1、 1 Unit7 Unit7 第第 3 3 课时教学设计课时教学设计 一、教学目标一、教学目标 1. 能听懂、会说、会用句型：The man beside her is my uncle. He is strong. She looks very beautiful in the red dress. You are right. 2. 能在教师的带领和组织下，完成 Part B Look, tick and say 部分的内容。 二、教学准备二、教学准备 1. 教师准备： (1) 挂图：自己的全家福。 (2) Lets learn more 部分的音频。 2. 学生准备： (1) 各自的全家
2、福。 (2) A4 纸一张。 三、教学方法建议三、教学方法建议 I. I. 课程导入（课程导入（Leading In)Leading In) 1. 1. 课前热身课前热身 师生相互问候，通过交流家庭成员来进行课前热身： T: Hi, boys and girls! Do you have a family photo? Ss: Yes, we do. T: How many people are there in your family, S1? S1: There are. T: Who are they? S1: They are my. T: What about you, S2? 2.
3、 2. 新课导入新课导入 教师在课堂氛围逐渐热烈时，向学生展示自己的全家福照片： T: I bring a photo today. Look! They are my family. Ss: Who are they? T: They are my grandfather, grandmother, my father, my mother, my uncle, my aunt, their kid and I. I have a big family. 2 II. II. 课程展示活动和过程的设计建议（课程展示活动和过程的设计建议（Presentation)Presentation) 1.
4、 1. 新课展示新课展示 Part B Lets learn morePart B Lets learn more 教师承接上一环节，把自己所准备的照片放在展示台上，然后引导学生观察照片，进行 问答活动： T: Look at the old man. He is my grandfather. Whos that old woman beside him?（板书句子）Can you guess? 教师可视学生理解情况对此句做讲解，但不必涉及过多语法。下面内容只供教师参考： 教学小贴士教学小贴士 beside him 是一个介词短语作后置定语，意思是“在他旁边的”，修饰前面的名词 woman。
5、如： The girl beside the door is Li Wen. The man beside the tree is Mr. Black. Do you know the woman beside the house? Ss: She is your grandmother. T: Yes. You are right. T: Look! Whos the young man in blue? 教师讲解 Whos the young man in blue? “in +表示颜色的词可用来表示“穿 着某种颜色的衣服”。教师可让学生根据周围同学的穿着学习运用：. is in red.
6、 . is in green . is in . T: Whos the young man in blue? Do you know, S1? S1: Is he your uncle? T: Yes. He is tall and strong. And the young woman in red is my aunt. She looks very beautiful in the red dress. The boy is their kid. Is he lovely? S1: Yes. He looks lovely. 教师板书并领读句子： Who is the young wo
7、man in red? She is my aunt. She looks very beautiful in the red dress. 小运用：夸夸她 教师可让学生看看各自周围的女同学穿的衣服的颜色，用句型looks very beautiful in (the)（）夸夸她穿着这种颜色的衣服很漂亮。 3 2. 2. 巩固活动巩固活动 (1) 听读练习 教师播放两遍 Lets learn more 部分的录音，一遍快速、一遍慢速。并提出问题，随 机挑选学生根据对话内容作答，问题可参考如下： Question 1: How many people are there in Kittys fa
8、mily? Question 2: Who is strong? Question 3: Whos the young woman in red? Question 4: Who is the old man? 并核对答案。 (2) 角色扮演 教师展示 learn more 部分的挂图，让学生两人组，一人扮演 Wu Chen、另一人扮演 Kitty，结合挂图编演对话。最后可选出若干小组进行对话表演，看哪组表演得最有创意。 III. III. 操练活动的设计与实施建议操练活动的设计与实施建议(practice Activities)(practice Activities) 1. 1. 小调查小
9、调查 教师让学生用 A4 纸制作一张家庭个人信息统计表，如示: People tall short strong thin beautiful handsome young old Father Mother Brother I 教师还可以让学生根据家庭成员的实际情况添加一些其他特征的统计， 如果家庭成员较 多，也可以增加行数。然后让学生同桌之间交换表格，互相采访交流，用 Is your father strong? Does your mother look tall and thin?等句型完成小调查。 之后，教师可启发学生拓展对话，让他们根据表格中家庭成员的信息状况，两人一组模 仿 Le
10、ts learn more 的形式新编对话。其间要注意表达清楚家庭成员的人称代词，如：my aunt 用 she 替代，my father 用 he 替代等。 2. 2. 小组活动小组活动 教师要求两人一组，拿出各自的全家福自行设计对话。开始之前，教师可以板书一些问 题，启发学生拓展思路，如： What is your father? 4 How old is he? Is this your uncle? Which is your mother? Who is the kid? Who is the young woman in red? 最后可选出若干小组进行对话表演，看哪组表现得最出色
11、。 3. Part B Look, tick and say3. Part B Look, tick and say (1) 这是一个看图勾词，补全阅读材料并说一说的练习。教师可指导学生采用先观察图片， 再认真阅读短文的方式来完成本部分内容。 (2) 教师提出问题，让学生在问答活动的基础上理解短文并统一答案： Question 1: Who is the man? Question 2: Is he old? Question 3: Where does he come from? Question 4: Is he tall? Question 5: Does he look strong?
12、 Question 6: Is he white? Question 7: What does he like? Question 8: Does the woman have long hair? Question 9: Look at her eyes! Are they big? Question 10: What color is her dress? (3) 最后可让学生看图说一说： My uncle, Sam is. My aunt, Ann has. (4) 参考答案：young, the USA, tall, strong, black, Basketball, long, big, orange
