Section A (1a-2d)一、教學目標： 1. 語言知識目標：1) 能掌握對家庭成員的稱呼的詞匯及指示代詞：sister, father, mother, grandfather, grandmother, brother, parent (s), grandparent (s), who, they, this, that, these, those 2）能掌握以下句型： ① —This/That is his sister.② —These/Those are his parents.③ —Who's she?    —She's my sister.④ —Is this/that your sister?    —Yes, she is./No, she isn't. ⑤ —Are these/those your parents?    —Yes, they are./No, they aren't.  [來源:學科網(wǎng)]3) 掌握指示代詞this, that, these, those及它們所構成的介紹他人的句型。4) 能運用所學的詞匯及句型介紹自己的家庭成員。2. 情感態(tài)度價值觀目標：讓學生知道他們應當尊敬自己的父母、祖父母及其他家庭成員，在家庭中應多幫助父母做力所能及家務勞動。通過學習對自己的家庭成員會有更清晰的印象，學會與家庭成員和睦相處，從而激發(fā)起他們對家人的熱愛。二、教學重難點1. 教學重點：1）the names of family members.  2）The usage of demonstratives pronouns:  this, that, these, those 2. 教學難點：1) the plural forms of the demonstratives pronouns.2) Train Ss’ ability to apply what they’ve learned to their daily life.三、教學過程Ⅰ. Warming-up and revision 1. Greetings T: How are you? What’s your name?  Nice to meet you! What's your telephone number? etc. 2 . Let some students show their ID card.   T: What's your first name? What's your last name? What's your telephone number? 3. Let Ss introduce their ID card information to class.  My first name is… My last name is… My telephone number is…Ⅱ. Presentation1. Show Ss a piece of video “《家有兒女》”. T: (show Xia Yu’s photo) What’s his name?Ss: His name is Xia Yu.T: We know Xia Yu has a happy Family. Now let’s come into his family. Who is this?Ss: This is Xia Xue.T: Xia Xue is Xia Yu’s…?Ss: Sister.T: Good! Who can spell sister? [來源:學科網(wǎng)ZXXK]T: Read after me, sister. (Ask a group of Ss to read the word)2.  Show Ss another photos and teach the new words by the same way.    (Bb: brother, father, mother, parent (s), grandfather, grandmother, grandparent (s) )T: Now let’s chant.    Father, father, this is father. Mother, mother, that is mother.  Grandfather, grandfather. Grandmother, grandmother. Parents, parents, these are my parents. Brother, sister, those are my friends.3. Work on 1a. Let Ss look at the picture in 1a. Then read the words on the left side. Then match the words with the people in the picture. Check the answers with the class:  1. a  2. d  3. b  4. h  5. f  6. e  7. i  8. d  9. gⅢ.  Listening  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 a sister. Ⅳ.  Pair work 1. Role-play the conversation in 1a.    Ss work in pairs. Role-play the conversation. Try to remember the sentence structure:   This is… ; That is…; These are…; Those are…    Who's she/he?  She's/He's … 2. Look at the picture in 1a. Talk about the other people in the picture with your partner.   Using the sentence structure:    This is… ; That is…; These are…; Those are…    Who's she/he?  She's/He's … 3. Let some pairs act out their conversation. Ⅴ. Listening1. T: Here are two girls. They are talking about the family members. Please listen to the recording of 2a in Section A and circle the family members you hear.First let's read the words in the box together.    SS: OK.   (Read the words together. Then play the recording of 2a twice. Students work.) T: Check the answer. (Ask two students to say the answers.) 2.  Listen and match.T: Now let's look at the photo of this family. We know this is Jenny. But we don’t know who is Bob, who is Jack, who is Linda, who is John and who is Mary. Let’s listen and find them.[來源:Z#xx#k.Com]  (Play the recording of 2b. Students work.)T: Who find them?  (Many students may say they do. Choose two of them to answer.)  Ⅵ. Pair workT: You come to this home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “—Who's she/he? —She's/He's…” to find them, please. When you finish, change roles to do it. Now begin.  (Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)[來源:Z#xx#k.Com]T: Let’s check your work, please.SS: OK.   (Ask one pair to do it.)S1: Who's she?S2: She's Jenny.S1: Who's he?S2: He's John. (Ask two more pairs to do it.) Ⅶ. Role-play1. Now look at the picture in 2d. This is Jane's family. Read the conversation first. Then look at the picture and guess who they are.  (Ss read the conversation then guess who the people are. They can discuss in pairs.) 2. Let some students introduce the people in the picture. They can say:  This/That is… These/Those are… 3. Let Ss read the conversation after the teacher aloud. Then work in groups of three. Practice the conversation. They may change roles as they like. 4. Ask some pairs to act out the dialogue in front of the class. [來源:Z&xx&k.Com]5. 評價：讓學生們對自己的表現(xiàn)及語言表達能力進行自我評價，在小組內評價，然后進行評出最優(yōu)秀的小組。并鼓勵學生們下一次爭取做最優(yōu)秀的小組及個人。教師對學生們的相互評價及表現(xiàn)記錄在學生評價表上。（學生從心理年齡及認知水平上都處于很單純、好表現(xiàn)的時期 , 因此恰當?shù)脑u價能激發(fā)他們的學習興趣，有利于形成良好的學習習慣。）Homework: 1. Remember the new words. 2. Collect a family photo. Introduce your family members in the photo. 板書設計：             

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