2022年UnitThisismysister教案蔡鸣.docx

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1、Unit 3-This is my sister.一、教材分析本单元学习的是同学最熟识的家庭成员的称谓；通过介绍照片中的人物，帮忙同学学会 This/That is , These/Those are 以及询问人物的特别疑问句Who is/are .本单元生词较多，并且也开头涉及到名词的复数形式，对同学来说有肯定的难度；整个单元的都是环绕照片来谈论介绍人物的；由最初单一的家人称谓到连贯的句子、到对话、到篇章，充分表达了教材内容的渐进性和层次性，在老师的指导下同学能不断地重复把握本单元的生词和新句型，从而达到娴熟运用所学内容介绍家庭成员的目的；本单元的教案内容为：1. 学习介绍他人；辨认人物；2

2、. 学习名词： sister, mother, mom, father, dad, parent, brother, grandmother, grandma, grandfather, grandpa, grandparent, son, daughter, cousin, uncle, aunt, family, day, photo, picture, girl, dog学习动词： have学习代词： these, those, who 学习感叹词： well, oh, bye 学习副词： here,学习兼类词： nextadj.& n.学习介词： of3. 学习词组： in the f

3、irst photo, in the next photo, two nice photos of my family4. 学习句型： This/That is These/Those are Who s he/she. He/She is Who are they. They are Here is/ are 5. 明白句子： Oh, I see.Well, have a good day.Thanks. You too.26 / 26二、教案目标1. 通过本单元的学习，同学能用英语介绍、询问、沟通家庭成员；并能用英语对每个家庭成 员 的 关 系 进 行 思 考 ； 例 如 ， 见 到 fa

4、thersmother,他 们 能 很 快 反 应 出 是 指grandmother ；同时能辨别什么时候用名词的单数形式什么时候用名词的复数形式；2. 通过对家庭成员的学习，同学能用英语摸索，并理清家庭成员之间的关系，从而激发他们对家人的喜爱；三、 教案重难点：1. 娴熟把握各家庭成员的名称，会读会说会认，并会用这些词进行沟通；2. 能正确运用所学词汇的单复数介绍他人；四、课时支配第一课时：完成 Section A 1a 2c其次课时：完成 Section A 2d 3c第三课时：完成 Section B 1a1d第四课时：完成 Section B 2a 2c第五课时：完成 Section

5、B 3a Self check五、教案步骤The First Period Section A 1a2cTeaching aims（教案目标）1. 学会表述家人的称谓；2. 能听懂有关介绍家庭成员的对话；2. 学会介绍家人；3. 学会用特别疑问句来询问家人的称谓；Language points 语 言点 1. 词汇： 1 名词 n.sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family2代词 pron. those, who, these 3感叹词 interj.oh2. 句型

6、： This/That is These/Those are Who s she. Shes Difficulties （教案难点）1. 表示人物称谓的名词的读音及拼写；2. 名词复数的正确使用；Teaching steps（教案步骤）1. Warming-up and revision （课堂热身和复习）（1） Daily greetings to the students T: Hello, What s your name. S: My name is T: Nice to meet you.S: Nice to meet you, too.(2) Revision （复习）1） T:

7、What s this in English. Show some pictures or play PPT S: It s a jacket.T: Spell it, please.S: J-A-C-K-E-T, jacket.T: What color is it.S: It s purple.2） T: Is he Eric. （指着班上的同学进行问答；）S: Yes, he is.T: Is she Cindy.S: No, She isn t. Shes Helen. T: What s his name.S: His name is Bob.3） T: This is .（利用书上

8、所显现的人物图片引导同学说出名字；）S: Alice. This is Alice. T: These are S: Mike and Tom. These are Mike and Tom.T: That is S: Frank. That is Frank. T: Those are S: Cindy and Dale. Those are Cindy and Dale.【教案设计说明 】 复习前几个单元的基本句型，是对所学学问的回忆，也是正式上课前的热身；让同学指认班上的同学并询问姓名，把同学的语言交际放在真实的情境中，可以极 大地调动同学的学习爱好；通过复习同学已知的人物，引出介绍人物

9、的句型；2. Presentation （出现新学问）T: What s this in English.S: Teacher helps the students to say Its a picture/photo . T: Yes, this is a picture of a family.Can you see the woman. This is my mother. 板书 mother She is my mother.Read after me, mother.S: Mother, mother, mother.T: Can you see the man. That is m

10、y father. 板书 father He is my father. S: Father, father, father.T: Mother is my parent. Father is my parent, too.（板书 parent） These are my parents. 板书 these, parents They are my parents.Read after me.Explanation: 名词分为可数名词和不行数名词两类；可数名词有单数和复数之分，变为复数形式时，一般情形是在单数名词后加“-s”，如： penpens, parentparents；（以此方法将图片

11、上的grandfather, grandmother, grandparents, brother, sister 引出）【教案设计说明 】 借着上一步复习的句型，拿出一张全家福，引入到family的话题；分别指向相应的人物来介绍，引出新的词汇，并教案生朗读，以确保他们发音的正确；在此环节的最终，说明可数名词单数变复数的最基本用法，为后面进一步的学习埋下伏笔；3. Work on 1a （完成 1a）1) T: Now, please open your books and turn to Page 7. Look at 1a. You can see a picture of Dave s

12、family and some words we learned just now. Pleasematch the words with the people inthe picture.2) Check the answers.3) Ask some individuals to read aloud the words.【教案设计说明 】 说到 match 的时候用手做比划，示范什么是match；同学完成任务后再抽同学朗读，主要是检查他们是否把握了这些词汇的读音；4. Drill 练习 T: Now, you are Dave. Please cover the answers of 1

13、a by using a piece of paper. And then listen to me carefully. I will give you a letter. You can look at the picture and tell me this letter means. For example, I say“a”. You should say“This is my mother. ”I say “b”. You should say“These are my parents.”Understand.T: OK. Let s begin. Tom, Stand up, p

14、lease. Your letter is “e”. Tom: This is my grandfather.T: Good job. Next one is 【教案设计说明】让同学扮演图片中的人物Dave，是帮忙他们用第一人称来介绍家庭成员，进一步熟识刚学到的新词汇；5. Work on 1b （完成 1b）（1） T: Next, I will play the recording. Please listen carefully, and circle the people the boy talk about in the picture.（2） Play the recording

15、for the first time. Students only listen.（3） Play the recording for the second time. Students listen and circle the words theyhear.（4） T: Do you get the answers. Who does the boy talk about.S: T: Well done. Who does the boy talk about. S:（5） Play the recording again for the students to listen and re

16、peat.【教案设计说明 】 此环节着重是听力训练；让同学在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此同学听起来比较简洁，让他们都有一次胜利的欢乐和感受，这样可以增强他们的学习自信心；6. Presentation （出现新学问）Draw a boy and two boys on the board and present the sentences:1) This is my friend. These are my friends.（老师站在黑板近处）Who s he. Hes my friend.Who are they. They are my friends.2) T

17、hat is my brother. Those are my brothers. （老师站在理黑板较远的地方）Who s he. Hes my brother.Who are they. They are my brothers.【教案设计说明 】 此环节通过老师所站的位置来表示this， these 和 that，those 的区分，同时也让同学明白单复数形式表达的词汇是不同的；7. Work on 1c （完成 1c）（1） T: Now you are Dave. Please introduce your familyto me. You can use “Thats my Thos

18、e are my ”（2） T: Who s she/he.S: He/She is my （3） T: Now please open your books at Page 57. Look at Note 1 in Unit 2. Lets learn the culture: 中外家庭亲属成员之间称谓的文化差异【教案设计说明 】 此环节是让同学运用所学句型来进行操练，有利于巩固所学句型；同时，让同学看书后57 页的注解，帮忙他们明白中外家庭亲属成员之间称谓的文化差异；8. Work on 2a & 2b 完成 2a 和 2b（1） T: Please turn to Page 8. Lo

19、ok at the words in 2a. Read them aloud.（2） T: Now let s listen to the recording carefully and circle the words you hear.（3） T: Can you get the answers. Please check the answers.（4） T: Please look at 2b. I ll play the recording once again, and youmatch the words with the people in the picture.（强调 mat

20、ch）（5） T: Who is Jenny.S: She is “d”.T: Who s . S: 【教案设计说明 】 此环节进一步巩固了本堂课所学的词汇和句型；通过反复听读，可以让同学尽快熟识生词；同学将单词与人物连线，是检查同学能否依据所听到的内容辨认图中的人物；9. Work on 2c（完成 2c）（ 1）Teacher points at the picture and practices with the students.T: Please look at the picture again. Who s she. S: Shes Cindy.T: Who s he.S: He

21、s her father.（ 2）Now you can practice talking about the photo in 2b in pairs.【教案设计说明 】 此环节先通过老师与同学的对话示范，让同学清晰老师的意图怎么进行对话；然后同学两人一组进行操练，可以使他们更加简洁并娴熟地把握本堂课的内容；10. Homework （课后作业）Oral: 1. 朗读并熟记第7 页的单词和句子；2. 预备一张全家福，用所学的单词和句型进行介绍；（提示同学记住在本单元后面的几堂课上都要使用；）Written: 誊写第 7 页的单词和句子；The Second Period Section A

22、2d3cTeaching aims（教案目标）1. 学会说家庭成员的称谓；2. 学会询问别人的家庭成员，向别人介绍自己的家庭成员；Language points 语 言点 1. 词汇： 1）学习名词： day2） 学习代词： they3） 学习动词： have 4）学习感叹词： well, bye2. 明白句子： Oh, I see.Well, have a good day.Thanks. You too.3. 语法： 1）初步学习词的复数形式2）明白缩写词： thats, whore, who s, theyre 3）明白同位语： This is my sisterKate.Difficu

23、lties （教案难点）介绍家庭成员时对单复数词汇的正确使用；Teaching steps（教案步骤）1. Warming-up and revision （课堂热身和复习）1. Daily greetings to the studentsT: Good morning/afternoon, boys and girls. S: Good morning/afternoon, Mr./Mrs. T: Nice to meet you.S: Nice to meet you, too.T: How are you today.S: I am fine/great/OK. How about y

24、ou.T: I am fine/great/OK., too. /I am not bad awful/terrible.How is your mother/father/ . / How are your parents. S: She/He is / They are T: What s your name, please. S: My name is I am T: to the whole class So that s 2. Play a BINGO game.Students write down 9 words on Page 7 in the boxes. Then the

25、teacher reads the words out of order. Students check what they have heard. If three words in a line are checked, they are the winners.T: Please draw a chart like this. Write down 9 words on Page 7. You can write down one word in any box as you like.T: Now I ll read 9 words and you check what you hea

26、r. If you checked three words that inone line, you can say BINGO and put up your hands. If you are the first to say BINGO, you are the winner.3. RevisionTalk about the picture in 2a & 2b using the sentence pattern. This/That is Who s she/he.Shes/Hes These/Those are Who re they. They re 【教案设计说明 】 日常问

27、候是为了帮忙同学尽快进入学习的良好状态，老师引导他们用不同的语句进行问答，让他们知道在不同的情形下可以用不同的表达；通过BINGO嬉戏， 让同学听辨并巩固上堂课所学的词汇；通过询问同学姓名，用Thats 句型来介绍这位同学，也可以先问两个同学，再用Those are 句型来进行介绍；通过谈论2a, 2b 的图片，让同学复习家庭成员的称谓和介绍人物的句型；这一环节为下一步的学习做好了铺垫2. Work on 2d （完成 2d）1） T: Look at the conversation in 2d. You can role-play it.（说明 role-play ：分角色表演） . No

28、w I give you 5 minutes and you practice it.While the students are practicing, the teacher moves around and help those who are in need of it. 2） T: Now you can look at the picture in 2d and answer my questions. Who are the girls.S: They are Jane, Sally and Kate. T: Who s Kate.S: Shes Sally s sister.T

29、: Who s that boy.S: Hes Sally s brother.T: What s his name.S: Hes Paul.T: Are those Janes parents.S: No. They are Sally and Kate s parents. 3） Explain some of the sentences.a. Oh, I see. 噢，我明白了；b. Well, have a good day. 那好，愿你们（一天）玩得兴奋！c. Thanks. You, too. 多谢了！也祝你玩得兴奋；（见教材 57 页课文注解；）【教案设计说明 】 由于上一步的热

30、身和复习为这一环节做好了铺垫，因此，让同学直接进行角色表演并不是很困难的；在他们练习中，老师赐予适当的帮忙；然后对同学进行提问，明白他们是否明白图片中的人物；这一步对同学来说有肯定困难，因此，老师在提问后要指导同学回答疑题；这样能很好地培育同学看图和阅读的才能；最终让同学看注解， 让他们更加清晰对话的意思；3. Grammar Focus （语法焦点）1） T: Look at the sentences in Grammar Focus . Try to read them aloud. 2） Teacher writes the sentence patterns on the black

31、board.This is Thats These are Those are Whos she.Shes Whos he.Hes Whore they.Theyre T: “thats”is the short form of “that is”“ Who reis”the short form of “Who are”. “Who s”is the short form of “Who is ”. “theyre”is the short form of “they are”.3） Suppose you are Sally. Lookat the picture in 2d again

32、and introduce the family members to me first.S: This is my sister Kate. That s my brother Paul. Those are my father and mother.They re my parents.T: point at the persons in the picture and ask Who s he/she.S: He/She is my T: Who are they.S: They are my parents.【教案设计说明 】 本环节的语法焦点是对本单元所学词汇和句型的小结，之后让同学

33、又回到 2d 的图片进行谈论，是让他们更好地巩固所学词汇和句型；4. Work on 3a （完成 3a）1） T: Please look at the conversation in 3a. You can complete it by yourself. 2） Ask two students to read aloud the conversation and have a check.2） T: Now practice the conversation with your partner.3） Ask some pairs to act out the conversation.【

34、教案设计说明 】 本环节主要是帮忙同学学会能够依据上下文来填空，同时检查同学是否把握所学句型；5. Work on 3b （完成 3b）1） T: Lookat the picture in 3b. You can make sentences with the words in the threeboxes.2） Ask some students to present their sentences.This is That is These are Those are 【教案设计说明 】 本环节主要是通过不同的搭配巩固所学句型；6. Homework （课后作业）Oral: 1 ）熟读

35、2d & 3a 两段对话；2） 背诵语法焦点上的句子；3） 利用所学基本句型谈论自己的家庭照片，在下一堂课带到课堂，与同伴轮番谈论图片上的人物；（完成3c）Written: 1 ）誊写语法焦点上的句子；2）介绍 3b 图片中的人物，写出句子，不少于五句；The Third Period Section B 1a1dTeaching aims（教案目标）1. 学会说家庭成员的称谓；2. 学会谈论家庭成员；3. 能听懂有关介绍家庭成员的谈话；Language points 语 言点 1. 学会以下家庭成员的称谓son, cousin, grandpa, mom, aunt, grandma, da

36、d, uncle, daughter2. 娴熟运用以下句型These/Those areThis/that is Who is/are He/She is They are Difficulties （教案难点）1）在介绍或谈论家庭成员时，留意同学口语中的单复数运用；2）留意 uncle, aunt 和 daughter 的拼写形式；Teaching steps（教案步骤）1. Warming-up and revision （课堂热身和复习）1. Daily greetingsT: Good morning/afternoon. Who s on duty today. S: I am.T:

37、 Is everyone here today.S: Yes. Everyone is here. / No, is not here. T: Thank you.2. RevisionT: Have you brought your family photos. Now please take out your family photos and introduce your family members.S: This is my mother.These are my grandparents. T: Is this your brother.S: No, it isn t. Hes m

38、y friend. T: Is this your father.S: Yes, it is.【教案设计说明 】 本环节一方面是为了让同学尽快进入英语课堂氛围，另一方面，也检查了同学的课后作业，明白他们是否带上照片并向同伴介绍了照片上的人物；同时引入一般 疑问句进行提问，为下一步的教案做好了铺垫；2. Presentation （出现新学问）1） 通过多媒体展现一张全家福，介绍上面的人物，出现生词dad 和 mom ；e.g. Im Ben. This is my dad . This is my brother. This is my sister. This is mymom2） 照片中人

39、物做自我介绍，出现生词son 和 daughter；e.g. Im Tom. These are my parents. I am their son.I m Mary. Those are my parents. I m their daughter .3） 通过出示图片做推测嬉戏出现uncle 和 aunte.g. Im Ben. He is not my father. He is my father s father. He is my uncle.She is not my mother. Shes my mother s sister. She is my aunt .4 通过展现

40、叔叔一家的图片，引出cousin；e.g.Here is a photo og a family. Look at the boy and the girl in this photo. They arenot my brother and sister. The boy is my uncles son. He is my cousin. The girlis my uncles daughter. She is my cousin, too. They are my cousins.【教案设计说明 】 老师事先预备自己或明星的全家福，引起同学的学习爱好，在一步步的推测介绍中引诞生词，准时板

41、书；在这一环节中，老师可以通过同学已知的词汇引导他们说出新词汇；如：老师提示mothers sister，看有没有同学说出aunt；这样，既活跃了课堂 氛围，也使同学对人物之间的关系有了更深的印象；在口语中，老师有意识地使用Here is 句型，为下一课的Here are 句型的学习做一个铺垫；3. Work on 1a （完成 1a）1) T: In my family, my grandpa is the oldest. 板书 oldest 并用 body language 表述 Who is the oldest in your family.S: My grandpa, too.T:

42、Every family has a family tree. Can you finish the family tree in 1a. S: Yes.While the students are working, the teacher moves around to see what the students write.2) Check the answers and ask students to read aloud the words.3) T: Look at the family tree. My grandpa and grandma have a son and a da

43、ughter. One is my dad, the other is my aunt. My dad and mom also have a son and a daughter. I am their daughter. My brother is their son. I am my brothers sister. My aunt and uncle only has one daughter. She smy cousin.【教案设计说明 】 老师先引导同学完成家谱，然后再以第一人称的方式介绍家庭成员之间的关系；帮忙同学进一步巩固词汇，理清家庭成员之间的称谓；4. Work on 1

44、b （完成 1b）1） T: Let s listen to the recording in 1b. Ill play the recording once. You only check the words you hear. （ If the students cant hear clearly, play the recording once again. ）2) Check the answers and ask some individuals to read the words aloud.【教案设计说明 】 由于同学对生词已有了较为深刻的印象，因此，让他们勾出所听到的词汇并不困

45、难；抽单个同学朗读，是为了检查同学是否能正确发音；5. Work on 1c （完成 1c）1） T: Look at the two pictures in 1c. Who are they in the first picture. Can you guess.S: They are Grandpa, Grandma, Mum, Dad,Uncle（只要同学能说出人物的称谓就加以勉励）T: Well done. Can you guess who they are in Picture 2. S: They are Grandma, Mum, Dad and a boy.T: Quite well. One of the pictures is Jiang Taos, and the other one is Tom s. Do youknow which one is Jiang Tao s and