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Unit2 This is my sisiter . 授课人： – 2c) 教学目标： 1. 学会区分英文名的性别。 2. 进一步巩固并熟练掌握人物称谓。 2. 能根据图片和描述，理解短文。 教学重点：… 巩固并熟练掌握These are … Difficulties （教学难点） 1）运用阅读策略引导学生进行短文阅读。 2）帮助学生理解倒装句In the next picture are my brothers. 教学方法：Listening and speaking\ writing method学生自主预习（小组合作完成教学过程： Step’s on duty today? S: I am. T: Is everyone here today? S: Yes. Everyone is here. / No, … is not here.T: Thank you. 2. Revision 1）Teacher shows a photo of his/her family and friends to the students and introduces the people in it. 2）Ask some students to show the pictures they drew and introduce the people in it. 3）Play a guessing game Ask some individuals to show their pictures and get the others to ask using the sentence pattern: Is that your…? Are those your …? Who’s he? Who are they? The student who is showing the picture answers their questions. Each student only guess no more than three times. 3. Have a dictation Teacher reads some words and sentences the students learned in the last period. And ask the students to write them down. 【教学设计说明】日常问候是为了帮助学生尽快进入学习的良好状态；教师展示相片并进行介绍一方面是帮助学生回忆上一堂课的内容，同时也是给学生做示范，让学生能模仿介绍自己的全家福等照片；学生展示他们所画的图片，让其余的学生用疑问句来进行猜测，是帮助学生在真实的语言环境中进行交际，增强他们的学习兴趣；听写是为了检查学生课后是否完成复习上一堂课的任务。 Step 2. Playing a game — Who can be the quickest?（做游戏——看谁反应快？) 老师说出人物之间的关系，学生说出其称谓。看谁最先说出。 e.g. T: Father’s father. S: Grandfather or grandpa. T: mother’s sister. S: Aunt. 【教学设计说明】此环节一方面是是帮助学生理清家庭成员之间的关系，另一方面是检查学生对家庭成员的称谓是否掌握。 Step 3. Work on 2a （完成2a） 1） T: What’s your name? S: My name is … T: In this unit we have known some English first names. Can you tell me? S: Yes. They are Jenny, Bob, Jack, Linda, Tom, Mary, Kate, Jane, Sally, Helen, Eric, Cindy, John and Paul. （While the students are talking, the teacher writes them on the blackboard. ） T: You did well. But do you know which names are for male and which names are for female? （Explain） Boys and men are males. For example, Li Long is a male. Mr Zhang is a male. （列举几个班上的男生或男老师） Girls a