Unit 9 Come and meet the family.docx
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Unit 9 Come and meet the family.docx
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Unit9Comeandmeetthefamily
Lesson33教案
Teachingaims:
Remember:
familygrandfathergrandmasondaughterparent(s)wifehusband.
Understand:
familytree,Comeandmeet,thefamily.
Master:
Possessives.Jim’sfathermymother’sname
Difficultpoints:
名词所有格’s及have第三人称单数用法has。
Teachingmethods:
利用课前准备好的全家放大照片让学生看,导出句型What’sthis?
It’sapictureofmyfamily.CanIseeit?
OK.然后让学生拿出自己准备好的全家照片进行操练。
利用准备好的Jim’sFamilyTree图表投影片,边指图表边示范介绍表示家庭成员关系的生词:
familybrothersisterfathermothersondaughtermumdadgrandfathergrandmotherwifehusband.并在此过程中介绍名词所有格、,然后引导学生进行操练。
Teachingprocedures:
1.Topic:
(1)Who’sondutytoday?
(2)Howareyou?
(3)What’syourname?
(4)Howmanypeoplearethereinyourfamily?
(5)Whoarethey?
Teachertalksfreelywithsomestudents.
2.Test.出示CAI课件1.
Answerthefollowingquestions.
Jim,Kateandtheirfatherandmother
IsthisJim?
Who’sthis?
Who’sthat?
Whoarethey?
Fatherandmother?
Teacherpointstotherepicturesandaskstudents.
3.Presentation
Showingthepicture:
Jim’sFamilyTree
PointtothepictureandsayThisisafamily.
Ask:
Whosefamily?
HelpSsunderstand“Jim’sfamilytree”.
Teacherpointstoeachpersoninthepictureinturnandasks:
Whoisthis?
(ThisisJimGreen)
Whoisshe?
(SheisKateGreen.She’sJim’ssister.)
Whoisthatman?
(HeisJeffGreen.HeisJim’sfather.)
Whoisthatwoman?
(SheisHelenGreen.SheisJim’smother.)
WhoareJeffandHelen?
(TheyareJim’sparents.)
WhoareJeanandHelen?
(TheyareJim’sgrandmaandgrandpa.)
WhoisJim?
(…son)
WhoisKate?
(…daughter)
TeachermayhelpSsanswer.
在学生回答的同时,教师教图片中表示家庭成员的生词。
5.Practice:
Sslookat“Jim’sfamilytree”
Askandanswerinpairs.
让3名学生到前面,指图随意问班上的任何同学几个问题。
(liketheteacher)
Playthetapeofpart1.forthestudentsandletthemreadafterthetape.
Studentsreadpart1bythemselves.
Note:
GettheSstrytodraw“theirownfamilytrees”
AskseveralSstointroducethem
6.Read:
Sslisten.Playthetapeintheusualway.Givethestudentsachancetopractisereadingaloudasalargegroupandtotheirparents.
Thenaskafewindividualstoreadaloudtotheclass.
7.Practice
Getthestudentstoworkinpairstowritequestionsaboutthereadinginpart2,Onethirdoftheclasscanwritequestionsaboutthefirstpartoftheparagraph,anotherthirdaboutthemiddleandthelastthirdabouttheend.Aftertheyhavehadachancetoprepare,getthestudentstoreadtheirquestionsaloudonebyone.Therestoftheclasscangivetheanswers.
8.Exercisesinclass
9.Homework
Finishofftheworkbookexercises.
Learnthenowwordsbyheart.
Thedesignoftheblackboard
Lesson33
1.apictureof… familydaughter[
]
2Jim’ssister son father
3Kate’sbrother mother brother
4thenameofJim’ssister sister dad mum
grandfathergrandmotherhusband wife
Lesson34教案
教学目标:
使学生掌握名词所有格,区分名词所有格形式与带’s的单词形式。
教具:
录音机,照片,道具(铃)
教学方法:
导入法,演示法,操练法。
教学步骤:
Step1Revision
首先,值日生报告,教师在进行完每日交际口语对话后,便复习上一课的介绍家庭的内容,此刻须使用到名词所有格。
做“What’sJim’ssister’sname?
”游戏。
连锁式问答:
A:
What’sJim’ssister’sname?
B:
Jim’ssister’snameisKate.(转头问C)What’sJim’ssister’sname?
C:
Jim’ssister’snameisKate.(转头问D)What’s…
D:
…
Step2Presentation
1.从上一步骤,教师让同学们拿出事先要求准备的家庭照片,引导学生进行问答练习:
Isthisyourfamily?
(Yes,itis.)
Whoisthat?
(That’smyfather/mother/grandpa…)
在了解了照片上人物的情况下,再让学生们拿别人的家庭照片对第三人进行介绍IsthisA’sfather?
(Yes,heis.)IsthatB’smother?
(No,sheisn’t.)使学生充分练习运用名词所有格。
T:
What’sthat?
A:
It’sapictureofB’sfamily.
T:
Who’sthat?
A:
That’sB’ssister.
T:
Who’rethey.
A:
They’reB’sfatherandmother.
2.教师放出投影片,领读投影片上的对话。
A:
Who’sthat?
B:
That’sJim’saunt,Jimfather’ssister.
A:
Who’rethey?
B:
They’reJim’sgrandfatherandgrandmother.
Step3Practice
1.让练习好的学生在全班同学面前表演他们的对话,适当进行鼓励。
2.让学生们听磁带(Page42,Part1,Lesson34),然后回答问题“Howmanypeoplearethereinthedialogue,andwhoarethey?
”
3.熟读课文第一部分,让同学们在全班进行角色表演,并用道具配合。
Step4Presentation
教师在讲台上放一把椅子,当作客厅,在讲台下放一把椅子当作孩子的卧室,安排两名学生A与B,A坐在讲台下的椅子上玩模型飞机,B到教室门外去,教师坐在讲台上的椅子上看报纸,告诉全班学生假设A是教师的儿子,现在A的同学来找A,让学生注意模仿父子之间的对话,注意A与B之间是如何互相问候的,注意A是如何请同学B进屋的。
指出用敲门声代替门铃,但英语中门铃声为ring(板书并领读)。
OK.NowLet’sbegin.Ring!
T:
Who’sthat?
(看报纸,抬头问A)
A:
Idon’tknow.(继续玩模型飞机)
T:
GoandseeA.
A:
OK,dad(放下模型,边去开门边说)Ithinkit’sB(打开门,高兴地说).Ohgood,(大声)it’sB.(同B说)Hi,B.
B:
Hello.A(高兴)Good!
You’reathome.Howareyou?
A:
Fine,thankyou.Howareyou?
B:
I’mfine,too.Thanks.
A:
Nicetoseeyou(让开门,作手势)Pleasecomein.Thisway,please.
B:
(边进边说)OK!
Thanks.
Step5Practice
Lesson34第二部分有场景很适合表演,自由组合三人,分别扮演Jim’sfather,Jim和LiLei的角色,尽量脱离书本表演,找一组表演好的示范,让全班学生加深理解,有榜样可学,然后再给学生2分钟时间用真实姓名演练对话。
Step6Writing
要求学生用同伴的家庭照片,在口语介绍别人家庭成员的基础上,再写出一篇介绍文字,注意学生是否掌握了名词所有格的形式。
Step7Workbook
书后同步练习Ex1.fillintheformaccountonthestudentsthemselves.Ex3.wordpuzzle.
Step8Homework
布置学生调查自己的父母双方的大家庭,并写出短文来。
教案点评:
本设计最主要的特点是利用身边的环境,模拟逼真的生活情景。
利用家庭照片,通过再现真实生活的常见场景,达到本课语言目标点的教学,本设计体现了师生共同参与教学,以学生的活动为主体的教学方式。
Lesson35教案
Teachingaims:
1.Rememner:
afternoonseat haveaseat hat like looklike
2.use:
Goodafternoon.Howdoyoudo?
Pleasehaveaseat(=sitdown).
Teachingprocedures:
Step1Revision:
a.UsingflashcardsrevisethewordsinLesson34,Addaunt,uncle.
b.RevisethedialogueinLesson34Actitoutwithoutthebooks.
c.Topic(Greetingandintroductions).Goodmorning.Hello!
Mynameis××I’m××.Nicetomeetyou!
Howareyou?
Etc.
Step2Presentation
1.Showingthepicture.Askwhatcanyouseeinthepicture?
(Mr.Green,JimandLiLei)wherearethey?
(They’reatJim’shome)
2.Playthetape,letSslistenandrepeat.
3.Getthreestudentstoreadandactthedialogue.Thendividetheclassintogroupsofthree,andgetthemtoreaditagain.
(解释中午12:
00之前用Goodmorning,12:
00以后到大约6:
00以前用Goodafternoon而不用Goodmorning)
(解释:
Pleasehaveaseatisafteninsteadofsitdown,themeaningisthesame).
Step3Readandact
1.让三位学生到前面表演Part1.
2.GetthestudentstoworkingroupsoffourtocompletethedialogueinPart2.
让学生们自己决定如何完成。
(Explain:
李雷应说Hello或Hi,这在孩子们间更自然,注意Hi是非正式形式,朋友间相互使用,但李雷第一次见到Jim的父母,他用Howdoyoudo?
是非常正式的,而孩子们间很少用Howdoyoudo?
)
3.Letmoregroupsofstudentsactoutthedialogue.
Step4Readandsay
DrawacatontheBb
Say:
ThisisLucy’scat.Doyouknowitsname?
ItsnameisMimi.
Playthetapeforthestudentstolistenandrepeat.
Getthestudentstopractisethedialogue.
Step5Acting
GettheclasstoimaginethattheyarevisitingJimoranyofothercharactersattheirhome.Getthemtoactsimilarconversations.
Model:
A:
Mum,thisismyfriend,WeiHua.WeiHua,thisismymother.
WeiHua:
Goodafternoon!
Howdoyoudo?
A:
Howdoyoudo?
Pleasehaveaseat.
WeiHua:
Thankyou.
Step6Practice (出示图片)
Step7Exercisesinclass.
Completethedialogue.
ZhangHong:
Uncle,thisisJim.
Jim:
we’reinthesameclass
Uncle:
Goodafternoon____ ____ ____ ____.
Jim:
Nicetomeetyou.too.Youhaveagoodhome.
Uncle:
____ _____,Pleasehaveaseat.
Jim:
_____ _____.
连词成句:
a.Lookthesame,Lucy,Lily,and.
b.What,you,class,in,same,the,are.
c.Your,is,there,over,book.
d.You,thesame,are,Tom,in,and,row.
Step8Homework
1.Revisethedialogueinthislesson.
2.Finishofftheworkbookexercises.
Thedesignoftheblackboard
Lesson35
1.Goodafternoon. Afternoon
2.Howdoyoudo?
seat
3.YoulooklikeLucy’scat?
haveaseat
4.She’sAmerican. friend
5.ButhercatisChinese.
Lesson36教案
Teachingaims:
1.Remember:
doctor,worker,guess.
2.Readandknow:
|ei∣∣æ|∣p∣∣b∣∣t∣∣d∣
3.Use:
Canyouguess?
Shegoesto……
Teachingprocedures:
Step1Revision
1.LetSsintroducetheirfamily
2.Playthegame:
“Pollysays”
3.Revisethedialoguesinlesson34and35
Step2Presentation
DrawMissGao,Mr.GreenandLiLeiontheBb.PointtoMissGao.Saywhoisshe?
(SheisMissGao)sheisateacher.SheisChinese.PointtoMr.Greenandsaywhoishe?
(He’sMr.Green.He’sEnglish.He’sanEnglishteacher.He’sJim’sfather.etc).AskLiLeiinthesameway.
Drawanotherpictureofagirl,amanandawoman.Saywhoisthatgirl/man/woman.?
(He’ssallyJones/Idon’tknow)
Step3Lookreadandsay
ShowPart1byflashcards.
AskwhatcanyouseeinPicture1,2and3?
Teachthewordsworkeranddoctor.Explainthattheyarekindsofjobs,justlikeateacher.Writethe“job”ontheBb.GetthestudentstoreadandcompletethesentencesinPart1.(Theymaygivedifferentanswers.)
Whentheyhavefinished.Askindividualtoreadaloud,onesentenceeach.Acceptanyanswersthatmakesense.
Introducemorejobwords:
engineer,scientist,stopassistant,cleaneretc.
LookatPicture4and5.
Whatcanyousee?
Explainthemeaningofgoes(attends)inthesentence:
shegoestoNo.2MiddleSchool.Pointtothesecondpictureandsay:
Who’sthis?
Guess!
(Yes,she’slikeherdador……?
ExplaininChinesethat“like”inthiscasemeanscasemeans“lookslike”or“different”helpthemtofinishthesentences.Getthemtodecide:
“Isshelikeherdadorhermum?
”“Ithinksheislikeherdad/mum.orsheisn’tlikeherdad/mum”
Step4Askandanswer.
GetthestudentstoaskandanswerquestionsabouteachofpicturesinPar1.
Forexample:
who’sthis/that?
What’sshe?
Whatishis/hername?
Howoldis
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