is ____________根據(jù)句意及所給漢語提示，寫出句中所缺單詞。1. This is a ruler.my friend.s …? —She39。2. 情感態(tài)度價值觀目標：通過學(xué)習(xí)對這部分的學(xué)習(xí)使學(xué)生對自己的家庭成員會有更清晰的印象，并學(xué)會與家庭成員和睦相處，從而激發(fā)起他們對家人的熱愛。2. 教學(xué)難點：1）總結(jié)掌握介紹家庭成員的句型結(jié)構(gòu)；掌握詢問及回答某人的身份所用的句型。_____ ______ my friend Jane. ② 那是我的爺爺。She’s my _________. ⑦ 他是誰？_______ he? ⑧ 他是我的弟弟。例如：These are his parents. 這是他的父母親。3. who意為“誰；什么人”，是一個疑問代詞，用于對人的身份進行詢問。 4. they意為“他（她、它）們”，是人稱代詞的主格，用于指代兩個或兩個以上的人或事物，在句子中作主語。5. that’s是that is的縮寫形式。比如：第二句是一個疑問句，由后面的答語不是以Yes或No來回答，可知第二句應(yīng)是一特殊疑問句，因此可知空格應(yīng)是特殊疑問詞who。s work on