(The 2nd period Section A 2a, 3a---3c )
Teaching aims(教学目标) :
1. 学会说家庭成员的称谓
（继续学习含有be的动词的基本句型的陈述句和一般疑问句。）
2. 学会向别人询问、介绍家庭成员
Language points（语言点）:
1. 要求学会以下句式：(1) That’s… …
(2) ---Is he/she… …
---Yes, he/she is.(No, he/she isn’t.)
2.要求掌握以下词汇：she, he
3. 要求掌握以下缩写：he’s=he is, she’s=she is
(上述句式、词汇和缩写应在第二课中出现过，在本课中作为重点可渗透到课堂各个活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)
Difficulties（难点）：
学习含有be动词的一般疑问句的句式及其回答。
Teaching steps（教学步骤）:
1. Warming-up and revision（课堂热身和复习）
(1) Daily greetings to the students（日常问候）
T: How are you today?1
S: I am (fine/great/OK/very good). How about you?
T: I am (fine, too/not bad/pretty good/awful/terrible).
How is your father / mother / grandfather /grandmother / uncle / aunt / brother / sister?
How are your parents / grandparents ---?
S: He/She is…
T: What’s your name, please?
S: I am (My name is) …
T: (to the whole class) So that’s …. 2
(2) Revision（复习）
Work on 2a (完成P14-2a)
T: Now, please open your books, and turn to page 14.
Look at 1a. I will play a recording. Listen carefully and circle the words you hear. I will play it twice3. The first time you just need listen. You can finish this part at the second time.
T: Now, let’s check the answer.
S: ---
T: You are right. Thank you.
2. Presentation
T: Now, let’s play a guessing Can you guess how old I am? 4
S: Are you twenty-seven? 5
T: NO, I am a little older.
S: Are you twenty-eight?
T: Yes, you are so clever.(学生可能回有不同的回答，
老师根据学生回答给出多种评价。)
T: What about you? How old are you?
S1: I am twelve (this year).
T: Are you twelve, too?
S2: Yes, I am. (No, I am not. I am thirteen.)
T: Oh, I am sorry. I can’t hear you clearly6, (to the whole class)
Is he/she thirteen?7
S: Yes, he/she is.
T: Thanks. You are so clever (good/wonderful/…). She is
younger than me, so she is my sister8.
3. Work on 3a (完成P15 3a)
T: Now let’s look at this picture. There are four people
in the picture, and the boy and the girl playing basketball
are Anna and Paul. Let’s read the words aloud and fill in
the blanks with the words from the box. 9.
T: Let’s check the answers: 10
---Is she your sister?
---Yes, she is.
---And is he your brother?
---No, he isn’t. He is my friend.
4. Work on 3b (完成P15 3b)
T: Well done! Now read the dialogue in 3a with your
partner, then change your roles. 11
Ss read it in different roles.
T: Oh look, there are many people there, old and young .
Can you make a dialogue like 3a? 12
5．Presentation
T: I have a friend. His name is Mike. Do you have a friend? 13
S: Yes.
T: What’s his/her name?
S: His/Her name is Peter.
T: Thanks very much. I think he must be a good boy.
(to another student) Is Peter your friend too?
S: No, he isn’t.
T: Who is your friend?
S: … …
6．Work on 3c (完成P15 3c)
T: I want to know more about your friends or family
members. (to the whole class)Do you want to know
them too?
S: Yes.
T: I’d like a student to write down your mother’s, father’s,
or friend’s name on the board. The other students guess
who the person is. Who’d like to come here? 14
Wei Hua please. (在黑板上写下一个名字。)
S1: Is… your brother?
S2: Is… your friend?
S3: Is… your uncle?
7．Work on 4--- group work (完成P15 4)
T: Please take out your family photos. Put them in your group.
Take turns to ask and answer questions about the photos. 15
S1: Is she your grandmother?
S2: Is he your father?
S3: Is she your cousin?
（小组活动后，请几个小组进行表演。老师及时鼓励。）
8．Homework
A): Oral work:
(1) Listen to 3a, read and recite it.
(2) Go on making up your dialogue with your group members and polish it.
B): Written work:
(1) Copy the sentences in 3a.
(2) Write about the pictures on P15 using the sentence structures in 3 a
教学设计说明：
1. 这两个问题是为了帮助学生进入学习的良好状态，对课堂产生兴趣，鼓励他们用不同的回答，在学生反问时，老师可在适当的情景下带出丰富的回答，但要及时将新单词板书在黑板上。同时让学生体验含有be动词的疑问句。
2．通过对学生姓名的询问后，用“That’s…”向大家介绍这位同 学，复习了介绍的相关句型，也为课文3a部分做了铺垫。
3． 在这里，当教师用英语说完之后，可以适当加以中文说明，务必让学生明白做听力题的策略。
4. 通过让学生提问，拉近师生之间的距离, 并使学生获得语言运用的成就感。
5. 建议老师用夸张语调读”Are you…” ，并将它板书，让学生熟悉含有be动词的一般疑问句的句式。
6．创设真实情景，当部分学生在理解这个句子时有一定困难时，可配以肢体语言，加深学生对此句的理解，培养他们在语境中理解新单词的能力。
7．建议老师用夸张语调读”Is he/she…” ，并将它板书，让学生熟悉第三人称一般疑问句的句式。对能正确回答的学生及时加以语言、微笑等多种形式的鼓励。
8．T 板书younger; sister, 可给中文帮助Ss理解younger, 建议学生能在语境中理解sister。
9．此句较长，要求T放慢语速，如果学生未完全清楚T的指令，可重复此问题。使用教材第15页3 a上图片的挂图，给学生一分钟时间独立或同桌讨论来完成此项活动。在此基础上组织下面操练。
10．叫几位同学单独回答，个别空格也可全班一起回答。鼓励
同学大声读出自己的句子，老师及时鼓励，注意指导学生一般疑问句的语调。
11．此句较长，而且含有多个新单词，要求T放慢语速，配以手势，加深学生对T指令的理解。
12. T 可给学生提供其它常用人名和father、mother、aunt、uncle等家庭成员称谓替换Anna、Paul和sister 、brother。鼓励学生尽量使用自己学过的单词完成对话。
13. 把句型板书在黑板上，T通过自己的回答让学生理解Do you have…的意思，抓住学生回答的老师需要的答案，开展接下来的教学活动。
14．学生在黑板上写出一个名字，鼓励同学们用“Is…”这个句型进行猜测。活动前先有T和Ss做示范对话，再由S和S进行活动。对正确使用第三人称单数一般疑问句的同学进行表扬。板书重点句型。此活动建议采用小组竞赛的形式，以活跃课堂气氛。
15. 课前要求学生带来照片，并分好活动小组，选出组长。活动前先有S和S进行活动。T对个小组的活动进行指导，防止学生看到照片后有嬉笑、用中文交流等行为。T和Ss做示范对话，再由S和S进行活动。