Unit3教案

教学目标： 1、 知识目标：

A、 掌握家庭成员的表达，如：grandfather, grandmother, father,

mother ,brother,sister, uncle, aunt, cousin, son, daughter, parents:

B、 学会用指示代词：this ,that, these 和人称代词：I, he she they 介绍任务及

Yes/No问句及其简单回答； C、 运用名词的复数形式。 2、 能力目标：

A、 运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来； B、 通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中去，

提高学生的交际能力。

教学难点、重点：

重点：A、掌握家庭成员的表达；学会指示代词、人称代词及Yes/No问句及简单回答；

B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。 难点：能够用写信的形式向朋友介绍自己的家庭。

Period One

Step One: New words.

1. Present the new words.

Talking about the student’s family menber and intruduce the new words about father and so on. (Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.) T: I have two brothers, two sisters, and I also have many friends. (Teach brothers, sisters, and friends.) T: Read these new words together. Ss: …

2. Practice the new words.

T: Who can match the words with the pictures on the blackboard?

(Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a. and one more student gives the answers.) Step Two: Drill

1. Listen and circle.

T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about. (Play the recording of 1b twice.) T: What’s the answer?

S: Two brothers and sister.

2. Pairwork. Talk about Dave’s family.

T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “ This is …” and “ These are …” to do it. S1: Who is this? S2: This is his … S1: Who are these?

S2: These are his … (Ask a few pairs to practice.) Step Three: Task

1. Talk about the family tree.

T: Look at the family tree. (Stick a family tree on the blackboard.)

T: Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.

S3: Hello. My name is …Look at this. This is my family tree. This is my…and this is my…They are old. These are my … This is my… This is my … My mother is … This is my … His name is … I love my family.

T: Very good. Next make a dialogue in pairs about your family. First, you must greet each other, then introduce your family. SA: Hello. SB: Hello. How are you ? SA: Fine, thank you. And you? SB: I’m fine, too. SA: Excuse me! What’s this? SB: It’s my family tree. SA: Who’s this? SB: This is my grandfather. SA: Who’s this? SB: This is my grandmother. SA: Is this your father? SB: Yes, he is. SA: The women is your mother? SB: Yes, she is. SA: Who’s the boy? SB: He is my brother. (A few pairs do this.) 2. Make a survey.

T: Work in groups of four. Fill in the form. Then report it to the class. Family Family members Step Four: Homework

Write a passage about your family.

Period Two

Step One: Review the drill.

To read their homeworks. (About their family menbers.) Step Two: Listening.

1. Listen and circle the words you hear.

T: Here are two boys. One is Lin Hai. The other is Dave. They are talking about Dave’s family members. Please listen to the recording of 2a in Section A and circle the family members you hear.

(Play the recording of 2a twice. Ask two students to say the answers.) 2. Listen and match.

T: This is a picture of Dave’s family. We know this is Dave. But we don’t know who is Mary, who is Jim and who is Lin Hai. Let’s listen and find them. (Play the 2b.) T: Who find them?

S1: Dave is …Lin Hai is …

3. Pairwork. Talk about Dave’s family.

T: You come to Dave’s home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “ Is this…” to find them, please. When you finish, change roles to do it. 4. Practice.

T: I have a friend. He is talking to his friend. Dave, about Dave’s sister. Fill in the blanks with the words from the box. Work in pairs, then report it to the class. isn’t brother is sister S3: That’s … and that’s … Is she your…? S4: Yes, she is.

S3: And is he your …?

S4: No, he isn’t. He’s my … Step Three: Task.

1. Play a guessing game.

通过谈论Dave的家庭成员，练习句型Is this . . . ?在对话中理解人称代词的用法。 2. Group work.

T: Put your photos together on your desk. Work in groups of four. You can use “ Is she …?” or “ Is he …?” to take turns asking and answer questions about the photos. Then report it to the class.

Period Three

Step One: New words. 1. Present the new words. T: Do you like games? S: Yes.

T: Let’s play a guessing game. Please listen carefully. He 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.

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. She 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: “大爷，大伯”,“叔叔”.

T: You are right. Let’s see how to say it in English. T: Uncle. 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，婶婶”.

(Put the card “aunt” on the blackboard and then teach these words son, daughter) 2. Practice the new words.

T: Look at the family tree. Some words are missing. Who can help me fill it, please? Step Two: Drill.

1. Listen and check the words you hear.

T: Lin Hai and Dave are talking about Dave’s family. How many family members are they talking about? Please listen and check the words you hear. (Play the 2a once.) (Ask two more students to say the answers.) 2. Listen and check the picture.

T: I have two pictures here. Which one is Lin Hai talking about? Let’s listen and find it out, please.

3. Pairwork. Draw your own picture and talk about it.

T: We find out the picture of Lin Hai’s family. Can you draw a picture of your family? 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. Step Three: Task.

Talk about the family tree. T: Look at the family tree.

S1: 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 …

Period Four

Step One: New words. 1. Present the new words.

T: Hello, everyone. My name is “Emma”. Today I want to introduce my brother to you. T: This is my sister, Mona. Read after me, MONA, M-O-N-A, Mona. SS: M-O-N-A, Mona.

T: These are my parents. They are “great” parents. T: Read after me, GREAT, G-R-E-A-T, great. SS: G-R-E-A-T, great.

T: They are my “dear” parents, too. (Teach dear, photo, thanks for…) 2. Practice the new words and drill.

T: I have a letter from my pen friend. Now I want you to read it for me. Then draw the photo of Emma’s family. Step Three: Task.

1. Write a letter to your friend.

T: Your have a letter from your friend. Now write back to your friend . Tell him or her about your family , And report your letter .

S1: Dear . . . Thanks for the photo your family . Here is my family photo . This is my . . . This is my . . . This is . . . I have a . . . Your friend , . . .