Lesson19 Family教学设计
教学目标：
1、要求学生听懂，会说，认读和会写father mother sister brother me五个单
词，掌握句型This is _________.
2、学会用句型和单词，介绍家人。
3、让学生感受到家人对自己的爱，并努力去爱家里每一个人，拥有一个快乐、幸福的家庭。
教学重点：
1、听懂，会说，认读和会写father mother sister brother me五个单词，掌握句型This is _________.
2、学会用句型和单词，介绍家人。
教学难点：
1、对所学句型和单词能熟练运用。
2、能用不同的物主代词说句子。
教学准备：光盘每人一张照片（预习作业）Danny Li Ming Jenny各自的头饰
教学过程：一、Greeting.
T: Hello, boys and girls! Ss: Hello, Miss Zhang! T: How are you today? Ss: Fine, thanks. 〖设计意图：〗和孩子们打招呼，轻松气氛，并让孩子们感到已经开始上课了，要专心听讲了。
接下来，看图片引入新课，板书课题，领读课题。
二、Review.
1、introduce yourself and your friend. 可用句型：Hello/Hi, my name is…
This is my friend…
2、introduce your body. 可用句型：This is my…
三、〖设计意图：〗通过复习,为学生在新授环节打基础，尤其是用句型This is …介绍家庭成员的部分。
四、New concepts.
1、father mother brother sister me T: Look! Who are they?
Ss: Jenny, Li Ming, Danny.
T: Yes, they are our friends. Do you want to know about their families? Ss: Yes.
〖设计意图：〗通过三幅图，让学生清晰明了的明白本课所授内容，明确学习目标。
以朋友的形式出现，让学生对所学内容更加感兴趣。
T: First, let’s go to Jenny’s house. Guess ,who are they?
一个一个指，边指边出示单词，听语音练发音。
(Write the words down the blackboard.)
Read the words. (together, in group, one by one...) 活动：Look and gusee(看口型，猜单词)
〖设计意图：〗让学生理解着记忆单词，通过比较father, mother, brother三个词，让学生能更好的对它们进行记忆。
渗透通过比较学习单词的方法。
通过活动，帮助学生巩固单词。
拓展：教师提问：“我的爸爸”用英语怎么说，学生思考。
同理说一说：我的妹妹，我的妈妈，我的哥哥，你/他/她的爸爸、妈妈、哥哥、姐姐。
〖设计意图：〗学生已经学过了my your his her，通过说一说，为后面学生
练习句型提供更多的素材，帮助学生能用不同的物主代词说句子。
3、思考：如何介绍自己的家人？我们可以怎么说。
Ss：This is …
活动：Try and act（试一试，演一演）①Jenny’s family
T: Now if you are Jenny. Can you introduce your family? Just like: This is my ______. Ss: ... (The students answer the questions.)
②Li Ming’s family
T: Now if you are Li Ming. Can you introduce your family? Just like: This is my ______.
Ss: ... (The students answer the questions.)
③Danny’s family
T: Now, look at Danny’s family. Can you guess how many people in his family.
Ss: ... (many answers)
〖设计意图：〗三个朋友的家庭，如果都是直接呈现的话，不免显得千篇一律，所以在最后介绍Danny的家庭时，本着学生本来就对Danny一家人比较陌生的原则，让学生猜家里有几口人，对于学生来说，无疑增加了他们的好奇心，课堂气氛保持良好。
T: Yes, there are five people in his family. Can you introduce his family? Now you’re not Danny, how to introduce?（Show the fifth slide.）
S1: This is his father. T: Good answer. ...
〖设计意图：〗让学生通过把Danny的家人介绍给别人这个环节，锻炼学生用物主代词说句子的能力，检测他们能不能很好的用my, his, her表达意思。
四、Practice.
1、合作学习：Introduce the students’families. (Let the students take out their photos, and talk about them.)
When they talk about their families, the teacher talk with them. Such as: S2: This is my mother.
T: Oh, she is beautiful. I think she is very kind.
S3: This is my father.
T: Yes, he is very tall. Do you like your father?
... (Try to lead the students say more sentences. Try to let them know that their parents are important to them. Share the happy time with the students.)
〖设计意图：〗通过老师和学生的对话，让学生积极组织已学知识，引导学生说尽可能多的英语，让大家大致了解自己的家庭。
2、Introduce other students’families. S4: This is her mother. S5: This is his father. ...
〖设计意图：〗锻炼学生用不同的物主代词说话的能力，并让学生感到自己家人在同学眼中是什么样子的，也是一种评价。
4、当堂检测：（1）Read and match(读一读，连一连) （2）选出不同类的词。
（3）情景交际。
5、Imagination.
F a m i l y.
T: We can say a sentence with the letters in family. Do you know it? Ss: ... (Maybe they all don’t know.)
T: Can you find the word beginning with F? (Point to the words on the blackboard.) Ss: Yes, father. T: Good! Then “m”? Ss: Mother.
T: Can you say the sentence? Ss: ... (Guess.)
T: So the sentence is “Father and mother I love you.”(Then read it together.)
观看《Family》的公益广告视频。
〖设计意图：〗通过猜测字母含义，提高学生的学习积极性，并通过教授family 以及它代表的句子，让孩子学会怎样向父母表达他们的情感。
同时也是本课情感态度目标的一个体现和升华。
五、Homework.
1.画一画自己的全家福并标上单词。
2. 把你画的全家福展示给你的父母并介绍给他们。
〖设计意图：〗描绘出自己心中快乐、幸福的家庭，和家人一起分享，让家人也理解孩子的想法，以便于更好的和孩子沟通。
板书设计：。