Class 1 Textbook p.28教学设计

Unit4

Who’s

She

?

Period 1

一、Teaching goals:

1. Knowledge objectives:

①Students can listen、speak、read:

he,she,mom,dad, brother, sister, me ,who ②Key structures：Who's he/she? He/She 's my sister/….

2. Ability objectives:

By the end of the lesson, the students should be able to: 1. Learn about the family members.. 2. Use photos to introduce their family members. 3.

Key point: 学生能够运用以下句型对家庭成员进行问答交流。

Who’s he/she?

He/She is…

4. Emotion objectives:

Let Ss show their love by learning.

二、Teaching methods: Task-based teaching approach, Elicitation teaching

三、Teaching aids: word cards, CAI ,photos

四、Teaching Procedures：

Step I : Greetings. Step II: Presentation

1. Let’s learn. T: S1 he ;S2 she, Ss Read he/she line by line. T: Who’s he/she? Ss: He/She

is…

（班中几个孩子的照片…）

设计意图：利用猜的形式激活学生思维，带学生进入英语课堂。

2. Game: Brainstorm（孩子们喜爱的动画片人物）

Ss remember them quickly, then say “He/She is…”

设计意图：头脑风暴的游戏，更大地吸引学生的兴趣，更好的巩固句型

He/She is…

Ss praise their partner. “Hey, hey ,wonderful”.

3 . Let’s learn. T: He is Liu Xing.(Brainstorm游戏中最后一个人物)

1

T: Today, you are Liu Xing.(give Ss Liu Xing’s puppet.) 4.

Learn words. (1)

T: Who’s he/she?

Ss: He/ She is my dad/mom. (BD) Ss ask and answer (2)Guess (T gives Ss some key words, and let them guess.) brother/ sister/ me (BD)

Pair work.

(3)Expand (Tips: your father’s father/ your father’s mother) grandfather/grandma

grandmother /grandma

(Stick on the blackboard.) 设计意图：以刘星为主线、不同形式讲解家庭成员，激发学生的兴趣。同时给予提示词讲授grandfather、grandmother，激发学生的发散思维。

5.Consolidation (1)Game(火眼金睛) : When the Ss see pictures, they say“dad、mom、brother、sister、me”

(2)Who’s missing?

(3)Fill in the letters. (听单词发音，选出所缺的字母)

__om,__ad,__rother,__ister,__e. (4)Match （If you are right, draw a smile face.）

设计意图：通过各种练习形式，让孩子们在快乐的气氛中学习，从而对所学知识进行强化。

6.T: Look! This is Jack’s family.

7. Listen: This is Jack’s family.

(1)The first time, just listen. (2)The second time, follow it.

设计意图：回归文本，让学生熟悉文中的内容。

8. Group work: Ss introduce their family . 设计意图：运用新授单词让学生指着自己的照片向同学介绍自己的家人。

9.T: The family has grandpa、grandma、dad、mom、brother、sister and me.

It makes a happy family tree. (BB) 10. T: Do you love your family? Do you love your father and mother?

(1) Say your love loudly!

2

(2) Sing your love loudly!

Ss say and do. 设计意图：通过整节课的学习，让学生以不同形式表述对父母的爱。

Step IV: Homework 1.

Make a family tree. 2.

Describe a tabloid(小报) , then write some sentences like this .

This is my dad.

This is my mom.

I have a brother and sister.

Grandpa and grandma love us.

I have a happy family. Step V:Blackboarding:

Unit4

Who’s she?

dad

mom

brother

me

sister

A：Who’s he?

A：Who’s she?

B：He’s my dad/brother.

B：She’s my mom/sister.

六、Teaching reflection 本课时的新授单词和句子较多，本课时我处理的比较好的是整节课以学生熟悉的人物刘星贯穿整条主线，引出所要学习的家庭成员，孩子们在我创设的情境中学习家庭成员的单词和句子的问答，孩子们的学习热情高涨，同时完成了我设置的各个任务。个别学困生在表达He is /She is 缩写句子He’s/She’s ____.时不熟练，这也是本课时的补救点，对于Who’s he/she?He is /She is __.的问答句练习要给与学困生更多的时间表达和练习，今后在教学中，无论什么活动，都要给予学生更多时间说与练。

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