七上 Unit 2教案Unit 2 This is my sister.

1、Unit 2 This is my sister.一、單元教材分析本單元圍繞“家庭成員”這一主題展開聽、說、讀、寫等多種教學(xué)活動(dòng)。教學(xué)核心是用英語介紹家人和朋友，通過本單元的學(xué)習(xí)學(xué)生應(yīng)該掌握對(duì)家庭成員的稱呼；通過談?wù)摗凹彝ァ钡脑掝}，使學(xué)生學(xué)會(huì)并掌握“介紹人物、識(shí)別人物”的基本句型，進(jìn)一步體會(huì)一般疑問句的用法，學(xué)會(huì)運(yùn)用指示代詞介紹人物，學(xué)會(huì)運(yùn)用人稱代詞詢問人物。如：This is my sister。 Is that your brother? These are my parents。 Are those your brothers? 以及Who開頭的特殊疑問句，一般疑問及其簡(jiǎn)單回答；運(yùn)用名詞

2、的復(fù)數(shù)形式。能夠用英語向朋友介紹自己的家人，從而讓他們了解自己的家庭。二、單元學(xué)情分析從教材編排上說本單元是就第一單元認(rèn)識(shí)朋友之后，仍接著學(xué)習(xí)用英語認(rèn)知人，而與學(xué)生最為熟悉的人就是家庭成員，由了解同學(xué)們的名字很自然過度到了解對(duì)家庭成員的名字，以及對(duì)家庭成員的稱呼，對(duì)學(xué)生們來說比較容易接受。以前學(xué)的your, his, her, my等形容詞性物主代詞，在本單元中扔是重點(diǎn)學(xué)習(xí)的任務(wù)；但在本單元要接觸名詞的復(fù)數(shù)形式，以及be動(dòng)詞的復(fù)數(shù)形式，且本單元生詞較多，因此本單元的學(xué)習(xí)任務(wù)比較艱巨。三、單元教學(xué)建議本單元的學(xué)習(xí)應(yīng)通過對(duì)人物個(gè)性化的描述，識(shí)別照片、圖片，多媒體展示、真實(shí)情景表演等學(xué)習(xí)策略來掌握家

3、庭成員的表達(dá)；學(xué)會(huì)指示代詞、人稱代詞及Who問句及簡(jiǎn)單回答。為學(xué)生創(chuàng)設(shè)真實(shí)的學(xué)習(xí)情景，讓學(xué)生以小組形式交流學(xué)習(xí)，并在課堂上循環(huán)訓(xùn)練。 通過介紹家人和了解朋友的家人，增進(jìn)彼此的了解，建立友誼，從而更好地尊重對(duì)方，理解家人。四、單元課時(shí)分配本單元可用4課時(shí)完成教學(xué)任務(wù)：Section A1 (1a-2d) 用1課時(shí)Section A2 (Grammar Focus-3c) 用1課時(shí)Section B1 (1a-2c) 用1課時(shí)Section B2 (3a-Self Check) 用1課時(shí) Section A1 (1a-2d)一、教學(xué)目標(biāo)： 1. 語言知識(shí)目標(biāo)：1) 能掌握對(duì)家庭成員的稱呼的詞匯及指

4、示代詞：sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), who, they, this, that, these, those 2）能掌握以下句型： This/That is his sister. These/Those are his parents. Whos she? Shes my sister. Is this/that your sister? Yes, she is./No, she isnt. Are these/those your parents

5、? Yes, they are./No, they arent. 3) 掌握指示代詞this, that, these, those及它們所構(gòu)成的介紹他人的句型。4) 能運(yùn)用所學(xué)的詞匯及句型介紹自己的家庭成員。2. 情感態(tài)度價(jià)值觀目標(biāo)：讓學(xué)生知道他們應(yīng)當(dāng)尊敬自己的父母、祖父母及其他家庭成員，在家庭中應(yīng)多幫助父母做力所能及家務(wù)勞動(dòng)。通過學(xué)習(xí)對(duì)自己的家庭成員會(huì)有更清晰的印象，學(xué)會(huì)與家庭成員和睦相處，從而激發(fā)起他們對(duì)家人的熱愛。二、教學(xué)重難點(diǎn)1. 教學(xué)重點(diǎn)：1）the names of family members 2）The usage of demonstratives pronouns: th

6、is, that, these, those 2. 教學(xué)難點(diǎn)：1) the plural forms of the demonstratives pronouns.2) Train Ss ability to apply what theyve learned to their daily life.三、教學(xué)過程. Warming-up and revision 1. Greetings T: How are you? Whats your name? Nice to meet you! Whats your telephone number? etc. 2 . Let some studen

7、ts 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. My first name is My last name is My telephone number is. Presentation1. Show Ss a piece of video “家有兒女”. T: (show Xia Yus photo) Whats his name?

8、Ss: His name is Xia Yu.T: We know Xia Yu has a happy Family. Now lets come into his family. Who is this?Ss: This is Xia Xue.T: Xia Xue is Xia Yus?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

9、by the same way. (Bb: brother, father, mother, parent (s), grandfather, grandmother, grandparent (s) )T: Now lets chant. Father, father, this is father. Mother, mother, that is mother. Grandfather, grandfather. Grandmother, grandmother. Parents, parents, these are my parents. Brother, sister, those

10、are my friends.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. d 3. b 4. h 5. f 6. e 7. i 8. d 9. g. Listening T: A boy is talking about his family. Who is he talking

11、 about? Now listen and circle the people the boy talks about. Ss: OK. (Play the recording of 1b twice. Students work.) T: Whats the answer? S: Two brothers and a sister. . Pair work 1. Role-play the conversation in 1a. Ss work in pairs. Role-play the conversation. Try to remember the sentence struct

12、ure: This is ; That is; These are; Those are Whos she/he? Shes/Hes 2. 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 Whos she/he? Shes/Hes 3. Let some pairs act out their conversation. . L

13、istening1. 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 lets read the words in the box together. mother father sister brothergrandmother grandfather friend grandparentsSS: OK. (Read th

14、e 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 lets look at the photo of this family. We know this is Jenny. But we dont know who is Bob, who is Jack, who is Linda, who is John and who is M

15、ary. Lets 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.) . Pair workT: 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

16、s she/he? Shes/Hes” 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: Lets check your work, please.SS: OK. (Ask one pair to do it.)S1: Whos she?S2: Shes Jenny.S1: Wh

17、os he?S2: Hes John. (Ask two more pairs to do it.) . Role-play1. Now look at the picture in 2d. This is Janes 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 some student

18、s introduce the people in the picture. They can say: This/That is These/Those are 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.

19、評(píng)價(jià)：讓學(xué)生們對(duì)自己的表現(xiàn)及語言表達(dá)能力進(jìn)行自我評(píng)價(jià)，在小組內(nèi)評(píng)價(jià)，然后進(jìn)行評(píng)出最優(yōu)秀的小組。并鼓勵(lì)學(xué)生們下一次爭(zhēng)取做最優(yōu)秀的小組及個(gè)人。教師對(duì)學(xué)生們的相互評(píng)價(jià)及表現(xiàn)記錄在學(xué)生評(píng)價(jià)表上。（學(xué)生從心理年齡及認(rèn)知水平上都處于很單純、好表現(xiàn)的時(shí)期 , 因此恰當(dāng)?shù)脑u(píng)價(jià)能激發(fā)他們的學(xué)習(xí)興趣，有利于形成良好的學(xué)習(xí)習(xí)慣。）Homework: 1. Remember the new words. 2. Collect a family photo. Introduce your family members in the photo. 板書設(shè)計(jì)：Section A1 (1a-2d) 1. sister, fa

20、ther, mother, grandfather, grandmother, brother, parent (s), grandparent (s), 2. who, they, this, that, these, those 3. 1a: 1. a 2. d 3. b 4. h 5. f 6. e 7. i 8. d 9. g3. This/That is These/Those are4. Whos she/he? She/He is5. This is Sally. This is Jane. This is Kate. Those are her parents. That is

21、 her brother, Paul. Section A2 (Grammar Focus-3c)一、教學(xué)目標(biāo)： 1. 語言知識(shí)目標(biāo)：1) 通過不同方式的練習(xí)繼續(xù)熟練掌握對(duì)家庭成員的稱呼的詞匯。2）繼續(xù)練習(xí)運(yùn)用以下句型來介紹自己的家庭成員。 This/That is These/Those are . Whos ? Shes/Hes Is this/that ? Yes, /No, Are these/those ? Yes, they are./No, they arent.3) 能運(yùn)用所學(xué)的詞匯及句型完成不同的交際練習(xí)。2. 情感態(tài)度價(jià)值觀目標(biāo)：通過學(xué)習(xí)對(duì)這部分的學(xué)習(xí)使學(xué)生對(duì)自己的家庭成員

22、會(huì)有更清晰的印象，并學(xué)會(huì)與家庭成員和睦相處，從而激發(fā)起他們對(duì)家人的熱愛。二、教學(xué)重難點(diǎn)1. 教學(xué)重點(diǎn)：1） 總結(jié)介紹自己的家庭成員所用的句型。2） 總結(jié)詢問及回答家庭成員所用的句型。3）綜合運(yùn)用所學(xué)的知識(shí)與他人就成員的話題進(jìn)行交際。2. 教學(xué)難點(diǎn)：1） 總結(jié)掌握介紹家庭成員的句型結(jié)構(gòu)；掌握詢問及回答某人的身份所用的句型。2） 綜合運(yùn)用所學(xué)的知識(shí)進(jìn)行交際的能力。三、教學(xué)過程. Warming- up and revision1. Greeting the Ss. Chant the song: Father, father, this is father. Mother, mother, tha

23、t is mother. Grandfather, grandfather. Grandmother, grandmother. Parents, parents, these are my parents. Brother, sister, those are my friends.2. 通過上一節(jié)課的學(xué)習(xí)我們知道家庭成員的稱呼。上一課安排同學(xué)們帶自己的家庭照片來，那么，現(xiàn)在我們用自己帶來的照片來介紹自己的家人。你應(yīng)該用什么樣的句型呢？現(xiàn)在我們作個(gè)示范練習(xí)。Sample One：（show the teachers family photo）T：This is my grandmother.

24、 This is my grandfather. Those are my parents. Thats my husband. Thats my son. T: Now its your turn. Take out your family photo and introduce them to your partner.(Ss take turns introduce their family members to his/her partner.)3. Review the conversation in 2d. Ask some pairs to role-play the conve

25、rsation. . Grammar Focus. 1. 閱讀指導(dǎo)：1）老師總結(jié)已學(xué)過介紹自己家庭成員的兩類句型。第一類為介紹單個(gè)的家庭成員時(shí)，較近處的用This is; 較遠(yuǎn)處的用That is第二類為介紹多個(gè)家庭成員時(shí)，較近處的用These are; 較遠(yuǎn)處的用Those are2） 詢問某人的家庭成員時(shí)，可用兩類句型。第一類為特殊疑問句，Whos she/he? 應(yīng)做直接回答：Shes/Hes或Who are they? 回答用Theyre 第二類為一般疑問句，單個(gè)人物用：Is this/that? Yes, she/he is.或No, she/he isnt. 多個(gè)人物用：Are t

26、hese/those? Yes, they are. 或No, they arent. 2. 學(xué)生閱讀并完成下列句子。（可借助課件來完成此任務(wù)） 這是我的朋友簡(jiǎn)。_ _ my friend Jane. 那是我的爺爺。_ my grandfather. 這是我的兄弟們。 _ _ my brothers. 那是我的父母親。_ _ my parents. 她是誰？_ she? 她是我的妹妹。Shes my _. 他是誰？_ he? 他是我的弟弟。_ my brother. 他們是誰？Who _ they? 他們是我的祖父母。_ my grandparents.3. 注意以下幾種縮略的表達(dá)法：that

27、s = that is, whos = who is, whore = who are,theyre = they are 4. 學(xué)生識(shí)記后，做填空練習(xí)來進(jìn)行鞏固。. Practice 1. T: Lets 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. 2. 閱讀指導(dǎo)：同學(xué)們應(yīng)先通讀對(duì)話一遍，根據(jù)上下文問答句的提示，以及句式結(jié)構(gòu)，回答的方式等來確定空格處的詞匯。比如：第二句是一個(gè)疑問句，由后面的答

28、語不是以Yes或No來回答，可知第二句應(yīng)是一特殊疑問句，因此可知空格應(yīng)是特殊疑問詞who。第三句，因空格后面是my father，可知空格處應(yīng)Hes。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 cla

29、ss. . Practice 1. T: Now lets 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 my3. S2 repeat S1s introductions: This is your That is your These are your Those are your . Practice 1. T: You and yo

30、ur partner put your photos on the desk. Take turns to ask and answer the family members. S1: Whos she? S2: Shes my mother. S1: Whos he? S2: Hes my father. S2: Is this your grandfather? S1: Yes, he is. S2: Are those your parents? S1: No, they arent. 2. T: Do you know what “family” is?Ss: T: “family”

31、means “ father and mother-I love you!” And I hope you can show your love to your parents, OK?Ss: Ok!Homework 1. Review the Grammar Focus. 2. Make a conversation with your partner and copy it on your workbook. 板書設(shè)計(jì) Section A2 Grammar Focus-3c1. This is your That is your These are your Those are your2

32、. Whos she/he? Hes/Shes3a: is; Who; Hes; my; are; Theyre3b: This is my brother. This is my sister. That is my grandfather. Those are my parents. Section B1 1a-2c 一、教學(xué)目標(biāo)： 1. 語言知識(shí)目標(biāo)：1) 能掌握對(duì)家庭成員稱呼的詞匯：son, daughter, cousin, grandpa, grandma, mom, dad, aunt, uncle, 以及here, of, photo, next, picture, girl,

33、 dog等。2）能正確理解家庭成員之間的關(guān)系，對(duì)家庭成員能正確稱呼。3）進(jìn)一步學(xué)習(xí)一些英語名字，并能分辨出名字的不同性別。4）通過聽、說、讀的訓(xùn)練，提高學(xué)生們綜合運(yùn)用英語的能力，培養(yǎng)學(xué)生們學(xué)習(xí)英語的興趣，并在學(xué)習(xí)中體會(huì)到學(xué)習(xí)英語的樂趣。2. 情感態(tài)度價(jià)值觀目標(biāo)：通過學(xué)習(xí)對(duì)自己的家庭成員會(huì)有更清晰的印象，學(xué)會(huì)與家庭成員和睦相處，從而激發(fā)起他們對(duì)家人的熱愛。二、教學(xué)重難點(diǎn)1. 教學(xué)重點(diǎn)： 進(jìn)一步掌握家庭成員的表達(dá)；學(xué)會(huì)指示代詞、人稱代詞的用法。 通過填寫家譜，弄清楚家庭成員之間的關(guān)系。 閱讀有關(guān)家庭成員的小短文，能正確理解家庭成員之間的關(guān)系。2. 教學(xué)難點(diǎn)： 填寫家譜，弄清楚家庭成員之間的關(guān)系。

34、閱讀短文，獲得相關(guān)信息，正確地表述家庭成員間的關(guān)系。三、教學(xué)過程. Warming- up and revision1. 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

35、 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! Its me. Am I funny? I love

36、 my family.T: Very good. (Another two students introduce their family.). Presentation1. Guessing Game T: Do you like games?S: Yes.T: Lets 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.

37、 We have the same grandfather. Who is he?S1: It is your “表哥”.T: No, it isnt.S2: It is your “堂兄” or “堂弟”.T: Yes, it is. Lets see how to say it in English. (Show the word “cousin” on the screen.)T: Its 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

38、-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: Its my cousin. T: Your fathers brother is your ?S3: “大爺，大伯”.S4: “叔叔”.T: You

39、 are right. Lets 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 uncles wife is your?S5: “伯母，嬸嬸”.T: Right. (Show the word “aunt” on the screen. and then teach these words son, daughter in this way.)T: Read th

40、e words on the screen together.SS: 2. Practice the new words. . Writing 1. Now lets work on 1a. Look at the family tree (家譜) 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 s

41、ister and you. Your uncle and your aunt only have a daughter. Shes 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. . Listening 1. 1b Listen and c

42、heck the words you hear.T: Jiang Tao and Tom are talking about Toms 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

43、 here. Which one is Jiang Tao talking about? Lets listen and find it out, please. (Play the recording twice again.) Check the answer. Pair work 1. T: We find out the picture of Toms family. Can you draw a picture of your family and friends?SS: T: OK. When you finish drawing, tell your partner about

44、your picture. You can use “This is ” and “These are ” to talk about. Then report it to the class. (Students work.) 2. Check students work. Ask two or three students to report. e.g. These are my parents and this is my grandma. This is my friend, Lin Fang. . Writing 1. T: We learn many names in this U

45、nit. Can you tell its a male or female first name? 2. 指導(dǎo)： 同學(xué)們可以根據(jù)這些名字的漢語譯音來確定他們是男性還是女性。 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,

46、 Helen) . Presentation1. (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 t

47、he blackboard.) 2. Ss try to understand the meaning of the phrases: two photo of, in the first photo, in the next photo。 . Reading1. Fast readingT: Jenny has two family photos. Lets look at her family photos and her article about her family. Read her article and circle the names. (Ss read quickly an

48、d circle the names in the article.) Check the answers: Jenny, Alan, Mary, Bob, Eric, Cindy, Helen, Coco 2. Careful reading Read her article again and find out Who is Coco? If you find out Coco, please put up your hands. 提示：短文中對(duì)Coco的描述為“Coco is in my family, too.”，可知Coco也應(yīng)是在以上兩張照片中，通過上面的介紹，都已將所有的人物對(duì)號(hào)

49、入座，而在照片中還有一只小狗，可知Coco應(yīng)是小狗的名字。 3. Careful reading T: Now lets 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. 指導(dǎo)：本題為閱讀填空題。讀短文可知本文是以“我”（Jenny）的名義寫的，文章通過兩張家庭照片介紹了“我的”家庭成員。同學(xué)們應(yīng)清楚，文章里中的關(guān)鍵詞“my”是指“詹

50、妮的”。由短文第一句話Hi, Im Jenny. （你好，我的名字叫詹妮），可知第一題的答案為“Jenny”。第2到5小題都是要求填寫Jenny與其他人的關(guān)系，由短文第四句話“These are my parents, Alan and Mary.”，可知Alan和Mary是Jenny的父母親。因此第二題應(yīng)填parents。第3到5小解題思路與本題相同。由短文最后一句話“Coco is in my family, too.”可知除了上面介紹的成員外，還有一個(gè)成員Coco，對(duì)應(yīng)照片可知Coco應(yīng)該是她家的狗，因此第6小題填Coco。 Check the answers: 1. Jenny 2.

51、parents 3. brothers 4. sister 5. cousin 6. Coco Homework 1. Review the new words we learn this lesson. 2. Talk about the family tree. You can use these sentence structures. 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 ch

52、ildren. This isThis is my My uncle and my aunt have a son. He is my 板書設(shè)計(jì)：Section B1 1a-2c1. cousin, uncle, aunt, son, daughter 2. 1a: mom; aunt; son; sister; cousin3. 2a: 2a: Male: Bob, Jack, Tom, Jiang Tao, Alan, Eric, Paul, John Female: Jenny, Linda, Mary, Sally, Jane, Kate, Lin Fang, Cindy, Helen

53、4. Here are two photos of my family. Phrases: two photos of 二張的照片 a photo of一張的照片 in the first photo在第一張照片上 in the next photo在下一張照片上5. 2b: Jenny, Alan, Mary, Bob, Eric, Cindy, Helen, Coco 2c: Jenny, parents, brothers, sister, cousin, CocoSection B2 3a-Self Check 一、教學(xué)目標(biāo)： 1. 語言知識(shí)目標(biāo)：1) 復(fù)習(xí)鞏固所學(xué)的家庭成員的稱呼詞，

54、能熟練對(duì)家庭成員正確稱呼。2）能通過閱讀有關(guān)家庭成員關(guān)系的小短文來獲得正確的信息，并根據(jù)所獲得的信息畫出家庭成員的照片。3） 能綜合運(yùn)用所學(xué)的知識(shí)，將自己家庭照片中的成員正確地介紹給他人，將能以小短文的形式寫出。4）能將所學(xué)的稱呼詞按性別進(jìn)行分類。5）通過拓展練習(xí)來進(jìn)一步鞏固所學(xué)的如何介紹家庭成員的句子結(jié)構(gòu)。2. 情感態(tài)度價(jià)值觀目標(biāo)：1）通過學(xué)習(xí)能正確地稱呼家庭成員的能分清家庭成員的性別。 2）通過畫自己家人的照片，介紹自己的家庭成員來增加自己的對(duì)家庭成員的了解，體會(huì)家庭成員之間的親情，并在繪畫中獲得學(xué)習(xí)英語的樂趣。二、教學(xué)重難點(diǎn)1. 教學(xué)重點(diǎn)：1） 閱讀有關(guān)家庭成員的小短文，獲得相關(guān)信息，并

55、能畫出恰當(dāng)?shù)恼掌?） 根據(jù)照片提示運(yùn)用所學(xué)的句型寫一篇介紹家庭成員的小文章。2. 教學(xué)難點(diǎn)：1）根據(jù)照片提示運(yùn)用所學(xué)的句型寫一篇介紹家庭成員的小文章。2）做一些拓展練習(xí)來進(jìn)一步鞏固所學(xué)的知識(shí)。三、教學(xué)過程. Warming- up and revision1. 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 fat