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Unit 2 This is my sister. I．教學設計分析 本單元學習的是學生最熟悉的家庭成員的稱謂。通過介紹照片中的人物，幫助學生學會This/That is … , These/Those are … 以及詢問人物的特殊疑問句Who is/are …? 本單元生詞較多，并且也開始涉及到名詞的復數形式，對學生來說有一定的難度。整個單元的都是圍繞照片來談論介紹人物的。由最初單一的家人稱謂到連貫的句子、到對話、到篇章，充分體現了教材內容的漸進性和層次性，在教師的指導下學生能不斷地重復掌握本單元的生詞和新句型，從而達到熟練運用所學內容介紹家庭成員的目的。 New languages: This/That is … These/Those are … Who’s he/she? He/She is … Who are they? They are … Here is/are … II. 教學學時分配 Teaching periods: Period 1: Section A 1a -1c Period 2: Section A 2a -2c Period 3: Grammar Focus/ 3a -3c Period 4: Section B 1b -1f Period 5: Section B 2a-3c and self check Period 6: Review Unit 1 Unit 2 This is my sister. The First Period Section A(1a-1c) I. Teaching aims 1. Master the key words: sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family, those, who,these 2. Get students to introduce their family by using the target language. Target language: (1) This/That is … (2) These/Those are … (3) Who’s she? She’s … 3. Be able to introduce family to others. II. Key points 1. Master the key words and expressions. 2. The names of the various members of a family. 3. How to introduce family. Difficult point Ss can introduce their family members by using target language. III. Teaching aids Multimedia/A tape recorder/A blackboard/Photographs of your family members and friends IV. Teaching procedures Step 1 Warm-up and revision 1. Greeting 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. S: My first name is… My last name is… My telephone number is… Step 2 Lead in and 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. After presenting the new words, lead Ss read the words in an interesting way. Step 3 Consolidation 1. Do Section A, 1a. 1) T: Now, please open your books and turn to page 7. Look at 1a. You can see a picture of Dave’s family and some words we learned just now. Please match the words with the people in the picture. 2) Check the answers. 3) Ask some Ss to read aloud the words. 2. Do1b. Listen and circle the words you hear in 1a. Then check the answers with your partners. 3. Ask the students to listen to the conversations again and repeat after the tape, and then work in groups, namely, practice the conversations with their partners. 4. Read 1a together. Then practice the conversations in groups. Have some groups e to the front and show their own conversation, then make a ment on it Step 4 Practice 1. Do 1c. Practice the conversations above with your partner. Ask students to practice the conversations in 1b with a partner. Tell them to use their own family photos. 2. Make up new conversations with the structures and talk with your partners. (1) This/That is … (2) These/Those are … (3) Who’s she? She’s … Step 5 Summary 1. Review the words and practice the conversations in 1a with your partner； 2. Assign homework: Make up a new conversation similar to 1a with your partner, recite the new words and preview page 2. V. Blackboard design Unit 2 This is my sister. Section A(1a-1c) father-爸爸 mother-媽媽 brother兄，弟 grandfather祖父 grandmother祖母 sister姐，妹 1.This/that is my... 2. These/those are my... 3. Who is he/ she? 4. She/he is my... Teaching reflection：