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1、2020學年人教版英語精品資料 UNIT 2 THIS IS MY SISTER (the 1st period Section A 1a-1c, 2b-2d) Teaching aims: (教學目標) 1. 學會表述家人的稱謂, 區(qū)分家人的稱謂.. 2. 學會介紹家人. Language points: (語言點) 1. 要求掌握以下句式: (1) ------This/that is my … ------ These/those are my … ------ This i

2、s his / her … ------ These/those are his / her … 2. 要求掌握以下詞匯: (1) 名詞: sister, mother, father, parent, brother, grandmother, grandfather, friend, grandparent (2) 代詞: this that these those 3. 需要了解的節(jié)日：Family Day--- It’s a festival in the USA. A

3、national effort to promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. It’s always on the last weekend in September. Difficulties (難點)：本課的難點是學生要區(qū)分和掌握家人的稱謂, 而學生在初次接觸的時候, 要分清楚各個稱謂會有一定難度。 教學設計說明 1. 最基本的英語打招呼練習, 復習前兩單元的句型. 即是一個對所學

4、知識的回顧，也是正式上課之前的熱身。 2． 這兩個句型的練習也是對上個單元內(nèi)容的復習。 Teaching steps (教學步驟) 1. Warming-up and revision (課堂熱身和復習) (1) Daily greetings to the students (日常問候) T: Hello, what is your name? S: My name is …. T: Nice to meet you! S: Nice to meet you, too! (2) Revision (復習)2 T: What

5、’s his / her name? S: He / She is…. T: Are you Li Ming? S: Yes, I am. / No, I’m not. I’m …. T: What’s your telephone number? S: It’s 029-…. 2.Presentation (呈現(xiàn)新知識): 3．拿出準備好的照片，來引入接下來family的話題。 4． 分別指向相應的人物，來介紹?？稍谡n前在黑板上寫好相應的詞匯，在自己介紹完之后，可要求學生跟著自己念，并及時糾正學生可能存在的發(fā)音錯誤。 5． 拿出另外一張父親單獨的照片，來詢問

6、學生，并適時讓他們分清楚parent 單復數(shù)的區(qū)別。 6． 之后一些家庭成員詞匯的教授，都要求學生大聲地重復，以確保他們發(fā)音的正確。 7． 這里需要適當解釋和示范什么是 match。在學生做練習的時候可以在教室中走動，來回指導一下。 8． 讓學生扮演1a圖中人物的角色，讓他們用第一人稱來介紹家庭成員。目的在于讓學生能進一步熟悉新詞匯。 T: This is a picture of my family.3 T: Can you see the woman? This is my mother. Read after me, mother. S: Mother. T

7、: Do you know which one is my father? This is my father. Do you think he is handsome? Please read after me, father.4 S: Father. T: If we want to call our father and mother together, we can call them parents.5 T: Father is my parent, Mother is my parent, too. They are my parents. 6 T: N

8、ow look at these two old people. They are my Grandparents. One is my grandfather, the other one is my grandmother. They are old but they are healthy. T: I’m the only child in my family, so I don’t have any brother or sister. But I have an uncle and an aunt. They are my father’s broth

9、er and sister. Look, they are here. 2. Work on 1a: (完成P7—1a) T: Now, please open your books, and turn to page 7. look at part 1a. You can see a picture of a family and some words we have learned just now. Please match the words with the people in the picture.… Check the answer.7 3. D

10、rill (練習)：8 T: Now, please cover the answer of 1a by using a piece of paper then listen to me carefully. I will give you a letter, and you must tell me this letter means which member in the family. For example, I say “c”. You should say “This is my mother”. Understand? T: OK, let’s begin

11、. The first one is XX, your letter is “d”. S: These are my grandparents. 9． 此環(huán)節(jié)著重于聽力的練習， 當然，教師并不需要局限于磁帶，可根據(jù)學生掌握情況，自己變化或添加聽力內(nèi)容。此環(huán)節(jié)已經(jīng)開始使用第三人稱了。 10． 接著上面的環(huán)節(jié)，讓學生試著用第三人稱介紹。教師可以進行適當?shù)闹v解，也可以將句型寫在黑板上。 11． 這里加入了美國家庭日這個概念, 這樣是便于給學生一個比較真實的環(huán)境，同時也是西方文化知識的補充。教師除了介紹資料之外還可以問一下學生對此節(jié)日的想法。 T: Good job. Next

12、one --- S: --- 4. Work on 1b (完成 P7—1b)9 T: The next task is very easy for you. I will play the tape.Please listen carefully, and circle the people the boy talks about in the picture. T: Do you get the answer? Who does the boy talk about? S: His brothers and sister. T: You are so amazin

13、g. 5. Work on 1c (完成P7—1c) 10 T: I think everyone has known the family showed in 1a. Two students a group, please introduce the family to each other. Please use “ This is his---.” “These are his---.” S1: This is his father. S2: These are his parents. S: --- 6. Work on 2b (完成P8-2b)11 T

14、: Today, I would like to introduce an American festival to you, it is called “Family Day”11. On this day, the whole family get together, have meals and play games. Now look at the picture in 2b. They are having their “Family Day”. Look, they are so happy.But I don’t know who are they e

15、xactly. Can you tell me? I will play the recording once more. And please match the name with the people in the picture. T: Can you give me your answer? S: --- 7.Work on 2c (完成P8-2c)12 12． 仍然是利用書上的圖片，將本課新的句型進行呈現(xiàn)并提醒學生注意區(qū)分單復數(shù)的用法。 13． 本環(huán)節(jié)還是在鞏固所學知識。在此可鼓勵學生盡可能地自由發(fā)揮，除運用當天所

16、學之外，還可以有自己的東西。比如說詢問未來子女的名字，未來家人的工作，年齡等等。并可對出色的同學進行適當?shù)莫剟睢? T: Two students a group. Ask and answer by using your own pictures Please use these sentences: “Who is he/she?” “Who are they?” S1: Hi, XXX. Who is he? S2: He is my grandfather. S1: Who are they? S2: They

17、are my uncle and aunt. Work on 2d (完成P8-2d) 8.Follow up (進一步擴展)13 T: We are students now, but one day we will grow up. We will have our own family. Can you imagine what is your family like 30 years later? Please draw the future family on a piece of paper about your family on a “Fa

18、mily Day”. Then show the drawing to your group mate. Ask each other about the family members.I will choose the best pairs to make a presentation for us. 7. Homework Write down your introduction about your own family and your friend’s family as detailed as possible. Unit 2 THIS IS MY

19、SISITER (The 2nd period Section A 2a, 2d,3a---3c ) Teaching aims(教學目標) 1. 學會說家庭成員的稱謂 （繼續(xù)學習含有be的動詞的基本句型的陳述句和一般疑問句。） 2. 學會向別人詢問、介紹家庭成員 Language points（語言點） 1． 要求學會以下句式：(1) This is…/ These are… (2) Who’s… /Who’re they? 2． 要求掌握以下詞匯：she, he 3. 要求掌握以下縮寫：he’s=he is, she’s=she is (上述縮寫應在第一課中出現(xiàn)過，

20、在本課中作為重點可滲透到課堂各個活動中，加深學生對所學知識的印象，使之能被更靈活地運用。) Difficulties（難點）：學習含有be動詞的一般疑問句的句式及其回答。 教學設計說明 1.通過對學生姓名的詢問后，用“That’s…”向大家介紹這位同 學，復習了介紹的相關句型，也為課文3a部分做了鋪墊。 2.在這里，當教師用英語說完之后，可以適當加以中文說明，務必讓學生明白做聽力題的策略。 3.復習本單元的基本句型。 4.叫幾位同學單獨回答，個別空格也可全班一起回答。鼓勵同學大聲讀出自己的句子，老師及時鼓勵

21、，注意指導學生一般疑問句的語調(diào)。 Teaching steps（教學步驟） 1. Warming-up and revision（課堂熱身和復習） T: What’s your name, please? S: I am (My name is) … T: (to the whole class) So that’s ….1 (1) Revision（復習） Work on 2a (完成P8-2a) T: Now, please open your books, and turn to page 8. Look at 2a. I will play a recordi

22、ng. Listen carefully and circle the words you hear. I will play it twice. The first time you just need listen. You can finish this part at the second time. 2 T: Now, let’s check the answer. S: --- T: You are right. Thank you. 2. Work on 2d and 3a.3 3. Work on 3b(完成P9 3b)4 T: Oh look, the

23、re are many people there, old and young . Can you make a dialogue like 3a? Then answer the questions with the words in the three boxes. 5．Presentation T: I have a friend. His name is Mike. Do you have a friend? S: Yes. T: What’s his/her name? S: His/Her name is Peter. T: Thanks very m

24、uch.　I think he must be a good boy. (to another student) T: Who is your friend? 5. 課前要求學生帶來照片，并分好活動小組，選出組長?；顒忧跋扔蠸和S進行活動。T對個小組的活動進行指導，防止學生看到照片后有嬉笑、用中文交流等行為。T和Ss做示范對話，再由S和S進行活動。 S: … … 6．Work on 3c (完成P9 3c) T: Please take out your family photos. Put them in your group. Take turns to ask a

25、nd answer questions about the photos. 5 S1: Is she your grandmother? S2: Is he your father? S3: Is she your cousin? （小組活動后，請幾個小組進行表演。老師及時鼓勵。） 8．Homework Oral work: (1) Listen to 1a, read and recite it. (2) Go on making up your dialogue with your group members and polish it.

26、 Written work: (1) Copy the sentences in 3a. (2) Write about the pictures on P9 using the sentence structures in 3a. Unit 2 THIS IS MY SISITER (The 3rd period Section B 1a---1d ) Teaching aims(教學目標) 1. 學會說家庭成員的稱謂（繼續(xù)學習含有be的動詞的基本句型的陳

27、述句） 2. 學會談論家庭成員 Language points（語言點） 3． 要求熟練運用以下句式：(1) These are… (2) This/ That is… … (3) He/She is… 4． 要求掌握以下詞匯：son, cousin, daughter, uncle, aunt (上述句式在前幾課中已學過，在本課中要將這些單詞和句型滲透到綜合性活動中，加深學生對所學知識的印象，使之能被更靈活地運用。) Difficulties（難點）：在介紹或談論家庭成員時，注意學生口語中的單復數(shù)運用。 Teaching

28、steps（教學步驟） 1. Warming-up and revision（課堂熱身和復習） a) Daily greetings to the students（日常問候） T: Good morning/afternoon. 教學設計說明 1.這幾個問題是為了讓學生盡快進入英語課堂氛圍，練習含有be動詞單數(shù)的句子。 2.T拿出自帶來的某些著名明星的家人照片，學生猜測圖片中的人物。這是復習前一課內(nèi)容，難度不大，所以可以多讓中等生參與，使他們獲得成功感，從而激發(fā)他們學習英語的興趣。 3.學生可能會有不同的回答，如果學生出現(xiàn)本課將要教授的新單詞，

29、T及時將新單詞板書，加深學生對他們的印象。T根據(jù)學生回答給出多種評價。 對課堂直接生成的新單詞和知識，及時板書，并帶讀，也可在學生回答時適當加入課外常識。 4.創(chuàng)設真實情景，當學生不能正確說出新單詞, 如cousin, grandfather時，鼓勵他們換種方式或中文來表達他們想要表達的含義，同時培養(yǎng)他們在語境中理解新單詞的能力。新單詞呈現(xiàn)后，可加入小競賽等小活動，如老師提示mother’s sister, 看哪位學生第一個反應aunt?；钴S了課堂氣氛，對新單詞的讀音和意思也有了更深的印象。 Who is on duty today? S1: I am. T: Is everyone

30、 here today? S1: Yes, Everyone is here./No, … is not here. T: Thank you/Well done.. 1 b) Revision（復習） T: Here are some pictures from Lily. Can you tell me whom they are? S1: … 2 2. Presentation T: Here is a photo. Do you know who he is? S: He is 布什（Bush）. T: Yes, he is the president o

31、f America. Who is his father? 3 S: …(學生可能會有不同的回答， 對能正確回答或接近正確答案的 學生進行表揚和鼓勵。) T: Here are also many people in his family.4 Can you tell me whom they are? S1: He is Bush’s father’s father? T: You are so wonderful. He is Bush’s grandfather. S2: He is Bush’s brother? S3:… 5.建議T用夸張語調(diào)讀”

32、son, uncle, grandfather, daughter, aunt” ，并將它們板書成一排，讓學生跟讀，也為part1的活動的完成提供文字材料。 6.此句較長，要求T放慢語速，對口語中的新單詞oldest，建議老師板書，通過對自己家庭情況的表述，幫助學生理解，必要時可用中文解釋。在表述grandfather的同時畫出family tree的圖形。 7.個人完成此活動,在有困難的情況下也可尋求同學的幫助。 活動結束后，老師核對答案,T及時評價。 8.聽力開始前，建議學生看一 下選擇范圍。聽力結束后，核對答案后，對正確回答或有進步的學生及時表揚。 9. 在聽力之前，讓學生簡單談

33、論兩張圖片的不同點，為接下來的聽力和談論家庭成員這兩個活動的順利開展做鋪墊。聽力結束后，核對答案后，對正確回答或有進步的學生及時表揚。 T: Thanks. You are so clever. 3. Work on 1a (完成P10 1a)5 T: In my family my grandfather is the oldest one. Who is the oldest man in your family?6 S: My grandfather, too. T: Every family has a family tree, can you fini

34、sh the family tree S: Yes!7 4. Work on 1b (完成P10 1b) T: Well done! Now let’s play a game. Please look at 1b. Let’s see who is the best in your group.8 (播放錄音，讓學生勾出所聽到的 家庭成員，如果播放錄音一遍后， 部分學生不能完成這一聽力任務， 可再播放一遍錄音。） 5．Presentation and work on 1c9 T: I have another two pictures. One is

35、Dave’s, One is Lin Hai’s. Can you guess which is Dave’s and which is Lin Hai’s? S: Yes. T: Who can say something about Picture 1? S1: There are eight people in the picture. S2:This is Dave’s grandfather. S3: I think this is Dave’s uncle. … …. (播放錄音，讓學生勾出所聽到的家庭成員稱謂，如果 播放錄音一遍后，部分學生不能完成這一

36、聽力任務，可 再播放一遍錄音。） 6．Work on 1d --- group work (完成P16 2c) T: I am very happy. All of you do a good job. Now I want to know your family. Now draw a picture of your family and friends. Tell your partner about your picture. （小組活動后，請幾個小組進行表演, 老師及時鼓勵。） 7．Homework Oral work: (3) Listen

37、to 1b,1c, read and recite it. 10.鼓勵學生利用書籍、網(wǎng)絡等多種途徑查找自己感興趣的人物的家庭，并寫一篇小短文介紹他/她的家庭，學生也可加入自己了解的課外的句子。 (2). Draw a family tree about your family (模仿1a中family tree，畫一個自己家庭 的family tree，完善對自己家庭的介紹。) Written work: (3) Copy the words in 1b. (4) Find the person you are interested in, and write a pa

38、ssage about his/her family.10 Unit2 THIS IS MY SISTER (The 4th period Section B 2a—2c) Teaching aims(教學目標) 學會介紹家庭成員 Language points (語言點) 要求熟練運用以下句式: This/That is…… Who is…? Who are they? These are … She/he is… They are… (在本課中要把這些句式運用到照片的介紹中,記加深學生對所學知識

39、的印象,使之能更靈活地運用到實際生活中.) 1. 要求掌握以下句式: Thanks for… 2. 要求掌握以下詞匯: thanks for, dear, great, photo, here 3. 要求掌握簡單的書信格式 Difficulties (難點): 本課難點是學會簡單地寫信 Teaching steps (教學步驟) 1.Revision (復習) 教學設計說明 1.課前要求學生準備好自己家庭成員的照片.此句是為了引出本課的重要詞匯photo, 板書該詞. 2.這個題是為了復習Unit 1中firs

40、t name 和 last name. 3.引出新詞here,并板書. 4.通過這種形式的合作學習,可以讓學生互相交流信息,相互糾正發(fā)音錯誤。 5.這個任務可以讓學生復習本單元的對話、句型,同時有助于對2c中題目的作答。 T: Please show me the photo of your family.1 (Let me look at the photo of your family. May I have a look at your family photo?) Who is he/she… Who are they…? S: He/She is… T

41、hey are… 2.Work on 2a T: Write the male and female first names in this unit Let see who is the winner?2 1. Work on 2b T: Now, Here is a picture of Jenny’s family. 3 Who are they? Please Look at the photo and read your article to your partners. 4

42、T: Find the names in the article. Then tell each other “who is he/she/it? / Who are they?”in pairs5 2. Work on 4a T: Now please write a letter to Emma to introduce your family photo. 3. Work on 2c Ask students to complete 2c individually. Then check the answers with the whole class.

43、5.此任務可以設計成小組競賽形式,激發(fā)學生的學習興趣和參與熱情. 6.根據(jù)課堂時間安排的情況機動運用.可以給出報告的開頭部分,以降低難度.該任務要求學生能熟練運用本單元的句式,同時為完成回家作業(yè)打下基礎. 4. Follow up5 T: Now it’s your turn to give a report. Introduce your favorite teacher/friend /sports player/ film star/…to us. 6 Hello, everyone. Now it’s my turn to report. This is my …

44、 5. Homework Oral work: (1) Read and recite 3a. (2) Read and recite the new words in Unit 3. Written work: Write a letter to your English teacher to introduce your favorite person.(You must put the person’s photo on the letter.) Unit2 THIS IS MY SISTER (The 5th peri

45、od Self--check) Teaching aims(教學目標) 學會介紹家庭成員 Language points (語言點) 1. 要求熟練運用以下句式: This/That is…… Who is…? Who are they? These are … She/he is… They are… (以上句式在前幾課已有出現(xiàn),在本課中要把這些句式運用各個任務中去,加深學生對所學知識的印象,使之能更靈活地運用到實際生活中.) 2. 要求熟練掌握并運用本單元的單詞 Teaching steps (教學步驟) : (1) Rev

46、ision (復習) 1 教學設計說明 1.課堂復習部分是為了幫助學生回憶鞏固本單元所學的詞匯和句式。 T: Please show me the photo of your family. (Let me look at the photo of your family. May I have a look at your family photo?) T: Can you tell me who is /are your father /parents…? S: Yes. This is my father…/These are my parents. 2.

47、 Self check (自我檢測) (1) Vocabulary-work on 1. 1. Ask the students to group the words for family members in 1. 2.該任務是檢測學生對本單元的重點句式的掌握情況. 2. Spot dictation (2)Complete the conversation in 2. 1.T: Ask students to complete the dialogue in 2. Then Ask some students to act out the dialo

48、gue.2 3.該任務是一個綜合性的活動.檢查學生對本單元所有內(nèi)容及前面所學的知識的掌握情況.通過這個情景劇的表演能很好地培養(yǎng)學生的語言運用能力.通過參加生日晚會這個學生熟悉的活動,不僅能讓學生在完成活動的過程中運用所學的知識,而且讓他們在真實的語言環(huán)境中感受異國的文化風俗,真正體現(xiàn)了任務型教學的真實性,交際性.為了讓不同層次的學生都能參與,教師可以給出一些句型,以降低難度. (3) Follow-- up Activities Role--play A birthday party 3 Actors: Jim (Today is his birthday)

49、 Kate(Jim’s sister) Mr. and Mrs. Green (Jim’s parents) Lucy and Lily(Jim’s friends, twins ) Jim invites Lucy and Lily to his family to take part in his birthday party. He introduces them to his family members. Homework: Oral work: Review the new words in P76. Written work Write down the dialogue “A birthday party”.