This is my sister英語教案：

　　C、 運用名詞的復數形式。

　　2、 能力目標：

　　A、 運用所學詞匯介紹家人和朋友，并能夠用短信的形式表達出來;

　　B、 通過對話練習，掌握介紹人物時常用的詞匯、慣用語，并把它運用到實際生活中去，提高學生的交際能力。

　　3、 學習策略：通過對人物個性化的描述，識別圖片。

　　4、 情感目標：通過介紹家人和了解朋友的家人，增進彼此的了解，建立友誼，從而更好地尊重對方，理解家人。

　　教學難點、重點：

　　重點：A、掌握家庭成員的表達;學會指示代詞、人稱代詞及Yes/No問句及簡單回答;

　　B、學會介紹自己的家人和朋友，并根據相關信息辨別人物。

　　難點：能夠用寫信的形式向朋友介紹自己的家庭。

　　課時安排：

　　第一課時 Section A 1a-1c

　　第二課時 Section A 2a-4

　　第三課時 Section B 1-2c

　　第四課時 Section B 3a-Self-check

　　Period One

　　教師：照片，圖片，表格。

　　Step One: New words.

　　①Present the new words.

　　T: Hello , everyone ! Look ! What’s this ?

　　Ss: It’s a picture .

　　T: Right . Who is the man in the picture ?

　　Ss: It’s you.

　　T: Yes, it’s me . You know me . Please look at this . Do you know them ?

　　Ss: No , we don’t .

　　T: They are my family members . Today I want to introduce my family members to you . Would you like to meet them ?

　　Ss: Yes .

　　T: OK . Please look at this man ? Is he old ?

　　Ss: Yes .

　　T: He is my “grandfather”. Please read after me , GRANDFATHER G-R-A-N-D-F-A-T-H-E-R ,grandfather .

　　Ss: G-R-A-N-D-F-A-T-H-E-R , grandfather .

　　T: This is my grandfather .

　　(Teach the word “grandmother” in the same way .)

　　T: He is my “grandfather”. He is my “grandmother”. These are my grandparents. Read after me , grandparents.

　　Ss: Grandparents.

　　(Stick the word “grandparents” on the blackboard. Then teach theses words mother, father, brother, sister and friend in the same way.)

　　T: I have two brothers, two sisters, I have many friends.

　　(Teach brothers, sisters, and friends.)

　　T: Read these new words together.

　　Ss: …

　　②Practice the new words.

　　T: Who can match the words with the pictures on the blackboard?

　　Ss: I can. (Textbook P13 1a)

　　(Ask one student to the front to do it. The other students write down letters on the books. In this way finish 1a.)

　　T: Check the answers.

　　Ss: …

　　T: Is he right?

　　用教師家人的照片呈現新課內容。

　　教師邊介紹，邊領讀單詞。

　　用匹配的方式鞏固單詞。

　　Ss: Yes.

　　(One more student gives the answers.)

　　Step Two: Drill

　　①Listen and circle.

　　T: A boy is talking about his family. Who is he talking about? Now listen and circle the people the boy talks about.

　　Ss: OK.

　　(Play the recording of 1b twice. Students work.)

　　T: What’s the answer?

　　S: Two brothers and sister.

　　②Pairwork. Talk about Dave’s family.

　　T: This is a picture of Dave’s family. Let’s talk about Dave’s family in pairs. You must use “ This is …” and “ These are …” to do it.

　　(Students practice. Teacher walks around the room to help them.)

　　T: Now check your peactice.

　　S1: Who is this?

　　S2: This is his …

　　S1: Who are these?

　　S2: These are his …

　　(Ask a few pairs to practice.)

　　Step Three: Task

　　①Talk about the family tree.

　　T: Look at the family tree.

　　(Stick a family tree on the blackboard.)

　　T: Let’s talk about the family tree, You can do it in groups of four or three. You can do it in pairs or you can do it yourself. Then report it to the class.

　　(Students work. Teach moves around the classroom to help the students.)

　　T: Check your task.

　　S3: Hello. My name is …Look at this. This is my family tree. This is my…and this is my…They are old. These are my … This is my… This is my … My mother is … This is my … His name is … I love my family.

　　用聽力訓練再次強化學生對新單詞的記憶。

　　讓學生通過介紹Dave的家庭加強句型的操練。

　　讓學生用本節課所學的知識完成介紹家庭成員的任務，檢測學生知識掌握的情況。

　　T: Very good. Next make a dialogue in pairs about your family. First, you must greet each other, then introduce your family.

　　(Two students come to the front.)

　　SA: Hello.

　　SB: Hello. How are you ?

　　SA: Fine, thank you. And you?

　　SB: I’m fine, too.

　　SA: Excuse me! What’s this?

　　SB: It’s my family tree.

　　SA: Who’s this?

　　SB: This is my grandfather.

　　SA: Who’s this?

　　SB: This is my grandmother.

　　SA: Is this your father?

　　SB: Yes, he is.

　　SA: The women is your mother?

　　SB: Yes, she is.

　　SA: Who’s the boy?

　　SB: He is my brother.

　　(A few pairs do this.)

　　T: You did well.

　　②Make a survey.

　　T: Please take out the family photos you bring to school. Work in groups of four. Fill in the form. Then report it to the class.

　　Family Family members

　　(Students work. Teacher moves around the classroom to help the students.)(Students report to the class.)

　　Step Four: Homework

　　Write a passage about your family.

　　讓學生在語言實踐中學會禮貌待人。

　　小組成員之間溝通有關家庭成員的信息，增進友誼。

　　This is my sister教學反思：

　　本課的核心話題是介紹家庭成員(family members)，同時也是教學難點。本節課以任務貫穿教學的各個環節。學生活動目的明確，能準確的使用目標語言，在活動中學習掌握知識。設計思路清晰，設計符合學生的認知能力和認知規律。導入自然，課堂教學形式多樣，且以學生活動為主體;能關注學生的情感，整個過程以激勵評價為主，以評價促學生發展。設計的活動，豐富了學生課堂形式,同時也是一種真實的體驗，增加學生的語言實踐，同時對學生進行情感教育，通過介紹家人和了解朋友的家人，既能促進學生們彼此間的了解，又增強了友誼，使他們學會更好地相互尊重;同時，進一步加深學生們對自己家人的理解，增進家庭和睦。要求他們多發現別人的優點，學會友好相處，達到了教學目標。同時要注意的是，學生活動之前的范例一定要明確清晰，要每個孩子都知道做什么和怎么做，活動才會順利的開展，學生才能在活動中有所得。個別學生由于害怕犯錯誤不敢大膽發言，今后應多組織活動培養學生的自信心及參與意識。

This is my sister教案及反思相關