2019-2020年七年級英語上冊 Unit 2 This is my sister教案 （新版）人教新目標(biāo)版.doc

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2019-2020年七年級英語上冊 Unit 2 This is my sister教案 （新版）人教新目標(biāo)版 一、單元教材分析 本單元圍繞“家庭成員”這一主題展開聽、說、讀、寫等多種教學(xué)活動。教學(xué)核心 是用英語介紹家人和朋友，通過本單元的學(xué)習(xí)學(xué)生應(yīng)該掌握對家庭成員的稱呼；通過談?wù)摗凹彝ァ钡脑掝}，使學(xué)生學(xué)會并掌握“介紹人物、識別人物”的基本句型，進(jìn)一步體會一般疑問句的用法，學(xué)會運(yùn)用指示代詞介紹人物，學(xué)會運(yùn)用人稱代詞詢問人物。如：This is my sister。 Is that your brother? These are my parents。 Are those your brothers? 以及Who開頭的特殊疑問句，一般疑問及其簡單回答；運(yùn)用名詞的復(fù)數(shù)形式。能夠用英語向朋友介紹自己的家人，從而讓他們了解自己的家庭。 二、單元學(xué)情分析 從教材編排上說本單元是就第一單元認(rèn)識朋友之后，仍接著學(xué)習(xí)用英語認(rèn)知人，而與學(xué)生最為熟悉的人就是家庭成員，由了解同學(xué)們的名字很自然過度到了解對家庭成員的名字，以及對家庭成員的稱呼，對學(xué)生們來說比較容易接受。以前學(xué)的your, his, her, my等形容詞性物主代詞，在本單元中扔是重點(diǎn)學(xué)習(xí)的任務(wù)；但在本單元要接觸名詞的復(fù)數(shù)形式，以及be動詞的復(fù)數(shù)形式，且本單元生詞較多，因此本單元的學(xué)習(xí)任務(wù)比較艱巨。 三、單元教學(xué)建議 本單元的學(xué)習(xí)應(yīng)通過對人物個性化的描述，識別照片、圖片，多媒體展示、真實(shí)情景表演等學(xué)習(xí)策略來掌握家庭成員的表達(dá)；學(xué)會指示代詞、人稱代詞及Who問句及簡單回答。為學(xué)生創(chuàng)設(shè)真實(shí)的學(xué)習(xí)情景，讓學(xué)生以小組形式交流學(xué)習(xí)，并在課堂上循環(huán)訓(xùn)練。 通過介紹家人和了解朋友的家人，增進(jìn)彼此的了解，建立友誼，從而更好地尊重對方，理解家人。 四、單元課時分配 本單元可用4課時完成教學(xué)任務(wù)： Section A1 (1a-2d) 用1課時 Section A2 (Grammar Focus-3c) 用1課時 Section B1 (1a-2c) 用1課時 Section B2 (3a-Self Check) 用1課時 Section A1 (1a-2d) 一、教學(xué)目標(biāo)： 1. 語言知識目標(biāo)： 1) 能掌握對家庭成員的稱呼的詞匯及指示代詞：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 —Whos she? —Shes my sister. ④ —Is this/that your sister? —Yes, she is./No, she isnt. ⑤ —Are these/those your parents? —Yes, they are. /No, they arent. 3) 掌握指示代詞this, that, these, those及它們所構(gòu)成的介紹他人的句型。 4) 能運(yùn)用所學(xué)的詞匯及句型介紹自己的家庭成員。 2. 情感態(tài)度價值觀目標(biāo)： 讓學(xué)生知道他們應(yīng)當(dāng)尊敬自己的父母、祖父母及其他家庭成員，在家庭中應(yīng)多幫助父母做力所能及家務(wù)勞動。通過學(xué)習(xí)對自己的家庭成員會有更清晰的印象，學(xué)會與家庭成員和睦相處，從而激發(fā)起他們對家人的熱愛。 二、教學(xué)重難點(diǎn) 1. 教學(xué)重點(diǎn)： 1）the names of family members 2）The usage of demonstratives pronouns: this, that, these, those 2. 教學(xué)難點(diǎn)： 1) the plural forms of the demonstratives pronouns. 2) Train Ss’ ability to apply what they’ve learned to their daily life. 三、教學(xué)過程 Ⅰ. Warming up and revision 1. Greetings T: How are you? What’s your name? Nice to meet you! Whats your telephone number? etc. 2. Let some students show their ID card. T: Whats your first name? Whats your last name? Whats 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… Ⅱ. Presentation 1. Show Ss a piece of video “《家有兒女》”. 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 e 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. Ss work in pairs. Role-play the conversation. Try to remember the sentence structure: This is…; That is…; These are…; Those are… Whos she/he? Shes/Hes … 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… Whos she/he? Shes/Hes … 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 lets 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 lets 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. 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 e 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 “—Whos she/he? —Shes/Hes…” 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: Whos she? S2: Shes Jenny. S1: Whos he? S2: Hes John. (Ask two more pairs to do it.) Ⅶ. Role-play 1. Now look at the picture in 2d. This is Janes 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. 評價：讓學(xué)生們對自己的表現(xiàn)及語言表達(dá)能力進(jìn)行自我評價，在小組內(nèi)評價，然后進(jìn)行評出最優(yōu)秀的小組。并鼓勵學(xué)生們下一次爭取做最優(yōu)秀的小組及個人。教師對學(xué)生們的相互評價及表現(xiàn)記錄在學(xué)生評價表上。（學(xué)生從心理年齡及認(rèn)知水平上都處于很單純、好表現(xiàn)的時期 , 因此恰當(dāng)?shù)脑u價能激發(fā)他們的學(xué)習(xí)興趣，有利于形成良好的學(xué)習(xí)習(xí)慣。） VIII. Language points 1. Are those your parents? parents是parent的復(fù)數(shù)形式，表示父母雙親。parent表示父母雙親中的一員—father或mother。類似的詞還有g(shù)randparent，意為“祖父（母）；外祖父（母）”。 例如： This is a single parent family. 這是一個單親家庭。 They are Jack’s grandparents. 他們是杰克的（外）祖父母。 2. He’s my brother, Paul. brother意為“兄”或“弟”。復(fù)數(shù)形式是“brothers” ，應(yīng)注意在英語中有一些稱呼詞不如漢語的稱呼詞意思明確，應(yīng)視具體情況而定。類似的單詞還有sister “姐；妹”， aunt “姑（姨、伯、嬸、舅）母”，uncle “舅（叔、伯、姑）父；姨夫”，cousin “堂兄（弟、姊、妹）；表兄（弟、姊、妹）”等。 3. Well, have a good day! 祝你過得愉快！ Have a good day! (=Have a nice day!)是一句祝福的話語，意為“祝你過得愉快”。經(jīng)常用于談話或打電話結(jié)束時向?qū)Ψ奖硎咀８?，對方常會回答“You, too.”，意為“也祝你過得愉快”。 例如： —Have a nice weekend! 祝你過個愉快的周末！ —Thanks. You, too. 謝謝！也祝你周末愉快！ —Have a good holiday! 祝你假期愉快！ —Thank you. 謝謝！ 4. This is my friend Jane. This is …/That is … 這是……/那是…… This is… 意為“這是……”（指離說話人較近的人或物），that is …意為“那是……”（離說話人較遠(yuǎn)的人或物）是一個用來介紹他人的常用句型。當(dāng)介紹在場在第三人時，常用句型This is… / That is…，一般不直接說He is...或She is...。 如：This is my aunt Mary. 這是我的姑姑瑪麗。 ① This is… 句型還可以用來說明某個事物。 如：This is a nice clock. 這是一個漂亮的鐘表 如：This is my aunt Mary. 這是我的姑姑瑪麗。 ①This is… 句型還可以用來說明某個事物。如： This is a nice clock. 這是一個漂亮的鐘表 ② Is this/that…? 意為“這/那是……嗎？”是一般疑問句，應(yīng)該用Yes, he/ she is.或No, he/ she isn’t.來回答。如： —Is this your grandmother? 這是你的外婆嗎？ —Yes, she is. 是的。 IX. Exercises Ⅰ.寫出下列單詞的復(fù)數(shù)形式。 1. grandmother _____________ 2. grandfather ______________ 3. father ____________ 4. this ____________ 5. is ____________ 6. that ____________ Ⅱ.根據(jù)句意及所給漢語提示，寫出句中所缺單詞。 1. My two ________(姐姐) are in China. 2. This is a big (大的) ________(家庭). 3. Her three ________(哥哥) are at the middle school. 4. His ________(父母) are Mr. Green and Mrs. Green. 5. ________(誰) is your good friend? Ⅲ.根據(jù)括號內(nèi)的要求完成下列各題。 1. This is a ruler. (改為復(fù)數(shù)形式) ________ are ________. 2. That is her cup. (改為復(fù)數(shù)形式) ________ are her ________. 3. Who’s the girl? (補(bǔ)全答語) ___________ Grace. 4. He ismy friend. (對劃線部分提問) ________ he? Homework: 1. Remember the new words. 2. Try to introduce your family members to your friend orally. 3. Make three conversations using the things in your classroom or in your home. Section A2 (Grammar Focus-3c) 一、教學(xué)目標(biāo)： 1. 語言知識目標(biāo)： 1) 通過不同方式的練習(xí)繼續(xù)熟練掌握對家庭成員的稱呼的詞匯。 2）繼續(xù)練習(xí)運(yùn)用以下句型來介紹自己的家庭成員。 ① —This/That is… ② —These/Those are …. ③ —Whos …? —Shes/Hes… ④ —Is this/that …? —Yes, …/No, … ⑤ —Are these/those …? —Yes, they are./No, they arent. 3) 能運(yùn)用所學(xué)的詞匯及句型完成不同的交際練習(xí)。 2. 情感態(tài)度價值觀目標(biāo)： 通過學(xué)習(xí)對這部分的學(xué)習(xí)使學(xué)生對自己的家庭成員會有更清晰的印象，并學(xué)會與家庭成員和睦相處，從而激發(fā)起他們對家人的熱愛。 二、教學(xué)重難點(diǎn) 1. 教學(xué)重點(diǎn)： 1）總結(jié)介紹自己的家庭成員所用的句型。 2）總結(jié)詢問及回答家庭成員所用的句型。 3）綜合運(yùn)用所學(xué)的知識與他人就成員的話題進(jìn)行交際。 2. 教學(xué)難點(diǎn)： 1）總結(jié)掌握介紹家庭成員的句型結(jié)構(gòu)；掌握詢問及回答某人的身份所用的句型。 2）綜合運(yùn)用所學(xué)的知識進(jìn)行交際的能力。 三、教學(xué)過程 Ⅰ. Warming up and revision 1. Greeting the Ss. Chant the song: 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. 2. Talk about the family photo. 注意： 單數(shù) 復(fù)數(shù) this these that those it/he/she they is are Practice 用is或are完成下列句子： This ___ my sister. That ____ his brother. She _____ his aunt. He _____ my uncle. These _____ her parents. Those ____ her friends. They _____ my family. Ⅱ. Grammar Focus. 1. 學(xué)生閱讀并完成下列句子。 ① 這是我的朋友簡。_____ ______ my friend Jane. ② 那是我的爺爺。_____ my grandfather. ③ 這是我的兄弟們。 _____ ____ my brothers. ④ 那是我的父母親。_____ _____ my parents. ⑤ 她是誰？______ she? ⑥ 她是我的妹妹。She’s my _________. ⑦ 他是誰？_______ he? ⑧ 他是我的弟弟。_______ my brother. ⑨ 他們是誰？Who _________ they? ⑩ 他們是我的祖父母。________ my grandparents. 2. Explanation 1. these是指示代詞，意為“這些”，是this的復(fù)數(shù)形式。These are… 句型意為“這（些）是……”，用來介紹離說話人較近的兩者或兩者以上的人或物。例如： These are his parents. 這是他的父母親。 These are blue shirts. 這是些藍(lán)色的襯衫。 2. Are these/those…? 是一般疑問句，意為“這/那（些）是……嗎？”，用Yes, they are. 或No, they aren’t.來回答。例如： Are these your friends? 這是你的朋友們嗎？ Yes, they are. 是的。 3. who意為“誰；什么人”，是一個疑問代詞，用于對人的身份進(jìn)行詢問。who’s是who is的縮寫形式，用于對單個人進(jìn)行詢問，回答時常He’s/She’s/It’s…。 who’re (=who are)用于對兩個或兩個以上的人進(jìn)行詢問，回答時常用They’re (=They are)… 例如：—Who is that boy? 那男孩是誰？ —He’s my cousin. 他是我的堂弟。 —Who are they? 他們是誰？ —They’re my brothers. 他們是我的兄弟們。 4. they意為“他（她、它）們”，是人稱代詞的主格，用于指代兩個或兩個以上的人或事物，在句子中作主語。they’re是they are的縮寫形式。 例如： —Who’re they? 他們是誰？ —They’re my cousins. 他們是我的表弟。 — Who’re Linda and Mary? 琳達(dá)和瑪麗是誰？ — They’re my sisters. 她們是我的姐妹。 5. that’s是that is的縮寫形式。當(dāng)人稱代詞、指示代詞及疑問詞與be動詞am，is，are等連用時，為了簡便常用縮寫的形式。 6. 介紹人物常用句型： This is … That’s … These are … Those are… 辨別人物常見句型： Who’s he/ she? He’s / She’s ... Who’re they? They’re … Ⅲ. Pair work 1. T: Lets work on 3a. A is introducing his family member to B. Read the dialogue and try to fill in the blanks with the right words. 2. 閱讀指導(dǎo)：同學(xué)們應(yīng)先通讀對話一遍，根據(jù)上下文問答句的提示，以及句式結(jié)構(gòu)，回答的方式等來確定空格處的詞匯。比如：第二句是一個疑問句，由后面的答語不是以Yes或No來回答，可知第二句應(yīng)是一特殊疑問句，因此可知空格應(yīng)是特殊疑問詞who。第三句，因空格后面是my father，可知空格處應(yīng)Hes。 3. Ss work in pairs. Try to fill in the blanks. They can discuss the answers with their partners. 4. Check the answers. Then let the Ss practice the conversation. Get some pairs to act out the conversation in front of the class. IV. Practice 1. T: Now lets work on 3b. Work in pairs to make sentences with words in the three boxes. 2. S1 look at the pictures, say: This is my… That is my… These are my… Those are my… 3. S2 repeat S1s introductions: This is your… That is your… These are your… Those are your… … V. Practice 1. T: You and your partner put your photos on the desk. Take turns to ask and answer the family members. S1: Whos she? S2: Shes my mother. S1: Whos he? S2: Hes my father. S2: Is this your grandfather? S1: Yes, he is. S2: Are those your parents? S1: No, they arent. 2. T: Do you know what “family” is? Ss: … T: “family” means “father –and –mother-I –love –you!” And I hope you can show your love to your parents, OK? Ss: Ok! VI. Exercises Ⅰ.根據(jù)句意及括號內(nèi)所給單詞的提示填空。 1. ________(that) are my pens. 2. Tom, who ________(be) the girls? 3. ________(he) are OK. 4. Mary, ________(be) this your CD? II. 從方括中選擇恰當(dāng)?shù)膯卧~補(bǔ)全對話。 are, they, are, is, thanks, who’s, is, he’s, she’s A: This _____ my family. B: Who’s he? A: ____ my father. B: ______ she? A: _____ my mother. B: _______ those your grandparents? A: Yes, ____ ___. B: __ that your brother? A: Yes. He’s my brother, Dale. B: Oh, I see. Well, have a good day! A: ________! You, too. Homework 用下列句型介紹一張你的家庭照片。 This is… That’s… These are… Those are… Section B1 (1a-2c) 一、教學(xué)目標(biāo)： 1. 語言知識目標(biāo)： 1) 能掌握對家庭成員稱呼的詞匯：son, daughter, cousin, grandpa, grandma, mom, dad, aunt, uncle, 以及here, of, photo, next, picture, girl, dog等。 2）能正確理解家庭成員之間的關(guān)系，對家庭成員能正確稱呼。 3）進(jìn)一步學(xué)習(xí)一些英語名字，并能分辨出名字的不同性別。 4）通過聽、說、讀的訓(xùn)練，提高學(xué)生們綜合運(yùn)用英語的能力，培養(yǎng)學(xué)生們學(xué)習(xí)英語的興趣，并在學(xué)習(xí)中體會到學(xué)習(xí)英語的樂趣。 2. 情感態(tài)度價值觀目標(biāo)： 通過學(xué)習(xí)對自己的家庭成員會有更清晰的印象，學(xué)會與家庭成員和睦相處，從而激發(fā)起他們對家人的熱愛。 二、教學(xué)重難點(diǎn) 1. 教學(xué)重點(diǎn)： ① 進(jìn)一步掌握家庭成員的表達(dá)；學(xué)會指示代詞、人稱代詞的用法。 ② 通過填寫家譜，弄清楚家庭成員之間的關(guān)系。 ③ 閱讀有關(guān)家庭成員的小短文，能正確理解家庭成員之間的關(guān)系。 2. 教學(xué)難點(diǎn)： ① 填寫家譜，弄清楚家庭成員之間的關(guān)系。 ② 閱讀短文，獲得相關(guān)信息，正確地表述家庭成員間的關(guān)系。 三、教學(xué)過程 Ⅰ. Warming up and revision 1. Greeting the students. Check the homework. 2. T: You know my family members. I want to know your family members. Would you like to introduce your family members to us? SS: Yes. T: Who wants to be the first, please? (Students use their photos or the pictures they drew.) 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 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. Guessing Game T: Do you like games? S: Yes. T: Let’s play a guessing game. Look at the screen. This 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. (Show the word “cousin” on the screen.) 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. This 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. (Show the word “uncle” on the screen.) 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”. T: Right. (Show the word “aunt” on the screen. and then teach these words son, daughter in this way.) T: Read the words on the screen together. SS: … 2. Practice the new words. Ⅲ. Writing 1. Now lets work on 1a. Look at the family tree (家譜) in 1a. From the family tree, we know that your grandpa and grandma have two sons, your father and your uncle. Your father and mother have a son and a daughter. They are your sister and you. Your uncle and your aunt only have a daughter. Shes your cousin. Now read the family tree and add the words in the box to the family tree. (Ask one student to the front to do it on the blackboard. The others finish it on their book.) 2. Check the answers. Ⅳ. Listening 1. 1b Listen and check the words you hear. T: Jiang Tao and Tom are talking about Tom’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. 2. 1c Listen and check the picture. T: I have two pictures here. Which one is Jiang Tao talking about? Let’s listen and find it out, please. (Play the recording twice again.) Check the answer. Ⅴ. Pair work 1. T: We find out the picture of Tom’s family. Can you draw a picture of your family and friends? 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.) 2. Check students’ work. Ask two or three students to report. e.g. These are my parents and this is my grandma. This is my friend, Lin Fang. Ⅵ. Writing 1. T: We learn many names in this Unit. Can you tell its a male or female first name? 2. 指導(dǎo)： 同學(xué)們可以根據(jù)這些名字的漢語譯音來確定他們是男性還是女性。 3. Ss work with their partner and write down the names in the box. 4. Check the answers. ( Male: Bob, Jack, Tom, Jiang Tao, Alan, Eric, Paul, John ) (Female: Jenny, Linda, Mary, Sally, Jane, Kate, Lin Fang, Cindy, Helen) Ⅶ. Presentation 1. (Show two photos of your family.) T: Look! Here are two nice photo of my family. (Write "two photos of” on the blackboard.) My parents are in the first photo. (Write "in the first photo" on the blackboard.) And my grandparents are in the next photo. (Write "in the next photo" on the blackboard.) 2. Ss try to understand the meaning of the phrases: "two photo of", "in the first photo", "in the next photo"。 Ⅷ. Reading 1. Fast reading T: Jenny has two family photos. Lets look at her family photos and her article about 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, Bob, Eric, Cindy, Helen, Coco 2. Careful reading Read her article again and find out "Who is Coco?" If you find out Coco, please put up your hands. 提示：短文中對Coco的描述為“Coco is in my family, too.”，可知Coco也應(yīng)是在以上兩張照片中，通過上面的介紹，都已將所有的人物對號入座，而在照片中還有一只小狗，可知Coco應(yīng)是小狗的名字。 Read the passage carefully and plete the blanks. 3. Careful reading T: Now lets work on 2c. First read the sentences below. Know what you are supposed to know about the passage. Then read the passage again and try to fill in the blanks. 指導(dǎo)：本題為閱讀填空題。讀短文可知本文是以“我”（Jenny）的名義寫的，文章通過兩張家庭照片介紹了“我的”家庭成員。同學(xué)們應(yīng)清楚，文章里中的關(guān)鍵詞“my”是指“詹妮的”。由短文第一句話Hi, I’m Jenny. （你好，我的名字叫詹妮），可知第一題的答案為“Jenny”。第2到5小題都是要求填寫Jenny與其他人的關(guān)系，由短文第四句話“These are my parents, Alan and Mary.”，可知Alan和Mary是Jenny的父母親。因此第二題應(yīng)填parents。第3到5小解題思路與本題相同。由短文最后一句話“Coco is in my family, too.”可知除了上面介紹的成員外，還有一個成員Coco，對應(yīng)照片可知Coco應(yīng)該是她家的狗，因此第6小題填Coco。 Check the answers: 1. Jenny 2. parents 3. brothers 4. sister 5. cousin 6. Coco Ⅸ. Exercises Ⅰ.根據(jù)家庭關(guān)系圖完成句子。 1. Li Qinhan is Li Jie’s ____________________. 2. Cao Fen is Li Shuo’s _____________________. 3. Li Ke is Li Shuo’s ___________. 4. Huang Mei is Li Jie’s ______________. 5. Li Jie is Li Shuo’s ________. Ⅱ.根據(jù)句意及所給首字母提示，補(bǔ)全句中所缺單詞。 1. Dave is my father. I’m hiss____. 2. Alan is myc_______. He isn’t my brother. 3. Gina is mya________. Her father is my grandpa. 4. Bill is myu_______. He and my father are brothers. 5. Grace is myd____________. I am her mother. Homework 1. Review the new words we learn this lesson. 2. Talk about the family tree. You can use these sentence structures. 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 … Section B2 3a-Self Check 一、教學(xué)目標(biāo)： 1. 語言知識目標(biāo)： 1) 復(fù)習(xí)鞏固所學(xué)的家庭成員的稱呼詞，能熟練對家庭成員正確稱呼。 2）能通過閱讀有關(guān)家庭成員關(guān)系的小短文來獲得正確的信息，并根據(jù)所獲得的信息畫出家庭成員的照片。 3） 能綜合運(yùn)用所學(xué)的知識，將自己家庭照片中的成員正確地介紹給他人，將能以小短文的形式寫出。 4）能將所學(xué)的稱呼詞按性別進(jìn)行分類。 5）通過拓展練習(xí)來進(jìn)一步鞏固所學(xué)的如何介紹家庭成員的句子結(jié)構(gòu)。 2. 情感態(tài)度價值觀目標(biāo)： 1