1、(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）1 要求熟练运用以下句式：(1) These are(2) This/ That is (3) He/She is2 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。)教学设计说明 1. 这几个问题是为了让
2、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根据学生回答给出多种评价。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
3、 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. 1b) Revision（复习）T: Here is a picture from Lily. Guess who he is?2 S1: Is he s father? 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
4、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mothers 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，
5、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，对正确回答或有进步的学生及时表扬。S2: Is he s brother? S3: Is he s friend?S4: Is he s uncle? 3T: Yes, you are so clever.2. PresentationT: Here is a pho
6、to. Do you know who he is? 4S: 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. Lets guess Who they are. Are you ready?S1: Is he Bushs fathers father? 5T: You are so wonderful. He is Bushs gr
7、andfather.S2: Is he Bushs brother? S3: Is he Bushs uncle?S4: Is he Bushs son? 6T: 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? 7S: My grandfather, too. T: Every family has a family tree, can
8、you finish the family tree8 S: Yes!4. Work on 2a (完成P16 2a)T: Well done! Now lets play a game. Please look at 2a.Lets 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10. 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。11在听力之前，让学生简单谈
9、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。12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。13. 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子。再播放一遍录音。）5PresentationT: This is my family p
10、hoto. These are my parents. This is my Grandmother. This is my cousin Tom.I have another two pictures. One is Daves, One is Lin Hais. Can you guess which is Daves and which is Lin Hais?10S: Yes. T: Who can say something about Picture 111?S1: There are eight people in the picture.S2:This is Daves gra
11、ndfather.S3: I think this is Daves 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。）6Work on 2c - group work (完成P16 2c) T: I am very happy. All of you do a good job. We have knownDaves and Lin Hais families and friends. I want to know your family. Now draw a picture of your family a
12、nd 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。）7Homework Oral work:(1) 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:(1) Copy the words in 2a. (2) Find the person you are interested in, and write a passage about his/her family. 13