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(共14張PPT)
Unit 2 This is my sister.
Section A 1a-2c
Peppa's family
brother
sister
father
mother
grandfather
grandmother
parents
grandparents
Practice
Help Peppa introduce her family.
幫助佩奇介紹她的家人。
Hello. I'm Peppa Pig. I'm George's sister. This is...
1. mother_____
2. father _____
3. parents _____
4. brothers _____
5. grandmother____
6. grandfather __
7. friend ____
8. grandparents____
9. sister ____
c
i
h
b
g
e
a
d
f
David
1. mother_____
2. father _____
3. parents _____
4. brothers _____
5. grandmother____
6. grandfather __
7. friend ____
8. grandparents____
9. sister ____
c
i
h
b
g
e
a
d
f
Lin Hai
David
David's family
？
David: That's my family. Those are my parents.
Lin Hai: Who's she?
David: She's my sister. Oh, and these are my
brothers.
Lin Hai: Who're they?
David: They're my grandparents.
How does David introduce his family to Lin Hai?
David如何向Lin Hai介紹家人？
Listen and repeat.
How does Lin Hai identify David's family?
Lin Hai如何指認David的家人？
Role-play the conversation in 1a. Then talk about the other people in the picture.分角色表演1a中的對話,然后談論圖中的其他人物。
David: That's my family. Those are my parents.
Lin Hai: Who's she?
David: She's my sister. Oh, and these are my
brothers.
Lin Hai: ...?
David: ...
Cindy
Li Lan
Cindy's family
parents mother father sister brother
grandmother grandfather friend grandparents
Listen and circle the words you hear.聽錄音，圈出聽到的單詞。
mother
father
grandfather
grandmother
brother
sister
1. Jenny____ 4.Bob_____
2. Jack_____ 5.Linda___
3.Tom______ 6.Mary____
d
c
a
b
e
f
Listen again. Match the names with the people in the picture.
再聽一遍錄音，將名字與圖中人物配對。
Li Lan: Cindy, is this your family photo?
Cindy: Yes, it is, Li Lan.
Li Lan: Are these your parents?
Cindy: Yes, they are. This is my mother, Jenny, and
this is my father, Tom.
Li Lan: Oh, who’s she?
Cindy: She’s my sister, Mary.
Li Lan: Who’re they?
Cindy: They’re my grandparents, Linda and Bob.
Li Lan: And who’s he?
Cindy: He’s my brother, Jack.
Listen and repeat.
Ask and answer questions about the photo in 2b.
根據2b照片中人物進行問答。
A:Who's she?/ Who's he?
/Who're they?
B:She's.../He's.../They're...
Cindy
family
you!
love
and
Father
mother
I
Homework:
1.Say “I love you!” to your parents.
2.Introduce your family to your classmates.
Unit 2 This is my sister.
Section A 1a – 2c
教學目標：
1. Language: the students will be exposed to the following vocabulary:
(1)Nouns:sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family;
(2)Pronouns: those, who, these,they; (3)Interjection: Oh.
2. Listening tasks:
(1)The students will listen for the gist.
(2)The students will listen and get some specific information or details by using listening skills.
3. Speaking tasks:
(1)The students will be able to greet people, introduce themselves and make new friends.
(2)The students will be ready to practice introducing family members.
(3)The students will learn how to identify people.
(4)The students will express their ideas in English actively and fluently.
4. Affection:
The students will introduce their family members and love their parents.
教學重難點:
1.Key points: Master how to make introduce and identify family members.
2.Difficult points: Obtain some listening strategies or skills to improve their listening.
教學過程：
Lead-in
Before class, the teacher asks students to enjoy a video.
T: Hello! What’s your name?
S1: My name’s....
T: This is... This is a girl. What’s your name?
S2: My name’s...
T: This is...This is a girl, too. So these are two girls.
...
【設計說明】課前觀看小豬佩奇的視頻，能為學生創設輕松愉悅的課堂氛圍，極大地調動他們的學習興趣。近距離和遠距離詢問班級學生的名字，并借助肢體語言自然而然地呈現了This is/These are...That’s/Those are...這四個介紹人物的核心句型。這樣設計的目的是讓學生能夠在真實的情境中感知和體會目標語言，非常親切得參與課堂活動。
Presentation
The teacher teaches family members by introducing Peppa’s family.
T: This is Peppa Pig. This is her family.
T: Look, who’s he?
Ss: George.
T: Yeah, he’s Peppa’s brother. That means Peppa is George’s sister.
T: Then who’s he?
...
【設計說明】拿出一張小豬佩奇的全家福，引入到family的話題；在人物介紹過程中，通過師生問答，輸入了與“辨認人物”相關的核心句型和重點詞匯。關注音標教學和音標拼讀，規范教學，以確保他們發音的正確。
Practice
The teacher encourages students to introduce Peppa’s family.
T: Can you help Peppa introduce her family?
S1: Hello! I’m Peppa Pig. I’m George’s sister. This is...
【設計說明】教完家庭成員的稱呼后，讓學生幫助小豬佩奇介紹家人，既能檢測他們對于已知語言知識的掌握程度，也能鼓勵他們運用所學去展示自己，體會語言學習的愉悅感。
4. Work on 1a
(1) The teacher shows David’s family and asks students to guess the people in the picture.
T:This is David. Who’s he?
S1:Friend.
T:Who’re they?
S2:Family.
The teacher asks students to match the words with the people in the picture.
T: Is that true? 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.
(3) The teacher ask some students to read aloud the words and check the answers.
【設計說明】呈現1a部分的主題圖將學生帶入David的家庭，引導學生讀圖。讀的目的是讓學生能夠看圖感知并辨識出David的家庭成員。說到match的時候用手做比劃，示范什么是match。學生完成任務后再抽學生朗讀，主要是檢查他們是否掌握了這些詞匯的讀音。
5.Work on 1b
(1)The teacher asks students to read the picture and guess.
T: Look at the picture carefully. We can see David and his friend Lin Hai are talking about. What are they talking about? Can you guess?
S1:David’s family.
T: Who are they talking about?
S2: Her father.
...
(2)The teacher asks students to listen and circle the words.
T: Next I will play the recording. Please listen carefully, and circle the people the boy is talking about in the picture.
【設計說明】讓學生再次看圖，旨在引導他們關注該圖所呈現的介紹人物和辨認人物的語境，并能運用所學大膽猜測。由于前面已做了一些訓練，因此學生聽起來比較容易，讓他們都有一次成功的喜悅和感受，這樣可以增強他們的學習自信心。
Work on 1c
The teacher asks students to listen and repeat the conversation.
T: How does David introduce his family? And how does Lin Hai indentify David’s family?
Please listen again.
S1:That’s my family.
S2:Who’s she?
...
T:Please listen and repeat the conversation.
Ss:...
(2)The teacher encourages students to role-play the conversation.
T: Now please work with your parter. Talk about David’s family.
【設計說明】拋出問題，讓學生能帶著問題去聽，使聽更加有針對性，以此能夠培養學生聽并汲取信息的能力。聽后跟讀，旨在鼓勵學生模仿語音語調，糾正不好的發音。跟讀完后，再安排學生運用所學句型來進行角色扮演，課堂活起來了，學生動起來了。
Work on 2a
(1)The teacher shows a photo of Cindy’s family and guess her family.
T: Look, Cindy is also introducing her family to her friend. Who’s she introducing? Can you guess?
S1:Her mother.
...
(2)The teacher asks students to listen and circle the words they hear.
T: Please turn to Page 8. 2a Listen and circle the words you hear.
【設計說明】呈現2a的主題圖，引入Cindy一家。2a是一個詞匯鞏固活動，先讓學生猜測Cindy可能會介紹的家庭成員，再通過聽力來驗證之前的猜測。這樣的目的是學生能不斷得鞏固重點詞匯，也能夠獲得猜對之后的一種成就感，他們在課堂上能夠保持一種亢奮的狀態。
Work on 2b
(1)The teacher asks student to match the words with the people in the picture.
T: Look at the photo carefully. Which person is Cindy’s mother? Can you find her?
Ss: Picture d.
T:Great. Please write the word “mother” next to Picture d.
...
The teacher asks students to read the names.
T: What’s Cindy’s mother’s name?
Ss: Jenny.
T: Is Jenny a female name or male name?
Ss: Female name.
...
The teacher asks students to guess the names.
T: What’s Cindy’s father’s name? Can you guess?
S1: Bob.
...
The teacher asks students to listen and match the names with the people.
T: Please listen and match the names with the people.
T: Who’s Jack?
S1: Cindy’s father.
...
【設計說明】2b的聽力任務難度系數較大，因此在聽前，做了兩次鋪墊。第一次是讓他們用所學詞匯標注圖中人物，在名字旁直接寫人物關系；第二次鋪墊是讓他們區分男名和女名。有了充足的鋪墊，聽力難度降低了很多，學生就不會有聽不懂、無從下手這種畏難情緒。
Work on 2c
The teacher asks students to listen and repeat the conversation.
The teacher encourages students to ask and answer questions about Cindy’s family.
T: Who’s she?
S1: She’s Cindy. Who’s he?
S2: He’s her father. Who’s she?
S3:...
【設計說明】聽力任務完成后，讓學生對Cindy一家人進行問答。在問的時候，讓學生自主選擇回答的同學。這樣做的目的是讓他們能夠比較隨意得去交流，增進了生生互動。
Pairwork
The teacher asks students to talk about their own family.
S1: That's my family. This is my …
S2: Who is he/she?
S1: He/ She is my … And these are …
S2: ...
【設計說明】插入一張班級中某個學生的家庭照，讓大家一起來辨認人物，然后鼓勵學生談論自己的家庭。這樣做的目的是，讓學生走出課本，走進生活。為他們創設真實的語境，讓他們能夠運用所學的語言知識去交際，達到學以致用的目的。
Homework
1.Say “I love you!” to your parents. 2.Introduce your family members.

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