Unit 3 This is my sister（精选5篇）
Unit 3 This is my sister（精选5篇）
1.Unit 3 This is my sister 篇一
unit 3 this is my sister
一、 词组
1. thanks for 2. the people in the picture
3. talk about 4. very much
5. the words you hear 6. take turns
7. a photo of my family 8 match ….with…..
二、句型
1. is this your sister ? yes , it is . / no , it isn’t . is that your brother ? yes , it is . / no , it isn’t .
is she your sister ? yes , she is . / no , she isn’t .
2. this is my friend . these are my friends . are these your family ? yes , they are . / no , they aren’t . that is my brother . those are my brothers . are those his books ? yes , they are . / no , they aren’t .
3. here is my family photo . here are my friends .
三、语言点
1. this 与that ， these与those的区别. 这四个词都是指示代词。these是this的复数形式；those是that的复数形式。 this或these指身边或距离较近的人或物， that或those指离说话人较远的人或物。如：this is an apple and that is a banana . these are apples and those are bananas . 注意以下几点：① these 或those作主语时，后面的be动词要用are , 动词后面的名词也要用复数形式，以保持数的一致。②在回答主语是these或those的一般疑问句或特殊疑问句时，通常用they来代替问句中的these或those , 以避免重复。同样道理，如果回答this或that , 则用it . ③ 在肯定回答中，位于句尾的连系动词be (即 am , is , are ) 不能和前面的人称代词缩写，因此，yes , they are . 不能写成 yes , they’re. 同样道理，yes , it is . 不能写成yes , it’s .
2. 人称代词he , she , it . he代替单数男性；she代替单数女性；it通常用来代替一个动物或一个无生命的东西，有时也可用来代替一个未知、不确定的人或婴儿。如：who is it ? ---it’s me. (里面的人问)谁啊 ？（外边的人回答）是我。 he , she , it 的复数都是they.
3. family的用法。 family指”家庭”时，是单数，有复数形式；family指“家人”时，是复数集体名词，本身是复数。如：many families are here . my family are here .
4. 当uncle与aunt后面跟姓氏时，这两个词与姓氏的首字母都要大写。如：uncle wang ; aunt li .
5. thanks for = thank you for 表示“谢谢你…..”。介词for后接名词或动名词（动词ing形式）。如：thanks for your help . thanks for coming to see me .
四、语法----名词的复数形式
（一）可数名词与不可数名词
能直接加基数词one , two , three …等的名词叫可数名词，它们有复数形式。不可数名词前不能直接加one , two , three …等基数词，它们没有复数形式。常见的不可数名词有：water , milk , juice , tea , rice , meat , bread ,
paper , help , advice等。 不可数名词可以用量词短语来表示它们的数量。如：a glass of water ; a cup of tea ;
a piece of meat; a bag of milk等。可数名词也可用量词短语表示数量。如：a bag of books.
（二）可数名词的复数形式
可数名词的复数形式。它有规则变化与不规则变化。
规则变化：1.以s,x,ch,sh结尾的加es,如：bus , watch , box , brush .
2.以辅音+y结尾的变y为i再加es, 如：baby→ , lady→
3.以f或fe结尾的变f或fe为v再加es.如：knife→ leaf→
4.以元音+o结尾的直接加s,如：radio , zoo ; 而以辅音+o结尾的要加es,如：potato tomato
但piano和photo及kilo只加s.
5.其它的在词尾直接加s. 如：bed , bike , key , desk , boy , eraser .等等。
不规则变化：child→ foot→ tooth→ man→ woman→ mouse→
chinese→ japanese→ sheep→ deer→
练习一、写出下列名词的复数形式。 1.day 2.shoe 3.baseball 4.box
5.class 6.match 7.family 8.wolf 9. wife 10. tooth
11.potato 12.photo 13.answer 14 radio 15.man
练习二、写出下列句子的复数形式。
1. it is a desk .→ 2. she is an english lady →
3. this is a box .→ 4. that’s a black mouse.→
综合练习
一、 单项选择
( )1. goes to school on foot . can you take to school in your car ?
a. he , him b . his , he c. he , his
( )2. the man is brother . is a player .
a. her , him b. her , he c .hers , he
( ）3. this book is . it isn't book.
a. his , yours b . hers , your c .our , yours
( ) 4. let's basketball on the street. a don't play b. not play c. not to play
( )5. there is 'u' in the word 'cute'. a. an b. a c. the
( )6. , is that your new car ? ------ no, it isn't. a. sorry b. hello c. excuse me
( )7. ----zhang mei, you have a beautiful voice ! ------ .
a. sorry, i don't have one b. all right c. thank you
( )8. please call barry 346---8899. a. in b. to c. at
( )9. ---is this your backpack ? -------yes, . a it is b. it's c. its
( )10. -----are these my apples? ------- no, . a. these aren't b. it isn't c. they aren't
( )11. mum , is my pen friend , david . a this b these c it
( )12. my mother is my grandmother’s . a. cousin b mother c daughter
( )13. thanks for me about it . a tell b tells c telling
( )14. these your family ? a is b are c am
( )15. your apples . a thank you b thanks for c thank for
二、 根据要求变换句型。
1. he is a good boy. ( 改为否定句）
2. those are the old men's chairs. ( 改为一般疑问句并作回答 ）
3. this is an eraser. （划线部分提问 ）
4. the old man is his grandpa. ( 同上 ）
5. her , give , can , pen , you , a . ( 连词成句 )
三、 完形填空
a: look 1 this photo , li ming . b: oh , it’s a good 2 . who is this 3 ?
a: he 4 mr wu . b; oh , mr wu ?
a: yes , 5 my chinese teacher . 6 is ms zhao . b: is she a 7 , too ?
a; yes , she is 8 english teacher . b: who is 9 boy ?
a：it’s 10 .
( )1. a in b at c for ( )6. a this b that c it
( )2. a pen b book c photo ( )7. a teacher b worker c student
( )3. a man b boy c woman ( )8. a a b an c the
( )4. a am b is c are ( )9. a a b an c the
( )5. a he’s b she’s c he ( )10. a my sister b i c me
四、 阅读理解
kate is a little girl . she is only five . she can’t read or write . but her sister , mary , is ten . she can read and write well.
one day, mary sees her little sister , kate , in the room . she is at the desk . there is a yellow pencil in her hand . she is writing ! “ what are you writing , kate ?” she asks . “i’m writing to my friend , jim.” kate answers . “but how can you ? you can’t write at all .” says mary . “well , it doesn’t matter . jim is five . he can’t read , either(也不).”
阅读短文，判断正（t）误（f）。
( )1. kate is a little school girl . ( )2.mary can read but can’t write. ( ) 3.jim isn’t a friend of kate’s .
( )4. kate is writing something with a yellow pencil . ( )5. jim can read the letter from kate .
2.Unit 3 This is my sister 篇二
unit 3 this is my sister.
教学内容：
本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。
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。
3、 学习策略：通过对人物个性化的描述，识别图片。
4、 情感目标：通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人。
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。
课时安排：
第一课时 section a 1a-1c
第二课时 section a 2a-4
第三课时 section b 1-2c
第四课时 section b 3a-self-check
period one
教师：照片，图片，表格。step one: new words.
①present the new words.
t: hello , everyone ! look ! what’s this ?
ss: it’s a picture .
t: right . who is the man in the picture ?
ss: it’s you.
t: yes, it’s me . you know me . please look at this . do you know them ?
ss: no , we don’t .
t: they are my family members . today i want to introduce my family members to you . would you like to meet them ?
ss: yes .
t: ok . please look at this man ? is he old ?
ss: yes .
t: he is my “grandfather”. please read after me , grandfather g-r-a-n-d-f-a-t-h-e-r ,grandfather .
ss: g-r-a-n-d-f-a-t-h-e-r , grandfather .
t: this is my grandfather .
(teach the word “grandmother” in the same way .)
t: he is my “grandfather”. he is my “grandmother”. these are my grandparents. read after me , grandparents.
ss: grandparents.
(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, i have many friends.
(teach brothers, sisters, and friends.)
t: read these new words together.
ss: …
②practice the new words.
t: who can match the words with the pictures on the blackboard?
ss: i can. (textbook p13 1a)
(ask one student to the front to do it. the other students write down letters on the books. in this way finish 1a.)
t: check the answers.
ss: …
t: is he right?
用教师家人的照片呈现新课内容。
教师边介绍，边领读单词。
用匹配的方式巩固单词。
ss: yes.
(one more student gives the answers.)
step two: drill
①listen 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.
ss: ok.
(play the recording of 1b twice. students work.)
t: what’s the answer?
s: two brothers and sister.
②pairwork. 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.
(students practice. teacher walks around the room to help them.)
t: now check your peactice.
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
①talk 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.
(students work. teach moves around the classroom to help the students.)
t: check your task.
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.
用听力训练再次强化学生对新单词的记忆。
让学生通过介绍dave的家庭加强句型的操练。
让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。
t: very good. next make a dialogue in pairs about your family. first, you must greet each other, then introduce your family.
(two students come to the front.)
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.)
t: you did well.
②make a survey.
t: please take out the family photos you bring to school. work in groups of four. fill in the form. then report it to the class.
family family members
(students work. teacher moves around the classroom to help the students.)(students report to the class.)
step four: homework
write a passage about your family.
让学生在语言实践中学会礼貌待人。
小组成员之间沟通有关家庭成员的信息，增进友谊。
period two
课前准备
教师：图片，录音磁带。
学生：自己家人的照片，也可以是自己画的家谱。
教学设计
教学步骤
step one: review the drill.
t: you know my family members. i want to know your family members. would you like to introduce your family members to us?
(students use their photos or the pictures they drew.)
ss: yes.
t: who wants to be the first, please?
sa: let me try.
t: ok, please.
sa: 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.)
step two: listening.
①listen 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.
ss: ok.
(play the recording of 2a twice. students work.)
t: check the answer.
(ask two students to say the answers.)
②listen 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
根据上节课布置的作业，让学生谈论自己的家庭成员，为新课教学做铺垫。
通过听力练习，使学生巩固对家庭成员的记忆。
通过听力引出is this . . . ?的句型
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.)
s1: dave is …lin hai is …
③pairwork. 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. 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: is this jim?
s2: no, he isn’t.
s1: is this jim?
s2:yes, he is.
(ask two more pairs to do it.)
④practice.
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
(students work. teacher walks around the classroom and helps the students who need.)
t: check your work, please.
(ask one pair to do it.)
s3: that’s … and that’s … is she your…?
s4: yes, she is.
s3: and is the your …?
s4: no, he isn’t. he’s my …
(change roles to do it and ask one more pair to do it.)
step three: task.
①play a guessing game.
通过谈论dave的家庭成员，练习句型is this . . . ?
用学生的句型引出is she/he your . . .?的句型，让学生在对话中理解人称代词的用法。
t: i have a picture here. do you want to know who she is?
(show the picture to the students.)
ss: yes.
(students guess the picture.)
②group 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.
(students work.)
t: check your work.
homework.
draw your family tree.
用游戏的方式巩固人称代词的知识。
period three
课前准备
教师：图片。
学生：照片。
教学设计
教学步骤
step one: new words.
①present 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.
(put the card “cousin” on the blackboard.)
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”.
s4: “叔叔”.
t: you are right. let’s see how to say it in english.
(put the word card “uncle” on the blackboard.)
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”.
用游戏的方式引人新课。
t: right.
(put the card “aunt” on the blackboard and then teach these words son, daughter in this way.)
t: read the words on the card together.
ss: …
②practice the new words.
t: look at the family tree. some words are missing. who can help me fill it, please?
(ask one student to the front to do it on the blackboard. the others finish it on their book.)
t: check your work.
step two: drill.
①listen 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 recording of 2a once.)
(ask two more students to say the answers.)
②listen 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.
(play the recording twice again.)
(check the answer.)
③pairwork. 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?
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.)
(check students’ work. ask two or three students to report.)
step three: task.
talk about the family tree.
t: look at the family tree. i think it’s a big family. you can do it
in groups of four or three. you can do it in pairs or only by yourself. then report it to the class.
(students work. teacher walks around in the classroom and helps the students.)
t: stop here. let’s check it out.
(choose students to do it.)
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 …
(ask two more students to do it.)
homework.
write a passage about your family.
period four
课前准备
教师：家庭成员的照片。
学生：学生自己画的家庭照片。
教学设计
教学步骤
step one: new words.
①present the new words.
t: hello, everyone. my name is “emma”. today i want to introduce my brother to you.
(put the picture of his sister on the blackboard.)
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.
(put the picture of his family on the blackboard.)
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…)
②practice 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.
ss: ok.
(students read the letter and draw the photo on their books.)
(show some photos that students draw to the class. students say which one is good or which one is better.)
step three: task.
①write a letter to your friend.
t: your have a letter form your friend. now write back to your friend . tell him or her about your family , and report your letter .
ss: ok .
(students work . teacher moves around the room and helps the students who letter . )
t: now check your work .
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 , . . .
(another two more students do it . )
①write a letter .
t: take out the photo of your family to school and write a letter about it . when you finish , i’ll put your photos and letters on the blackboard . you match the photos and the letters .
ss: all right .
(students write their letters . teacher moves around the room and helps the students who need . )
t: check your work now .
s: . . .
(teacher puts some photos and letters on the board . ask students to come to the front to read the letter and match it with the photo . )
homework .
finish self-check .
3.Unit 3 This is my sister 篇三
教学内容：本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。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。3、 学习策略：通过对人物个性化的描述，识别图片。4、 情感目标：通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人。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。课时安排：第一课时 section a 1a-1c第二课时 section a 2a-4第三课时 section b 1-2c第四课时 section b 3a-self-checkperiod one教师：照片，图片，表格。step one: new words.①present the new words.t: hello , everyone ! look ! what’s this ?ss: it’s a picture .t: right . who is the man in the picture ? ss: it’s you.t: yes, it’s me . you know me . please look at this . do you know them ?ss: no , we don’t . t: they are my family members . today i want to introduce my family members to you . would you like to meet them ?ss: yes .t: ok . please look at this man ? is he old ?ss: yes .t: he is my “grandfather”. please read after me , grandfather g-r-a-n-d-f-a-t-h-e-r ,grandfather .ss: g-r-a-n-d-f-a-t-h-e-r , grandfather .t: this is my grandfather .(teach the word “grandmother” in the same way .)t: he is my “grandfather”. he is my “grandmother”. these are my grandparents. read after me , grandparents. ss: grandparents. (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, i have many friends. (teach brothers, sisters, and friends.)t: read these new words together.ss: …②practice the new words.t: who can match the words with the pictures on the blackboard?ss: i can. (textbook p13 1a) (ask one student to the front to do it. the other students write down letters on the books. in this way finish 1a.)t: check the answers.ss: …t: is he right? 用教师家人的照片呈现新课内容。 教师边介绍，边领读单词。用匹配的方式巩固单词。ss: yes. (one more student gives the answers.)step tw drill①listen 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.ss: ok. (play the recording of 1b twice. students work.)t: what’s the answer?s: two brothers and sister.②pairwork. 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. (students practice. teacher walks around the room to help them.)t: now check your peactice.s1: who is this?s2: this is his …s1: who are these?s2: these are his … (ask a few pairs to practice.)step three: task①talk 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. (students work. teach moves around the classroom to help the students.)t: check your task.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.用听力训练再次强化学生对新单词的记忆。让学生通过介绍dave的家庭加强句型的操练。让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。t: very good. next make a dialogue in pairs about your family. first, you must greet each other, then introduce your family. (two students come to the front.)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.)t: you did well.②make a survey.t: please take out the family photos you bring to school. work in groups of four. fill in the form. then report it to the class.
family
family members
(students work. teacher moves around the classroom to help the students.)(students report to the class.)step four: homeworkwrite a passage about your family.让学生在语言实践中学会礼貌待人。小组成员之间沟通有关家庭成员的信息，增进友谊。period two课前准备教师：图片，录音磁带。学生：自己家人的照片，也可以是自己画的家谱。教学设计
教学步骤step one: review the drill.t: you know my family members. i want to know your family members. would you like to introduce your family members to us? (students use their photos or the pictures they drew.)ss: yes.t: who wants to be the first, please?sa: let me try.t: ok, please.sa: 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.)step tw listening.①listen 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.mother father sister brother grandmother grandfather friend grandparents
ss: ok. (play the recording of 2a twice. students work.)t: check the answer. (ask two students to say the answers.)②listen 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 根据上节课布置的作业，让学生谈论自己的家庭成员，为新课教学做铺垫。通过听力练习，使学生巩固对家庭成员的记忆。通过听力引出is this . . . ?的句型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.)s1: dave is …lin hai is …③pairwork. 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. 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: is this jim?s2: no, he isn’t.s1: is this jim?s2:yes, he is. (ask two more pairs to do it.)④practice.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 (students work. teacher walks around the classroom and helps the students who need.)t: check your work, please. (ask one pair to do it.)s3: that’s … and that’s … is she your…?s4: yes, she is.s3: and is the your …?s4: no, he isn’t. he’s my … (change roles to do it and ask one more pair to do it.)step three: task.①play a guessing game.通过谈论dave的家庭成员，练习句型is this . . . ?用学生的句型引出is she/he your . . .?的句型，让学生在对话中理解人称代词的用法。t: i have a picture here. do you want to know who she is? (show the picture to the students.)ss: yes. (students guess the picture.)②group 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. (students work.)t: check your work.homework.draw your family tree.用游戏的方式巩固人称代词的知识。period three课前准备教师：图片。学生：照片。教学设计
教学步骤step one: new words.①present 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. (put the card “cousin” on the blackboard.)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”.s4: “叔叔”.t: you are right. let’s see how to say it in english. (put the word card “uncle” on the blackboard.)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”.用游戏的方式引人新课。t: right. (put the card “aunt” on the blackboard and then teach these words son, daughter in this way.)t: read the words on the card together.ss: …②practice the new words.t: look at the family tree. some words are missing. who can help me fill it, please? (ask one student to the front to do it on the blackboard. the others finish it on their book.)t: check your work.step tw drill.①listen 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 recording of 2a once.) (ask two more students to say the answers.)②listen 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. (play the recording twice again.) (check the answer.)③pairwork. 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?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.) (check students’ work. ask two or three students to report.)step three: task.talk about the family tree.t: look at the family tree. i think it’s a big family. you can do it in groups of four or three. you can do it in pairs or only by yourself. then report it to the class. (students work. teacher walks around in the classroom and helps the students.)t: stop here. let’s check it out. (choose students to do it.)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 … (ask two more students to do it.)homework.write a passage about your family.period four课前准备教师：家庭成员的照片。学生：学生自己画的家庭照片。教学设计
教学步骤step one: new words.①present the new words.t: hello, everyone. my name is “emma”. today i want to introduce my brother to you. (put the picture of his sister on the blackboard.)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. (put the picture of his family on the blackboard.)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…)②practice 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.ss: ok. (students read the letter and draw the photo on their books.) (show some photos that students draw to the class. students say which one is good or which one is better.)step three: task.①write a letter to your friend.t: your have a letter form your friend. now write back to your friend . tell him or her about your family , and report your letter .ss: ok .(students work . teacher moves around the room and helps the students who letter . )t: now check your work . 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 , . . . (another two more students do it . )①write a letter .t: take out the photo of your family to school and write a letter about it . when you finish , i’ll put your photos and letters on the blackboard . you match the photos and the letters . ss: all right .(students write their letters . teacher moves around the room and helps the students who need . )t: check your work now .s: . . . (teacher puts some photos and letters on the board . ask students to come to the front to read the letter and match it with the photo . )homework . finish self-check .
4.Unit 3 This is my sister 篇四
课题unit 6 this is my sister
课型revision
环节
教 学 内 容
教 法 学 法二次备课
教
学
目
标aim1 mater the words and phrases.aim2. 名词的复数形式。aim3. master the important drills. 认定目标自主学习show the aims:aim1 mater the words and phrases.aim2. 名词的复数形式。aim3. master the important drills.recite the drills.1. is this your aunt? yes, it is.2. these are my parents. 3. is she your friend?yes, she is. 4. no, she isn’t.this is my sister.5. those are my two brothers.ask the students to read the aims loudly.teach the students how to use the drills.
教学
重点the words, phrases and drills.
教学
难点名词的复数形式。
环节
教 学 内 容
教 法 学 法
二次备课导入新课ask the students to read the words , phrases and drills loudly. 分小组进行朗读比赛。预习展示have dictation:sister, brother, mother, father, parent, grandparent,aunt, uncle, son, daughter, cousin, picture, photo, thanks for. ask the students to write the important wordsthen check each other.
环节
教 学 内 容
教 法 学 法
二次备课作业设计一. 根据句意和首字母完成单词二. 句型转换。三. 根据中文提示，完成句子。合作探究当 堂达标根据句意和首字母完成单词。
1. this is my w________, so i know the time.2. my father’s parents are my p________.3. these are my parents. i’m their d_________.4. that is my u_____, my father’s brother.5. this is a p______ of my family. 6. my mother’s sister is my a________.句型转换。1. this is my friend .（变为复数句子） ______ _____ my _______.2. are these your brothers? （变为数单句子） ______ ________ your _______ ? 3. these are my photos. （变为单数句子） _____ ______ my ______. practice in pairs, and then have a check.do it by themselves.板书设计 unit 6 . this is my sisiter 1.is this your aunt? yes, it is.2.these are my parents. 3.is she your friend?yes, she is. 4.no, she isn’t.this is my sister.5.those are my two brothers
教学
反思
5.Unit 3 This is my sister 篇五
topic: people around you
teaching aims and demands
aims of basic knowledge
1. key vocabulary: the key words and expressions in this unit.
2. key structures: the key structures in this unit.
aims of abilities
1. be able to use the key words and expressions orally.
2. be able to use the key words and expressions in writing.
aims of emotion
love people around us
teaching methods
1. guided listening and speaking.
2. task –based approach
3. communicative approach.
key points and difficulties
talk about people around you.
teaching procedures:
step1.warming up
the teacher and the students greet each other.
t: hello, boys and girls.
s: hello, miss yi.
now let’s talk about people around you.
2. presentation.
1) ask and answer
introduce yourself.
t: what’s you name? / may i know your name?
s: my name is lily. / i am lily.
talk about super stars.
t: what’s his name?
s: his name is yao ming.
t: what’s her name?
s: her name is guo jingjing.
2) pair-work.
ask students to talk with partner to practice these sentences, and then make a presentation.
a: what’s your name?
b: my name is linda.
a: what’s his name?
b: his name is tom.
a: what’s her name?
b: her name is cindy.
3) role-play
ask two students to act out the dialogue.
— good afternoon! my name’s linda. are you helen? — yes, i am. nice to meet you, linda. — nice to meet you, too. what’s her name? — she’s jane. — is he jack? — no, he isn’t. his name’s mike.
step3.consolidation
ⅰ. choose the right answer.
1. what’s ____ name? (a) a. her b. he c. you 2. nice ____ meet you. (c)
a. for b. at c. to 3. ______ name is tony. (a)
a. my b. i c. me ⅱ choose the right words to fill the blanks.
name’s, isn’t, yes, i’m, what’s, she, his, are
1. —good morning! _____dale. —hello, dale. my _____ jenny. 2. —_____ you mr. green? —____, i am. 3. —________ his name? —____ name’s tony. 4. —is ____ ms. brown? —no, she ______. she’s ms. miller.
step 4 summary
learn how to talk about people around you.
step 5 homework
you have three new friends in you class, write down the dialogues between you and them.
you: hello. i’m… what’s your name? j: _____________ you: _____________ j: _____________ you: _____________ j: _____________ …