【单元教案】人教新目标(Go for it)版英语七年级上册--Unit 2 This is my sister. 单元教案

这是一份【单元教案】人教新目标(Go for it)版英语七年级上册--Unit 2 This is my sister. 单元教案，共35页。

Unit 2 This is my sister.
话题：家庭（The family）
功能：1. 能简单介绍人物关系（Introduce people）
This is my grandmother. That’s my friend.
These are my grandparents. Those are my sisters.
2. 能够指认人物关系 (Identify people)
A: Is she your sister? B: Yes, she is. / No, she isn’t.
A: Who’s she? B: She’s my mother.
A: Who’re they? B: They’re my parents.
语法：
1. 能够用指示代词this, that, these, those介绍人物关系
(Demonstrative pronouns)
This is my friend Jane.
That’s my grandfather.
These are my brother.
Those are my parents.
2. 能够用Who引导的特殊疑问句底部第三方是谁 (Who questions)
A: Who’s she? B: She’s my sister.
A: Who’re they? B: They’re my grandparents.
词汇和常用表达：
1. 能够正确使用下列词汇(Curriculum words)
family, mother (mom), father (dad), parent, sister, brother, son. Daughter, grandmother (grandma), grandfather (grandpa), grandparent, cousin, aunt, uncle, day, photo, picture, girl, dog, these, those, they, who, have, next, here, of, well, bye
2. 能够正确使用下列常用表达 (Useful expressions)
this is…, that’s …, these are …, those are …, who’s…?
3. 能够认读下列词汇 （Non-curriculum words）
oh
语音：
1. 能够辨别3组元音


2. 能够正确读出简单的缩略表达，如that’s, who’s等
学习策略：
1. 能够将图片与人物描述相结合进行有效记忆
2. 能够将人物描述的文字信息和图片信息相互转换
文化知识：
了解英语国家中家庭成员之间的称谓

Section A1 (1a-2d)
一、教学目标：
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 —That’s my family.
② —Those are my parents.
③ —Who's she? —She's my sister.
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。
5. 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…
Ⅱ. Presentation
1. Show Ss some pictures.
2. Show Ss another photos and teach the new words by the same way.
(brother, father, mother, parent (s), grandfather, grandmother, grandparent (s) )
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.
Listen to the conversation between David and Lin Hai again and fill in the blanks.
David: _____ my family. _________ my parents.
Lin Hai: Who’s she?
David: She’s my sister. Oh, and _________ my brothers.
Lin Hai: _____________?
David: They’re my grandparents.
Ⅳ. Pair work
1. Role-play the conversation in 1a.
A: That’s my family. Those are my parents.
B: Who’s she?
A: She’s my sister. Oh, and these are my brothers.
2. 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 …
3. 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 …
4. 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.
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.
A: Who’s she?
B: She’s Cindy.
A: Who’s he?
B: He’s her father.
(Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)
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.
Sally: ______________, Jane.
Jane: Good morning, Sally.
Sally: Oh, Jane, _______ my sister Kate. Kate, this is my friend Jane.
Kate: Nice to meet you, Jane.
Jane: _________________, too. Are those your parents?
Kate: Yes, they are.
Jane: And _________?
Sally: He’s my brother, Paul.
Jane: Oh, ______. Well, _______________!
Sally/Kate: Thanks! ________. Bye!
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，有利于形成良好的学习习惯。）
VIII. Language points
1. That’s my family.
family n. “家；家庭”，既可指抽象意义上的“家”，又可指“家人”。
That’s my family.中的family意为“家人”；
P11中Coco is in my family, too. 中的family意为“家庭”。
【语境应用】写出划线部分的汉语意思。
1) My family are all tall (高的).  ______
2) This is a family of four.  ______
Keys: 1) 家人 2）家庭
2. Oh, I see.
see v.
① 看见
e.g. I can see a girl in the picture.
② 理解；明白
e.g. Now you see, I can say my ABCs.
【语境应用】写出划线部分的汉语意思。
1) I can see China on the map. _______
2) —I can meet you here in the afternoon.
—OK, I see. _____________
Keys: 1) 看见 2) 理解；明白
3. He’s my brother, Paul.
brother n. 兄；弟
复数形式是brothers，应注意在英语中有一些称呼词不如汉语的称呼词意思明确，应视具体情况而定。
类似的单词还有sister “姐；妹”， aunt “姑（姨、伯、婶、舅）母”，uncle “舅（叔、伯、姑）父；姨夫”，cousin “堂兄（弟、姊、妹）；表兄（弟、姊、妹）”等。
4. —Well, have a good day!
— Thanks! You, too.
have a good day 玩得开心；过得愉快。与其同义的短语有have fun和have a good time。
e.g. —Lily, I’ll have a school trip next week.
—Great! Have a good time / Have fun / Have a good day.
【语境应用】将下面的句子同义转换。
I think you can have fun at her birthday party.
_____________________________________________________
Key: I think you can have a good time / day at her birthday party.
IX. Summary
This / That is my ...    
这 / 那是我的……
Nice to meet you.     见到你很高兴。
These / Those are my ...  
这些 / 那些是我的……
Have a good day!    (表示祝愿)过得愉快！
I see.        我明白了。
b1. Introduce people:
(1) This is my grandfather.
(2) That’s my brother.
(3) These are my grandparents.
(4) Those are my sisters.
2. Identify people:
(1) —Is this…
—Yes, it is./No, it isn’t.
(2) —Who’s …?
— He/She is…/ They’re…
XI. Exercises
Ⅰ. 根据句意，写出与划线部分意义相对的词。

1. These are my pens and _______ are my keys.

2. My brother is Paul and my _______ is Sally.

3. Frank is her father and Julie is her _______.

4. Look! This is Jane’s grandfather and that is Jane’s _______.

Ⅱ. 根据横线后的标点提示，将所给单词连成完整、正确的句子。

1. brother, is, he, my

___________________________________.

2. are, friends, those, Jack’s

___________________________________.

3. his, is, this, father

___________________________________.

4. your, those, are, cups

___________________________________?

5. a, day, have, good

___________________________________.
参考答案
Ⅰ. 1. those 2. sister 3. mother 4. grandmother
Ⅱ. 1. He is my brother
2. Those are Jack's friends
3. This is his father
4. Are those your cups
5. Have a good day
XII. Homework:
1. Remember the new words.
2. Try to introduce your family to your friend orally.
This is… That is… He’s… She’s… These are… Those are…
3. Make three conversations using the things in your classroom or in your home.
Section A2 (Grammar Focus-3c)
一、教学目标：
1. 通过不同方式的练习继续熟练掌握对家庭成员的称呼的词汇。
2. 继续练习运用以下句型来介绍自己的家庭成员。
① —This/That is…
② —These/Those are ….
③ —Who's …? —She's/He's…
3. 能运用所学的词汇及句型完成不同的交际练习。
4. 通过学习对这部分的学习使学生对自己的家庭成员会有更清晰的印象，并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）总结介绍自己的家庭成员所用的句型。
2）总结询问及回答家庭成员所用的句型。
3）综合运用所学的知识与他人就成员的话题进行交际。
2. 教学难点：
1）总结掌握介绍家庭成员的句型结构；掌握询问及回答某人的身份所用的句型。
2）综合运用所学的知识进行交际的能力。
三、教学过程
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：
单数 复数
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. 学生阅读并完成下列句子。
① 这是我的朋友简。_____ ______ my friend Jane.
② 那是我的爷爷。_____ my grandfather.
③ 这是我的兄弟们。 _____ ____ my brothers.
④ 那是我的父母亲。_____ _____ my parents.
⑤ 她是谁？______ she?
⑥ 她是我的妹妹。She’s my _________.
⑦ 他是谁？_______ he?
⑧ 他是我的弟弟。_______ my brother.
⑨ 他们是谁？Who _________ they?
⑩ 他们是我的祖父母。________ my grandparents.
2. Explanation
1. these是指示代词，意为“这些”，是this的复数形式。These are… 句型意为“这（些）是……”，用来介绍离说话人较近的两者或两者以上的人或物。例如：
These are his parents. 这是他的父母亲。
These are blue shirts. 这是些蓝色的衬衫。
2. Are these/those…? 是一般疑问句，意为“这/那（些）是……吗？”，用Yes, they are.
或No, they aren’t.来回答。例如：
Are these your friends? 这是你的朋友们吗？
Yes, they are. 是的。
3. who意为“谁；什么人”，是一个疑问代词，用于对人的身份进行询问。who’s是who is的缩写形式，用于对单个人进行询问，回答时常He’s/She’s/It’s…。
who’re (=who are)用于对两个或两个以上的人进行询问，回答时常用They’re (=They are)…
例如：—Who is that boy? 那男孩是谁？
—He’s my cousin. 他是我的堂弟。
—Who are they? 他们是谁？
—They’re my brothers. 他们是我的兄弟们。
4. they意为“他（她、它）们”，是人称代词的主格，用于指代两个或两个以上的人或事物，在句子中作主语。they’re是they are的缩写形式。
例如：
—Who’re they? 他们是谁？
—They’re my cousins. 他们是我的表弟。
— Who’re Linda and Mary? 琳达和玛丽是谁？
— They’re my sisters. 她们是我的姐妹。
5. that’s是that is的缩写形式。当人称代词、指示代词及疑问词与be动词am，is，are等连用时，为了简便常用缩写的形式。
6. 介绍人物常用句型：
This is …
That’s …
These are …
Those are…
辨别人物常见句型：
Who’s he/ she? He’s / She’s ...
Who’re they? They’re …
Ⅲ. Pair work
1. T: Let's 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.
A: That ___ my family. That’s my mother.
B: _______ he?
A: ______ my father.
B: Who’s ______?
A: She’s _____ sister.
B: And _______ they?
A: _______ my grandparents.
2. 阅读指导：同学们应先通读对话一遍，根据上下文问答句的提示，以及句式结构，回答的方式等来确定空格处的词汇。比如：第二句是一个疑问句，由后面的答语不是以Yes或No来回答，可知第二句应是一特殊疑问句，因此可知空格应是特殊疑问词who。第三句，因空格后面是my father，可知空格处应He's。
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.
5. Exercises
用正确的人称代词填空。
1) The girl is Alice and ______ is 12.
2) —Can ______ spell “picture”?
—Yes, P-I-C-T-U-R-E.
3) Eric and Paul are my friends and ______ are good to me.
4) Tom says, “ ______ am here, Mom.”
5) ______ is not my uncle Mike.
根据括号内所给单词的提示填空。
1) ______(this) is my pen.
2) _______(that) are my sisters.
3) Is ______(that) your father?
4) ______(this) are my cousins.
IV. Practice
1. T: Now let's 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 S1's 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: Who's she?
S2: She's my mother.
S1: Who's he?
S2: He's my father.
S2: Is this your grandfather?
S1: Yes, he is.
S2: Are those your parents?
S1: No, they aren't.
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. Summary
Introduce people:
This is my grandmother.
That’s my friend.
These are my grandparents.
Those are my sisters.
Identify people:
A: Who is she? B: She’s my sister.
A: Who are they? B: They are my parents.
VII. Exercises
Ⅰ. 根据图片，用恰当的指示代词填空。

1. _______ is my friend Julie.

2. _______ are my brothers.

3. _______ is my dog.

4. _______ are my cats.
Ⅱ. 根据括号内的要求完成下列各题，每空一词(含缩略形式)。
1. He is my grandfather.    (对划线部分提问)
_______ _______ he?
2. This is my picture.    (改为复数形式)
_______ _______ my _______.
3. —Are they your sisters?    (补全否定答语)
—No, _______ _______.
4. Those are my cousins.    (改为一般疑问句)
_______ _______ _______ cousins?
5. Tom is my father and Mary is my mother.    (改为同义句)
Tom and Mary _______ _______ _______.
Ⅲ. 在横线上填入恰当的内容完成下面的短文。
Hi! My name is Nick Smith. (1)_______ English. These two students are Tony and Kate. Tony’s last name is Brown. (2)_______ in Class Five, Grade Seven. Kate’s last name is White. (3)_______ in Class Two, Grade Seven. (4)_______ my good friends at school. (5)_______ that woman? She is my English teacher. Her name is Helen Miller.
参考答案
Ⅰ. 1. That   2. These   3. This   4. Those
Ⅱ. 1. Who is   2. These are; pictures  
3. they aren't   4. Are those your
5. are my parents
Ⅲ. 1. I'm   2. He's   3. She's   4. They're  
5. Who's
VIII. Homework
用下列句型介绍一张你的家庭照片。
This is…
That’s…
These are…
Those are…

Section B1 (1a-1d)
一、教学目标：
1. 能掌握对家庭成员称呼的词汇：son, daughter, cousin, grandpa, grandma, mom, dad, aunt, uncle。
2. 能正确理解家庭成员之间的关系，对家庭成员能正确称呼。
3. 通过学习对自己的家庭成员会有更清晰的印象。
二、教学重难点
1. 教学重点：
① 进一步掌握家庭成员的表达；学会指示代词、人称代词的用法。
② 通过填写家谱，弄清楚家庭成员之间的关系。
2. 教学难点：
填写家谱，弄清楚家庭成员之间的关系。
三、教学过程
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: “大爷，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，婶婶”.
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 let's work on 1a. Look at the family tree (家谱) 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. She's 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.
3. Listen again and fill in the blanks.
Jiang Tao: This is a ______ of my family. This is my _____.
Tom: Who’s he?
Jiang Tao: He’s my ______.
Tom: And __ she your ______?
Tao: Yes, ______ my cousin, Jiang Shan. And ________ her friends.
Tom: Who’re they?
Jiang Tao: They’re my _______ and ________.
Ⅴ. Summary

Ⅵ. Exercises
Ⅰ. 根据图片，完成下列句子。
John’s family tree

1. Ned is Diana’s _______.
2. Maud and Harold are Julie’s _______.
3. Kate is Edward’s _______.
4. Wendy is Edward’s _______.
5. Fred is Jimmy’s _______.
6. John and Fred are Diana’s _______.
Ⅱ. 根据句意，写出所缺单词。
1. Your father’s sister is your _______.
2. Your uncle’s son is your _______.
3. Your mother’s mother is your _______.
4. Your grandmother and your grandfather are your _______.
5. Your mother’s brother is your _______.
参考答案
Ⅰ. 1. father   2. parents   3. daughter   4. sister  
5. cousin   6. sons
Ⅱ. 1. aunt   2. cousin   3. grandmother  
4. grandparents   5. uncle
Ⅶ. Homework
Draw your family tree and introduce the family members to the class.
One possible version
This is my family.
These are my parents.
This is my …
And this is ....
Section B2 (2a-2c)
一、教学目标：
1. 能掌握对家庭成员称呼的词汇：son, daughter, cousin, grandpa, grandma, mom, dad, aunt, uncle, here, of, photo, next, picture, girl, dog等。
2. 能正确理解家庭成员之间的关系，对家庭成员能正确称呼。
3. 进一步学习一些英语名字，并能分辨出名字的不同性别。
4. 通过听、说、读的训练，提高学生们综合运用英语的能力，培养学生们学习英语的兴趣，并在学习中体会到学习英语的乐趣。
5. 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 进一步掌握家庭成员的表达；学会指示代词、人称代词的用法。
② 通过填写家谱，弄清楚家庭成员之间的关系。
③ 阅读有关家庭成员的小短文，能正确理解家庭成员之间的关系。
2. 教学难点：
① 填写家谱，弄清楚家庭成员之间的关系。
② 阅读短文，获得相关信息，正确地表述家庭成员间的关系。
三、教学过程
Ⅰ. Revision
1. Greeting the students. Check the homework.
2. 根据图片提示在横线上填入恰当的单词完成句子。
　　　　　　　　
1. Ann is Bob's __________.          
2. Alan is Sally's __________.
3. John is Alan's __________          
4. Sally is Kate's __________.  
5. John is Mike's __________.
Ⅱ. Warming up
Tell your partner about your picture.

Ⅲ. Presentation
1. T: We learn many names in this Unit. Can you tell it's a male or female first name?
2. 指导： 同学们可以根据这些名字的汉语译音来确定他们是男性还是女性。
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)
Ⅳ. Pre-reading
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"。
Ⅴ. Reading
1. Pre-reading
Look at the pictures and answer the questions.
1) How many people can you see in the first /second picture?
2) What else can you see in the second picture?
2. Fast reading
T: Jenny has two family photos. Let's 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
3. Careful reading
Read her article again and find out "Who is Coco?" If you find out Coco, please put up your hands.
提示：短文中对Coco的描述为“Coco is in my family, too.”，可知Coco也应是在以上两张照片中，通过上面的介绍，都已将所有的人物对号入座，而在照片中还有一只小狗，可知Coco应是小狗的名字。
Read again and write right names for each people in the photos.
4. T: Now let's 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.
1. My name’s _________.
2. Alan and Mary are my _________.
3. Bob and Eric are my _________.
4. Cindy is my _____.
5. Helen is my ______.
6. _____ is the name of my dog.
指导：本题为阅读填空题。读短文可知本文是以“我”（Jenny）的名义写的，文章通过两张家庭照片介绍了“我的”家庭成员。同学们应清楚，文章里中的关键词“my”是指“詹妮的”。由短文第一句话Hi, I’m Jenny. （你好，我的名字叫詹妮），可知第一题的答案为“Jenny”。第2到5小题都是要求填写Jenny与其他人的关系，由短文第四句话“These are my parents, Alan and Mary.”，可知Alan和Mary是Jenny的父母亲。因此第二题应填parents。第3到5小解题思路与本题相同。由短文最后一句话“Coco is in my family, too.”可知除了上面介绍的成员外，还有一个成员Coco，对应照片可知Coco应该是她家的狗，因此第6小题填Coco。
Check the answers: 1. Jenny 2. parents 3. brothers 4. sister 5. cousin 6. Coco
5. Answer the questions.
1) Who is Alan?
2) What’s the name of Jenny’s mother?
3) Who are Bob and Eric?
4) Is Cindy Jenny’s sister?
5) What is the name of Jenny’s cousin?
6) Is Coco a boy?
6. Post reading
Fill in the blanks according to the text.
My family
Hi, I’m Jenny. Here ____ two nice ______ of my family. My grandfather and grandmother ____ in the first photo. These are my parents, Alan and Mary. In the next _______ are my brothers, Bob and Eric. These two ____ are my sister Cindy and my cousin Helen. Coco is in my family, too.
Ⅵ. Language points
1. My grandfather and grandmother are in the first photo.
father/mother, grandfather/grandmother则常用于较正式的场合，或向别人介绍
自己的（祖）父母时使用。
dad/mom，grandpa/grandma是孩子对自己的父母或祖父母的亲昵称呼，常用于口语
中。
【语境应用】翻译下列句子：
1) 爸爸，这是我的朋友，吉姆。
___________________________
2) My father and mother are both teachers.
___________________________
2. Here are two nice photos of my family.
Here is/are… 这是……；这(儿)有……
本句是倒装句。当句子以here, there等词开头，且主语是名词时，主语和谓语要倒装，即“Here/ There+谓语动词+ 主语(名词).”其中谓语动词的单复数形式要视后面的主语而定。本句的正常语序是“Two nice photos of my family are here.”。
e.g. Here is a desk.
Here are three books.
拓展
当句子的主语是人称代词时，here, there位于句子开头，其主语和谓语不倒装，应用“Here/ There+主语(人称代词)+谓语.”结构。
e.g. Here he comes.
here adv. (用以介绍其人或某物)这就是；在这里
here放在句子开头，可构成倒装句，用以引起注意或加强语气。
e.g. Here’s my pen.
I’m here. Jenny is there.
【语境应用】完成句子，每空一词。
1) 这是我的两个朋友。
______ ____ two of my friends.
2) 这儿有一张光盘。
______ ___ a CD.
Keys: 1) Here are 2) Here is
photo = picture n. 照片
复数：photos
a photo of 一张……的照片
e.g. It’s a photo / picture of his family.
You can see a photo of Jack.
of prep.，具体用法如下：
① 表示“属于……的”，
e.g. a cup of my sister
② 表示同位关系
e.g. the city (城市) of Beijing
③ 表示“关于……的”
e.g. a picture of my family
④ 表示部分或全部
e.g. two of us
【语境应用】完成句子。
1) Ann是我姐姐的一个朋友。
Ann is _______ _______ _______ my sister’s.
2) 我现在在太原市。
I’m in _______ _______ _______ _______ now.
3) 这是一张英格兰地图。
This is _______ _______ _______ England.
4) 我有三件夹克衫，其中两件是绿色的。
I have three jackets, and _______ _______ _______ are green.
Keys: 1) a friend of 2) the city of Taiyuan 3) a map of 4) two of them
3. …are in the first photo….In the next picture are my brother, Bob and Eric.
In the next picture are my brothers, Bob and Eric. 该句为倒装句，为了强调介词短语in the next picture，所以将其放在句首，其结构为“介词短语+be+主语”。
该句的正常语序为My brothers Bob and Eric are in the next picture。
【语境应用】连词语成句。
is, in the middle photo, my father
_____________________________________.或
_____________________________________.
Keys: In the middle photo is my father
My father is in the middle photo
next adj. 下一个的；接下来的
在句中作定语，修饰名词
e.g. You can meet Tom next day.
next n. 下一个；接下来
e.g. Next, please!
【语境应用】完成句子。
1) 下一名学生是詹妮。
_______________ is Jenny.
2) 让我们来看下一个。
Let’s look at ________.
Keys: 1) The next student 2) the next
picture n. 照片 可与photo互换。
a picture / photo of… 一张……的照片
e.g. This is a picture of my house.
picture n. 图画 此时不要可与photo互换。
a picture of… 一张……的图画
e.g. Draw a picture of that tree.
and“和，又”，它连接两个并列的名词作句子的主语时，当复数看待，在一般现在时态中，be动词应用are的形式。
e.g. Linda and Lily are in the next photo.
4. Coco is the name of my dog.
the name of … ……的名字
e.g. The name of the cat is Mimi.
Ⅶ. Summary
Introduce your family:
This is a photo of my family.
This is Jack. He is my father.
That is Jane. She is my mother.
These are ...and... They are my...
Those are ... and ... They are my ....
Here is a(n) ...     这儿有一(个 / 张……)
Here are ...        这是……；这(儿)有……
two nice photos of ...  
两张好看的……照片
in the first photo  在第一张照片中
the name of ...  ……的名字
Ⅷ. Exercises
Ⅰ. 从方框中选择合适的单词填空，使每个句子在结构、句意和逻辑上正确。
dog, next, picture, day, girl
1. These are _______ of Alice’s family. They are Frank, Becky and Bob.
2. I have two white _______.
3. Mr. Wang is in Beijing these _______.
4. Those _______ are students in a middle school.
5. I can see a key in the _______ photo.
Ⅱ. 根据汉语意思完成英语句子，每空一词。
1. 我的狗叫笨笨。
The _______ ________ ________ ________ is Benben.
2. 这两张漂亮的照片是吉娜的。
The two _________ ________________ are Gina’s.
3. 这些是我的朋友。
_________ _________ my friends.
4. 他的父母在北京吗？
Are _________ _________ in Beijing?
参考答案
Ⅰ. 1. pictures 2. dogs 3. days 4. girls 5. Next
Ⅱ. 1. name of my dog 2. nice photos / pictures 3. These are 4. his parents
Ⅸ. Homework
Write a passage about your family according to family photos.
Section B3 3a-Self Check
一、教学目标：
1. 复习巩固所学的家庭成员的称呼词，能熟练对家庭成员正确称呼。
2. 能通过阅读有关家庭成员关系的小短文来获得正确的信息，并根据所获得的信息画出家庭成员的照片。
3. 能综合运用所学的知识，将自己家庭照片中的成员正确地介绍给他人，将能以小短文的形式写出。
4. 能将所学的称呼词按性别进行分类。
5. 通过拓展练习来进一步巩固所学的如何介绍家庭成员的句子结构。
6. 通过学习能正确地称呼家庭成员的能分清家庭成员的性别。
7. 通过画自己家人的照片，介绍自己的家庭成员来增加自己的对家庭成员的了解，体会家庭成员之间的亲情，并在绘画中获得学习英语的乐趣。
二、教学重难点
1. 教学重点：
1） 阅读有关家庭成员的小短文，获得相关信息，并能画出恰当的照片。
2） 根据照片提示运用所学的句型写一篇介绍家庭成员的小文章。
2. 教学难点：
1）根据照片提示运用所学的句型写一篇介绍家庭成员的小文章。
2）做一些拓展练习来进一步巩固所学的知识。
三、教学过程
Ⅰ. Warming up and revision
1. Greeting the Ss. Check the homework.
2. T: We know some students' family members. We want to know more students' family members. Would you like to introduce your family members to us?
SS: Yes.
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. Read the passage and complete the passage with the words in the box.
brothers parents Cindy family
Hi. My name is Paul. This is a photo of my ______. These are my ________ and these are my _________, John and Bob. This is my sister _______.
T: Today let's meet a new friend. His name's Paul. He writes a passage to introduce his family. But some of the words are missing. He has a photo of his family, but I'm sorry I've left it at home. Can you read the passage and draw a photo of Paul's family.
Ss: OK.
2. 阅读指导：在阅读时，应注意名词的复数形式以及姓名或称呼所表明的人物的性别。比如，最后一空前面有是称呼sister，因此空格中应为一女孩的名字，可知应填Cindy。
3. Ss work with their partners. Then check the answers together.
4. Read the passage again. Then try to draw a photo of Paul's family. Let all the Ss show their photos to the class.
Ⅲ. Practice
1. Using the family photo to retell the passage.
2. Show the photo of Paul's family to your partner. Suppose you are Paul. Then try to introduce the family members to your partner.
3. Retell the passage to some other students around you.
Ⅳ. Writing
1. Take out the photo of your family and write a passage about it.
2. Students write their passages. Teacher moves around the room and helps the students who need.
3. 写作指导：写作时应注意运用正确的句型，在介绍父母或祖父母等多个人时，可用These/Those are…句型；在介绍单个的人时，应用This/That is…句型。为了让短文更加活泼，还可用Is this/that…?这样的问句，并自己作回答。
5.
假如你是Tony，右面的图片是你家的全家福，请你根据图片及所给提示写一段话，在英语课上给同学们介绍一下。

【思路点拔】
1. 定基调
人称：第一人称和第三人称
时态：介绍全家福用一般现在时。
2. 谋布局、写句子

3. 巧衔接
人称代词(he / she / they等)，物主代词 (my / your / his / her等)，及指示代词( this / that / these / those)的使用，能够让语言连贯，层次分明，增强篇章结构的严谨性和逻辑性。如：写句子第2题的后半句中的my parents可用they代替，与前半句中的my parents紧密相连。第5题的第二句中的My brother’s可用His代替，第二个Bill可用he代替，这些都与my brother紧密相连，达到连句成篇的效果。
4. 成篇章
Hi, I’m Tony. _____________________________________________________________
________________________________________________________________________
________________________________________________________________________
I love my family.
答案
2. 谋布局、写句子
(1) a photo of my family
(2) These are my parents
(3) Who's the girl
(4) she's 11
(5) This boy is my brother
4. 成篇章
Hi, I'm Tony. Here is a photo of my family. These are my parents, and they are very nice. Who's the girl in the photo? She's my sister Grace, and she's 11. This boy is my brother. His name is Bill, and he is 4. I love my family.4. Let some Ss read their passages aloud to the class.
Ⅴ. Game
1. In order to let more students show their passages. Teacher puts some photos and letters on the blackboard. Ask students to come to the front to read the letter and match it with the photo.
2. Ss try to match the photos with the passages.
Ⅵ. Self Check 1
1. We have learned many words for family members. Now let's have a short revision.
(Let Ss say the words for the family members in a chain.)
S1: father S2: mother S3: grandfather S4…
2. OK. Some words for the family members are male, some are female and other words are both.
Now look at Self Check 1, and group the words for family members you have learned.
3. Check the answers.
Male: father, grandfather, uncle, brother, cousin
Female: mother, grandmother, aunt, uncle, cousin
Both: parents, grandparents
Ⅶ. Self Check 2
1. When we are not sure about the family members. We always ask about them.
Let's sum up the sentence structures we can use: (Ss sum up the sentence structures with the help of the teacher.)
① —Is this/that…? —Yes, he/she is. No, he/she isn't.
② —Are these/those…? —Yes, they are./ No, they aren't.
③ —Who's she/he? —He's/She's…
2. Now read the conversation between Bill and Dale. Then complete the conversation.
Bill: Here’s a photo of my family.
Dale: _______ he?
Bill: ______ my uncle.
Dale: _______ this girl?
Bill: _______ my cousin.
Dale: Are _______ your parents?
Bill: Yes, _____ are. And these ____ my grandparents.
3. Check the answers.
( this, He's, Who, She, these/those, they, are )
4. Practice the conversation with your partner.
Ⅷ. Summary
单词

1. daughter         
2. ___________________ 
3. ___________________
4. ___________________ 
5. ____________________
6. ____________________
句子和对话
7. 这是我的朋友简(Jane)。
____________________
8. 那是我的父母。
____________________
9. —她是谁？
—她是我妹妹。
____________________
____________________
Ⅸ. Exercises
Ⅰ. 根据图片、提示词语及所给示例完成下列各题。
例：
(sister: Linda)
This is my sister Linda.
1.
(grandfather: David)
________________________________________
2.
 (friends: Peter and Rick)
________________________________________
3.
(cousins: Gina and Bill)
________________________________________
Ⅱ. 根据短文内容，从方框中选择恰当的单词填空。
who, mother, they, parent, here, girl
Hello! I’m Alan Black. Look! (1)_______ is a photo of my family. You can see my (2)_______, my sisters and me. The man (男人) in black is my father Paul. My (3)_______ Sally is next to my father. The two (4)_______ in the middle are my sisters Amy and Becky. (5)_______ are in No.10 Middle School. (6)_______ is that boy? Oh, it’s me. I love my family.  
Ⅹ. Homework
找一张家庭照片，仿照3b中介绍的方法，写一篇小短文，介绍一下你的家人或朋友。
注意恰当运用 This/That is…,
These/Those are…句型。