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Unit 2 This is my sister. Section A 1a-2d 教案
教学目标： 语言能力目标：(1) 掌握以下重点单词：sister,mother,father, parent, brother, grandmother, grandfather, grandparent, family,friend etc. (2) 掌握以下重点句型：This/That is ... These/Those are... --Who's she/he --SHe/he is... 文化意识目标：了解英语国家中家庭成员的称谓，感受中西方文化的差异。 思维品质目标：能够介绍人物，辨别人物；感知亲情，表达对自己家庭的热爱。 学习能力目标：能用上重点词汇和重点句型介绍家庭成员，说明人物关系；能掌握名词单复数和谓语一致的使用。
教学重点：熟练掌握家庭成员的名称，会读会说会认，用正确的词汇和句型说明人物关系。 教学难点：名词单复数和谓语一致性的使用。
教学过程： Step 1: Lead in 1. Greeting 2.Collect Cards: collect one card after finishing task each time,a total of six cards, then challenge the final task to win the prize. 3.Watch the video： Q: How many people are there in the video Then learn the key words and the key sentences. （设计意图：设置集卡活动，贯穿本节课，吸引学生的眼球，便于学生快速进入课堂。视频导入，引用“小猪佩奇”抓住学生的注意力，加强学生的学习兴趣，增加学生学习的积极性。） Step 2: Pre-listening Task 1：work on 1a，match the words with the people in the picture. 1.Read the new words of family tree. 2.Look and match. (设计意图：集卡1任务：让学生熟读熟记家庭成员的单词，通过配对任务对家庭成员有初步印象。) Step 3:While-listening 1.Task 2：work on 1b，listen and circle the words you hear in 1a. (1) Play the recording for first time :the students need to just listen. (2) Listening again,check your answers. (3) Ask the students to share answers. (设计意图：集卡2任务：完成1b，巩固家庭成员的单词，巩固介绍他人和辨别他人的句型：This/That is ... These/Those are...,同时培养训练学生的听力能力。) 2. Task 3:work on 1c,make the conversation. A:This is my.... B:That is my.... A:These are my...s. B:Those are my...s. (设计意图：集卡3任务：完成1c,进行对话训练,加强学生对句式结构的练习，区分单复数的使用。） 3.Task 4：work on 2a,listen and circle the words you hear. (1)Read the new words in 2a. (2)Play the recording,and ask the students to share the answers.Then check the answers. (设计意图：集卡4任务：使学生在不同的家庭情景中强化家庭成员的单词，学习句型：Is that... 和Are these... ） 4.Task 5：work on 2b,listen again.Match the names with the people in the picture. (1)Read the names of the people. (2)Play the recording,match the names with the people in the picture. (3)Play the recording again,let the students check the answers.Then,ask the students to share. (4)Check the answers in class. (设计意图：集卡5任务：使学生区分家庭成员的人名，识记英文名字，同时训练学生对介绍他人和辨认他人的句式的综合运用。） 5. Task 6：work on 2c,make the conversation. A: Who's she B: She is my.... A: Who's he B: He is my.... (设计意图：集卡6任务：训练辨认she/he的使用。） Step 4:Post-listening Pair work:role-play the conversation.If you are Peppa pig,you introduce your family members to your friend Lucy in class. (6人/组) Lucy: Good morning, Peppa pig. Peppa pig: Good morning,Lucy.Nice to meet you! Lucy: Nice to meet you, too！Who is she Peppa pig: She is my mother. Lucy: Who is he Peppa pig:He is my father. ...... (设计意图：学生们顺利地完成集卡（家庭成员单词卡）活动。挑战终极任务：即角色扮演的游戏，可以帮助学生综合运用本节课学到的单词和句式介绍家庭成员，辨认他人。进一步加强学生对本节课的重点知识的输出。） Step 5:Draw the prize Watch the video about family. Family=father and mother I love you! （设计意图：教育学生要感知亲情、感恩父母。同时表达对自己家庭的喜爱之情。） Step 6:Summary Summary the key words and the key sentences. （设计意图：让学生自己总结本节课所学的重点单词和重点句型，加深学生的印象，训练学生总结能力，培养学生构建思维导图的能力。） Step 7:Homework 1. Draw a family tree of your family.(必做) 2. Read the conversation in 2d.(必做) 3.Introduce your family members to your classmates using the key sentences.(选做) （设计意图：根据学生的学习需求，布置层次性作业，使学生课后能进行巩固练习，做到因材施教，以便达到本节课的教学目标。）
板书设计： This/That is ... These/Those are... -- Who’s she/he -- She/He is...

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