Content That’s my family
Aims 1. To learn the new words: old, young 2. To learn to introduce friend or a family member.
Language focus To bring up pupils’ interests of learning English;
Teaching aids Multimedia ,sticks ,flashcards .etc.
Procedures
Step Teacher’s activities Students’ activities Purpose
Pre-task preparation 1. Greetings How are you Who are you 2. Enjoy a short movie.T: Do you like movies Let’s enjoy it. P: I am Kitty. I am ….Enjoy the short movie. 复习简单的问候语。用小电影导入教学内容。
While-task procedure 1.Learn: youngT: Look at the sheep. Are they the same Xi Yangyang , Mei Yangyang…are young.Man Yangyang is old.2. Learn: oldT; Can Man Yangyang run fast No, because he is old.T : Who is old Say a chant.4. Guess Young or old Ps: NoPs: Read it.Young, young, ____ is young.Young, young, run, run fast.Read : oldGrandpa is old.Grandma is old.Old ,old, who is old Grandpa is old.Old ,old, who is old Grandma is old.Run, run slowly.P:Look at the picture and guess. 通过学生喜爱的喜羊羊等动画形象，给他们分类，引出教学内容。通过问答进一步巩固old。通过语境的创设，让学生进行语言的交流，真正达到了运用语言的目的。考验学生仔细观察的能力。激发了学生强烈的求知欲，也更好的巩固了所学。
Post-task activity 1.Quick response：Is she old Is she young 2.Introduction Yeah, yeah, yeah, yeah, yeah, she is old.No, no, no ,no, no , she is old. Introduce a friend or a family member. 在场景中运用所学，提高实际运用语言的能力。
Assignment: 1. Introduce a friend or a family member.2. Listen to Page 18-19. 作业的布置是课堂教学的延伸。通过对新朋友的问候巩固课堂的知识。
板书设计 教学反思That’s my family
Module2-Unit2
Period 1
Ⅰ Contents:
1. Words and/or Expressions
brother，Jim
2. Sentence Structure
Is he… Yes, he is. \No, he isn’t.
3. Language Function
1）The usage of modelled questions to ask about a person.
2) The usage of formulaic expressions to confirm or deny
Ⅱ Difficult Point:
The sentence ‘Is he… Yes, he is .\ No, he isn’t.’
Ⅲ.Teaching aids:
Multi-media, photos of male, pictures
Ⅳ.Teaching Procedures:
学习目标 导 学 方 法 设 计 说 明
创设良好的学习氛围。能认识并问候Jim能掌握新单词bother的音形义.能初步运用新单词。能理解句子意思。Is he… 能正确朗读句子，注意升调.能机械操练新句型.能理解句子意思Yes, he is.能正确朗读句子Yes, he is. 能用Yes, he is.\ No, he isn’t.进行机械回答.能在模拟的较真实的生活场景中运用新知识。 Ⅰ.Pre-task Preparation1. Let’s sing.2. Let’s say a chant.Ⅱ.While-task Produce1. Word task1-brother&Jim1) T:(Show a picture) Hello! I’m Jim. I’m a boy. I’m nine. Ss say hello to Jim.2) Elicitation‘brother’ Show a picture of Jim’s family and introduce the family member. “This is my family. This is my father. He is tall. This is my mother\ grandmother… And this is my brother, John. He is a strong boy.3) The pronunciation of the word ‘brother’ mother—brother4) A chant Tall brother, short brother One and two. Tall brother, short brother I see you. Fat brother, thin brother One and two. Fat brother, thin brother I see you.5) Word phrases Big\little\my\your brother6) Word in sentences: This is my brother. He is fat and tall.\ short\ strong…2. Sentence structure1—Is he… 1) Elicitation T: Hey! Look! Eddie has a big photo. Let me ask him about it. Who’s the boy Is he your brother (Yes.\No.) Is he fat Is he tall 2) Show and read the above sentences.3) A chant Is he, is he Is he your brother (Yes, yes, yes.) Is he, is he Is he fat (No, no, no.) 4) A game T hides a picture of a man and ask Ss to guess who he is Is he your… (Yes, he is.\No, he isn’t.) Is he tall\ short…. 3. Sentence structure2—Yes, he is. No, he isn’t.1) Elicitation Elicit the answer ‘Yes, he is.’ from the guessing game.2) Show and read the sentence. Is he your grandfather Yes, he is. (=Yes, he’s my grandfather.)3) A chant Is he, is he Is he your grandfather Yes, yes, he is. Yes , he is! Is he, is he Is he old Yes, yes, he is. Yes, he is! 4) A game T acts like a blind and guesses who the boys are. T: Is he … Ss: Yes, he is.5) Teach the answer ‘No, he isn’t ‘ in the same way.6) Ask and answer (Show Yaoming and lamixiaoxing) T: Is he… Ss: Yes, he is . \No, he isn’t.Ⅲ.Post-task activities1. Have Ss show their photos (Male) and talk about them in pairs. Who’s he He’s …(name) Is he your ___ Is he _____ ( fat, tall, short…) 使学生带着浓厚的英语学习兴趣进入英语课堂。.情景引入较生动自然。旧单词带出新单词，减低难度。让学生在说说拍拍中感知语言,学习语言。情景引入较生动自然.让学生在说说拍拍中感知语言,学习语言。.游戏符合低年级学生的年龄心理特点，能激发学生的兴趣。让学生在说说拍拍中感知语言,学习语言。对新知进一步复习巩固。
Period 2
Ⅰ Contents:
1. Words and/or Expressions
sister, young, old, Sally
2. Sentence Structure
Is she… Yes, she is. \No, she isn’t.
3. Language Function
1）The usage of modelled questions to ask about a person.
2) The usage of formulaic expressions to confirm or deny
Ⅱ Difficult Point:
The difference between ‘Is she… Yes, she is .\ No, she isn’t.’ and ‘Is he… Yes, he is.\No, he isn’t.
Ⅲ.Teaching aids:
Multi-media, photos , pictures
Ⅳ.Teaching Procedures:
学习目标 导 学 方 法 设 计 说 明
创设良好的学习氛围。能理解句子意思。Is she… 能正确朗读句子，注意升调.能机械操练新句型.能理解句子意思Yes, she is.\No, she isn’t.能正确朗读句子Yes,she is. \No,she isn’t.能用Yes, she is.\ No, she isn’t.进行机械回答.能认识并问候Sally能掌握新单词sister的音形义.能初步运用新单词。通过比较，理解young,old两词的意思.通过模仿扮演，进一步理解掌握young ,old.能在模拟的较真实的生活场景中运用新知识。 Ⅰ.Pre-task Preparation1. Let’s sing.2. Let’s say a chant.Ⅱ.While-task Produce1. Sentence structure1—Is she… 1) Elicitation T: (Show a picture of Peter and his family) Hello! Nice to see you. Wa! A photo of your family. Look! Who’s she Is she your mother 2) Show and read the sentence Is she your mother 3) A chant Is she, is she Is she your mother (Yes, yes, yes.) Is she, is she Is she fat (No, no, no.) 4) Ask and answer Let’s ask Peter about his mother and grandmother. Is she …. ( Yes, she is.\ No, she isn’t.)2. Sentence structure2—Yes, she is. No, she isn’t.1) Elicitation Elicit the answer ‘Yes, she is. \ No, she isn’t.’ from the guessing game.2) Show and read the sentence. Is she your mother Yes, she is. (=Yes, she’s my mother.)No, she isn’t..( =No, she isn’t my mother.)3) A chant- A cat, a dog, and a tiger Dog: Is she, is she Is she your mother Cat: No, no, she isn’t No, she isn’t. (Run, run, run) Dog: Is she, is she Is she your mother Cat: Yes, yes, she is. Yes, she is. (Miao, miao , miao)4) A guessing game Have Ss draw a picture of a female classmate. Then have them hide it and get their partners to guess who she is. Is she tall (short) Is she fat(thin) Is she big (small) Is she ____ (name) 3. Word task1-sister&Sally1) T:(Show pictures of Peter and Peter’s family) Who’s the girl She’s Sally.Ss say hello to Sally.2) Elicitation‘sister’ Sally, Sally, are you Peter’s sister 3) Read the word ‘sister’.4) Word phrases big sister, little sister,5) A chant Sister, sister Big big sister Sister, sister Little little sister I love you both both two.6) Word in sentences: (A girl--This is my sister!) I like my sister. For ________ (she’s \ she can…)4 Word task2—young&old1) Elicit and read ‘old’ Look at Sally and grandmother. Grandmother is very old. ( Show ‘old’) And this book is very old. （旧）2）Elicit and read ‘young’ Look at Sally. Is she old No. she’s young. She’s very young. (Show ‘young’.)3) Say and act.a) I’m old. I can’t _____ (run fast, play football…)b) I’m young. I can ____ (run very fast…)4) Let’s respond Show some old and young characters and Ss respond “He’s\ She’s old\ young.) Ⅲ.Post-task activitiesHave Ss show their photos that they have taken and talk about them with their partner.A: This is …B: He\She is …(old, young). Is he\she …(fat, thin, tall, short) A: Yes, he\she is. No, he\she isn’t. I like my … 使学生带着浓厚的英语学习兴趣进入英语课堂。.情景引入较生动自然。让学生在说说拍拍中感知语言,学习语言。让学生在说说拍拍中感知语言,学习语言。情景引入较生动自然.通过小猫辨认自己的妈妈的小对话的引入,增加操练的趣味性, 激发学生兴趣。.游戏符合低年级学生的年龄心理特点，能激发学生的兴趣。让学生在说说拍拍中感知语言,学习语言。拓展学生思维，开展语言训练。Young,old放在一起进行比较教学，能帮助学生区别理解。让学生动一动，演一演,符合低年级学生的特点。对新知进一步复习巩固。
Period 3
Ⅰ Contents:
1. Words and/or Expressions
insect, jar
2. Sentence Structure
Yes, he\she is…\ No. He\she is…
3. Language Function
1）The usage of formulaic expressions to confirm of deny
2) The pronunciation and writing of the letters ‘Ii, Jj’
Ⅱ Difficult Point:
The pronunciation of the word ‘insect’
Ⅲ.Teaching aids:
Multi-media, pictures
Ⅳ.Teaching Procedures:
学习目标 导 学 方 法 设 计 说 明
创设良好的学习氛围。能掌握新单词insect的音形义及字母i的发音.能正确朗读词组an insect.能初步运用新单词。能掌握新单词jar的音形义及字母j的发音.能初步运用新单词。能正确朗读这首绕口令.能正确朗读，并配以恰当活泼的动作表情。能在模拟的较真实的生活场景中运用新知识。 Ⅰ.Pre-task PreparationLet’s talk.Talk about your photos.Ⅱ.While-task Produce1. Word task1-insect1) Elicitation Look! What’s that It’s a bee. It’s an insect. What’s this It’s a butterfly. It’s an insect, too.2) The pronunciation of the word ‘insect’ in-se-ct3) A chant Insect, insectYou are smallInsect, insect You can fly Fly very high.4) Word phrase an insect5) Word in sentences. Look! An insect. Yes, it’s a bee. (butterfly,…) How lovely.( beautiful, cute…)2. Word task2--jar1) Elicitation Look! I have a jar. It has a big mouth.2) The pronunciation of the word ‘jar’ _ ar3) Word phrase a____ jar4) A chant A jar, a jar Harry has a jar. Harry has a jar. A big big (…) jar.5) Word in sentences. Look! Is that a jar Yes, it’s a jar. I like it. It’s nice. (But I don’t like it. It’s ugly.)6) A rhyme Harry has a jar. Harry has a jar. Harry has an insect. An insect in a jar.Learn ‘Listen and enjoy’Divide the little rhyme into four parts and then learn each part.Ⅲ.Post-task activitiesAsk Ss to listen to the dialogue of ‘Ask and answer’ on Student’s Book P20. Explain to Ss that it is a guessing game. Ask them to draw a picture of a classmate and play the game in pairs.Is that a ___ (boy, girl) Yes, he is __-Is he\she ____ (tall, short) Is he\she ____ (fat, thin) Is he\she____ (big, small) Is he\she ____ (name) 使学生带着浓厚的英语学习兴趣进入英语课堂。.情景引入较生动自然。音节分解,能降低单词难度.让学生在说说拍拍中感知语言,学习语言。情景引入较生动自然并帮助学生区分jar , bottle.让学生在说说拍拍中感知语言,学习语言。以到商店买jar增加操练的趣味性.对新知进一步复习巩固。
