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（教案）Unit 3 This is my sister
. 教學(xué)資源 2009-12-05 15:03:30 閱讀87 評論0 字號：大中小 訂閱 引用 花中人 的 （教案）Unit 3 This is my sister. 教學(xué)目標(biāo)Teaching Aims 【知識與技能】 【Knowledge and skills】Study the demonstrative pronoun (this, that, these, those) for introducing others, inquiring and recognizing characters; Study the nominative personal pronoun (I, he, she, they); Study (yes/no) question and answer briefly; Study the forms and usage of the plural nouns; Learn to introduce one’s own family and friends; Learn to distinguish characters according to relevant information; Learn to introduce one’s own family in writing letter. 【過程與方法】【Processes and methods】With the learning strategy of Personalizing Memorizing and Role playing, using teaching picture and produce multi-media lesson, spreads out classroom Pair work and Group work, guides students to study “introduce characters and identify characters ”, realizes the use of general question further, learns to use demonstrative pronoun and person pronoun. Complete the dialogue through context inherent logic relation. Review letters and words through guess. 【情感、態(tài)度與價值觀】【Emotion, attitudes and value】Get students to understand family through understanding their own family and some information of their family; Pay attention to others’ emotion when they exchange English; Glad to keep in touch, understand the culture of foreign country. 教學(xué)重點(diǎn)難點(diǎn)Difficulties and focus 1. Demonstrative pronoun (this, that, these, those) 2. Study the nominative personal pronoun (I, he, she, they) 3. Yes/No question and its simple reply. 4. The forms and usage of the plural nouns. 5. Learn to introduce one’s own family in writing a letter. 教與學(xué)互動設(shè)計(jì)Teaching and studying design of mutual actions Section A 創(chuàng)設(shè)情境，導(dǎo)入新課Create plots and scenes to guide the new lesson The content of Section A is to introduce and distinguish family member. First study the noun about family first, so we can adopt the Audiovisual Guiding Method: Teacher may offer drawings according to textbook or prepare a family photograph of teacher’s (three generations). Teacher introduces personages while pointing to personages on the picture, like this, students are apt to understand the meaning of the noun, apt to accept relevant sentence patterns introducing family again. 合作交流，解讀探究Cooperate and intercourse to unscramble and research The main content in Section A is to learn the target language: That’s my sister. Those are my sisters. This is his brother. These are his brothers. Is this Jeff? No, it isn’t. It’s Dave. Yes, it is. Is this your sister/brother? No, it isn’t./Yes, it is. These/Those are my friends/brothers. Is she your sister? Yes, she is. Is he your brother? No, he isn’t. He’s my friend. 1、【Demonstration】Show a photo of family and communicates with the students: This/That is my … These/Those are my … He/She is my … They’re my … (Ask) This/That is my … These/Those are my … He/She is my … They’re my … (Get students to answer) Yes, it/he/she is. No, it/he/she isn’t. Yes, they are. No, they aren’t. 2、【Activities】Get the students to practice conversations and communicate with each other according to their photos: This/That is my … These/Those are my … He / She is my … They’re my … Is this/that your…? Is he/she your…? Are these/those /they your…? Yes, it/he/she is. No, it/he/she isn’t. Yes, they are. No, they aren’t. 3、【Experiences】 1) Play the tape of Part 1b, and get the students to listen and circle the nouns about family, finish the teaching task of Part 1b. 2) Play the tape of Part 2a, and get the students to circle the nouns about family they hear, finish the teaching task of Part 2a. 3)Play the tape of Part 2a again，and get the students to match the names with the characters in the pictures, finish the hearing training task of 2b. 4、【Activities】 1) Students ask and answer questions and communicate with each other then finish the tasks in 2c,2d. Is this/that your/his/her…? Is he/she your/his/her…? Are these/those /they your/his/her…? Yes, it/he/she is. No, it/he/she isn’t. Yes, they are. No, they aren’t. 2) Get students to complete the task in 3a, then let student seek different partner to carry out dialogue and finish the task in 3b. 3) Write the name of certain person on blackboard, let student guess who it is and then drill sentence patterns: Is Guo Peng your brother? No, he isn’t. Is he your friend? Yes, he is. 4) Students show their own family photograph, first introduce then ask and answer questions and communicate with each other: This/That is my … These/Those are my … He / She is my … They’re my … Is this/that your…? Is he/she your…? Are these/those /they your…? Yes, it/he/she is. No, it/he/she isn’t. Yes, they are. No, they aren’t. Section B and Self Check 創(chuàng)設(shè)情境，導(dǎo)入新課Create plots and scenes to guide the new lesson The main content of Section B is to study the message how to write and introduce family. This task should be sublimation to “introducing family” studied in the front, turn the spoken language into the written language. So the Audiovisual Guiding Method can still be adopted: Fill in the family tree first, review relevant words; And then let students talk about the family, introduce characters on photos (teacher’s or students’); Let them write down the characters that recommend finally and form messages. 合作交流，解讀探究Cooperate and intercourse to unscramble and research The main content of Section B is to utilize language to introduce one’s own family: 1、【Demonstration】The teacher communicate with the students to review the target language: That’s my sister. These are his brothers. That’s his sister. This is my friend/brother. These/Those are my friends/brothers. 2、【Activities】Get the students to practice conversations to review the target language: Is this Jeff? No, it isn’t. It’s Dave. / Yes, it is. Is this your sister/brother? No, it isn’t. / Yes, it is. Is she your sister? Yes, she is. Is he your brother? No, he isn’t. He’s my friend. Is Guo Peng your brother? No, he isn’t. Is he your friend? Yes, he is. 3、【Intercourse】Lead students to understand the relation between kinsfolk; Lead students to fill in the family tree first, reviewing words “ grandfather, grandmother, sister, brother, son, daughter, cousin, aunt, uncle ” and finish the task in part 1. 4、【Experiences】 1) Play the tape of Part 2a, and get the students to listen and tick the nouns about family and finish the teaching task of Part 2a. 2) Play the tape of Part 2a again, and get the students to judge the pictures they hear, finish the teaching task of Part 2b. 5、【Activities】Get students dot Pair work, discuss the drawing of your friends or family according to example draw and use the name of family member correctly, finish the teaching task. in 2c 6、【Do it for yourselves】Get the students to read the letter in Part 3a and demand them to draw the family. Grasp the meaning of the words about family then finish the teaching task of part 3a. 7、【Application】Get students to look at the picture first, then introduce the people in the photo. Require students to use the nouns about family correctly. 8、【Activities】Get students to do Group work and connect photograph with mails. The intercourse mode that T-S mutual actions bring along S-S mutual actions can be adopted: Teacher does demonstration first, let student imitate in order to know the characters in the book and the classmates’ family well. 總結(jié)反思Summarize and ponder 【小結(jié)】【Summary】The major content of this unit is: Demonstrative pronoun (this, that, these, those). Study the nominative personal pronoun (I, he, she, they). Yes/No question and its simple reply. The forms and usage of the plural nouns. Learn to introduce one’s own family【教案Unit 3 This is my sister】相關(guān)文章：
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