Section B 1a—1f教学设计第二课时

Unit5

Do you have a soccerball (section Agrammerfocus) 教材分析：

本节课是这单元的第三课时，以介绍家庭人物关系为话题展开，是本单元的起始阶段，是语言输入的阶段，为以后的学习奠定基础。

学情分析：

学生学过be 动词的不同形式，学过2b中出现的人名，但是名词的单复数形式及与系动词的一致有些难度。

教学目标：

通过这节课的学习使学生掌握：

1，9个介绍家庭成员的名词；

2，

Who questions and 介绍人物关系的句型: This is…

That’s …

These are…

Those are…

教学重点：

能用正确的词汇和句型说明人物关系。

教学难点：

掌握名词单复数的形式及与谓语一致。

教学准备：

教师：课件，人物称呼的英语挂图

学生：预习:圈生词，画出疑难句。

教学过程：

Step1: review

1.Make a conversation . (常规的课前活动)

T: What’s this? (point at the picture)

Ss: It’s a picture.

T: Yes ,what’s her name? Ss :She is…

T: He’s her father /brother…

Step 2: Learn new words by pictures

1,Ss read after the teacher.

2, put these words in right column

3，Introduce people : This is my … . These are my … .

4,finish 1a ,match the words with the people in the picture.

Ss say mother is a …

(借助图片导入，学生词，并且在学生词时，采取跟读，分类的方法，形式多样，让学生巩固生词。) Step 3: listening (1b) 1.T: This is David’s family . He and Lin Hai are talking about his family, listen and circle the words you hear in 1a. 2.T: Listen again and fill in the blanks.

A: That’s my ___. ____ are my parents. B: ______she?

A: She’s my ____. Oh , and _____are my brothers.

3.Read the conversation after the tape. Then role-play it. (听力前的背景介绍有助于学生理解听力内容，填空提高学生听力能力，角色表演对话和跟磁带读帮助学生纠正语音语调。) Step 4: listening (2a, 2b)

T: Look at the picture .This is Cindy’s family photo , how many people can you see ? (six) OK. Guess : How many words can you hear?(6) 1,Now ,let’s listen : Who are they? 2, Listen again ,match the names with the people in the picture. Check the answer: Jenny is mother …

3, Imagine you are Jenny , talk about your family. Like this : This is …

These are …

4,Listen again and take notes to answer : a) Who’s she/he? b)Who’re they? 5, Talk about the people in picture 2b by using the sentences above. (听前看图预测，听中设计不同层次的问题，听后练习，中心明确，重点突出。) Step 5: Role-play the conversation.

1,Look at the picture , who are talking? Listen and repeat.

2,Read aloud and match: Jane

Sally

Kate

Jane

Paul

friend

sister

brother

3,What’s the meaning of ”Have a good day ! You ,too.”

(注重读的练习，通过匹配检查学生理解的情况，解决难句。) Step 6:Sum up and question. (学生总结，教师补充，学生质疑，合作完成。培养合作意识。) Step 7: Homework :

1,f

a

m

I

l

y father and mother, I love you . 2,Make a conversation and introduce your family in your group.

Writing on the blackboard:

Unit 2 This is my sister. (section A1a—2d)

family

grandfather

grandmother

grandparents father

mother

parents brother

sister This is …

These are …