【文章內(nèi)容簡介】 3）利用所學(xué)基本句型談?wù)撟约旱募彝フ掌谙乱惶谜n帶到課堂，與同伴輪流談?wù)搱D片上的人物。（完成 3c） Written: 1）抄寫語法焦點(diǎn)上的句子。 2）介紹 3b 圖片中的人物，寫出句子，不少于五句。 The Third Period (Section B 1a – 1d) Teaching aims （教學(xué)目標(biāo)） 1. 學(xué)會說家庭成員的稱謂。 2. 學(xué)會談?wù)摷彝コ蓡T。 3. 能聽懂有關(guān)介紹家庭成員的談話。 Language points (語言點(diǎn) ) 1. 學(xué)會以下家庭成員的稱謂 son, cousin, grandpa, mom, aunt, grandma, dad, uncle, daughter 2. 熟練運(yùn)用以下句型 These/Those are… This/that is … Who is/are … He/She is … They are … Difficulties （教學(xué)難點(diǎn)） 1）在介紹或談?wù)摷彝コ蓡T時，注意學(xué)生口語中的單復(fù)數(shù)運(yùn)用。 2）注意 uncle, aunt 和 daughter 的拼寫形式。 Teaching steps （教學(xué)步驟） 1. Warmingup and revision（課堂熱身和復(fù)習(xí)） 1. Daily greetings T: Good morning/afternoon. Who’s on duty today? S: I am. T: Is everyone here today? S: Yes. Everyone is here. / No, … is not here. T: Thank you. 2. Revision T: Have you brought your family photos? Now please take out your family photos and introduce your family members. S: This is my mother. These are my grandparents. T: Is this your brother? S: No, it isn’t. He’s my friend. T: Is this your father? S: Yes, it is. 【 教學(xué)設(shè)計說明 】 本環(huán)節(jié)一方面是為了讓學(xué)生盡快進(jìn)入英語課堂氛圍，另一方面，也檢查了學(xué)生的課后作業(yè)，了解他們是否帶上照片并向同伴介紹了照片上的人物。同時引入一般疑問句進(jìn)行提問，為下一步的教學(xué)做好了鋪墊。 2. Presentation （呈現(xiàn)新知識） 1）通過多媒體展示一張全家福，介紹上面的人物，呈現(xiàn)生詞 dad 和 mom。 . I’m Ben. This is my dad. This is my brother. This is my sister. This is my mom 2）照片中人 物做自我介紹 ，呈現(xiàn)生詞 son 和 daughter。 . I’m Tom. These are my parents. I am their son. I’m Mary. Those are my parents. I’m their daughter. 3）通過出示圖片做猜測游戲呈現(xiàn) uncle 和 aunt . I’m Ben. He is not my father. He is my father’s father. He is my uncle. She is not my mother. She’s my mother’s sister. She is my aunt. 4) 通過展示叔叔一家的圖片，引出 cousin。 . Here is a photo og a family. Look at the boy and the girl in this photo. They are not my brother and sister. The boy is my uncle’s son. He is my cousin. The girl is my uncle’s daughter. She is my cousin, too. They are my cousins. 【 教學(xué)設(shè)計說明 】 教師事先準(zhǔn)備自己或明星的全家福，引起學(xué)生的學(xué)習(xí)興趣，在一步步的猜測介紹中引出生詞，及時板書。在這一環(huán)節(jié)中，老師可以通過學(xué)生已知的詞匯引導(dǎo)他們說出新詞匯。如：教師提示 mother’s sister，看有沒有學(xué)生說出 aunt。這樣，既活躍了課堂氛圍，也使學(xué)生對人物之間的關(guān)系有了更深的印象。在口語中，教師有意識地使用 Here is … 句型，為下一課的 Here are … 句型 的學(xué)習(xí)做一個鋪墊。 3. Work on 1a （完成 1a） 1) T: In my family, my grandpa is the oldest. (板書 oldest 并用 body language 表述 ) Who is the oldest in your family? S: My grandpa, too. T: Every family has a family tree. Can you finish the family tree in 1a? S: Yes. While the students are working, the teacher moves around to see what the students write. 2) Check the answers and ask students to read aloud the words. 3) T: Look at the family tree. My grandpa and grandma have a son and a daughter. One is my dad, the other is my aunt. My dad and mom also have a son and a daughter. I am their daughter. My brother is their son. I am my brother’s sister. My aunt and uncle only has one daughter. She’s my cousin. 【 教學(xué)設(shè)計說明 】 教師先引導(dǎo)學(xué)生完成家譜，然后再以第一人稱的方式介紹家庭成員之間的 關(guān)系。幫助學(xué)生進(jìn)一步鞏固詞匯，理清家庭成員之間的稱謂。 4. Work on 1b （完成 1b） 1） T: Let’s listen to the recording in 1b. I’ll play the recording once. You only check the words you hear. （ If the students can’t hear clearly, play the recording once again.） 2) Check the answers and ask some individuals to read the words aloud. 【 教學(xué)設(shè)計說明 】 由于學(xué)生對生詞已有了較為 深刻的印象，因此，讓他們勾出所聽到的詞匯并不困難。抽單個學(xué)生朗讀，是為了檢查學(xué)生是否能正確發(fā)音。 5. Work on 1c （完成 1c） 1） T: Look at the two pictures in 1c. Who are they in the first picture? Can you guess? S: They are Grandpa, Grandma, Mum, Dad, Uncle … （只要學(xué)生能說出人物的稱謂就加以鼓勵） T: Well done. Can you guess who they are in Picture 2? S: They are Grandma, Mum, Dad and a boy. T: Quite well. One of the pictures is Jiang Tao’s, and the other one is Tom’s. Do you know which one is Jiang Tao’s and which one is Tom’s? S: No. T: Now let’s listen to the recording and find out the answers. 2） Play the recording once again for the students to listen and find out the answers. 3) Check the answers and play the recording for the students to listen and repeat. 【 教學(xué)設(shè)計說明 】 從圖片入手，教師引著學(xué)生先談?wù)?，講明要求再聽，不但降低了聽的難度，讓學(xué)生都有成功的喜悅，同時也培養(yǎng)了學(xué)生專心聽的習(xí)慣。 6. Work on 1d （完成 1d） 1） Teacher draws a picture of his/her family and friends on the blackboard and introduces the people. 2） T: Now you can draw a picture of your family and friends. 3) Ask one or two students to show their pictures and tell the class who they are. T: Tim, Can you show me your picture? Who are they? Can you tell me? S: This is my … and These are my … 4) T: Now you can tell your partner about your picture. 【 教學(xué)設(shè)計說明 】 在讓學(xué)生動手畫之前教師要給以示范，讓學(xué)生知道從哪兒入手。抽一、兩個學(xué)生介紹自己的照片，也是給其他同學(xué)做出示范，讓他們知道怎樣介紹圖片。如果時間太緊，就讓學(xué)生把這一任務(wù)作為課后家庭作業(yè)。 7. Summery ( 小結(jié) ) 1） T: Next， please answer my questions. a. How many family words do you know? b. Can you make a family tree about your family? c. What problems do you still have? 2） Exercises Fill in the blanks. 1. Lucy is a girl. She is her father’s __________. 2. Jim is his father’s ____. 3. My father’s sister is my ______ . 4. Kate’s father’s brother is her _________. 5. Tim’s father is my uncle, so Tim is my ________. 6. His parents are his ______ and _______. 7. My grandparents are my ______ and_________. 8. My father has no brothers, and so I haven’ t any ________. 9. My father has two sisters, and I have two ________. 10. I am the only child of my _______. I have no ________ or _______. 【 教學(xué)設(shè)計說明 】 通過回答問題，了解學(xué)生對本堂知識的掌握程度；根據(jù)提示填空，是幫助學(xué)生從另一角度理清家庭成員之間的關(guān)系。 8. Homework （課后作業(yè)） Oral: 1）朗讀并背誦本堂課所學(xué)的生詞。 2）口頭介紹自己的全家福及朋友的全家福。 Written: 1）抄寫本堂所學(xué)的生詞各三遍。 2）在作業(yè)本上寫出句子介紹自己的全家福。 【 教學(xué)設(shè)計說明 】 給學(xué)生布置書面表達(dá)不僅是檢查他們能否掌握本單元的基本句型，同時也是培養(yǎng)學(xué)生觀察圖片，養(yǎng)成能說會寫的好習(xí)慣。 The Fourth Period (Section B 2a – 2c) Teaching aims （教學(xué)目標(biāo)） 1. 學(xué)會區(qū)分英文名的性別。 2. 進(jìn)一步鞏固并熟練掌握人物稱謂。 2. 能根據(jù)圖片和描述，理解短文。 Language points (語言點(diǎn) ) 1. 詞匯： 1）名詞 n. photo, picture, girl, dog