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Unit 2 This is my sister.
Section A（1a-2d）
Teaching Aims
| - Learn to introduce your friends and family members.
- sister, mother, father, parent, brother, grandmother, grandfather,
- grandparent, family, those, who, these, they, well, have, day, Have a
- 1. This/That is my friend.
- 2. These/Those are my parents.
- 3. —Who’s she? —She’s my sister.
- 4. —Who’re they? —They’re my grandparents.
| Teaching Difficulties
| Perceive and learn the target structure in listening and speaking activities.
| Teaching Aids
| A tape recorder ; CAI or multimedia courseware
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Teaching Procedures
| Tips
| Step 1 Lead in
| | - The T can play a video about introducing the family and lead in the topic and guide Ss to talk about their own family.The T can use the following prompts:
- How many people are there in your family?
- How many people are there in these pictures?
- Then the T can show some pictures and pre-teach some words of family members. And then the T can show another family photo and elicit these words from Ss.
| | Step 2 Presentation & Practice
| | - Before Ss do activity 1a, the T may want to guide them to look at the topic picture and try reading the dialog in the picture.
- The activity is to set the scene and test Ss’ knowledge and increase their vocabulary. The T can do the activity 1a as a class or have Ss do this alone or in pairs first before doing the activity as a class.
- a 2.c 3.b 4.h 5.f 6.e 7.i 8.d 9.g
- Then the T can present a family tree to Ss to help Ss to understand the family relations.
- The activity is to help Ss recognize the target language in natural
- speech. During 1b, ask Ss to listen for the words in 1a. In order to make this activity more challenging, ask Ss to study the words for one minute, close their books and then listen to the recording.
- circled:parents, sister, brothers, grandparents
- Then the T can play the recording for the second time and ask Ss to complete the tape script. Then check the answers as a class and ask Ss to read after the tape. The T should pay attention to Ss’ pronunciation and intonation.
- This activity is to help Ss use the target language in natural speech. This is Near. That is Far.
- The T should help Ss to differentiate when to use“this/ these" and“that/those”.Explain that we use "this/these" to talk about things/people near to us. We use“that/those" to talk about things/people far from us.
- Demonstrate “this” by standing next to a S and introducing him/her. T:This is my student.
- Demonstrate“these" by standing between two Ss and introducing them. T: These are my students.
- Demonstrate “that” by pointing to a S at the back of the classroom and introducing him/her. T: That is my student. Demonstrate “those” by pointing to several Ss at the back of the classroom an
- introducing them. T:Those are my students.
- Have Ss practice introducing classmates who are near to and far from them.
- The activity is to help Ss recognize the target language in natural
- speech. Before listening , the T can ask Ss to read the words in the box and say out their Chinese meanings. Then play the recording for the first time and make Ss to finish the task in 2a. Then check answers as a class.
- circled:parents, mother, father, sister, grandparents, brother
- The activity is to give Ss practice in listening for specific items in conversations. The T can ask Ss to listen for the family role(e.g. father or mother). Tell Ss that in conversation, the person’s name is said immediately afterward. For example, the word “Tom” is said immediately after the word “father”, so Ss hear “my father, Tom”.
- Then the T can play the recording and Ss finish the task in 2b.
- At last the T can check answers by inviting some students to share answers in class.
- The T can also ask Ss to answer the following questions to improve their listening skills:
- What is Cindy’s mother’s name?
- What is her father’s name?
- After listening , the T can present the listening material to the students in need to help them get the specific information about the conversation.
- This activity is to give Ss the opportunity to use the target language in a controlled manner. Remind Ss that they are asking questions about family members out of curiosity. They are not asking questions as a T in an examination. Therefore, their tone should be polite and not demanding.
| | Step 3 Presentation & Reading
| | - The T can ask Ss to read the conversation silently first and explain the sentences that Ss can’t understand.Then the T can focus Ss’ attention on the target structure appeared in the conversation and other key word groups. Ss can be asked to make sentences using the key structure and phrases.Then the T can make Ss read the conversation in chorus to check their pronunciation and intonation. At last the T can invite some Ss to role-play the conversation as open pairs.
| | Step 4 Language points
| | - 1) This is ... 意为“这是······”，用来介绍离说话人较近的第三方。
- 2) 介绍离说话人较远的第三方时， 可以用“That is ... ”意为“那是······” 。 “That is”可以缩写成“That’s”。
- 3) 被介绍的人不止一个时，可以使用句型“These/Those are ...”。
- 在打电话用语中，“This is ...”表示“我是······”，用于介绍自己。
特别提醒：
“That is”可以缩写成“That’s”，但是This is, These are和Those are均不能缩写。
- family作主语时，如果指整个家庭，谓语动词用单数形式；如果指家庭中的成员，谓语动词用复数形式。
- 1) those是指示代词“那些”，用来指代较远的人或物，其单数形式为that。
2) these是指示代词“这些”，用来指代较近的人或物，其单数形式为this。
- who为疑问代词，常用在句首引导特殊疑问句，对人进行提问。
Who引导的特殊疑问句：Who + be动词 + 主语?
主语是单数时，be动词用is；主语是复数时，be动词用are。
- 1) Is this ...? 意为“这是······吗？”；Is that ...? 意为“那是······吗？”。
- 2) 上述两个一般疑问句，常用“Yes, it is./No, it isn't.”进行回答。
- 1) Are these ...? 意为“这（些）是······吗？”；Are those ...? 意为“那（些）是······吗？”。
- 2) 上述两个一般疑问句，常用“Yes, they are./No, they aren't.”进行回答。
| | Step 5 Summary & Homework
| | - Summary The T can encourage Ss to summarize the key points of this class to help Ss consolidate the knowledge.
- Read and recite the conversation in 2d.
- Do the exercises in students’ book.
| | Teaching Reflection
| - This is the first period of the unit.During this period, teachers interact with students through high-density questions according to the topic picture, which is helpful for students to learn new vocabulary, and also help students review the language content they have learned. Teachers' questions can play a good demonstration role for students in pronunciation, intonation, expression and sentence making. At the same time, they can quickly activate the relevant schemata in students' brain and enter the state of language learning. Therefore, teachers should make effective use of the topic picture and improve their questioning skills.
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