Unit 2 This is my sister.
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 A1 (1a-2d) 用1课时
Section A2 (Grammar Focus-3c) 用1课时 Section B1 (1a-2c) 用1课时 Section B2 (3a-Self Check) 用1课时
Section A1 (1a-2d)
一、教学目标：
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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, mother, grandfather, grandmother, brother, parent (s), grandparent (s), who, they, this, that, these, those 2）能掌握以下句型： ① —This/That is his sister. ② —These/Those are his parents. ③ —Who's she? —She's my sister.
④ —Is this/that your sister? —Yes, she is./No, she isn't.
⑤ —Are these/those your parents? —Yes, they are. /No, they aren't. 3) 掌握指示代词this, that, these, those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 of family members
2）The usage of demonstratives pronouns: this, that, these, those 2. 教学难点：
1) the plural forms of the demonstratives pronouns.
2) Train Ss’ ability to apply what they’ve learned to their daily life. 三、教学过程
Ⅰ. Warming up and revision 1. Greetings
T: How are you? What’s your name? Nice to meet you! What's your telephone number? etc.
2. Let some students show their ID card.
T: What's your first name? What's your last name? What's your telephone number? 3. Let Ss introduce their ID card information to class.
My first name is… My last name is… My telephone number is…
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Ⅱ. Presentation
1. Show Ss a piece of video “《家有儿女》”. T: (show Xia Yu’s photo) What’s his name? Ss: His name is Xia Yu.
T: We know Xia Yu has a happy Family. Now let’s come into his family. Who is this? Ss: This is Xia Xue. T: Xia Xue is Xia Yu’s…? Ss: Sister.
T: Good! Who can spell sister?
T: Read after me, sister. (Ask a group of Ss to read the word) 2. Show Ss another photos and teach the new words by the same way.
(Bb: brother, father, mother, parent (s), grandfather, grandmother, grandparent (s) ) T: Now let’s chant.
Father, father, this is father.
Mother, mother, that is mother. Grandfather, grandfather. Grandmother, grandmother.
Parents, parents, these are my parents. Brother, sister, those are my friends.
3. Work on 1a. Let Ss look at the picture in 1a. Then read the words on the left side. Then match the words with the people 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 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 a sister. Ⅳ. Pair work
1. Role-play the conversation in 1a.
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Ss work in pairs. Role-play the conversation. Try to remember the sentence structure: This is…; That is…; These are…; Those are… Who's she/he? She's/He's …
2. Look at the picture in 1a. Talk about the other people in the picture with your partner. Using the sentence structure:
This is… ; That is…; These are…; Those are… Who's she/he? She's/He's … 3. Let some pairs act out their conversation. Ⅴ. Listening
1. T: Here are two girls. They are talking about the family members. Please listen to the recording of 2a in Section A and circle the family members you hear. First let's read the words in the box together. parents mother father sister brother grandmother grandfather friend grandparents Ss: OK.
(Read the words together. Then play the recording of 2a twice. Students work.) T: Check the answer.
(Ask two students to say the answers.) 2. Listen and match.
T: Now let's look at the photo of this family. We know this is Jenny. But we don’t know who is Bob, who is Jack, who is Linda, who is John and who is Mary. Let’s 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.) 3. Listen again and fill in the blanks. Li Lan: Cindy, is this your family photo? Cindy: Yes, it is, Li Lan. Li Lan: Are these your ________?
Cindy: Yes, they are. This is my _______, Jenny, and this is my _______, Tom.
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Li Lan: Oh, ___________? Cindy: She’s my _______, Mary. Li Lan: ____________?
Cindy: They’re my ____________, Linda and Bob. Li Lan: And __________? Cindy: He’s my ________, Jack. Ⅵ. Pair work
T: You come to this home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “—Who's she/he? —She's/He's…” 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: Who's she? S2: She's Jenny. S1: Who's he? S2: He's John.
(Ask two more pairs to do it.) Ⅶ. Role-play
1. Now look at the picture in 2d. This is Jane's family. Read the conversation first. Then look at the picture and guess who they are.
(Ss read the conversation then guess who the people are. They can discuss in pairs.) 2. Let students read the dialogue and fill in the blanks.
3. Let Ss read the conversation after the teacher aloud. Then work in groups of three. Practice the conversation. They may change roles as they like. 4. Ask some pairs to act out the dialogue in front of 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
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