3a—3e全国优秀课堂实录

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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. 3.

学会用疑问句来询问家人的称谓. Language points: (语言点) 1.

要求掌握以下句式: (1) ------This is my …

------ These are my …

------ This is his / her …

------ These are his / her …

------Is this your…?

------ Are these your…?

------ Is this his / her …?

------ Are those 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: 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。

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。

Teaching steps (教学步骤) 1.

Warming-up and revision (课堂热身和复习) (1)

Daily greetings to the students¹

(日常问候) T: Hello, what is you name? S: My name is …. T: Nice to meet you! S: Nice to meet you, too! (2)

Revision (复习) T: What’s this in English?2 S: This is / It is a pencil.

1 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。

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T: How do you spell “pencil”?

2．

这个句型的练习S: P-E-N-C-I-L, pencil. 也是对上个单元内容T: Thank you. 的复习。复习This T: What’s this /that in English? /That is …. 句型为新S: This/That is a pen / book / eraser / ruler / dictionary / backpack / 课学习做好铺垫。

Baseball / watch / key / computer game / notebook / ring

T: How do you spell ---?

S: --- 3．借着上面复习到的2.

Presentation (呈现新知识):

句型，拿出准备好的T: What’s this in English? 照片，来引入接下来S: It’s a picture /photo.3 family的话题。

T: Yes, this is a picture of my family.

T: Can you see the woman?

4．

分别指向相应的This is my mother4. Read after me, mother. 人物，来介绍。可在S: Mother. 课前在黑板上写好相T: Do you know which one is my father?

应的词汇，在自己介

This is my father4. Do you think he is handsome? Please 绍完之后，可要求学

read after me, father. 生跟着自己念，并及S: Father. 时纠正学生可能存在T: If we want to call our father and mother together, we can

的发音错误。

call them parents.

T: Father is my parent,5

Mother is my parent, too. They are 5．

拿出另外一张父

my parents.

亲单独的照片，来询T: Now look at these two old people. They are my

问学生，并适时让他

Grandparents6. One is my grandfather, the other one is 们分清楚parent 单复my grandmother. 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 any

6．

之后一些家庭成brother or sister. But I have an uncle and an aunt. They 员词汇的教授，都要are my father’s brother and sister. Look, they are here.

求学生大声地重复，3.

Work on 1a: (完成P13—1a) 以确保他们发音的正T: Now, please open you books, and turn to page 13. look

确。

at part 1a. You can see a picture of Dave’s family

and some words we have learned just now. Please match

7．

这里需要适当解the words with the people in the picture.7 释和示范什么是

…

match。在学生做练习Check the answer. 的时候可以在教室中4.

Drill (练习)：

走动，来回指导一下。

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8T: Now, you are Dave. Please cover the answer of 1a by

using a piece of paper then listen to me carefully. I will 8．

让学生扮演Dave

give you a letter, and you must tell me this letter means

的角色，让他们用第which member in your family. For example, I say “c”.

一人称来介绍家庭成You should say “This is my mother”. 员。目的在于让学生Understand? 能进一步熟悉新词T: OK, let’s begin. The first one is XX, your letter is “d”. 汇。

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5.

Work on 1b (完成

P13—1b) 师并不需要局限于磁T: The next task is very easy for you. I will play the tape. 带，可根据学生掌握Please listen carefully, and circle the people the boy talks 情况，自己变化或添about in the picture9. 加听力内容。此环节T: Do you get the answer? Who does the boy talk about? 已经开始使用第三人S: His brothers and sister. 称了。

T: You are so amazing.

6.

Work on 1c (完成P13—1c) 10．

接着上面的环T: I think everyone has known Dave’s family.

节，让学生试着用第Two students a group, please introduce Dave’s family10

三人称介绍。教师可to each other. Please use “ This is his---.”

“These are his---.”

以进行适当的讲解，S1: This is his father. 也可以将句型写在黑S2: These are his parents. 板上。

S: ---

7.

Work on 2b (完成P14-2b) 11．

这里加入了美国T: Today, I would like to introduce an American festival 家庭日这个概念, 这to you, it is called “Family Day”11. On this day, the whole

样是便于给学生一个family get together, have meals and play games. Now

比较真实的环境，同look at the picture in 2b. These are Dave’s family members. 时也是西方文化知识They are having their “Family Day”. Look, they are so 的补充。教师除了介happy. But I don’t know who are they exactly. Can you tell 绍资料之外还可以问me? 一下学生对此节日的I will play the recording once more. And please match

想法。

the name with the people in the picture.

T: Can you give me your answer?

S: ---

…

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Presentation (呈现新知识)

T: OK, now we have known Dave, Lin Hai, Mary and Jim

But there are still some strangers12.

T: Look at this woman. Is this Dave’s mother?

S: Yes, she is / No, she isn’t.

T: What about these two old people?

Are those Dave’s grandparents?

S: Yes, they are. / No, they aren’t.

--- 8.

Work on 2c (完成P14-2c) T: Two students a group. Ask and answer by using

your own pictures13 Please use these sentences: “Is this your uncle?”

“Are those your parents?”

S1: Hi, XXX. Is this your grandfather?

S2: Yes, he is.

S1: Are those your parents?

S2: No, they are my uncle and aunt.

--- 9.

Work on 2d (完成P14-2d) Guessing Game.

T: Look. What’s in my hands. This is a picture. But you

only can see a part of the picture14. I can tell you this is a member in Dave’s family. Can you guess “Who is it?”

Please use the questions we have learned today.

S: Is that Dave’s aunt?

Is this his grandmother

Are these his brother?

Are those his friends? 10.

Follow up (进一步扩展) 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?15 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

12．

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

Who is it? 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。

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for us. 11.

Homework Write down your introduction about your own family and your friend’s family as detailed as possible.

5

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Unit 2

This is my sister.

(The 2nd period Section A 2a, 3a---3c )

Teaching aims(教学目标) 1. 学会说家庭成员的称谓

（继续学习含有be的动词的基本句型的陈述句和一般疑问句。）

2. 学会向别人询问、介绍家庭成员

Language points（语言点）

1．要求学会以下句式：(1) That’s… …

(2) ---Is he/she… …

---Yes, he/she is.(No, he/she isn’t.)

2．

要求掌握以下词汇：she, he

3.

要求掌握以下缩写：he’s=he is, she’s=she is

(上述句式、词汇和缩写应在第二课中出现过，在本课中作为重点可渗透到课堂各个活动中，加深学生对所学知识的印象，使之能被更灵活地运用。) Difficulties（难点）：学习含有be动词的一般疑问句的句式及其回答。

Teaching steps（教学步骤）

1.

Warming-up and revision（课堂热身和复习）

(1)

Daily greetings to the students（日常问候）

T: How are you today?1

S: I am (fine/great/OK/very good). How about you? T: I am (fine, too/not bad/pretty good/awful/terrible). How is your father / mother / grandfather / grandmother / uncle / aunt / brother / sister?

How are your parents / grandparents ---?

教学设计说明

1.

这两个问题是为了帮助学生进入学习的良好状态，对课堂产生兴趣，鼓励他们用不同的回答，在学生反问时，老师可在适当的情景下带出丰富的回答，但要及时将新单词板书在黑板上。同时让学生体验含有be动词的疑问句。

2. 通过对学生姓名的询问后，用“That’s…”向大家介绍这位同

学，复习了介绍的相关句型，也为课文3a部分做了铺垫。

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S: He/She is…

T: What’s your name, please?

S: I am (My name is) …

T: (to the whole class) So that’s …. 2

(2)

Revision（复习）

Work on 2a (完成P14-2a) T: Now, please open your books, and turn to page 14. Look at 1a. I will play a recording. Listen carefully

and circle the words you hear. I will play it twice3. The

first time you just need listen. You can finish this part

at the second time. T: Now, let’s check the answer.

S: --- T: You are right. Thank you. 2.

Presentation T: Now, let’s play a guessing Can you guess how old I am? 4

S: Are you twenty-seven? 5

T: NO, I am a little older. S: Are you twenty-eight? T: Yes, you are so clever.(学生可能回有不同的回答，

老师根据学生回答给出多种评价。) T: What about you? How old are you? S1: I am twelve (this year). T: Are you twelve, too? S2: Yes, I am. (No, I am not. I am thirteen.)

3．

在这里，当教师用英语说完之后，可以适当加以中文说明，务必让学生明白做听力题的策略。

4. 通过让学生提问，拉近师生之间的距离, 并使学生获得语言运用的成就感。

5. 建议老师用夸张语调读”Are

you…” ，并将它板书，让学

生熟悉含有be动词的一般疑问句的句式。

6．

创设真实情景，当部分学生在理解这个句子时有一定困难时，可配以肢体语言，加深学生对此句的理解，培养他们在语境中理解新单词的能力。

7．建议老师用夸张语调读”Is he/she…” ，并将它板书，让学生熟悉第三人称一般疑问句的句式。对能正确回答的学生及时加以语言、微笑等多种形式的鼓励。

8．T 板书younger; sister, 可给中7 文帮助Ss理解younger, 建议学生能在语境中理解sister。

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T: Oh, I am sorry. I can’t hear you clearly6, (to the whole class) Is he/she thirteen?7

S: Yes, he/she is. T: Thanks. You are so clever (good/wonderful/…). She is

younger than me, so she is my sister8.

3.

Work on 3a (完成P15 3a) T: Now let’s look at this picture. There are four people

in the picture, and the boy and the girl playing basketball

are Anna and Paul. Let’s read the words aloud and fill in

the blanks with the words from the box. 9.

T: Let’s check the answers: 10

---Is she your sister? ---Yes, she is. ---And is he your brother? ---No, he isn’t. He is my friend. 4.

Work on 3b (完成P15 3b) T: Well done! Now read the dialogue in 3a with your

partner, then change your roles. 11

Ss read it in different roles. T: Oh look, there are many people there, old and young .

Can you make a dialogue like 3a? 12 5．Presentation T: I have a friend. His name is Mike. Do you have a friend? 13

S: Yes.

9．此句较长，要求T放慢语速，

如果学生未完全清楚T的指令，可重复此问题。使用教材第15页3 a上图片的挂图，给学生一分钟时间独立或同桌讨论来完成此项活动。在此基础上组织下面操练。

10．叫几位同学单独回答，个别空格也可全班一起回答。鼓励

同学大声读出自己的句子，老师及时鼓励，注意指导学生一般疑问句的语调。

11．此句较长，而且含有多个新单词，要求T放慢语速，配以手势，加深学生对T指令的理解。

12. T 可给学生提供其它常用人名和father、mother、aunt、uncle等家庭成员称谓替换Anna、Paul和sister 、brother。鼓励学生尽量使用自己学过的单词完成对话。

13. 把句型板书在黑板上，T通过自己的回答让学生理解Do you have…的意思，抓住学生回答的老师需要的答案，开展接下来的教学活动。

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T: What’s his/her name?

S: His/Her name is Peter. T: Thanks very much.

I think he must be a good boy. (to another student) Is Peter your friend too? S: No, he isn’t.

T: Who is your friend? S: … …

6．Work on 3c (完成P15 3c) T: I want to know more about your friends or family

members. (to the whole class)Do you want to know

them too? S: Yes. T: I’d like a student to write down your mother’s, father’s,

or friend’s name on the board. The other students guess

who the person is. Who’d like to come here? 14

Wei Hua please. (在黑板上写下一个名字。)

S1: Is… your brother?

S2: Is… your friend?

S3: Is… your uncle?

7．Work on 4--- group work (完成P15 4)

T: Please take out your family photos. Put them in your group. Take turns to ask and answer questions about the photos. 15

S1: Is she your grandmother?

S2: Is he your father?

S3: Is she your cousin?

14．学生在黑板上写出一个名字，鼓励同学们用“Is…”这个句型进行猜测。活动前先有T和Ss做示范对话，再由S和S进行活动。对正确使用第三人称单数一般疑问句的同学进行表扬。板书重点句型。此活动建议采用小组竞赛的形式，以活跃课堂气氛。

15. 课前要求学生带来照片，并分好活动小组，选出组长。活动前先有S和S进行活动。T对个小组的活动进行指导，防止学生看到照片后有嬉笑、用中文交流等行为。T和Ss做示范对话，再由S和S进行活动。

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（小组活动后，请几个小组进行表演。老师及时鼓励。）

8．Homework

Oral work: (1)

Listen to 3a, read and recite it.

(2)

Go on making up your dialogue with your group

members and polish it.

Written work: (1)

Copy the sentences in 3a.

(2)

Write about the pictures on P15 using the sentence structures

in 3a

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Unit 2

This is my sister.

(The 3rd period Section B 1---2c )

Teaching aims(教学目标) 1. 学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈述句）

2. 学会谈论家庭成员

Language points（语言点）

3．要求熟练运用以下句式：(1) These are…

(2) This/ That is… …

(3) He/She is…

4．

要求掌握以下词汇：son, cousin, daughter, uncle, aunt

(上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。) Difficulties（难点）：在介绍或谈论家庭成员时，注意学生口语中的单复数运用。

Teaching steps（教学步骤）

1.

Warming-up and revision（课堂热身和复习）

a)

Daily greetings to the students（日常问候）

T: Good morning/afternoon. Who is on duty today? S1: I am. T: Is everyone here today? S1: Yes, Everyone is here./No, … is not here.

T: Thank you/Well done.. 1

b)

Revision（复习）

T: Here is a picture from Lily. Guess who he is?2

教学设计说明

1.

这几个问题是为了让学生尽快进入英语课堂氛围，练习含有be动词单数的句子。

2. T拿出自带来的某些著名明星的家人照片，学生猜测图片中的人物。这是复习前一课内容，难度不大，所以可以多让中等生参与，使他们获得成功感，从而激发他们学习英语的兴趣。

3. 学生可能会有不同的回答，如果学生出现本课将要教授的新单词，T及时将新单词板书，加深学生对他们的印象。T根据学11

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S1: Is he …’s father?

S2: Is he …’s brother?

S3: Is he …’s friend?

S4: Is he …’s uncle? 3

T: Yes, you are so clever. 2.

Presentation T: Here is a photo. Do you know who he is? 4

S: He is 布什（Bush）. T: Yes, he is the president of America. Who is his father? S: …(学生可能会有不同的回答，对能正确回答或接近正确答案的学生进行表扬和鼓励。) T: Here are also many people in his family. Let’s guess

Who they are. Are you ready? S1: Is he Bush’s father’s father? 5 T: You are so wonderful. He is Bush’s grandfather.

S2: Is he Bush’s brother?

S3: Is he Bush’s uncle?

S4: Is he Bush’s son? 6

T: Thanks. You are so clever (good/wonderful/…).

3.

Work on 1 (完成P16 1) T: In my family my grandfather is the oldest one. Who is the oldest man in your family? 7 S: My grandfather, too.

T: Every family has a family tree, can you finish

the family tree8

4. 建议老师事先准备学生比较熟悉的人物照片，引起学生对课文学习的兴趣，对课堂直接生成的新单词和知识，及时板书，并带读，也可在学生回答时适当加入课外常识。

5．

创设真实情景，当学生不能正确说出新单词, 如cousin, grandfather时，鼓励他们换种方式或中文来表达他们想要表达的含义，同时培养他们在语境中理解新单词的能力。新单词呈现后，可加入小竞赛等小活动，如老师提示mother’s sister, 看哪位学生第一个反应aunt。活跃了课堂气氛，对新单词的读音和意思也有了更深的印象。

6．建议T用夸张语调读”son, uncle, grandfather, daughter, aunt” ，并将它们板书成一排，让学生跟读，也为part1的活动的完成提供文字材料。

7．此句较长，要求T放慢语速，对口语中的新单词oldest，建议老师板书，通过对自己家庭情况的表述，帮助学生理解，必要时可用中文解释。在表述grandfather的同时画出family tree的图形。

8．个人完成此活动,在有困难的情况下也可寻求同学的帮助。

活动结束后，老师核对答案,T及时评价。

9．

听力开始前，建议学生看一

下选择范围。听力结束后，核对答案后，对正确回答或有进12 步的学生及时表扬。

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S: Yes! 4.

Work on 2a (完成P16 2a) T: Well done! Now let’s play a game. Please look at 2a.

Let’s see who is the best in your group.9

(播放录音，让学生勾出所听到的家庭成员，如果

播放录音一遍后，部分学生不能完成这一听力任务，可再播放一遍录音。）

5．Presentation T: This is my family photo. These are my parents. This is my

Grandmother. This is my cousin Tom. I have another two pictures. One is Dave’s,

One is Lin Hai’s. Can you guess which is Dave’s

and which is Lin Hai’s?10 S: Yes.

T: Who can say something about Picture 111? S1: There are eight people in the picture. S2:This is Dave’s grandfather.

S3: I think this is Dave’s uncle.

… ….

(播放录音，让学生勾出所听到的家庭成员称谓，如果

播放录音一遍后，部分学生不能完成这一听力任务，可再播放一遍录音。）

6．Work on 2c --- group work (完成P16 2c)

T: I am very happy. All of you do a good job. We have known Dave’s and Lin Hai’s families and friends. I want to know

此句有新单词，而且句子较长，要求T放慢语速，对口语中的新单词，建议老师板书，同时呈现课文2b的两张图片，如果学生未完全清楚T的指令，可重复此问题，必要时可用中文解释。

．在听力之前，让学生简单谈论两张图片的不同点，为接下来的听力和谈论家庭成员这两个活动的顺利开展做铺垫。听力结束后，核对答案后，对正确回答或有进步的学生及时表扬。

．学生在黑板上写出

“These are…/This is…”等学生在活动中有可能会用到的句型。活动前先有T和Ss做示范对话，再由S和S进行活动。对正确使用句型的同学进行表扬。此活动建议采用小组竞赛的形式，看哪个小组说的句子最多，以活跃课堂气氛。

鼓励学生利用书籍、网络等多种途径查找自己感兴趣的人物的家庭，并写一篇小短文介绍他/她的家庭，学生也可加入自己了解的课外的句13 子。

10. 111213.

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your family. Now draw a picture of your family and friends.

Tell your partner about your picture12.

（小组活动后，请几个小组进行表演, 老师及时鼓励。）

7．Homework

Oral work: (3)

Listen to 2a, 2c, read and recite it.

(2). Draw a family tree about your family (模仿1中family tree，画一个自己家庭的family tree，完善对自己家庭的介绍。) Written work: (3)

Copy the words in 2a.

(4)

Find the person you are interested in, and

write a passage about his/her family. 13

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Unit 2

This is my sister.

(The 4 period Section B 3a—4b)

Teaching

aims(教学目标) 学会介绍家庭成员

Language points

(语言点) 1.

要求熟练运用以下句式:

This/That is……

Is/this/that…?

These are …

Yes, she/he is.

No, he/she isn’t. (以上句式在前几课中已有出现,在本课中要把这些句式运用到照片的介绍中,记加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.) 2.

要求掌握以下句式:

Thanks for…

3.

要求掌握以下词汇:

thanks for,

dear,

great,

photo,

here 4.

要求掌握简单的书信格式

Difficulties

(难点): 本课难点是学会简单地写信

Teaching steps

(教学步骤)

1.

Warming up and revision (课堂热身和复习)

(1) Daily greetings to the students ( 日常问候)

教学设计说明

T: Good morning/afternoon.. Glad to meet you.

1.

这两个问题是为了复习本单S: Glad to meet you, too.

元的词汇mother, father,

T: How are you today?1

sister, brother,

grandmother, S: I’m fine/OK/very good, thank you .And you? T: I am great. How is your mother/father/grandmother/…?1. S: She/He is fine/OK/very good/great.2

T: Thanks for your answer.2.

(2) Revision (复习) T: Please show me the photo of your family.3

(Let me look at the photo of your family.

May I have a look at your family photo?)

Is this/that your father /mother/…?4

S: Yes, she/he is. No, she/he isn’t. T: Great! Thanks for your answer.

2.

Presentation (呈现新知识)

T: I have seen your family photos. Do you want to see my

5thUncle, aunt, cousin, parent.

2. 建议让多个学生作答,鼓励他们用不同的形容词.若回答雷同,T可在S反问And you?时,可以给出不同回答,在合适的情景下带出将要学习的词汇great,并引出Thanks for…这个句式.板书新单词和句式. 3. 课前要求学生准备好自己家庭成员的照片.此句是为了引出本课的重要词汇photo,

板书该词. 4. 通过对照片的谈论复习本课的句式Is this/that…? 15 5. 此句再次巩固刚学的单词thanks for… great

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family photo?

Here is my family photo.6

This is my husband, Mr. Zhang. This is my daughter, Weiwei.

These are my parents. 3. Work on 3a

T: This is a letter from Emma to Mary. Let’s read the letter

together. 7

8. 此问是为了检查学生是否理7. 此处教师可用中文简单介绍书信的格式.

Draw a picture of Emma’s family .Let’s see who is winner? 解前面的信的内容.同时使前后3.

Work on 3b

T: Just now, we drew a picture of Emma’s family.

Now, here is a photo of Mary’s family. Who is

Mary? 8

S: Emma’s friend. T: Yes, Mary is Emma’s friend. Please Look at

the photo and write about the people in the picture.9

T: Please read your article to your partners.10

4.

Work on 4a T: Now please write a letter to Emma to introduce

your family photo. 11

5.

Work on 4b Divide all the students into 4 groups. Each group put

their photos and letters on the board. (They must put

the letters and photos in different places) Ask other

groups to match the letters and the photos.12

6.

Follow up T: Now it’s your turn to give a report. Introduce your

favorite teacher/friend/sports player/ film star/…

to us.

Hello, everyone.

Now it’s my turn to report. This

is my …13

两个任务有了联系.

9. 因为照片中没有注名,所以这个任务是开放式的,学生可以自由发挥.

10.通过这种形式的合作学习,可以让学生互相交流信息,拓展思维.同时,学生之间可以相互改错,自主学习.

11.这个任务可以让学生模仿3a部分完成. 当学生完成后, 选择程度较差的学生的信进行讲评,由学生自己找错,订正.然后再选择优秀作品进行展示,帮助学生学会评价,欣赏. 12.此任务可以设计成小组竞赛形式,激发学生的学习兴趣和参与热情. 13.根据课堂时间安排的情况机动运用.可以给出报告的开头部分,以降低难度.该任务要求学生能熟练运用本单元的句式,同时为完成回家作业打下基础. 16

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7.

Homework Oral work:

(1)

Read and recite 3a. (2)

Read and recite the new words in Unit 3. Written work: Write a letter to your English teacher to introduce your favorite person.(You must put the person’s photo on the letter.)

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Unit 2

This is my sister.

(The 5th period Section B Self--check)

Teaching

aims(教学目标) 学会介绍家庭成员

Language points

(语言点) 1.

要求熟练运用以下句式:

This/That is……

Is/this/that…?

These are …

Yes, she/he is.

No, he/she isn’t.

He/She is … . (以上句式在前几课已有出现,在本课中要把这些句式运用各个任务中去,加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.) 2.

要求熟练掌握并运用本单元的单词

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

(1) Daily greetings to the students ( 日常问候)

1.教学设计说明

课堂热身和复习部分是为了帮T: Good morning/afternoon.. Glad to meet you.

助学生回忆巩固本单元所学的词S: Glad to meet you, too.

汇和句式

T: How are you today? S: I’m fine/OK/very good, thank you .And you?

T: I am great. How is your mother/father/grandmother/…?

S: She/He is fine/OK/very good/great. T: I’m glad to hear that. Thanks for your answer..

(2) Revision (复习) T: Please show me the photo of your family. (Let me look at the photo of your family.

May I have a look at your family photo?)

Is this/that your father /mother/…?

S: Yes, she/he is. No, she/he isn’t.

T: Great! Thanks for your answer.

T: Can you tell me who is /are your father/parents…? S: Yes. This is my father…/These are my parents.

2.单词检测部分通过两个任务完成. A.通过填写家谱,检测学生对有关家庭成员单词的掌握情况. B.根据家谱的内容让学生听写一段含有本单元其他重要单词的文章,并对这几个单词进行挖空,以检查学生的掌握情况. 以上两部分的检测由学生相互对批, 而后由学生本人圈出自己未掌握的单词,并记录在生词本上,课后再复习巩固.

3.把听力材料中出现的生词记录到生词本上,课后通过查字典等形式掌握这些生词. 该活动应持之以恒,鼓励学生积累扩大词汇量,并可以与同学进行交流, 达到事半功倍的效果. 18

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2. Self check (自我检测)

(1) Vocabulary2

1. Show a family tree to the students. Ask them to fill in the

blanks with proper words.

2. Spot dictation

3. Write new words in your Vocab-Builder.3

(2)Make a dialogue 4

1.T: These are Mary’s photos of Beijing. Look at the photos and

make a dialogue with your partner.

(Ask some students to act out their dialogues.) 2.Ask students to complete the dialogues.

(3) Guessing game (Just for fun)5

One student (S1)must close his eyes. When S2(the

student pretends his family member)is knocking at the door, the other students (Ss) ask:

Ss: Who is it?

S1: Is it my father?

Ss: Yes, it is. You are right.

(S2 comes into the classroom )

S2: I am your father, and you are my son.

Ss: Who is it?

S1: Is it my father?

Ss No, it isn’t .

S1: Is it my …? (Give S1 three chances)

Ss: No, it isn’t. You are wrong.

(S2 comes into the classroom)

S2: I’m your grandmother. You are my grandson.

(4) Follow-- up Activities

Role--play

A birthday party 6

Actors: Jim (Today is his birthday)

Kate(Jim’s sister)

Mr. and Mrs. Green (Jim’s parents)

Lucy and Lily(Jim’s friends,

twins )

Jim invites Lucy and Lily to his family to take part

4.该任务是检测学生对本单元的

重点句式的掌握情况.先是口头的检测,再落实到写,从易到难.编对话的形式使学生之间能相互帮助,以强带弱. 5. 该任务通过游戏的形式使学生在玩乐中对重点句式再次加深印象,并有所扩展.这样的形式能激发学生的学习兴趣,提高参与度.教师可用中文解释这里使用it的原因. 6. 该任务是一个综合性的活动.检查学生对本单元所有内容及前面所学的知识的掌握情况.通过这个情景剧的表演能很好地培养学生的语言运用能力.通过参加生日晚会这个学生熟悉的活动,不仅能让学生在完成活动的过程中运用所学的知识,而且让他们在真实的语言环境中感受异国的文化风俗,真正体现了任务型教学的真实性,交际性.为了让不同层次的学生都能参与,教师可以给出一些句型,以降低难度. 19

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in his birthday party. He introduces them to his family

members.

Homework: Written work

Write down the dialogue “A birthday party”.

20

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Additional Evaluation form:

(课堂表现自我评价表)

1. I understand my teacher 2. I spoke English 3. I worked with my group/desk mate

4. I was interested in the class (知识掌握自我评价表) I can 1. introduce the family members. 2. read and spell the words:

mother, father, sister, brother,

grandmother, grandfather,

friend, grandparents, uncle, aunt,

cousin, parent. 3. ask and answer:

Is this ---? Yes, he is/ No, they aren’t

Are they---? Yes, they are/

No, they aren’t.

4. talk about one’s family.

5. write a passage to describe one’s family tree. 以上评价表可以课后发给学生填写，目的是为了让学生自我检测课堂表现，也帮助老师了解学生对所学知识的掌握程度，以便老师教学时查漏补缺。建议老师根据课堂教学及学生的具体情况，添加或删改评价表的内容，要求越具体越好，能充分反馈出学生该单元的学习情况。

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Yes

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Need more practice □

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Need more help □

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all the time □

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most of the time □

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a little □

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none □

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