Unit 5 That’s my family
Period 1 教案
Content
That’s my family Look and learn
Aims
1. To learn the new words: young, old
2. To use adjectives to describe a person
3. To love family members, friends and our motherland
Language focus
To bring up pupils’ ability of communication in daily life
Teaching aids
Multimedia ,sticks ,flashcards .etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
1. Greetings
2. Rhyme:(in 1AM2U2, P21)
Who is he? Who is he?
He’s my father. He’s my father. Fine. Fine. Thank you. …
3. Talk about my family
T:（Show the family’s picture）Look! This is my family. This is my father. He is tall. …
May I know about your family？
1. Greeting
2. Say the rhyme
3. Talk about their families
复习一年级所学的歌曲，营造融洽的英语气氛。
通过互相介绍家庭成员，增进师生友谊，同时复习已学句型。
歌曲的引入即能培养欢乐课堂氛围，也为今天的学习奠定基础。
While-task procedure
1.Teach: young
①T: Your father and mother are so young.
To elicit: young
②Read the word
③Fill in the blank
y_ung 1.a 2.c 3.o
④Show some pictures and say:
Young, young, young _____ ( father, mother, teacher, boy, girl)
2. Teach: old
①T: (show grandfather’s picture) Look! Is he young?
He’s my grandfather. He’s old.
To elicit: old
②Read the word
③Fill in the blank
ol_ 1. d 2. b
④Quick response
(show some pictures of different people)
fat /thin /tall/ short/ young/ old
3. Listen and enjoy
(2AM2U2 P19)
①Listen to the rhyme
②Read the rhyme
③Make a new rhyme
4. Play games
①Quick response
(show some pictures of different people)
T: Is he / she (fat, thin, tall, short, young, old)
(T can invite a student to be “Small teacher”)
②Guessing game
(write a student’s name on the paper, and hide, have other students ask five questions to guess who is the person)
T-S, S-S(group work)
1.Learn: young
Read : young
Say according to the pictures:
Young, young, young father / mother / teacher / boy / girl
2.Learn: old
S: No.
Read: old
Say according to the pictures:
fat /thin /tall/ short/ young/ old
3. Read the rhyme and make a new rhyme:
(Pair work)
She’s my ____
_____ and ______
He’s my _____
_____ and _____
4.Play games
①S: Yes, he/ she is (fat, thin, tall, short, young, old)
②S1: This is a boy.
T: Yes. He is a boy.
S1: He is short.
T: No. He is tall. …
(after five questions)
T: Who is he?
S1: He is …
T: Yes. / No, I’m sorry.
家庭成员介绍后，自然引入单词教学。
从局部的字母入手，进行类似字形的字母辨别，并通过观察图片，说一说图片含义，从音形意三方面加强对单词的记忆。
上个环节最后幅图片为“爷爷”，自然引出单词，并与之前年轻者的图片做比较，加强理解。
相似字形的字母辨认，同时可以初步让学生了解发音的规律。
图形加强单词意义的认识，同时复习旧知，巩固新知。
运用已学单词改编儿歌，在儿歌中巩固单词，提高知识的运用，同时激发学生的求知欲，提高他们的自主性。
先初步了解疑问句型的含义，为下节课的教学做铺垫。
单词结合句型练习，通过游戏的形式，加强趣味性。可以让能力强的学生做做“小老师”提高他们自主能力的同时，增加他们的成就感，提高他们的自信。
Post-task activity
1.Talk about family/ friends
(Find friend)
2.Show some pictures of China
T: This is my motherland.
She is old because she has a long history.
She is young because she has just passed her 59th birthday.
Great changes have taken place on this land. She has just successfully hosted the Olympics, showing her charm to the world.
She is great. I love my motherland ----- China.
1.Introduce family members/ friends (holding the picture)
S: This is my ____
He /She is young /old.
He /She is (thin, fat, nice…)
He /She can ___.
I love my _____.
运用已学单词、句型，较全面地描述人物，提高实际运用语言的能力。
通过简单的所学句型，对祖国进行简要的介绍，让学生了解young, old所具有的另一层含义，并培养学生的爱国情怀。
Assignment:
1. Read the book of page 18
2. Read the rhyme on page 19 and make a new rhyme
3. Introduce your family members to your friends
作业的布置是课堂教学的延伸。通过对介绍家庭成言和朋友巩固课堂的知识。
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2A M2U2
That’s my family
young This is my ____.
old He/ She is young/ old.
tall / short He/ She is ____.
fat / thin He/ She can ____.
nice/ kind I love my _____.
教
学
反
思
Unit 5 That’s my family
Period 2 教案
Content
That’s my family Look and say
Aims
1. To use the modeled questions to find out particular information about a person.
e.g. Is he old?
2. To use formulaic expressions to confirm or deny.
e.g. Yes, he is./ No, he isn’t.
3. To love family, friends
Language focus
To use the sentences in context.
Teaching aids
Multimedia, sticks, flashcards, etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
Greetings:
Rhyme on P19
Do and say
( “Small Teacher”)
Ask and answer.
Say together.
T: ( do the action)
Ss: Old.
通过反复的操练来巩固所学的知识。
儿歌、“小老师”能激发学生学习的兴趣。
While-task procedure
Teach: Is he/ she …?
Yes, he/ she is.
①(Student pick up one picture, teacher guess)
T: Is that a girl?/ Is that a boy?
S: Yes, she is a girl./ he is a boy.
T: Is she Kitty?/ Is he peter?
S: Yes, she is Kitty. / Yes, he is peter.
To elicit: Is he/ she …?
②Show some characters’ pictures ( Kitty, Peter, Danny, Miss Fang, etc.)
T: Is he/ she (name)?
T-S, G-B, S-S(pair work)
③Ask other questions about them
T-S, S-S(pair work)
④Quick response
T: (touch a boy’s shoulder)
Is he …?
T: (touch a girl’s shoulder)
Is she…?
Teach: Is he/ she…?
No, he/ she isn’t.
①T: (touch a thin girl)
Is she fat?
Ss: No.
To elicit: No, he/ she isn’t.
②Ask and answer
Show some pictures of different people
T: Is he old?
Ss: No, he isn’t.
T: Is she young?
Ss: Yes, she is. …
Look and say
①T: Is Kitty fat?
T: Is Peter young?
T: Now they are watching the album. What are they talking about?
Play the media
②Show picture 1
③Show picture 2
④Look and act out the dialogue
1. Learn: Is he/ she …?
Yes, he/ she is.
①Read: Is he/ she…?
(show the picture while reading)
②Ss: Yes, he/ she is.
③Ss: Is he/ she (tall/ short/ thin/ fat/ old/ young…)?
T: Yes, he/ she is.
④Ss: Yes, he is.
Ss: Yes, she is.
2. Learn: Is he/ she…?
No, he/ she isn’t.
①Read: isn’t ----He/ She isn’t.
②Work in pairs according to these pictures
3.Look and say
①Ss: No, she isn’t.
Ss: Yes, he is.
②Learn picture 1
Look and say
Pair work
③Learn picture 2
Look and say
Pair work
④Act out the dialogue
让老师来猜一猜，增加趣味，吸引学生注意力；引出句型和本课中的人物，为课文的学习做铺垫。
从简单的人名入手，再到询问人物的特征，由浅入深，层层递进。
通过游戏，让学生操练句型，并加强he, she的区别意识，同时活跃课堂气氛，抓住学生的注意力。
借住游戏自然引出否定的回答。
联系本课句型，结合新旧单词，进行运用，温故而知新。
通过人物，引入到课文的学习。
低年级的学生有较强的表演欲望，让他们通过演一演，巩固句型，增加学习的兴趣。
Post-task activity
1.Play a game
(write down a name on the paper, have other group members guess)
2. Do a survey on classmates’ friends or family members
1.Play the game
S1: Is that a boy?
S2: Yes, he’s a boy.
S1: Is he tall?
S2: No, he is short. …
S1: Is he (name)?
S2: Yes. He is (name).
2. Do a survey.
S1: Peter is my friend.
S2: Is he tall?
S1: Yes, he is. …
S2: Can he draw?
S1: Yes, he can….
低年级学生好奇心强，通过“猜一猜”这个学生熟悉并感兴趣的游戏，再次巩固句型。
做个小调查，将所学用于生活，达到交际的功能。
Assignment:
1. Listen to the tape and read the book of page 18, 19, 20
2. Act out the dialogue on page 18.
3. Do more surveys
更好地巩固所学的知识。
板
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M2 U2 That’s my family
Is he/ she ….? young/ old
Yes, he/ she is. tall/ short
No, he/ she isn’t. fat/ thin
big/ small
教
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Unit 5 That’s my family
Period 3 教案
Content
That’s my family Learn the letters
Aims
1. To use adjectives to describe a person. e.g., She is young.
2. To use modeled questions to find out particular information about a person and to use modeled sentences to answer the questions.
e.g. Is he…? Yes, he is./ No, he isn’t.
3. To Use formulaic expressions to introduce family members and friends. e.g. This is my father. He is tall. …
4. To use modeled sentences to communicate with others.
5. To read and write the letters Ii and Ji
Language focus
Use modeled sentences to communicate with others.
Master the pronunciation and writing of the letters Ii and Ji
Teaching aids
multimedia, sticks, letter cards, etc.
Procedures
Step
Teacher’s activities
Students’ activities
Purpose
Pre-task preparation
Greeting
Say a rhyme
Say and act
old, young; big, small; etc
Quick response
(Show some pictures)
T-Ss, S-T, S-S (pair work)
1. Greeting
2. Say the rhyme
3.Say and act
4.Quick response
T: Is he tall?
Ss: Yes, he is.
T: Is he old?
Ss: (clap) No, he isn’t.
通过儿歌、游戏的方式，复习旧知，并活跃课堂气氛，提高学习兴趣。
While-task procedure
1. Sing a song
2. Play a game
( Show a letter card, have a student read the letter and say a word including that letter; and have the students sitting in front of and behind S1 say the corresponding letters and words )
3. Teach: Letters “I, J”
①Show the letter “H”
Which letter is after “H”？
To elicit: I
②Make a riddle
T: Which letter is in our face?
T: I is in an “ice-cream”
I. I , Ice-cream
③T: Harry is eating an ice-cream. The ice-cream is so sweet and delicious. It attracts an insect. The insect wants to eat the ice-cream, too.
To elicit: insect
④Clap and repeat
(introduce some different kinds of insects and then play the game)
4. Teach: Letter “J”
①T: Harry doesn’t want to share the ice-cream with the insect. So he uses a net to catch the insect. Then he put the insect in a jar.
(show a jar )
②T: J is in a “jar”
Make a riddle
T: Which letter is a famous pop singer?
T: (show juice) What is this?
Fill in the blank
_uice 1. i 2. j
5. Read the rhyme on P21
6.Teach how to write “Ii, J j”
T: When “i” grow up, it has a tail, becoming “j”.
7. Bingo game
1. Sing the song
2. Play the game
T: (show letter “B”)
S1: B,B, Bag.
S2(the student sitting in front of S1): A,A, Apple.
S3(sitting behind S1): C,C, Cat.
3.Learn:Letter “I, J”
①S1: H,H, hand.
S2: G,G, girl.
②Guess
Ss: I （Eye）
Read the letter
Ss: I. I , Ice-cream
③
Read: the word insect ----(
An insect----(
I. I. insect
④Clap and repeat
Ss: (Clap) Insect ( butterfly on the screen)
4.Learn: Letter “J”
①Read the word
jar ----([d?] ----(
jar
②Read the letter.
Guess
Ss: J (Jay)
J ---( J, J, jar----( I-J-I-J
Insect-Jar-Insect-Jar
An insect in a jar
Ss: Juice.
Read “J, J, juice.”
5. Read the rhyme
6.Learn how to write “Ii, J j” (use their fingers to write first)
7.Play the game
通过耳熟能详的歌曲，潜意识中让学生记忆字母的顺序。
通过游戏，复习旧知，让学生进一步加强对已学字母顺序的记忆，以及将字母用于单词，增加字母的实用性。
猜谜语的方式增强字母学习的趣味性，同时通过已学单词帮助学生掌握发音。先过渡到与字母类似发音的已学单词上，再在此基础上，教授发音与字母本身不同的新单词。
展示一些不同种类昆虫的图片，使学生加强对昆虫含义的理解。
通过广口瓶和瓶子的实物比较，让学生理解词意。
从单词的发音过渡到字母的发音。
为后面的儿歌学习做铺垫。
可用手指和老师一起在空中书写字母。注意大写I的书写与旧教材中的区别。
由小写i 引出小写j ，趁热打铁，加强两个字形类似的字母区别。可以用比喻，形象地描述它们的区别。
通过游戏，即增加字母学习的趣味性，又巩固Aa到Jj 的学习，并将字母回归单词。
Post-task activity
Do the exercises on Work Book
Do the exercises on Work Book
通过练习，巩固所学知识
Assignment:
1. Listen to the tape and read the book of page 21
2. Write the letter Ii , Jj.
3. Find other two words including the letters
更好地巩固所学的知识。
让学生自己找找已学的包含这两个字母的单词，增加学习的自主性。
板
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Ii ice-cream insect
Jj jar juice
教
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