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初中英语教学教案
初中英语教学是初中英语学习的重点，通过英语教学，培养学生的英语学习能力和对英语的认识，好的英语教学教案更是更极大的促进英语课堂的教学，下面小编就来给大家推荐三篇优秀的初中英语教学教案，一起来看看吧!
《Unit 1 My name's Gina》教案【1】
Unit 1 My name’s Gina
Period One
课前准备
教师：准备游戏时所用的图片(食物、蔬菜、动物)。
学生：准备表演时所需道具(服装、假发)。
教学设计
Step One :Present the sentence patterns.
1.
Play a game “How many words do you know?”(利用小游戏调动学生的积极性，同时通过对冠军的介绍引出本课。)
Teacher: After the study of the first three starters, I think most of the students must have known a lot of words.
How many words do you know? Let’s play a game to see who know? Let’s play a game to see who knows the most.
(Divide all the students into several groups and show a picture(图片略)to them with the computer.
Every group can choose two students to join.
They are asked to come to the blackboard and write down the words in 30 seconds.)
(Group 2 is the champion group.
They can write 11 words.)
2.
Introduce the champion group to the class.
(引课方式贴近生活，学生易于接受)
Teacher: Congratulations, now Group 2 is the champion.
But I don’t know your names.
Would you like to introduce yourselves to us?
S1& S2:Yes.
S1:Hello.
My name is Li Lei.
Nice to meet you.
Ss: Hello, Li Lei.
Nice to meet you ,too.
Ss: Hello! What’s your name?
S2:I’m Sun Ping.
How do you do?
Ss: How do you do ?
Step Two: Drills.
1.
Make introductions.
(通过句型的操练使学生更加熟练掌握所学的句式。)
Teacher: The new term begins.
Everyone will meet many new classmates.
Do you want to make friends with them? If your answer is “yes”, please introduce yourself in your group.
Example:
Sa: Hello! I’m Li Lei.
What’s your name?
Sb: My name’s Zhang Feng.
Nice to meet you.
Sa: Nice to meet you, too.
And what’s your name, please?
Sc: Lin Li.
How do you do?
Sa：How do you do?
2.
Listen and number the conversations.
Teacher: Today I have good news for you.
Three new students will come to our class.
They are from other countries.
Do you want to know them? Let’s listen to the recording of 1b in Section A.
(Students listen to the tape and give the right answers.
)
Step Three: Make friends.
1.
Make new friends.
(用谈话的方式完成任务，生动活泼，同时更容易向学生进行美德教育。)
Teacher: Now everyone has some new friends.
Do you want others to know them? Do you want more friends? Let’s introduce our new friends to others, OK?
Ss: OK.
Example:
Sa: This is my new friend.
His name is Sun Nan.
Sb: Hello, Sun Nan.
Nice to meet you.
Sc: Nice to meet you, too.
Look! This is my new friend.
Her name is He Lu.
Ss: How do you do?
Sd: How do you do?
(Students can stand up and introduce their friends to others freely.
They can greet each other warmly.
Everyone in the class can have more friends.
They can also know something else about them.)
2.
The New comers.
(以表演的形式完成，使课堂气氛达到高潮。)
Teacher: Just now I said three new students from other countries would come to our class.
Now, look! They are here.
Let’s give them a warm welcome.
(Three “foreign”students come in and all the students clap warmly.)
Teacher: It’s their first time to come to China.
Would you like to listen to their introductions?
Ss: Yes.
(Three students can make introductions and act out the dialogue vividly )
Step Three: Sum up.
Some students are asked to sum up this lesson.
It is how to make new friends and how to greet them.
It is very important in the daily life.
Homework
“How do you meet new visitors at home?
Period Two
课前准备
教师：准备歌曲磁带(歌词)、情景图片及上课所需表格。
学生：需要向父母了解自已名字的含义。
教学设计
Step One: Revise the sentence patterns.
1.
Sing an English song.
(用唱歌的方式既带动了气氛，又复习了所学内容。)
Teacher: Yesterday we’ve known each other already.
Do you remember your new friends’names? If you do, let’s sing the song “What’s your name?”.
Hello! Hello! What’s your name? My name’s Gina.
Hello! Hello! What’s his name? His name’s Peter.
Hello! Hello! What’s her name? Her name’s Anna.
2.
Listen to the conversations and finish the exercises.
Teacher: Yesterday I made a new friend.
Her name is Jenny.
She is very lovely.
She introduces many friends of hers to me.
Do you want to know about them? Let’s listen to the tape and find out some useful information.
(Students listen to the tape and give the right answers.)
3.
Act out the dialogues.
(在特定的情景下表演对话更符合实际，更贴近生活。)
Teacher: Now you’ve known something about introductions and greetings.
But if you are in other places, how do you introduce yourself and greet others? Look at the four pictures and imagine you are in such a situation, how do you get to know new friends?
(Students can choose any picture they like and act out the dialogues.)
Example:
(At a party)
Sa: Hello! I’m Lucy Green.
What’s your name?
Sb: My name is Kate Brown, Jim’s classmate.
Nice to meet you.
Sa: Nice to meet you, too.
I’m Jim’s sister.
Welcome to Jim’s birthday party.
Make yourself at home.
Sb: Thanks, I will.
Step Two: Choose English names.
1.
Play a name game.
(有效引出“英文名字”这一主题。)
Teacher：As we know, everyone has a name.
Each name has its special meaning and so do English names.
Do you want to have an English name? If you do, let’s play a name game.
The winners of the game will get English names.
Rules: Every student should introduce himself or herself,but at the same time he (she ) should repeat all the above-mentioned classmates' names.
Example:
S1: My name’s Tony.
S2: His name’s Tony.
My name’s Linda.
S3: His name’s Tony.
Her name’s Linda.
My name’s Nick.
S4: His name’s Tony.
Her name’s Linda.
His name's Nick.
My name's Kim.
S5:…….
2.
Choose English names.
1).
Find out first names and last names.
(用小组的方式完成名字的识别。)
Teacher: Congratulations to the winners.
Now you choose English names from the box.
But before you choose names, you must know English names have two parts: first name and last name.
Look at the box, can you classify them according to the demands?
Jenny Gina Alan Mary Jim Tony Tom Bob Mike
Green Miller Jack Smith Brown Linda Nick Kim Hand
Period Three
课前准备
教师：准备所需的歌曲磁带、名片样本及各项表格。
学生：制作名片所需的纸张、画笔等。
教学设计
Step One: Present the English numbers.
1.
Sing the song “Ten Little Indian Boys”.
(歌曲欢快有趣，比起单纯教授单词更为有效。)
Teacher: During the first two classes, we’ve known something about new friends names.
But if we want to contact them.
What shall we do?
S1: A telephone call.
T: But you don’t have their telephone numbers.
S1: Ask for their telephone numbers.
T: If we want to know about their telephone numbers, we must learn how to say these numbers in English.
Let’s learn to sing “Ten Little Indian Boys”.
Words
One little, two little, three little Indisns,
Four little, five little, six little Indians,
Seven little, eight little, nine little Indians,
Ten little Indian boys.
(After singing the song, tell the students not to forget “zero”.)
T: Count the number together from zero to nine.
S2: Zero…
2.
Listen to the conversation and write the telephone number.
(通过听力复习单词。)
Teacher: This is my friend’s telephone number.
But I can’t hear it clearly.
Could you please help me write it down?
(Students listen to the recording of 1b in Section B and give the answer.)
Step Two: Drills.
1.
Make a survey about your partners’ telephone numbers.
(调查组内成员的电话号码，重点练习所学句式。)
Teacher: Thank you for your help.
But do you want to know your friends’ telephone numbers? Now let’s make a survey about it and try to fill in the chart.
Name
Telephone numbers
Li Lei
Liu Yu
Lin Fang
Yin Kailin
S1: Hello, Liu Yu.
What’s your telephone number?
S2: My telephone number is …
S1: Oh, thank you.
What about yours, Lin Fang?
S3: It’s…
S1: … And may I know your phone number, Yin Kailin?
S4: …
S1: Thank you very much.
Oh, I nearly forgot.
My telephone number is…
2.
Report it to the class.
(After the survey, every group can choose a student to report the survey result to the class.)
Example:
My telephone number is… Liu Yu’s phone number is… Lin Fang’s telephone number is… Yin Kailin’ s phone number is…
3.
Listen and match the names and telephone numbers.
(制作电话号码簿这一任务能够大面积调动学生装的参与意识。)
Teacher: I will play the recording twice.
The first time just listen.
The second time, write the letter of the person’s telephone number in the space after that person’s name.
(Students listen to the tape .)
T: Next, I’ll play the recording again.
This time, fill in the missing numbers.
(Students listen to the tape again .
T: Can you find out whose telephone numbers they are ?
S:…
4.
Make an address book.
Teacher: The new term begins.
Our class needs an address book to contact each other.
Now we can put all the information together and then we can have our own address book.
Pay attention to the address book headings “Names” and “Phone numbers”.
Now work in groups of six and ask your group members “What’s his /her name? And What’s his/her phone number?”
《Unit 2 Is this your pencil》教案【2】
Unit 2 Is this your pencil?
教学内容
本单元围绕着“Is this your pencil?”这一主题开展听、说、读、写等多种教学活动，其教学核心内容是“确认物主”。通过本单元的教学，使学生学会辨认物品的所有者，学会根据场景询问物品的所属，以及英语中对应的表达法，学会写寻物启事和失物招领。教师应着力培养学生能在日常交际交往中有效地使用语言进行表达，与他人沟通信息，为今后学习打下坚实的语言基础.
教学目标
1)知识目标：
A.
学习并掌握指示代词: this、that;
B.
学习What引导的特殊疑问句;
C.
学会Yes/No问句及其简单回答;
D.
学会句型：---How do you spell pen? P-E-N.
2)能力目标：
A.
能辨认物品的所有者;
B.
根据不同场景,能用英语对物品的所属进行提问和回答;
C.
能识别不同句式的语调(陈述句,疑问句);
D.
培养学生听、说、读、写的能力及创新思维能力.
3)情感目标：
A.
通过寻找主人的游戏和失物招领等活动,培养学生拾金不昧的良好的品德及健康向上的人格;
B.
通过开展小组活动,指导学生积极与他人合作,相互学习、相互帮助,共同完成学习任务.
教学重点、难点
重点：A.
掌握批示代词this、that用法;
B.
掌握特殊疑问句和Yes/No问句及其简单回答.
难点：学会写寻物启事和失物招领.
课时安排
第一课时Section A 1a-1c
第二课时Section A 2a-4b
第三课时Section B 1a-2c
第四课时Section B 3a-4 Self-check 1-3
Period One
课前准备
教师：录音机，图片，物品实物.
学生:实物(学习用品).
教学设计
Step One: Warming up.
(通过复习形容词性物主代词，把学生引入学习英语的
情境中。)
Learn the chant.
T:Let’s sing the chant together.
my 是我的,your是你的,男他的是his,女她的是her; 名词前面常站岗,限定所属有功劳.
Step Two: New words.
(利用实物教学，使得教学过程自然、形象。)
1.
Present the new words.
T: Boys and girls, look at this please.
What’s this in English?
(Teacher holds a pen in the English.)
S1:A pen.
(Ss may say it in English. )
T: Yeah.
It’s a pen.
And what’s this?
(The teacher holds an eraser in the hand.)
S2:It’s an eraser.
(Teach the other words such as “pencil, book, eraser, ruler, pencil case, backpack, pencil sharpener, and dictionary” in the same way.)
2.
Practice the new words.
T: Now, please look at the pictures in your books.
Can you put the words with the objects in the right pictures? Write the letters next to the words, please.
(Give Ss about two minutes to finish 1a.)
T: OK,let’s check the answers.
Who can tell us the answers?
S2:…
Step Three: Present the drills.
1.
Present the drill “Is this…?Yes/ No,it is/isn’t.”(利用实物引入句型，使用不同人的物品来引入形容词性物主代词和名词的搭配的用法。)
(Hold the teacher’s pen.)
T:This is my pen.
Is this your pen?
S1:No,it isn’t.
It’s your pen.
T:(Hold the student’s pen. ) This is your pen.
Is this your pen?
S1:Yes,it is.
It’s my pen.
T:(Hold a girl’s pen.
) This is her pen.
Is this your pen?
S1:No,it isn’t.
It’s her pen.
T:(Hold a boy’s pen. ) This is his pen.
Is this your pen?
S1:No,it isn’t.
It’s his pen.
T: Thank you.
2.
Practice the drill “Is this your…?” in pairs with your own school things.
Pay attention to the use of my, your, his or her.
(利用学习用品操练句型，并加深对物主代词的理解。)
S3:Is this your…?
S4:…It’s my…
S3:Is this…?
S4:…It’s his/her…
(The teacher asks a few pairs to practice.)
3.
Present the drill “Is that …? Yes/ No, it is/isn’t.”(利用教师所站位置的不同来引入批示代词that的用法，并从位置关系上让学生准确理解this ，that的区别。)
T:That is my book.
Is that my book?
(Put a book on the teacher’s table so that the Ss can see it clearly, and the teacher stands a little far from the table.)
S5:Yes, it is .
It’s your book.
T:That is his book.
Is that your book?
(Put a boy’s book on the table and the teacher in the same place.)
S5:No, it isn’t.
It’s his book.
T:That is her book.
Is that your book?
(Put a girl’s book on the table and the teacher in the same place. )
S5:No,it isn’t.
It’s her book.
(Teach and practice the drill “Is that …?” and its answer. )
4.
Practice the drill “Is that your…?” in pairs with your own school things.
(通过练习，区别两个批示代词的用法。)
S6:Is that your…?
S7:… It’s my ….
S6:Is that your…?
S7: …It’s his/her…
(The teacher asks some pairs to practice.)
5.
Listening.
(进行听力练习，巩固所学的句型。)
T: Now please listen to the three conversations, the first time you only listen.
Then I play again.
And this time you listen and number the conversations.
(Point to the boxes to show where students write the numbers for the conversations.
Teacher plays the tape and students listen to it and finish 1b. )
T: Let’s check the answers, OK?
S8:(from left to right)
T: Thank you.
6.
Practice the drills according to the pictures using“his or her”.
(设置情景，使学生在情景中准确运用物主代词his或her。)
(Show students four pictures like the followings.
见课件。)
Step Four: Task “Have a contest”.
(把两个学生的文具混在一起，然后请他们分别 挑 出自己和同伴的物品，用的时间少者为胜者。挑选物品的同时，要求学生用英语说出：This is my…That is her/his…)
T:I’ll put your things and your friends’ things together.
I want to see if you can identify which is yours and which is hers or his.
(Put the same number of the things together, and first ask them to pick out their own things and their partners’ things.
Then ask them to give a report, using the key words and target language.
One student picks up the things while the other counts the time as well.)
Languages used for the task:
1.
This is my…
2.
That is her/his…
Step Five: Summary.
(编一个Chant ，便于学生进一步识记本节课所学的重点词汇和语言项目。注意应强调Chant 的节奏和一般疑问句的语调。)
Chant.
T: In this class, we’ve learned the names of some common personal possessions and how to identify ownership.
Let’s learn to say this chant.
Is this my book? Yes, it is.
Is that your ruler? No,it isn’t.
Is this her pencil? Yes, it is.
Is that his erase r? No,it isn’t.
Homework.
Read the new words and the target languages presented in this class and say the chant to improve your spoken English.
Period Two
课前准备
教师：录音机，所学物品的图片，一个书包(里面装着事先收集的学习文具)，表格若干张。
学生：一张硬纸写上自己的姓名和电话号码，学习的物品。
教学设计
Step One: Revision.
1.
Review the drills.
(用学生的姓名和电话号码来复习句型：Is this (that) your (his/her)…?及简短回答：Yes, it is.
/No, it isn’t.
注意教师提问的同时，用手势来帮助学生给出你预想的答案。)
(Put some paper with the names and telephone numbers on the blackboard.)
T: Please look at the blackboard.
And answer my questions , please .
Is this your first name?
S1: No , it isn’t.
T: Is that her last name?
S2: Yes, it is.
T: Is this his telephone number?
S3: Yes, it is.
T: Good.
This time, who would like to come to the blackboard and ask questions like me?
(Students in turn come to the blackboard, point to the paper and ask questions, then ask other students to answer.)
2.
Review the vocabulary.
(在黑板的名字旁边贴上学习物品的图片，来复习所学的单词和句型。)
(Put some pictures of things students have learned in class next to the names of the students.)
T: Is this your ruler? (Point to Picture 1. )
S4: No,it isn’t.
T: Is this her ruler? (Point to Jenny Chen. )
S4: Yes, it is.
T: Is that your pencil case? (Point to Picture 2.)
S5: No, it isn’t.
T: Is that his pencil case ? ( Point to Jim Wang.)
S5: Yes, it is.
(Get the students to ask the questions in turn, make sure they use the items they like. )
Step Two: Listining.
1.
Listening (2a).
(练习听力前，先让学生再一次说出图片中物品的英文，进一步强化重点单词。)
T: Please look at the pictures in 2a.
Can you say their English name? (Teacher asks the students to name each one individually. )
S6: This is…
S7: This is …
……
T: Now please take out the objects in 2a and put them on the desk.
You will listen a dialogue and please pick up the things you hear.
Let’s see who will do fastest and best.
( Play the recording for the students to listen.
) (让学生把听到的物品选出来，放在自己的桌子上，让学生动手去做，比单纯的单词辨听更易引起学生学习的兴趣。)
T: Now let’s check the answers.
Please hold the things you hear and say their English names,OK?
(Make sure students hold the things to show them to the other students.)
S8: Pencil.
S9: ……
2.
Listening (2b).
(进一步强化重点词汇后，进行听力练习，要求完成单词的拼写。)
T: Now please read the words.
One holds the things, the others read them aloud one by one.
(One student holds the things, and the other students say the words aloud. )
T: This time you will listen to the recording again, and you will write one of the words from the box on each blank line.
(Play the recording.
Students listen and complete the conversation.)
T: Let’s check the answers.
I’d like to ask three students to read the conversation in role.
(Three students read the conversation, filling the missing words.
The rest of the students check their answers.)
Step Three: New drills.
1.
Present the new drills.
(用实物引入新句型，帮助学生用正确的句子来回答。)
(The teacher shows students a pencil. )
T: What’s this in English?
S: It’s a pencil.
T: How do you spell it ?
S: P-E-N-C-I-L.
(Change an eraser.
Ask and answer in the same way.)
2.
Practice the drills.
(学生分组练习新句型。)
T: Now please practice the conversation with your partner.
Use the words shown in 3a.
SA: What’s this in English?
SB: It’s a ruler.
SA: How do you spell it ?
SB: R-U-L-E-R.
(As students practice, the teacher moves around the classroom checking progress and offering pronunciation and intonation support as needed.)
T: I’ll ask some pairs of students to practice the conversations.
SA: …
SB: …
3.
Play the game : A spelling game.
(进行一个拼写游戏比赛，进一步操练新句型 。)
T: Now let’s play a spelling game.
We divide our class into two groups.
Each team will take turns asking the other group to the spell we learned in class.
The team who is the first to get ten points is the winner.
Let’s start.
SA: How do you spell backpack?
SB: B-A-C-K-P-A-C-K.
T: Group B, one point.
It’s your turn to ask, please.
Step Four: Task 2: Find the owner.
(此任务主要进行了听、说、写的训练，并复习了一般疑问句及其简短的回答，以及物主代词的用法。)
T: I have some things.
But I’m sorry I don’t know whose these are.
Could you help me find the owers ? Let’s see who can find all the owners first and write the owners’ names in the chart.
Language used for the task:
1.
Is this your math book?
Yes, it is.
It’s my math book.
2.
Is that your ruler?
No, it isn’t.
It’s her ruler.
My ruler is blue.
3.
Kim, is this your dictionary?
Yes, it is.
It’s my dictionary.
Here you are.
Thank you.
Step Five: Summary and homework.
(录音作业，要求学生使用准确的语调来读一般疑问句和特殊疑问句。)
In this class, we’ve learned what, how and yes-no questions mainly.
And we also revised the possessive adjectives and key words.
After class, please practice what, how and yes-no questions using their own possessions with your partner.
When you say the conversation fluently, tape records some of them and then play.
2)Discuss about the differences between English names and Chinese names.
(通过小组讨论、总结的方式进行，使学生掌握中英文名字的异同。)
Teacher: Thank you for your job.
I think they are all good English names.
For example,“Susan”is a first name.
“Brown”is a last name.
“Susan Brown”is a beautiful girl’s name.
Who wants to have this name?
A: I do.
T:OK.
Now you have an English name Susan Brown.
And your Chinese name is Sun Ping.
Can you find the differences between them? Let’s look at the next two pictures and have a discussion about the differences between Chinese names and English names.
A boy: I'm a Chinese boy.
My name is Zhang Nan.
Zhang is my first name.
It's also my family name.
Nan is my last name.
It's also my given name.
A girl: I'm Mary Brown.
I'm English.
Mary is my first name.
Brown is last name.
Parents usually call me Mary Brown.
But
I like to be called Miss Brown.
3)Exchange the information.
(需要在课前有所准备的情况下进行。)
Teacher: Now everyone can choose an English name.
But you must pay attention to its meaning.
For example, Susan means Molihua in Chinese.
Do you know The meanings of your names? If you do,please exchange the information in your group.
4)Report the result to the class.
(Some students are asked to give a report to the class.)
Example:
Sa: I'm Rose White.
Rose is my first name.
White is my last name.
Rose is a kind of beautiful flower.
In Chinese it means Meigui.
I like my name because I like roses very much.
And maybe parents
call me Rose because they want me to be beautiful.
Homework.
Ask the students to sum up the meanings of English names after
class.
They can read books or search the internet.
《Unit 3 This is my sister》教案【3】
教学内容：
本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。教学核心是用英语介绍家人和朋友，通过本单元的学习学生应该能够用英语给朋友写短信介绍家人，从而让他们了解自己的家庭并能够画出自己的家谱。
教学目标：
1、 知识目标：
A、掌握家庭成员的表达，如：grandfather, grandmother, father, mother ,brother,sister, uncle, aunt, cousin, son, daughter, parents:
B、学会用指示代词：this ,that, these 和人称代词：I, he she they 介绍任务及Yes/No问句及其简单回答;
C、运用名词的复数形式。
2、 能力目标：
A、运用所学词汇介绍家人和朋友，并能够用短信的形式表达出来;
B、通过对话练习，掌握介绍人物时常用的词汇、惯用语，并把它运用到实际生活中去，提高学生的交际能力。
3、 学习策略：通过对人物个性化的描述，识别图片。
4、 情感目标：通过介绍家人和了解朋友的家人，增进彼此的了解，建立友谊，从而更好地尊重对方，理解家人。
教学难点、重点：
重点：A、掌握家庭成员的表达;学会指示代词、人称代词及Yes/No问句及简单回答;
B、学会介绍自己的家人和朋友，并根据相关信息辨别人物。
难点：能够用写信的形式向朋友介绍自己的家庭。
课时安排：
第一课时Section A 1a-1c
第二课时Section A 2a-4
第三课时Section B 1-2c
第四课时Section B 3a-Self-check
Period One
教师：照片，图片，表格。Step One: New words.
①Present the new words.
T:Hello , everyone ! Look ! What’s this ?
Ss: It’s a picture .
T: Right .
Who is the man in the picture ?
Ss: It’s you.
T: Yes, it’s me .
You know me .
Please look at this .
Do you know them ?
Ss: 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 ?
Ss: Yes .
T:OK .
Please look at this man ? Is he old ?
Ss: Yes .
T:He is my “grandfather”.
Please read after me , GRANDFATHER G-R-A-N-D-F-A-T-H-E-R ,grandfather .
Ss: G-R-A-N-D-F-A-T-H-E-R , grandfather .
T:This is my grandfather .
(Teach the word “grandmother” in the same way . )
T:He is my “grandfather”.
He is my “grandmother”.
These are my grandparents.
Read after me , grandparents.
Ss: 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.
Ss:…
②Practice the new words.
T: Who can match the words with the pictures on the blackboard?
Ss: 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.
Ss:…
T:Is he right?
用教师家人的照片呈现新课内容。
教师边介绍，边领读单词。
用匹配的方式巩固单词。
Ss:Yes.
(One more student gives the answers.)
Step Two: Drill
①Listen and circle.
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 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.)
Step Three: Task
①Talk about the family tree.
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.
用听力训练再次强化学生对新单词的记忆。
让学生通过介绍Dave的家庭加强句型的操练。
让学生用本节课所学的知识完成介绍家庭成员的任务，检测学生知识掌握的情况。
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.)
SA: Hello.
SB: Hello.
How are you ?
SA: Fine, thank you.
And you?
SB: I’m fine, too.
SA: Excuse me! What’s this?
SB: It’s my family tree.
SA: Who’s this?
SB: This is my grandfather.
SA: Who’s this?
SB: This is my grandmother.
SA: Is this your father?
SB: Yes, he is.
SA: The women is your mother?
SB: Yes, she is.
SA: Who’s the boy?
SB: He is my brother.
(A few pairs do this.)
T: You did well.
②Make a survey.
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.
Family
Family members
(Students work.
Teacher moves around the classroom to help the students.)(Students report to the class. )
Step Four: Homework
Write a passage about your family.
让学生在语言实践中学会礼貌待人。
小组成员之间沟通有关家庭成员的信息，增进友谊。
Period Two
课前准备
教师：图片，录音磁带。
学生：自己家人的照片，也可以是自己画的家谱。
教学设计
教学步骤
Step One: Review the drill.
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. )
SS: Yes.
T: Who wants to be the first, please?
SA: Let me try.
T:OK, please.
SA: 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. )
Step Two: Listening.
①Listen and circle the words you hear.
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.
mother father sister brother
grandmother grandfather friend grandparents
SS:OK.
(Play the recording of 2a twice.
Students work. )
T: Check the answer.
(Ask two students to say the answers. )
②Listen and match.
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
根据上节课布置的作业，让学生谈论自己的家庭成员，为新课教学做铺垫。
通过听力练习，使学生巩固对家庭成员的记忆。
通过听力引出Is this .?的句型
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 …
③Pairwork.
Talk about Dave’s family.
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.
SS: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. )
④Practice.
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. )
Step Three: Task.
①Play a guessing game.
通过谈论Dave的家庭成员，练习句型Is this .? 用学生的句型引出Is she/he your . ?的句型，让学生在对话中理解人称代词的用法。
T:I have a picture here.
Do you want to know who she is?
(Show the picture to the students.)
SS: Yes.
(Students guess the picture. )
②Group work.
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.
Homework.
Draw your family tree.
用游戏的方式巩固人称代词的知识。
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