Unit 5 This is my sister.教材分析
This is my sister. 是鲁教版六年级上册第五单元。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掌握对家庭成员的称呼；通过谈论“家庭”的话题，使学生学会并掌握“介绍人物、识别人物”的基本句型，进一步体会一般疑问句的用法，学会运用指示代词介绍人物，学会运用人称代词询问人物。如：This is my sister。 Is that your brother? These are my parents。 Are those your brothers? 以及Who开头的特殊疑问句，一般疑问及其简单回答；运用名词的复数形式。能够用英语向朋友介绍自己的家人，从而让他们了解自己的家庭。1. 从教材编排上说，本单元设置在教材的中间位置，恰好起到个呈上启下的的作用。一方面，整合了前面打招呼等基本问候，同时又是学习下一单元Is this your pencil?认知物体的自然过渡。2.从教材难度上来讲，本单元是很容易产生分化的一单元。因为本单元知识容量大，难点突出。所以，本单元要精心设计，深入简出，帮助学生顺利过渡。3. 本单元所有的的环节设置都紧紧围绕了一个主题，那就是家庭成员。在整个单元中家庭成员的称谓以及对家庭成员的介绍和提问，与一个个小任务紧密地结合在一起。任务由一开始的口头介绍到之后的书面表达，由最初单一的家人称谓到最后连贯的语句，教材较好的体现了教学的渐进性和层次感，使学生在教师的带领下反复地掌握和巩固本单元的生词和新句型。从而达到能流畅介绍家庭成员的目的。4. 本课时主要让学生学会确认家庭成员并相互口头介绍家人和朋友。作为本单元的第一课，对话是单元整体教学的重要环节。对话的作用首先是为以后的几课时提供话题和语境。由于整个单元都是围绕一个话题操练特定的功能项目，对话课又具有为以后课时的学习扫清语言和文化障碍的作用。学好本课，学生不但能够加深对指示代词、人称代词和物主代词的理解和运用，也可以扩充词汇，学会介绍家人，为后面的进一步学习打下基础。21世纪教育网版权所有
本单元分为8课时。SectionA1a-2c-听说课型，SectionA2d-3c课-对话和语法课型，SectionB1a-1d听说课型，SectionB2a-2c-阅读课型，作文课型，Self Check 课型，测试一课时，讲评一课时。我讲的这一节课只是SectionA1a-2c这部分。www.21-cn-jy.com
就本节课而言，教材分析如下：
一、课题：鲁教版六年级上册Unit 5 This is my sister. SectionA1a-2c
二、教学目标：
1. 知识目标：
Words: parents, father, mother, sister, brother, grandmother, grandfather, friend, grandparents21cnjy.com
Sentences: This is.../That is... These are.../Those are...【来源：21·世纪·教育·网】
Who’s he? He’s... Who’s she? She’s... Who are they? They are...
2. 能力目标：The students can introduce the people.21教育网
3.情感目标： Through this class, the students can understand more their parents, feel the love from their parents and say love to them.www-2-1-cnjy-com
三、教学重难点：1. the usage of this, that, these, those2-1-c-n-j-y
2. parent and parents, grandparent and grandparents 对复数概念的初步感知。21*cnjy*com
四、教学方法：情境教学（体现在单词教学，小组合作和情景剧中）
分层教学（体现在老师找学生回答问题中：简单的问题找3号4号学生；稍难一点的找1号2号学生。还体现在情景剧的分工中：1号是导演，组织情景剧；2号3号和4号学生负责参演）21·cn·jy·com
小组合作：(体现在情景剧中)
视听教学法（将课本的图片与听力任务结合起来）
视图教学法（搜索并加工图片-做近与远的处理，引导学生看着图片自然表达，做到形象生动）2·1·c·n·j·y
五、除了课本要求的任务外，我还增加了课前自由谈话环节、课堂中新知传授环节、总结环节、表演情境剧环节、情感升华环节、布置作业环节。21·世纪*教育网
Unit 5 This is my sister.课后反思
上完这堂课，反思如下：
1.情境教学可以让学生表达更自然。在课堂之初，我先播放了My family 这首歌。很多学生可能就已经感受到家庭家人这个整体环境。紧接着，我又过渡到自己的家庭引出新单词，目的是为了让同学们在真实的情境中去学习单词，让单词变得有生命力。在运用了情境之后，我也深深地感受到了学生们的变化： 首先，他们对老师的家庭很感兴趣，而兴趣激发了孩子们的表达。其次，随着一张张图片的出现，孩子们在真正情境中的表达越来越自然。除了课堂之初的情境单词教学，在两人合作对话介绍家庭部分，我还让孩子们提前准备了自己的家庭照片。这些照片同样也把孩子们带到了自己的家庭情境中，除了上述感受之外，我还体会到，这些情境图片给孩子们提供了素材，从而无形中让他们的表达越来越丰富。21世纪教育网版权所有
2.用心设计，突破难点。这节课的重难点在于this, that, these, those 的正确运用。这四个单词，既有单复的关系，也有近远的关系。一开始，我很困惑，不知道如何设计才能帮助学生突破这一难点。其一，学生初次正式接触复数，这种意识的转变是很困难的。其二，近远如何体现，才能让学生不至于混淆。经过思考，我决定巧妙设计幻灯片中人物出场顺序和位置，在幻灯片中选取恰当的符号来形象的演示同时配以手势来解决这一问题。首先，father出场，并将其设置在ppt的最右侧，用幕布显示出来后恰好是我讲课位置的旁边(近方)，这样我便可以恰当的使用this以便学生体会；接着，mother出场，同样设置在我讲课位置的旁边(近方)；然后，出现符号+，演示出father+mother=parents，这样，复数的问题就自然地演示出来了；紧接着，在This is 的板书下面，我通过手势问：They are parents. We can also say…? 这样These are 就出现了；随后，parent 出场，让学生来比较parent 和parents.对于grandfather, grandmother, grandparents, grandparent：首先，grandfather出场，并将其放在ppt的最左侧，用幕布显示出来后恰好是我讲课位置的远方，这样我便可用that;然后grandmother出场，同样设置在远方，that 可以继续使用；随后，出现符号+，演示出grandfather+grandmother=grandparents, 这样复数的演示可让学生第二次体会；紧接着问：They are there. So we can say…? 这样，those are 也就自然出现了；最后，再出现grandparent让学生来区分和判断。21教育网
为了帮助学生们强化一下这四个单词的恰当使用，我还设计了1个小环节：
走进他们中间，用最真实的情景来展现。如： This is Hou Yongqing. These are Qi Junbo and Wu Zhe. That is Wei Yunzhan. Those are Wei Yunzhan and Li Danlu. 通过引导语，让学生自己把这些句子表达出来。这样之后，孩子们不仅理清了思路，而且还可恰当的运用它们。
3.任务分层，即提高了课堂效率，又让我感受到了孩子们潜能的无限。在课堂上，我设计了一个情景剧。其实就是一个小组合作。在任务介绍时，我指出，一号是导演；1-4号是演员。于是，同学们紧紧围绕情景-2个老朋友介绍两个新朋友以及一张家庭照片，展开了设计。有的导演帮助演员想台词；有的导演细致到设计出场及在舞台上的位置；有些导演还想方设法的构造情景细节；还有些导演将以前学过的举行恰当的揉进了这个对话中。在他们到讲台展示这个情景剧时，我深深地体会到了导演的领导才能以及孩子们丰富的想象。他们就像是一个个的天使，提供一片天空，他们便可自由飞翔。21cnjy.com
4.总会有意想不到的课堂生成。在这节课中，我设计了一个猜人的小游戏。我提供素材，让孩子们猜。当我说：She is beautiful; she is in Class One; her mother is a teacher.然后接着问：Who’s she? 其实，我内心的答案是李丹璐同学。我相信大部分同学和我一样。而王树强同学的回答是魏云展。当时我第一反应是：魏云展的妈妈也是老师，是我忘记了。而后意识到：每一个学生心中都有他们自已认为的最美。大家是不一样的。于是在课堂上，我是这样讲的：You think Wei Yunzhan is beautiful. Yes, she is beautiful. I also think Li Danlu is beautiful,too.下课后，我越想越觉得有意思，孩子们总会给老师各种启发。
这堂课还存在着很多不足： 首先，我的口语水平还需进一步提高。对于辅音的发音，我觉得[t?] [z] 的发音有点重，听起来不是很好听。21·cn·jy·com
其次，板书写得不是很规范。虽有设计，但显得有点潦草。
还有也是最重要的，有些环节的设计还是有点纠结，把握不准。我是通过我自己的家庭情境来让学生学习体会新单词。一共四张幻灯片：爸爸妈妈，爷爷奶奶，弟弟妹妹，2个朋友。我在介绍完爸爸妈妈爷爷奶奶之后，考虑到刚学了this,that,these,those,所以紧接着穿插了一个强化这四个单词用法的环节和一个猜人的游戏环节，随后又继续情境介绍弟弟妹妹和两个朋友。课后，我在反思：如果全部介绍完家庭后再加入那两个环节会不会更好？这样情境是不是不会遭到断裂？可又一想，爷爷奶奶之后，this, that, these, those 也随之刚学完，在此刻插入也许比较恰当。直到现在，我依然在纠结这个问题。www.21-cn-jy.com
The teaching plan
This is my sister. SectionA 1a-2c
一、授课课题：鲁教版六年级上册Unit 5 This is my sister. SectionA1a-2c
二、授课人
三、学时：45 minutes
四、课前准备：
教师准备：1.搜索图片创设情境。
2.搜索相关的视频和课本音频资料。
3.准备课件。
4. 打印一张通用全家福；分发给没有家庭照片的同学。
学生准备：1.预习单词，为上课的表达输出做好准备。
2. 准备自己的家庭照片。以备上课做对话和表演情景剧做准备。
五、教学目标：
1. 知识目标：
Words: parents, father, mother, sister, brother, grandmother, grandfather, friend, grandparents21·cn·jy·com
Sentences: This is.../That is... These are.../Those are...21*cnjy*com
Who’s he? He’s... Who’s she? She’s... Who are they? They are...
2. 能力目标：The students can introduce the people.21·世纪*教育网
情感目标： Through this class, the students can understand more their parents, feel the love from their parents and say love to them.
六、教学重难点：1. the usage of this, that, these, those
2. parent and parents, grandparent and grandparents 对复数概念的初步感知。
七、教学方法：情境教学（体现在单词教学，小组合作和情景剧中）
分层教学（体现在老师找学生回答问题中：简单的问题找3号4号学生；稍难一点的找1号2号学生。还体现在情景剧的分工中：1号是导演，组织情景剧；2号3号和4号学生负责参演）
小组合作：(体现在情景剧中)
视听教学法（将课本的图片与听力任务结合起来）
视图教学法（搜索并加工图片-做近与远的处理，引导学生看着图片自然表达，做到形象生动）【来源：21cnj*y.co*m】
八、教学仪器： PPT, the teaching plan, the textbook, the family photos，the pictures
九、The teaching procedure.
Before the class: A free talk
T: Let’s have a free talk. How are you?
S1: I am fine, thanks, and you?
T: I am fine, too. Thank you. How’s your father?
S2: He’s OK.
T: Very good. How’s your mother?
S3: She’s fine.
T: Well, do you have a sister?
S4: No.
T: I don’t have a sister. What about you? Do you have a brother?
S5: No, I don’t.
T: What’s your father’s name?
S6: …
T: What’s your mother’s name?
S7: …
T: A good name. How old are you?
S8: I am twelve years old.
T: OK. I am glad to know something about you and your family. Now, class begins.
The aim: The free talk is aimed to help the students open their mind and speak out some information about their family members. And this class is aimed to introduce the people. So the free talk can be ready for the class.【出处：21教育名师】
Predict the answers of the students: For the question-Do you have a sister/brother? , the students may have different ideas. Some students may just answer: No. Some students may answer: No, I don’t. I don’t have a sister/brother.
设计意图： 这个自由谈话目的在于帮助学生打开思维并且说出他们家庭成员的一些信息。而这节课-This is my sister. 目标在于介绍某人。因此，这个自由谈话可以为这节课起到铺垫作用。
预设学生回答：这些问题学生可以应对自如。对于Do you have a sister/brother?这个问题,有些学生可能仅仅回答No. 有些学生可能能完整的回答出来-No, I don’t. I don’t have a sister/brother.2·1·c·n·j·y
Class begins!
Step1 Leading in: Watch a video-My family. (1 minute)
T: Class begins!
Ss: Good afternoon, Miss Zou.
T: Good afternoon, boys and girls. Sit down, please.
Ss: Thank you. Miss Zou.
T: First, let’s watch a video. You can sing together.
The teacher plays the video. The students sing with the music. The teacher writes the title of the class: Unit5 This is my sister. SectionA1a-2c. After the song, the teacher says:
T: Today we will learn Unit5: This is my sister. Read after me .
Ss: This is my sister.
T: Do you have a sweet family?
S1：Yes, I have a sweet family.
T: OK. I have a sweet family, too. Look at my family. This is my father.( I write: This is…)
The aim: This step is aimed to lead in the class. And at the same time, the song include some new words of this class. So this English song can interest the students to learn the new words.
Predict the reaction of the students: The song-My family is very easy for students. The words are not difficult for them. The melody is also easy to follow. So the students can sing together with the music.
设计意图：这一环节旨在导入到这节课。同时，这首歌还包含了一些这节课的新单词。所以，这首英文歌可以调动起学生通过歌曲学习单词的兴趣。
预设学生反应：这首歌对于学生而言很简单。歌词简单且旋律易跟。学生可轻松的跟着节奏一起唱。
Step2：Create the real situation to learn the new words. 创设情境，学习单词。
T: OK. I have a sweet family, too. Look at my family. This is my father.( I write: This is…)
The students repeat.
T: The woman. Who’s she? (I write: Who’s she?)
S1: She’s your mother.
T: Yes, She is my mother. (I write: She is…)Look at my father and my mother. Who are they? ( I write: Who are they?)
S2: They are your parents.
T: Yes, they are my parents. (I write: They are…) Parents begin.
The students spell parents together. Parents, parents, parents,P-A-R-E-N-T-S.
T: They are my parents. I can also say…
S3: These are your parents. ( I write: These are…)【来源：21·世纪·教育·网】
T: What about parent? Who is my parent?
S4: Your father.
T: Yes. My father is my parent. How about my mother?
S5: Your mother is your parent.
T: Very good. My father is my parent. My mother is my parent, too. My father and my mother are my parents.
T: Now use the information in the PPT to fill in the sentences on the blackboard. This is … This is… begin!21教育网
Ss: This is my father. This is my mother. These are my parents. ( I write: Who’s he? He’s…) Who’s he? He’s my father. Who’s she? She’s my mother. Who are they? They are my parents.
这部分是通过介绍我的家庭情境来学习father, mother, parents, parent. This is my father. This is my mother. These are my parents. Who’s he? He’s my father. Who’s she?
She’s my mother. Who are they? They are my parents.
T: Who’s he?
S6: He’s your grandfather.
T: Yes, he is my grandfather. I am here and my grandfather is there. I can say…
S7: That is your grandfather.
T: Very good. You got it. That is my grandfather. (I write : That is…)What about my grandmother?
S8: That is your grandmother.
T: Right. My grandfather and grandmother are my …
S9: Grandparents.
T: Yes, they are my grandparents. I am here and they are there. So I can say…
S10: Those are your grandparents.
T: Very good. ( I write: Those are…) What about grandparent?
S11: Your grandfather is your grandparent.
T: Right. My grandfather is my grandparent. My grandmother is my grandparent, too. My grandfather and my grandmother are my …
Ss: Grandparents.
T: Please use the information in the PPT to fill in the sentences on the blackboard. That is …That is… Those are…
SS: That is my grandfather. That is my grandmother. Those are my grandparents.
Who’s he? He is my grandfather. Who’s she? She’s my grandmother. Who are they? They are my grandparents.
T: Look at the blackboard. Pay attention to the key sentences: This is … That is…These are… Those are…
这部分是延续上面的情境来学习：grandfather, grandmother, grandparents. That is my grandfather. That is my grandmother. Those are my grandparents.
T: Look at the blackboard. Pay attention to the key sentences: This is … That is…These are… Those are… A is here. I can say
S1: This is A ( A,B,C,D均为学生姓名）
T: Yes, A and B. I can say…
S2: These are A and B.
T: Right. C is there. So I can say…
S3: That is C.
T: Very good. C and D are there. So I can say…
S4: Those are C and D.
这部分是强调This is… That is… These are… Those are… 而且通过介绍班里实实在在的学生来突破这一重难点。由此，让学生对这一难点有更加深层次的理解和把握。方便学生在今后的表达中能随心自如。
T: Relax. Relax. Relax. I have a guessing game for you. Guess. Who is he? Who’ she? In this classroom. Ready? Go!
T: This is a girl. She is very beautiful. She’s in Class 1. Who’s she?
S1: …
T: This is a boy. He likes playing basketball very much. His mother is an English teacher. Who is he?
S2…
T: This is a girl. She is very tall. She has long hair. She is in Class 2. Who’s she?
S3…
T: The last one. His family name is Tao. Who’s he?
S4…
这部分想通过这种猜人的游戏方式来让学生在这一环节中能稍稍放松一下，从而调节一下整个课堂的节奏。这个游戏不仅可以调动学生的学习兴趣，活跃课堂氛围，还能够让学生深刻体会到在实际生活中如何介绍别人。从而让所学的东西变得更加自然。
T: Let’s go on my family. I am the only one child in my family. So I have no…
S1: Sister.
T: And I have no…
S2: Brother.
T: But I have 2 good …
S3: Friends.
T: Friends, begin!
Ss: Friends. Friends. Friends. F-R-I-E-N-D-S.
T: Who are they?
S4: They are David and Cindy.
T: OK. First, let’s go to David’s family.
到此， 这一环节结束，且完成了对下一环节的过渡。
The aim: This step is aimed to let the students learn the new words and sentences in the real situation- the teacher’s family. With the help of a lot of pictures, the students can easily master the target words and sentences. The main task of the teacher in this step is leading the students to speak out all the information.21cnjy.com
Predict the reaction of the students: With the help of a lot of pictures, the sign“﹢” and the usage of near, far, the students may easily understand this, that, these, those.
设计意图： 这一步主要是让学生在真实的情境中来体会并表达出本节课的目标单词和句型。 形象化的图片可以帮助学生输出。而老师在这一环节中，最重要的任务就是借助图片引导学生表达，从单词到句子。
预测学生的反应： 根据学生的实际情况，教师设计了简单易懂的引导句子。这些句子在引导学生表达方面不会产生大的障碍。但教师对这节课重难点的处理是否同样不会对学生的表达产生障碍方面还有待观察。
本环节的重难点：1.this, that, these, those 的正确使用。2.parent, parents 单数复数的概念。
The dealing with the difficulties: As for the difficulty- this, that, these, those, I put my father and mother near me and I put my grandfather and grandmother far away from me . This can be seen in the PPT. So the students can understand the meaning of this, that, these and those. As for the difficulty-parent, parents, I use the sign“﹢”to show father and mother are parents.
重难点的处理：1. 设置爸爸妈妈，爷爷奶奶在幻灯片中不同的位置: 爸爸妈妈在近方，爷爷奶奶在远方(this→that these→those)；设置出场顺序由近方爸爸到爸爸妈妈（this→these），由远方爷爷到爷爷奶奶（that→those）总之，通过不同的维度让学生体会和理解这四个单词的用法。2. 利用符号“﹢”，设置动画动作，形象的解释： parents =father+mother.
parent = father/mother.
Step3 Go to the text. 1a, 1b, 2a,2b, 2c
T: OK. First, let’s go to David’s family.
1. 1a Lead the students to analyze David’s family photo through the communication. 通过交流对话的方式引导学生观察分析David的家庭照片。
T: look at the picture. Who’s a ?
S1: She’s David’s mother.
T: Who’s c?
S2: He’s David’s father.
T: Look at b. Who are they?
S3：They are David’s parents.
T: Now, go to his family, look at 1a and match the words with the people.
Ask one student to check the answers.
预测学生会出现的问题：a, c的回答没问题。b 如果不仔细观察， 可能会出错。如果学生出错，那就提示：father and mother .21世纪教育网版权所有
2. 1b
T: You are right. Very good. Now David introduces his family. Listen to him and circle the words you hear in 1a.【版权所有：21教育】
Ask one student to check the answers.
T: Good boy/ girl.
预测学生掌握情况：这一步问题不大，不出意外，听一遍即可。
Pairwork
T：This is David’s family. What about your family? Can you introduce your family? Now work in pairs and make your own conversations like this. You can use these sentences.
1-2 minutes for students to prepare.
Then ask the students to show their conversations.
T：I like your conversations and your pronunciation.
设计意图：这部分是让学生拿出提前准备好的全家福，并用此做对话。情境真实，易于表达。
Lead the students to analyze Cindy’s family. 引导学生观察Cindy的家庭。
T: Do you remember my friend. Who’s she?
S1: Cindy.
T: Yes, now let’s look at her family. First, let’s look at her family photo.
T: Look at a. Who’s he?
S1: He’s Cindy’s father.
T: What about b?
S2: He’s Cindy’s grandfather.
T: And c?
S3: He’s Cindy’s brother.
T: Who’s d?
S4: She’s Cindy’s mother.
T: Look at e. Is this Cindy’s sister?
S5: No, it isn’t. She’s Cindy’s grandmother.
T: Is this Cindy’s friend?
S6: No, it isn’t. She’s Cindy’s sister.
The aim: This part is aimed to lead the students to Cindy’s family and make preparations for the listening-2a and 2b.www-2-1-cnjy-com
设计意图： 这部分是引导学生进入到Cindy的家庭，并为后面的听力做准备。
2a
T: Now look at 2a, circle the words you hear in 2a. 21教育名师原创作品
Ask one student to check the answers.
T: Great.
预测学生听力情况：这部分听力难度不大，听并圈出所听到的词汇。不出意外，一遍即可。
2b
T: Do you want to know their names?
Ss: Yes.
T: OK. Now listen to 2b and match the names with the people in the picture. Pay attention to the key words. What are the key words？ For example: This is Cindy’s mother, Jenny. Mother and Jenny are the key words. Do you understand?
Ss: Yes.
T: Go!
Ask one student to check the answers.
T: Great!
听力技巧传授：Pay attention to the key words.
预测学生听力情况：这部分听力难度大，考验的是学生的反应速度，不仅要求快速找到人物代号并且还得快速找到人名并与其匹配。一遍很难完成，如有需要，还需播放一遍。
2c
T: You know something about Cindy’s family. Let’s talk about her family.
T: Look at f. Who’s she?
S1: She is Cindy’s sister.
T: How many people are there in the family?
S2: Seven.
T: Who are they?
S3: They are Cindy, Cindy’s father, Cindy’s mother, Cindy’s grandparents, Cindy’s brother and Cindy’s sister.
T: There are 2 children in the family. Yes or no?
S4: No.
T: Why?
S5: 3 children.
T: Who are they?
S6: They are Cindy, Cindy’s brother and Cindy’s sister.
The aim: This part is an extension about 2a and 2b. The aim is to lead the students to speak out some information about Cindy’s family. So I design 2 kinds of questions. For Number 3 and Number4, I lead them to answer some easy questions such as: Who is he? Who is she? Who are they? Is this her father? And for Number 1 and Number 2， I lead them to answer some difficult questions such as: How many people are there in the family? There are 2 children in the family. Yes or no? Then pump：Who are they?
设计意图： 如果说2a,2b是对信息的输入，那么这一部分是对2a, 2b的输出。所以在问题设置上选择了分层处理。对于3号和4号学生，引导他们回答简单点的问题：Who is he? Who is she? Who are they? Is this her father? 而对于1号和2号学生，引导他们回答综合性的观察性的问题：How many people are there in the family? There are 2 children in the family. Yes or no? 并且追问：Who are they?
Step4: Out of the text. A sitcom for students. 走出文本，让学生表演情景剧。
T: Now you know how to introduce people. I have a sitcom for you. The director is Number 1. The actors are Number 1,2,3 and 4. The scene is the two old friends introduce two new friends and one family photo. You can use the sentences in the PPT.
About 3 minutes for students to prepare. The teacher teaches them how to design during it.
Show their sitcoms. 2 or 3 groups.
The aim: This part is an extension. It is aimed to use what they learn to finish a sitcom. The situation is the two old friends introduce two new friends and one family photo. The students can try their best to enrich this sitcom. Number 1 plays important part in designing the sitcom. The others are the actors. Through the sitcom, the students can learn how to design a conversation. At the same time, they can also learn how to cooperate with others.
设计意图: 这部分是着眼于这个文本的拓展。这是个情景剧，情境是：两个老朋友介绍两个新朋友及一张全家福。此情境是固定的，除此之外，学生们可以充分发挥想象力来充实这个情景剧。一号学生是导演；演员是包括一号在内的所有小组成员。在这点上也体现了分层教学。在幻灯片上，还为学生们准备了一些可能会用的句子。通过这个拓展，学生们不仅能学习到如何利用所学组织对话，同时，还能学到如何与他人合作。
预测学生表现：每个人设计对话的思维是不一样的，期待学生们的表现。
Step5: Summarize.
T: I like your sitcoms. You are all good actors and directors. Now let’s summarize what you learn.
First, the words you know.
S1: Father, mother, parent...
S2…
T: The sentences you know.
S3: This is my sister.
S4:...
T: Now can you introduce my family. One student, one sentence.2-1-c-n-j-y
S5: This is my teacher’s father.
S6: These are my teacher’s parents.
S7: That is my teacher’s grandfather.
S8: Those are my teacher’s grandparents.
S9: My teacher has no sister.
S10: My teacher has no brother.
S11: This is my teacher’s family.
T: Very good. You introduce my family very well.
The aim: This step can help students summarize what they learn in this class. They summarize and if necessary I just add. They need to summarize the words, the sentences and one passage-The teacher’s family. From the words to the passage , the students can understand more about this lesson. 21*cnjy*com
设计意图： 这部分可以帮助学生总结在这堂课中所学。 学生自己总结，而我仅仅需要补充即可。 学生们需要总结单词，句子， 并用一片小文章-我老师的家人将词句整合成篇。从词句到篇，学生会对整节课有更深的理解。同时，介绍老师的家人也是和最初所学形成前后呼应。
Step6: Moral education. 情感升华
T: I have the last question for you. Do you love your parent? Do you love your father?
Ss：Yes.
T: Now watch a video about father and feel the love from your parent.
Then play the video “ Forever”.
T: Every time I watch it, I am deeply moved. Why? Because I think I have a good father like him. When you are happy, your parent is happy. When you are not happy, your parent is not happy. This is your parent. This is your father. The mother’s love is like the water. The father’s love is like the mountains. Now can you tell me what the family is?
Ss：Father and mother I love you.
The aim：This step is aimed to lead the students to understand more their parents.
设计意图: 让学生们感受父母的爱，并激发起自己对父母的爱。
Step 7: Homework.
A: Introduce a person and write it down.
B: Make a postcard and send it to your parents.
十、The blackboard design: 板书设计
This is my sister.
Section A 1a-2cwww.21-cn-jy.com
he? He’s...
This is... Who’s ﹛she? She’s…
These are… Who are they? They are…
That is…
Those are…
Unit 5 This is my sister.评测练习
1. 在新知传授中的表达训练
he? He’s....
板书： This is... Who’s ﹛she? She’s…
These are… Who are they? They are…
T: Use the information in the PPT to fill in the sentences.
Ss: This is my father. This is my mother. These are my parents. Who’s he? He’s my father. Who’s she? She’s my mother. Who are they? They are my parents.
he? He’s...
板书： This is... Who’s ﹛she? She’s…
These are… Who are they? They are…
That is…
Those are…
T: Use the information in the PPT to fill in the sentences.
Ss: That is my grandfather. That is my grandmother. Those are my grandparents.
Who’s he? He’s my grandfather. Who’s she? She’s my grandmother. Who are they? They are my grandparents.
猜人游戏：
T: Relax. Relax. Relax. I have a guessing game for you. Guess. Who is he? Who’ she? In this classroom. Ready? Go!
T: This is a girl. She is very beautiful. She’s in Class 1. Who’s she?
S1: …
T: This is a boy. He likes playing basketball very much. His mother is an English teacher. Who is he?
S2…
T: This is a girl. She is very tall. She has long hair. She is in Class 2. Who’s she?
S3…
T: The last one. His family name is Tao. Who’s he?
S4…
1a 1b David’s family
4. Pairwork 两人对话
5. 2a 和2b Cindy’s family.
6. 小组合作： 情景剧
Homework
