Unit 1 Jill’s familyppt课件配套教案内容

Module2 Me, my family and friends Unit 1 Jill’s family (period1)

Topic: Jill’s family Language aims: Using the key words and phrases in context e.g. father, mother, grandmother, grandfather, uncle, aunt, cousin, one’s family tree Using modeled sentences to introduce one’s family members e.g I have …

His/Her name is…

How many …do you have? I have ______.

Do you have…? Yes. I have… /No, I don’t.

Ability aims: Students can introduce their family members. Emotional aims: Love our family, love our family members. Key points:

I have … . His/Her name is…

Do you have…? Yes. I have… /No, I don’t.

Difficult points:

Learn to draw and write a family tree. Materials: Student’s Book 4A( P18) Cassette 4A and cassette player Multimedia: PPT

Procedures Contents Methods Purpose 1.

Ask and answer( T—P) 利用日常问答引I. Pre-task Daily talk

出家庭这个话题，preparation

2.

Let students introduce 激发学生的学习one’s family members 兴趣

Eg. I like my _____.

He/She’s ______. 让学生利用所学

He/She can_____. 介绍家人，为教授

…

新知做铺垫

family tree 1.

Elicit one’s family tree

II. 2.

Teach: family

While-task

3.

Elicit: cousin 让学生在写一写procedure cousin

4.

Let PP to introduce their 画一画说一说中

cousins 深刻了解family

Eg. I have a cousin. tree的意思

His/Her name is _____.

He/She can _________.

5．

Expand: nephew niece

6. Ask PP to draw and write

nephew niece

How many…? I have….

Do you have…? Yes, I do./No, I don’t. Yes. I have …

P18 one’s family tree. 1.

T ask, PP answer. Eg. T: How many consins do you have? PP: I have two uncles. 2.

Ask and answer in pairs. 3.

Ask students to introduce their friends.

1.

Listen to the tape P18 (Ask and answer) 2.

Let pupils answer the questions. 3.

T ask, PP answer. 4.

Learn the question one by one 5.

Let students to answer completely.

1.

Read P18 in groups 2.

Make a new dialogue about Jill

通过举例让学生了解如何操练并积极进行

听录音回答问题，提高听力能力，并引出新知

听录音，让学生回答相关问题，熟悉课文内容。学会简单回答和完整回答。

Do a survey 1.

Make a table and ask Make a students to interview dialogue their classmates 2.

Make a dialogue like P18(Pair work)

1.

Listen to the tape and IV. read P18 Assignment 2.

Write the new words and phrase 3.

Introduce the family tree to friends

板书：

I have … . His/Her name is…

Do you have…? Yes. I have… /No, I don’t.

III. Post-task activities

让学生自由调查自己的同学并进行对话，提高实际应用能力

注重作业中的读写练习，更是是课堂教学的延续。

Unit 1 Jill’s family (period 2)

Topic: Jill’s family Language aims: Using the key words and phrases in context e.g. welcome, really, photos of Jill’s family, come and look at, police officer

Using modelled sentences to introduce one’s family members. e.g. Look at…

He’s/She’s… He’s/She’s xxx’s … He/She can…

Using modeled sentences to make a dialogue about one’s family members. e.g. Who’s that man? That’s…. How old is he? He’s…

What can he do? He can …

Ability aims: Students can make a new dialogue. Emotional aims: Love our family, love our family members. Key points: Introduce family members to others. Difficult points:

Make a dialogue fluently Materials: Student’s Book 4A( P17 P19) Cassette 4A and cassette player Multimedia: PPT

Procedures Contents Methods Purpose 1.Show the photo and 通过照片介绍自I. Pre-task Introduce introduce their family 己家人，并引出preparation

members. 新知

Daily talk. 1.

Ask and answer(T-PP) 利用对话复习所2.

Pair work 学，巩固旧知

New word: 1.

Elicit the job

II. 拓展词汇doctorWhile-task police officer 2.

Learn : police officer 3.

Review the others: 和cook，增加学procedure 拓展：

Doctor teacher, pupil, postman 生的词汇量,利cook 4.

Expand: doctor, cook 用动作表演提高

5.

Say and act: I am a ____. 学习气氛

Dialogue

1.

Listen to P17, and

xxx’s answer the questions 对话比较简单，2.

Read the dialogue and 充分发挥学生主act in pairs(pay attention 观能动性进行学

to xxx’s) 1.

Elicit

2.

Teach the new phrases 3.

PP make some new sentences.

1.T take out a photo and elicit

e.g. This a photo of …

He’s/She’s …

They are photos of…

They are…

2. PP try to say

1.

Elicit 2.

Try to read vividly 3.

Create a situation to use “Really?”

A new 1.

T elicit(T-PP) III. dialogue

Who’s that man? That’s…. Post-task

He’s a …(job) activities

How old is he? He’s…

What can he do? He can …

2.

Make a new dialogue

3.

Say and act

Dialogue 1.

Practice the dialogue

P19 in groups.

2.

Act out the dialogue in

groups.

1.

Read P17 P19 after tape IV. and try to recite them. Assignment

2.

Try to write about your family members.

板书：Who’s that man? That’s…. How old is he? He’s…

What can he do? He can …

Unit 1 Jill’s family (period 3)

习

让学生编新句型，充分练习短语。

实物出示，让学生更加直观了解，并加以练习。

夸张的表达让学生表演更加生动。让学生发挥想象使用新词。

让学生在熟悉课文的基础上让学生以小组形式表演，培养兴趣和语用能力。

配套练习，检查所学，及时检验学生对知识的掌握程度。

Welcome to…

Come and look at…

a photo/photos of xxx’s family

Really？

读写并重，让学生尝试写话。

www.xkb1.com

Topic: Jill’s family Language aims: Using the key words and phrases in context e.g. visit, parents, grandparents, mooncake, garden, great, riddle, sometimes, on Mid-autumn Day

Using

modeled sentences to make a riddle. e.g. A:I have a riddle for you. Sometimes it’s… What is it? B: Is it …? A: Yes./ No Using modeled sentences to talk about Mid-autumn Day. e.g. On Mid-autumn Day, I… I like Mid-autumn Day. Ability aims: Students can use the key words and phrases correctly and fluently. Emotional aims: Love our family, love our family members. Key points:

Make a riddle in pairs Difficult points:

Talk about sth you do on Mid-autumn Day Materials: Student’s Book 4A( P20) Cassette 4A and cassette player Multimedia: PPT

Procedures Contents Methods Purpose 1.Ask and answer(T-PP) 利用对话复习所I. Pre-task Daily talk. 2.Pair work 学，巩固旧知

preparation

Guess 1.

T make a riddle PP guess 通过谜语激发学2.

To learn sth about the 生的求知欲，引Mid-autumn Day 出中秋节的话题，并简单了解

riddle 1.

Elicit

II. 2.

Learn the new words

While-task sometimes 3.

Let PP to make a riddle 顺接老师的procedure

and guess riddle，让学生自

e.g. 己来编，既能活I have a riddle A: I have a riddle for you. 学活用又能带动for you. (Sometimes)it’s …

学生的积极性

… What is it? B: Is it…? on 1.

Learn : Mid-autumn Day 注重介词on 的

Mid-autumn 2.

Pay attention to the prep: 用法，利用造句Day 让学生理解visit on

3.

Review the other 的含义，学会运

visit (grand)parents

have some mooncakes

watch the beautiful moon in the garden

III. Post-task activities IV. Assignment the whole dialogue

A short passage On Mid-autumn Day, I …

(visit, watch, have, make a riddle) (happy, beautiful, yummy, funny)

holidays 4.

Elicit the new words: visit 5.

Make the new sentence: On Mid-autumn Day, I visit …

PP can change to review: Teacher’s Day, Children’s Day.

1.

Ask and answer(T--PP) T: What do you do on Mid-autumn Day? 2.

Learn the new phrases 3.

Make a new dialogue in pairs 4.

Say and act

1.

Elicit (Jill) 2.

Listen to the tape (P20), do the exercises(T/F) 3.

Read P20 after tape 4.

Act in groups

1.

Elicit T say a short passage and write the key words 2.

Let PP to discuss in groups, encourage them to say other activities 3.

Say one by one 1.

Read P20 after tape and try to recite them. 2.

Write the key words and phrases 3.

Recite the key words 用

选择学生比较喜欢合作问答的方式来操练，掌握新的词组

不断的跟读，模仿，表演，充分提高学生的口语能力

让学生利用关键词介绍中秋节的活动，掌握所学词汇，并鼓励学生运用其他词汇，新旧整合

读写并重，让学生坚持对词汇的背诵积累

板书：

On Mid-autumn Day, I …

visit, watch, have, make a riddle

happy, beautiful, yummy, funny Unit 1 Jill’s family (period 4)

Topic: Jill’s family新课标第一网

Language aims: Using the key words and phrases in context e.g. dish, catch, cook, splish, splash, swish, in the short black dress, in the long red skirt, in the bright green shirt

Using modeled sentences to make a dialogue e.g.

Who’s that girl/boy in the…? That’s…

Indentifying the pronunciation of ‘sh’ in words such as dish and fish. Ability aims: Students can use the modeled sentences to ask and answer Emotional aims:

Love our family, love our family members. Key points:

Use the key phrases correctly Difficult points:

Indentify the pronunciation of ‘sh’ in words such as dish and fish..

Materials: Student’s Book 4A( P21) Cassette 4A and cassette player Multimedia: PPT

Procedures Contents Methods Purpose 1.Ask and answer(T-PP) 利用对话复习所I. Pre-task Daily talk. 2.Pair work 学，巩固旧知

preparation

Rhyme 1.

Listen and enjoy 欣赏儿歌并回答2.

Answer the questions 问题，为新知作Who’s that girl/lady/man 铺垫

in…? lady 1.

Elicit

拓展lady first，II. 2.

Expand: lady first 强调人文教育

While-task

the 3.

Explain the prep: in

procedure in dress/shirt 4.

Let PP make new

in the red…

sentences 通过并短句为长in the short.. e.g. xxx is in…

句掌握修饰名词in the short 5. Quick response: let PP to 的顺序，并通过red…

connect adj. 快速反应让学生

6. Make a new long 熟练运用

sentences one by one

Rhyme 1.

Ask and answer

Who’s that 2.

Make a new dialogue in

girl in …? pairs 利用朗朗上口的

3.

Read the rhyme after tape 4.

Act the rhyme with claps I am…

1.

T set an example

I am in…

2.

PP try to introduce one’s

clothes He’s/She’s…

3.

Play a guess game He’s/She’s 4.

PP introduce classmates, in…

P1guess Who is Xkb1.com

he/she?

1.Elicit III. /∫/ dish fish 2. Show the flashcards for Post-task wash ‘Learn the sound’ on page21 activities /∫/ short of the Student’s Book. Ask shirt she the students to repeat after

you until they can pronounce

the sound correctly.

3. Learn the words: dish,

catch, cook, cook, splish

splash, swish

4.

Ask PP to say the

procedures of cook a fish

5.

Act and say

1.

Ask PP to cook other A new rhyme dishes 2.

Try to make a new rhyme in groups

1.

Read P21 after tape and IV. try to recite them. Assignment 2.

Write the key words and phrases 3.

Recite the key words

板书：

Who’s that girl in …?

That’s …

/∫/ dish fish wash /∫/ short shirt she

Unit 1 Jill’s family (period 5)

That’s …

节拍提高学生诵读儿歌的兴趣

利用游戏帮助学生更好地理解和运用句型

学习发音，不断的模仿和跟读是非常必要的，可以改变操练方式来增加乐趣

在朗诵中加入表演，更学生印象更加深刻

读写并重，让学生坚持对儿歌的背诵，锻炼口语，增强语感

Topic: Jill’s family Language aims: Using the key words and phrases in whole unit. Using modeled sentences to make a dialogue fluently

Finishing the exercise correctly

Ability aims: Students can use the modeled sentences to ask and answer Emotional aims:

Love our family, love our family members. Key points:

Use the words and key phrases correctly Difficult points:

Students can use the modeled sentences to introduce a short passage about one’s family members

Materials: Student’s Book 4A( P17--P21) Cassette 4A and cassette player Multimedia: PPT

Procedures Contents Methods Purpose 1.

Recite the two rhymes 复习并诵读儿I. Pre-task Rhyme

2.

Say and act 歌，增强语感

preparation

Daily talk. 1.

Ask and answer 每日问答，复习

2.

T—PP, T—P1 所学，积累词汇

和句型

words of the 1.

Quick response

II. T say a word, PP spell

While-task whole unit 2.

Ask PP to make a new

procedure

sentence by using new

words 利用不同的方式the whole 3.

Translate 对词汇进行系统phrases in the T say Chinese, PP say the 的巩固

unit phrase

4.

Do the choice

e.g. (

) He’s in ______.

A. a red short shirt

B. a short red shirt

the dialogues

从复习简单的问of

the unit 1.

Elicit 答据入手，将单

2.

T ask, PP answer 元中的小对话进

3.

Make a new dialogue 行有效整合，使

e.g. Do you have…? 学生最大限度熟

Introduction III. Post-task activities Yes. I have…. He/ She is…

How old is he/she? What can he/she do? Really?

4 Use modeled sentences to introduce one’s family members

1. Review the pronunciation dish fish wash /∫/

/∫/ short 2. PP say other similar shirt she words

3. Do some exercise

e.g. T/F

(

)short see

(

)chair fish

Exercise 1.

Finish the workbook 2.

T check 练运用

说话练习提高学生连续说话的能力

学习发音，不断的模仿和跟读是非常必要的，可以改变操练方式来增加乐趣

完成相应的练习

提高做题能力

IV. Assignment 1.

Read P17--P21 after tape and try to recite them. 2.

Recite the key words and phrases 3.

Finish the exercises

复习整个单元，让学生对所学知识有一个整体的把握

板书：Look, this is my…

She’s/He’s…(age)

She’s/He’s…(job)

She’s/He’s in …

She/ He can…

I like him/her.