Unit2Thisismysister教案 (2)

1、Unit 2 This is my sister.教案一、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

2、名詞的復(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

3、握家庭成員的表達(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

4、及指示代詞：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 paren

5、ts? 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:

6、 this, 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 stud

7、ents 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 nam

8、e?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 word

9、s 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, thos

10、e 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. c 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 talki

11、ng 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 stru

12、cture: 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. .

13、Listening1. 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. parents mother father sister brothergrandmother grandfather friend grandparentsSs: OK.

14、 (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 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

15、 who is Mary. 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.) 3. Listen and answer.1) Whats Cindys mothers name?2) Whats her fathers name?3) Is Mary her sister?. Pair workT: You come to this home. Y

16、ou see a picture on the wall. There are many people in the picture. You want to know who they are. Use “Whos 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 w

17、ho need.)T: Lets check your work, please.Ss: OK. (Ask one pair to do it.)S1: Whos she?S2: Shes Jenny.S1: Whos 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 ar

18、e. (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. 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. A

19、sk some pairs to act out the dialogue in front of the class. 5. 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。）VIII. Language points 1. Are those your parents? parents是parent的復(fù)數(shù)形式，表示父母雙親。paren

20、t表示父母雙親中的一員father或mother。類似的詞還有g(shù)randparent，意為“祖父（母）；外祖父（母）”。例如：This is a single parent family. 這是一個(gè)單親家庭。They are Jacks grandparents. 他們是杰克的（外）祖父母。2. Hes my brother, Paul.brother意為“兄”或“弟”。復(fù)數(shù)形式是“brothers” ，應(yīng)注意在英語中有一些稱呼詞不如漢語的稱呼詞意思明確，應(yīng)視具體情況而定。類似的單詞還有sister “姐；妹”， aunt “姑（姨、伯、嬸、舅）母”，uncle “舅（叔、伯、姑）父；姨夫”，

21、cousin “堂兄（弟、姊、妹）；表兄（弟、姊、妹）”等。3. Well, have a good day! 祝你過得愉快！Have a good day! (=Have a nice day!)是一句祝福的話語，意為“祝你過得愉快”。經(jīng)常用于談話或打電話結(jié)束時(shí)向?qū)Ψ奖硎咀８＃瑢?duì)方常會(huì)回答“You, too.”，意為“也祝你過得愉快”。例如：Have a nice weekend! 祝你過個(gè)愉快的周末！Thanks. You, too. 謝謝！也祝你周末愉快！Have a good holiday! 祝你假期愉快！Thank you. 謝謝！4. This is my friend Jane

22、. This is /That is 這是/那是 This is 意為“這是”（指離說話人較近的人或物），that is 意為“那是”（離說話人較遠(yuǎn)的人或物）是一個(gè)用來介紹他人的常用句型。當(dāng)介紹在場(chǎng)在第三人時(shí)，常用句型This is / That is，一般不直接說He is.或She is.。如：This is my aunt Mary. 這是我的姑姑瑪麗。 This is 句型還可以用來說明某個(gè)事物。如：This is a nice clock. 這是一個(gè)漂亮的鐘表如：This is my aunt Mary. 這是我的姑姑瑪麗。This is 句型還可以用來說明某個(gè)事物。如：This i

23、s a nice clock. 這是一個(gè)漂亮的鐘表 Is this/that? 意為“這/那是嗎？”是一般疑問句，應(yīng)該用Yes, he/ she is.或No, he/ she isnt.來回答。如： Is this your grandmother? 這是你的外婆嗎？ Yes, she is. 是的。IX. Exercises I. 單項(xiàng)選擇。 1. Is that your sister Anna? No, _ isnt. A. itB. sheC. he2. My aunt Alice and my mother are _. A. sisters B. brother C. broth

24、ers 3. Are these your grandparents? Yes, _ are. A. these B. they C. those4. _ that boy? Hes my friend Jack.A. IsB. Whats C. Whos 5. Look! Thats my _. Those are my parents. A. familyB. brothersC. friends II. 用括號(hào)中所給單詞的適當(dāng)形式填空。1. Lucy, Mary and Linda are my good _ (friend).2. Look at the photo. Those ar

25、e my _ (grandparent). 3. Is _ (these) your sister? 4. They _ (be) my father and mother. 5. Mr. Black has (有) three _ (brother). III. 連詞成句。1. my, is, Bill, This, friend, (.) _ 2. parents, these, your, Are, (?) _3. day, a, good, Have, (!) _4. are, grandparents, Those, his, (.) _5. is, she, Who, (?) _H

26、omework: 1. Remember the new words. 2. Try to introduce your family members to your friend orally. 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

27、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

28、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：?jiǎn)螖?shù) 復(fù)數(shù)this these that thoseit/he/she they is areP

29、ractice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. Grammar Focus. 1. 學(xué)生閱讀并完成下列句子。 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

30、 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.2. Explanation1. these是指示代詞，意為“這些”，是this的復(fù)數(shù)形式。These are 句型意為“這（些）是”，用來介紹離說話人較近的兩者或兩者以上的人或物。例如：These are his parents. 這是他的父母親。These are blue shirts. 這是些藍(lán)色的襯衫。 2. Are these/those? 是一般疑問句，意為“這/那（些）是嗎？”，用Yes, they are.或No,

31、 they arent.來回答。例如： Are these your friends? 這是你的朋友們嗎？ Yes, they are. 是的。3. who意為“誰；什么人”，是一個(gè)疑問代詞，用于對(duì)人的身份進(jìn)行詢問。whos是who is的縮寫形式，用于對(duì)單個(gè)人進(jìn)行詢問，回答時(shí)常Hes/Shes/Its。 whore (=who are)用于對(duì)兩個(gè)或兩個(gè)以上的人進(jìn)行詢問，回答時(shí)常用Theyre (=They are) 例如：Who is that boy? 那男孩是誰？Hes my cousin. 他是我的堂弟。Who are they? 他們是誰？Theyre my brothers. 他們

32、是我的兄弟們。 4. they意為“他（她、它）們”，是人稱代詞的主格，用于指代兩個(gè)或兩個(gè)以上的人或事物，在句子中作主語。theyre是they are的縮寫形式。例如：Whore they? 他們是誰？Theyre my cousins. 他們是我的表弟。 Whore Linda and Mary? 琳達(dá)和瑪麗是誰？ Theyre my sisters. 她們是我的姐妹。5. thats是that is的縮寫形式。當(dāng)人稱代詞、指示代詞及疑問詞與be動(dòng)詞am，is，are等連用時(shí)，為了簡(jiǎn)便常用縮寫的形式。6. 介紹人物常用句型：This is Thats These are Those are

33、 辨別人物常見句型：Whos he/ she? Hes / Shes .Whore they? Theyre . Pair work1. 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，由后面的答語不是以Yes或No來回答，可知第二句應(yīng)是一特殊疑問句

34、，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 class. IV. Practice 1. T: Now

35、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 V. Practice 1. T: You and your partner put your phot

36、os 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” means “father and mother

37、-I love you!” And I hope you can show your love to your parents, OK?Ss: Ok!VI. ExercisesI. 句型轉(zhuǎn)換。1. That is my brother. (變?yōu)閺?fù)數(shù)句) _ _ my brothers. 2. It is a nice picture. (變?yōu)閺?fù)數(shù)句) _ _ nice pictures.3. Are these your sisters? (變?yōu)閱螖?shù)句) _ _ your sister?4. Are those your friends? （做肯定及否定回答） Yes, _ _. No, _

38、_.5. Hes my father. （對(duì)劃線部分提問） _ he? 6. Theyre my grandparents. （對(duì)劃線部分提問） _ they? II. 從方括中選擇恰當(dāng)?shù)膯卧~補(bǔ)全對(duì)話。are, they, are, is, thanks, whos, is, hes, shesA: This _ my family. B: Whos he?A: _ my father. B: _ she? A: _ my mother. B: _ those your grandparents?A: Yes, _ _. B: _ that your brother?A: Yes. Hes m

39、y brother, Dale. B: Oh, I see. Well, have a good day!A: _! You, too. Homework 用下列句型介紹一張你的家庭照片。This isThatsThese areThose areSection 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, dog等。2）能正確理解家庭成員之間的

40、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。 閱讀短文，獲得相關(guān)信息，正確地表述家庭成

41、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 or the pictures the

42、y 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 my family.T: Very g

43、ood. (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. We have the same gr

44、andfather. 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-N, cousin.T: This t

45、ime 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 are right. Lets see

46、 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 the words on the scree

47、n 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 sister and you. Your

48、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 check the words you h

49、ear.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 here. Which one is

50、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 your picture. You ca

51、n 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 Unit. Can you tell it

52、s 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, Helen) . Presentati

53、on1. (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. S

54、s 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 and circle the names in the article.) Check the answers: Jenny, Alan, Mary