Section A 2d—3c第一课时评课稿

UNIT 2

THIS IS MY SISTER (the 1st period Section A 1a-1c, 2b-2d) Teaching aims: (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. Language points: (语言点) 1.

要求掌握以下句式: (1) ------This/that is my …

------ These/those are my …

------ This is his / her …

------ These/those are his / her …

2.

要求掌握以下词汇: (1) 名词: sister, mother, father, parent, brother, grandmother,

grandfather, friend, grandparent

(2) 代词: this

that

these

those 3. 需要了解的节日：Family Day--- It’s a festival in the USA. A national effort to promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. It’s always on the last weekend in September. 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。

Teaching steps (教学步骤) 教学设计说明

1.

Warming-up and revision (课堂热身和复习)

1.

最基本的英语打

(1)

Daily greetings to the students¹

(日常问候) 招呼练习, 复习前两T: Hello, what is your name? 单元的句型.

即是一S: My name is …. 个对所学知识的回T: Nice to meet you! 顾，也是正式上课之S: Nice to meet you, too! 前的热身。

(2)

Revision (复习)2

T: What’s his / her name?

S: He / She is…. 2．

这两个句型的练

习也是对上个单元内T: Are you Li Ming?

容的复习。

S: Yes, I am. / No, I’m not. I’m ….

T: What’s your telephone number?

S: It’s 029-….

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2.Presentation (呈现新知识):

T: This is a picture of my family.3

3．拿出准备好的照T: Can you see the woman?

片，来引入接下来This is my mother. Read after me, mother. family的话题。

S: Mother. 4．

分别指向相应的T: Do you know which one is my father?

人物，来介绍。可在

This is my father. Do you think

课前在黑板上写好相he is handsome? Please read after me, father.4 应的词汇，在自己介S: Father. 绍完之后，可要求学T: If we want to call our father and mother

生跟着自己念，并及together, we can call them parents.5

时纠正学生可能存在T: Father is my parent,

Mother is my parent, too.

的发音错误。

They are my parents. 6

5．

拿出另外一张父T: Now look at these two old people. They are my

亲单独的照片，来询

Grandparents. One is my grandfather,

问学生，并适时让他the other one is my grandmother.

们分清楚parent 单复They are old but they are healthy. 数的区别。

T: I’m the only child in my family, so I don’t have

6．

之后一些家庭成any brother or sister. But I have an uncle and

员词汇的教授，都要an aunt. They are my father’s brother and

求学生大声地重复，sister. Look, they are here.

以确保他们发音的正2.

Work on 1a: (完成P7—1a) 确。

T: Now, please open your books, and turn to

page 7. look at part 1a. You can see

7．

这里需要适当解a picture of a family and some words

释和示范什么是

we have learned just now. Please match

match。在学生做练习the words with the people in the picture.…

的时候可以在教室中Check the answer.7

走动，来回指导一下。

3.

Drill (练习)：8

8．

让学生扮演1a图T: Now, please cover the answer of 1a by 中人物的角色，让他using a piece of paper then listen to me

们用第一人称来介绍carefully. I will give you a letter,

家庭成员。目的在于and you must tell me this letter means

让学生能进一步熟悉which member in the family. For example,

新词汇。

I say “c”. You should say “This is my mother”.

Understand?

T: OK, let’s begin. The first one is XX, your letter is “d”.

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S: These are my grandparents. T: Good job. Next one --- 9．

此环节着重于听S: --- 力的练习，

当然，教4.

Work on 1b (完成

P7—1b)9

师并不需要局限于磁T: The next task is very easy for you. I will play

带，可根据学生掌握the tape.Please listen carefully, and circle

the people the boy talks about in the picture. T: Do you get the answer? Who does the boy

talk about?

S: His brothers and sister. T: You are so amazing. 5.

Work on 1c (完成P7—1c) 10

T: I think everyone has known the family

showed in 1a.

Two students a group, please introduce

the family to each other. Please use

“ This is his---.”

“These are his---.”

S1: This is his father. S2: These are his parents. S: --- 6.

Work on 2b (完成P8-2b)11

T: Today, I would like to introduce an

American festival to you, it is called

“Family Day”11. On this day, the whole

family get together, have meals and play

games. Now look at the picture in 2b.

They are having their “Family Day”.

Look, they are so happy.But I don’t

know who are they exactly. Can you tell me? I will play the recording once more.

And please match the name with the

people in the picture.

T: Can you give me your answer?

S: ---

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。

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7.Work on 2c (完成P8-2c)12

T: Two students a group. Ask and answer

by using your own pictures Please use these

sentences: “Who is he/she?” “Who are they?”

12．

仍然是利用书上的图片，将本课新的句型进行呈现并提醒

S1: Hi, XXX. Who is he?

S2: He is my grandfather.

S1: Who are they?

S2: They are my uncle and aunt.

Work on 2d (完成P8-2d) 8.Follow up (进一步扩展)13

T: We are students now, but one day we will

grow up. We will have our own family.

Can you imagine what is your family like 30

years later? Please draw the future family

on a piece of paper about your family

on a “Family Day”. Then show the drawing

to your group mate. Ask each other about

the family members.I will choose the

best pairs to make a presentation for us. 7.

Homework Write down your introduction about your

own family and your friend’s family as

detailed as possible.

学生注意区分单复数的用法。

13．

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。

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