Unit 3 This is my sister.教案2

教学步骤
    Step One: Review the drill.
    T: You know my family members. I want to know your family members. Would you like to introduce your family members to us?
    (Students use their photos or the pictures they drew.)
    SS: Yes.
    T: Who wants to be the first, please?
    SA: Let me try.
    T: OK, please.
    SA: Hello, everyone! My name is …Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good parents. This is my brother. His name is …Look! It's me. Am I funny? I love my family.
    T: Very good.
    (Another two students introduce their family.)
    Step Two: Listening.
    ①Listen and circle the words you hear.
    T: Here are two boys. One is Lin Hai. The other is Dave. They are talking about Dave's family members. Please listen to the recording of 2a in Section A and circle the family members you hear.
    SS: OK.
    (Play the recording of 2a twice. Students work.)
    T: Check the answer.
    (Ask two students to say the answers.)
    ②Listen and match.
    T: This is a picture of Dave's family. We know this is Dave. But we don't know who is Mary, who is Jim and who is Lin Hai. Let's
    根据上节课布置的作业,让学生谈论自己的家庭成员,为新课教学做铺垫。
    通过听力练习,使学生巩固对家庭成员的记忆。
    通过听力引出Is this . . . ?的句型
    listen and find them.
    (Play the recording of 2b. Students work.)
    T: Who find them?
    (Many students may say they do. Choose two of them to answer.)
    S1: Dave is …Lin Hai is …
    ③Pairwork. Talk about Dave's family.
    T: You come to Dave's home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use " Is this…" to find them, please. When you finish, change roles to do it. Now begin.
    (Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)
    T: Let's check your work, please.
    SS: OK.
    (Ask one pair to do it.)
    S1: Is this Jim?
    S2: No, he isn't.
    S1: Is this Jim?
    S2:Yes, he is.
    (Ask two more pairs to do it.)
    ④Practice.
    T: I have a friend. He is talking to his friend. Dave, about Dave's sister. Fill in the blanks with the words from the box. Work in pairs, then report it to the class.
    isn't    brother    is    sister
    (Students work. Teacher walks around the classroom and helps the students who need.)
    T: Check your work, please.
    (Ask one pair to do it.)
    S3: That's … and that's … Is she your…?
    S4: Yes, she is.
    S3: And is the your …?
    S4: No, he isn't. He's my …
    (Change roles to do it and ask one more pair to do it.)
    Step Three: Task.
    ①Play a guessing game.
    通过谈论Dave的家庭成员,练习句型Is this . . . ?
    用学生的句型引出Is she/he your . . .?的句型,让学生在对话中理解人称代词的用法。
    T: I have a picture here. Do you want to know who she is?
    (Show the picture to the students.)
    SS: Yes.
    (Students guess the picture.)
    ②Group work.
    T: Put your photos together on your desk. Work in groups of four. You can use " Is she …?" or " Is he …?" to take turns asking and answer questions about the photos. Then report it to the class.
    (Students work.)
    T: Check your work.
    Homework.
    Draw your family tree.
    用游戏的方式巩固人称代词的知识。
    Period Three
    课前准备
    教师:图片。
    学生:照片。