Unit 2 This is my sister. 

1a-2c（教学设计）
 

教材分析

 What：These is a conversations about asking others’ family member and introduce family member .

Why：Let students know how to Let students know how to asking others about identifying objects and enhance their communication ability.

How：The situation of the conversations provides many words of family members which can help students to know more about it. The conversation includes “these” and “those” which can help students to understand the usage of them.
 

教学目标

 By the end of this lesson, students will be able to:

1. 语言能力：master key vocabulary and sentence patterns；master the method of introducing family members；master demonstrative pronoun

2. 学习能力：actively cooperate and communicate with others to improve listening, speaking and communication skills; master introducing others by learning new words and patterns and improve viewing ability by looking at pictures and videos.

3. 文化意识： learn to introduce their family members to other usages, to understand different cultures, and to respect cultural diversity and difference which can expand their knowledge of the English language. At the same time, students can learn to understand others, love their families, respect the old and love the young

4. 思维品质：think independently when watching videos which can improve the ability of observation and discrimination; improve the ability of thinking by observation the difference between these and those.
教学重与

难点

 Teaching important points: To expand their knowledge of the English language

Predicted parts of difficult points:

actively cooperate and communicate with others to improve listening, speaking and communication skills; master introducing others by learning new words and patterns and improve viewing ability by looking at pictures and videos.
教学资源 Textbook, multimedia courseware, blackboard, and chalk.
教学方法 1. Communicative teaching method

2. Activity-based approach to English learning
教学步骤
Steps Teacher Activity Student Activity Purpose
Lead in  (3’)
Step 1 T greets students. Then T invites to Ss watch a video . And then T asks a question “What are they talking about?”

(2) Last, T shows the answer to them in PPT.

 Ss watch a video and then think about question and then actively answer T.

 

 Video can arose students’ scheme and create an

active classroom atmosphere.
效果评价 学生是否能专注的观看视频，是否能对认真地完成老师的任务。
Pre-listening (7’)
Step 2 T asks Ss to finish 1a and teach them how to pronounce the eight words. After that, T will play a game called “击鼓传花” with Ss to strengthen the words. Ss finish 1a and  firstly know the eight word. Then Ss followed and imitate T’ s pronunciation of words and try to memorize them.

After that, Ss play a game with T.

 1a can lead Ss to firstly know the eight word so that the learning of word can be more smoothly. Games can attract Ss and give Ss a interesting knowledge input.
Step 3 T asks Ss to carefully watch the picture in 1a and to think about the difference between these and those After that, T shows some examples of usage of these and those and let students to find and conclude the rulers. Last, T asks Ss to finish the task. Ss  carefully watch the picture in 1a and to think about the difference between these and those. Ss find and conclude the rulers from some examples of usage of these and those. Last, Ss  finish the task. Viewing a picture and thinking can help exercise their ability of thinking and viewing. Task can advance their learning.
效果评价 学生在看图片和思考区别时，是否表现积极主动；学生在学习语法规则时，是否能认真的记忆；学生是否能准确无误的完成练习。

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