【導讀】通過做游戲和師生問答等形式，復習上個話題的重點知識，并導入新課。把學生分成六人一組，每組準備七、八張名詞卡片。第一個學生先抽一張卡片，其他學生一起問：Doyoulike…?小組內每個學生輪流問答一次后，游戲停止。(換成學生持卡片，教師造句子，導入新句型。通過展示圖片、師生問答和分角色表演等形式，初步呈現新單詞及新句型。提醒學生注意anofficeworker。組比較出色的上臺表演。(板書并講授parent(s)的含義，引出father，要求學生掌握。

　　

【正文】 you guess how old she is? Ss: She is four years old. (學生猜測女兒的年齡。 ) T: Yes. She is only four years old, and she is very cute. (板書，教學新單詞，并要求學生掌握 only；了解 cute。 ) only, cute Ss: Yes. T: Do you know who’s looking after my daughter now? Ss: Her grandparents. (板書，并要求掌握。 ) after, look after T: You are right. I think I have a happy family. (板書，學習新單詞，并 要求掌握。 ) happy (導入 1。 ) Step 2 Presentation 第二步 呈現 (時間 :10分鐘 ) 運用卡片學習音標；聽錄音，做閱讀理解，掌握目標語言。 1. (出示 1 中的單詞卡，讓學生認讀單詞。 ) T: Boys and girls, we all know this word, right? (手持 family 單詞卡。 ) Now I’ll show you more word cards. Please read these words in turn. (手持 nurse 單 詞卡 ) S1: Nurse. (手持 apple 單詞卡 ) S2: Apple. (手持 map 單詞卡 ) S3: Map. … T: (出示 mouse, monkey 的單詞卡。 ) Well done! Now please look at the two words. Can you read them? The old words can help you. Ss: Mouse, monkey. (教師可幫助學生學會怎樣用學過的單詞拼讀新單詞。 ) 2. (讓學生把單詞卡片歸類。教 學音標 /m/, /n/, /?/, /l/.) T: Good. You are very clever. Now please divide these words according to the pronunciation. (板書 ) /m/ /n/ /?/ /l/ 3. (播放 1 錄音，并讓學生跟讀，直到讀準確為止，完成 1。 ) T: Very good! Now please listen to the tape and repeat. 4. (由自己家的全家福照片，導入 2a。 ) T: You know about my family. Today we have a new friend, Peter. Here is a photo of Peter’s family. After listening to the tape, you’ll know about his family. Do you want to know him? (1)(讓學生聽 2a，然后回答小黑板上所列的問題，師生核對答案。 ) T: Please listen to the tape. Then answer the following questions. 1. How old is Peter? 2. Where is he from? 3. How old is his little sister? (2)(再播放 2a 錄音，完成在小黑板上繪制的如下 表格，訓練學生的聽力。 ) T: Listen to the tape again. And fill out the table on the small blackboard. Family member Job Workplace Peter Father Mother Step 3 Consolidation 第三步 鞏固 (時間 :6分鐘 ) 通過復述短文和人物訪談，使學生進一步鞏固目標語言。 1. (學生精讀 2a，完成 2b，核對答案；并要求同桌之間進行對話。 ) T: Read 2a again. Then answer the questions in 2b. Then check the answers with your deskmate. 2. (板書關鍵詞，讓學生復述 2a。 ) T: Please retell the passage according to the key words on the blackboard. Peter— e from— twelve— student— Beijing— father— doctor— hospital— mother—teacher— school— Rose— four— grandparents— look after (學生如有困難，教師要及時給予幫助，對復述流暢、準確的學生給予鼓勵。 ) 3. (仿寫短文，讓學生把自己的家庭情況，用關鍵詞概括，然后口述。 ) T: Imitate the passage in 2a and retell the information about your family orally. 4. (人物訪談：讓兩位學生表演， S1 扮記者， S2 扮外國明星。 ) T: Let’s have an interview. Suppose S1 is a reporter, S2 is a famous foreign star. S1 interviews S2. OK, please! S1: Wele to China, Mr./Miss … S2: Thank you. S1: May I know your family? S2: Sure. S1: What does your father/mother do? S2: My father/mother is a (an) … S1: Do you like China? S2: Yes. I like China very much. S1: Thank you very much. S2: You’re wele. (讓學生兩人一組練習人物訪談對話。 ) Step 4 Practice 第四步 練習 (時間 :8分鐘 ) 通過做游戲和做練習，使學生在運用中掌握目標語言，并訓練學生的聽力。 1. (播放兩遍 3 的錄音，第一遍讓學生了解大意，第二遍后判斷正誤，核對答案。 ) T: Listen to the tape for the first time in order to learn about main ideas. Then listen again and mark True or False in 3. I’ll check the answers. 2. (重放 3 錄音，學生獲取更多信息，并根據對話內容，復述 Jack 的家庭情況，完成 3。 ) T: Listen to the tape again, and try to get more information. Then retell Jack’s family according to the dialog. 3. (做游戲：找朋友。課前把 4a， 4b中的問句和答句寫在卡片上，打亂順序，讓十六個學生抽取卡片，然后迅速找到與自己相對應的問句或答語，兩人一組表演出來。 ) T: Let’s play a game: Finding friends. Here are sixteen cards. I’ll ask sixteen students to draw the cards. Then find out their own questions or responses quickly and act out in the front. Example: Group 1 S1: What do your parents do? S2: They are both office workers. Group 2 S3: What do you do? S4: I’m a student. … 4. (播放 4a、 4b 錄音，學生跟讀，并注意語音語調。完成 4a 和 4b。 ) T: Listen to the tape and repeat. Pay attention to your pronunciation and intonation. 5. (教師出示小黑板，學習并操練本單元的特殊疑問句。 ) T: Let’s do some exercises. Please look at the small blackboard. Fill in the blanks, then check the answers together. 對畫線部分提問： (1) My parents are workers. do your parents ? (2) I am a student. do you ? (3) The man works on a farm. the man work? (4) They work in a school. they work? (核對答案。 ) Step 5 Project 第五步 綜合探究活動 (時間 :6分鐘 ) 通過畫家譜，采訪，填表格，寫短文等形式，培養(yǎng)學生綜合運用本話題語言知識的能力。 1. (聽敘述，畫家譜。 老師讓一個或幾個學生 介紹自己的家庭情況，其他學生根據敘述，畫出家譜，看誰畫得最正確。完成 5（ 1）。 ) T: Listen to the description of your partner’s family photo. Then draw his/her family tree. And we will decide who draws best. 2. (人人都做小記者。學生兩人一組相互采訪，完成 5(2)。 ) T: Suppose you are a reporter, interview your partner about his/her family members. Then fill out the table in 5. 3. Homework: 讓學生根據 5(2)采集到的信息，寫一篇介紹搭檔家庭的小短文，完成 5(3)。教師挑選幾篇寫得好的短文，粘貼在教室后面的《英語學習園地》欄。 板書設計： What does your mother do? Section D live with us look after 1. /m/, /n/, /?/, /l/ in red 2. My grandparents live with us and look after Rose at home. on the sofa 3. What do your parents do? a photo of my family 4. What does the man do?