Teaching aims: (教学目标)
1.学会表述家人的称谓, 区分家人的称谓..
2.学会介绍家人.
3.学会用疑问句来询问家人的称谓.
Language points: (语言点)
1.要求掌握以下句式: (1) ------This is my …
------ These are my …
------ This is his / her …
------ These are his / her …
------Is this your…?
------ Are these your…?
------ Is this his / her …?
------ Are those his / her…?
2.要求掌握以下词汇: (1) 名词: sister, mother, father, parent, brother, grandmother,
grandfather, friend, grandparent
(2) 代词: these those
3. 需要了解的节日：Family Day--- It’s a festival in the USA. A national effort to promote
parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. It’s always on the last weekend in September.
Difficulties (难点) : 本课的难点是学生要区分和掌握家人的称谓, 而学生在初次接触的时候,
要分清楚各个称谓会有一定难度。学生学习用一般疑问句来询问并回答家庭成员的关系也有一定
的难度。
Teaching steps (教学步骤)
1.Warming-up and revision (课堂热身和复习) (1)Daily greetings to the students1 (日常问候)
T: Hello, what is you name?
S: My name is ….
T: Nice to meet you!
S: Nice to meet you, too!
(2)Revision (复习)
T: What’s this in English?2
S: This is / It is a pencil.
T: How do you spell “pencil”?
S: P-E-N-C-I-L, pencil.
T: Thank you.
T: What’s this /that in English? 教学设计说明
1.最基本的英语打
招呼练习, 复习前两
单元的句型. 即是一
个对所学知识的回顾，也是正式上课之
前的热身。
2．这个句型的练习也是对上个单元内容的复习。复习This /That is …. 句型为新课学习做好铺垫。
S: This/That is a pen / book / eraser / ruler / dictionary / backpack / Baseball / watch / key / computer game / notebook / ring T: How do you spell ---? S: ---
2. Presentation (呈现新知识):
T: What ’s this in English? S: It ’s a picture /photo.
3
T: Yes, this is a picture of my family. T: Can you see the woman?
This is my mother 4
. Read after me, mother. S: Mother.
T: Do you know which one is my father?
This is my father 4. Do you think he is handsome? Please read after me, father. S: Father.
T: If we want to call our father and mother together, we can call them parents .
T: Father is my parent,5
Mother is my parent, too. They are my parents.
T: Now look at these two old people. They are my Grandparents 6
. One is my grandfather , the other one is my grandmother . They are old but they are healthy. T: I ’m the only child in my family, so I don ’t have any
brother or sister . But I have an uncle and an aunt . They are my father ’s brother and sister. Look, they are here. 3. Work on 1a: (完成P13—1a)
T: Now, please open you books, and turn to page 13. look at part 1a. You can see a picture of Dave’s family and some words we have learned just now. Please match the words with the people in the picture.7
…
Check the answer. 4. Drill (练习)：
T: Now, you are Dave 8
. Please cover the answer of 1a by
using a piece of paper then listen to me carefully. I will give you a letter, and you must tell me this letter means which member in your family. For example, I say “c ”. 8． 让学生扮演Dave 的角色，让他们用第一人称来介绍家庭成
员。目的在于让学生
You shou ld say “This is my mother”.
Understand?
T: OK, let’s begin. The first one is XX, your letter is “d”.
S: These are my grandparents.
T: Good job. Next one ---
S: ---
5.Work on 1b (完成 P13—1b)
T: The next task is very easy for you. I will play the tape.
Please listen carefully, and circle the people the boy talks
about in the picture9.
T: Do you get the answer? Who does the boy talk about?
S: His brothers and sister.
T: You are so amazing.
6.Work on 1c (完成P13—1c)
T: I think everyone has known Dave’s family.
Two students a group, please introduce Dave’s family10
to each other. Please use “ This is his---.”“These are his---.”
S1: This is his father.
S2: These are his parents.
S: ---
7.Work on 2b (完成P14-2b)
T: Today, I would like to introduce an American festival
to you, it is called “Family Day”11. On this day, the whole
family get together, have meals and play games. Now
look at the picture in 2b. These are Dave’s family members.
They are having their “Family Day”. Look, they are so
happy.But I don’t know who are they exactly. Can you tell
me?
I will play the recording once more. And please match
the name with the people in the picture.
T: Can you give me your answer?
S: ---
…
Presen tation (呈现新知识)
T: OK, now we have known Dave, Lin Hai, Mary and Jim But there are still some strangers12.
T: Look at this woman. Is this Dave’s mother?12．仍然是利用书上的图片，将本课新的句型进行呈现，并帮助学生在你问完问题
S: Yes, she is / No, she isn’t.
T: What about these two old people?
Are those Dave’s grandparents?
S: Yes, they are. / No, they aren’t.
---
8.Work on 2c (完成P14-2c)
T: Two students a group. Ask and answer by using
your own pictures13 Please use these sentences:
“Is this your uncle?”
“Are those your parents?”
S1: Hi, XXX. Is this your grandfather?
S2: Yes, he is.
S1: Are those your parents?
S2: No, they are my uncle and aunt.
---
9.Work on 2d (完成P14-2d)
Guessing Game.
T: Look. What’s in my hands. This is a picture. But you only can see a part of the picture14. I can tell you this is a member in Dave’s family. Can you guess “Who is it?”
Please use the questions we have learned today.
S: Is that Dave’s aunt?
Is this his grandmother
Are these his brother?
Are those his friends?
10.Follow up (进一步扩展)
T: We are students now, but one day we will grow up. We
will have our own family. Can you imagine what is your
family like 30 years later?15 Please draw the future family
on a piece of paper abou t your family on a “Family
Day”. Then show the drawing to your group mate.
Ask each other about the family members.
I will choose the best pairs to make a presentation
for us.
11.Homework
Write down your introduction about your own family and
your friend’s family as detailed as possible.
Unit 3 THIS IS MY SISITER
(The 2nd period Section A 2a, 3a---3c )
Teaching aims(教学目标) 1. 学会说家庭成员的称谓
（继续学习含有be 的动词的基本句型的陈述句和一般疑问句。） 2. 学会向别人询问、介绍家庭成员 Language points （语言点）
1． 要求学会以下句式：(1) That’s… …
(2) ---Is he/she… …
---Yes, he/she is.(No, he/she isn’t.) 2． 要求掌握以下词汇：she, he
3. 要求掌握以下缩写：he’s=he is, she’s=she is
(上述句式、词汇和缩写应在第二课中出现过，在本课中作为重点可渗透到课堂各个活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)
Difficulties （难点）：学习含有be 动词的一般疑问句的句式及其回答。 Teaching steps （教学步骤）
1. Warming-up and revision （课堂热身和复习）
(1) Daily greetings to the students （日常问候） T: How are you today?1
S: I am (fine/great/OK/very good). How about you?
T: I am (fine, too/not bad/pretty good/awful/terrible). How is your father / mother / grandfather /
grandmother / uncle / aunt / brother / sister?
How are your parents / grandparents ---?
S: He/She is…
T: What’s your name, please? S: I am (My name is) …
T: (to the whole class) So that’s (2)
教学设计说明 1. 这两个问题是为了帮助学生
进入学习的良好状态，对课堂产生兴趣，鼓励他们用不同的回答，在学生反问时，老师可在适当的情景下带出丰富的回答，但要及时将新
单词板书在黑板上。同时让学生体验含有be 动词的疑问
句。
2. 通过对学生姓名的询问后，用
“That’s…”向大家介绍这位同
学，复习了介绍的相关句型，
也为课文3a 部分做了铺垫。
(2) Revision （复习） Work on 2a (完成P14-2a)
T: Now, please open your books, and turn to page 14.
Look at 1a. I will play a recording. Listen carefully and circle the words you hear. I will play it twice 3. The
first time you just need listen. You can finish this part at the second time. T: Now, let’s check the answer. S: ---
T: You are right. Thank you. 2. Presentation
T: Now, let’s play a guessing Can you guess how old I am? 4
S: Are you twenty-seven? 5
T: NO, I am a little older. S: Are you twenty-eight?
T: Yes, you are so clever.(学生可能回有不同的回答， 老师根据学生回答给出多种评价。)
T: What about you? How old are you? S 1: I am twelve (this year). T: Are you twelve, too?
S 2: Yes, I am. (No, I am not. I am thirteen.)
T: Oh, I am sorry. I can’t hear you clearly 6
, (to the whole class) Is he/she thirteen?7
S: Yes, he/she is.
T: Thanks. You are so clever (good/wonderful/…). She is
3． 在这里，当教师用英语说完
之后，可以适当加以中文说
明，务必让学生明白做听力题的策略。
4. 通过让学生提问，拉近师生之间的距离, 并使学生获得语言运用的成就感。
5. 建议老师用夸张语调读”Are you…” ，并将它板书，让学
生熟悉含有be 动词的一般疑问句的句式。
6． 创设真实情景，当部分学生
在理解这个句子时有一定困难时，可配以肢体语言，加深学生对此句的理解，培养他们在语境中理解新单词的能力。
7．建议老师用夸张语调读”Is he/she…” ，并将它板书，让学生熟悉第三人称一般疑问句的句式。对能正确回答的学生及时加以语言、微笑等多种
形式的鼓励。 8．T 板书younger; sister, 可给中文帮助Ss 理解younger, 建议学生能在语境中理解sister 。
younger than me, so she is my sister 8
.
3. Work on 3a (完成P15 3a)
T: Now let’s look at this picture. There are four people
in the picture, and the boy and the girl playing basketball
are Anna and Paul. Let’s read the words aloud and fill in the blanks with the words from the box. 9
. T: Let’s check the answers: 10
---Is she your sister? ---Yes, she is.
---And is he your brother? ---No, he isn’t . He is my friend. 4. Work on 3b (完成P15 3b)
T: Well done! Now read the dialogue in 3a with your partner, then change your roles. 11
Ss read it in different roles.
T: Oh look, there are many people there, old and young .
Can you make a dialogue like 3a?
12
5．Presentation
T: I have a friend. His name is Mike. Do you have a friend? 13
S: Yes.
T: What’s his/her name? S: His/Her name is Peter.
T: Thanks very much. I think he must be a good boy. (to another student) Is Peter your friend too?
9．此句较长，要求T 放慢语速，
如果学生未完全清楚T 的指令，可重复此问题。使用教材
第15页3 a 上图片的挂图，给学生一分钟时间独立或同桌讨论来完成此项活动。在此基础上组织下面操练。
10．叫几位同学单独回答，个别空格也可全班一起回答。鼓励 同学大声读出自己的句子，老师及时鼓励，注意指导学生一般疑问句的语调。
11．此句较长，而且含有多个新单词，要求T 放慢语速，配以手势，加深学生对T 指令的理解。
12. T 可给学生提供其它常用人名和father 、mother 、aunt 、uncle 等家庭成员称谓替换Anna 、
Paul 和sister 、brother 。鼓励
学生尽量使用自己学过的单词完成对话。
13. 把句型板书在黑板上，T 通过自己的回答让学生理解Do
you have…的意思，抓住学生回答的老师需要的答案，开展
接下来的教学活动。
S: No, he isn’t. T: Who is your friend? S: … …
6．Work on 3c (完成P15 3c)
T: I want to know more about your friends or family members. (to the whole class)Do you want to know them too? S: Yes.
T: I’d like a student to write down your mother’s, father’s,
or friend’s name on the board. The other students guess who the person is. Who’d like to come here? 14
Wei Hua please. (在黑板上写下一个名字。)
S 1: Is… your brother? S 2: Is… your friend? S 3: Is… your uncle?
7．Work on 4--- group work (完成P15 4)
T: Please take out your family photos. Put them in your group.
Take turns to ask and answer questions about the photos.
15
S 1: Is she your grandmother?
S 2: Is he your father? S 3: Is she your cousin?
（小组活动后，请几个小组进行表演。老师及时鼓励。） 8．Homework
Oral work:
(1) Listen to 3a, read and recite it.
14．学生在黑板上写出一个名字，鼓励同学们
用“Is…”这个句型进
行猜测。活动前先有T 和Ss 做示范对话，再由S 和S 进行活动。对正确使用第三人称单数一般疑问句的同学进行表扬。板书重点句型。此活动建议采用小组竞赛的形式，以活跃课堂气氛。
15. 课前要求学生带来照片，并分好活动小组，
选出组长。活动前先有
S 和S 进行活动。T 对
个小组的活动进行指导，防止学生看到照片后有嬉笑、用中文交流等行为。T 和Ss 做示范对话，再由S 和S 进行
活动。
(2)Go on making up your dialogue with your group
members and polish it.
Written work:
(1)Copy the sentences in 3a.
(2)Write about the pictures on P15 using the sentence structures
in 3 a
Unit 3 THIS IS MY SISITER
(The 3rd period Section B 1---2c )
Teaching aims(教学目标)
1. 学会说家庭成员的称谓（继续学习含有be的动词的基本句型的陈述句）
2. 学会谈论家庭成员
Language points（语言点）
3．要求熟练运用以下句式：(1) These are…
(2) This/ That is… …
(3) He/She is…
4．要求掌握以下词汇：son, cousin, daughter, uncle, aunt
(上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)
Difficulties（难点）：在介绍或谈论家庭成员时，注意学生口语中的单复数运用。
Teaching steps（教学步骤）
1.Warming-up and revision（课堂热身和复习）
a)Daily greetings to the students（日常问候）
T: Good morning/afternoon. Who is on duty today?
S1: I am.
T: Is everyone here today?
S1: Yes, Everyone is here./No, … is not here.
T: Thank you/Well done.. 1
b)Revision（复习）
T: Here is a picture from Lily. Guess who he is?2 S1: Is he …’s father?
S2: Is he …’s brother?
S3: Is he …’s friend?
S4: Is he …’s uncle? 3
T: Yes, you are so clever.
教学设计说明
1.这几个问题是为了让学
生尽快进入英语课堂氛
围，练习含有be动词单
数的句子。
2. T拿出自带来的某些著名
明星的家人照片，学生猜
测图片中的人物。这是复
习前一课内容，难度不大，
所以可以多让中等生参
与，使他们获得成功感，
从而激发他们学习英语的
兴趣。
3. 学生可能会有不同的回
答，如果学生出现本课将
要教授的新单词，T及时
将新单词板书，加深学生
对他们的印象。T根据学
生回答给出多种评价。4. 建议老师事先准备学生比较
熟悉的人物照片，引起学生对
课文学习的兴趣，对课堂直接
生成的新单词和知识，及时板
书，并带读，也可在学生回答
时适当加入课外常识。
2.Presentation
T: Here is a photo. Do y ou know who he is? 4
S: He is 布什（Bush）.
T: Yes, he is the president of America. Who is his father?
S: …(学生可能会有不同的回答，对能正确回答或接近
正确答案的学生进行表扬和鼓励。)
T: Here are also many people in his family. Let’s guess
Who they are. Are you ready?
S1: Is he Bush’s father’s father? 5
T: You are so wonderful. He is Bush’s grandfather.
S2: Is he Bush’s brother?
S3: Is he Bush’s uncle?
S4: Is he Bush’s son? 6
T: Thanks. You are so clever (good/wonderful/…).
3.Work on 1 (完成P16 1)
T: In my family my grandfather is the oldest one.
Who is the oldest man in your family? 7
S: My grandfather, too.
T: Every family has a family tree, can you finish the family tree8
S: Yes!
4.Work on 2a (完成P16 2a)
T: Well done! Now let’s play a game. Please look at 2a.
Let’s see who is the best in your group.9
(播放录音，让学生勾出所听到的家庭成员，如果
播放录音一遍后，部分学生不能完成这一听力任务，可 再播放一遍录音。）
5．Presentation
T: This is my family photo. These are my parents. This is my
Grandmother. This is my cousin Tom.
I have another two pictures. One is Dave’s,
One is Lin Hai’s. Can you guess which is Dave’s an d which is Lin Hai’s?10
S: Yes.
T: Who can say something about Picture 111
? S 1: There are eight people in the picture. S 2:This is Dave’s grandfather. S 3: I think this is Dave’s uncle. … ….
(播放录音，让学生勾出所听到的家庭成员称谓，如果 播放录音一遍后，部分学生不能完成这一听力任务，可 再播放一遍录音。）
6．Work on 2c --- group work (完成P16 2c)
T: I am very happy. All of you do a good job. We have known
Dave’s and Lin Hai’s families and friends. I want to know
your family. Now draw a picture of your family and friends. Tell your partner about your picture 12
. （小组活动后，请几个小组进行表演, 老师及时鼓励。） 7．Homework
Oral work:
10. 此句有新单词，而且句子较长，要求T 放慢语速，对口语
中的新单词，建议老师板书，同时呈现课文2b 的两张图片，如果学生未完全清楚T 的指令，可重复此问题，必要时可用中文解释。
11．在听力之前，让学生简单谈论两张图片的不同点，为接下来的听力和谈论家庭成员这两个活动的顺利开展做铺垫。听力结束后，核对答案后，对正确回答或有进步的学生及时表扬。
12．学生在黑板上写出 “These
are…/This is…”等学生在活动中有可能会用到的句型。活动前先有T 和Ss 做示范对话，再由S 和S 进行活动。对正确使用句型的同学进行表扬。此活动建议采用小组竞赛的形式，看哪个小组说的句子最多，以活跃课堂气氛。
13. 鼓励学生利用书籍、网络等
多种途径查找自己感兴趣的人物的家庭，并写一篇小短文介绍他/她的家庭，学生也可加入自己了解的课外的句子。
(3)Listen to 2a, 2c, read and recite it.
(2). Draw a family tree about your family (模仿1中family
tree，画一个自己家庭的family tree，完善对自己家庭的介绍。) Written work:
(3)Copy the words in 2a.
(4)Find the person you are interested in, and
write a passage about his/her family. 13
Unit3 THIS IS MY SISTER
(The 4th period Section B 3a—4b)
Teaching aims(教学目标)
学会介绍家庭成员
Language points (语言点)
1. 要求熟练运用以下句式: This/That is …… Is/this/that …?
These are … Yes, she /he is. No, he/she isn’t. (以上句式在前几课中已有出现,在本课中要把这些句式运用到照片的介绍中,记加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.) 2. 要求掌握以下句式: Thanks for …
3. 要求掌握以下词汇: thanks for, dear, gre at, photo, here
4. 要求掌握简单的书信格式
Difficulties (难点): 本课难点是学会简单地写信 Teaching steps (教学步骤) 1. Warming up and revision (课堂热身和复习)
(1) Daily greetings to the students ( 日常问候) 教学设计说明 T: Good morning/afternoon.. Glad to meet you. S: Glad to meet you, too. T: How are you today?1
S: I ’m fine/OK/very good, thank you .And you?
T: I am great. How is your mother/father/grandmother/…?1
. S: She/He is fine/OK/very good/great.2
T: Thanks for your answer.2
.
(2) Revision (复习)
T: Please show me the photo of your family.3
(Let me look at the photo of your family. May I have a look at your family photo?) Is this/that your father /mother/…?4
S: Yes, she/he is. No, she/he isn ’t. T: Great! Thanks for your answer.5
2. Presentation (呈现新知识)
T: I have seen your family photos. Do you want to see my family photo?
Here is my family photo.6
This is my husband, Mr. Zhang. This is my daughter, Weiwei. These are my parents. 3. Work on 3a
T: This is a letter from Emma to Mary. Let ’s read the letter together. 7
Draw a picture of Emma ’s family .Let ’s see who is winner? 1. 这两个问题是为了复习本单元的词汇mother, father, sister, brother, grandmother,
Uncle, aunt, cousin, parent.
2. 建议让多个学生作答,鼓励他们用不同的形容词.若回答雷同,T 可在S 反问And you?时,可以给出不同回答,在合适的情景下带出将要学习的词汇great,并引出Thanks for …这个句式.板书新单词和句式.
3. 课前要求学生准备好自己家庭成员的照片.此句是为了引出本课的重要词汇photo,
板书该词.
4. 通过对照片的谈论复习本课的句式Is this/that …?
5. 此句再次巩固刚学的单词thanks for … great
6. 引出新词here,并板书.
7. 此处教师可用中文简单介绍书信的格式. 8. 此问是为了检查学生是否理解前面的信的内容.同时使前后
两个任务有了联系.
3. Work on 3b
T: Just now, we drew a picture of Emma ’s family. Now, here is a photo of Mary ’s family. Who is Mary? 8
S: Emma ’s friend.
T: Yes, Mary is Emma ’s friend. Please Look at the photo and write about the people in the picture.9
T: Please read your article to your partners.10
4. Work on 4a
T: Now please write a letter to Emma to introduce your family photo. 11
5. Work on 4b
Divide all the students into 4 groups. Each group put their photos and letters on the board. (They must put the letters and photos in different places) Ask other groups to match the letters and the photos.12
6. Follow up
T: Now it ’s your turn to give a report. Introduce your favorite teacher/friend/sports player/ film star/… to us.
Hello, everyone. Now it ’s my turn to report. This is my (13)
7. Homework
Oral work:
(1) Read and recite 3a.
(2) Read and recite the new words in Unit 3. Written work:
Write a letter to your English teacher to introduce your
favorite person.(You must put the person ’s photo on the letter.)
11.这个任务可以让学生模仿3a
部分完成. 当学生完成后, 选择
程度较差的学生的信进行讲评,由学生自己找错,订正.然后再选择优秀作品进行展示,帮助学生学会评价,欣赏.
12.此任务可以设计成小组竞赛形式,激发学生的学习兴趣和参与热情. 13.根据课堂时间安排的情况机动运用.可以给出报告的开头部分,以降低难度.该任务要求学生能熟练运用本单元的句式,同时为完成回家作业打下基础.
Unit3 THIS IS MY SISTER
(The 5th period Section B Self--check)
Teaching aims(教学目标)
学会介绍家庭成员
Language points (语言点)
1. 要求熟练运用以下句式: This/That is…… Is/this/that…?
These are … Yes, she/he is. No, he/she isn’t. He/She is … .
(以上句式在前几课已有出现,在本课中要把这些句式运用各个任务中去,加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.) 2. 要求熟练掌握并运用本单元的单词
Teaching steps (教学步骤) 教学设计说明 1. Warming up and revision (课堂热身和复习)1
(1) Daily greetings to the students ( 日常问候) 教学设计说明 T: Good morning/afternoon.. Glad to meet you. S: Glad to meet you, too. T: How are you today?
S: I’m fine/OK/very good, thank you .And you?
T: I am great. How is your mother/father/grandmother/…? S: She/He is fine/OK/very good/great. T: I ’m glad to hear that. Thanks for your answer..
(2) Revision (复习)
T: Please show me the photo of your family. (Let me look at the photo of your family. May I have a look at your family photo?) Is this/that your father /moth er/…? S: Yes, she/he is. No, she/h e isn’t. T: Great! Thanks for your answer.
T: Can you tell me who is /are your father/parents …? S: Yes. This is my father …/These are my parents.
2. Self check (自我检测) (1) Vocabulary 2
1. Show a family tree to the students. Ask them to fill in the blanks with proper words.
2. Spot dictation
3. Write new words in your Vocab-Builder.3
(2)Make a dialogue 4
1.T: These are Mary ’s photos of Beijing. Look at the photos and
1.课堂热身和复习部分是为了帮助学生回忆巩固本单元所学的词汇和句式
2.单词检测部分通过两个任务完成. A.通过填写家谱,检测学生对有关家庭成员单词的掌握情况. B.根据家谱的内容让学生听写一段含有本单元其他重要单词的文章,并对这几个单词进行挖空,以检查学生的掌握情况. 以上两部分的检测由学生相互对批, 而后由学生本人圈出自己未掌握的单词,并记录在生词本上,
课后再复习巩固. 3.把听力材料中出现的生词记录
到生词本上,课后通过查字典等形式掌握这些生词. 该活动应持之以恒,鼓励学生积累扩大词汇量,并可以与同学进行
交流, 达到事半功倍的效果.
make a dialogue with your partner.
(Ask some students to act out their dialogues.)
2.Ask students to complete the dialogues.
(3) Guessing game (Just for fun)5
One student (S1)must close his eyes. When S2(the
student pretends his family member)is knocking at
the door, the other students (Ss) ask:
Ss: Who is it? S1: Is it my father?
Ss: Yes, it is. You are right. (S2 comes into the classroom )
S2: I am your father, and you are my son.
Ss: Who is it? S1: Is it my father? Ss No, it isn ’t .
S1: Is it my …? (Give S1 three chances) Ss: No, it isn ’t. You are wrong. (S2 comes into the classroom)
S2: I ’m your grandmother. You are my grandson.
(4) Follow-- up Activities
Role--play A birthday party 6
Actors: Jim (Today is his birthday)
Kate(Jim ’s sister)
Mr. and Mrs. Green (Jim ’s parents)
Lucy and Lily(Jim ’s friends, twins )
Jim invites Lucy and Lily to his family to take part in his birthday party. He introduces them to his family
members.
Homework: Oral work:
Review the new words in your Vocab-Bulider. Written work
Write down the dialogue “A birthday party ”.
4.该任务是检测学生对本单元的
重点句式的掌握情况.先是口头
的检测,再落实到写,从易到难.编对话的形式使学生之间能相互帮
助,以强带弱.
5. 该任务通过游戏的形式使学生在玩乐中对重点句式再次加深印象,并有所扩展.这样的形式能激发学生的学习兴趣,提高参与度.教师可用中文解释这里使用it 的原因.
6. 该任务是一个综合性的活动.检查学生对本单元所有内容及前面所学的知识的掌握情况.通过这个情景剧的表演能很好地培养学生的语言运
用能力.通过参加生日晚会这个学生
熟悉的活动,不仅能让学生在完成活
动的过程中运用所学的知识,而且让他们在真实的语言环境中感受异国
的文化风俗,真正体现了任务型教学
的真实性,交际性.为了让不同层次的
学生都能参与,教师可以给出一些句
型,以降低难度.
Additional Evaluation form: (课堂表现自我评价表)