4a—4d名师教学设计2

Unit 2 This is my family. 一、单元教材分析

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 your brother? These are my parents。

Are those your brothers? 以及Who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your, 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Who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：

Section A (1a-2d) 用1课时

Section A (Grammar Focus-3c) 用1课时

Section B (1a-2c) 用1课时

Section B (3a-Self Check) 用1课时

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Section B 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 revision 1. Greeting the Ss. Check the homework. 2.

T: We know some students' family members. We want to know more students' family members. Would you like to introduce your family members to us?

SS: Yes. S1: Let me try.

T: OK, please. S1: Hello, everyone! My name is …Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good

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parents. This is my brother. His name is …Look! It’s me. Am I funny? I love my family.

T: Very good.

(Another two students introduce their family.) Ⅱ.

Presentation 1. Read the passage and complete the passage with the words in the box.

T: Today let's meet a new friend. His name's Paul. He writes a passage to introduce his family. But some of the words are missing. He has a photo of his family, but I'm sorry I've left it at home. Can you read the passage and draw a photo of 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 work with their partners. Then check the answers together. 4 Read the passage again. Then try to draw a photo of Paul's family. Let all the Ss show their photos to the class.

Ⅲ.

Practice

1. Using the family photo to retell the passage.

2. Show the photo of Paul's family to your partner. Suppose you are Paul. Then try to introduce the family members to your partner. 3. Retell the passage to some other students around you.

Ⅳ. Writing

1. Take out the photo of your family and write a passage about it.

2. Students write their passages. Teacher moves around the room and helps the students who 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/Those 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 some Ss read their passages aloud to the class.

Ⅴ.

Game

1. In order to let more students show their passages. Teacher puts some photos and letters on the blackboard. Ask students to come to the front to read the letter and match it with the

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photo.

2. Ss try to match the photos with the passages.

Ⅵ. Self Check 1

1. We have learned many words for family members. Now let's have a short revision.

(Let Ss say the words for the family members in a chain.)

S1: father

S2: mother S3: grandfather S4…

2. OK. Some words for the family members are male, some are female and other words are both.

Now look at Self Check 1, and group the words for family members you have learned.

3. Check the answers.

Male:

father, grandfather, uncle, brother, cousin

Female:

mother, grandmother, aunt, uncle, cousin

Both:

parents, grandparents

Ⅶ. Self Check 2

1. When we are not sure about the family members. We always ask about them.

Let's sum up the sentence structures we can use: (Ss sum up the sentence structures with the help of the teacher.)

①

—Is this/that…?

—Yes, he/she is. No, he/she isn't.

②

—Are these/those…?

—Yes, they are./ No, they aren't.

③

—Who's she/he?

—He's/She's…

2. Now read the conversation between Bill and Dale. Then complete the conversation. 3. Check the answers.

( this, He's, Who, She, these/those, they, are )

4. Practice the conversation with your partner.

Homework

1. Review the words for the family members in this unit.

2. Ask and answer about your partner's family members. Write the conversation on your workbook.

板书设计：

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Section B 3a-Self Check

1. Paul's family members:

answers: family; parents; brothers; Cindy

2. 3b: One possible version:

Hi. I'm Li Tao. Here is a photo of my family. These are my grandparents and these are

my parents. This is my sister, Li Hong. Those are my uncle and aunt. Is that girl my cousin? Yes, she is. Her name's is Li Fang.

3. Self Check 1: Male:

father, grandfather, uncle, brother, cousin

Female:

mother, grandmother, aunt, uncle, cousin

Both:

parents, grandparents

4. Self Check 2: this, He's, Who, She, these/those, they, are

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