【導讀】本單元學習的是學生最熟悉的家庭成員的稱謂。通過介紹照片中的人物，幫助學生學會。以及詢問人物的特殊疑問句Whois/are??本單元生詞較多，并且也開始涉及到名詞的復數(shù)形式，對學生來說有一定的難度。由最初單一的家人稱謂到連貫的句子、到對話、到篇章，詞和新句型，從而達到熟練運用所學內容介紹家庭成員的目的。并能用英語對每個。家庭成員的關系進行思考。例如，見到father'smother,他們能很快反應出是指。發(fā)他們對家人的熱愛。3）T:Thisis...（利用書上所出現(xiàn)的人物圖片引導學生說出名字。讓學生指認班上的同學并詢問姓名，把學生的語言交際放在真實的情境中，可以極大地。Explanation:名詞分為可數(shù)名詞和不可數(shù)名詞兩類?？蓴?shù)名詞有單數(shù)和復數(shù)

　　

【正文】 es, he is. / No, he isn’t. 3） Playing a guessing game a. Teacher draws a picture on the board as a model and gets the students to guess who she/he is, using the sentence structures: Is she your mother? No, she isn’t. Is she your aunt? Yes, she is. b. Ask several individuals to draw some persons on the board. And then ask the other students to guess who they are. 4） Talking about your photos a. Teacher shows a picture of a family to the students and introduces the people as a model. Then ask some individuals to repeat. Hi! I am Jenny. Here is a photo of my family. This is my father and this is my mother. These are my parents. That is my grandfather and that is my grandmother. Those are my grandparents. b. T: Please show me a photo of your family. Let me look at the photo of your family. May I have a look at your family photo/. Is this/that your father/mother … ? S: Yes, he/she is. No, he/she isn’t. T: Great! Thanks for your answer. Can you tell me who is/are your father/parents? S: Yes. This is my father … /These are my parents. 【 教學設計說明 】 課堂熱身和復習是為了幫助學生回憶鞏固本單元所學 詞匯和句型。復習第一單元的句型，是為了引出三人成單數(shù)的一般疑問句，為下一步活動做準備。畫圖做猜測游戲一方面是活躍課堂氣氛，更主要的是檢查學生能都運用所學詞匯和句型進行真正的交際。 2. Work on 3a （完成 3a） 1) Get students to plete the chart with the words in the box. T: Please open your books at Page 12. Look at 3a. Can you see the words in the box? S: Yes. T: Please read them aloud. S: Brothers, parents, Cindy, family T: What does “parents” mean? S: Father and mother. T: You are great. Is Cindy a boy’s name? S: No. It’s a girl’s name. 2) Ask one or two students to read the passage and check it. T: Now please answer my questions. If Paul a boy or a girl? S: A boy. T: Who are John and Bob? S: They are Paul’s brothers. T: Is Cindy Paul’s sister? S: Yes, she is. 3) Students try to draw a picture of Paul’s family in the box on the right. T: Now you can draw a picture of Paul’s family 4) Ask some individuals to show their pictures and introduce them to the class. 【 教學設計說明 】 本環(huán)節(jié)主要是通過任務的完成檢查學生是否能正確地運用所給的詞匯。讓 學生回答問題并根據(jù)短文畫出 Paul 的全家福，是檢查學生對短文的理解程度，同時也讓他們展露一下繪畫的天賦，放松心情，愉 快學習。 3. Work on 3b（完成 3b） 1） Present a picture of a family. And then introduce it. . Here is my family photo. These are my grandparents. This is my father. This is my mother. They are my uncle, Tom, and aunt, Lucy. I have two brothers Tony and Jim. Who is this boy? It’s me! I have a happy family. I love them all. 2） Get students to practice talking about their family photos in pairs. If they fet to bring their photos, they can be one of the members in this picture and talk about it. T: Suppose you are one of the members in this family. You can talk about the people to your partner. 3) Get students to write down what they say. T: Now look at Section B 3b on Page 12. You can write down what you said just now in your book. While the students are writing, the teacher moves around to offer some help if they need. 4） Get students to read what they have written to their partners. . 【 教學設計說明 】 本環(huán)節(jié)任務的完成是通過教師介紹圖片做示范，到學生模仿介紹，到寫作，再向同伴講述，一步一步環(huán)環(huán)相扣，層層遞進。學生從口語表達過渡到書面表達，再通過陳述其書面表達檢查錯誤，不僅能使不同程度的學生都可以動 筆，而且還可以由學生發(fā)現(xiàn)對方所陳述語句的正確性，相互糾錯，這樣就大大增強了學生進行寫作的自信心。 4. Self Check （自查） 1） T: Look at Part 1 below Self Check. (explain) In English, some words are for males and some are for females. But some words can not only be for males, but also for females such as parents. Now please group the words for family members you have learned. While the students are writing, the teacher moves around to have a look at what they write and offer some help if necessary. 2） Check the answers 【 教學設計說明 】 本環(huán)節(jié)通過歸納表示男性和女性的詞匯以及中性詞，讓學生進一步 掌握和鞏固所學詞匯。在檢查學生任務完成情況時，抽學生朗讀，又可檢測他們是否能正確朗讀單詞。 3） Get the students to plete the conversation in Part 2. a. T: Please look at the conversation in Part 2. It’s not pleted. You can plete it first. While the students are writing, the teacher moves around to have a look at what they write and offer some help if necessary. b. Now, I’ll ask a pair to read your conversation and let’s check if they are right. c. Get students to practice reading the conversation. 【 教學設計說明 】 通過完成對話，教師提醒學生怎樣觀察上下文補全對話，同時檢查學生 是否能在一段語境中正確地使用本單元所學語句。 5. Summarize （小結） 1） Learn to read, write and use the words: mother/mom father/dad parents grandfather/grandpa grandmother/grandma grandparents uncle aunt son daughter cousin brother sister friend this that these those she he picture photo 2） Learn to read, write and use the sentences: a. 單數(shù) /復數(shù) This is my friend. These are my friends. That is my brother. Those are my brothers. b. 詢問身份 Is she your aunt? Yes, she is./No, she isn’t. Is he your uncle? Yes, he is./No, he isn’t. Is this/that your sister? Yes, it is. /No, it isn’t. Are these/those your parents? Who’s he? He’s my brother. Who’re they? They are my grandparents. 3）利用 family tree 弄清家庭成員之間的關系 【 教學設計說明 】 通過小結，再一次引導學生復習鞏固本單元所學詞匯和句型，能用所學詞匯和句型進行口語交際，能看懂 介紹家庭成員的對話及短文。 6. Exercises （練習） 一、根據(jù)句意寫出單詞。 1． My father’s mother is my ________. 2． My father’s father is my ________. 3． My father’s sisters are my ________. 4． My father’s brothers are my ________. 5． My uncle’s children are my ________. 6． My parents’ ________ is my sister. 7． I am a boy. I’m my parents’ ________. 8． This is my ________ photo. These are my parents and this is me. 二、 把句子譯成英語。 1. 這是你的媽媽嗎？是的，她是。（ Is this your mother? Yes, she is. ） 2. 這些是你的朋友們嗎？不，不是。（ Are these your friends? No, they aren’t.） 3. 這位是我的爸爸。（ This is my father. ） 4. 那是我的爺爺奶奶。（ Those are my grandparents. ） 7. Homework （課后作業(yè)） Oral: 1. 朗讀并背誦本單元所學詞匯和句子。 2. 背誦 11 頁 2b 的短文。 Written: 在作業(yè)本上畫出你的全家福并用英文進行介紹。