1、 1 My familyMy family 教学内容教学内容 5 5、My family.My family. 教学教学 目标目标 知识与技能：知识与技能： 1.掌握本单元的核心词汇。 2.能用 Who is he/she?来询问人物的身份。 3.能用 Hes/Shes my或 This is my 来介绍自己的家庭成员。 4.能正确书写英文字母 Ii 和 Jj。 6.了解中外姓名位置的差异。 过程与方法过程与方法： 通过情景表演，让学生在模仿、学习、表演的过程中学会介绍自己的家庭成员。 情感、态度与价值观：情感、态度与价值观： 通过模仿、游戏、听读等各种形式让学会介绍自己的家庭成员。 教学重
2、点教学重点 1.字母 Ii 和 Jj 的正确书写和发音。 2.词汇 father,mother,brother,sister,me,beauriful,who 3.句型 Who is he/she? Hes/Shes my This is my 教学难点教学难点 根据谈论对象的性别，准确地用 Who is he/she?提问，并用 Hes/Shes my 应答。 教学方法教学方法 听读法、情境表演法 教学准备教学准备 教学光盘、单词卡片。 教学过程设计教学过程设计 教学过程教学过程 第一课时第一课时 一、一、PrePre- -task preparationstask preparations
3、 1.与学生互相问候拉开课堂的内幕，引导学生用不同的句子回答。 T:Hello, How are you today? S1:Im fine.Thank you.How are you today,Miss ? T:Im great,thank you. 2.找词游戏。在黑板上写出下面这句话。 Father and mother,I love you. 然后突出显示这句话中各个单词的首字母，提示学生找出单词 family，从而引出 本单元的话题。 二、二、WhilWhile e- -task procedurestask procedures 1.出示本单元 Look and learn 的家
4、庭谱， 引导学生识记表示家庭成员称谓的单词。 T:(show the family tree in “Look and learn”) This is a family tree.And this is the Browns. 2 T:(point to Peter Brown in the picture)Look at this boy.Who is he? Ss:Peter Brown. T:(point to the father in the picture) Who is he? He is Peters father.Father,father. Ss:Father,father
5、. T:(point to the mother in the picture) Who is she?She is Peters mother. Mother,mother. Ss:Mother,mother. T:(point to the father in the picture) Who is he? He is Peters brother.Brother,brother. Ss:Brother,brother. T:(point to the girl t in the picture) Who is she? She is Peters sister.Sister,sister
6、. Ss:Sister,sister. 2.出示 Unit 2 的 Look and Learn 中 Kitty 一家的图片，然后将这个图片借助多 媒体变成一棵 family tree，然后让学生操练家庭成员的称谓。 T:(show the right picture in “Look and learn”of Unit 2) This is a picture of the Lis(point to Mr Li in the picture)Who is he? S1:Mr Li. T:(point to Mrs Li in the picture) Who is she? S2:Mrs L
7、i. T:(point to the boy in the picture) Who is he?Tell me his English name. S3:Ben. T:(point to the girl in the picture) Who is she? Tell me her English name. S3:Kitty. T:(show the family tree of the Lis) Look here. This is a family tree of the Lis. (point to Kitty in the picture)This is Kitty. (poin
8、t to Mr Li in the family tree)This is Mr Li.Hes Kittys father.Father,father. Ss:Father,father. T:(point to Mrs Li in the family tree)This is Mrs Li.Shes Kittys Mother.Mother,mother. Ss:Mother,mother. (point to Ben in the family tree)This is Ben.Hes Kittys brother.Brother,brother. Ss: Brother,brother
9、. (point to Kitty in the family tree)This is Kitty.Shes Bens sister. 3 Sister,sister. Ss:Sister,sister. 3.播放 Listen and say 的录音， 学生逐句跟读， 初步感知新授句型 Who is he/she? Hes/Shes my 4.让学生两人一组上台表演，一个学生拿出事先准备好的全家福照片，另一个学 生通过询问了解对方的家庭成员，在真实的语境中综合运用 Listen and say 所学的语 言。 S1: Who is he? S2: Hes my father. S1: Wh
10、o is she? S2: Hes my mother. S1: She is beautiful S2: Thank you. 三、三、PostPost- -task activitiestask activities 1与学生做一个快速反应游戏，事先将本班学生的家人照片扫描到电脑里，然后 老师用多媒体逐一呈现并提问，让相关学生自动站起来回答屏幕上显示的是谁，操练 新授句型。 T:(show the picture of a man)He is tall.Who is he? S1: He is my father. T:(show the picture of a woman)She is
11、 thin, Who is she? S1:She is my mother. 2.学生以小组（五人一组）为单位进行表演比赛，如：A 同学（第一小组）一家 人一起去公园，在路上碰到 B 同学（第二小组）一家人去超市购物，互相打招呼并介 绍家庭成员。哪一组的表演最自然，口语最流利，哪一组就获胜。 四、四、AssignmentAssignment 1、听录音，仿读会话，并在实际情景中运用所学内容。 2 、 与 同 学 练 习 对 话 ， 掌 握 本 课 句 型 ， 识 记 单 词 father,mother,brother,sister,me,beautiful,who. 第二课时第二课时 一、一
12、、PrePre- -task preparationstask preparations 1.播放事先准备好的有关 family 的歌曲，让学生先听后跟唱，以活跃课堂气氛 并复习第一课时学过的家庭成员的称谓，如 father,mother, brother,sister 等。 2.用多媒体显示事先准备好的班上部分学生小时候的照片，让全班学生一起来猜 猜照片中的人是谁，从而复习 Listen and say 学过的问句 Who is he/she?及答句 Hes/Shes 4 T:(show the picture of a little boy) Who is he? S1: Hes T: Y
13、es. T:(show the picture of a little girl) Who is she? S1: Shes T: No, Try again,please. Who is she? S1: Shes T: Yes. 二、二、WhileWhile- -task procedurestask procedures 1.让学生看 Say and act 的图片，指着图片中 Peter 的家人提问，帮助学生复习 已学过的词汇和句型。 T:(point to Mrs Brown) Who is she? Ss: Shes Mrs Brown./Shes Peters mother. T
14、: Yes.Shes Peters mother. 播放 Say and act 的录音，让学生逐句模仿跟读。然后请几名男生扮演 Peter， 上来介绍 Peter 的家人。请几名女生扮演 Sally 介绍家人。 S1: Hi,Im Peter Brown. (point to Mr Brown) This is my father. (point to Mrs Brown) This is my mother. 当学生能模仿 Say and act 介绍后，老师可针对 Peter Brown 加以解释： Brown 是 Peter 的姓。如果时间允许，可以结合 Culture corner
15、讲解中外姓名的位置。 2老师拿出自己家人的照片，模仿 Say and act 的场景介绍家庭成员，然后让学 生也模仿介绍家庭成员。老师可以适当拓展一些句子。 T:(hold a family photo and point to the different people in it ) This is me. This is my father. Hes tall. This is my mother. Shes beautiful. S1: 3.把挂图贴在黑板上，让学生两一组上台表演，一人假设自己是 Ask and answer 的全家福照片里的男孩或女孩，另一人向其询问照片上的人物分别是谁
16、。 G1: Look! This is my family. B1: (point to the man in the photo) Who is he? G1: He is my father. B1: (point to the woman in the photo) Who is she? G1: She is my mother. B1: (point to the boy in the photo) Who is the boy? G1: He is my brother.(point to the girl in the photo)This is me. 4.让学生给 Ask a
17、nd answer 的全家福里的一家人起任意名字，然后用 Say and act 里的句型作介绍，可以让基础较好的学生自由拓展一些句子。老师先示范： T:(show the picture in “Ask and answer”) This is a family picture of the Greens. 5 (point to the man) This is Mr Green.Hes tall. (point to the woman) This is Mrs Green.Shes beautiful. (point to the girl) This is Lily. Shes lo
18、vely. S1:(point to the boy) This is Ted.Hes Lilys brother. 三、三、PostPost- -task activitiestask activities 1在白手套上画出五个家庭成员，每个手指代表一名家庭成员，展示手指上的人 像并示范游戏对话。 T:(point to the thumb) Who is he? Hes my father. (point to the forefinger) Who is she? Shes my mother. 用多媒体播放歌曲并呈现动画图片，要求学生和同桌用所学的句型询问和介绍各 个手指上的人物是谁。
19、 S1:(point to the indes finger) This is S2: 2.学生三人一组表演场景对话，一个学生带上一张自己父亲或母亲的照片，另外 两个学生询问或评论照片上的人物，综合操练学过的句型。 S1: Hello, Hello, S2&S3: Hello, How are you? S1: Im fine. Thank you.(show a family photo to S1&S2) Look! This is my family. S2: Who is he? S1: Hes my father. S3: Hes tall. S1: Thank you. 四、四、A
20、ssignmentAssignment 1、听录音，仿读会话，并在实际情景中运用所学内容。 2 、 与 同 学 练 习 对 话 ， 掌 握 本 课 句 型 ， 识 记 单 词 father,mother,brother,sister,me,beautiful,who. 第三课时第三课时 一、一、PrePre- -task preparationstask preparations 1.播放一首与 family 主题相关的儿歌，让学生听录音并模仿跟唱，以活跃课堂 气氛。 2.安排一个歌唱小比赛， 学生可以自选任何与 family 主题相关的歌曲自告奋勇上 台演唱。 二、二、WhileWhile-
21、 -task procedurestask procedures 1. 逐 一 出 示 与 本 单 元 话 题 相 关 的 单 词 卡 片 （ father,mother,brother, sister,me） ，让学生在各个卡片中找出自己认识的字母。教师先示范： T:(show the flashcard of the word family,point to the letters f and a )This 6 is “f”,This is “a”. T:(show the flashcad of the word father and ask a student to find the
22、 letters he has learnt) S1:(point to the letters ) This is “f”,This is “a”. This is “h”,This is “e”. T:Very good. 然后从单词着手，帮助学生和书写新授字母 Ii. T:(show the flashcard of the word sister) This is “Ii”,Ii,Ii. Ss:Ii,Ii. T:(show the picture of the ice-cream and point to the letters i in the word ice-cream)This
23、 is “Ii”,Ii,Ii. Ice-cream ,ice-cream. Ss: Ii,Ii. Ice-cream ,ice-cream. 接下来帮助学生学习新授字母 Jj. T:(show the picture of the juice and point to the letters j in the word juice)This is “Jj”,Jj,Jj. Ss: Jj,Jj. T:Jj,juice,Jj,juice. Ss: Jj,juice,Jj,juice. 最后，播放栏目的儿歌录音，让学生跟着录音诵读儿歌。 2.用多媒体呈现 Look and learn 布朗一家的图片，
24、让学生看每个人物下面括号里 的姓名并找出共同点，引出英文名气排列顺序是“名+姓” 。 T:(show the family tree of the Browns and point to Mr Brown first) He is Peters father.Whats his name? Look here, John Brown. John Brown. John Brown. Ss: John Brown. John Brown. T:( point to Mrs Brown) She is Peters mother.Whats her name? Look here, Mary Br
25、own. Mary Brown. Mary Brown. Ss: Mary Brown. Mary Brown. T:( point to Paul) Who is this boy? Whats his name? Ss: Paul Brown. T:Yes,very good.Look,all their names have a “Brown”in it. “Brown”is the surname or family name. They put their surname “Brown”behind their given names. 3.用多媒体显示 Unit2 的 Look a
26、nd learn 中两张全家福图片，让学生注意上面汉 7 语姓名的排列顺序是“姓+名” ，引导学生去对比中英文姓名排列顺序的不同。 T:( point to Alice)This is her English name.Whats her Chinese name? Look here.Wang Yuanyuan. Ss: Wang Yuanyuan. T: Wang Yuanyuan is her Chinese name. ( point to Ben)This is Ben.Benis his English name.Whats his Chinese name? Ss: Li Wei
27、. T:Right. ( point to Kitty)This is Kitty. Whats her English name? Ss:Kitty. T: Good.(still point to Kitty) Whats her Chinese name? Ss:Li Jie. T:Very good? Now everyone, look here.This is a family photo of the Wangs. And this is a family photo of the Lis “Wang”and “Li” are the surnames. Our Chinese
28、put our surnames before our given namws. 4.用多媒体展示 Culture corner 栏目， 通过学习 Peter 和 Alice 姓名的不同形式， 帮助学生掌握汉语姓名和英语姓名的正确说法。 然后让学生以自己的中文名字和Peter 一家名字作对比。 S1:My name is Xu Xiaoyu. My mothers name is My fathers name is 还可以请学生关注英文中女士随夫姓。 三、三、PostPost- -task activitiestask activities 1让学生动手制作汉语和英语的姓名牌，然后作自我介绍
29、。教师可以先在纸片上 制作 Alice 的汉语和英语的姓名牌作为示范。 的汉语姓名牌上写：Wang Yuanyuan 的英语姓名牌上写：Alice Wang T:Hello, everyone.(point to the Chinese name card)Look here. My Chinese name is Wang Yuanyuan. (point to the English name card) My English name is Alice Wang. 2.让学生画一画家庭谱，然后根据范例，向同学介绍自己的家庭成员。学生也可 以分成四人小组，在小组内互相介绍家庭成员。最后邀请几组学生上台来作介绍。 四、四、AssignmentAssignment 1、听录音，仿读会话，并在实际情景中运用所学内容。 2、与同学练习对话，掌握本课句型，掌握字母 Ii 和 Jj.
