【導(dǎo)讀】聽懂他人使用Thisis…介紹父母和老師，并能用此句型向他人介紹自己的父母和老師，繼續(xù)鞏固用英語組織教學(xué)讓學(xué)生初步聽懂課堂基本用語，例如Classbegins,Standup,Sit. 開起小火車，一個接一個和后面的小朋友打招呼。今天，老師要到你們家去進(jìn)行家訪，你們可要向老師介紹你們的爸爸、媽媽噢。引導(dǎo)學(xué)生使用所學(xué)語言。引導(dǎo)學(xué)生用各種形式，變化各種聲調(diào)朗讀課文對話。1)先與一位學(xué)生做示范?？蛇m當(dāng)增加一些句子，使對話更豐富完整。2）引導(dǎo)學(xué)生展開想象，讓他們在類似的生活場景中運用所學(xué)語言。鼓勵學(xué)生平時用本單元所學(xué)的日常交際用語相互打招呼。能聽懂、會說dad，mum和teacher這三個單詞，發(fā)音準(zhǔn)確。(播放圖片，用事先怕攝的幾個場景，不同的人在不同的場合互相招呼說Good…!。跟讀，同桌練習(xí)。的句型中進(jìn)行替換，但少數(shù)學(xué)生還不能很。部分學(xué)生帶頭作用，教師比較輕松，教學(xué)氛圍也比較和諧。

　　

【正文】 Yes He’s Panpan. Look, Can you guess who are they? （出現(xiàn)熊貓全家的圖片， 指著他們的服飾，看是否能猜出其家庭成員） 2. T: 根據(jù)學(xué)生猜的情況，隨機教學(xué)單詞 dad, mum, me S: Listen and repeat. 3. T: Listen again and point at the picture. S: Listen and point. 4. T: Read after the recorder and point to the people. S: Listen and point. {此活動重復(fù)幾遍 } Step 3. Practice. 1. Read after the recorder. {Two times.} 2. Read by themselves. 3. Read together. 4. Practice in groups. 5. Practice in pairs. Step 4. Consolidation. 在黑板上畫一幅家譜，在格子里寫上班上學(xué)生的名字，組織臨時家庭，并邀請家庭成員到教室前面，來介紹你的一家。一部分學(xué)生說句子，另一部分學(xué)生指出提到的人。 me grandma grandpa mum dad Step 5. Presentation. T: Please look at me, I am Miss Jiang ,I am a teacher. S: listen and repeat. T: Look, that’s my family. He’s my dad. She’s my mum. （拿出一張照片，教學(xué)That’s my family. He’s my dad. She’s my mum.） Step 6. Classwork. P 6 Draw your family and say. 1. 讓學(xué)生畫全家人，包括自己在內(nèi)。 2. 開展家庭成員圖畫的討論，先指名說，后分小組討論。 Step 7. Homework. 1. 聽錄音，跟讀。 2. 介紹家庭成員。 Unit3 This is my Mum （ 1A） 課型 新授 課時 2 主備人 湯雪蓮 教學(xué)日期 教 學(xué) 要 求 Using nouns to identify mon classroom objects. Teaching Point Learn words: book, pen, pencil, bag, ruler, rubber. 教 學(xué) 重 難 點 Pronounce words properly. 教 具 學(xué) 具 Multimedia, cassette 教 教學(xué)活動內(nèi)容與主要問題的設(shè)置 執(zhí)教人修改內(nèi)容 師生活動要點 學(xué) 活 動 內(nèi) 容 Pretask preparation 1. Do the actions, . stand up, please. Play a game: I say you do. This time I will ask a students to be teacher. And he should say: Stand up. Sit down. 2. Chair drill around the class. Good morning. How are you? Fine, thank you. Then ask students to go around .the class to find his/her good friend to greet. Whiletask procedure 1. T: What can you see in the classroom? (Hold up a pupil’s book.) Look, this is a book. Read: book. T: Have you a book? (The pupils hold up their books) P: book. Read it one by one. 2. Ask what it is, and let Ss answer. If the pupil is right. All the pupils clap their hands. Yes. If wrong then say the right word. 教 學(xué) 活 教學(xué)活內(nèi)容與主要問題的設(shè)置 執(zhí)教人修改內(nèi)容 師生活動要點 動 內(nèi) 容 3. T: Is this a book? Point to the pencil. Students will say no. then I will tell them it’s a pencil. Read: pencil. T: Have you a pencil? (The pupils hold up their pencils) P: pencil. Read it one by one: p, p, pencil 4. T: Is this a pencil? Point to the pen. Students will say no. Then I will tell them it’s a pen. Read: pen. T: Have you a pen? (The pupils hold up their pens) P: pencil. Read it one by one: p, p, pen 5. Ask students to look at a pencil and a pen. Play a game, quick response. Help them to distinguish these two words. 6. Show the sentence: I can see _______. Let students say the words they have learned. 7. (The same)Teach: ruler, rubber and bag, desk. 8. Show the pictures. T: Point to the ruler. Point to the rubber. Let Ss read the words. Match the pictures with the right words. 9. Missing game. Let Ss tell which stationery is missed. 10. Listen to the tape, and read the new words after the tape. Posttask activity 1. Guessing game: T: What’s on the desk? P: Bag. Then let Ss guess what’s in the bag. 2. Activity. Let Ss show their stationery on the desk and say the word. Say show me your ruler, and ask Ss hold up the ruler, and repeat ruler. Homework: Read the words. Guessing game: T: What’s on the desk? P: Bag. Then let Ss guess what’s in the bag.