2023學年完整版Unit5That'smyfamily設計Period2

Unit5That’smyfamily教學設計Period2ContentThat’smyfamilyLookandsayAims1.Tousethemodeledquestionstofindoutparticularinformationaboutaperson..Isheold?2.Touseformulaicexpressionstoconfirmordeny..Yes,heis./No,heisn’t.3.Tolovefamily,friendsLanguagefocusTousethesentencesincontext.TeachingaidsMultimedia,sticks,flashcards,etc.ProceduresStepTeacher’sactivitiesStudents’activitiesPurposePre-taskpreparationGreetings:RhymeonP19Doandsay(“SmallTeacher”)Askandanswer.Saytogether.T:(dotheaction)Ss:Old.通過反復的操練來鞏固所學的知識。兒歌、“小老師”能激發(fā)學生學習的興趣。While-taskprocedure1.Teach:Ishe/she…?Yes,he/sheis.(1)(Studentpickuponepicture,teacherguess)T:Isthatagirl?/Isthataboy?S:Yes,sheisagirl./heisaboy.T:IssheKitty?/Ishepeter?S:Yes,sheisKitty./Yes,heispeter.Toelicit:Ishe/she…?(2)Showsomecharacters’pictures(Kitty,Peter,Danny,MissFang,etc.)T:Ishe/she(name)?T-S,G-B,S-S(pairwork)(3)AskotherquestionsaboutthemT-S,S-S(pairwork)(4)QuickresponseT:(touchaboy’sshoulder)Ishe…?T:(touchagirl’sshoulder)Isshe…?2.Teach:Ishe/she…?No,he/sheisn’t.(1)T:(touchathingirl)Isshefat?Ss:No.Toelicit:No,he/sheisn’t.(2)AskandanswerShowsomepicturesofdifferentpeopleT:Isheold?Ss:No,heisn’t.T:Issheyoung?Ss:Yes,sheis.…3.Lookandsay(1)T:IsKittyfat?T:IsPeteryoung?T:Nowtheyarewatchingthealbum.Whataretheytalkingabout?Playthemedia(2)Showpicture1(3)Showpicture2(4)Lookandactoutthedialogue1.Learn:Ishe/she…?Yes,he/sheis.=1\*GB3①Read:Ishe/she…?(showthepicturewhilereading)(2)Ss:Yes,he/sheis.(3)Ss:Ishe/she(tall/short/thin/fat/old/young…)?T:Yes,he/sheis.(4)Ss:Yes,heis.Ss:Yes,sheis.2.Learn:Ishe/she…?No,he/sheisn’t.(1)Read:isn’tHe/Sheisn’t.(2)Workinpairsaccordingtothesepicturesandsay(1)Ss:No,sheisn’t.Ss:Yes,heis.(2)Learnpicture1LookandsayPairwork(3)Learnpicture2LookandsayPairwork(4)Actoutthedialogue讓老師來猜一猜，增加趣味，吸引學生注意力；引出句型和本課中的人物，為課文的學習做鋪墊。從簡單的人名入手，再到詢問人物的特征，由淺入深，層層遞進。通過游戲，讓學生操練句型，并加強he,she的區(qū)別意識，同時活躍課堂氣氛，抓住學生的注意力。借住游戲自然引出否定的回答。聯(lián)系本課句型，結(jié)合新舊單詞，進行運用，溫故而知新。通過人物，引入到課文的學習。低年級的學生有較強的表演欲望，讓他們通過演一演，鞏固句型，增加學習的興趣。Post-taskactivity1.Playagame(writedownanameonthepaper,haveothergroupmembersguess)2.Doasurveyonclassmates’friendsorfamilymembers1.PlaythegameS1:Isthataboy?S2:Yes,he’saboy.S1:Ishetall?S2:No,heisshort.…S1:Ishe(name)?S2:Yes.Heis(name).2.Doasurvey.S1:Peterismyfriend.S2:Ishetall?S1:Yes,heis.…S2:Canhedraw?S1:Yes,hecan….低年級學生好奇心強，通過“猜一猜”這個學生熟悉并感興趣的游戲，再次鞏固句型。做個小調(diào)查，將所學用于生活，達到交際的功能。Assignment1.Listentothetapeandreadthebookofpage18,19,202.Actoutthedialogueonpage18.3.Domoresurveys更好地鞏固所學的知識。板書設計Uni