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1、Unit 3 This is my sister一、教学目标对人物进行简单的描述根据相关信息辨别人物语言目标学习策略与思维技巧重点词汇This is my brother.Is she your sister?Yes, she is./ No, she isn't.*运用对话练习，掌握如何用于介绍家人、朋友。*运用对话练习，获取家庭基本信息。*通过学习、识别、记忆，学会归纳、总结一些单词的构成（复合词）学会巧记单词。bother, father, sister, brother, grandmother, grandfather, grandparent, uncle, aunt, c
2、ousin, parent.语言结构语言功能跨学科学习1、指示代词this, that, these, those2、人称代词I, he, she3、Yes / No问句的简单回答4、Plural nounsIntroduce people Identify people艺术：画出家庭成员图画并根据此介绍。语言艺术：利用卡通画学习单词、句型。文化艺术：能编写简单的家谱能简单介绍自己的家人和朋友二、教学设计的思路及教学建议思路：本单元的Topic是“Talk about family”。这是每个学生都熟悉且感到亲切的话题，因此学生参与各项活动的积极性、主动性会比较高，而且每位学生都有话
3、可说，有事可做，不会感到无从下手，当旁观者或听众。所以，在这一单元的教学过程中，我本着新标准所提倡的“面向全体学生”，这一教学思想，尽可能多地创设让所有学生都参与的活动，采用任务型教学途径，倡导体验参与，让学生在做中学，学中做，使所有学生都能体验到成功的喜悦，使其在愉快和自信的情绪中保持积极的学习态度，增强信心。同时，根据“整体设计目标，体现灵活开放”这一教学原则，在强调任务设计的实用性与可行性的同时，也注意阶梯性，使特长生有展示才能的舞台，使班里的英语优秀生有创新、展示的机会，并培养他们课外自主学习、合作学习、探究学习等学习策略，也拓宽了他们的学习渠道（查字典、翻阅资料、上网等）。从而促使全
4、班同学在各自原有的水平上得到发展。基于此，结合教材特点，我提出以下教学建议：教学建议：英语教学的最终目的就是能用英语“做事”，即让学生在课堂上或课后有机会运用所学到的语言材料，并能用英语解决问题，因此在教学中应积极创设语言情境，在活动中引导学生“主动”做。同时教材本身围绕单元话题，设计了很多有趣的、贴近生活的教学活动/游戏。因此，我们可以结合本单元的功能项目及句型，将这些游戏、活动扩展开来，并真正应用于生活实际中去，灵活性、创造性地使用教材，将机械、枯燥的内容融入有意义的英语活动中，即“做事”，从而达到巩固句型并培养学生语言综合适用能力的目的。eg Task One:（看图添加人头）Game:
5、 Guess, “Who is he/she” according to the clothes he/she wears in the family/photo and then draw his/her head.Task Two:（家庭学校联系册）Fill in a form: Fill in the form that given by the teacher on the basis of the Ss' families in order to build an easy contact between the school and the Ss' family.T
6、ask three:名信片设计能手Contest: Choose the best desinger according to the photo and the letter he/she writes, choose the best photo with origind idea, the best English description and the best English oral teller as well.四、具体教案设计第一课时：（P13P14）Step1 Warming up （Recycling）（Greetings）T: Hi/Hello, Nice to meet
7、 you!（Personal names）T: What's your/his/her name?（Identify objects）T: Is this/that your? （Yes, itis./No, it isn't. Unit 3 This is my sister课时安排：四课时 第一课时：P13P14 第二课时：P15P16 第三课时：P17 第四课时：P18及练习册 Step2 Presentation（出示自己家庭的一张大照片）T: What's this?It's a photo.Is this your photo?Ss: No, it
8、isn't.T: This is my photo. Look! This is my family.Who's this/that?Who are these/those?This/That is my father/mother（讲授新词）These are my brothers/用Who's this/that?句型讲授新词，在问答中与学生形成互动，比全部靠老师一人唱独角戏会更好一点。只要学生小学时有接触过英语，对家庭成员中一些简单的称呼应不陌生，因此在回答过程中，对猜地、讲对的学生应予以肯定，表扬并适当奖励。2、Read all the words.（先跟老师
9、读，然后组内读，再随意抽读，注意学生语音（美音）的纠正）。3、Match the words with the people in the picture（1a ）.Step 3 Listen and practie.1、（出示挂图P13）T：Now we all know David's family members. Look at Dave. Who does he talk about? （Ss guess first）Listen to the tape and circle the people he talks abut.2、T: What about the other
10、s? Who are they?让学生到黑板前，指着图并能加以介绍，用上句型。This/That is hisor These/Those are his3、Introduce your best friend/friends.向同桌介绍班里你最要好的一个或几个朋友，并能相互问好。eg SA: Hi,××, This is my friend LiMing(SC).SB: Hello,LiMing, Nice to meet you.SC: Hello,××,Nice to meet you, too.（Or） SA: Hi, ××,
11、These are my friends LinLin and Fangfang.SB：Step4 Listening（出示一男孩画面）T: And this is David's friend, LinHai. Today Dave asks LinHai to his home for dinner and meet his family. Now listen, who greets him? Finish 2a 2b.Step5 Game1、First according to 2C, ask and answer in pairs.2、Play a guessing game
12、.每组推选一人上台，用布将他/她眼睛蒙上，其它组任选四人上前问候（Hi/Hello）。其余学生问：Who's this?让他/她猜Is this××?Ss: Yes, it is./No, it isn't.可猜三次，猜中小组得1分并继读猜。猜错，退下。Step6 Task出示一张Tom's Family photo like this让学生根据人物的衣着特征，小组共同合作，添上相应的人头，并在旁边写出家庭成员的名称。然后抽取几个小组上前展示并口头介绍，并评出最佳创意奖及最佳表达奖。第二课时（P15P16）课前先布置学生带来一些照片（全家福/个人照片
13、/幼时照片/侧面、背影照片/朋友、亲戚照片等）。Step1 Revision1、Game: Teacher gives some word cards (with pictures) to some students. When the teacher asks“Where'sDavid's father?”持有相应卡片的学生应立即站起并回答（She/he is）here.2、以小组竞赛形式复习单词，即将上节课所学词汇写在纸条上，背面朝上，让每组同学依次轮流认读，根据读对的单词数及所用时间评出优胜组。Step2 Guessing Game and PresentationT:
14、Yesterday I told you something about my family and friends. Now I'll write some of their names on the Bb. Guess who the person is, I'll see who has the best memory.（让猜对的人到黑板前写名字继续游戏）eg 写下“Peng Haibing”S1: Is he your father? T: No, he isn't.S2: Is he your brother? T: Yes, he is.又如：“Cai Yi
15、Luo”S1（可能）:Is she your mother/dahghter/aunt?在游戏过程中根据学生猜测的需要及相应情景，适时地教授新词Son, daughter, aunt, uncle,cousin.Step3 Pairwork1、First look at the picture, finish 3a2、Practise the conversation with your partner.Step 4 Groupwork1、Identify personsTake out their photos and put them together in their group.Tak
16、e turns to ask and answer questions about the photos.Identify the person in the photo.（利用照片问答，辩认人物）2、Ask some pairs/ groups to make a conversation in front of the class on the basis of their photo. or give an introduetion of their own family photo.Step 5 ListeningT：Lin Hai and Dave are also talking
17、about the photo. Finish Section B （2a、2b）.Step 6 Make a family tree先老师示范，然后完成Section B (1)中的family tree, 并让学生制作自己家的family tree,并加以评比展示。Step 7 Task（制作家庭学校联系册）T：I want to know something about each of your families. Please fill in the form in pairs first.老师将表格发给学生，让学生两人一组询问对方并填写下表然后两人交换并带回家，家长核查（予以一定的纠
18、正）， MembersNameAgeJobTelephone Number××'s Father 格交给老师，老师评阅、定等级并将调查表装订成“家庭学校联系册”，以方便学校与家庭的联系。第三课时：（P17）（课前布置学生画一张自己家庭成员的照片或带一些照片）Step 1 Revisio
19、nAsk Students to give an introduction of his / her family according to the picture he / she drew or the photo he / she takes to school（用画或照片介绍家人、朋友）Step 2 Read and drawRead the letter. Draw a picture of Emma's family 完成(3a)Step 3 Look and write 完成(3b)Step 4 Write a letter（对(3b)中的写作内容进行点评之后）T：You
20、 also have a photo of your family or your friends, Can you write a letter about it ?让学生试着将先前的口头介绍写下，先在小组内交流，然后老师任意抽选几张照片及信函，贴在黑板上，让几位学生上前将相应的照片与文章连线。Step5 Task（Sending cards to your penfriend / teacher）让学生给自己的笔友/老师制作一张附有照片及文字说明的名信片，然后评出最佳设计奖、最新创意奖、最佳文采奖。第四课时（P18及练习册）1、复习整个单元的单词及句型，让学生自测词汇掌握情况（1）2、完成（3）中的对话3、完成练习册中练习（练习册未到，不知具体内容）4、阅读“Just for run!”5、Having a quiz做评价手册 希望对大家有所帮助，多谢您的浏览！