Unit 3 This is my sister（精選5篇）
Unit 3 This is my sister 篇1
unit 3 this is my sister
一、 詞組
1. thanks for 2. the people in the picture
3. talk about 4. very much
5. the words you hear 6. take turns
7. a photo of my family 8 match ….with…..
二、句型
1. is this your sister ? yes , it is . / no , it isn’t . is that your brother ? yes , it is . / no , it isn’t .
is she your sister ? yes , she is . / no , she isn’t .
2. this is my friend . these are my friends . are these your family ? yes , they are . / no , they aren’t . that is my brother . those are my brothers . are those his books ? yes , they are . / no , they aren’t .
3. here is my family photo . here are my friends .
三、語言點
1. this 與that ， these與those的區別. 這四個詞都是指示代詞。these是this的復數形式；those是that的復數形式。 this或these指身邊或距離較近的人或物， that或those指離說話人較遠的人或物。如：this is an apple and that is a banana . these are apples and those are bananas . 注意以下幾點：① these 或those作主語時，后面的be動詞要用are , 動詞后面的名詞也要用復數形式，以保持數的一致。②在回答主語是these或those的一般疑問句或特殊疑問句時，通常用they來代替問句中的these或those , 以避免重復。同樣道理，如果回答this或that , 則用it . ③ 在肯定回答中，位于句尾的連系動詞be (即 am , is , are ) 不能和前面的人稱代詞縮寫，因此，yes , they are . 不能寫成 yes , they’re. 同樣道理，yes , it is . 不能寫成yes , it’s .
2. 人稱代詞he , she , it . he代替單數男性；she代替單數女性；it通常用來代替一個動物或一個無生命的東西，有時也可用來代替一個未知、不確定的人或嬰兒。如：who is it ? ---it’s me. (里面的人問)誰啊 ？（外邊的人回答）是我。 he , she , it 的復數都是they.
3. family的用法。 family指”家庭”時，是單數，有復數形式；family指“家人”時，是復數集體名詞，本身是復數。如：many families are here . my family are here .
4. 當uncle與aunt后面跟姓氏時，這兩個詞與姓氏的首字母都要大寫。如：uncle wang ; aunt li .
5. thanks for = thank you for 表示“謝謝你…..”。介詞for后接名詞或動名詞（動詞ing形式）。如：thanks for your help . thanks for coming to see me .
四、語法----名詞的復數形式
（一）可數名詞與不可數名詞
能直接加基數詞one , two , three …等的名詞叫可數名詞，它們有復數形式。不可數名詞前不能直接加one , two , three …等基數詞，它們沒有復數形式。常見的不可數名詞有：water , milk , juice , tea , rice , meat , bread ,
paper , help , advice等。 不可數名詞可以用量詞短語來表示它們的數量。如：a glass of water ; a cup of tea ;
a piece of meat; a bag of milk等。可數名詞也可用量詞短語表示數量。如：a bag of books.
（二）可數名詞的復數形式
可數名詞的復數形式。它有規則變化與不規則變化。
規則變化：1.以s,x,ch,sh結尾的加es,如：bus , watch , box , brush .
2.以輔音+y結尾的變y為i再加es, 如：baby→ , lady→
3.以f或fe結尾的變f或fe為v再加es.如：knife→ leaf→
4.以元音+o結尾的直接加s,如：radio , zoo ; 而以輔音+o結尾的要加es,如：potato tomato
但piano和photo及kilo只加s.
5.其它的在詞尾直接加s. 如：bed , bike , key , desk , boy , eraser .等等。
不規則變化：child→ foot→ tooth→ man→ woman→ mouse→
chinese→ japanese→ sheep→ deer→
練習一、寫出下列名詞的復數形式。 1.day 2.shoe 3.baseball 4.box
5.class 6.match 7.family 8.wolf 9. wife 10. tooth
11.potato 12.photo 13.answer 14 radio 15.man
練習二、寫出下列句子的復數形式。
1. it is a desk .→ 2. she is an english lady →
3. this is a box .→ 4. that’s a black mouse.→
綜合練習
一、 單項選擇
( )1. goes to school on foot . can you take to school in your car ?
a. he , him b . his , he c. he , his
( )2. the man is brother . is a player .
a. her , him b. her , he c .hers , he
( ）3. this book is . it isn't book.
a. his , yours b . hers , your c .our , yours
( ) 4. let's basketball on the street. a don't play b. not play c. not to play
( )5. there is 'u' in the word 'cute'. a. an b. a c. the
( )6. , is that your new car ? ------ no, it isn't. a. sorry b. hello c. excuse me
( )7. ----zhang mei, you have a beautiful voice ! ------ .
a. sorry, i don't have one b. all right c. thank you
( )8. please call barry 346---8899. a. in b. to c. at
( )9. ---is this your backpack ? -------yes, . a it is b. it's c. its
( )10. -----are these my apples? ------- no, . a. these aren't b. it isn't c. they aren't
( )11. mum , is my pen friend , david . a this b these c it
( )12. my mother is my grandmother’s . a. cousin b mother c daughter
( )13. thanks for me about it . a tell b tells c telling
( )14. these your family ? a is b are c am
( )15. your apples . a thank you b thanks for c thank for
二、 根據要求變換句型。
1. he is a good boy. ( 改為否定句）
2. those are the old men's chairs. ( 改為一般疑問句并作回答 ）
3. this is an eraser. （劃線部分提問 ）
4. the old man is his grandpa. ( 同上 ）
5. her , give , can , pen , you , a . ( 連詞成句 )
三、 完形填空
a: look 1 this photo , li ming . b: oh , it’s a good 2 . who is this 3 ?
a: he 4 mr wu . b; oh , mr wu ?
a: yes , 5 my chinese teacher . 6 is ms zhao . b: is she a 7 , too ?
a; yes , she is 8 english teacher . b: who is 9 boy ?
a：it’s 10 .
( )1. a in b at c for ( )6. a this b that c it
( )2. a pen b book c photo ( )7. a teacher b worker c student
( )3. a man b boy c woman ( )8. a a b an c the
( )4. a am b is c are ( )9. a a b an c the
( )5. a he’s b she’s c he ( )10. a my sister b i c me
四、 閱讀理解
kate is a little girl . she is only five . she can’t read or write . but her sister , mary , is ten . she can read and write well.
one day, mary sees her little sister , kate , in the room . she is at the desk . there is a yellow pencil in her hand . she is writing ! “ what are you writing , kate ?” she asks . “i’m writing to my friend , jim.” kate answers . “but how can you ? you can’t write at all .” says mary . “well , it doesn’t matter . jim is five . he can’t read , either(也不).”
閱讀短文，判斷正（t）誤（f）。
( )1. kate is a little school girl . ( )2.mary can read but can’t write. ( ) 3.jim isn’t a friend of kate’s .
( )4. kate is writing something with a yellow pencil . ( )5. jim can read the letter from kate .
Unit 3 This is my sister 篇2
topic: people around you
teaching aims and demands
aims of basic knowledge
1. key vocabulary: the key words and expressions in this unit.
2. key structures: the key structures in this unit.
aims of abilities
1. be able to use the key words and expressions orally.
2. be able to use the key words and expressions in writing.
aims of emotion
love people around us
teaching methods
1. guided listening and speaking.
2. task –based approach
3. communicative approach.
key points and difficulties
talk about people around you.
teaching procedures:
step1.warming up
the teacher and the students greet each other.
t: hello, boys and girls.
s: hello, miss yi.
now let’s talk about people around you.
2. presentation.
1) ask and answer
introduce yourself.
t: what’s you name? / may i know your name?
s: my name is lily. / i am lily.
talk about super stars.
t: what’s his name?
s: his name is yao ming.
t: what’s her name?
s: her name is guo jingjing.
2) pair-work.
ask students to talk with partner to practice these sentences, and then make a presentation.
a: what’s your name?
b: my name is linda.
a: what’s his name?
b: his name is tom.
a: what’s her name?
b: her name is cindy.
3) role-play
ask two students to act out the dialogue.
— good afternoon! my name’s linda. are you helen? — yes, i am. nice to meet you, linda. — nice to meet you, too. what’s her name? — she’s jane. — is he jack? — no, he isn’t. his name’s mike.
step3.consolidation
ⅰ. choose the right answer.
1. what’s ____ name? (a) a. her b. he c. you 2. nice ____ meet you. (c)
a. for b. at c. to 3. ______ name is tony. (a)
a. my b. i c. me ⅱ choose the right words to fill the blanks.
name’s, isn’t, yes, i’m, what’s, she, his, are
1. —good morning! _____dale. —hello, dale. my _____ jenny. 2. —_____ you mr. green? —____, i am. 3. —________ his name? —____ name’s tony. 4. —is ____ ms. brown? —no, she ______. she’s ms. miller.
step 4 summary
learn how to talk about people around you.
step 5 homework
you have three new friends in you class, write down the dialogues between you and them.
you: hello. i’m… what’s your name? j: _____________ you: _____________ j: _____________ you: _____________ j: _____________ …
Unit 3 This is my sister 篇3
教學內容：本單元圍繞“家庭成員”這一主題展開聽、說、讀、寫等多種教學活動。教學核心是用英語介紹家人和朋友，通過本單元的學習學生應該能夠用英語給朋友寫短信介紹家人，從而讓他們了解自己的家庭并能夠畫出自己的家譜。教學目標：1、 知識目標：a、 掌握家庭成員的表達，如：grandfather, grandmother, father, mother ,brother,sister, uncle, aunt, cousin, son, daughter, parents:b、 學會用指示代詞：this ,that, these 和人稱代詞：i, he she they 介紹任務及yes/no問句及其簡單回答；c、 運用名詞的復數形式。2、 能力目標：a、 運用所學詞匯介紹家人和朋友，并能夠用短信的形式表達出來；b、 通過對話練習，掌握介紹人物時常用的詞匯、慣用語，并把它運用到實際生活中去，提高學生的交際能力。3、 學習策略：通過對人物個性化的描述，識別圖片。4、 情感目標：通過介紹家人和了解朋友的家人，增進彼此的了解，建立友誼，從而更好地尊重對方，理解家人。教學難點、重點：重點：a、掌握家庭成員的表達；學會指示代詞、人稱代詞及yes/no問句及簡單回答；b、學會介紹自己的家人和朋友，并根據相關信息辨別人物。難點：能夠用寫信的形式向朋友介紹自己的家庭。課時安排：第一課時 section a 1a-1c第二課時 section a 2a-4第三課時 section b 1-2c第四課時 section b 3a-self-checkperiod one教師：照片，圖片，表格。step one: new words.①present the new words.t: hello , everyone ! look ! what’s this ?ss: it’s a picture .t: right . who is the man in the picture ? ss: it’s you.t: yes, it’s me . you know me . please look at this . do you know them ?ss: no , we don’t . t: they are my family members . today i want to introduce my family members to you . would you like to meet them ?ss: yes .t: ok . please look at this man ? is he old ?ss: yes .t: he is my “grandfather”. please read after me , 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: this is my grandfather .(teach the word “grandmother” in the same way .)t: he is my “grandfather”. he is my “grandmother”. these are my grandparents. read after me , grandparents. ss: grandparents. (stick the word “grandparents” on the blackboard. then teach theses words mother, father, brother, sister and friend in the same way.)t: i have two brothers, two sisters, i have many friends. (teach brothers, sisters, and friends.)t: read these new words together.ss: …②practice the new words.t: who can match the words with the pictures on the blackboard?ss: i can. (textbook p13 1a) (ask one student to the front to do it. the other students write down letters on the books. in this way finish 1a.)t: check the answers.ss: …t: is he right? 用教師家人的照片呈現新課內容。 教師邊介紹，邊領讀單詞。用匹配的方式鞏固單詞。ss: yes. (one more student gives the answers.)step tw drill①listen and circle.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 sister.②pairwork. talk about dave’s family.t: this is a picture of dave’s family. let’s talk about dave’s family in pairs. you must use “ this is …” and “ these are …” to do it. (students practice. teacher walks around the room to help them.)t: now check your peactice.s1: who is this?s2: this is his …s1: who are these?s2: these are his … (ask a few pairs to practice.)step three: task①talk about the family tree.t: look at the family tree. (stick a family tree on the blackboard.)t: let’s talk about the family tree, you can do it in groups of four or three. you can do it in pairs or you can do it yourself. then report it to the class. (students work. teach moves around the classroom to help the students.)t: check your task.s3: hello. my name is …look at this. this is my family tree. this is my…and this is my…they are old. these are my … this is my… this is my … my mother is … this is my … his name is … i love my family.用聽力訓練再次強化學生對新單詞的記憶。讓學生通過介紹dave的家庭加強句型的操練。讓學生用本節課所學的知識完成介紹家庭成員的任務，檢測學生知識掌握的情況。t: very good. next make a dialogue in pairs about your family. first, you must greet each other, then introduce your family. (two students come to the front.)sa: hello.sb: hello. how are you ?sa: fine, thank you. and you?sb: i’m fine, too.sa: excuse me! what’s this?sb: it’s my family tree.sa: who’s this?sb: this is my grandfather.sa: who’s this?sb: this is my grandmother.sa: is this your father?sb: yes, he is.sa: the women is your mother?sb: yes, she is.sa: who’s the boy?sb: he is my brother. (a few pairs do this.)t: you did well.②make a survey.t: please take out the family photos you bring to school. work in groups of four. fill in the form. then report it to the class.
family
family members
(students work. teacher moves around the classroom to help the students.)(students report to the class.)step four: homeworkwrite a passage about your family.讓學生在語言實踐中學會禮貌待人。小組成員之間溝通有關家庭成員的信息，增進友誼。period two課前準備教師：圖片，錄音磁帶。學生：自己家人的照片，也可以是自己畫的家譜。教學設計
教學步驟step one: review the drill.t: you know my family members. i want to know your family members. would you like to introduce your family members to us? (students use their photos or the pictures they drew.)ss: yes.t: who wants to be the first, please?sa: let me try.t: ok, please.sa: 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.)step tw listening.①listen and circle the words you hear.t: here are two boys. one is lin hai. the other is dave. they are talking about dave’s family members. please listen to the recording of 2a in section a and circle the family members you hear.mother father sister brother grandmother grandfather friend grandparents
ss: ok. (play the recording of 2a twice. students work.)t: check the answer. (ask two students to say the answers.)②listen and match.t: this is a picture of dave’s family. we know this is dave. but we don’t know who is mary, who is jim and who is lin hai. let’s 根據上節課布置的作業，讓學生談論自己的家庭成員，為新課教學做鋪墊。通過聽力練習，使學生鞏固對家庭成員的記憶。通過聽力引出is this . . . ?的句型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.)s1: dave is …lin hai is …③pairwork. talk about dave’s family.t: you come to dave’s home. you see a picture on the wall. there are many people in the picture. you want to know who they are. use “ is this…” 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: is this jim?s2: no, he isn’t.s1: is this jim?s2:yes, he is. (ask two more pairs to do it.)④practice.t: i have a friend. he is talking to his friend. dave, about dave’s sister. fill in the blanks with the words from the box. work in pairs, then report it to the class. isn’t brother is sister (students work. teacher walks around the classroom and helps the students who need.)t: check your work, please. (ask one pair to do it.)s3: that’s … and that’s … is she your…?s4: yes, she is.s3: and is the your …?s4: no, he isn’t. he’s my … (change roles to do it and ask one more pair to do it.)step three: task.①play a guessing game.通過談論dave的家庭成員，練習句型is this . . . ?用學生的句型引出is she/he your . . .?的句型，讓學生在對話中理解人稱代詞的用法。t: i have a picture here. do you want to know who she is? (show the picture to the students.)ss: yes. (students guess the picture.)②group work.t: put your photos together on your desk. work in groups of four. you can use “ is she …?” or “ is he …?” to take turns asking and answer questions about the photos. then report it to the class. (students work.)t: check your work.homework.draw your family tree.用游戲的方式鞏固人稱代詞的知識。period three課前準備教師：圖片。學生：照片。教學設計
教學步驟step one: new words.①present the new words.t: do you like games?s: yes.t: let’s play a guessing game. please listen carefully. he is my brother. but my father is not his father. his father is not my father. his father and my father are brothers. we have the same grandfather. who is he?s1: it is your “表哥”.t: no, it isn’t.s2: it is your “堂兄” or “堂弟”.t: yes, it is. let’s see how to say it in english. (put the card “cousin” on the blackboard.)t: it’s cousin. read after me, c-o-u-s-i-n, cousin.ss: c-o-u-s-i-n, cousin.t: spell it, please.ss: c-o-u-s-i-n, cousin.…t: this time you must say it in english. she is your sister. but your father is not her father. her father is not your father. her father and your father are brothers. you have the same grandmother. who is she?s: it’s my cousin.t: your father’s brother is your …?s3: “大爺，大伯”.s4: “叔叔”.t: you are right. let’s see how to say it in english. (put the word card “uncle” on the blackboard.)t: read after me, please, u-n-c-l-e, uncle.ss: u-n-c-l-e, uncle.…t: your uncle’s wife is your…?s5: “伯母，嬸嬸”.用游戲的方式引人新課。t: right. (put the card “aunt” on the blackboard and then teach these words son, daughter in this way.)t: read the words on the card together.ss: …②practice the new words.t: look at the family tree. some words are missing. who can help me fill it, please? (ask one student to the front to do it on the blackboard. the others finish it on their book.)t: check your work.step tw drill.①listen and check the words you hear.t: lin hai and dave are talking about dave’s family. how many family members are they talking about? please listen and check the words you hear. (play the recording of 2a once.) (ask two more students to say the answers.)②listen and check the picture.t: i have two pictures here. which one is lin hai talking about? let’s listen and find it out, please. (play the recording twice again.) (check the answer.)③pairwork. draw your own picture and talk about it.t: we find out the picture of lin hai’s family. can you draw a picture of your family?ss: …t: ok. when you finish drawing, tell your partner about your picture. you can use “this is …” and “ these are …” to talk about. then report it to the class. (students work.) (check students’ work. ask two or three students to report.)step three: task.talk about the family tree.t: look at the family tree. i think it’s a big family. you can do it in groups of four or three. you can do it in pairs or only by yourself. then report it to the class. (students work. teacher walks around in the classroom and helps the students.)t: stop here. let’s check it out. (choose students to do it.)s1: look at my family tree. this is my… this is my … they have two … this is my … this is my …this is my …this is my. my parents have two children. this is…this is my …my uncle and my aunt have a son. he is my … (ask two more students to do it.)homework.write a passage about your family.period four課前準備教師：家庭成員的照片。學生：學生自己畫的家庭照片。教學設計
教學步驟step one: new words.①present the new words.t: hello, everyone. my name is “emma”. today i want to introduce my brother to you. (put the picture of his sister on the blackboard.)t: this is my sister, mona. read after me, mona, m-o-n-a, mona.ss: m-o-n-a, mona.t: these are my parents. they are “great” parents. (put the picture of his family on the blackboard.)t: read after me, great, g-r-e-a-t, great.ss: g-r-e-a-t, great.…t: they are my “dear” parents, too. (teach dear, photo, thanks for…)②practice the new words and drill.t: i have a letter from my pen friend. now i want you to read it for me. then draw the photo of emma’s family.ss: ok. (students read the letter and draw the photo on their books.) (show some photos that students draw to the class. students say which one is good or which one is better.)step three: task.①write a letter to your friend.t: your have a letter form your friend. now write back to your friend . tell him or her about your family , and report your letter .ss: ok .(students work . teacher moves around the room and helps the students who letter . )t: now check your work . s1: dear . . . thanks for the photo your family . here is my family photo . this is my . . . this is my . . . this is . . . i have a . . . your friend , . . . (another two more students do it . )①write a letter .t: take out the photo of your family to school and write a letter about it . when you finish , i’ll put your photos and letters on the blackboard . you match the photos and the letters . ss: all right .(students write their letters . teacher moves around the room and helps the students who need . )t: check your work now .s: . . . (teacher puts some photos and letters on the board . ask students to come to the front to read the letter and match it with the photo . )homework . finish self-check .
Unit 3 This is my sister 篇4
課題unit 6 this is my sister
課型revision
環節
教 學 內 容
教 法 學 法二次備課
教
學
目
標aim1 mater the words and phrases.aim2. 名詞的復數形式。aim3. master the important drills. 認定目標自主學習show the aims:aim1 mater the words and phrases.aim2. 名詞的復數形式。aim3. master the important drills.recite the drills.1. is this your aunt? yes, it is.2. these are my parents. 3. is she your friend?yes, she is. 4. no, she isn’t.this is my sister.5. those are my two brothers.ask the students to read the aims loudly.teach the students how to use the drills.
教學
重點the words, phrases and drills.
教學
難點名詞的復數形式。
環節
教 學 內 容
教 法 學 法
二次備課導入新課ask the students to read the words , phrases and drills loudly. 分小組進行朗讀比賽。預習展示have dictation:sister, brother, mother, father, parent, grandparent,aunt, uncle, son, daughter, cousin, picture, photo, thanks for. ask the students to write the important wordsthen check each other.
環節
教 學 內 容
教 法 學 法
二次備課作業設計一. 根據句意和首字母完成單詞二. 句型轉換。三. 根據中文提示，完成句子。合作探究當 堂達標根據句意和首字母完成單詞。
1. this is my w________, so i know the time.2. my father’s parents are my p________.3. these are my parents. i’m their d_________.4. that is my u_____, my father’s brother.5. this is a p______ of my family. 6. my mother’s sister is my a________.句型轉換。1. this is my friend .（變為復數句子） ______ _____ my _______.2. are these your brothers? （變為數單句子） ______ ________ your _______ ? 3. these are my photos. （變為單數句子） _____ ______ my ______. practice in pairs, and then have a check.do it by themselves.板書設計 unit 6 . this is my sisiter 1.is this your aunt? yes, it is.2.these are my parents. 3.is she your friend?yes, she is. 4.no, she isn’t.this is my sister.5.those are my two brothers
教學
反思
Unit 3 This is my sister 篇5
unit 3 this is my sister.
教學內容：
本單元圍繞“家庭成員”這一主題展開聽、說、讀、寫等多種教學活動。教學核心是用英語介紹家人和朋友，通過本單元的學習學生應該能夠用英語給朋友寫短信介紹家人，從而讓他們了解自己的家庭并能夠畫出自己的家譜。
教學目標：
1、 知識目標：
a、 掌握家庭成員的表達，如：grandfather, grandmother, father, mother ,brother,sister, uncle, aunt, cousin, son, daughter, parents:
b、 學會用指示代詞：this ,that, these 和人稱代詞：i, he she they 介紹任務及yes/no問句及其簡單回答；
c、 運用名詞的復數形式。
2、 能力目標：
a、 運用所學詞匯介紹家人和朋友，并能夠用短信的形式表達出來；
b、 通過對話練習，掌握介紹人物時常用的詞匯、慣用語，并把它運用到實際生活中去，提高學生的交際能力。
3、 學習策略：通過對人物個性化的描述，識別圖片。
4、 情感目標：通過介紹家人和了解朋友的家人，增進彼此的了解，建立友誼，從而更好地尊重對方，理解家人。
教學難點、重點：
重點：a、掌握家庭成員的表達；學會指示代詞、人稱代詞及yes/no問句及簡單回答；
b、學會介紹自己的家人和朋友，并根據相關信息辨別人物。
難點：能夠用寫信的形式向朋友介紹自己的家庭。
課時安排：
第一課時 section a 1a-1c
第二課時 section a 2a-4
第三課時 section b 1-2c
第四課時 section b 3a-self-check
period one
教師：照片，圖片，表格。step one: new words.
①present the new words.
t: hello , everyone ! look ! what’s this ?
ss: it’s a picture .
t: right . who is the man in the picture ?
ss: it’s you.
t: yes, it’s me . you know me . please look at this . do you know them ?
ss: no , we don’t .
t: they are my family members . today i want to introduce my family members to you . would you like to meet them ?
ss: yes .
t: ok . please look at this man ? is he old ?
ss: yes .
t: he is my “grandfather”. please read after me , 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: this is my grandfather .
(teach the word “grandmother” in the same way .)
t: he is my “grandfather”. he is my “grandmother”. these are my grandparents. read after me , grandparents.
ss: grandparents.
(stick the word “grandparents” on the blackboard. then teach theses words mother, father, brother, sister and friend in the same way.)
t: i have two brothers, two sisters, i have many friends.
(teach brothers, sisters, and friends.)
t: read these new words together.
ss: …
②practice the new words.
t: who can match the words with the pictures on the blackboard?
ss: i can. (textbook p13 1a)
(ask one student to the front to do it. the other students write down letters on the books. in this way finish 1a.)
t: check the answers.
ss: …
t: is he right?
用教師家人的照片呈現新課內容。
教師邊介紹，邊領讀單詞。
用匹配的方式鞏固單詞。
ss: yes.
(one more student gives the answers.)
step two: drill
①listen and circle.
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 sister.
②pairwork. talk about dave’s family.
t: this is a picture of dave’s family. let’s talk about dave’s family in pairs. you must use “ this is …” and “ these are …” to do it.
(students practice. teacher walks around the room to help them.)
t: now check your peactice.
s1: who is this?
s2: this is his …
s1: who are these?
s2: these are his …
(ask a few pairs to practice.)
step three: task
①talk about the family tree.
t: look at the family tree.
(stick a family tree on the blackboard.)
t: let’s talk about the family tree, you can do it in groups of four or three. you can do it in pairs or you can do it yourself. then report it to the class.
(students work. teach moves around the classroom to help the students.)
t: check your task.
s3: hello. my name is …look at this. this is my family tree. this is my…and this is my…they are old. these are my … this is my… this is my … my mother is … this is my … his name is … i love my family.
用聽力訓練再次強化學生對新單詞的記憶。
讓學生通過介紹dave的家庭加強句型的操練。
讓學生用本節課所學的知識完成介紹家庭成員的任務，檢測學生知識掌握的情況。
t: very good. next make a dialogue in pairs about your family. first, you must greet each other, then introduce your family.
(two students come to the front.)
sa: hello.
sb: hello. how are you ?
sa: fine, thank you. and you?
sb: i’m fine, too.
sa: excuse me! what’s this?
sb: it’s my family tree.
sa: who’s this?
sb: this is my grandfather.
sa: who’s this?
sb: this is my grandmother.
sa: is this your father?
sb: yes, he is.
sa: the women is your mother?
sb: yes, she is.
sa: who’s the boy?
sb: he is my brother.
(a few pairs do this.)
t: you did well.
②make a survey.
t: please take out the family photos you bring to school. work in groups of four. fill in the form. then report it to the class.
family family members
(students work. teacher moves around the classroom to help the students.)(students report to the class.)
step four: homework
write a passage about your family.
讓學生在語言實踐中學會禮貌待人。
小組成員之間溝通有關家庭成員的信息，增進友誼。
period two
課前準備
教師：圖片，錄音磁帶。
學生：自己家人的照片，也可以是自己畫的家譜。
教學設計
教學步驟
step one: review the drill.
t: you know my family members. i want to know your family members. would you like to introduce your family members to us?
(students use their photos or the pictures they drew.)
ss: yes.
t: who wants to be the first, please?
sa: let me try.
t: ok, please.
sa: 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.)
step two: listening.
①listen and circle the words you hear.
t: here are two boys. one is lin hai. the other is dave. they are talking about dave’s family members. please listen to the recording of 2a in section a and circle the family members you hear.
ss: ok.
(play the recording of 2a twice. students work.)
t: check the answer.
(ask two students to say the answers.)
②listen and match.
t: this is a picture of dave’s family. we know this is dave. but we don’t know who is mary, who is jim and who is lin hai. let’s
根據上節課布置的作業，讓學生談論自己的家庭成員，為新課教學做鋪墊。
通過聽力練習，使學生鞏固對家庭成員的記憶。
通過聽力引出is this . . . ?的句型
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.)
s1: dave is …lin hai is …
③pairwork. talk about dave’s family.
t: you come to dave’s home. you see a picture on the wall. there are many people in the picture. you want to know who they are. use “ is this…” 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: is this jim?
s2: no, he isn’t.
s1: is this jim?
s2:yes, he is.
(ask two more pairs to do it.)
④practice.
t: i have a friend. he is talking to his friend. dave, about dave’s sister. fill in the blanks with the words from the box. work in pairs, then report it to the class.
isn’t brother is sister
(students work. teacher walks around the classroom and helps the students who need.)
t: check your work, please.
(ask one pair to do it.)
s3: that’s … and that’s … is she your…?
s4: yes, she is.
s3: and is the your …?
s4: no, he isn’t. he’s my …
(change roles to do it and ask one more pair to do it.)
step three: task.
①play a guessing game.
通過談論dave的家庭成員，練習句型is this . . . ?
用學生的句型引出is she/he your . . .?的句型，讓學生在對話中理解人稱代詞的用法。
t: i have a picture here. do you want to know who she is?
(show the picture to the students.)
ss: yes.
(students guess the picture.)
②group work.
t: put your photos together on your desk. work in groups of four. you can use “ is she …?” or “ is he …?” to take turns asking and answer questions about the photos. then report it to the class.
(students work.)
t: check your work.
homework.
draw your family tree.
用游戲的方式鞏固人稱代詞的知識。
period three
課前準備
教師：圖片。
學生：照片。
教學設計
教學步驟
step one: new words.
①present the new words.
t: do you like games?
s: yes.
t: let’s play a guessing game. please listen carefully. he is my brother. but my father is not his father. his father is not my father. his father and my father are brothers. we have the same grandfather. who is he?
s1: it is your “表哥”.
t: no, it isn’t.
s2: it is your “堂兄” or “堂弟”.
t: yes, it is. let’s see how to say it in english.
(put the card “cousin” on the blackboard.)
t: it’s cousin. read after me, c-o-u-s-i-n, cousin.
ss: c-o-u-s-i-n, cousin.
t: spell it, please.
ss: c-o-u-s-i-n, cousin.
…
t: this time you must say it in english. she is your sister. but your father is not her father. her father is not your father. her father and your father are brothers. you have the same grandmother. who is she?
s: it’s my cousin.
t: your father’s brother is your …?
s3: “大爺，大伯”.
s4: “叔叔”.
t: you are right. let’s see how to say it in english.
(put the word card “uncle” on the blackboard.)
t: read after me, please, u-n-c-l-e, uncle.
ss: u-n-c-l-e, uncle.
…
t: your uncle’s wife is your…?
s5: “伯母，嬸嬸”.
用游戲的方式引人新課。
t: right.
(put the card “aunt” on the blackboard and then teach these words son, daughter in this way.)
t: read the words on the card together.
ss: …
②practice the new words.
t: look at the family tree. some words are missing. who can help me fill it, please?
(ask one student to the front to do it on the blackboard. the others finish it on their book.)
t: check your work.
step two: drill.
①listen and check the words you hear.
t: lin hai and dave are talking about dave’s family. how many family members are they talking about? please listen and check the words you hear.
(play the recording of 2a once.)
(ask two more students to say the answers.)
②listen and check the picture.
t: i have two pictures here. which one is lin hai talking about? let’s listen and find it out, please.
(play the recording twice again.)
(check the answer.)
③pairwork. draw your own picture and talk about it.
t: we find out the picture of lin hai’s family. can you draw a picture of your family?
ss: …
t: ok. when you finish drawing, tell your partner about your picture. you can use “this is …” and “ these are …” to talk about. then report it to the class.
(students work.)
(check students’ work. ask two or three students to report.)
step three: task.
talk about the family tree.
t: look at the family tree. i think it’s a big family. you can do it
in groups of four or three. you can do it in pairs or only by yourself. then report it to the class.
(students work. teacher walks around in the classroom and helps the students.)
t: stop here. let’s check it out.
(choose students to do it.)
s1: look at my family tree. this is my… this is my … they have two … this is my … this is my …this is my …this is my. my parents have two children. this is…this is my …my uncle and my aunt have a son. he is my …
(ask two more students to do it.)
homework.
write a passage about your family.
period four
課前準備
教師：家庭成員的照片。
學生：學生自己畫的家庭照片。
教學設計
教學步驟
step one: new words.
①present the new words.
t: hello, everyone. my name is “emma”. today i want to introduce my brother to you.
(put the picture of his sister on the blackboard.)
t: this is my sister, mona. read after me, mona, m-o-n-a, mona.
ss: m-o-n-a, mona.
t: these are my parents. they are “great” parents.
(put the picture of his family on the blackboard.)
t: read after me, great, g-r-e-a-t, great.
ss: g-r-e-a-t, great.
…
t: they are my “dear” parents, too.
(teach dear, photo, thanks for…)
②practice the new words and drill.
t: i have a letter from my pen friend. now i want you to read it for me. then draw the photo of emma’s family.
ss: ok.
(students read the letter and draw the photo on their books.)
(show some photos that students draw to the class. students say which one is good or which one is better.)
step three: task.
①write a letter to your friend.
t: your have a letter form your friend. now write back to your friend . tell him or her about your family , and report your letter .
ss: ok .
(students work . teacher moves around the room and helps the students who letter . )
t: now check your work .
s1: dear . . .
thanks for the photo your family . here is my family photo . this is my . . . this is my . . . this is . . . i have a . . .
your friend , . . .
(another two more students do it . )
①write a letter .
t: take out the photo of your family to school and write a letter about it . when you finish , i’ll put your photos and letters on the blackboard . you match the photos and the letters .
ss: all right .
(students write their letters . teacher moves around the room and helps the students who need . )
t: check your work now .
s: . . .
(teacher puts some photos and letters on the board . ask students to come to the front to read the letter and match it with the photo . )
homework .
finish self-check .