Three-dimensional objectives:

一、        knowledge and ability

Learn to use the vocabulary introduction to family and friends, and be able to use text messages in the form of expression;

 

二、        process and method

Through dialogue, master introduces characters commonly used vocabulary, idioms, and apply it to the real life, improve the students' communicative ability

三、emotion,attitude and values   

Affective objectives: through the introduction of family and friends of the family understanding, enhance mutual understanding, friendship, in order to better respect each other, understand family

Teaching difficult and key points

Key points: A, master of family member expression; Society of demonstrative pronouns, personal pronouns and Yes / No question and answer;

B, learn to introduce your family and friends, and in accordance with the relevant information to identify characters.

Difficulty : to be able to write to friends introduce your family.

Period One    Section A 1a-1c

Period two    Section A 2a-4b

Period three   Section B 1a-2c

Period four   Section B 3a-4 Self-check

Period One

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

S_s: It’s a picture .

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

S_s: It’s you.

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

S_s: 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 ?

S_s: Yes .

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

S_s: Yes .

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

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

T: This is my grandfather .

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

S_s: 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.

S_s: …

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

S_s: 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                  S_s: …

T: Is he right                         S_s: Yes.

  (One more student gives the answers.)

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

S_s: 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.)

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.

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.)

S_A: Hello.                   S_B: Hello. How are you ?

S_A: Fine, thank you. And you?   S_B: I’m fine, too.

S_A: Excuse me! What’s this?    S_B: It’s my family tree.

S_A: Who’s this?              S_B: This is my grandfather.

S_A: Who’s this?              S_B: This is my grandmother.

S_A: Is this your father?         S_B: Yes, he is.

S_A: The women is your mother?  S_B: Yes, she is.

S_A: Who’s the boy?           S_B: He is my brother.

  (A few pairs do this.)

T: You did well.

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.

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

 

Write a passage about your family.

T: You know my family members. I want to know your family members. Would you like to introduce your family members to us?

  (Students use their photos or the pictures they drew.)

S_S: Yes.

T: Who wants to be the first, please?

S_A: Let me try.

T: OK, please.

S_A: Hello, everyone! My name is …Look at this picture, please. This is a picture of my family. This is my father. His name is …This is my mother. Her name is … They are good parents. This is my brother. His name is …Look! It’s me. Am I funny? I love my family.

T: Very good.

  (Another two students introduce their family.)

T: Here are two boys. One is Lin Hai. The other is Dave. They are talking about Dave’s family members. Please listen to the recording of 2a in Section A and circle the family members you hear.

 

S_S: OK.

T: Check the answer.

T: This is a picture of Dave’s family. We know this is Dave. But we don’t know who is Mary, who is Jim and who is Lin Hai. Let’s

listen and find them.

  (Play the recording of 2b. Students work.)

T: Who find them?

  (Many students may say they do. Choose two of them to answer.)

S₁: Dave is …Lin Hai is …

T: You come to Dave’s home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “ Is this…” 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.)

T: Let’s check your work, please.

S_S: OK.

  (Ask one pair to do it.)S₁: Is this Jim?        S₂: No, he isn’t. S₁: Is this Jim?        S₂:Yes, he is.

  (Ask two more pairs to do it.)

T: I have a friend. He is talking to his friend. Dave, about Dave’s sister. Fill in the blanks with the words from the box. Work in pairs, then report it to the class.

   isn’t    brother    is    sister

  (Students work. Teacher walks around the classroom and helps the students who need.)

T: Check your work, please.

  (Ask one pair to do it.)

S₃: That’s … and that’s … Is she your…?   S₄: Yes, she is.

S₃: And is the your …?                S₄: No, he isn’t. He’s my …

  (Change roles to do it and ask one more pair to do it.)

①Play a guessing game.。

T: I have a picture here. Do you want to know who she is?

  (Show the picture to the students.)

S_S: Yes.(Students guess the picture.)

T: Put your photos together on your desk. Work in groups of four. You can use “ Is she …?” or “ Is he …?” to take turns asking and answer questions about the photos. Then report it to the class.

  (Students work.)

T: Check your work.

Draw your family tree.

T: Do you like games?

S: Yes.

T: Let’s play a guessing game. Please listen carefully. He is my brother. But my father is not his father. His father is not my father. His father and my father are brothers. We have the same grandfather. Who is he?

S₁: It is your “表哥”.

T: No, it isn’t.

S₂: It is your “堂兄” or “堂弟”.

T: Yes, it is. Let’s see how to say it in English.

  (Put the card “cousin” on the blackboard.)

T: It’s cousin. Read after me, C-O-U-S-I-N, cousin.

S_S: C-O-U-S-I-N, cousin.

T: Spell it, please.

S_S: C-O-U-S-I-N, cousin.

…

T: This time you must say it in English. She is your sister. But your father is not her father. Her father is not your father. Her father and your father are brothers. You have the same grandmother. Who is she?

S: It’s my cousin.

T: Your father’s brother is your …?

S₃: “大爷，大伯”.

S₄: “叔叔”.

T: You are right. Let’s see how to say it in English.

  (Put the word card “uncle” on the blackboard.)

T: Read after me, please, U-N-C-L-E, uncle.

S_S: U-N-C-L-E, uncle.

…

T: Your uncle’s wife is your…?

S₅: “伯母，婶婶”.

T: Right.

  (Put the card “aunt” on the blackboard and then teach these words son, daughter in this way.)

T: Read the words on the card together.

S_S: …

T: Look at the family tree. Some words are missing. Who can help me fill it, please?

  (Ask one student to the front to do it on the blackboard. The others finish it on their book.)

T: Check your work.

T: Lin Hai and Dave are talking about Dave’s family. How many family members are they talking about? Please listen and check the words you hear.

  (Play the recording of 2a once.)

  (Ask two more students to say the answers.)

T: I have two pictures here. Which one is Lin Hai talking about? Let’s listen and find it out, please.

  (Play the recording twice again.)

  (Check the answer.)

T: We find out the picture of Lin Hai’s family. Can you draw a picture of your family?

S_S: …

T: OK. When you finish drawing, tell your partner about your picture. You can use “This is …” and “ These are …” to talk about. Then report it to the class.

  (Students work.)

  (Check students’ work. Ask two or three students to report.)

Talk about the family tree.

T: Look at the family tree. I think it’s a big family. You can do it

in groups of four or three. You can do it in pairs or only by yourself. Then report it to the class.

  (Students work. Teacher walks around in the classroom and helps the students.)

T: Stop here. Let’s check it out.

  (Choose students to do it.)

S₁: Look at my family tree. This is my… This is my … They have two … This is my … This is my …This is my …This is my. My parents have two children. This is…This is my …My uncle and my aunt have a son. He is my …

  (Ask two more students to do it.)

Write a passage about your family.

T: Hello, everyone. My name is “Emma”. Today I want to introduce my brother to you.

T: This is my sister, Mona. Read after me, MONA, M-O-N-A, Mona.

S_S: M-O-N-A, Mona.

T: These are my parents. They are “great” parents.

T: Read after me, GREAT, G-R-E-A-T, great.

S_S: G-R-E-A-T, great.

T: They are my “dear” parents, too.

②Practice the new words and drill.

T: I have a letter from my pen friend. Now I want you to read it for me. Then draw the photo of Emma’s family.

S_S: OK.

T: Your have a letter form your friend. Now write back to your friend . Tell him or her about your family , And report your letter .

S_S: OK .

(Students work . Teacher moves around the room and helps the students who letter . )

T: Now check your work .

S₁: Dear . . .

Thanks for the photo your family . Here is my family photo . This is my . . . This is my . . . This is . . . I have a . . .

Your friend , . . .

(Another two more students do it . )

T: Take out the photo of your family to school and write a letter about it . When you finish , I’ll put your photos and letters on the blackboard . You match the photos and the letters .

S_S: All right .

(Students write their letters . Teacher moves around the room and helps the students who need . )

T: Check your work now .

S: . . .

(Teacher puts some photos and letters on the board . Ask students to come to the front to read the letter and match it with the photo . )