2023學年完整版八年級上冊Unit3I'mmoreoutgoingthanmysisterUni

Unit2Thisismysister.SectionA1(1a-2d)一、教學目標：1.能掌握對家庭成員的稱呼的詞匯及指示代詞：sister,father,mother,grandfather,grandmother,brother,parent(s),grandparent(s),who,they,this,that,these,those2.能掌握以下句型：①—This/Thatishissister.②—These/Thosearehisparents.③—Who'sshe?—She'smysister.④—Isthis/thatyoursister?—Yes,sheis./No,sheisn't.⑤—Arethese/thoseyourparents?—Yes,theyare./No,theyaren't.3.掌握指示代詞this,that,these,those及它們所構成的介紹他人的句型。三、教學過程Ⅰ.Warmingupandrevision1.GreetingsT:Howareyou?What’syourname?Nicetomeetyou!What'syourtelephonenumber?etc.2.LetsomestudentsshowtheirIDcard.T:What'syourfirstname?What'syourlastname?What'syourtelephonenumber?3.LetSsintroducetheirIDcardinformationtoclass.Myfirstnameis…Mylastnameis…Mytelephonenumberis…Ⅱ.Presentation1.ShowSssomepicturesof“《快把我哥帶走》”.2.ShowSsanotherphotosandteachthenewwordsbythesameway.(brother,father,mother,parent(s),grandfather,grandmother,grandparent(s))3.Workon1a.LetSslookatthepicturein1aChecktheanswerswiththeclass:1.a2.c3.b4.h5.f6.e7.i8.d9.gⅢ.ListeningT:Aboyistalkingabouthisfamily.Whoishetalkingabout?Nowlistenandcirclethepeopletheboytalksabout.Ss:OK.(Playtherecordingof1btwice.Studentswork.)T:What’stheanswer?S:Twobrothersandasister.ListentotheconversationbetweenDavidandLinHaiagainandfillintheblanks.David:_____myfamily._________myparents.LinHai:Who’sshe?David:She’smysister.Oh,and_________mybrothers.LinHai:_____________?David:They’remygrandparents.Ⅳ.Pairwork1.Role-playtheconversationin1a.A:That’smyfamily.Thosearemyparents.B:Who’sshe?A:She’smysister.Oh,andthesearemybrothers.2.Role-playtheconversation.Trytorememberthesentencestructure:Thisis…;Thatis…;Theseare…;Thoseare…Who'sshe/he?She's/He's…3.Lookatthepicturein1a.Talkabouttheotherpeopleinthepicturewithyourpartner.Usingthesentencestructure:Thisis…;Thatis…;Theseare…;Thoseare…Who'sshe/he?She's/He's…4.Letsomepairsactouttheirconversation.Ⅴ.Listening1.T:Herearetwogirls.Theyaretalkingaboutthefamilymembers.Pleaselistentotherecordingof2ainSectionAandcirclethefamilymembersyouhear.Firstlet'sreadthewordsintheboxtogether.parentsmotherfathersisterbrotherparentsmotherfathersisterbrothergrandmothergrandfatherfriendgrandparentsSs:OK.(Readthewordstogether.Thenplaytherecordingof2atwice.Studentswork.)T:Checktheanswer.(Asktwostudentstosaytheanswers.)2.Listenandmatch.T:Nowlet'slookatthephotoofthisfamily.WeknowthisisJenny.Butwedon’tknowwhoisBob,whoisJack,whoisLinda,whoisJohnandwhoisMary.Let’slistenandfindthem.(Playtherecordingof2b.Studentswork.)T:Whofindthem?(Manystudentsmaysaytheydo.Choosetwoofthemtoanswer.)3.Listenagainandfillintheblanks.LiLan:Cindy,isthisyourfamilyphoto?Cindy:Yes,itis,LiLan.LiLan:Aretheseyour________?Cindy:Yes,theyare.Thisismy_______,Jenny,andthisismy_______,Tom.LiLan:Oh,___________?Cindy:She’smy_______,Mary.LiLan:____________?Cindy:They’remy____________,LindaandBob.LiLan:And__________?Cindy:He’smy________,Jack.Ⅵ.PairworkT:Youcometothishome.Youseeapictureonthewall.Therearemanypeopleinthepicture.Youwanttoknowwhotheyare.Use“—Who'sshe/he?—She's/He's…”tofindthem,please.Whenyoufinish,changerolestodoit.Nowbegin.A:Who’sshe?B:She’sCindy.A:Who’she?B:He’sherfather.(Studentswork.Teacherwalksroundtheclassroomtoseehowtheyaredoingandhelpsthestudentswhoneed.)Ⅶ.Role-play1.Nowlookatthepicturein2d.ThisisJane'sfamily.Readtheconversationfirst.Thenlookatthepictureandguesswhotheyare.(Ssreadtheconversationthenguesswhothepeopleare.Theycandiscussinpairs.)2.Letstudentsreadthedialogueandfillintheblanks.Sally:______________,Jane.Jane:Goodmorning,Sally.Sally:Oh,Jane,_______mysisterKate.Kate,thisismyfriendJane.Kate:Nicetomeetyou,Jane.Jane:_________________,too.Arethoseyourparents?Kate:Yes,theyare.Jane:And_________?Sally:He’smybrother,Paul.Jane:Oh,______.Well,_______________!Sally/Kate:Thanks!________.Bye!3.LetSsreadtheconversationaftertheteacheraloud.Thenworkingroupsofthree.Practicetheconversation.Theymaychangerolesastheylike.4.Asksomepairstoactoutthedialogueinfrontoftheclass.5.評價：讓學生們對自己的表現(xiàn)及語言表達能力進行自我評價，在小組內(nèi)評價，然后進行評出最優(yōu)秀的小組。并鼓勵學生們下一次爭取做最優(yōu)秀的小組及個人。教師對學生們的相互評價及表現(xiàn)記錄在學生評價表上。（學生從心理年齡及認知水平上都處于很單純、好表現(xiàn)的時期,因此恰當?shù)脑u價能激發(fā)他們的學習興趣，有利于形成良好的學習習慣。）VIII.Languagepoints1.That’smyfamily.familyn.“家；家庭”，既可指抽象意義上的“家”，又可指“家人”。That’smyfamily.中的family意為“家人”；P11中Cocoisinmyfamily,too.中的family意為“家庭”。寫出劃線部分的漢語意思。(1)My

family

arealltall(高的).

______(2)Thisisa

family

offour.

______2.…thisismysisterKate.sister和Kate是同位語。3.Oh,Isee.噢，我明白了。理解下面兩句話中see的含義，并與其相應的漢語意思進行匹配：Nowyousee,IcansaymyABCs.

Icanseeagirlinthepicture.

寫出劃線部分的漢語意思。(1)—Youcanmeetherthisevening.—I

see.Thankyou.

______________(2)Canyou

see

myblackjacket?

______4.He’smybrother,Paul.brother意為“兄”或“弟”。復數(shù)形式是“brothers”，應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”，cousin“堂兄（弟、姊、妹）；表兄（弟、姊、妹）”等。5.Well,haveagoodday!祝你過得愉快！Haveagoodday!(=Haveaniceday!)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束時向對方表示祝福，對方常會回答“You,too.”，意為“也祝你過得愉快”。例如：—Haveaniceweekend!祝你過個愉快的周末！—Thanks.You,too.謝謝！也祝你周末愉快！—Haveagoodholiday!祝你假期愉快！—Thankyou.謝謝！6.ThisismyfriendJane.Thisis…/Thatis…這是……/那是……Thisis…意為“這是……”（指離說話人較近的人或物），thatis…意為“那是……”（離說話人較遠的人或物）是一個用來介紹他人的常用句型。當介紹在場在第三人時，常用句型Thisis…/Thatis…，一般不直接說Heis...或Sheis...。如：ThisismyauntMary.這是我的姑姑瑪麗。Thisis…句型還可以用來說明某個事物。如：Thisisaniceclock.這是一個漂亮的鐘表如：ThisismyauntMary.這是我的姑姑瑪麗。①Thisis…句型還可以用來說明某個事物。如：Thisisaniceclock.這是一個漂亮的鐘表②Isthis/that…?意為