Unit5 this is my sister—Section B(3a-3b) 教案（表格式）

集体备课教案
学科：英语
课题 Unit5 Section B(3a-3b) 课型 新 审核签字 序号 28
学习目标与重难点 1. 熟练运用以下句型介绍家庭成员：This/That is …These/Those are …Who’s … 2. 学会用以下句型了解、询问他人Who’re … Is this/that … Are these/those …3. 熟练掌握并运用本单元所学词汇进行交际活动。 恰当具体可测
媒体运用 磁带 PP课件 整合点准确恰当
教学思路 【教学设计说明】课堂热身和复习是为了帮助学生回忆巩固本单元所学词汇和句型。复习第一单元的句型，是为了引出三人成单数的一般疑问句，为下一步活动做准备。画图做猜测游戏一方面是活跃课堂气氛，更主要的是检查学生能都运用所学词汇和句型进行真正的交际。【教学设计说明】本环节主要是通过任务的完成检查学生是否能正确地运用所给的词汇。让学生回答问题并根据短文画出Paul的全家福，是检查学生对短文的理解程度，同时也让他们展露一下绘画的天赋，放松心情，愉快学习。 具体明晰
导语设计 课上展示“Is she your mother No, she isn’t.Is she your aunt Yes, she is.” 精炼灵活紧扣学习目标
板书设计 Is she your mother No, she isn’t.Is she your aunt Yes, she is. 知识结构纲要化
“幸福课堂”模式教学过程 研讨修改
1. Warming-up and revision（课堂热身和复习）1）Daily greetingsT: Good morning/afternoon. Glad to meet you.S: Glad to meet you, too.T: How are you today S: I’m fine/OK/very good/great. And you T: I am great. How is your mother/father/grandfather …S: She/He is fine/OK/ very good/great.T: I’m glad to hear that. Thanks for your answer.Who’s on duty today S: I am.T: Is everyone here today 'S: Yes. Everyone is here. / No, … is not here.T: Thank you.2）RevisionT: Are you Helen S: Yes, I am. / No, I’m not.T: Is she Helen S: Yes, she is. / No, she isn’t.T: Is he Mike S: Yes, he is. / No, he isn’t.3）Playing a guessing gamea. Teacher draws a picture on the board as a model and gets the students to guess who she/he is, using the sentence structures:Is she your mother No, she isn’t.Is she your aunt Yes, she is.b. Ask several individuals to draw some persons on the board. And then ask the other students to guess who they are.4）Talking about your photosa. Teacher shows a picture of a family to the students and introduces the people as a model. Then ask some individuals to repeat.Hi! I am Jenny. Here is a photo of my family. This is my father and this is my mother. These are my parents. That is my grandfather and that is my grandmother. Those are my grandparents.b. T: Please show me a 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, he/she is. No, he/she isn’t.T: Great! Thanks for your answer. Can you tell me who is/are your father/parents S: Yes. This is my father … /These are my parents.2. Work on 3a （完成3a）1) Get students to complete the chart with the words in the box.T: Please open your books at Page 12. Look at 3a. Can you see the words in the box S: Yes.T: Please read them aloud.S: Brothers, parents, Cindy, familyT: What does “parents” mean S: Father and mother.T: You are great. Is Cindy a boy’s name S: No. It’s a girl’s name.2) Ask one or two students to read the passage and check it.T: Now please answer my questions. If Paul a boy or a girl S: A boy.T: Who are John and Bob S: They are Paul’s brothers.T: Is Cindy Paul’s sister S: Yes, she is.3) Students try to draw a picture of Paul’s family in the box on the right.T: Now you can draw a picture of Paul’s family4) Ask some individuals to show their pictures and introduce them to the class.3. Work on 3b（完成3b）1）Present a picture of a family. And then introduce it.e.g. Here is my family photo. These are my grandparents. This is my father. This is my mother. They are my uncle, Tom, and aunt, Lucy. I have two brothers Tony and Jim. Who is this boy It’s me! I have a happy family. I love them all.2）Get students to practice talking about their family photos in pairs. If they forget to bring their photos, they can be one of the members in this picture and talk about it.T: Suppose you are one of the members in this family. You can talk about the people to your partner.3) Get students to write down what they say.T: Now look at Section B 3b on Page 12. You can write down what you said just now in your book.While the students are writing, the teacher moves around to offer some help if they need.4）Get students to read what they have written to their partners. .
反思重建