沪教版二上英语Unit 5 That's my family 朗读+微课+知识总结(上海牛津)
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Unit 5 单词朗读：
Unit 5 课文朗读：
视频教学：
重点单词：
young[jʌŋ] 年轻的 old[əʊld] 老的
sister[\\\\'sɪstə(r)]姐妹 brother[\\\\'brʌðə(r)] 兄弟
mummy[\\\\'mʌmɪ] 妈妈 kind[kaɪnd] 和蔼的
daddy[\\\\'dædɪ] 爸爸
insect[ˈɪnsekt] 昆虫
jar[dʒɑ:(r)] 罐，瓶
重点句型：
Who’s he？他是谁？
Is he your brother？他是你的弟弟吗？
Yes，he is. 是的，他是。
No.he isn’t. 不，他不是。
This is my grandmother. 这是我的奶奶。
She is old. 她很老。
Is she tall？ 她高吗？
Is she thin? 她瘦吗？
Is that a boy/girl? 那是一个男孩/女孩吗？
语法
1.人称代词：he ,she
1)小朋友，在前面我们已经学过了第一人称I和第二人称you的意义和用法，在这里我们在复习一下之前所学过的知识并认识新的第三人称代词he和she.
如：Hi,I’m Peter.I’m seven.
---Hi,Peter.I’m Mary.I’m eight.
2)人称代词he和she的含义和用法
he和she分别表示：他和她，是第三人称代词的单数形式。
如：He is a teacher.他是一个老师。
She is a doctor.她是一个医生。
2.be动词
1）be动词is
Is是be动词的一种形式，用于第三人称he,she和it或指示代词this和that之后。He is=He’s;she is=she’s.
如：He is (He’s) my friend.他是我的朋友。
She is (She’s) thin and tall.她又高又瘦。
2）be动词are.
Are是be动词的另一种形式，用于第二人称单数和第一、二、三人称复数或指示代词these和those之后。You are=You’re,they are=they’re。
如：You are (You’re) my friend.你是我的朋友。
教案：
Scheme of work:
Period | Core contents | Materials | ||
Grammar and expressions | Vocabulary | Letters | ||
1 | Is he/she鈥�? | young old | SB:pp.18and19 WB:pp.18and19 | |
2 | Ii Jj | SB:pp.19,20and21 WB:pp.20and21 |
Period 1
Language focus:
1. The usage of the key words in context
e.g., young, old
2. The usage of modeled questions to ask about a person
e.g., Is he/she鈥�?
3. The usage of formulaic expressions of confirm or deny
e.g., Yes./No.
Materials:
Cassette, Family photos. Flashcards
内容与方法 | 修改与补充 | |
Pre-task preparations Activity 1 After playing the recording for 鈥淧lay a game鈥�, put a family photo on the blackboard. Introduce the family members to the students slowly and clearly, by using simple sentences. Then have the students take out their family photos and introduce their family members in the same way in groups of three or four. e.g., T: This is my family. This is my father. He is tall. Activity 2 Have the students answer some questions about their family to elicit the new words. e.g., T: This is Peter鈥檚 family. Who is he? S1: He鈥檚 Peter鈥檚 grandfather. T: Yes. He is old. | ||
While-task procedures Activity 1 Have the students look at the pictures for 鈥淟ook and say鈥� while they listen to the recording. Have them practice the dialogue in pairs. Activity 2 Show some pictures of different people: old, young, tall, fat, etc. Ask the students to respond quickly to your questions. e.g., T: Is he old? Ss: Yes. Then have the students practise in pairs according to these questions. e.g., S1: Is he old? S2: Yes. S1: Is she young? S2: No, she鈥檚 old. Activity 3 Have the students look at the pictures for 鈥淧lay a game鈥�. Ask them to work in pairs and introduce their family members as follows. e.g., S1: This is my grandmother. S2: Is she tall? S1: No, she isn鈥檛. She is short. I like my grandmother. | ||
Post-task activities Activity 1 Have the students take out their family photos and make a new dialogue in pairs. e.g., S1: Who鈥檚 she? S2: She鈥檚 my mother. S1: Is she tall? S2: Yes, she is. Activity 2 Have the students complete Part B 鈥� Listen and judge鈥�. Then have them talk about the pictures in groups of four. e.g., S1: Is he your grandfather? S2: Yes, he is. He鈥檚 my grandfather. He鈥檚 old. He鈥檚 thin. | ||
板书设计: | 课后反思: | |
Period 2
Language focus:
1. The usage of modeled questions to ask about a person
e.g., Is he/she鈥�?
2. The usage of formulaic expressions of confirm or deny
e.g., Yes, he/she is鈥�
No, he/she is鈥�
3. the usage of modeled structure to introduce someone
e.g., This is鈥�
4. The pronunciation and writing of the letters Ii and Jj
Materials:
Cassette, Wall picture, Flashcards, Character puppets
内容与方法 | 修改与补充 |
Pre-task preparations Activity 1 Have the students say the adjectives according to the actions you do. Then have them practise in pairs or in groups of three. e.g., T: (act as being old) Ss: Old. Activity 2 Have the students listen to the recording for 鈥淟isten and enjoy鈥�. Encourage them to say the words along. Then show the wall picture and ask the students to role-play the dialogue in pairs. | |
While-task procedures Activity 1 Have the students draw a picture or bring a photo of a family member or a friend. Then have them complete 鈥淧lay a game鈥�. Activity 2 Show the flashcards for insect and jar to the students, and ask them to repeat as follows. e.g., I-J-I-J Insect-Jar-Insect-Jar An insect in a jar. Activity 3 Have the students draw a picture of a classmate. Then have them hide it and get their partner to guess who he/she is. e.g., S1: Is she a girl? S2: Yes, she鈥檚 a girl. S1: Is she short? S2: No, she鈥檚 tall. S1: Is she thin? S2: Yes, she鈥檚 thin. S1: Is she Nancy? S2: Yes. (show the picture) She鈥檚 Nancy. She鈥檚 my friend. Activity 4 Ask the students to complete Part C. Then check the answers with them. | |
Post-task activities Activity 1 Have the students look at the wall picture and listen to the dialogue of 鈥淎sk and answer鈥�. Explain to the students that it is a guessing game. Ask them to repeat the dialogue. e.g., Boys: Is that a boy? Girls: No, she鈥檚 a girl. Boys: Is she short? Girls: Yes, she is. Boys: Is she Kitty? Girls: Yes, she鈥檚 Kitty. Activity 2 Have the students do Task 鈥淵our father and mother鈥�. Ask them to bring a photo of their father or mother to the class. Have them show the photo and talk about their parents. e.g., S: This is my father. He鈥檚 young. He鈥檚 tall. He can sing. I like my father. | |
板书设计: | 课后反思: |
练习：
一．选出所给单词的反义词
A.shot B.big C.old D.fat
1.young--- 2.tall---
3.thin--- 4.long---
5.small---
二．选出正确的答案
1. is she? ---She’s Miss Fang.
A.What B.How C.Who
2.What can an do? ---It can fly.
A.butterfly B.elephant C.insect
3.Harry a jar.It’s big.
A.is B.have C.has
4.Is Tom Eddie’s friend? ---No, isn’t.
A.she B.he C.it
5.Eddie has a .She’s Sally.
A.father B.brother C.sister
三．问答句配对
1.How is she? A.She’s my mother.
2.Who is she? B.She can swim.
3.What is this? C.She can see an insect.
4.What can she see? D.She’s fine.
5.What can she do? E.It’s a jar.
新学期各科目预习资料
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