Unit2Thisismysister.SectionA(1a-1c)執(zhí)教人：鐘桂芳一、教學(xué)目標(biāo)：1.語言知識目標(biāo)：1)能識記家庭成員稱呼的詞匯：father,mother,parent(s),sister,brother,grandfather,grandmother,grandparent(s)，掌握指示代詞：who,they,this,that,these,those的用法。2）能掌握以下句型：①—This/Thatishissister.②—These/Thosearehisparents.③—Whoisshe?—Sheismysister.2.能力目標(biāo)：1)掌握指示代詞this,that,these,those及用指示代詞介紹家人的句型。2)能運用所學(xué)的詞匯及句型介紹自己的家庭成員。3.情感態(tài)度價值觀目標(biāo)：讓學(xué)生了解家庭成員關(guān)系，加深對自己的家庭成員更清晰的印象，喚起與家人之間的感情。讓學(xué)生意識到應(yīng)與家庭成員和睦相處，從而激發(fā)起他們對家人的熱愛。二、教學(xué)重難點1.教學(xué)重點：1）Thenamesoffamilymembers（father,mother,parent(s),sister,brother,grandfather,grandmother,grandparent(s)）2）Theusageofdemonstrativespronouns:this,that,these,those2.教學(xué)難點：1)Thepluralformsofthedemonstrativespronouns.(these,those)2)TrainSs’abilitytousethedemonstrativespronounsandnamesoffamilymemberstointroducetheirfamilymembers.三、教學(xué)過程Ⅰ.Warmingup(4mins)1.GreetingS:Standup.Goodmorning,teacher.T:Goodmorning,boysandgirls.Sitdown,please.Revision回顧之前提到過的家庭構(gòu)成基本成員，引出‘family’單詞中每個字母可能代替的含義。教師問：“上節(jié)課我們說家庭的基本構(gòu)成成員有哪些？”學(xué)生回答：“father,motherandI”。（教師在黑板上寫下這三個單詞）教師繼續(xù)問家庭的單詞怎么說。學(xué)生回答后在幻燈片上呈現(xiàn)“family”。讓學(xué)生猜“family”當(dāng)中每個字母代表什么含義。（教師指著剛剛寫下的單詞引導(dǎo)學(xué)生回答）。然后幻燈片上呈現(xiàn)“f”=father,“a”=and,“m”=mother,“i”=I,“l(fā)”=love,“y”=you。教師總結(jié)“family”=Fatherandmother,Iloveyou.Ⅱ.Presentation(13mins)1.問學(xué)生是否看過《家有兒女》，然后ShowSspicturesofcharactersinthevideo“《家有兒女》”.(3mins)T:(showXiaYu’sphoto)What’shisname?Ss:HisnameisXiaYu.T:WeknowXiaYuhasahappyFamily.Nowlet’scomeintohisfamily.Whoisshe?Ss:SheisXiaXue.T:XiaXueisXiaYu’s…?Ss:Sister.T:Good!Whocanspellsister?T:Readafterme,sister.(AsktheSstoreadtheword)（然后用同樣方式介紹夏雨哥哥。）2.學(xué)生掌握對Whoisshe/he？回答用she/heis...后。教師引出Whoisthis/that?的

提問。(2mins)T:Whoisthis/that?Ss:(引導(dǎo)學(xué)生回答)This/Thatishismother/father.T:Whoarethese?Ss:(引導(dǎo)學(xué)生回答)Thesearehisparents.通過介紹夏雨祖父母來加深This/Thatis...，Theseare...用法的記憶。(1mins)放出下一張帶有夏雨朋友的圖片，引出Thoseare...的句型。(1mins)T:Whoisthat?Ss:Thatishisfriend.T:Whoarethose?Ss:Thosearehisfriends.總結(jié)并板書(2mins)—Whoisshe/he?—Whoarethey?—She/Heis...—Theyare...—Whoisthis/that?—Whoarethese/those?—This/Thatis...—These/Thoseare...(sheis=she’s,heis=he’s,theyare=they’re,thisis=this’s,thatis=that’s,whois=who’s,whoare=who’re)Reviewandconsolidation:showSsanotherphotoandintroducefamilymembers.(2mins)T:Showapictureoffamilymembers.AndletSsintroducewhoarethey.（假設(shè)學(xué)生們自己是圖片中某個人,讓學(xué)生用thisis句型介紹。)Practice(2mins)LetSsworkon1a:readthewordsontheleftsideandmatchthewordswiththepeopleinthepicture.Checktheanswerswiththeclass:1.a2.c3.b4.h5.f6.e7.i8.d9.gⅢ.Listening(4mins)T:Aboyistalkingabouthisfamily.Whoishetalkingabout?Nowlistenandcirclethepeopletheboytalksabout.Ss:OK.(Playtherecordingof1btwice.Studentswork.)T:What’stheanswer?（復(fù)述聽力內(nèi)容并檢測）S:Parents,(two)brothers,grandparentsand(a)sister.Ⅳ.Pairwork(7mins)1.Role-playtheconversationin1a.(4mins)Lookatthepicturein1a.Talkabouttheotherpeopleinthepicturewithyourpartner.(Ssworkinpairsandrole-playtheconversation,usingthesentencestructure:Thisis…;Thatis…;Theseare…;T