Unit 3 This is my sister[上学期]

Unit 3 This is my sister Section A （Period 1）
五杭中学 陈松林
1. Objectives Most of the students would be able to master the method of introducing things and people.Most of the students would be able to identify things and people.Learning and teaching content:a) Key words: sister、mother、father、parent、brother、grandmother、grandfather、friend、grandparentb) Target language:This\ That is his sister. These \ Those are my two brothers.1.3 Most students would be able to make their own family tree.1.3 Method instruction:a) Students learn to cooperate with their partners, sharing and transforming information.b) Guide the students to research the rule of the noun plural form by themselves.2. Focuses:Patterns:This\That is….These\Those are….b) words used to express family members3. Difficulties:a) the rule of the noun plural form.b) How to improve students' ability of speaking.4. Teaching aids:a) Computer-aided instructionb) A form for the students to make an investigation.5. Learning and teaching arrangement: 通过本课的学习要求大部分学生学会用英语介绍和识别人物。在此基础上，利用目标语言学会介绍和识别物品。同时能利用本课所学词汇制作反映家庭成员关系的家谱表。 由于词汇较多，知识点相对集中，在学法指导上要求学生学会合作学习，能在小组合作中分享和传递信息，能利用目标句型与词汇积极表达自己的观点，以此为契机，培养学生独立探究的能力与兴趣。联系学生实际，权衡教材，确立本课的重点有两个：名词复数提高学生现有的口语水平。为提高课堂教学效率，使本课承载的大量信息能生动直观地呈现在学生的面前，利用多媒体辅助教学无疑是好的选择。
Steps Students’ activities Teacher’s activities 设计思路
1 Students listen and sing to the music. Warming-up:Play the tape for the students to listen and sing the song “Indian Boy”. 学唱儿歌，活跃课堂气氛为其一。其二，为学生学习名词复数提供晋级的阶梯。
2 Presentation:a) T: One ruler.Ss: One ruler.T: Two rulers.Ss: Two rulers….b) Repeat with other things. Pile different objects on the desk, such as rulers, pencils, erasers, books and so on. Say, There are so many things on the desk. How many rulers are there on the desk Let’s count. 根据学生目前的知识结构水平, 对教材内容与教学步骤做适当的补充与调整。
3 Consolidation:Students complete all item by item individually first.Check the answers.Classify the nouns according to the rules (group work).+ s+ esy — i + esd) Practice reading all the nouns in the form above correctly. Show the pictures of the things on the screen. Say, Could you fill in the blanks with the right form of nouns. 通过达成相关任务，巩固并强化名词复数概念。在语言教学活动中突出运用与体验的重要性。引导学生主动观察、发现名词复数构成的规律，以促进学生实践能力的发展，体现任务教学“做中学”的理念。
4 They walk around the classroom to collect the things using the conversation:A: What is this B: It’s a/an….A: Is this your… B: Yes, it is.A: May I have it B: Sure. Here you are(The students holding the things in their hands are asked to stand in a line in the front of the classroom.) Tell the names of the things using the structure This is a/an… one by one.Students try using That is a/an….to describe the things in the distance. Ask five students collect the things from the others and say I need some school things, a pen, a ruler, a dictionary, an eraser and a book. Could you help me borrow these things from your classmates with the help of the conversation on the screen Ask them to tell the names of the objects collected from the others using This is a/an….This time, pay attention to the structure That is a/an…. And say, Could you tell us what that is in their hands 教师在教学活动的整个过程中要成为学生学习的合作者之一。这种合作的有效性体现在教师为学生提供的学习活动是否能最大效率的存在于教学的每个细节里。在活动中，学生亲身参与，体验，比较，进而发现运用this，that的规律，充分让学生感受探索与发现的快乐。
5 Students share their pictures in groups of 4 using These are….Students guess using Those are… Show photos with different things on them and introduce them using These are… as a model. Then ask the students to take out their pictures drawn by themselves and introduce them in groups of 4. Guessing game:Look at pictures on the screen. Can you guess Who those are in the pictures 学生课前的准备是否充分有时会影响到一节课开展是否顺利。所以课前任务布置务必要明确。本环节体现了指示代词从单数到复数的变化教学过程。Guessing game中的人物为引出下一个话题埋下伏笔。
6 (Encourage them to give a talk about Mike’s family members.)Ss introduce Mike’s family members using This/That is…and These/ Those are….Go through all the names of family members. Elicit the family member words. And say, Those are all my friends. Now, I’ll introduce one family of theirs to you. Look, here’s Mike’s family tree. Anybody can introduce his family members according to his family tree 利用家谱表帮助学生理解家庭成员关系。 同时利用目标语言训练并提高学生口语表达能力。
7 Students make a family tree individually.Show their family tree and introduce their family members.Share their information about their family members in groups of 4. Make a family tree by themselves and then introduce their family members. Say, please draw a family tree first, then give a talk aboutyour family members. (Walk around the classroom and offer help if necessary.) 通过制作家谱表，介绍家庭成员的活动，以达到检查学生对本课词汇和句型掌握情况的目的。同时也体现了学生小组合作的过程。
10 Homework:Make a new family tree to introduce your uncle’s or aunt’s family 在巩固本课学习成果的同时，要求学生做适当的课外探研，为下节课做充分的准备。
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