还剩25页未读，
继续阅读
初中英语人教新目标 (Go for it) 版七年级上册Unit 2 This is my sister.综合与测试教学设计
展开
这是一份初中英语人教新目标 (Go for it) 版七年级上册Unit 2 This is my sister.综合与测试教学设计，共28页。教案主要包含了单元教材分析，单元学情分析，单元教学建议，单元课时分配等内容，欢迎下载使用。
本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心
是用英语介绍家人和朋友，通过本单元的学习学生应该掌握对家庭成员的称呼；通过谈论“家庭”的话题，使学生学会并掌握“介绍人物、识别人物”的基本句型，进一步体会一般疑问句的用法，学会运用指示代词介绍人物，学会运用人称代词询问人物。如：This is my sister。 Is that yur brther? These are my parents。 Are thse yur brthers? 以及Wh开头的特殊疑问句，一般疑问及其简单回答；运用名词的复数形式。能够用英语向朋友介绍自己的家人，从而让他们了解自己的家庭。
二、单元学情分析
从教材编排上说本单元是就第一单元认识朋友之后，仍接着学习用英语认知人，而与学生最为熟悉的人就是家庭成员，由了解同学们的名字很自然过度到了解对家庭成员的名字，以及对家庭成员的称呼，对学生们来说比较容易接受。以前学的yur, his, her, my等形容词性物主代词，在本单元中扔是重点学习的任务；但在本单元要接触名词的复数形式，以及be动词的复数形式，且本单元生词较多，因此本单元的学习任务比较艰巨。
三、单元教学建议
本单元的学习应通过对人物个性化的描述，识别照片、图片，多媒体展示、真实情景表演等学习策略来掌握家庭成员的表达；学会指示代词、人称代词及Wh问句及简单回答。为学生创设真实的学习情景，让学生以小组形式交流学习，并在课堂上循环训练。 通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人。
四、单元课时分配
本单元可用4课时完成教学任务：
Sectin A1 (1a-2d) 用1课时
Sectin A2 (Grammar Fcus-3c) 用1课时
Sectin B1 (1a-2c) 用1课时
Sectin B2 (3a-Self Check) 用1课时
Sectin A1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握对家庭成员的称呼的词汇及指示代词：sister, father, mther, grandfather, grandmther, brther, parent (s), grandparent (s), wh, they, this, that, these, thse
2）能掌握以下句型：
① —This/That is his sister.
② —These/Thse are his parents.
③ —Wh's she? —She's my sister.
④ —Is this/that yur sister? —Yes, she is./N, she isn't.
⑤ —Are these/thse yur parents? —Yes, they are. /N, they aren't.
3) 掌握指示代词this, that, these, thse及它们所构成的介绍他人的句型。
4) 能运用所学的词汇及句型介绍自己的家庭成员。
2. 情感态度价值观目标：
让学生知道他们应当尊敬自己的父母、祖父母及其他家庭成员，在家庭中应多帮助父母做力所能及家务劳动。通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。
二、教学重难点
1. 教学重点：
1）the names f family members
2）The usage f demnstratives prnuns: this, that, these, thse
2. 教学难点：
1) the plural frms f the demnstratives prnuns.
2) Train Ss’ ability t apply what they’ve learned t their daily life.
三、教学过程
Ⅰ. Warming up and revisin
1. Greetings
T: Hw are yu? What’s yur name? Nice t meet yu! What's yur telephne number? etc.
2. Let sme students shw their ID card.
T: What's yur first name? What's yur last name? What's yur telephne number?
3. Let Ss intrduce their ID card infrmatin t class.
My first name is… My last name is… My telephne number is…
Ⅱ. Presentatin
1. Shw Ss a piece f vide “《家有儿女》”.
T: (shw Xia Yu’s pht) What’s his name?
Ss: His name is Xia Yu.
T: We knw Xia Yu has a happy Family. Nw let’s cme int his family. Wh is this?
Ss: This is Xia Xue.
T: Xia Xue is Xia Yu’s…?
Ss: Sister.
T: Gd! Wh can spell sister?
T: Read after me, sister. (Ask a grup f Ss t read the wrd)
2. Shw Ss anther phts and teach the new wrds by the same way.
(Bb: brther, father, mther, parent (s), grandfather, grandmther, grandparent (s) )
T: Nw let’s chant.
Father, father, this is father.
Mther, mther, that is mther.
Grandfather, grandfather.
Grandmther, grandmther.
Parents, parents, these are my parents.
Brther, sister, thse are my friends.
3. Wrk n 1a. Let Ss lk at the picture in 1a. Then read the wrds n the left side. Then match the wrds with the peple 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. g
Ⅲ. Listening
T: A by is talking abut his family. Wh is he talking abut? Nw listen and circle the peple the by talks abut.
Ss: OK.
(Play the recrding f 1b twice. Students wrk.)
T: What’s the answer?
S: Tw brthers and a sister.
Ⅳ. Pair wrk
1. Rle-play the cnversatin in 1a.
Ss wrk in pairs. Rle-play the cnversatin. Try t remember the sentence structure:
This is…; That is…; These are…; Thse are…
Wh's she/he? She's/He's …
2. Lk at the picture in 1a. Talk abut the ther peple in the picture with yur partner.
Using the sentence structure:
This is… ; That is…; These are…; Thse are…
Wh's she/he? She's/He's …
3. Let sme pairs act ut their cnversatin.
Ⅴ. Listening
1. T: Here are tw girls. They are talking abut the family members. Please listen t the recrding f 2a in Sectin A and circle the family members yu hear.
First let's read the wrds in the bx tgether.
parents mther father sister brther
grandmther grandfather friend grandparents
Ss: OK.
(Read the wrds tgether. Then play the recrding f 2a twice. Students wrk.)
T: Check the answer.
(Ask tw students t say the answers.)
2. Listen and match.
T: Nw let's lk at the pht f this family. We knw this is Jenny. But we dn’t knw wh is Bb, wh is Jack, wh is Linda, wh is Jhn and wh is Mary. Let’s listen and find them.
(Play the recrding f 2b. Students wrk.)
T: Wh find them?
(Many students may say they d. Chse tw f them t answer.)
3. Listen again and fill in the blanks.
Li Lan: Cindy, is this yur family pht?
Cindy: Yes, it is, Li Lan.
Li Lan: Are these yur ________?
Cindy: Yes, they are. This is my _______,
Jenny, and this is my _______, Tm.
Li Lan: Oh, ___________?
Cindy: She’s my _______, Mary.
Li Lan: ____________?
Cindy: They’re my ____________, Linda and Bb.
Li Lan: And __________?
Cindy: He’s my ________, Jack.
Ⅵ. Pair wrk
T: Yu cme t this hme. Yu see a picture n the wall. There are many peple in the picture. Yu want t knw wh they are. Use “—Wh's she/he? —She's/He's…” t find them, please. When yu finish, change rles t d it. Nw begin.
(Students wrk. Teacher walks rund the classrm t see hw they are ding and helps the students wh need.)
T: Let’s check yur wrk, please.
Ss: OK. (Ask ne pair t d it.)
S1: Wh's she?
S2: She's Jenny.
S1: Wh's he?
S2: He's Jhn.
(Ask tw mre pairs t d it.)
Ⅶ. Rle-play
1. Nw lk at the picture in 2d. This is Jane's family. Read the cnversatin first. Then lk at the picture and guess wh they are.
(Ss read the cnversatin then guess wh the peple are. They can discuss in pairs.)
2. Let students read the dialgue and fill in the blanks.
3. Let Ss read the cnversatin after the teacher alud. Then wrk in grups f three. Practice the cnversatin. They may change rles as they like.
4. Ask sme pairs t act ut the dialgue in frnt f the class.
5. 评价：让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。教师对学生们的相互评价及表现记录在学生评价表上。（学生从心理年龄及认知水平上都处于很单纯、好表现的时期 , 因此恰当的评价能激发他们的学习兴趣，有利于形成良好的学习习惯。）
VIII. Language pints
1. Are thse yur parents?
parents是parent的复数形式，表示父母双亲。parent表示父母双亲中的一员—father或mther。类似的词还有grandparent，意为“祖父（母）；外祖父（母）”。
例如：
This is a single parent family.
这是一个单亲家庭。
They are Jack’s grandparents.
他们是杰克的（外）祖父母。
2. He’s my brther, Paul.
brther意为“兄”或“弟”。复数形式是“brthers” ，应注意在英语中有一些称呼词不如汉语的称呼词意思明确，应视具体情况而定。类似的单词还有sister “姐；妹”， aunt “姑（姨、伯、婶、舅）母”，uncle “舅（叔、伯、姑）父；姨夫”，cusin “堂兄（弟、姊、妹）；表兄（弟、姊、妹）”等。
3. Well, have a gd day! 祝你过得愉快！
Have a gd day! (=Have a nice day!)是一句祝福的话语，意为“祝你过得愉快”。经常用于谈话或打电话结束时向对方表示祝福，对方常会回答“Yu, t.”，意为“也祝你过得愉快”。
例如：
—Have a nice weekend! 祝你过个愉快的周末！
—Thanks. Yu, t. 谢谢！也祝你周末愉快！
—Have a gd hliday! 祝你假期愉快！
—Thank yu. 谢谢！
4. This is my friend Jane.
This is …/That is … 这是……/那是……
This is… 意为“这是……”（指离说话人较近的人或物），that is …意为“那是……”（离说话人较远的人或物）是一个用来介绍他人的常用句型。当介绍在场在第三人时，常用句型This is… / That is…，一般不直接说He is...或She is...。
如：This is my aunt Mary. 这是我的姑姑玛丽。
This is… 句型还可以用来说明某个事物。
如：This is a nice clck. 这是一个漂亮的钟表
如：This is my aunt Mary. 这是我的姑姑玛丽。
①This is… 句型还可以用来说明某个事物。如：
This is a nice clck. 这是一个漂亮的钟表
② Is this/that…? 意为“这/那是……吗？”是一般疑问句，应该用Yes, he/ she is.或N, he/ she isn’t.来回答。如：
—Is this yur grandmther? 这是你的外婆吗？
—Yes, she is. 是的。
IX. Summary
This / That is my ...
这 / 那是我的……
Nice t meet yu. 见到你很高兴。
These / Thse are my ...
这些 / 那些是我的……
Have a gd day! (表示祝愿)过得愉快！
I see. 我明白了。
b1. Intrduce peple:
(1) This is my grandfather.
(2) That’s my brther.
(3) These are my grandparents.
(4) Thse are my sisters.
2. Identify peple:
(1) —Is this…
—Yes, it is./N, it isn’t.
(2) —Wh’s …?
— He/She is…/ They’re…
XI. Exercises
Ⅰ. 写出下列单词的复数形式。
1. grandmther _____________
2. grandfather ______________
3. father ____________
4. this ____________
5. is ____________
6. that ____________
Ⅱ. 根据语境及所给汉语提示，写出所缺单词。
1. Alice and Helen are my ________(姐姐).
2. His tw ________(哥哥) are at schl.
3. —What are ________(那些), Dale?
—They are cups.
4. Bill's ________(父母亲) are nt English.
5. Hell! Are yu Snia's ________(爷爷)?
6. This is Lily's ________(奶奶). Her first name is Betty.
Ⅲ. 根据语境，从方框中选择恰当的单词填空，有的需要变换形式，每词限用一次。
1. —________ is Ms. Miller?
—She is Mary's friend.
2. Jim, are ________ yur pens?
3. This is Mr. Smith and he's my ________.
4. Mrs. Green is Emma's ________.
5. This is a ________ f three — parents and a sn.
6. —Wh are they, Linda?
—They are my ________.
Ⅳ. 根据汉语意思完成英语句子或对话，每空一词。
1. —玛丽，祝你过得愉快！
—谢谢，你也一样。
—Mary, _______ a(n) ______ _______!
—Thanks. ______, ______.
2. —这是吉尔的尺子。
—我明白了。
—This is Jill's ruler.
—____ _____.
3. 凯特，见到你很高兴。
_____ ____ ______ _____, Kate.
4. 早上好，比尔。
_____ __________, Bill.
XII. Hmewrk:
1. Remember the new wrds.
2. Try t intrduce yur family t yur friend rally.
This is… That is… He’s… She’s… These are… Thse are…
3. Make three cnversatins using the things in yur classrm r in yur hme.
Sectin A2 (Grammar Fcus-3c)
一、教学目标：
1. 语言知识目标：
1) 通过不同方式的练习继续熟练掌握对家庭成员的称呼的词汇。
2）继续练习运用以下句型来介绍自己的家庭成员。
① —This/That is…
② —These/Thse are ….
③ —Wh's …? —She's/He's…
④ —Is this/that …? —Yes, …/N, …
⑤ —Are these/thse …? —Yes, they are./N, they aren't.
3) 能运用所学的词汇及句型完成不同的交际练习。
2. 情感态度价值观目标：
通过学习对这部分的学习使学生对自己的家庭成员会有更清晰的印象，并学会与家庭成员和睦相处，从而激发起他们对家人的热爱。
二、教学重难点
1. 教学重点：
1）总结介绍自己的家庭成员所用的句型。
2）总结询问及回答家庭成员所用的句型。
3）综合运用所学的知识与他人就成员的话题进行交际。
2. 教学难点：
1）总结掌握介绍家庭成员的句型结构；掌握询问及回答某人的身份所用的句型。
2）综合运用所学的知识进行交际的能力。
三、教学过程
Ⅰ. Warming up and revisin
1. Greeting the Ss. Chant the sng:
Father, father, this is father.
Mther, mther, that is mther.
Grandfather, grandfather.
Grandmther, grandmther.
Parents, parents, these are my parents.
Brther, sister, thse are my friends.
2. Talk abut the family pht.
注意：
单数 复数
this these
that thse
it/he/she they
is are
Practice
用is或are完成下列句子：
This ___ my sister.
That ____ his brther.
She _____ his aunt.
He _____ my uncle.
These _____ her parents.
Thse ____ her friends.
They _____ my family.
Ⅱ. Grammar Fcus.
1. 学生阅读并完成下列句子。
① 这是我的朋友简。_____ ______ my friend Jane.
② 那是我的爷爷。_____ my grandfather.
③ 这是我的兄弟们。 _____ ____ my brthers.
④ 那是我的父母亲。_____ _____ my parents.
⑤ 她是谁？______ she?
⑥ 她是我的妹妹。She’s my _________.
⑦ 他是谁？_______ he?
⑧ 他是我的弟弟。_______ my brther.
⑨ 他们是谁？Wh _________ they?
⑩ 他们是我的祖父母。________ my grandparents.
2. Explanatin
1. these是指示代词，意为“这些”，是this的复数形式。These are… 句型意为“这（些）是……”，用来介绍离说话人较近的两者或两者以上的人或物。例如：
These are his parents. 这是他的父母亲。
These are blue shirts. 这是些蓝色的衬衫。
2. Are these/thse…? 是一般疑问句，意为“这/那（些）是……吗？”，用Yes, they are.
或N, they aren’t.来回答。例如：
Are these yur friends? 这是你的朋友们吗？
Yes, they are. 是的。
3. wh意为“谁；什么人”，是一个疑问代词，用于对人的身份进行询问。wh’s是wh is的缩写形式，用于对单个人进行询问，回答时常He’s/She’s/It’s…。
wh’re (=wh are)用于对两个或两个以上的人进行询问，回答时常用They’re (=They are)…
例如：—Wh is that by? 那男孩是谁？
—He’s my cusin. 他是我的堂弟。
—Wh are they? 他们是谁？
—They’re my brthers. 他们是我的兄弟们。
4. they意为“他（她、它）们”，是人称代词的主格，用于指代两个或两个以上的人或事物，在句子中作主语。they’re是they are的缩写形式。
例如：
—Wh’re they? 他们是谁？
—They’re my cusins. 他们是我的表弟。
— Wh’re Linda and Mary? 琳达和玛丽是谁？
— They’re my sisters. 她们是我的姐妹。
5. that’s是that is的缩写形式。当人称代词、指示代词及疑问词与be动词am，is，are等连用时，为了简便常用缩写的形式。
6. 介绍人物常用句型：
This is …
That’s …
These are …
Thse are…
辨别人物常见句型：
Wh’s he/ she? He’s / She’s ...
Wh’re they? They’re …
Ⅲ. Pair wrk
1. T: Let's wrk n 3a. A is intrducing his family member t B. Read the dialgue and try t fill in the blanks with the right wrds.
2. 阅读指导：同学们应先通读对话一遍，根据上下文问答句的提示，以及句式结构，回答的方式等来确定空格处的词汇。比如：第二句是一个疑问句，由后面的答语不是以Yes或N来回答，可知第二句应是一特殊疑问句，因此可知空格应是特殊疑问词wh。第三句，因空格后面是my father，可知空格处应He's。
3. Ss wrk in pairs. Try t fill in the blanks. They can discuss the answers with their partners.
4. Check the answers. Then let the Ss practice the cnversatin. Get sme pairs t act ut the cnversatin in frnt f the class.
IV. Practice
1. T: Nw let's wrk n 3b. Wrk in pairs t make sentences with wrds in the three bxes.
2. S1 lk at the pictures, say:
This is my… That is my… These are my… Thse are my…
3. S2 repeat S1's intrductins:
This is yur… That is yur… These are yur… Thse are yur…
…
V. Practice
1. T: Yu and yur partner put yur phts n the desk. Take turns t ask and answer the family members.
S1: Wh's she?
S2: She's my mther.
S1: Wh's he?
S2: He's my father.
S2: Is this yur grandfather?
S1: Yes, he is.
S2: Are thse yur parents?
S1: N, they aren't.
2. T: D yu knw what “family” is?
Ss: …
T: “family” means “father –and –mther-I –lve –yu!” And I hpe yu can shw yur lve t yur parents, OK?
Ss: Ok!
VI. Summary
Intrduce peple:
This is my grandmther.
That’s my friend.
These are my grandparents.
Thse are my sisters.
Identify peple:
A: Wh is she? B: She’s my sister.
A: Wh are they? B: They are my parents.
VII. Exercises
Ⅰ. 根据括号内的要求完成下列各题，每空一词(含缩略形式)。
1. That is Dave's grandparent. (改为复数形式)
_________ _________ Dave's _________.
2. Are these Mary's friends? (改为单数形式)
_________ _________ Mary's _________?
3. It's Grace's pencil. (改为复数形式)
_________ Grace's _________.
4. —Are these Mike's cups? (补全肯定答语)
—Yes, _________ _________.
5. She's Jeff 's grandmther. (对划线部分提问)
_________ _________ she?
Ⅱ. 根据对话内容，从方框中选择恰当的选项补全对话，其中有两项多余。
A: Gd afternn! I'm Tny. (1)______
B: I'm Clare.
A: (2)______
B: Fine, thanks, Tny.
A: Hey, Clare! (3)______
B: N, she isn't.
A: (4)______
B: She's my sister, Kate.
A: (5)______
B: Thank yu.
Ⅲ. 根据短文内容，从方框中选择恰当的单词填空，有的需要变换形式，每词限用一次。
Hi, friends! (1)_________ am Millie. My last name is Miller. (2)_________ are my father and mther. Dale is my father. (3)_________ is a teacher (老师). Kate is my mther. (4)_________ is a teacher, t. And (5)_________ are at the same (相同的) schl. Well, Emma is my sister.
答案
Ⅰ. 1. Thse are; grandparents 2. Is this; friend 3. They're; pencils 4. they are
5. Wh is
Ⅱ. 1. have; gd day; Yu; t 2. I see 3. Nice t meet yu 4. Gd mrning
Ⅲ. 1. I 2. These 3. He 4. She 5. they
VIII. Hmewrk
用下列句型介绍一张你的家庭照片。
This is…
That’s…
These are…
Thse are…
Sectin B1 (1a-1d)
一、教学目标：
1. 语言知识目标：
1) 能掌握对家庭成员称呼的词汇：sn, daughter, cusin, grandpa, grandma, mm, dad, aunt, uncle。
2）能正确理解家庭成员之间的关系，对家庭成员能正确称呼。
2. 情感态度价值观目标：
通过学习对自己的家庭成员会有更清晰的印象。
二、教学重难点
1. 教学重点：
① 进一步掌握家庭成员的表达；学会指示代词、人称代词的用法。
② 通过填写家谱，弄清楚家庭成员之间的关系。
2. 教学难点：
填写家谱，弄清楚家庭成员之间的关系。
三、教学过程
Ⅰ. Warming up and revisin
1. Greeting the students. Check the hmewrk.
2. T: Yu knw my family members. I want t knw yur family members. Wuld yu like t intrduce yur family members t us?
SS: Yes.
T: Wh wants t be the first, please? (Students use their phts r the pictures they drew.)
S1: Let me try.
T: OK, please.
S1: Hell, everyne! My name is …Lk at this picture, please. This is a picture f my family. This is my father. His name is …This is my mther. Her name is … They are gd parents. This is my brther. His name is …Lk! It’s me. Am I funny? I lve my family.
T: Very gd.
(Anther tw students intrduce their family.)
Ⅱ. Presentatin
1. Guessing Game
T: D yu like games?
S: Yes.
T: Let’s play a guessing game. Lk at the screen. This is my brther. But my father is nt his father. His father is nt my father. His father and my father are brthers. We have the same grandfather. Wh is he?
S1: It is yur “表哥”.
T: N, it isn’t.
S2: It is yur “堂兄” r “堂弟”.
T: Yes, it is. Let’s see hw t say it in English. (Shw the wrd “cusin” n the screen.)
T: It’s cusin. Read after me, C-O-U-S-I-N, cusin.
SS: C-O-U-S-I-N, cusin.
T: Spell it, please.
SS: C-O-U-S-I-N, cusin.
T: This time yu must say it in English. This is yur sister. But yur father is nt her father. Her father is nt yur father. Her father and yur father are brthers. Yu have the same grandmther. Wh is she?
S: It’s my cusin.
T: Yur father’s brther is yur …?
S3: “大爷，大伯”.
S4: “叔叔”.
T: Yu are right. Let’s see hw t say it in English. (Shw the wrd “uncle” n the screen.)
T: Read after me, please, U-N-C-L-E, uncle.
SS: U-N-C-L-E, uncle.
T: Yur uncle’s wife is yur…?
S5: “伯母，婶婶”.
T: Right. (Shw the wrd “aunt” n the screen. and then teach these wrds sn, daughter in this way.)
T: Read the wrds n the screen tgether.
SS: …
2. Practice the new wrds.
Ⅲ. Writing
1. Nw let's wrk n 1a. Lk at the family tree (家谱) in 1a. Frm the family tree, we knw that yur grandpa and grandma have tw sns, yur father and yur uncle. Yur father and mther have a sn and a daughter. They are yur sister and yu. Yur uncle and yur aunt nly have a daughter. She's yur cusin. Nw read the family tree and add the wrds in the bx t the family tree.
(Ask ne student t the frnt t d it n the blackbard. The thers finish it n their bk.)
2. Check the answers.
Ⅳ. Listening
1. 1b Listen and check the wrds yu hear.
T: Jiang Ta and Tm are talking abut Tm’s family. Hw many family members are they talking abut? Please listen and check the wrds yu hear.
(Play the recrding f 2a nce.)
Ask tw mre students t say the answers.
2. 1c Listen and check the picture.
T: I have tw pictures here. Which ne is Jiang Ta talking abut? Let’s listen and find it ut, please.
(Play the recrding twice again.)
Check the answer.
Ⅴ. Summary
Ⅵ. Exercises
Ⅰ. 根据家庭关系图完成句子。
1. Li Qinhan is Li Jie’s ____________________.
2. Ca Fen is Li Shu’s _____________________.
3. Li Ke is Li Shu’s ___________.
4. Huang Mei is Li Jie’s ______________.
5. Li Jie is Li Shu’s ________.
Ⅱ. 根据句意及所给汉语提示，写出句中所缺单词。
1. Is she yur _________(外婆)?
2. Tm's and Jack's _________(爸爸) are in China.
3. The three _________(妈妈) are nt English.
4. He's Sam. He is Helen's _________(外公).
Ⅲ. 根据对话内容，在空白处填入恰当的单词(含缩略形式)，使对话完整、通顺。
A: Hell! Are yu Mr. Smith?
B: Yes, I am. (1)__________ are yu?
A: I'm Mr. Hand's sn.
B: Oh? What's yur (2)__________?
A: (3)__________ Alan.
B: (4)__________ it, please.
A: A-L-A-N.
B: Hey, Alan. Nice t meet yu.
A: Nice t meet yu, (5)__________.
答案
Ⅰ. 1. grandma / grandmther 2. dads / fathers 3. mms / mthers
4. grandpa / grandfather
Ⅱ. 1. Wh 2. name 3. I'm 4. Spell 5. t
Ⅶ. Hmewrk
Draw a picture f yur family and friends.
Tell yur partners abut yur picture.
Sectin B2 (2a-2c)
一、教学目标：
1. 语言知识目标：
1) 能掌握对家庭成员称呼的词汇：sn, daughter, cusin, grandpa, grandma, mm, dad, aunt, uncle, 以及here, f, pht, next, picture, girl, dg等。
2）能正确理解家庭成员之间的关系，对家庭成员能正确称呼。
3）进一步学习一些英语名字，并能分辨出名字的不同性别。
4）通过听、说、读的训练，提高学生们综合运用英语的能力，培养学生们学习英语的兴趣，并在学习中体会到学习英语的乐趣。
2. 情感态度价值观目标：
通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。
二、教学重难点
1. 教学重点：
① 进一步掌握家庭成员的表达；学会指示代词、人称代词的用法。
② 通过填写家谱，弄清楚家庭成员之间的关系。
③ 阅读有关家庭成员的小短文，能正确理解家庭成员之间的关系。
2. 教学难点：
① 填写家谱，弄清楚家庭成员之间的关系。
② 阅读短文，获得相关信息，正确地表述家庭成员间的关系。
三、教学过程
Ⅰ. Revisin
1. Greeting the students. Check the hmewrk.
2. 根据图片提示在横线上填入恰当的单词完成句子。
1. Ann is Bb's __________.
2. Alan is Sally's __________.
3. Jhn is Alan's __________
4. Sally is Kate's __________.
5. Jhn is Mike's __________.
Ⅱ. Warming up
Tell yur partner abut yur picture.
Ⅲ. Presentatin
1. T: We learn many names in this Unit. Can yu tell it's a male r female first name?
2. 指导： 同学们可以根据这些名字的汉语译音来确定他们是男性还是女性。
3. Ss wrk with their partner and write dwn the names in the bx.
4. Check the answers.
( Male: Bb, Jack, Tm, Jiang Ta, Alan, Eric, Paul, Jhn )
(Female: Jenny, Linda, Mary, Sally, Jane, Kate, Lin Fang, Cindy, Helen)
Ⅳ. Pre-reading
1. (Shw tw phts f yur family.)
T: Lk! Here are tw nice pht f my family. (Write "tw phts f” n the blackbard.)
My parents are in the first pht. (Write "in the first pht" n the blackbard.)
And my grandparents are in the next pht. (Write "in the next pht" n the blackbard.)
2. Ss try t understand the meaning f the phrases: "tw pht f", "in the first pht", "in the next pht"。
Ⅴ. Reading
1. Fast reading
T: Jenny has tw family phts. Let's lk at her family phts and her article abut her family. Read her article and circle the names.
(Ss read quickly and circle the names in the article.)
Check the answers: Jenny, Alan, Mary, Bb, Eric, Cindy, Helen, Cc
2. Careful reading
Read her article again and find ut "Wh is Cc?" If yu find ut Cc, please put up yur hands.
提示：短文中对Cc的描述为“Cc is in my family, t.”，可知Cc也应是在以上两张照片中，通过上面的介绍，都已将所有的人物对号入座，而在照片中还有一只小狗，可知Cc应是小狗的名字。
Read the passage carefully and cmplete the blanks.
3. Careful reading
T: Nw let's wrk n 2c. First read the sentences belw. Knw what yu are suppsed t knw abut the passage. Then read the passage again and try t fill in the blanks.
指导：本题为阅读填空题。读短文可知本文是以“我”（Jenny）的名义写的，文章通过两张家庭照片介绍了“我的”家庭成员。同学们应清楚，文章里中的关键词“my”是指“詹妮的”。由短文第一句话Hi, I’m Jenny. （你好，我的名字叫詹妮），可知第一题的答案为“Jenny”。第2到5小题都是要求填写Jenny与其他人的关系，由短文第四句话“These are my parents, Alan and Mary.”，可知Alan和Mary是Jenny的父母亲。因此第二题应填parents。第3到5小解题思路与本题相同。由短文最后一句话“Cc is in my family, t.”可知除了上面介绍的成员外，还有一个成员Cc，对应照片可知Cc应该是她家的狗，因此第6小题填Cc。
Check the answers: 1. Jenny 2. parents 3. brthers 4. sister 5. cusin 6. Cc
4. Answer the questins.
1) Wh is Alan?
2) What’s the name f Jenny’s mther?
3) Wh are Bb and Eric?
4) Is Cindy Jenny’s sister?
5) What is the name f Jenny’s cusin?
6) Is Cc a by?
5. Fill in the blanks accrding t the text.
My family
Hi, I’m Jenny. Here ____ tw nice ______ f my family. My grandfather and grandmther ____ in the first pht. These are my parents, Alan and Mary. In the next _______ are my brthers, Bb and Eric. These tw ____ are my sister Cindy and my cusin Helen. Cc is in my family, t.
Ⅵ. Summary
Intrduce yur family:
This is a pht f my family.
This is Jack. He is my father.
That is Jane. She is my mther.
These are They are my...
Thse are ... and ... They are my
Here is a(n) ... 这儿有一(个 / 张……)
Here are ... 这是……；这(儿)有……
tw nice phts f ...
两张好看的……照片
in the first pht 在第一张照片中
the name f ... ……的名字
Ⅶ. Exercises
Ⅰ. 根据句意及括号内所给单词的提示填空。
1. Here are tw _________(pht).
2. Mrs. Black's _________(dg) are white.
3. Chen Fan and Liu Ying are nice _________(girl).
4. Ww, Ms. Miller's _________(picture) are nice.
5. Paul is in the _________(next) rm (房间).
Ⅱ. 根据句意及所给首字母提示，补全句中所缺单词。
1. Dave is my father. I’m his s____.
2. Alan is my c_______. He isn’t my brther.
3. Gina is my a________. Her father is my grandpa.
4. Bill is my u_______. He and my father are brthers.
5. Grace is my d____________. I am her mther.
III. 根据短文内容，从方框中选择恰当的单词填空。
Hey, I'm Lucy. (1)__________ are tw phts. (2)__________ are Lily's family phts. In the first (3)__________, I see Lily's father and mther. In the (4)__________ pht, I see Lily and Plly. Plly is Lily's (5)__________. It's yellw. It's very nice.
Ⅷ. Hmewrk
Write a passage abut yur family accrding t family phts.
Sectin B3 3a-Self Check
一、教学目标：
1. 语言知识目标：
1) 复习巩固所学的家庭成员的称呼词，能熟练对家庭成员正确称呼。
2）能通过阅读有关家庭成员关系的小短文来获得正确的信息，并根据所获得的信息画出家庭成员的照片。
3） 能综合运用所学的知识，将自己家庭照片中的成员正确地介绍给他人，将能以小短文的形式写出。
4）能将所学的称呼词按性别进行分类。
5）通过拓展练习来进一步巩固所学的如何介绍家庭成员的句子结构。
2. 情感态度价值观目标：
1）通过学习能正确地称呼家庭成员的能分清家庭成员的性别。
2）通过画自己家人的照片，介绍自己的家庭成员来增加自己的对家庭成员的了解，体会家庭成员之间的亲情，并在绘画中获得学习英语的乐趣。
二、教学重难点
1. 教学重点：
1） 阅读有关家庭成员的小短文，获得相关信息，并能画出恰当的照片。
2） 根据照片提示运用所学的句型写一篇介绍家庭成员的小文章。
2. 教学难点：
1）根据照片提示运用所学的句型写一篇介绍家庭成员的小文章。
2）做一些拓展练习来进一步巩固所学的知识。
三、教学过程
Ⅰ. Warming up and revisin
1. Greeting the Ss. Check the hmewrk.
2. T: We knw sme students' family members. We want t knw mre students' family members. Wuld yu like t intrduce yur family members t us?
SS: Yes.
S1: Let me try.
T: OK, please.
S1: Hell, everyne! My name is …Lk at this picture, please. This is a picture f my family. This is my father. His name is …This is my mther. Her name is … They are gd parents. This is my brther. His name is …Lk! It’s me. Am I funny? I lve my family.
T: Very gd.
(Anther tw students intrduce their family.)
Ⅱ. Presentatin
1. Read the passage and cmplete the passage with the wrds in the bx.
T: Tday let's meet a new friend. His name's Paul. He writes a passage t intrduce his family. But sme f the wrds are missing. He has a pht f his family, but I'm srry I've left it at hme. Can yu read the passage and draw a pht f Paul's family.
Ss: OK.
2. 阅读指导：在阅读时，应注意名词的复数形式以及姓名或称呼所表明的人物的性别。比如，最后一空前面有是称呼sister，因此空格中应为一女孩的名字，可知应填Cindy。
3. Ss wrk with their partners. Then check the answers tgether.
4 Read the passage again. Then try t draw a pht f Paul's family. Let all the Ss shw their phts t the class.
Ⅲ. Practice
1. Using the family pht t retell the passage.
2. Shw the pht f Paul's family t yur partner. Suppse yu are Paul. Then try t intrduce the family members t yur partner.
3. Retell the passage t sme ther students arund yu.
Ⅳ. Writing
1. Take ut the pht f yur family and write a passage abut it.
2. Students write their passages. Teacher mves arund the rm and helps the students wh need.
3. 写作指导： 写作时应注意运用正确的句型，在介绍父母或祖父母等多个人时，可用These/Thse are…句型；在介绍单个的人时，应用This/That is…句型。为了让短文更加活泼，还可用Is this/that…?这样的问句，并自己作回答。
4. Let sme Ss read their passages alud t the class.
Ⅴ. Game
1. In rder t let mre students shw their passages. Teacher puts sme phts and letters n the blackbard. Ask students t cme t the frnt t read the letter and match it with the pht.
2. Ss try t match the phts with the passages.
Ⅵ. Self Check 1
1. We have learned many wrds fr family members. Nw let's have a shrt revisin.
(Let Ss say the wrds fr the family members in a chain.)
S1: father S2: mther S3: grandfather S4…
2. OK. Sme wrds fr the family members are male, sme are female and ther wrds are bth.
Nw lk at Self Check 1, and grup the wrds fr family members yu have learned.
3. Check the answers.
Male: father, grandfather, uncle, brther, cusin
Female: mther, grandmther, aunt, uncle, cusin
Bth: parents, grandparents
Ⅶ. Self Check 2
1. When we are nt sure abut the family members. We always ask abut them.
Let's sum up the sentence structures we can use: (Ss sum up the sentence structures with the help f the teacher.)
① —Is this/that…? —Yes, he/she is. N, he/she isn't.
② —Are these/thse…? —Yes, they are./ N, they aren't.
③ —Wh's she/he? —He's/She's…
2. Nw read the cnversatin between Bill and Dale. Then cmplete the cnversatin.
3. Check the answers.
( this, He's, Wh, She, these/thse, they, are )
4. Practice the cnversatin with yur partner.
Ⅷ. Exercises
I. 根据首字母及图片提示，写出单词。
1. Lk! This is a p___________ f my brthers.
2. This is my a___, Mary.
She’s my father’s s____.
3. —Is this yur u____?
—Yes. He’s my mm’s b______.
4. Is that by yur brther?
N. He’s my c_____.
Ⅱ. 根据语境，从方框中选择恰当的单词填空。
here, f, picture, next, girl
1. —What’s this in English?
—It’s a map ________ China.
2. Hey, Emma. ________ are five phts f my family.
3. My friend is a(n) ________ and her name is Helen.
4. Mr. White is in that ________.
5. The ________ cup is red.
Ⅲ. 根据汉语意思完成英语句子，每空一词。
1. 我的狗叫笨笨。
The ________ ________ ________ ________ is Benben.
2. 这两张漂亮的照片是吉娜的。
The tw _________ _________ are Gina’s.
3. 这些是我的朋友。
_________ _________ my friends.
4. 他的父母在北京吗？
Are _________ _________ in Beijing?
Ⅳ.根据短文内容，从方框中选择恰当的单词填空，有的需要变换形式。
this, dg, girl, they, parent
Hi, I’m Lucy. I’m an English (1)________. This is a pht f my family. My family is nt small (小的). (2)________ are my grandparents. Thse are my (3)________. My father is Eric. My mther is Snia. This is my uncle, Peter. That is my aunt, Linda. (4)________ are nt in the UK. They’re in China. The girl in yellw is my sister, Alice. Oh, I’m nt in this pht. But (但是) my (5)________ is in this pht. What’s its name? Haha, it’s Je.
Hmewrk
1. Review the wrds fr the family members in this unit.
2. Ask and answer abut yur partner's family members. Write the cnversatin n yur wrkbk.
3. 找一张家庭照片，仿照3b中介绍的方法，写一篇小短文，介绍一下你的家人或朋友。 注意恰当运用 This/That is…, These/Thse are…句型。
Hi, I’m ______. This is a pht f my family. ________ peple (人) are in my family. This is my ________. These are my parents ____ and _____. This is my _________. We are a happy family.
father, wh, family, grandparent, this, mther
A. Hw are yu, Clare?
B. Well, yur sister is nice.
C. Wh is she?
D. What's this?
E. What's yur name?
F. Spell it, please.
G. Is that girl yur friend?
he, she, this, they, I
they, dg, here, pht, next
本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心
是用英语介绍家人和朋友，通过本单元的学习学生应该掌握对家庭成员的称呼；通过谈论“家庭”的话题，使学生学会并掌握“介绍人物、识别人物”的基本句型，进一步体会一般疑问句的用法，学会运用指示代词介绍人物，学会运用人称代词询问人物。如：This is my sister。 Is that yur brther? These are my parents。 Are thse yur brthers? 以及Wh开头的特殊疑问句，一般疑问及其简单回答；运用名词的复数形式。能够用英语向朋友介绍自己的家人，从而让他们了解自己的家庭。
二、单元学情分析
从教材编排上说本单元是就第一单元认识朋友之后，仍接着学习用英语认知人，而与学生最为熟悉的人就是家庭成员，由了解同学们的名字很自然过度到了解对家庭成员的名字，以及对家庭成员的称呼，对学生们来说比较容易接受。以前学的yur, his, her, my等形容词性物主代词，在本单元中扔是重点学习的任务；但在本单元要接触名词的复数形式，以及be动词的复数形式，且本单元生词较多，因此本单元的学习任务比较艰巨。
三、单元教学建议
本单元的学习应通过对人物个性化的描述，识别照片、图片，多媒体展示、真实情景表演等学习策略来掌握家庭成员的表达；学会指示代词、人称代词及Wh问句及简单回答。为学生创设真实的学习情景，让学生以小组形式交流学习，并在课堂上循环训练。 通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人。
四、单元课时分配
本单元可用4课时完成教学任务：
Sectin A1 (1a-2d) 用1课时
Sectin A2 (Grammar Fcus-3c) 用1课时
Sectin B1 (1a-2c) 用1课时
Sectin B2 (3a-Self Check) 用1课时
Sectin A1 (1a-2d)
一、教学目标：
1. 语言知识目标：
1) 能掌握对家庭成员的称呼的词汇及指示代词：sister, father, mther, grandfather, grandmther, brther, parent (s), grandparent (s), wh, they, this, that, these, thse
2）能掌握以下句型：
① —This/That is his sister.
② —These/Thse are his parents.
③ —Wh's she? —She's my sister.
④ —Is this/that yur sister? —Yes, she is./N, she isn't.
⑤ —Are these/thse yur parents? —Yes, they are. /N, they aren't.
3) 掌握指示代词this, that, these, thse及它们所构成的介绍他人的句型。
4) 能运用所学的词汇及句型介绍自己的家庭成员。
2. 情感态度价值观目标：
让学生知道他们应当尊敬自己的父母、祖父母及其他家庭成员，在家庭中应多帮助父母做力所能及家务劳动。通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。
二、教学重难点
1. 教学重点：
1）the names f family members
2）The usage f demnstratives prnuns: this, that, these, thse
2. 教学难点：
1) the plural frms f the demnstratives prnuns.
2) Train Ss’ ability t apply what they’ve learned t their daily life.
三、教学过程
Ⅰ. Warming up and revisin
1. Greetings
T: Hw are yu? What’s yur name? Nice t meet yu! What's yur telephne number? etc.
2. Let sme students shw their ID card.
T: What's yur first name? What's yur last name? What's yur telephne number?
3. Let Ss intrduce their ID card infrmatin t class.
My first name is… My last name is… My telephne number is…
Ⅱ. Presentatin
1. Shw Ss a piece f vide “《家有儿女》”.
T: (shw Xia Yu’s pht) What’s his name?
Ss: His name is Xia Yu.
T: We knw Xia Yu has a happy Family. Nw let’s cme int his family. Wh is this?
Ss: This is Xia Xue.
T: Xia Xue is Xia Yu’s…?
Ss: Sister.
T: Gd! Wh can spell sister?
T: Read after me, sister. (Ask a grup f Ss t read the wrd)
2. Shw Ss anther phts and teach the new wrds by the same way.
(Bb: brther, father, mther, parent (s), grandfather, grandmther, grandparent (s) )
T: Nw let’s chant.
Father, father, this is father.
Mther, mther, that is mther.
Grandfather, grandfather.
Grandmther, grandmther.
Parents, parents, these are my parents.
Brther, sister, thse are my friends.
3. Wrk n 1a. Let Ss lk at the picture in 1a. Then read the wrds n the left side. Then match the wrds with the peple 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. g
Ⅲ. Listening
T: A by is talking abut his family. Wh is he talking abut? Nw listen and circle the peple the by talks abut.
Ss: OK.
(Play the recrding f 1b twice. Students wrk.)
T: What’s the answer?
S: Tw brthers and a sister.
Ⅳ. Pair wrk
1. Rle-play the cnversatin in 1a.
Ss wrk in pairs. Rle-play the cnversatin. Try t remember the sentence structure:
This is…; That is…; These are…; Thse are…
Wh's she/he? She's/He's …
2. Lk at the picture in 1a. Talk abut the ther peple in the picture with yur partner.
Using the sentence structure:
This is… ; That is…; These are…; Thse are…
Wh's she/he? She's/He's …
3. Let sme pairs act ut their cnversatin.
Ⅴ. Listening
1. T: Here are tw girls. They are talking abut the family members. Please listen t the recrding f 2a in Sectin A and circle the family members yu hear.
First let's read the wrds in the bx tgether.
parents mther father sister brther
grandmther grandfather friend grandparents
Ss: OK.
(Read the wrds tgether. Then play the recrding f 2a twice. Students wrk.)
T: Check the answer.
(Ask tw students t say the answers.)
2. Listen and match.
T: Nw let's lk at the pht f this family. We knw this is Jenny. But we dn’t knw wh is Bb, wh is Jack, wh is Linda, wh is Jhn and wh is Mary. Let’s listen and find them.
(Play the recrding f 2b. Students wrk.)
T: Wh find them?
(Many students may say they d. Chse tw f them t answer.)
3. Listen again and fill in the blanks.
Li Lan: Cindy, is this yur family pht?
Cindy: Yes, it is, Li Lan.
Li Lan: Are these yur ________?
Cindy: Yes, they are. This is my _______,
Jenny, and this is my _______, Tm.
Li Lan: Oh, ___________?
Cindy: She’s my _______, Mary.
Li Lan: ____________?
Cindy: They’re my ____________, Linda and Bb.
Li Lan: And __________?
Cindy: He’s my ________, Jack.
Ⅵ. Pair wrk
T: Yu cme t this hme. Yu see a picture n the wall. There are many peple in the picture. Yu want t knw wh they are. Use “—Wh's she/he? —She's/He's…” t find them, please. When yu finish, change rles t d it. Nw begin.
(Students wrk. Teacher walks rund the classrm t see hw they are ding and helps the students wh need.)
T: Let’s check yur wrk, please.
Ss: OK. (Ask ne pair t d it.)
S1: Wh's she?
S2: She's Jenny.
S1: Wh's he?
S2: He's Jhn.
(Ask tw mre pairs t d it.)
Ⅶ. Rle-play
1. Nw lk at the picture in 2d. This is Jane's family. Read the cnversatin first. Then lk at the picture and guess wh they are.
(Ss read the cnversatin then guess wh the peple are. They can discuss in pairs.)
2. Let students read the dialgue and fill in the blanks.
3. Let Ss read the cnversatin after the teacher alud. Then wrk in grups f three. Practice the cnversatin. They may change rles as they like.
4. Ask sme pairs t act ut the dialgue in frnt f the class.
5. 评价：让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。教师对学生们的相互评价及表现记录在学生评价表上。（学生从心理年龄及认知水平上都处于很单纯、好表现的时期 , 因此恰当的评价能激发他们的学习兴趣，有利于形成良好的学习习惯。）
VIII. Language pints
1. Are thse yur parents?
parents是parent的复数形式，表示父母双亲。parent表示父母双亲中的一员—father或mther。类似的词还有grandparent，意为“祖父（母）；外祖父（母）”。
例如：
This is a single parent family.
这是一个单亲家庭。
They are Jack’s grandparents.
他们是杰克的（外）祖父母。
2. He’s my brther, Paul.
brther意为“兄”或“弟”。复数形式是“brthers” ，应注意在英语中有一些称呼词不如汉语的称呼词意思明确，应视具体情况而定。类似的单词还有sister “姐；妹”， aunt “姑（姨、伯、婶、舅）母”，uncle “舅（叔、伯、姑）父；姨夫”，cusin “堂兄（弟、姊、妹）；表兄（弟、姊、妹）”等。
3. Well, have a gd day! 祝你过得愉快！
Have a gd day! (=Have a nice day!)是一句祝福的话语，意为“祝你过得愉快”。经常用于谈话或打电话结束时向对方表示祝福，对方常会回答“Yu, t.”，意为“也祝你过得愉快”。
例如：
—Have a nice weekend! 祝你过个愉快的周末！
—Thanks. Yu, t. 谢谢！也祝你周末愉快！
—Have a gd hliday! 祝你假期愉快！
—Thank yu. 谢谢！
4. This is my friend Jane.
This is …/That is … 这是……/那是……
This is… 意为“这是……”（指离说话人较近的人或物），that is …意为“那是……”（离说话人较远的人或物）是一个用来介绍他人的常用句型。当介绍在场在第三人时，常用句型This is… / That is…，一般不直接说He is...或She is...。
如：This is my aunt Mary. 这是我的姑姑玛丽。
This is… 句型还可以用来说明某个事物。
如：This is a nice clck. 这是一个漂亮的钟表
如：This is my aunt Mary. 这是我的姑姑玛丽。
①This is… 句型还可以用来说明某个事物。如：
This is a nice clck. 这是一个漂亮的钟表
② Is this/that…? 意为“这/那是……吗？”是一般疑问句，应该用Yes, he/ she is.或N, he/ she isn’t.来回答。如：
—Is this yur grandmther? 这是你的外婆吗？
—Yes, she is. 是的。
IX. Summary
This / That is my ...
这 / 那是我的……
Nice t meet yu. 见到你很高兴。
These / Thse are my ...
这些 / 那些是我的……
Have a gd day! (表示祝愿)过得愉快！
I see. 我明白了。
b1. Intrduce peple:
(1) This is my grandfather.
(2) That’s my brther.
(3) These are my grandparents.
(4) Thse are my sisters.
2. Identify peple:
(1) —Is this…
—Yes, it is./N, it isn’t.
(2) —Wh’s …?
— He/She is…/ They’re…
XI. Exercises
Ⅰ. 写出下列单词的复数形式。
1. grandmther _____________
2. grandfather ______________
3. father ____________
4. this ____________
5. is ____________
6. that ____________
Ⅱ. 根据语境及所给汉语提示，写出所缺单词。
1. Alice and Helen are my ________(姐姐).
2. His tw ________(哥哥) are at schl.
3. —What are ________(那些), Dale?
—They are cups.
4. Bill's ________(父母亲) are nt English.
5. Hell! Are yu Snia's ________(爷爷)?
6. This is Lily's ________(奶奶). Her first name is Betty.
Ⅲ. 根据语境，从方框中选择恰当的单词填空，有的需要变换形式，每词限用一次。
1. —________ is Ms. Miller?
—She is Mary's friend.
2. Jim, are ________ yur pens?
3. This is Mr. Smith and he's my ________.
4. Mrs. Green is Emma's ________.
5. This is a ________ f three — parents and a sn.
6. —Wh are they, Linda?
—They are my ________.
Ⅳ. 根据汉语意思完成英语句子或对话，每空一词。
1. —玛丽，祝你过得愉快！
—谢谢，你也一样。
—Mary, _______ a(n) ______ _______!
—Thanks. ______, ______.
2. —这是吉尔的尺子。
—我明白了。
—This is Jill's ruler.
—____ _____.
3. 凯特，见到你很高兴。
_____ ____ ______ _____, Kate.
4. 早上好，比尔。
_____ __________, Bill.
XII. Hmewrk:
1. Remember the new wrds.
2. Try t intrduce yur family t yur friend rally.
This is… That is… He’s… She’s… These are… Thse are…
3. Make three cnversatins using the things in yur classrm r in yur hme.
Sectin A2 (Grammar Fcus-3c)
一、教学目标：
1. 语言知识目标：
1) 通过不同方式的练习继续熟练掌握对家庭成员的称呼的词汇。
2）继续练习运用以下句型来介绍自己的家庭成员。
① —This/That is…
② —These/Thse are ….
③ —Wh's …? —She's/He's…
④ —Is this/that …? —Yes, …/N, …
⑤ —Are these/thse …? —Yes, they are./N, they aren't.
3) 能运用所学的词汇及句型完成不同的交际练习。
2. 情感态度价值观目标：
通过学习对这部分的学习使学生对自己的家庭成员会有更清晰的印象，并学会与家庭成员和睦相处，从而激发起他们对家人的热爱。
二、教学重难点
1. 教学重点：
1）总结介绍自己的家庭成员所用的句型。
2）总结询问及回答家庭成员所用的句型。
3）综合运用所学的知识与他人就成员的话题进行交际。
2. 教学难点：
1）总结掌握介绍家庭成员的句型结构；掌握询问及回答某人的身份所用的句型。
2）综合运用所学的知识进行交际的能力。
三、教学过程
Ⅰ. Warming up and revisin
1. Greeting the Ss. Chant the sng:
Father, father, this is father.
Mther, mther, that is mther.
Grandfather, grandfather.
Grandmther, grandmther.
Parents, parents, these are my parents.
Brther, sister, thse are my friends.
2. Talk abut the family pht.
注意：
单数 复数
this these
that thse
it/he/she they
is are
Practice
用is或are完成下列句子：
This ___ my sister.
That ____ his brther.
She _____ his aunt.
He _____ my uncle.
These _____ her parents.
Thse ____ her friends.
They _____ my family.
Ⅱ. Grammar Fcus.
1. 学生阅读并完成下列句子。
① 这是我的朋友简。_____ ______ my friend Jane.
② 那是我的爷爷。_____ my grandfather.
③ 这是我的兄弟们。 _____ ____ my brthers.
④ 那是我的父母亲。_____ _____ my parents.
⑤ 她是谁？______ she?
⑥ 她是我的妹妹。She’s my _________.
⑦ 他是谁？_______ he?
⑧ 他是我的弟弟。_______ my brther.
⑨ 他们是谁？Wh _________ they?
⑩ 他们是我的祖父母。________ my grandparents.
2. Explanatin
1. these是指示代词，意为“这些”，是this的复数形式。These are… 句型意为“这（些）是……”，用来介绍离说话人较近的两者或两者以上的人或物。例如：
These are his parents. 这是他的父母亲。
These are blue shirts. 这是些蓝色的衬衫。
2. Are these/thse…? 是一般疑问句，意为“这/那（些）是……吗？”，用Yes, they are.
或N, they aren’t.来回答。例如：
Are these yur friends? 这是你的朋友们吗？
Yes, they are. 是的。
3. wh意为“谁；什么人”，是一个疑问代词，用于对人的身份进行询问。wh’s是wh is的缩写形式，用于对单个人进行询问，回答时常He’s/She’s/It’s…。
wh’re (=wh are)用于对两个或两个以上的人进行询问，回答时常用They’re (=They are)…
例如：—Wh is that by? 那男孩是谁？
—He’s my cusin. 他是我的堂弟。
—Wh are they? 他们是谁？
—They’re my brthers. 他们是我的兄弟们。
4. they意为“他（她、它）们”，是人称代词的主格，用于指代两个或两个以上的人或事物，在句子中作主语。they’re是they are的缩写形式。
例如：
—Wh’re they? 他们是谁？
—They’re my cusins. 他们是我的表弟。
— Wh’re Linda and Mary? 琳达和玛丽是谁？
— They’re my sisters. 她们是我的姐妹。
5. that’s是that is的缩写形式。当人称代词、指示代词及疑问词与be动词am，is，are等连用时，为了简便常用缩写的形式。
6. 介绍人物常用句型：
This is …
That’s …
These are …
Thse are…
辨别人物常见句型：
Wh’s he/ she? He’s / She’s ...
Wh’re they? They’re …
Ⅲ. Pair wrk
1. T: Let's wrk n 3a. A is intrducing his family member t B. Read the dialgue and try t fill in the blanks with the right wrds.
2. 阅读指导：同学们应先通读对话一遍，根据上下文问答句的提示，以及句式结构，回答的方式等来确定空格处的词汇。比如：第二句是一个疑问句，由后面的答语不是以Yes或N来回答，可知第二句应是一特殊疑问句，因此可知空格应是特殊疑问词wh。第三句，因空格后面是my father，可知空格处应He's。
3. Ss wrk in pairs. Try t fill in the blanks. They can discuss the answers with their partners.
4. Check the answers. Then let the Ss practice the cnversatin. Get sme pairs t act ut the cnversatin in frnt f the class.
IV. Practice
1. T: Nw let's wrk n 3b. Wrk in pairs t make sentences with wrds in the three bxes.
2. S1 lk at the pictures, say:
This is my… That is my… These are my… Thse are my…
3. S2 repeat S1's intrductins:
This is yur… That is yur… These are yur… Thse are yur…
…
V. Practice
1. T: Yu and yur partner put yur phts n the desk. Take turns t ask and answer the family members.
S1: Wh's she?
S2: She's my mther.
S1: Wh's he?
S2: He's my father.
S2: Is this yur grandfather?
S1: Yes, he is.
S2: Are thse yur parents?
S1: N, they aren't.
2. T: D yu knw what “family” is?
Ss: …
T: “family” means “father –and –mther-I –lve –yu!” And I hpe yu can shw yur lve t yur parents, OK?
Ss: Ok!
VI. Summary
Intrduce peple:
This is my grandmther.
That’s my friend.
These are my grandparents.
Thse are my sisters.
Identify peple:
A: Wh is she? B: She’s my sister.
A: Wh are they? B: They are my parents.
VII. Exercises
Ⅰ. 根据括号内的要求完成下列各题，每空一词(含缩略形式)。
1. That is Dave's grandparent. (改为复数形式)
_________ _________ Dave's _________.
2. Are these Mary's friends? (改为单数形式)
_________ _________ Mary's _________?
3. It's Grace's pencil. (改为复数形式)
_________ Grace's _________.
4. —Are these Mike's cups? (补全肯定答语)
—Yes, _________ _________.
5. She's Jeff 's grandmther. (对划线部分提问)
_________ _________ she?
Ⅱ. 根据对话内容，从方框中选择恰当的选项补全对话，其中有两项多余。
A: Gd afternn! I'm Tny. (1)______
B: I'm Clare.
A: (2)______
B: Fine, thanks, Tny.
A: Hey, Clare! (3)______
B: N, she isn't.
A: (4)______
B: She's my sister, Kate.
A: (5)______
B: Thank yu.
Ⅲ. 根据短文内容，从方框中选择恰当的单词填空，有的需要变换形式，每词限用一次。
Hi, friends! (1)_________ am Millie. My last name is Miller. (2)_________ are my father and mther. Dale is my father. (3)_________ is a teacher (老师). Kate is my mther. (4)_________ is a teacher, t. And (5)_________ are at the same (相同的) schl. Well, Emma is my sister.
答案
Ⅰ. 1. Thse are; grandparents 2. Is this; friend 3. They're; pencils 4. they are
5. Wh is
Ⅱ. 1. have; gd day; Yu; t 2. I see 3. Nice t meet yu 4. Gd mrning
Ⅲ. 1. I 2. These 3. He 4. She 5. they
VIII. Hmewrk
用下列句型介绍一张你的家庭照片。
This is…
That’s…
These are…
Thse are…
Sectin B1 (1a-1d)
一、教学目标：
1. 语言知识目标：
1) 能掌握对家庭成员称呼的词汇：sn, daughter, cusin, grandpa, grandma, mm, dad, aunt, uncle。
2）能正确理解家庭成员之间的关系，对家庭成员能正确称呼。
2. 情感态度价值观目标：
通过学习对自己的家庭成员会有更清晰的印象。
二、教学重难点
1. 教学重点：
① 进一步掌握家庭成员的表达；学会指示代词、人称代词的用法。
② 通过填写家谱，弄清楚家庭成员之间的关系。
2. 教学难点：
填写家谱，弄清楚家庭成员之间的关系。
三、教学过程
Ⅰ. Warming up and revisin
1. Greeting the students. Check the hmewrk.
2. T: Yu knw my family members. I want t knw yur family members. Wuld yu like t intrduce yur family members t us?
SS: Yes.
T: Wh wants t be the first, please? (Students use their phts r the pictures they drew.)
S1: Let me try.
T: OK, please.
S1: Hell, everyne! My name is …Lk at this picture, please. This is a picture f my family. This is my father. His name is …This is my mther. Her name is … They are gd parents. This is my brther. His name is …Lk! It’s me. Am I funny? I lve my family.
T: Very gd.
(Anther tw students intrduce their family.)
Ⅱ. Presentatin
1. Guessing Game
T: D yu like games?
S: Yes.
T: Let’s play a guessing game. Lk at the screen. This is my brther. But my father is nt his father. His father is nt my father. His father and my father are brthers. We have the same grandfather. Wh is he?
S1: It is yur “表哥”.
T: N, it isn’t.
S2: It is yur “堂兄” r “堂弟”.
T: Yes, it is. Let’s see hw t say it in English. (Shw the wrd “cusin” n the screen.)
T: It’s cusin. Read after me, C-O-U-S-I-N, cusin.
SS: C-O-U-S-I-N, cusin.
T: Spell it, please.
SS: C-O-U-S-I-N, cusin.
T: This time yu must say it in English. This is yur sister. But yur father is nt her father. Her father is nt yur father. Her father and yur father are brthers. Yu have the same grandmther. Wh is she?
S: It’s my cusin.
T: Yur father’s brther is yur …?
S3: “大爷，大伯”.
S4: “叔叔”.
T: Yu are right. Let’s see hw t say it in English. (Shw the wrd “uncle” n the screen.)
T: Read after me, please, U-N-C-L-E, uncle.
SS: U-N-C-L-E, uncle.
T: Yur uncle’s wife is yur…?
S5: “伯母，婶婶”.
T: Right. (Shw the wrd “aunt” n the screen. and then teach these wrds sn, daughter in this way.)
T: Read the wrds n the screen tgether.
SS: …
2. Practice the new wrds.
Ⅲ. Writing
1. Nw let's wrk n 1a. Lk at the family tree (家谱) in 1a. Frm the family tree, we knw that yur grandpa and grandma have tw sns, yur father and yur uncle. Yur father and mther have a sn and a daughter. They are yur sister and yu. Yur uncle and yur aunt nly have a daughter. She's yur cusin. Nw read the family tree and add the wrds in the bx t the family tree.
(Ask ne student t the frnt t d it n the blackbard. The thers finish it n their bk.)
2. Check the answers.
Ⅳ. Listening
1. 1b Listen and check the wrds yu hear.
T: Jiang Ta and Tm are talking abut Tm’s family. Hw many family members are they talking abut? Please listen and check the wrds yu hear.
(Play the recrding f 2a nce.)
Ask tw mre students t say the answers.
2. 1c Listen and check the picture.
T: I have tw pictures here. Which ne is Jiang Ta talking abut? Let’s listen and find it ut, please.
(Play the recrding twice again.)
Check the answer.
Ⅴ. Summary
Ⅵ. Exercises
Ⅰ. 根据家庭关系图完成句子。
1. Li Qinhan is Li Jie’s ____________________.
2. Ca Fen is Li Shu’s _____________________.
3. Li Ke is Li Shu’s ___________.
4. Huang Mei is Li Jie’s ______________.
5. Li Jie is Li Shu’s ________.
Ⅱ. 根据句意及所给汉语提示，写出句中所缺单词。
1. Is she yur _________(外婆)?
2. Tm's and Jack's _________(爸爸) are in China.
3. The three _________(妈妈) are nt English.
4. He's Sam. He is Helen's _________(外公).
Ⅲ. 根据对话内容，在空白处填入恰当的单词(含缩略形式)，使对话完整、通顺。
A: Hell! Are yu Mr. Smith?
B: Yes, I am. (1)__________ are yu?
A: I'm Mr. Hand's sn.
B: Oh? What's yur (2)__________?
A: (3)__________ Alan.
B: (4)__________ it, please.
A: A-L-A-N.
B: Hey, Alan. Nice t meet yu.
A: Nice t meet yu, (5)__________.
答案
Ⅰ. 1. grandma / grandmther 2. dads / fathers 3. mms / mthers
4. grandpa / grandfather
Ⅱ. 1. Wh 2. name 3. I'm 4. Spell 5. t
Ⅶ. Hmewrk
Draw a picture f yur family and friends.
Tell yur partners abut yur picture.
Sectin B2 (2a-2c)
一、教学目标：
1. 语言知识目标：
1) 能掌握对家庭成员称呼的词汇：sn, daughter, cusin, grandpa, grandma, mm, dad, aunt, uncle, 以及here, f, pht, next, picture, girl, dg等。
2）能正确理解家庭成员之间的关系，对家庭成员能正确称呼。
3）进一步学习一些英语名字，并能分辨出名字的不同性别。
4）通过听、说、读的训练，提高学生们综合运用英语的能力，培养学生们学习英语的兴趣，并在学习中体会到学习英语的乐趣。
2. 情感态度价值观目标：
通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。
二、教学重难点
1. 教学重点：
① 进一步掌握家庭成员的表达；学会指示代词、人称代词的用法。
② 通过填写家谱，弄清楚家庭成员之间的关系。
③ 阅读有关家庭成员的小短文，能正确理解家庭成员之间的关系。
2. 教学难点：
① 填写家谱，弄清楚家庭成员之间的关系。
② 阅读短文，获得相关信息，正确地表述家庭成员间的关系。
三、教学过程
Ⅰ. Revisin
1. Greeting the students. Check the hmewrk.
2. 根据图片提示在横线上填入恰当的单词完成句子。
1. Ann is Bb's __________.
2. Alan is Sally's __________.
3. Jhn is Alan's __________
4. Sally is Kate's __________.
5. Jhn is Mike's __________.
Ⅱ. Warming up
Tell yur partner abut yur picture.
Ⅲ. Presentatin
1. T: We learn many names in this Unit. Can yu tell it's a male r female first name?
2. 指导： 同学们可以根据这些名字的汉语译音来确定他们是男性还是女性。
3. Ss wrk with their partner and write dwn the names in the bx.
4. Check the answers.
( Male: Bb, Jack, Tm, Jiang Ta, Alan, Eric, Paul, Jhn )
(Female: Jenny, Linda, Mary, Sally, Jane, Kate, Lin Fang, Cindy, Helen)
Ⅳ. Pre-reading
1. (Shw tw phts f yur family.)
T: Lk! Here are tw nice pht f my family. (Write "tw phts f” n the blackbard.)
My parents are in the first pht. (Write "in the first pht" n the blackbard.)
And my grandparents are in the next pht. (Write "in the next pht" n the blackbard.)
2. Ss try t understand the meaning f the phrases: "tw pht f", "in the first pht", "in the next pht"。
Ⅴ. Reading
1. Fast reading
T: Jenny has tw family phts. Let's lk at her family phts and her article abut her family. Read her article and circle the names.
(Ss read quickly and circle the names in the article.)
Check the answers: Jenny, Alan, Mary, Bb, Eric, Cindy, Helen, Cc
2. Careful reading
Read her article again and find ut "Wh is Cc?" If yu find ut Cc, please put up yur hands.
提示：短文中对Cc的描述为“Cc is in my family, t.”，可知Cc也应是在以上两张照片中，通过上面的介绍，都已将所有的人物对号入座，而在照片中还有一只小狗，可知Cc应是小狗的名字。
Read the passage carefully and cmplete the blanks.
3. Careful reading
T: Nw let's wrk n 2c. First read the sentences belw. Knw what yu are suppsed t knw abut the passage. Then read the passage again and try t fill in the blanks.
指导：本题为阅读填空题。读短文可知本文是以“我”（Jenny）的名义写的，文章通过两张家庭照片介绍了“我的”家庭成员。同学们应清楚，文章里中的关键词“my”是指“詹妮的”。由短文第一句话Hi, I’m Jenny. （你好，我的名字叫詹妮），可知第一题的答案为“Jenny”。第2到5小题都是要求填写Jenny与其他人的关系，由短文第四句话“These are my parents, Alan and Mary.”，可知Alan和Mary是Jenny的父母亲。因此第二题应填parents。第3到5小解题思路与本题相同。由短文最后一句话“Cc is in my family, t.”可知除了上面介绍的成员外，还有一个成员Cc，对应照片可知Cc应该是她家的狗，因此第6小题填Cc。
Check the answers: 1. Jenny 2. parents 3. brthers 4. sister 5. cusin 6. Cc
4. Answer the questins.
1) Wh is Alan?
2) What’s the name f Jenny’s mther?
3) Wh are Bb and Eric?
4) Is Cindy Jenny’s sister?
5) What is the name f Jenny’s cusin?
6) Is Cc a by?
5. Fill in the blanks accrding t the text.
My family
Hi, I’m Jenny. Here ____ tw nice ______ f my family. My grandfather and grandmther ____ in the first pht. These are my parents, Alan and Mary. In the next _______ are my brthers, Bb and Eric. These tw ____ are my sister Cindy and my cusin Helen. Cc is in my family, t.
Ⅵ. Summary
Intrduce yur family:
This is a pht f my family.
This is Jack. He is my father.
That is Jane. She is my mther.
These are They are my...
Thse are ... and ... They are my
Here is a(n) ... 这儿有一(个 / 张……)
Here are ... 这是……；这(儿)有……
tw nice phts f ...
两张好看的……照片
in the first pht 在第一张照片中
the name f ... ……的名字
Ⅶ. Exercises
Ⅰ. 根据句意及括号内所给单词的提示填空。
1. Here are tw _________(pht).
2. Mrs. Black's _________(dg) are white.
3. Chen Fan and Liu Ying are nice _________(girl).
4. Ww, Ms. Miller's _________(picture) are nice.
5. Paul is in the _________(next) rm (房间).
Ⅱ. 根据句意及所给首字母提示，补全句中所缺单词。
1. Dave is my father. I’m his s____.
2. Alan is my c_______. He isn’t my brther.
3. Gina is my a________. Her father is my grandpa.
4. Bill is my u_______. He and my father are brthers.
5. Grace is my d____________. I am her mther.
III. 根据短文内容，从方框中选择恰当的单词填空。
Hey, I'm Lucy. (1)__________ are tw phts. (2)__________ are Lily's family phts. In the first (3)__________, I see Lily's father and mther. In the (4)__________ pht, I see Lily and Plly. Plly is Lily's (5)__________. It's yellw. It's very nice.
Ⅷ. Hmewrk
Write a passage abut yur family accrding t family phts.
Sectin B3 3a-Self Check
一、教学目标：
1. 语言知识目标：
1) 复习巩固所学的家庭成员的称呼词，能熟练对家庭成员正确称呼。
2）能通过阅读有关家庭成员关系的小短文来获得正确的信息，并根据所获得的信息画出家庭成员的照片。
3） 能综合运用所学的知识，将自己家庭照片中的成员正确地介绍给他人，将能以小短文的形式写出。
4）能将所学的称呼词按性别进行分类。
5）通过拓展练习来进一步巩固所学的如何介绍家庭成员的句子结构。
2. 情感态度价值观目标：
1）通过学习能正确地称呼家庭成员的能分清家庭成员的性别。
2）通过画自己家人的照片，介绍自己的家庭成员来增加自己的对家庭成员的了解，体会家庭成员之间的亲情，并在绘画中获得学习英语的乐趣。
二、教学重难点
1. 教学重点：
1） 阅读有关家庭成员的小短文，获得相关信息，并能画出恰当的照片。
2） 根据照片提示运用所学的句型写一篇介绍家庭成员的小文章。
2. 教学难点：
1）根据照片提示运用所学的句型写一篇介绍家庭成员的小文章。
2）做一些拓展练习来进一步巩固所学的知识。
三、教学过程
Ⅰ. Warming up and revisin
1. Greeting the Ss. Check the hmewrk.
2. T: We knw sme students' family members. We want t knw mre students' family members. Wuld yu like t intrduce yur family members t us?
SS: Yes.
S1: Let me try.
T: OK, please.
S1: Hell, everyne! My name is …Lk at this picture, please. This is a picture f my family. This is my father. His name is …This is my mther. Her name is … They are gd parents. This is my brther. His name is …Lk! It’s me. Am I funny? I lve my family.
T: Very gd.
(Anther tw students intrduce their family.)
Ⅱ. Presentatin
1. Read the passage and cmplete the passage with the wrds in the bx.
T: Tday let's meet a new friend. His name's Paul. He writes a passage t intrduce his family. But sme f the wrds are missing. He has a pht f his family, but I'm srry I've left it at hme. Can yu read the passage and draw a pht f Paul's family.
Ss: OK.
2. 阅读指导：在阅读时，应注意名词的复数形式以及姓名或称呼所表明的人物的性别。比如，最后一空前面有是称呼sister，因此空格中应为一女孩的名字，可知应填Cindy。
3. Ss wrk with their partners. Then check the answers tgether.
4 Read the passage again. Then try t draw a pht f Paul's family. Let all the Ss shw their phts t the class.
Ⅲ. Practice
1. Using the family pht t retell the passage.
2. Shw the pht f Paul's family t yur partner. Suppse yu are Paul. Then try t intrduce the family members t yur partner.
3. Retell the passage t sme ther students arund yu.
Ⅳ. Writing
1. Take ut the pht f yur family and write a passage abut it.
2. Students write their passages. Teacher mves arund the rm and helps the students wh need.
3. 写作指导： 写作时应注意运用正确的句型，在介绍父母或祖父母等多个人时，可用These/Thse are…句型；在介绍单个的人时，应用This/That is…句型。为了让短文更加活泼，还可用Is this/that…?这样的问句，并自己作回答。
4. Let sme Ss read their passages alud t the class.
Ⅴ. Game
1. In rder t let mre students shw their passages. Teacher puts sme phts and letters n the blackbard. Ask students t cme t the frnt t read the letter and match it with the pht.
2. Ss try t match the phts with the passages.
Ⅵ. Self Check 1
1. We have learned many wrds fr family members. Nw let's have a shrt revisin.
(Let Ss say the wrds fr the family members in a chain.)
S1: father S2: mther S3: grandfather S4…
2. OK. Sme wrds fr the family members are male, sme are female and ther wrds are bth.
Nw lk at Self Check 1, and grup the wrds fr family members yu have learned.
3. Check the answers.
Male: father, grandfather, uncle, brther, cusin
Female: mther, grandmther, aunt, uncle, cusin
Bth: parents, grandparents
Ⅶ. Self Check 2
1. When we are nt sure abut the family members. We always ask abut them.
Let's sum up the sentence structures we can use: (Ss sum up the sentence structures with the help f the teacher.)
① —Is this/that…? —Yes, he/she is. N, he/she isn't.
② —Are these/thse…? —Yes, they are./ N, they aren't.
③ —Wh's she/he? —He's/She's…
2. Nw read the cnversatin between Bill and Dale. Then cmplete the cnversatin.
3. Check the answers.
( this, He's, Wh, She, these/thse, they, are )
4. Practice the cnversatin with yur partner.
Ⅷ. Exercises
I. 根据首字母及图片提示，写出单词。
1. Lk! This is a p___________ f my brthers.
2. This is my a___, Mary.
She’s my father’s s____.
3. —Is this yur u____?
—Yes. He’s my mm’s b______.
4. Is that by yur brther?
N. He’s my c_____.
Ⅱ. 根据语境，从方框中选择恰当的单词填空。
here, f, picture, next, girl
1. —What’s this in English?
—It’s a map ________ China.
2. Hey, Emma. ________ are five phts f my family.
3. My friend is a(n) ________ and her name is Helen.
4. Mr. White is in that ________.
5. The ________ cup is red.
Ⅲ. 根据汉语意思完成英语句子，每空一词。
1. 我的狗叫笨笨。
The ________ ________ ________ ________ is Benben.
2. 这两张漂亮的照片是吉娜的。
The tw _________ _________ are Gina’s.
3. 这些是我的朋友。
_________ _________ my friends.
4. 他的父母在北京吗？
Are _________ _________ in Beijing?
Ⅳ.根据短文内容，从方框中选择恰当的单词填空，有的需要变换形式。
this, dg, girl, they, parent
Hi, I’m Lucy. I’m an English (1)________. This is a pht f my family. My family is nt small (小的). (2)________ are my grandparents. Thse are my (3)________. My father is Eric. My mther is Snia. This is my uncle, Peter. That is my aunt, Linda. (4)________ are nt in the UK. They’re in China. The girl in yellw is my sister, Alice. Oh, I’m nt in this pht. But (但是) my (5)________ is in this pht. What’s its name? Haha, it’s Je.
Hmewrk
1. Review the wrds fr the family members in this unit.
2. Ask and answer abut yur partner's family members. Write the cnversatin n yur wrkbk.
3. 找一张家庭照片，仿照3b中介绍的方法，写一篇小短文，介绍一下你的家人或朋友。 注意恰当运用 This/That is…, These/Thse are…句型。
Hi, I’m ______. This is a pht f my family. ________ peple (人) are in my family. This is my ________. These are my parents ____ and _____. This is my _________. We are a happy family.
father, wh, family, grandparent, this, mther
A. Hw are yu, Clare?
B. Well, yur sister is nice.
C. Wh is she?
D. What's this?
E. What's yur name?
F. Spell it, please.
G. Is that girl yur friend?
he, she, this, they, I
they, dg, here, pht, next
相关教案
英语七年级上册Unit 2 This is my sister.Section A教学设计： 这是一份英语七年级上册Unit 2 This is my sister.Section A教学设计，共3页。
初中英语Unit 2 This is my sister.Section A教案： 这是一份初中英语Unit 2 This is my sister.Section A教案，共5页。
初中英语人教新目标 (Go for it) 版七年级上册Section A教学设计： 这是一份初中英语人教新目标 (Go for it) 版七年级上册Section A教学设计，共4页。教案主要包含了分析教材， 分析学生， 教学目标及要求， 教学重点，教学策略，教学过程等内容，欢迎下载使用。
