Unit 4 My family

Story time

Teaching aims教学目标:

1. 能听懂、会读、会说句型：This is my.../ He’s.../ She’s...。 

2. 能听懂、会读并有感情地表演故事。

 3. 学生能与同伴合作学习。  

Focus of the lesson and predicted area of difficulty  教学重点和难点：

教学重点：  

能听懂、会读、会说句型：This is my.../ He’s.../ She’s...。 

教学难点：  

能正确说出关于家人的单词。  

Teaching procedures  教学过程 

Step 1 Warm up & Lead-in

 1. Sing a song  

【设计意图：用歌曲营造课堂的氛围，激发学生学习兴趣，使学生快速进入英语情境。】

 2. Free talk 

T: Do you want to make friends with me?  

T: I’m Miss Wang. I am an English teacher. I like bears. I like singing. There are some more friends waiting us, let’s have a look and guess who they are.

【设计意图：自我介绍，巩固上节所学单词friends并导入家人family。】

3. Lets’ chant

Father, father, he’s my father.

Mother, mother, she’s my mother.

Brother, brother, this is my brother.

Sister, sister, this is my sister.

Teacher demonstrates first, then students say together.

T：So we can say they are ‘my family’.

【设计意图：通过歌谣加深学生对生词的认读与识记, 并出示标题My family。】 

Step 2 Story time

 1. Look at the picture 

T: Who are they?

S: Mike, Liu Tao, Yang Ling and Su Hai.

T: We can also say they are Mike and his friends.

T: what are they looking at?  They are looking at Mike’s family photo.

【设计意图：展示课文图片，学生观察并回答问题，了解课文所要学习的内容。】

 2.Watch and answer

T: How many people are there in Mike’s family?

S:There are seven.

T: Let’s count together. 

【设计意图：让学生带着任务看动画，整体感知故事内容，了解大意，培养学生听故事的能力。】 

3. Read and match

T: First read by yourselves and draw the lines between family photos and words. Then let’s check the answers one by one. You can use these sentences to talk with your partner: This is.../He’s.../ She’s...

S: This is my father/ mother/...

(Teacher lead to read and show on the blackboard. )

【设计意图：通过学生自读课文并连线，加深学生对课文的整体感知与理解。同时贯穿整篇课文，连线的同时朗读并理解文中每句话。】 

4.  Let’s read 

T: Let’s read after the tape one sentence by one sentence, pay attention to your intonation and pronunciation.

T: Now, it’s your time to work in groups, your can choose one way to read.

  Read together.

  Read one by one.

  Read in roles.

  Here are some tips for you:

1. Read correctly.

2. Read with emotion fluently.

3. Read with creativity.

【设计意图：首先学生模仿录音朗读课文，培养学生的朗读能力和良好的语音语调。其次学生任选一种方式组内朗读，调动学生学习积极性。】 

Step 3 Consolidation 

5.  Family tree

 T: Look at the screen, this is a family tree, let’s have a look at what’s on the tree. They are Mike’s family. Please finish the blanks on the family tree on your papers and then stick your photos on the tree, and then talk in your groups with these sentences: This is.../He’s.../ She’s...

【设计意图：教师通过示范Mike的家庭树，学生可以参考创作自己的家庭树并运用所学句型与单词与同伴分享与交流。】

6. Ticking time

1. I can understand and read the story.

2. I can use 'This is...' to introduce my family.

3. I can work together with my partners.

Homework  家庭作业

1.Read the story three times.   听录音，跟读故事三遍。 

2.Finish your family tree and introduce it to your friends. 完成你的家庭树，并把它介绍给你的朋友。 

Teaching aids  教学准备（含板书设计） 教学准备：PPT、人物图片、家庭树