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小学英语新外研版（一起）一年级上册Module 10 Unit 1That is my father.Period 1Teaching Aims:1.Try to get the Ss to have a good command of how to greet.2.English names of families members.Teaching tools:Some cards of mother father etc.Teaching steps:1. Warmer:Count around the class from 1-12. As you point to each child, he \she calls out the next number. Increase the speed as much as you can.2. Activity 1 Listen and point1)Ask the children to look at the page. Elicit as muchinformation about the story as you can in Chinese by asking questions. For example, ask them if they can remember the two children’s name .Point to the people in the forest.2)Play the cassette or read the dialogue. The children listen andfollow in their books.3)Play the cassette again, pausing after each utterance for thechildren to point at the corresponding picture.4)Repeat this activity, asking individual students to repeat theutterances. Alternatively, divide the class into groups.3. Act it out1)Divide the class into two sections. Give each sections. Giveeach section a role in the conversation, either Daming or Sam/2)The whole class acts the dialogue, with each group saying thecorresponding text.3)The children now act out the dialogue in pairs .Remind themto point to the corresponding pictures as they do so.Game1)Join the dotsThe children join the dots to form the faces of Panan’s family .Ask them to note the family relationship as they do so.2)Now point and sayIn pairs, the children take turns to point to each panda and say the family relationship.Homework1、listen to the tape, read after the tape5 times.Sum-up1.Today we learned family members.板书设计：Module 10 Unit 1 That is my father.Familygrandpa grandmafather motherIFather and mother, I love you!教学反思：本节课的内容主要是用This is... That is... 介绍家庭成员。
Module 1Unit 1 Hello！这一课是学生学习英语的第一课，本模块的教学内容是新同学之间的相识和交往。
Daming and Lingling 上学第一天，在校门口遇到外国孩子Amy and Sam ，四个孩子互相打招呼，并在上课时互相介绍自己，放学时相互告别。
【知识目标】1、会认读本课中四个主人公的名字Amy, Sam, Daming, Lingling；2、掌握最基础的寒暄句型：Hello/Hi、Hello/Hi, I’m…、Goodbye/Bye.【能力目标】能听懂老师的上课指令：Open the book！【情感目标】与入学教育相结合，见到老师、长辈或同学之间应互相问候；对用英语参加互相认识活动产生兴趣。
【教学重点】1、词汇：hello, hi, goodbye, bye-bye, I'm2、句型：Hi, I’m Sam.Hello, I’m Lingling.Goodbye!Bye!【教学难点】1、同义句型：Hello=Hi、Goodbye=Bye；2、缩写：I’m…Tape recorder, MultimediaStep1. Warm-upT：Hi! I’m Mr. Zhang. (用手指着自己)T: 同学们，大家都叫什么名字呢？用Hi！I’m…+自己的名字介绍下自己吧！S1：Hi! I’m XXX.S2:… (学生依次用Hi, I’m…介绍自己)Step2. PreparationT: 同学们，我们来玩个游戏吧！我说“Hello!”，你说“Hi!”；我说“Hello!”，你说“Hi！”。
T: Hello!Ss: Hi!T: Hi!Ss: Hello!播放Hello相关视频素材。
Step3. Drill One1.导入T:同学们，现在我要介绍新朋友给你们。
看看这些新朋友都是谁。
T:这是Sam。
（指着Sam的图片）用英语，我们应该怎么跟他打招呼？Ss：Hi, Sam！T: 我还可以怎么打招呼？Ss：Hello, Sam！（依次以这种方式介绍Lingling、Dawei和Amy）2.角色扮演1T：现在我们请四位同学来扮演Sam、Lingling、Dawei和Amy。
外研版（一起）一年级英语上册教案Module 10 Unit 1 Where’s my pen?一、教学目标：A．知识技能目标：学会三个介词on, in, under, 并能用Where's my/the…?去询问物品在哪。
B．运用能力目标：学会询问某物的方位及回答的日常交际用语。
C．素质教育目标：让学生感受英语的实用性，培养学生运用语言能力。
二、教学重难点：on, in, under三个词的读音以及区别是这节课的重点也是难点，“hat”的读音是个难点。
三、教学过程：I. Warm—up1. GreetingT: Class begins.Ss: Stand up, please.T: Good morning, boys and girls.Ss: Good morning, Miss Chen.T: Say Hello to your parents.Ss: Hello.T: Good! Now, Group 1 and 2, let’s say, I’m a cat, cat, cat, in a cap, cap, cap.Group 3 and 4, let’s say, I’m a cat, cat, cat, in a hat, hat, hat. (结合不同的动作，有需要的话，帽子)T：Now, follow me, bounce, bounce, bounce the ball, twice. Ok?(学生看着老师的手，注意速度快慢的变化，让学生边做边说Chant，两遍)T：Sit down, please.2. Quick response(PPT快速出示一些图片：pen/ pencil/ ruler/ dog/ fox / hat/ box/ , 然后迅速消失，让学生猜)T：Now, look carefully. What’s this?Ss: It’s a …T: Is it a …?Ss: Yes, it is. / No, it isn’t.(先请所有学生回答，再抽学生回答)3.最后一张呈现一只漂亮的箱子T: What’s this?Ss: It’s a box.T: Yes, it’s a box. (从讲台桌下拿出一只漂亮的箱子)T: Now, look, it’s my box. It’s so bea utiful. I like it very much.Guess, what’s IN my box? （摇摇箱子）(课件出示句子“……in my box?”)Ss guessing(引导学生猜，a ball? a book? a cat ?......单击出现这些图片)T: Now, who can? Who can touch the box?(请学生摸箱子，猜箱子里的东西)T: Is it a book? What’s this?S1: It’s a ball.T: Yes, y ou are right. It’s a ball.II. Presentation一、IN1.单击出示IN 图片，T: A ball in the box出示IN单词卡片，T: [I] [I] ---IN, follow me.（先教【I】, 再教[IN] ）齐读——抽读T: in ↗in ↘in the box (一边拿球和箱子做动作示范)（单击出现in↗in↘in the box）跟读in ↗in ↘in the box——抽读（让他拿球和箱子做动作）T: Now, in ↗in ↘It's in the box.(单击出现“It’s ”,贴好板书“It’s in the box.”) (带领学生边拍手边说CHANT,先慢后快，先跟读，再抽读，然后开火车读)2.跟着边做边说T: Now, boys and girls. Please take out your eraser. Let's do together. (让学生拿出橡皮，和老师一起边做边说)in ↗in ↘It's in the pencil-box.in ↗in ↘It's in the desk.in ↗in ↘It's in the schoolbag.3. GuessT: Good, now, take away your eraser. (保证学生放好橡皮)Look, what’s this? (出示一实物——钢笔)Ss: It’s a pen.T: Yes, it’s my pen. Now, close your eyes.1\2\3(叫学生先闭上眼睛，把pen藏于box 里面)T: OK. Open your eyes. Where’s my pen? Guess? (贴板书“Where’s my pen?”)S1: It’s in the box.T: Yes or no? Let’s open and look.Wonderful, it’s in the box. You’re right. (奖励学生)二、where's my pen1.出示“where”单词卡片，进行教授，where---where's----where isT: where↗where↘where's the pen?(全体学生跟读)T: Now, one by one. (开火车练读这个句子)(把钢笔放进箱子里)T：where↗where↘where's the pen?（提示学生回答）S1：in ↗in ↘It's in the box.T: Now, Let’s play a game. I need 5 students. Who can come here? (抽取5名学生上台做游戏)T: OK. Now, stand in a line(让学生排成一队) face to me, ok? Are you ready?T：where↗where↘where's the pen?(把箱子给第一个学生)提示第一个学生回答S1：in ↗in ↘It's in the box.提示第一个学生转身问第二个学生S2: where↗where↘where's the pen?……出示一个pencil box,把它放进一个schoolbag中T: Now, where’s the pencil box?S1: It’s in the schoolbag.T: where↗where↘where's the pencil-box?Ss: in ↗in ↘It's in the schoolbag.三、ON1.出示一张房间图片，T: Now, look, it’s Amy’s room. But it’s too dirty. Let’s clean the room, ok?(告诉学生是LINGLING的房间，太脏了，我们帮她整理一下)(通过单击物体发生方位的变化，来问)T: Now, look, where’s the ball?Ss: It’s in the box.T: Where’s the pencil-box?Ss: It’s in the schoolbag.T: Where’s the book?Ss: It’s on the desk. (引导学生回答)2.单击出示ON 图片,并出示ON单词卡片，T: [O] [O] ---ON, follow me.（先教【O】, 再教[ON] ）齐读——抽读(注意[0] 发音，结尾不能拖长音)T: on ↗on ↘on the box (一边拿球和箱子做动作示范)（单击出现on↗on↘on the box）跟读on ↗on ↘on the box——抽读（让他拿球和箱子做动作）T: Now, on ↗on ↘It's on the box.(单击出现“It’s ”,贴好板书“It’s on the box.”)(带领学生边拍手边说CHANT,先慢后快，先跟读，再抽读，然后开火车读)2.跟着边做边说T: Now, boys and girls. Please take out your eraser. Let’s do together. (让学生拿出橡皮，和老师一起边做边说) (让小朋友自编chant, 如果学生有困难，就提on ↗on ↘It's on the desk..on ↗on ↘It's on the book.on ↗on ↘It's on the seat.四、UNDER1. GuessT: Look, it’s a dog. It’s my box. (把这两样东西藏于讲台桌后，或者用块布盖上) Where’s the dog?S1: It’s in the box. / It’s on the box.(先把东西藏在箱子里面和箱子上面，当猜第三回的时候把DOG放在箱子下面，引出UNDER)T: No, you are wrong. It’s under the box.2.单击出示under 图片,并出示under单词卡片，T: [a] [a] ---under, follow me.（先教【a】, 再教[under]）齐读——抽读(注意[a] 发音，结尾不能拖长音)T: under↗under ↘under the box (一边拿球和箱子做动作示范)（单击出现under ↗under ↘under the box）跟读under↗under ↘under the box——抽读（让他拿球和箱子做动作）T: Now, under↗under ↘It's under the box (单击出现“It’s ”,贴好板书“It’s under the box.”)(带领学生边拍手边说CHANT,先慢后快，先跟读，再抽读，然后开火车读)3.跟着边做边说T: Now, boys and girls. Please take out your eraser. Let's do together. (让学生拿出橡皮，和老师一起边做边说) (让小朋友自编chant, 如果学生有困难，就提供物品来提醒他)S1: under ↗under↘under the deskS2: under ↗under↘under the bookS3: under ↗under↘under the seat(让小朋友自编chant, 如果学生有困难，就提供物品来提醒他)4. GameT: Now, let’s play a game. Take out your eraser, follow me.(让学生拿出橡皮和另外一只手做听听做做的游戏，先请所有学生边听边跟着老师一起做一起说，in、on 、under,然后速度加快)T: IN /ON/ UNDER, follow me.（让学生跟着自己一边说一边做）T: Now, I say you do.我说你做，ok?T: Who can say? (请个学生来发指令)T: OK, now, group work..一人说，其他人做（先要对班级成员进行分组）T: 1\2\3, Are you ok? Which group? Come here. (抽组上台进行表演，进行评比、奖励)五、课文内容1.出示课件图片，与课文内容一致，先问学生T: Look, where↗where↘where's my pen?Ss: in↗in↘It's in the hat.”2．出示第二张课件T: Who can ask? (引导学生来问，可用句子提醒他，然后全班一起回答)开火车游戏，挑中一组，一问一答3.出示第三张课件请boys 来问，girls来回答，然后再选另外一组，进行开火车游戏。
Module 10 Unit 1 That is my father（教案）一、教学目标1.学会识别家人成员的称呼和外貌特征；2.学会用英语问答家人的信息；3.学会简单介绍自己的家人。
二、教学重点1.学会识别家人成员的称呼；2.学会用英语问答家人的信息。
三、教学难点学会简单介绍自己的家人。
四、教学准备1.多媒体课件；2.单词卡片。
五、教学过程1. Warming-up老师与学生打招呼，问好。
然后，老师可以根据学生的回答来提出问题，例如：•How are you today?•What day is it today?•How’s the weather today?2. Presentation1.教师出示几张图，包括父亲、母亲、儿子、女儿等人物的图片，带领学生一起辨认出不同人物，并教授相关单词。
2.向学生展示我的家谱，教授家庭成员的称呼以及相关单词。
–grandfather: 祖父；–grandmother: 祖母；–father: 父亲；–mother: 母亲；–husband: 丈夫；–wife: 妻子；–son: 儿子；–daughter: 女儿；–uncle: 叔叔；–aunt: 阿姨；–cousin: 堂兄/堂姐/表兄/表姐。
3.帮助学生记忆家庭成员的称呼。
3. Practice3.1 Task 1教师使用图片或演员进行角色扮演。
老师扮演某一成员，学生需要根据老师的描述，猜测老师扮演的家庭成员是谁。
例如，老师把一张父亲的图片贴在背后，学生只能看不到，老师要表达：“He is a man. He is tall. He has black hair. He wears glasses. He is your father.” 学生们听到之后，就要猜测这个人是谁，挑选正确的图片，拿来给老师。
3.2 Task 2学生分别介绍自己的家庭成员，包括姓名、年龄、职业、外貌特征等。
例如：•My father’s name is Jerry. He is 45 years old. He is a doctor. He is tall and thin. He has black eyes and short hair.3.3 Task 3学生进行配对游戏。
Module 1Unit 1 Hello！这一课是学生学习英语的第一课，本模块的教学内容是新同学之间的相识和交往。
Daming and Lingling 上学第一天，在校门口遇到外国孩子Amy and Sam ，四个孩子互相打招呼，并在上课时互相介绍自己，放学时相互告别。
【知识目标】1、会认读本课中四个主人公的名字Amy, Sam, Daming, Lingling；2、掌握最基础的寒暄句型：Hello/Hi、Hello/Hi, I’m…、Goodbye/Bye.【能力目标】能听懂老师的上课指令：Open the book！【情感目标】与入学教育相结合，见到老师、长辈或同学之间应互相问候；对用英语参加互相认识活动产生兴趣。
【教学重点】1、词汇：hello, hi, goodbye, bye-bye, I'm2、句型：Hi, I’m Sam.Hello, I’m Lingling.Goodbye!Bye!【教学难点】1、同义句型：Hello=Hi、Goodbye=Bye；2、缩写：I’m…Tape recorder, MultimediaStep1. Warm-upT：Hi! I’m Mr. Zhang. (用手指着自己)T: 同学们，大家都叫什么名字呢？用Hi！I’m…+自己的名字介绍下自己吧！S1：Hi! I’m XXX.S2:… (学生依次用Hi, I’m…介绍自己)Step2. PreparationT: 同学们，我们来玩个游戏吧！我说“Hello!”，你说“Hi!”；我说“Hello!”，你说“Hi！”。
T: Hello!Ss: Hi!T: Hi!Ss: Hello!播放Hello相关视频素材。
Step3. Drill One1.导入T:同学们，现在我要介绍新朋友给你们。
看看这些新朋友都是谁。
T:这是Sam。
（指着Sam的图片）用英语，我们应该怎么跟他打招呼？Ss：Hi, Sam！T: 我还可以怎么打招呼？Ss：Hello, Sam！（依次以这种方式介绍Lingling、Dawei和Amy）2.角色扮演1T：现在我们请四位同学来扮演Sam、Lingling、Dawei和Amy。
一教学重点:询问对方的姓名及回答的用语What’s your name? My name is…的学习.二教学难点:What’s your name? My name is…中name 的发音。
三教具准备:1 教师应准备自己的名字卡及本课主要人物的头饰;2 要求学生准备一个面具,并制作一个写有本人姓名的头饰。
四教学过程:1 热身、复习(Warm-up/Revision)(1) 唱“Hello”歌(2) 师生互相问候Hello! /Hi!(3) 学生将胸卡戴在胸前,分别起立做自我介绍。
如:a. Hello, I’m M ary.b. Hi! I’m Peter.(设计意图:提高学生兴趣,有利于学生口语的发展)2 呈现新课(Presentation)(1) 老师指着自己的英文名卡说Hello! I’m Miss/Mr…. 然后用My name’s…. 反复说三到四遍自己的名字,速度由慢到正常。
接着教师对一名学生发问What’s your name? (用清晰、缓慢的语调问两遍)边问边指他/她的名卡,并可以用夸张的口型提示他/她回答My name’s….教师对第一个应答学生应重点表扬,并发给他/他小奖品,以次鼓励学生认真听别人的问答,努力模仿教师说的新句型。
用类似的方法在教室里与学生进行问答练习,注意引导学生用My name’s….回答问题。
(2) 跟读、模仿What’s your name? 注意学生对name一词中a 的发音。
(3) 听录音跟读(设计意图:听录音模仿正确的语音语调)3 趣味操练(Practice)(1)Pair work: 可让学生戴上头饰,表演书上Let’s talk 的对话。
(2)Let’s play中的游戏,可请几个学生站在门外做迎宾先生或小姐,再请几个同学做嘉宾。
每位迎宾者用Hello! What’s your name? 进行发问后,嘉宾须用My name’s….答出自己的名字,方可入内。
Module 10 Unit 1 That is my father. 教学设计一、The students can master that target language.1. The students can introduce their family.2. They can be more interested in English learning.二、Important points1. That is my father.2. This is my friend.三、Difficult PointsTo use the target language to introduce their family四、Teaching preparationFlash cards, Tape-recorder, CD-ROM etc.五、Teaching proceduresStep 1 Warming-upT / Ss together to sing the song Where are we going, daddy?Step 2 PresentationT: Oh, look! This is Maggie’s family photo. Can you guess who is he?Ss: He’s father.T: (Teach new words) daddy; fatherStep 3 Practice (Text learning)Activity 11. T: Daming and Sam go to school together. Let’s see who they meet.2. T / Ss watch the carton.3. Some students put up their hands to tell what happened in the carton,4. The students open books to read the text.Activity 21. T: Oh, look! Sam and his family are having a picnic now. Let’s see his more family members.Ss: OK.T: Watch the carton. Who are they?And let’s see what they are talking about.2. T / Ss watch the carton.3. Some Students put up their hands to talk about what they have seen in the carton.4. T: (teach the new expressions of this part by using the carton.)Ss: (learn the new words and the sentences by lots of practice.) mother; grandpa; grandma; friend5. The students open books to read the text by following the tape.6. T-Ss read the text.7. S-Ss read the text.Step 4 ProductionT: Can you introduce your family members?Ss: (come to the platform to role-play the guide.)Step 5 summing-upWhat did you learn in this class?Step 6 Homework1. Listen, point and read the text.2. Use the following sentences to introduce family.(That is… / This is…)。
外研社小学英语(一起)一年级上册全册教案课程目标- 通过本教材，使学生掌握一些基本的日常用语和表达方式。
- 培养学生的听、说、读、写的基本能力。
- 帮助学生建立正确的语言惯。
- 培养学生的团队合作和交流能力。
教学内容第一课：Hello- 学生通过听、看、模仿学会用英文打招呼。
- 学生学会用Hello来问候并回答。
- 学生通过剪纸活动制作Hello的手抄报。
第二课：What's your name?- 学生学会用英文问对方的名字。
- 学生学会用英文回答自己的名字。
- 学生通过语音练和小组活动巩固所学内容。
第三课：Numbers- 学生学会用英文数数从1到10。
- 学生通过抽牌游戏巩固所学数字。
- 学生通过唱歌和游戏活动巩固数字的认识和发音。
第四课：Colors- 学生学会用英文说出一些常见的颜色。
- 学生学会用英文描述所见到的颜色。
- 学生通过涂色和观察游戏巩固所学内容。
第五课：Animals- 学生学会用英文说出一些常见的动物名称。
- 学生学会用英文对动物进行简单的描述。
- 学生通过观察图片和游戏活动巩固所学内容。
第六课：Food and Drinks- 学生学会用英文说出一些常见的食物和饮料。
- 学生学会用英文对食物和饮料进行简单的描述。
- 学生通过分组活动和角色扮演巩固所学内容。
教学方法- 多媒体辅助教学：通过投影仪播放相关图片和视频，帮助学生更直观地理解和记忆所学内容。
- 互动式教学：通过小组活动、游戏和角色扮演等形式，激发学生的兴趣，增加研究的乐趣和动力。
- 多元化评价：通过口头回答问题、完成练题、参与小组讨论等方式，全面评价学生的研究情况，并及时给予反馈。
教学评价- 通过课堂练、小组活动和角色扮演等方式，检验学生是否掌握所学内容。
- 通过听说读写综合评价，评估学生的语言能力和表达能力。
- 鼓励学生积极参与课堂互动，培养团队合作和交流能力。
参考资料- 《外研社小学英语(一起)一年级上册全册》教材- 多媒体素材：图片、视频及音频资源- 教学工具：小黑板、投影仪、卡片等以上为《外研社小学英语(一起)一年级上册全册教案》的大致内容安排，具体教学细节和安排可根据实际情况进行调整。
Module 10 Unit 1 That is my father.教材分析本单元是本册教材的第十模块第一单元的内容。
本节课的教学目标是：学习家庭成员名称，学习This/That is my…句型并用此句型介绍自己的家庭。
My Family这是一个和学生的实际生活有着密切联系的内容。
特别是在学习了家庭成员farther mother grandfather grandmother 这些名称以后再学习句子This/That is my..介绍家庭成员变得顺理成章，使得学生更融入生活的情境。
通过前九个模块的英语学习，学生有了一定的英语学习基础，在学习技能方面已经能够与教师进行简单的交流，而且已经熟悉老师的课堂指令。
设计课时，注意尽可能的把课堂还给孩子，让学生与学生，学生与老师之间多进行语言的交流。
如：在热身运动中，进行日常的见面对话。
在句型的学习中，让学生根据自己家庭的照片，进行同桌间的相互介绍等等。
能使孩子们的多元智能在交际活动中得以体现和发展。
教学目标1. 能够认读，听懂、会说目标词汇:mother, father, grandma, grandpa, sister, brother, me。
2. 基本能听懂、会说、会读,熟练掌握This/That is my….的语言结构3. 能够恰当使用英语中家庭成员之间的称呼，问候语，了解英语国家中介绍他人的方式。
4. 逐步强化家庭意识，懂得感恩。
教学重难点【教学重点】掌握家庭成员名称的一些词汇。
能听说读写新单词mother, father, grandma, grandpa, sister, brother, me及新句型This/That is my….进行简单的介绍家庭成员。
【教学难点】熟练应用本节课句型This/Th at is my …介绍家庭成员。
课前准备Tape recorder, Multimedia, PPT，photo of family教学过程Step1 热身导入1. Greetings教师热情地和学生打招呼问好，并走下讲台和学生做简单的Free Talk.T: Good morning, boys and girls!S: Good morning, teacher!T: Hello, I am Miss Zhang. How are you?S1: Hello, I am…I’m fine, thank you.TSs【设计意图】口语练习,轻松的课前交流，给学生创设愉悦的英语语言氛围。
外研版一年级起点一年级上册小学英语《Unit 1 Hello!》公开课教案知识、技能目标：全体学生能够听懂、会说“I’m ...”“Hello/Hi!”“Goodbye/Bye!”能够认读：hello I am goodbye四个单词.情感目标:通过学习和模仿，学生可以增强学习英语的兴趣和自信心，体验学习的成就感，并积极运用所学英语进行表达和交流。
通过学习，学生可以知道如何和别人打招呼。
五、教学重难点会说并运用“I’m ...”“Hello/Hi!”“Goodbye/Bye!三个句子。
教具准备：CD-ROM、课件、图片、视频教学过程：Step One PreparationGreeting：Hello，boys and girls.First,I will divide you into 3 groups.I see some special friends.Who are they?[设计意图：分组有利于保持良好的课堂纪律，这对一年级的孩子们来说很重要。
]Step Two Presentation、Teaching Part 1:T：Great Job!This is Sam、Amy、Daming、LinglingStudents read the words and do the actions.出示人物的图片T:Look ! They are missing. Where are they? They are on our books.[设计意图：先让孩子们熟知四个小主人公。
]Part 2（二）、Teaching Part 2:Listen and point and find “I’m ....”How many sentences have you found?S:Six.T:Ok,let’s find them together.板书Hello,I’m Sam..（三）Let’s chantHello,Hello,I’m Sam.Hi,Hi,I’m Amy.Hello,Hello,I’m Daming.Hi,Hi,I’m Lingling.Read together.。
一年级英语上册Module10教案（2013外研版）潍坊外国语学校小学_英语__课时备课教学内容（课题）M10U1-1Thaather.课型New教学方法导入法、游戏教学法、情景教学法课前准备电子课本、课件教学目标 1、学习单词:fagrandpa grandma friend2、熟读课文，能运用课文中的重点单词和句型that/。
3、学会自己家庭成员的表达方法。
能用英语和家人打招呼，更热爱说英语在日常生活中，进一步培养对英语的兴趣。
教学重难点1.会自己的家庭成员的英语表达2.能够向别人介绍自己的家人能正确区分和使用“this”与“that”.教学过程一、Warming ug a song—《Stand up》二、Presenta、 Look auudents.(大耳朵图图全家福、小明星的全家福)通过看这些照片，导出本节课的新单词father、出示单词卡片，先领读，再齐读、小组读、排火车读w me your finger and follow me,ww wordblackboard.在学单词的过程中可以设计一些小游戏，比如大小声读，中英互译，快速反应，爬楼梯读等等2、Show the video.Then ask:What did Sam introduce?（用一个问题，引起学生的好奇心，Sam到底介绍了谁呢？）先让学生看一遍视频动画，找到答案，介绍的是他的father。
引出重点句型Tha反复练习，先跟读2遍，再一起指读一遍，最后再给动画配音一次。
3、Let's have a chant.(follow theteacher→together→group)Father ,father,faThaatherX拍手唱完之后，学生一起奖励自己wonderful,wonderfulwonderful、Show a picture of grandpa and grandma(1)出示单词卡片，注意发音的纠正，注意这两个单词最后2个字母的不同，着重强调。
Module 10Unit 1 This is my father.本课将学习英文中近亲属的表达，学生学完之后可以用This/That is my XXX.这一句型介绍家人，并增强他们的家庭观念。
【知识目标】1. 熟悉家庭成员的英语表达, 能用This is…句型向他人介绍自己的家庭成员；2. 学习father, mother, grandpa, grandma, sister, brother, friend等单词。
【能力目标】1. 能正确使用本模块所学习的单词和句型向别人介绍自己的家庭成员。
2. 在学习中善于利用图画等非语言信息理解主题。
3. 能流利地朗读, 并初步表演对话。
【情感目标】1.培养学生学习英语的积极态度。
2.培养学生的合作精神和关爱家人的情感。
【教学重点】熟练掌握father, mother, grandpa, grandma, sister, brother, friend等单词。
【教学难点】能听懂、会说、会读以下句子：That is my father. 准确的发音及实际灵活的运用。
1.课前准备：调试光盘与课件、给学生分组、为学生布置预习作业等；2.教具学具：光盘、大卡片等。
Step1. New words1.T：同学们, 今天我们要介绍家人。
那我们今天一起来学习好吗？S：好。
T：谁能猜出这个穿西装的男人是谁？S: 爸爸.T: 爸爸。
Father, father, this is my father. 爸爸又可以叫做daddy。
2. 以同样的方法教授：妈妈〔mother〕爷爷〔grandpa〕奶奶〔grandma〕兄弟〔brother〕姐妹〔sister〕。
3. 教师出示朋友的图片，引入friend。
Step2. Let’s learn1.看图说话教师展示已经去掉文字的第2局部的图，请学生答复每幅图上的人分别是什么身份。
T: Who is this?S: This is my father.2.听录音播放课文录音，请学生仔细听录音，注意语音语调3.跟读播放课文录音，先让所有学生一起跟读。
一教学重点:询问对方的姓名及回答的用语What’s your name? My name is…的学习.二教学难点:What’s your name? My name is…中name 的发音。
三教具准备:1 教师应准备自己的名字卡及本课主要人物的头饰;2 要求学生准备一个面具,并制作一个写有本人姓名的头饰。
四教学过程:1 热身、复习(Warm-up/Revision)(1) 唱“Hello”歌(2) 师生互相问候Hello! /Hi!(3) 学生将胸卡戴在胸前,分别起立做自我介绍。
如:a. Hello, I’m Mary.b. Hi! I’m Peter.(设计意图:提高学生兴趣,有利于学生口语的发展)2 呈现新课(Presentation)(1) 老师指着自己的英文名卡说Hello! I’m Miss/Mr…. 然后用My name’s…. 反复说三到四遍自己的名字,速度由慢到正常。
接着教师对一名学生发问What’s your name? (用清晰、缓慢的语调问两遍)边问边指他/她的名卡,并可以用夸张的口型提示他/她回答My name’s….教师对第一个应答学生应重点表扬,并发给他/他小奖品,以次鼓励学生认真听别人的问答,努力模仿教师说的新句型。
用类似的方法在教室里与学生进行问答练习,注意引导学生用My name’s….回答问题。
(2) 跟读、模仿What’s your name? 注意学生对name一词中a 的发音。
(3) 听录音跟读(设计意图:听录音模仿正确的语音语调)3 趣味操练(Practice)(1)Pair work: 可让学生戴上头饰,表演书上Let’s talk 的对话。
(2)Let’s play中的游戏,可请几个学生站在门外做迎宾先生或小姐,再请几个同学做嘉宾。
每位迎宾者用Hello! What’s your name? 进行发问后,嘉宾须用My name’s….答出自己的名字,方可入内。
一、The students can master that target language.1. The students can introduce their family.2. They can be more interested in English learning.二、Important points1. That is my father.2. This is my friend.三、Difficult PointsTo use the target language to introduce their family四、Teaching preparationFlash cards, Tape-recorder, CD-ROM etc.五、Teaching proceduresStep 1 Warming-upT / Ss together to sing the song Where are we going, daddy?Step 2 PresentationT: Oh, look! This is Maggie’s family photo. Can you guess who is he?Ss: He’s father.T: (Teach new words) daddy; fatherStep 3 Practice (Text learning)Activity 11. T: Daming and Sam go to school together. Let’s see who they meet.2. T / Ss watch the carton.3. Some students put up their hands to tell what happened in the carton,4. The students open books to read the text.Activity 21. T: Oh, look! Sam and his family are having a picnic now. Let’s see his more family members.Ss: OK.T: Watch the carton. Who are they?And let’s see what they are talking about.3. Some Students put up their hands to talk about what they have seen in the carton.4. T: (teach the new expressions of this part by using the carton.)Ss: (learn the new words and the sentences by lots of practice.) mother; grandpa; grandma; friend5. The students open books to read the text by following the tape.6. T-Ss read the text.7. S-Ss read the text.Step 4 ProductionT: Can you introduce your family members?Ss: (come to the platform to role-play the guide.)Step 5 summing-upWhat did you learn in this class?Step 6 Homework1. Listen, point and read the text.2. Use the following sentences to introduce family.(That is… / This is…)一、The students can master that target language.1. The students can introduce their family.2. They can be more interested in English learning.二、Important points1. That is my father.2. This is my friend.三、Difficult PointsTo use the target language to introduce their family四、Teaching preparationFlash cards, Tape-recorder, CD-ROM etc.五、Teaching proceduresStep 1 Warming-upT / Ss together to sing the song Where are we going, daddy?Step 2 PresentationT: Oh, look! This is Maggie’s family photo. Can you guess who is he?Ss: He’s father.T: (Teach new words) daddy; fatherStep 3 Practice (Text learning)Activity 11. T: Daming and Sam go to school together. Let’s see who they meet.2. T / Ss watch the carton.3. Some students put up their hands to tell what happened in the carton,4. The students open books to read the text.Activity 21. T: Oh, look! Sam and his family are having a picnic now. Let’s see his more family members.Ss: OK.T: Watch the carton. Who are they?And let’s see what they are talking about.3. Some Students put up their hands to talk about what they have seen in the carton.4. T: (teach the new expressions of this part by using the carton.)Ss: (learn the new words and the sentences by lots of practice.) mother; grandpa; grandma; friend5. The students open books to read the text by following the tape.6. T-Ss read the text.7. S-Ss read the text.Step 4 ProductionT: Can you introduce your family members?Ss: (come to the platform to role-play the guide.)Step 5 summing-upWhat did you learn in this class?Step 6 Homework1. Listen, point and read the text.2. Use the following sentences to introduce family.(That is… / This is…)一、The students can master that target language.1. The students can introduce their family.2. They can be more interested in English learning.二、Important points1. That is my father.2. This is my friend.三、Difficult PointsTo use the target language to introduce their family四、Teaching preparationFlash cards, Tape-recorder, CD-ROM etc.五、Teaching proceduresStep 1 Warming-upT / Ss together to sing the song Where are we going, daddy?Step 2 PresentationT: Oh, look! This is Maggie’s family photo. Can you guess who is he?Ss: He’s father.T: (Teach new words) daddy; fatherStep 3 Practice (Text learning)Activity 11. T: Daming and Sam go to school together. Let’s see who they meet.2. T / Ss watch the carton.3. Some students put up their hands to tell what happened in the carton,4. The students open books to read the text.Activity 21. T: Oh, look! Sam and his family are having a picnic now. Let’s see his more family members.Ss: OK.T: Watch the carton. Who are they?And let’s see what they are talking about.3. Some Students put up their hands to talk about what they have seen in the carton.4. T: (teach the new expressions of this part by using the carton.)Ss: (learn the new words and the sentences by lots of practice.) mother; grandpa; grandma; friend5. The students open books to read the text by following the tape.6. T-Ss read the text.7. S-Ss read the text.Step 4 ProductionT: Can you introduce your family members?Ss: (come to the platform to role-play the guide.)Step 5 summing-upWhat did you learn in this class?Step 6 Homework1. Listen, point and read the text.2. Use the following sentences to introduce family.(That is… / This is…)。
