Unit 3 This is my sister[上学期]

Unit 3 This is my sister.
教学内容：
本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。
教学目标：
1、 知识目标：
A、 掌握家庭成员的表达，如：grandfather, grandmother, father, mother ,brother, sister, uncle, aunt, cousin, son, daughter, parents:
B、 学会用指示代词：this ,that, these 和人称代词：I, he she they 介绍任务及Yes/No问句及其简单回答；
C、 运用名词的复数形式。
2、 能力目标：
A、 运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来；
B、 通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中去，提高学生的交际能力。
3、 学习策略：通过对人物个性化的描述，识别图片。
4、 情感目标：通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人。
教学难点、重点：
重点：A、掌握家庭成员的表达；学会指示代词、人称代词及Yes/No问句及简单回答；
B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。
难点：能够用写信的形式向朋友介绍自己的家庭。
课时安排：
第一课时 Section A 1a-1c
第二课时 Section A 2a-4
第三课时 Section B 1-2c
第四课时 Section B 3a-Self-check
Period One
In this lesson, students will learn how to ask about “introducing people ” It has a close connection with our daily life. So we can put this part into our daily intercommunication scene easily.
There are about 40 students in my class; one third of them can pronounce a word correctly after reading after the teacher twice. 4 of them are slow learning.
According to my students, I will use ESA style to teach this lesson. E means engage. S means study. And A means activate. This style will help us to cement class teaching with real daily scenes. According to the key sentence “This is my friend ” ┄”, I will design some teaching task and activities to carry out the communication between the teacher and the students and the communication among the students themselves.
1. Engage
I will show a photo. There are many people on the picture, but you don’t know them. I want to introduce them to you. What shall I do
Maybe some students will speak out the sentence “This is …”
Then ask the students “can you introduce people ” and “can you do this in English ”
And tell the students, today after this class, they will be able to do this in English
2. Study
I will show the students a picture on Page 7. Then I will show the student how to pronounce these words correctly, and how to use “” Is this your pencil And its answer “It’s”
3. Activity
(1) According to the words on the left on Page 13.Students will find the right things in the picture.
(2) I will play the tape, ask the students to do 1b.
(3) Dialogue practicing ,First, let the students look at the example
This is my sister Kate
Those are my parents
Then ask them to practice dialogues with their partners, using the news words in 1a
(4) Ask the students to show their dialogues.
教师：照片，图片，表格。
学生：照片。
教学设计：
详细教学步骤
Step One: New words.
①Present the new words.
T: Hello, everyone! Look! What’s this
Ss: It’s a picture.
T: Right. Who is the man in the picture
Ss: It’s you.
T: Yes, it’s me. You know me. Please look at this. Do you know them
Ss: No, we don’t.
T: They are my family members. Today I want to introduce my family members to you. Would you like to meet them
Ss: Yes.
T: OK. Please look at this man Is he old
Ss: Yes.
T: He is my “grandfather”. Please read after me, GRANDFATHER G-R-A-N-D-F-A-T-H-E-R, grandfather.
Ss: G-R-A-N-D-F-A-T-H-E-R, grandfather.
T: This is my grandfather.
(Teach the word “grandmother” in the same way.)
T: He is my “grandfather”. He is my “grandmother”. These are my grandparents. Read after me, grandparents.
Ss: Grandparents.
(Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)
T: I have two brothers, two sisters, I have many friends.
(Teach brothers, sisters, and friends.)
T: Read these new words together.
Ss: …
②Practice the new words.
T: Who can match the words with the pictures on the blackboard
Ss: I can. (Textbook P13 1a)
(Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)
T: Check the answers.
Ss: …
T: Is he right
用教师家人的照片呈现新课内容。（用多媒体呈现课件PowerPoint）
教师边介绍，边领读单词。有必要的话把个别音标写出来，或者用红笔圈出来，加以强调。
用匹配的方式巩固单词。教学形式要多样化，让学生体验感知，参与。
Ss: Yes.
(One more student gives the answers.)
Step Two: Drill
①Listen and circle.
T: A boy is talking about his family. Who is he talking about Now listen and circle the people the boy talks about.
Ss: OK.
(Play the recording of 1b twice. Students work.)
T: What’s the answer
S: Two brothers and sister.
②Pair work. Talk about Dave’s family.
T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “This is …” and “These are …” to do it.
(Students practice. Teacher walks around the room to help them.)
T: Now check your practice.
S1: Who is this
S2: This is his …
S1: Who are these
S2: These are his …
(Ask a few pairs to practice.)
Step Three: Task
①Talk about the family tree.
T: Look at the family tree.
(Stick a family tree on the blackboard.)
T: Let’s talk about the family tree; you can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.
(Students work. Teach moves around the classroom to help the students.)
T: Check your task.S3: Hello. My name is …Look at this. This is my family tree. This is my…and this is my…They are old. These are my … This is my… This is my … My mother is … This is my … His name is … I love my family.
用听力训练再次强化学生对新单词的记忆。让学生多听地道的英语， 有利于加强他们的读音。
让学生通过介绍Dave的家庭加强句型的操练。
让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。
T: Very good. Next make a dialogue in pairs about your family. First, you must greet each other, and then introduce your family.
(Two students come to the front.)
SA: Hello.
SB: Hello. How are you
SA: Fine, thank you. And you
SB: I’m fine, too.
SA: Excuse me! What’s this
SB: It’s my family tree.
SA: Who’s this
SB: This is my grandfather.
SA: Who’s this
SB: This is my grandmother.
SA: Is this your father
SB: Yes, he is.
SA: The woman is your mother
SB: Yes, she is.
SA: Who’s the boy
SB: He is my brother.
(A few pairs do this.)
T: You did well.
②Make a survey.
T: Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to the class.
Family Family members
(Students work. Teacher moves around the classroom to help the
让学生在语言实践中学会礼貌待人。把德育内容贯穿于教学之中。
小组成员之间沟通有关家庭成员的信息，增进友谊。
students.)(Students report to the class.)
Step Four: Homework
Write a passage about your family.