(the1stperiodSectionA1a-1c,2b-2d)Teachingaims:(教学目标)1.学会表述家人的称谓,区分家人的称谓..2.学会介绍家人.3.学会用疑问句来询问家人的称谓.Languagepoints:(语言点)1.要求掌握以下句式:(1)------Thisismy…------Thesearemy…------Thisishis/her…------Thesearehis/her…------Isthisyour…?------Aretheseyour…?------Isthishis/her…?------Arethosehis/her…?2.要求掌握以下词汇:(1)名词:sister,mother,father,parent,brother,grandmother,grandfather,friend,grandparent[来源:Z#xx#k.Com](2)代词:thesethose3.需要了解的节日：FamilyDay---It’safestivalintheUSA.Anationalefforttopromoteparentalengagementasasimple,effectivewaytoreduceyouthsubstanceabuseandraisehealthierchildren.It’salwaysonthelastweekendinSeptember.Difficulties(难点):本课的难点是学生要区分和掌握家人的称谓,而学生在初次接触的时候,要分清楚各个称谓会有一定难度。学生学习用一般疑问句来询问并回答家庭成员的关系也有一定的难度。教学设计说明1.最基本的英语打招呼练习,复习前两单元的句型.即是一个对所学知识的回顾，也是正式上课之前的热身。Teachingsteps(教学步骤)1.Warming-upandrevision(课堂热身和复习)(1)Dailygreetingstothestudents¹(日常问候)T:Hello,whatisyouname?S:Mynameis….T:Nicetomeetyou!S:Nicetomeetyou,too!(2)Revision(复习)T:What’sthisinEnglish?2S:Thisis/Itisapencil.T:Howdoyouspell“pencil”?[来源:学科网]2．这个句型的练习也是对上个单元内容的复习。复习This/Thatis….句型为新课学习做好铺垫。3．借着上面复习到的句型，拿出准备好的照片，来引入接下来family的话题。4．分别指向相应的人物，来介绍。可在课前在黑板上写好相应的词汇，在自己介绍完之后，可要求学生跟着自己念，并及时纠正学生可能存在的发音错误。5．拿出另外一张父亲单独的照片，来询问学生，并适时让他们分清楚parent单复数的区别。6．之后一些家庭成员词汇的教授，都要求学生大声地重复，以确保他们发音的正确。7．这里需要适当解释和示范什么是match。在学生做练习的时候可以在教室中走动，来回指导一下。S:P-E-N-C-I-L,pencil.T:Thankyou.T:What’sthis/thatinEnglish?S:This/Thatisapen/book/eraser/ruler/dictionary/backpack/Baseball/watch/key/computergame/notebook/ringT:Howdoyouspell---?S:---2.Presentation(呈现新知识):T:What’sthisinEnglish?S:It’sapicture/photo.3T:Yes,thisisapictureofmyfamily.T:Canyouseethewoman?Thisismymother4.Readafterme,mother.S:Mother.T:Doyouknowwhichoneismyfather?Thisismyfather4.Doyouthinkheishandsome?Pleasereadafterme,father.S:Father.T:Ifwewanttocallourfatherandmothertogether,wecancallthemparents.T:Fatherismyparent,5Motherismyparent,too.Theyaremyparents.T:Nowlookatthesetwooldpeople.TheyaremyGrandparents6.Oneismygrandfather,theotheroneismygrandmother.Theyareoldbuttheyarehealthy.T:I’mtheonlychildinmyfamily,soIdon’thaveanybrotherorsister.ButIhaveanuncleandanaunt.Theyaremyfather’sbrotherandsister.Look,theyarehere.1.Workon1a:(完成P13—1a)T:Now,pleaseopenyoubooks,andturntopage13.lookatpart1a.YoucanseeapictureofDave’sfamilyandsomewordswehavelearnedjustnow.Pleasematchthewordswiththepeopleinthepicture.7…Checktheanswer.1.Drill(练习)：T:Now,youareDave8.Pleasecovertheanswerof1aby8．让学生扮演Dave的角色，让他们用第一人称来介绍家庭成员。目的在于让学生能进一步熟悉新词汇。9．此环节着重于听力的练习，当然，教师并不需要局限于磁带，可根据学生掌握情况，自己变化或添加听力内容。此环节已经开始使用第三人称了。10．接着上面的环节，让学生试着用第三人称介绍。教师可以进行适当的讲解，也可以将句型写在黑板上。11．这里加入了美国家庭日这个概念,这样是便于给学生一个比较真实的环境，同时也是西方文化知识的补充。教师除了介绍资料之外还可以问一下学生对此节日的想法。usingapieceofpaperthenlistentomecarefully.Iwillgiveyoualetter,andyoumusttellmethislettermeanswhichmemberinyourfamily.Forexample,Isay“c”.Youshouldsay“Thisismymother”.Understand?T:OK,let’sbegin.ThefirstoneisXX,yourletteris“d”.[来源:Z,xx,k.Com]S:Thesearemygrandparents.T:Goodjob.Nextone---S:---2.Workon1b(完成P13—1b)T:Thenexttaskisveryeasyforyou.Iwillplaythetape.Pleaselistencarefully,andcirclethepeopletheboytalksaboutinthepicture9.T:Doyougettheanswer?Whodoestheboytalkabout?S:Hisbrothersandsister.T:Youaresoamazing.1.Workon1c(完成P13—1c)T:IthinkeveryonehasknownDave’sfamily.Twostudentsagroup,pleaseintroduceDave’sfamily10toeachother.Pleaseuse“Thisishis---.”“Thesearehis---.”S1:Thisishisfather.S2:Thesearehisparents.S:---2.Workon2b(完成P14-2b)T:Today,IwouldliketointroduceanAmericanfestivaltoyou,itiscalled“FamilyDay”11.Onthisday,thewholefamilygettogether,havemealsandplaygames.Nowlookatthepicturein2b.TheseareDave’sfamilymembers.Theyarehavingtheir“FamilyDay”.Look,theyaresohappy.ButIdon’tknowwhoaretheyexactly.Canyoutellme?Iwillplaytherecordingoncemore.Andpleasematchthenamewiththepeopleinthepicture.T:Canyougivemeyouranswer?S:---…Presentation(呈现新知识)T:OK,nowwehaveknownDave,LinHai,MaryandJim12．仍然是利用书上的图片，将本课新的句型进行呈现，并帮助学生在你问完问题后用Yes/No来回答。并提醒学生注意区分单复数的用法。13．本环节并没有按照课本就书上图片进行提问练习，而是让学生就同桌的照片提问，应该更加有真实感。14．在课前可准备好图片，并用纸张盖住图片的大部分，只留下一小部分让学生进行猜测Whoisit?注意在此环节及时纠正学生的错误。对所学问句进行巩固。15．本环节还是在巩固所学知识。在此可鼓励学生尽可能地自由发挥，除运用当天所学之外，还可以有自己的东西。比如说询问未来子女的名字，未来家人的工作，年龄等等。并可对出色的同学进行适当的奖励。Buttherearestillsomestrangers12.T:Lookatthiswoman.IsthisDave’smother?S:Yes,sheis/No,sheisn’t.T:Whataboutthesetwooldpeople?ArethoseDave’sgrandparents?S:Yes,theyare./No,theyaren’t.---1.Workon2c(完成P14-2c)T:Twostudentsagroup.Askandanswerbyusingyourownpictures13Pleaseusethesesentences:[来源:Zxxk.Com]“Isthisyouruncle?”“Arethoseyourparents?”S1:Hi,XXX.Isthisyourgrandfather?S2:Yes,heis.S1:Arethoseyourparents?[来源:学科网]S2:No,theyaremyuncleandaunt.Workon2d(完成P14-2d)GuessingGame.T:Look.What’sinmyhands.Thisisapicture.Butyouonlycanseeapartofthepicture14.IcantellyouthisisamemberinDave’sfamily.Canyouguess“Whoisit?”Pleaseusethequestionswehavelearnedtoday.S:IsthatDave’saunt?IsthishisgrandmotherArethesehisbrother?Arethosehisfriends?1.Followup(进一步扩展)T:Wearestudentsnow,butonedaywewillgrowup.Wewillhaveourownfamily.Canyouimaginewhatisyourfamilylike30yearslater?15Pleasedrawthefuturefamilyonapieceofpaperaboutyourfamilyona“FamilyDay”.Thenshowthedrawingtoyourgroupmate.Askeachotheraboutthefamilymembers.Iwillchoosethebestpairstomakeapresentationforus.2.HomeworkWritedownyourintroductionaboutyourownfamilyandyourfriend’sfamilyasdetailedaspossible.
