【正文】 Cindy 2. 3b: One possible version: Hi. I39。s she/he? —He39。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 Paul39。 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 plete the passage with the words in the box. T: Today let39。 sister。 2）能通過閱讀有關(guān)家庭成員關(guān)系的小短文來獲得正確的信息，并根據(jù)所獲得的信息畫出 家庭成員的照片。讀短文可知本文是以 ―我 ‖（ Jenny）的名義寫的，文章通過兩張家庭照片介紹了 ―我的 ‖家庭成員。s work on 1a. Look at the family tree (家譜 ) 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. She39。s… 3a: is。 二、教學(xué)重難點 1. 教學(xué)重點： ① 進(jìn)一步掌握家庭成員的表達(dá)；學(xué)會指示代詞、人稱代詞的用法。s my mother. S1: Who39。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)，回答的方式等來確定空格處的詞匯。 _____ my grandfather. ③ 這是我的兄弟們。s she/he? 應(yīng)做直接回答： She39。你應(yīng)該用什么樣的句型呢？現(xiàn)在我們作個示范練習(xí)。 二、教學(xué)重難點 1. 教學(xué)重點： Section A1 (1a2d) 1. sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), 2. who, they, this, that, these, those 3. 1a: 1. a 2. d 3. b 4. h 5. f 6. e 7. i 8. d 9. g 3. This/That is… These/Those are… 4. Who39。） Homework: 1. Remember the new words. 2. Collect a family photo. Introduce your family members in the photo. 板書設(shè)計： 6 Section A2 (Grammar Focus3c) 一、教學(xué)目標(biāo)： 1. 語言知識目標(biāo)： 1) 通過不同方式的練習(xí)繼續(xù)熟練掌握對家庭成員的稱呼的詞匯。s she? S2: She39。s she/he? She39。 These are…。 2. 情感態(tài)度價值觀目標(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 。 為學(xué)生創(chuàng)設(shè)真實的學(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。教學(xué)核心是用英語介紹家人和朋友，通過本單元的學(xué)習(xí)學(xué)生應(yīng)該掌握對家庭成員的稱呼；通過談?wù)?―家庭 ‖的話題，使學(xué)生學(xué)會并掌握 ―介紹人物、識別人物 ‖的基本句型，進(jìn)一步體會一般疑問句的用法，學(xué)會運用指示代詞介紹人物，學(xué)會運用人稱代詞詢問人物。 二、單元學(xué)情分析 從教材編排上說 本單元 是就第一單元 認(rèn)識朋友 之后 ，仍接著 學(xué)習(xí)用英語認(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 到了解對家庭成員的名字，以及對家庭成員的稱呼，對學(xué)生們來說比較容易接受。t. ⑤ —Are these/those your parents? —Yes, they are./No, they aren39。s your last name? What39。 That is…。s she/he? —She39。并鼓勵學(xué)生們下一次爭取做最優(yōu)秀的小組及個人。s… ④ —Is this/that …? —Yes, …/No, … ⑤ —Are these/those …? —Yes, they are./No, they aren39。 2） 綜合運用所學(xué)的知識進(jìn)行交際的能力。 較遠(yuǎn)處的用 That is… 第二類為介紹多個家庭成員時，較近處的用 These are…。t. 2. 學(xué)生閱讀并完成下列句子。 ________ my grandparents. 3. 注意以下幾種縮略的表達(dá)法： that’s = that is, who’s = who is, who39。s work on 3b. Work in pairs to make sentences with words in the three boxes. 9 2. S1 look at the pictures, say: This is my… That is my … These are my… Those are my… 3. S2 repeat S139。 3）進(jìn)一步學(xué)習(xí)一些英語名字，并能分辨出名字的不同性別。 三、教學(xué)過程 Section A2 Grammar Focus3c 1. This is your… That is your… These are your… Those are your… 2. Who39。 are。s look at her family photos and her article about her family. Read her article and circle the names. 14 (Ss read quickly and circle the names in the article.) 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：短文中對 Coco 的描述 為 ―Coco is in my family, too.‖，可知 Coco 也應(yīng)是在以上兩張照片中，通過上面的介紹，都已將所有的人物對號入座，而在照片中還有一只小狗，可知 Coco 應(yīng)是小狗的名字。第 3 到 5 小解題思路與本題相同。 Section B1 1a2c 1. cousin, uncle, aunt, son, daughter 2. 1a: mom。 2）做一些拓展練習(xí)來進(jìn)一步鞏固所學(xué)的知識。s family. Ss: OK. 2. 閱讀指導(dǎo)：在閱讀時，應(yīng)注意名詞的復(fù)數(shù)形式 以 及姓名或稱呼所表明的人物的性別。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 isn39。s family members: answers: family。s, Who, She, these/those, they, are 。s, Who, She, these/those, they, are ) 4. Practice the conversation with your partner. Homework 1. Review the words for the family members in this unit. 2. Ask and answer about your partner39。 4. Let some Ss read their passages aloud to the class. Ⅴ . Game 1. In order to let more stud