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Unit 3 This is my sister

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					Unit 3 This is my sister.
Ⅰ.Programmes for the Unit 1.Status and Function The topic of this unit is the family.In this unit,students learn the names of family members and practice introducing family members.The topic is closely related to students’ daily life.So students are sure to be active in the activities in class.It’s helpful to improve students’ integrating skills. (1)The first period introduces the names of family members,and provides practicing introducing people. (2)In the second period,students are required to learn and grasp the usage of demonstratives this,these,that and those and how to identify people on the base of listening and oral practice. (3)Using the target language,students learn to use subject pronouns in the third period. (4)The activities in the fourth period are used to introduce more names of family members and give students a deep understanding of the demonstratives. (5)In the fifth period,students learn to write a letter to introduce their family members.All the activities are designed to improve students’ reading and writing skills. (6)The activities in the sixth period are used to give students a comprehensive review of the vocabulary and help students to use the target language freely. 2.Teaching Aims and Demands (1)Knowledge Objects Students learn and grasp the names of family members.Students learn to introduce and identify people. Students learn and grasp the usage of demonstratives and subject pronouns. (2)Ability Objects Train students’ listening,speaking,reading and writing skills using the target languages. Train students’ communicative competence. (3)Moral Objects Enable students to know that they should respect their parents and help with housework. Have a good time with family members in spare time. Enable students to know it’s important and helpful to talk with parents often. 3.Teaching Key Point Learn the key vocabulary and the target language of this unit. 4.Teaching Difficult Point:Train students’ ability to apply what they’ve learned to their daily life. 5.Teaching Method:Teach students how to communicate with others successfully using the target language. Ⅱ.Teaching Guidance 1.Language Functions:Introduce people./Identify people. 2.Target Language:This is my brother./Is she your sister?/Yes,she is./No,she isn’t. 3.Structures Demonstratives this,these,that,those/ Subject pronouns I,he,she,they./Yes/No questions and short answers. Plural nouns. 4.Key Vocabulary mother,father,sister,brother,grandmother,grandfather,friend,grandparents,uncle,aunt,cousin,parents 5.Learning Strategies:Personalizing./Memorizing. 6.The Course Extension:Sense of vision ability.Language art.Social practice. Ⅲ.A Diagram for Topic Words
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Ⅳ.A Diagram for Topic Thinking and Task-based Activities

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Ⅴ.Teaching Time:Six periods.

The First Period
Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Key vocabulary:mother,father,parents,grandmother,grandfather,grandparents,brother,sister,friends. Target language:This is his friend./That is his sister./These are his parents./Those are his grandparents. 2.Ability Objects Train students’ listening skill.Train students’ communicative competence using the key vocabulary and the target language. 3.Moral Object:Do remember:A friend in need is a friend indeed. Ⅱ.Teaching Key Points The names of the various members of a family.How to introduce people. Ⅲ.Teaching Difficult Point Students can introduce their family members and others using the key vocabulary and the target language learned in this class. Ⅳ.Teaching Methods Visual teaching method./Pairwork. Illuminative teaching method. Ⅴ.Teaching Aids Photographs of your family members and friends./A tape recorder./A projector. Ⅵ.Teaching Procedures Section A Step Ⅰ Ask some students to act out introductory conversations presented in unit 1.In this unit we’ll learn another kind of introduction.We’ll learn to introduce family members.First we’ll learn the names of the various members of a family. Take out photographs of your family members and friends.Teach and practise father,mother,parents.Put up the photos on the blackboard with a label under each photo. Use the same approach to teach and practise grandfather,grandmother,grandparents,brother,sister and friend. Put the photos up on the blackboard in a different order from before. Remove the labels,hand them to different students and then put them back with the right photos.The rest of the class check their answers. Repeat this procedure several times until students can remember the names of family members fluently. Step Ⅱ 1a Students point to the list of words and say the words individually. After that,ask students to guess which person in the picture each word refers to.Then tell students to match the words and the persons in the picture by writing the letter of the person in the space. Review the answers with the whole class. Answers: 1.motherc2.father I 3.parents h 4.brothersb5.grandmotherg 6.grandfather e 7.friend a 8.grandparents d 9.sister f (This activity introduces the key vocabulary.) Step Ⅲ 1b Ask students to point to the family members in the illustration in Activity 1a and name each one. We’ll listen to a conversation twice.Please circle the appropriate family members in the picture as they are mentioned. Play the recording for the first time.Students only listen. Play the recording for a second time.This time,students listen and circle them. Check the answers. Answers:Students should circle Dave’s brothers and sister. Tapescript: Dave:This is my family.Those are my two brothers.And that’s my sister. (This activity gives the students an opportunity to recognize vocabulary words in natural speech.) Step Ⅳ 1c Have the students look at the photos of your family members and friends on the blackboard.Teach students what to do by demonstration. Point to the photo of your father and say,This is my father. Point to the photo of your mother and say,This is my mother. Point to the two photos and say,These are my parents. Move backwards at the edge of the blackboard. Point to the photo of your grandfather and say,That is my grandfather.
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Point to the photo of your grandmother and say,That is my grandmother. Point to the two photos and say,Those are my grandparents. Induce the students to say,when you talk about something nearby,you use:This is...or These are...;when you talk about something far away,you use:That is...or Those are...Write the sentences above on the blackboard. Tell students that they will be talking about the members of Dave’s family shown in the picture. Point out that the boy on the left in front of the other people is Dave. Invite two students to read the example conversation.The rest point to the person as they are mentioned. Students work in pairs or in small groups.Have them take turns talking about the members of Dave’s family as in demonstration. As students work,walk around offering language support as needed. A few minutes later,stop the activity.Show the same picture as the one in Activity 1a on the screen by a projector to make it seen more clearly. Students in turn point to people and introduce the family members as the rest watch and listen. (This activity provides oral practice using the target language.) Step Ⅴ Summary In this class,we’ve learned the names of the various members of a family and how to introduce people. Step Ⅵ Homework (1)Being at home,students call 爸爸 father,妈妈 mother,爷爷 grandfather,奶奶 grandmother,etc.Try to find out how to call other members of your family in English. (2)Bring photos of family members and friends to class next class. Step Ⅶ Blackboard Design Unit 3 This is my sister. Section A The First Period 1.Key vocabulary

2.Target language (1)This is my father.(2)This is my mother.(3)These are my parents. (4)That is my grandfather.(5)That is my grandmother.(6)Those are my grandparents.

The Second Period
Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Is this your sister?/No,it isn’t./Is that your brother?/Yes,it is./This is my friend./These are my friends./ That is my brother./Those are my brothers. 2.Ability Objects Train students’ listening skill.Train students’ intuitive thought ability through pairwork. 3.Moral Objects:Be polite and friendly to others.Do remember to respect the old. Ⅱ.Teaching Key Points Target language./How to identify people./How to introduce people. Ⅲ.Teaching Difficult Point How to identify people. Ⅳ.Teaching Methods Pairwork.Visual teaching method. Ⅴ.Teaching Aids A tape recorder./Photographs of family members and friends. Ⅵ.Teaching Procedures Step Ⅰ Check homework to see who has collected the most names of various family members. Suggested answers: aunt, uncle, brother-in-law, sister-in-law, cousin, niece, nephew, mother-in-law, father-in-law, granddaughter, grandson, wife,husband
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Step Ⅱ 2a Point to the names of family members in the box.Ask a students to read them aloud.We’ll listen to a conversation.You should pay attention to the names.You’ll hear some of the names,not all of them.Circle the names you hear like mother. Play the recording.Students only listen. Play it for a second time.This time students circle each name they hear in the conversation. Check the answers with the whole class. Answers: Circled items:mother,grandparents,sister,brother Tapescript: Dave:This is my mother.Mom,this is Lin Hai. Lin Hai:Nice to meet you. Mom:Nice to meet you,Lin Hai. Dave:And these are my grandparents. Grandparents:Hi,Lin Hai. Lin Hai:Hello. Dave:And this is my sister,Mary and this is my brother,Jim. (This activity provides recognizing practice with the key vocabulary.) Step Ⅲ 2b Ask students to point to the persons in the picture and name each one,then read the names listed in the box. We’ll listen to the conversation again.Match the names with the people in the picture by writing the letter next to the people after the correct names in the box. Play the recording once or twice. Check the answers. Answers: 1.Dave a 2.Lin Hai b3.Mary g 4.Jim e (This task gives students practice in recognizing the key vocabulary in spoken conversation.) Step Ⅳ 2c Focus students attention on the illustration in Activity 2b. Invite two students to read the speech bubbles aloud. Students work in pairs.One person covers the list of names above the picture and asks Is this...?The other person answers Yes,it is.or No,it isn’t.It’s... (This task provides oral practice using the target language.) Optional activity Encourage students to identify other persons in the picture in pairs.One person asks questions beginning with Is that Dave’s...?, Are there Dave’s...? or Are those Dave’s...?The other person answers Yes, is.No, isn’t, is...Yes, it it it they are.or No,they aren’t.They are... If the students are not ready to do this,ask them not to do it. Step Ⅴ 2d A few minutes later,change them round so that both students get the chance to ask and answer questions. Optional activity Ask students to take out photographs of their family members and friends. Students work in small groups.Exchange their photos with one another. Identify people in the pictures freely.This activity is more or less the same as the one in Activity 2c. Step Ⅵ Grammar Focus Have students say the questions and answers,and statements in the grammar box.Write them on the blackboard. Remind the students of the difference between this and that,and these and those.Give them pronunciation and intonation support as needed. If necessary,give them more extra practice with this,that,these and those. Step Ⅶ Summary and Homework (1) this class, In we’ve mainly learned the target language on how to introduce and identify people.After class, please tape record your family members.Play them next class. (2)Bring some family photos to class tomorrow.

The Third Period
Ⅰ.Teaching Aims and Demands 1.Knowledge Objects:Subject pronouns I,he,she,they. Target language:Is she your sister?/Yes,she is./Is he your brother?/No,he isn’t.He is my friend./Yes/No questions and
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short answers. 2.Ability Objects Train students’ writing skill.Train students’ intuitive thought ability through pairwork. 3.Moral Object:To understand one another better,students should have heart-to-heart talk with parents more often. Ⅱ.Teaching Key Point Target language. Ⅲ.Teaching Difficult Points Subject pronouns.Target language. Ⅳ.Teaching Method Groupwork. Ⅴ.Teaching Aids A tape recorder./Photographs of family members and friends. Ⅵ.Teaching Procedures Step Ⅰ Encourage students to take turns playing their tapes for the class. While playing tapes,introduce their family members like this: This is my(father).That is my(sister).These are my(grandparents).Those are my(brothers). They may decide which sentence to use by listening to different voices. Change them round.The rest of class take turns asking the person playing tapes(SA) questions: S1:Is this your(father)? S2:Is that your(sister)? S3:Are these your(grandparents)? S4:Are those your(brothers)? SA Answer the questions one by one with Yes or No honestly. Point to a girl student and say: T:She is...(her name). Then point to a boy student and say: T:He is...(his name). Point to as many students as possible and say together with students: T & Ss:She is...or He is... Point more and more quickly,and students respond at a greater and greater speed. Draw a boy and a girl on the blackboard with he and she underneath. Step Ⅱ 3a Call attention to the illustration and the speech bubbles.Have students point to the numbers and the empty lines. Ask a student to read the words in the box aloud. You are asked to write the four words in the box in the correct blanks in the speech bubbles.The first one is done for you. Students work alone or in pairs. Ask two students to read the conversation,filling in the missing words. The rest of students check their work. Answers: 1.sister 2.is 3.brother 4.isn’t (This task provides writing practice using the target language.) Step Ⅲ 3b Practise the conversation with a student.Show how voice goes up at the end of Yes/No questions and how voice goes down at the end of the answers and statements. Students work in pairs.First A asks B and then B asks A. Some time later,ask each person to find a new partner and continue the practice.Write the conversation on the blackboard. Call out several pairs to perform the conversation to the class. (This task provides oral practice with the target language.) Step Ⅳ 3c Students take a careful look at the illustration and the conversation. Invite three students to read the conversation.The rest point to each sentence as they hear. Write a name on the blackboard.Invite a student to ask: S5:Is he your father? T:No,he isn’t. Invite another student to ask: S6:Is he your brother?
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T:No,he isn’t. Have another one ask: S7:Is he your friend? T:Yes,he is. In this way,students know how to play the game. Ask students to take turns coming to the board and writing a name.The rest of the class ask questions beginning with Is he...? or Is she...?See who can guess it within less guesses. (The task provides oral practice using the target language.) Step Ⅴ 4 Students take out their family photos. Divide the students into small groups.Mix up their photos. Hold up a photo and ask the other members in your group questions beginning with Is this...?Is he...?or Is she...?The student being asked answers either Yes or No. Students work in groups.As they work,move around the room offering pronunciation and intonation support if necessary. Each group choose a student to present the other students’ family to the class. Step Ⅵ Summary We’ve learned the subject pronouns and the target language for identifying people in this class. Step Ⅶ Homework (1)Students make a list of their family members’ birthday. (2)Finish the exercises on Pages 9 and 10 of the Workbook.

The Fourth Period
Ⅰ.Teaching Aims and Demands 1.Knowledge Objects:Key vocabulary:aunt,uncle,son,daughter,cousin Target language:This is my friend./These are my parents./That is my sister./Those are my grandparents. 2.Ability Objects:Train students’ listening skill.Train students’ intuition thought ability through pairwork. 3.Moral Objects:Parents are both tired after a day’s work.Students should help with household and respect parents. Ⅱ.Teaching Key Points Key vocabulary.Target language. Ⅲ.Teaching Difficult Point Students can introduce their family members in everyday situations. Ⅳ.Teaching Methods Sing a song./Scene teaching method. Ⅴ.Teaching Aids A tape recorder./A picture of your family and friends drawn by yourself. Ⅵ.Teaching Procedures Section B Step Ⅰ Key Vocabulary Teach the students to sing the My Family song. The words are:I love my father.I love my mother.They love me.They love me. Make up the following paragraphs: (1)grandfather,grandmother(2)uncle,aunt(3)brother,sister (4)son,daughter(5)cousin,friend While singing,use different voices to show different relationship.Write the key vocabulary on the blackboard. (This song introduces the vocabulary in this class.) Step Ⅱ 1 Ask a student to read the words in the box. Have students take a careful look at the family tree.Guide them to say:The older people are at the top,younger people are in the middle and the youngest people are at the bottom. Point out the empty lines.Ask students to write the five words from the box on each line in the family tree. Check the answers. Answers: 1.grandfather 2.mother 3.aunt 4.sister 5.son 6.cousin (This activity provides writing practice with the names of the various members of a family.) Step Ⅲ 2a Students read the words in the box. We’ll listen to a conversation.Pay attention to the names of family members.Put a checkmark in the blank next to each name
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mentioned like the sample answer. Play the recording for the first time.Students only listen. Play the recording again.Students listen and put a checkmark next to each family member mentioned. Check the answers. Answers: Items with checkmark: grandmother,aunt,uncle,cousin Tapescript: Dave:This is my aunt,and this is my uncle. Lin Hai:And is she your cousin? Dave:Yes,and those are her friends. (This activity provides practice recognizing vocabulary words in a conversation.) Step Ⅳ 2b Call attention to the pictures. Ask students to say who the family members are in each picture. Say,We’ll listen to the tape again.While listening,you should judge for yourself or in pairs which picture is being talked about on the tape. Play the recording twice.Students listen carefully.Judge which picture is being talked about for the second time they hear it. Check the answers. Answers: They are talking about picture 2. (This activity provides listening practice with the key vocabulary.) Step Ⅴ 2c Call attention to the illustration, especially the girl on the left.At the same time, have a student read the speech bubble aloud. Write the sentences on the blackboard. Hold up the picture of your family members and friends drawn by yourself. Point to a person and say.This is Lee.He is my father. In this way,students can better understand what to do. Draw a picture of your own family and friends. Having finished drawing,students work in pairs.Take turns introducing the persons in the picture using the target language presented in this unit. Walk around the room and offer any help as needed. (This activity provides practice applying the target language to their own lives.) Step Ⅵ Summary and Homework (1)Having learned the key vocabulary and the target language used to introduce people,students draw a more complex picture including as many family members as possible.Write sentences to introduce each person. (2)See the film My Parents directed by Zhang Yimou.Collect information about the film in newspapers,magazines or surfing the Internet. (3)Bring a family photo to school next class.

The Fifth Period
Ⅰ.Teaching Aims and Demands 1.Knowledge Objects;Read a letter.Write a letter. 2.Ability Objects Develop students’ reading skill.Develop students’ writing skill. Develop students’ ability in applying the target language to their own lives. 3.Moral Objects Have you ever misunderstood someone or been misunderstood by someone? If you have,write a letter to clear up misunderstandings between you. Ⅱ.Teaching Key Points Read a letter.Write a letter. Ⅲ.Teaching Difficult Point Write a letter to introduce your family members. Ⅳ.Teaching Method Teaching by demonstration. Ⅴ.Teaching Aids One of your own letters introducing your family members./A projector. Ⅵ.Teaching Procedures
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Step Ⅰ Students talk about the film My Parents.This task provides practice collecting and sorting information.What’s more, students can build vocabulary and improve their spoken English. Show the key vocabulary on Page 17 by a projector on the screen. dear adj. (冠于信函中的称谓,以示礼貌)亲爱的 very adv. 很,非常 for prep. 为了;为(表目的) ;对于 very much 很,非常 thanks for 为„„而感谢 see v. 看见 great adj. 绝美的;巨大的;伟大的;非常的;很多的 soon adv. 不久 photo n. 照片,相片 See you soon.再见。 here adv. 在这里;向这里 pen friend 笔友 love v. 爱;热爱 Read the words one by one,over and over again until students can read them accurately. Step Ⅱ 3a Take out your letter,hold it up and ask: T:What’s this in English? Help students answer. Ss:It’s a letter. Today we’ll learn to read and write a letter. Read the letter in Activity 1a first to show the students a correct pronunciation and intonation.Then have students read it on their own. Call attention to the part on the right.Students discuss what to do. Say:Draw a picture of Emma’s family. As students work,move around the room checking progress,asking students questions about the picture and offering help. (This activity shows students how the target language is applied to their own lives.It also provides reading practice.) Step Ⅲ 3b Call students attention to the photo and ask: T:Who do you think the family members are? Encourage a student to say the names of the family members. Check the answers. Answers: Answers will vary. (This activity provides writing practice using key vocabulary.) Step Ⅳ 4a Ask students to take out their family photos and a piece of writing paper. Imagine that your pen friend lives somewhere far-away.Write him/her a letter to introduce your family members,enclosing the photo. Call student’s attention to the letter in Activity 3a.Ask students to point to the beginning of the letter.It says:Dear Mary,ask them to point to the end of the letter.It says:Your friend, Emma It’s difficult for students to write a letter.As a result of this,give them a sample letter on the blackboard. A sample version: Dear Li Lei, I hope you are well.Thanks for your photo of your family.This is my family photo.These are my grandparents.Those are my father and my mother.This is my sister,Jin Fang.I love them very much. Give my best wishes to your family. Your friend, Jin Fei Have students write about their own families.Use the letter in Activity 3a and the one on the blackboard as models. The activity will take too much time.If there isn’t enough time,set it as a homework task when all the students know how to write the letter and most of them have written it halfway. (This activity provides writing practice using the target language.) Step Ⅴ 4b Groupwork Students look at the picture carefully.Make sure that they know how to work in groups. Divide the students into groups of four.Mix up their photos and letters in 3c.It doesn’t matter that some letter is not finished.Display the photos in one column and the letters in another column on a desk. Students match the photos with the letters.
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(This activity provides reading practice using the target language.) Step Ⅵ Summary:In this class,we’ve learned how to write a letter to introduce people. Step Ⅶ Homework (1)Finish off the letter in 3c after class. (2)If you have misunderstood someone or have been misunderstood by someone,write him/her a letter to clear up misunderstandings between you. (3)Bring family photos or videos to class tomorrow.

The Sixth Period
Ⅰ.Teaching Aims and Demands 1.Knowledge Objects Revise all key vocabulary presented in this unit.Introduce and identify people using target language. 2.Ability Objects Train students’ writing skill.Train students’ ability to solve problems by yourself or with the help of others. 3.Moral Objects Our country is becoming stronger and stronger and more and more beautiful.We love our motherland. Ⅱ.Teaching Key Points Key vocabulary. Target language used to introduce and identify people. Ⅲ.Teaching Difficult Point Writing the target language. Ⅳ.Teaching Method Pairwork. Ⅴ.Teaching Aids A video player and a TV set. Ⅵ.Teaching Procedures Step Ⅰ Have students exchange their letters.Help correct each other’s work.Pay special attention to the beginning and the end.Ask different students to read their letters aloud. Step Ⅱ 1 Ask students to check all the words they know. Get students to find out the meanings of the words they don’t know by reviewing the lesson,asking you,asking classmates or looking them up in a dictionary. (This activity helps students revise all key vocabulary presented in this unit.) Step Ⅲ 2 Ask students to write five new words in their vocab-builder.After that,exchange books and share their lists with other students. Have a student write his/her five new words on the blackboard to share them with the whole class. (This activity helps build vocabulary.) Step Ⅳ 3 Call students attention to the pictures.Ask:Where do you think these pictures were taken? Students discuss the pictures and elicit the various Chinese locations. Have students point to the four words next to the pictures.Students in pairs read the uncompleted conversations and discuss what to write in the blanks. Ask the students to fill in the blanks individually. Ask a student to write his/her answers on the blackboard. Check the answers. Answers: Mary:Look!There’s my father. You:Is this your grandfather? Mary:Yes,it is. You:Is that your(aunt)? Mary:No,she isn’t.She’s my mother. You:Is that your friend? Mary:No,he isn’t.He’s my cousin. (This activity focuses on writing the target language.) Optional Activity
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Ask the students to take out their family photos, especially taken in some places of great interest.Exchange them and talk about the locations and people in each picture using the target language. If some students happen to bring videos to class,play them for the whole class to talk about. If time permits,ask students to write some target languages to describe a certain picture. (This activity gives the students a further practice applying the target language to their own life.) Step Ⅴ Just for Fun Students in pairs read the conversation.Have students guess what the word girlfriend means.Remind them that it is a compound. Invite pairs of students to perform the dialogue in front of the class. (This activity provides reading practice with the target language.) Optional Activity Students like classes lively and interesting. Ask:Who can tell a joke in English?If they can’t recall one,encourage them to create one using their imagination.Then make it into a cartoon story.They may use the one in Just for Fun as a model. Step Ⅵ Summary In this class,we’ve mainly revised the key vocabulary presented in this unit and the target language used to introduce and identify people. Step Ⅶ Homework (1)Finish off the cartoon story in optional activity. (2)Finish off the exercises on Pages 10 and 12 of the Workbook.

Materials for Preparing Lessons
Ⅰ.知识点拨 1.词汇 (1)father n. 父亲 father-in-law 岳父;公公 Father Christmas 圣诞老人 (2)friend n. 朋友 make friends with... 与„„交朋友 make friends with...again 重归于好 A friend in need is a friend indeed.患难朋友才是真朋友。 (3)grandfather n. 祖父;外祖父 grandpa (口语)爷爷;外公 (4)grandmother n. 祖母;外祖母 grandma (口语)奶奶;姥姥 (5)mother n. 母亲 mother 较正式。mum 多见于口语,前面一般没有物主代词或定冠词修饰。 (6)thanks for 为„„而感谢 Thanks a lot for asking me to your party.谢谢你邀请我参加你的晚会。 (7)great adj. 伟大的;巨大的 He is a great tennis player.他是一名伟大的网球运动员。 great 绝妙的;令人满意的 We had a great time in Paris.我们在巴黎的那段时期很快乐。 (8)see v. 看见 It was getting dark and I couldn’t read.天渐黑了,我不能阅读。 see v. 领会;明白 Do you see what I mean?你懂得我的意思吗?I see.我明白了。 (9) you soon.再见。 See 通常用在短时间内还要见面的分手时, 也可用在书信末尾。 以下几种方式也可表示 “再见” : Goodbye!Bye-bye!Bye!See you later!See you again.So long. 2.语法:名词复数 名词可分为可数名词和不可数名词。可数名词又可分为单数和复数两种形式。下面的口诀可帮助学生记忆名词复数 的构成规则: 一般情况加-s,friend 变成 friends。 遇到 s,x,ch,后面就加-es。 class—classes;box—boxes;watch—watches f,fe 要变成 v,后面要跟-es。 knife—knives 辅音加 y,y 变 i,其后莫忘-es。 dictionary—dictionaries 英语中还有不少名词的复数形式是不规则的,必须把它们牢记在心。如: man—men(男人)woman—women(女人)Frenchman—Frenchmen(法国人)child—children(儿童)
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tooth—teeth(牙齿)foot—feet(脚)sheep—sheep(羊)deer—deer(鹿)fish—fish(鱼)mouse—mice(老鼠) 3.英语书信的格式 (1)信头:指发信人的地址和日期。写在信纸的右上角,可以从靠近信纸的中央写起。信头上面要留空白。先写 发信地址。地址的写法与汉语不同,要先写小地方,后写大地方。在地址的下面写日期。日期的顺序是:月、日、 年,或者日、月、年。 (2)称呼:指对收信人的称呼。写在信头之下,相距一行,从信纸的左边开始,顶格写。开头的第一个词和专有 名词的第一个字母要大写。 (3)信的正文:指信的主体部分。从称呼的下一行由左边第三或第五个字母开始写起。每一段的起首都同第一行 齐头。如果信中涉及的事情不多,可用一段写完。如果陈述的事情较多,则应分几段,逐一叙述。 (4)结束语:指正文下面的结尾客套。一般从信纸的中央靠右写起,第一个字母大写,末尾用一个逗号。在非正 式的社交信中,常用 Yours sincerely,假如对方是亲密的朋友,可用 Sincerely yours,Yours 等。 (5)签名:指发信人的签名。写在结束语的下面,稍偏右。无论手写或打印的信件,在写姓名时,必须用钢笔或 圆珠笔亲自签名,以示郑重。 (6)英文信封的写法:英文信封写法与汉语的不同。一般把收信人的地址写在信封的中央或偏右下角。第一行写 姓名,下面写地址,顺序与信内容地址一样。发信人的姓名和地址写在信封的左上角,也可以写在信封的背面。 Ⅱ.背景资料 1.Family 的来源 很久以前,人们每天早晨起床的时候,都要说一句“Father and mother,I love you.”以表达对圣主的感谢。后来, 人们把这句话中每个单词的首字母组合成“family”一词来代表这句话。这就是 family 一词的来历。 2.父亲节 人们在庆祝母亲节的同时,并没有忘记父亲的功绩。1909 年就开始有人建议确定父亲节。据说第一个提出这种建议的 是华盛顿的约翰·布鲁斯·多德夫人。多德夫人的母亲早亡,其父独自一人承担起抚养教育孩子的重任,把他们全部 培养成人。1909 年,多德夫人感念父亲养育之恩,准备为他举行庆祝活动,同时,想到所有的父亲对家庭和社会的贡 献,于是给当地一家教士协会写信,建议把 6 月的第三个星期日定为父亲节。该协会将建议提交会员讨论,获得了通 过。1910 年 6 月,人们便在此庆祝了第一个父亲节。当时,凡是父亲已故的人都佩戴一朵白玫瑰,父亲在世的人则佩 戴红玫瑰。这种习俗一直流传至今。但是开始时父亲节的日期各不相同,而且有的地方用蒲公英作为父亲节的象征, 有的地方则用衬有一片绿叶的白丁香作为父亲节的象征。直到 1934 年 6 月,美国国会才统一规定 6 月的第三个星期 日为父亲节。 3.母亲节 母亲节是怎样来的呢?那就是在公元 1907 年 5 月,美国有位安娜·贾伦斯女士,她在母亲逝世的追悼会上献上一 束康乃馨花。后来,她认为所有的人都应该选定一天来怀念母亲,报答母亲的养育之恩。于是她请来亲戚、朋友, 向他们说明了自己的想法,得到大家的赞同。接着安娜的故乡费城在 1908 年 5 月 10 日举行了“母亲日” 。她继续 呼吁,写了几千封信给国家议员、州长和各地有影响的人士。她的努力产生了效用。国会提议,每年 5 月的第二个 星期日为法定的假日,为所有的母亲举行庆祝活动。1909 年 5 月 9 日,威尔逊总统正式签署,把每年 5 月第二个星 期日定为“母亲节” 。如今世界上大多数国家的人们都在这一天开展庆祝“母亲节”的活动。 4.母亲之花——康乃馨 在纤细青翠的花茎上,开出鲜艳美丽的花朵,花瓣紧凑而不易凋落,叶片秀长而不易卷曲,花朵雍容富丽,姿态高 雅别致,色彩绚丽娇艳,更有那诱人的浓郁香气,甜醇幽雅,使人目迷心醉,这就是在母亲节赠给母亲的鲜花—— 康乃馨。1934 年的 5 月,美国首次发行母亲节纪念邮票,邮票上一位慈祥的母亲,双手放在膝上,欣喜地看着前面 的花瓶中一束鲜艳美丽的康乃馨。随着邮票的传播,在许多人的心目中把母亲节与康乃馨联系起来,康乃馨便成了 象征母爱之花,受到人们的敬重。康乃馨与母亲节便联系在一起了。人们把思念母亲、孝敬母亲的感情,寄托于康 乃馨上,康乃馨也成为了赠送母亲不可缺少的珍贵礼品。 5.中国的母亲花——萱草 萱草,在我国一向有“母亲花”的美称。远在《诗经、卫风、伯兮》里载: “焉得谖草,言树之背?”谖草就是萱 草,古人又叫它忘忧草,背,北,指母亲住的北房。这句话的意思就是:我到哪里弄到一枝萱草,种在母亲堂前, 让母亲乐而忘忧呢?母亲住的屋子又叫萱堂,以萱草代替母爱,如孟郊的游子诗: “萱草生堂阶,游子行天涯;慈 母依堂前,不见萱草花。 ”叶梦得的诗云: “白发萱堂上,孩儿更共怀。 ”萱草就成了母亲的代称,萱草也就自然成 了我国的母亲之花。 Ⅲ.可供教师参考的活动 1.开展制作父亲节或母亲节贺卡的活动,以表示对父母给我们最无私的爱的感谢。评选最佳创意奖若干名,以资鼓 励。 2.你知道父母的生日是哪一天吗?向父母说“生日快乐! ”赠送小礼物(如自制的贺卡) ,以感谢父母的养育之恩。 3.每人说一句感谢父母或祝福父母的话。评选最饱含深情奖。 以上活动旨在加强学生与父母的沟通,教育学生尊敬父母,理解父母,体恤父母。
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