Unit2Thisismysister.一、单元教材分析本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该掌握对家庭成员的称呼；通过谈论“家庭”的话题，使学生学会并掌握“介绍人物、识别人物”的基本句型，进一步体会一般疑问句的用法，学会运用指示代词介绍人物，学会运用人称代词询问人物。如：Thisismysister。Isthatyourbrother?Thesearemyparents。Arethoseyourbrothers?以及Who开头的特殊疑问句，一般疑问及其简单回答；运用名词的复数形式。能够用英语向朋友介绍自己的家人，从而让他们了解自己的家庭。二、单元学情分析从教材编排上说本单元是就第一单元认识朋友之后，仍接着学习用英语认知人，而与学生最为熟悉的人就是家庭成员，由了解同学们的名字很自然过度到了解对家庭成员的名字，以及对家庭成员的称呼，对学生们来说比较容易接受。以前学的your,his,her,my等形容词性物主代词，在本单元中扔是重点学习的任务；但在本单元要接触名词的复数形式，以及be动词的复数形式，且本单元生词较多，因此本单元的学习任务比较艰巨。三、单元教学建议本单元的学习应通过对人物个性化的描述，识别照片、图片，多媒体展示、真实情景表演等学习策略来掌握家庭成员的表达；学会指示代词、人称代词及Who问句及简单回答。为学生创设真实的学习情景，让学生以小组形式交流学习，并在课堂上循环训练。通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人。四、单元课时分配本单元可用4课时完成教学任务：SectionA(1a-2d)用1课时SectionA(GrammarFocus-3c)用1课时SectionB(1a-2c)用1课时SectionB(3a-SelfCheck)用1课时17Period1SectionA(1a-2d)一、教学目标：1.语言知识目标：1)能掌握对家庭成员的称呼的词汇及指示代词：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)掌握指示代词this,that,these,those及它们所构成的介绍他人的句型。4)能运用所学的词汇及句型介绍自己的家庭成员。2.情感态度价值观目标：让学生知道他们应当尊敬自己的父母、祖父母及其他家庭成员，在家庭中应多帮助父母做力所能及家务劳动。通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。二、教学重难点1.教学重点：1）thenamesoffamilymembers.2）Theusageofdemonstrativespronouns:this,that,these,those2.教学难点：1)thepluralformsofthedemonstrativespronouns.2)TrainSs’abilitytoapplywhatthey’velearnedtotheirdailylife.三、教学过程Ⅰ.Warming-upandrevision1.GreetingsT:Howareyou?What’syourname?Nicetomeetyou!What'syourtelephonenumber?etc.2.LetsomestudentsshowtheirIDcard.T:What'syourfirstname?What'syourlastname?What'syourtelephonenumber?3.LetSsintroducetheirIDcardinformationtoclass.17Myfirstnameis…Mylastnameis…Mytelephonenumberis…Ⅱ.Presentation1.ShowSsapieceofvideo“《家有儿女》”.T:(showXiaYu’sphoto)What’shisname?Ss:HisnameisXiaYu.T:WeknowXiaYuhasahappyFamily.Nowlet’scomeintohisfamily.Whoisthis?Ss:ThisisXiaXue.T:XiaXueisXiaYu’s…?Ss:Sister.T:Good!Whocanspellsister?T:Readafterme,sister.(AskagroupofSstoreadtheword)2.ShowSsanotherphotosandteachthenewwordsbythesameway.(Bb:brother,father,mother,parent(s),grandfather,grandmother,grandparent(s))T:Nowlet’schant.Father,father,thisisfather.Mother,mother,thatismother.Grandfather,grandfather.Grandmother,grandmother.Parents,parents,thesearemyparents.Brother,sister,thosearemyfriends.3.Workon1a.LetSslookatthepicturein1a.Thenreadthewordsontheleftside.Thenmatchthewordswiththepeopleinthepicture.Checktheanswerswiththeclass:1.a2.d3.b4.h5.f6.e7.i8.d9.gⅢ.ListeningT:Aboyistalkingabouthisfamily.Whoishetalkingabout?Nowlistenandcirclethepeopletheboytalksabout.Ss:OK.(Playtherecordingof1btwice.Studentswork.)T:What’stheanswer?S:Twobrothersandasister.Ⅳ.Pairwork171.Role-playtheconversationin1a.Ssworkinpairs.Role-playtheconversation.Trytorememberthesentencestructure:Thisis…;Thatis…;Theseare…;Thoseare…Who'sshe/he?She's/He's…2.Lookatthepicturein1a.Talkabouttheotherpeopleinthepicturewithyourpartner.Usingthesentencestructure:Thisis…;Thatis…;Theseare…;Thoseare…Who'sshe/he?She's/He's…3.Letsomepairsactouttheirconversation.Ⅴ.Listening1.T:Herearetwogirls.Theyaretalkingaboutthefamilymembers.Pleaselistentotherecordingof2ainSectionAandcirclethefamilymembersyouhear.Firstlet'sreadthewordsintheboxtogether.motherfathersisterbrothergrandmothergrandfatherfriendgrandparentsSS: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.)Ⅵ.PairworkT:Youcometothishome.Youseeapictureonthewall.Therearemanypeopleinthepicture.Youwanttoknowwhotheyare.Use“—Who'sshe/he?—She's/He's…”tofindthem,please.Whenyoufinish,changerolestodoit.Nowbegin.(Studentswork.Teacherwalksroundtheclassroomtoseehowtheyaredoingandhelpsthestudents17whoneed.)T:Let’scheckyourwork,please.SS:OK.(Askonepairtodoit.)S1:Who'sshe?S2:She'sJenny.S1:Who'she?S2:He'sJohn.(Asktwomorepairstodoit.)Ⅶ.Role-play1.Nowlookatthepicturein2d.ThisisJane'sfamily.Readtheconversationfirst.Thenlookatthepictureandguesswhotheyare.(Ssreadtheconversationthenguesswhothepeopleare.Theycandiscussinpairs.)2.Letsomestudentsintroducethepeopleinthepicture.Theycansay:This/Thatis…These/Thoseare…3.LetSsreadtheconversationaftertheteacheraloud.Thenworkingroupsofthree.Practicetheconversation.Theymaychangerolesastheylike.4.Asksomepairstoactoutthedialogueinfrontoftheclass.5.评价：让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后进行评出最优秀的小组。并鼓励学生们下一次争取做最优秀的小组及个人。教师对学生们的相互评价及表现记录在学生评价表上。（学生从心理年龄及认知水平上都处于很单纯、好表现的时期,因此恰当的评价能激发他们的学习兴趣，有利于形成良好的学习习惯。）Homework:1.Rememberthenewwords.2.Collectafamilyphoto.Introduceyourfamilymembersinthephoto.17Period2SectionA(GrammarFocus-3c)一、教学目标：1.语言知识目标：1)通过不同方式的练习继续熟练掌握对家庭成员的称呼的词汇。2）继续练习运用以下句型来介绍自己的家庭成员。①—This/Thatis…②—These/Thoseare….③—Who's…?—She's/He's…④—Isthis/that…?—Yes,…/No,…⑤—Arethese/those…?—Yes,theyare./No,theyaren't.3)能运用所学的词汇及句型完成不同的交际练习。2.情感态度价值观目标：通过学习对这部分的学习使学生对自己的家庭成员会有更清晰的印象，并学会与家庭成员和睦相处，从而激发起他们对家人的热爱。二、教学重难点1.教学重点：1）总结介绍自己的家庭成员所用的句型。2）总结询问及回答家庭成员所用的句型。3）综合运用所学的知识与他人就成员的话题进行交际。2.教学难点：1）总结掌握介绍家庭成员的句型结构；掌握询问及回答某人的身份所用的句型。2）综合运用所学的知识进行交际的能力。三、教学过程Ⅰ.Warming-upandrevision1.GreetingtheSs.Chantthesong:Father,father,thisisfather.Mother,mother,thatismother.Grandfather,grandfather.Grandmother,grandmother.Parents,parents,thesearemyparents.Brother,sister,thosearemyfriends.172.通过上一节课的学习我们知道家庭成员的称呼。上一课安排同学们带自己的家庭照片来，那么，现在我们用自己带来的照片来介绍自己的家人。你应该用什么样的句型呢？现在我们作个示范练习。SampleOne：（showtheteacher'sfamilyphoto）T：Thisismygrandmother.Thisismygrandfather.Thosearemyparents.That’smyhusband.That’smyson.T:Nowit'syourturn.Takeoutyourfamilyphotoandintroducethemtoyourpartner.(Sstaketurnsintroducetheirfamilymemberstohis/herpartner.)3.Reviewtheconversationin2d.Asksomepairstorole-playtheconversation.Ⅱ.GrammarFocus.1.阅读指导：1）老师总结已学过介绍自己家庭成员的两类句型。第一类为介绍单个的家庭成员时，较近处的用Thisis…;较远处的用Thatis…第二类为介绍多个家庭成员时，较近处的用Theseare…;较远处的用Thoseare…2）询问某人的家庭成员时，可用两类句型。第一类为特殊疑问句，Who'sshe/he?应做直接回答：She's/He's…或Whoarethey?回答用They're…第二类为一般疑问句，单个人物用：Isthis/that…?Yes,she/heis.或No,she/heisn't.多个人物用：Arethese/those…?Yes,theyare.或No,theyaren't.2.学生阅读并完成下列句子。（可借助课件来完成此任务）①这是我的朋友简。___________myfriendJane.②那是我的爷爷。_____mygrandfather.③这是我的兄弟们。_________mybrothers.④那是我的父母亲。__________myparents.⑤她是谁？______she?⑥她是我的妹妹。She’smy_________.⑦他是谁？_______he?⑧他是我的弟弟。_______mybrother.⑨他们是谁？Who_________they?⑩他们是我的祖父母。________mygrandparents.173.注意以下几种缩略的表达法：that’s=thatis,who’s=whois,who're=whoare,they’re=theyare4.学生识记后，做填空练习来进行巩固。Ⅲ.Practice1.T: Let'sworkon3a.AisintroducinghisfamilymembertoB.Readthedialogueandtrytofillintheblankswiththerightwords.2.阅读指导：同学们应先通读对话一遍，根据上下文问答句的提示，以及句式结构，回答的方式等来确定空格处的词汇。比如：第二句是一个疑问句，由后面的答语不是以Yes或No来回答，可知第二句应是一特殊疑问句，因此可知空格应是特殊疑问词who。第三句，因空格后面是myfather，可知空格处应He's。3.Ssworkinpairs.Trytofillintheblanks.Theycandiscusstheanswerswiththeirpartners.4.Checktheanswers.ThenlettheSspracticetheconversation.Getsomepairstoactouttheconversationinfrontoftheclass.Ⅴ.Practice1.T:Nowlet'sworkon3b.Workinpairstomakesentenceswithwordsinthethreeboxes.2.S1lookatthepictures,say:Thisismy…Thatismy…Thesearemy…Thosearemy…3.S2repeatS1'sintroductions:Thisisyour…Thatisyour…Theseareyour…Thoseareyour……Ⅵ.Practice1.T:Youandyourpartnerputyourphotosonthedesk.Taketurnstoaskandanswerthefamilymembers.S1:Who'sshe?S2:She'smymother.S1:Who'she?S2:He'smyfather.S2:Isthisyourgrandfather?S1:Yes,heis.S2:Arethoseyourparents?S1:No,theyaren't.172.T:Doyouknowwhat“family”is?Ss:…T:“family”means“father–and–mother-I–love–you!”AndIhopeyoucanshowyourlovetoyourparents,OK?Ss:Ok!Homework1.ReviewtheGrammarFocus.2.Makeaconversationwithyourpartnerandcopyitonyourworkbook.17Period3SectionB1a-2c一、教学目标：1.语言知识目标：1)能掌握对家庭成员称呼的词汇：son,daughter,cousin,grandpa,grandma,mom,dad,aunt,uncle,以及here,of,photo,next,picture,girl,dog等。2）能正确理解家庭成员之间的关系，对家庭成员能正确称呼。3）进一步学习一些英语名字，并能分辨出名字的不同性别。4）通过听、说、读的训练，提高学生们综合运用英语的能力，培养学生们学习英语的兴趣，并在学习中体会到学习英语的乐趣。2.情感态度价值观目标：通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。二、教学重难点1.教学重点：①进一步掌握家庭成员的表达；学会指示代词、人称代词的用法。②通过填写家谱，弄清楚家庭成员之间的关系。③阅读有关家庭成员的小短文，能正确理解家庭成员之间的关系。2.教学难点：①填写家谱，弄清楚家庭成员之间的关系。②阅读短文，获得相关信息，正确地表述家庭成员间的关系。三、教学过程Ⅰ.Warming-upandrevision1.Greetingthestudents.Checkthehomework.2.T:Youknowmyfamilymembers.Iwanttoknowyourfamilymembers.Wouldyouliketointroduceyourfamilymemberstous?SS:Yes.T:Whowantstobethefirst,please?(Studentsusetheirphotosorthepicturestheydrew.)S1:Letmetry.T:OK,please.S1:Hello,everyone!Mynameis…Lookatthispicture,please.Thisisapictureofmyfamily.Thisismyfather.Hisnameis…Thisismymother.Hernameis…Theyaregoodparents.Thisismybrother.17Hisnameis…Look!It’sme.AmIfunny?Ilovemyfamily.T:Verygood.(Anothertwostudentsintroducetheirfamily.)Ⅱ.Presentation1.GuessingGameT:Doyoulikegames?S:Yes.T:Let’splayaguessinggame.Lookatthescreen.Thisismybrother.Butmyfatherisnothisfather.Hisfatherisnotmyfather.Hisfatherandmyfatherarebrothers.Wehavethesamegrandfather.Whoishe?S1:Itisyour“表哥”.T:No,itisn’t.S2:Itisyour“堂兄”or“堂弟”.T:Yes,itis.Let’sseehowtosayitinEnglish.(Showtheword“cousin”onthescreen.)T:It’scousin.Readafterme,C-O-U-S-I-N,cousin.SS:C-O-U-S-I-N,cousin.T:Spellit,please.SS:C-O-U-S-I-N,cousin.T:ThistimeyoumustsayitinEnglish.Thisisyoursister.Butyourfatherisnotherfather.Herfatherisnotyourfather.Herfatherandyourfatherarebrothers.Youhavethesamegrandmother.Whoisshe?S:It’smycousin.T:Yourfather’sbrotherisyour…?S3:“大爷，大伯”.S4:“叔叔”.T:Youareright.Let’sseehowtosayitinEnglish.(Showtheword“uncle”onthescreen.)T:Readafterme,please,U-N-C-L-E,uncle.SS:U-N-C-L-E,uncle.T:Youruncle’swifeisyour…?S5:“伯母，婶婶”.T:Right.(Showtheword“aunt”onthescreen.andthenteachthesewordsson,daughterinthisway.)T:Readthewordsonthescreentogether.17SS:…2.Practicethenewwords.Ⅲ.Writing1.Nowlet'sworkon1a.Lookatthefamilytree(家谱)in1a.Fromthefamilytree,weknowthatyourgrandpaandgrandmahavetwosons,yourfatherandyouruncle.Yourfatherandmotherhaveasonandadaughter.Theyareyoursisterandyou.Youruncleandyourauntonlyhaveadaughter.She'syourcousin.Nowreadthefamilytreeandaddthewordsintheboxtothefamilytree.(Askonestudenttothefronttodoitontheblackboard.Theothersfinishitontheirbook.)2.Checktheanswers.Ⅳ.Listening1.1bListenandcheckthewordsyouhear.T:JiangTaoandTomaretalkingaboutTom’sfamily.Howmanyfamilymembersaretheytalkingabout?Pleaselistenandcheckthewordsyouhear.(Playtherecordingof2aonce.)Asktwomorestudentstosaytheanswers.2.1cListenandcheckthepicture.T:Ihavetwopictureshere.WhichoneisJiangTaotalkingabout?Let’slistenandfinditout,please.(Playtherecordingtwiceagain.)Checktheanswer.Ⅴ.Pairwork1.T:WefindoutthepictureofTom’sfamily.Canyoudrawapictureofyourfamilyandfriends?SS:…T:OK.Whenyoufinishdrawing,tellyourpartneraboutyourpicture.Youcanuse“Thisis…”and“Theseare…”totalkabout.Thenreportittotheclass.(Studentswork.)2.Checkstudents’work.Asktwoorthreestudentstoreport.e.g.Thesearemyparentsandthisismygrandma.Thisismyfriend,LinFang.Ⅵ.Writing1.T:WelearnmanynamesinthisUnit.Canyoutellit'samaleorfemalefirstname?2.指导：同学们可以根据这些名字的汉语译音来确定他们是男性还是女性。3.Ssworkwiththeirpartnerandwritedownthenamesinthebox.174.Checktheanswers.(Male:Bob,Jack,Tom,JiangTao,Alan,Eric,Paul,John)(Female:Jenny,Linda,Mary,Sally,Jane,Kate,LinFang,Cindy,Helen)Ⅶ.Presentation1.(Showtwophotosofyourfamily.)T:Look!Herearetwonicephotoofmyfamily.(Write"twophotosof”ontheblackboard.)Myparentsareinthefirstphoto.(Write"inthefirstphoto"ontheblackboard.)Andmygrandparentsareinthenextphoto.(Write"inthenextphoto"ontheblackboard.)2.Sstrytounderstandthemeaningofthephrases:"twophotoof","inthefirstphoto","inthenextphoto"。Ⅷ.Reading1.FastreadingT:Jennyhastwofamilyphotos.Let'slookatherfamilyphotosandherarticleaboutherfamily.Readherarticleandcirclethenames.(Ssreadquicklyandcirclethenamesinthearticle.)Checktheanswers:Jenny,Alan,Mary,Bob,Eric,Cindy,Helen,Coco2.CarefulreadingReadherarticleagainandfindout"WhoisCoco?"IfyoufindoutCoco,pleaseputupyourhands.提示：短文中对Coco的描述为“Cocoisinmyfamily,too.”，可知Coco也应是在以上两张照片中，通过上面的介绍，都已将所有的人物对号入座，而在照片中还有一只小狗，可知Coco应是小狗的名字。3.CarefulreadingT:Nowlet'sworkon2c.Firstreadthesentencesbelow.Knowwhatyouaresupposedtoknowaboutthepassage.Thenreadthepassageagainandtrytofillintheblanks.指导：本题为阅读填空题。读短文可知本文是以“我”（Jenny）的名义写的，文章通过两张家庭照片介绍了“我的”家庭成员。同学们应清楚，文章里中的关键词“my”是指“詹妮的”。由短文第一句话Hi,I’mJenny.（你好，我的名字叫詹妮），可知第一题的答案为“Jenny”。第2到5小题都是要求填写Jenny与其他人的关系，由短文第四句话“Thesearemyparents,AlanandMary.”，可知Alan和Mary是Jenny的父母亲。因此第二题应填parents。第3到5小解题思路与本题相同。由短文最后一句话“Cocoisinmyfamily,too.”可知除了上面介绍的成员外，还有一个成员Coco，对应照片可知Coco应该是她家的狗，因此第6小题填Coco。17Checktheanswers:1.Jenny2.parents3.brothers4.sister5.cousin6.CocoHomework1.Reviewthenewwordswelearnthislesson.2.Talkaboutthefamilytree.Youcanusethesesentencestructures.Lookatmyfamilytree.Thisismy…Thisismy…Theyhavetwo…Thisismy…Thisismy…Thisismy…Thisismy.Myparentshavetwochildren.Thisis…Thisismy…Myuncleandmyaunthaveason.Heismy…17Period4SectionB3a-SelfCheck一、教学目标：1.语言知识目标：1)复习巩固所学的家庭成员的称呼词，能熟练对家庭成员正确称呼。2）能通过阅读有关家庭成员关系的小短文来获得正确的信息，并根据所获得的信息画出家庭成员的照片。3）能综合运用所学的知识，将自己家庭照片中的成员正确地介绍给他人，将能以小短文的形式写出。4）能将所学的称呼词按性别进行分类。5）通过拓展练习来进一步巩固所学的如何介绍家庭成员的句子结构。2.情感态度价值观目标：1）通过学习能正确地称呼家庭成员的能分清家庭成员的性别。2）通过画自己家人的照片，介绍自己的家庭成员来增加自己的对家庭成员的了解，体会家庭成员之间的亲情，并在绘画中获得学习英语的乐趣。二、教学重难点1.教学重点：1）阅读有关家庭成员的小短文，获得相关信息，并能画出恰当的照片。2）根据照片提示运用所学的句型写一篇介绍家庭成员的小文章。2.教学难点：1）根据照片提示运用所学的句型写一篇介绍家庭成员的小文章。2）做一些拓展练习来进一步巩固所学的知识。三、教学过程Ⅰ.Warming-upandrevision1.GreetingtheSs.Checkthehomework.2.T:Weknowsomestudents'familymembers.Wewanttoknowmorestudents'familymembers.Wouldyouliketointroduceyourfamilymemberstous?SS:Yes.S1:Letmetry.T:OK,please.S1:Hello,everyone!Mynameis…Lookatthispicture,please.Thisisapictureofmyfamily.Thisismyfather.Hisnameis…Thisismymother.Hernameis…Theyaregoodparents.Thisismybrother.17Hisnameis…Look!It’sme.AmIfunny?Ilovemyfamily.T:Verygood.(Anothertwostudentsintroducetheirfamily.)Ⅱ.Presentation1.Readthepassageandcompletethepassagewiththewordsinthebox.T:Todaylet'smeetanewfriend.Hisname'sPaul.Hewritesapassagetointroducehisfamily.Butsomeofthewordsaremissing.Hehasaphotoofhisfamily,butI'msorryI'veleftitathome.CanyoureadthepassageanddrawaphotoofPaul'sfamily.Ss:OK.2.阅读指导：在阅读时，应注意名词的复数形式以及姓名或称呼所表明的人物的性别。比如，最后一空前面有是称呼sister，因此空格中应为一女孩的名字，可知应填Cindy。3.Ssworkwiththeirpartners.Thenchecktheanswerstogether.4Readthepassageagain.ThentrytodrawaphotoofPaul'sfamily.LetalltheSsshowtheirphotostotheclass.Ⅲ.Practice1.Usingthefamilyphototoretellthepassage.2.ShowthephotoofPaul'sfamilytoyourpartner.SupposeyouarePaul.Thentrytointroducethefamilymemberstoyourpartner.3.Retellthepassagetosomeotherstudentsaroundyou.Ⅳ.Writing1.Takeoutthephotoofyourfamilyandwriteapassageaboutit.2.Studentswritetheirpassages.Teachermovesaroundtheroomandhelpsthestudentswhoneed.3.写作指导：写作时应注意运用正确的句型，在介绍父母或祖父母等多个人时，可用These/Thoseare…句型；在介绍单个的人时，应用This/Thatis…句型。为了让短文更加活泼，还可用Isthis/that…?这样的问句，并自己作回答。4.LetsomeSsreadtheirpassagesaloudtotheclass.Ⅴ.Game1.Inordertoletmorestudentsshowtheirpassages.Teacherputssomephotosandlettersontheblackboard.Askstudentstocometothefronttoreadtheletterandmatchitwiththephoto.2.Sstrytomatchthephotoswiththepassages.Ⅵ.SelfCheck1171.Wehavelearnedmanywordsforfamilymembers.Nowlet'shaveashortrevision.(LetSssaythewordsforthefamilymembersinachain.)S1:fatherS2:motherS3:grandfatherS4…2.OK.Somewordsforthefamilymembersaremale,somearefemaleandotherwordsareboth.NowlookatSelfCheck1,andgroupthewordsforfamilymembersyouhavelearned.3.Checktheanswers.Male:father,grandfather,uncle,brother,cousinFemale:mother,grandmother,aunt,uncle,cousinBoth:parents,grandparentsⅦ.SelfCheck21.Whenwearenotsureaboutthefamilymembers.Wealwaysaskaboutthem.Let'ssumupthesentencestructureswecanuse:(Sssumupthesentencestructureswiththehelpoftheteacher.)①—Isthis/that…?—Yes,he/sheis.No,he/sheisn't.②—Arethese/those…?—Yes,theyare./No,theyaren't.③—Who'sshe/he?—He's/She's…2.NowreadtheconversationbetweenBillandDale.Thencompletetheconversation.3.Checktheanswers.(this,He's,Who,She,these/those,they,are)4.Practicetheconversationwithyourpartner.Homework1.Reviewthewordsforthefamilymembersinthisunit.2.Askandansweraboutyourpartner'sfamilymembers.Writetheconversationonyourworkbook.17
