能够在本单元涉及的情景条件下听懂并说出家庭成员的7个单词和表示职业的2个单词。
能够在本单元涉及的情景条件下初步使用本单元所学的句型。
能够对家庭成员的姓名、年龄、性别、喜好及所从事的工作等基本情况进行简单介绍。
能够区分英文字母大小写，初步体验字母组成单词的过程。
通过开展丰富的课堂活动，激发学生学习英语的兴趣，培养他们英语听说的基本技能。
通过本单元的学习，学生了解家庭成员的基本关系，逐渐养成尊老爱幼的传统美德。
能够在本单元涉及的情景条件下听懂并说出家庭成员的7个单词和表示职业的2个单词。
能够用本单元的主要交际用语：Who’s he/she? He/She is…This is... Where is…? She is at home. Nice to meet you!能够分清人称主语的性别，会使用she /hewarming up (热身活动)Ask and answer.T: Good morning./How are you?/Nice to meet you!Greeting in groups.step 2. reviewing and leading in (复习并导入新课)Asking some students 同时复习已经学过的数字表达法T: How many people are there in your family?（问几组）Who are they? Any others?step 3. learning(学习新课)整体感知T: Now, let’s look at the picture and listen to the tape.T: Do you know how many people there are in herfamily?S: 7.T: Who are they?S: Mom…T: And who’s this? (dad, grandma, grandpa, sister, brother…)出示教学卡片，带领学生学习新单词T: It’s a whole family.GameT: What do your family members like doing? (make actions)T: Guess whom he act.(one act, one guess)S: Yes, I’m dad./No, I’m mother.CompetitionT: Now, hold up the word I read. Let’s look who is the quickest.Show me grandma/dad…(教师说，学生举单词卡片)Pair workLearn the chantstep 4. practicing (操练)Read the chant by themselves and ask someone to showShow some students’ family photosFollow me to read the new wordsWho can read?step 5. summary (小结)今天学习了表示家庭成员的词汇：mom, dad, grandma, grandpa, sister, brother, family应该会用This is…向别人介绍你的家人能用He\She is…介绍有关家庭成员:mom, dad, grandma, grandpa, sister, brother, family.能在一定情景下使用本课交际用语: Who’s he?\Who’s she?培养学生的注意力、观察力，激发学生积极思维。
通过小组活动，培养学生积极与他人合作，共同完成学习任务。
在任务中，引导学生积极运用所学英语进行表达与交流。
通过谈论自己快乐的家引起学生对家、对父母的热爱之情。
句型：Who’s he\she?he\ she的区分step 1. warming up (热身活动)Duty reportChantstep 2. reviewing and leading in (复习并导入新课)Match贴教学卡片，让学生试图说出所对应的单词并拼写；根据黑板上的单词贴图片（找学生）Show and GuessShow the picture students had drawn the day before,others guess.step 3. learning(学习新课)Listen to the tape and stand out when you hear yourword (扮演谁，听到后站出来)T: If you want to know the people in picture, how canyou ask?S: Who’s he\she?Take some photos (单人或多人)and ask the student whohas the photo.T: who ’s he\she? S: He is …\She is … step 4. practicing (操练) Group work ——show T: Point the photo and ask your partner“who is he\she?” Guessing 教师说出班内某学生的外貌特征，其他学生猜T: who is he? 学生当老师，重复以上练习 Listen to the tape and repeat Some students perform (read and act) step 5. summary (小结) 今天学习了询问别人是谁的句型：Who ’s he\she? 应该会用He\She is …回答别人的提问。
Draw the picture on P3Listen to the tape and repeatUse the sentence “who’s he \she?” to ask your parents能听说认读关于职业的名词：engineer, policeman, doctor, teacher能灵活运用My father is a…句型。
培养学生的注意力、观察力，激发学生积极思维。
通过小组活动，培养学生积极与他人合作，共同完成学习任务。
在任务中，引导学生积极运用所学英语进行表达与交流。
通过谈论自己快乐的家引起学生对家、对父母的热爱之情。
能听懂职业如engineer, policeman, doctor, teacher的名称，了解如何表达自己父母的职业认识英语的小写字母形式，建立大写字母与小写字母的联系，并逐步过渡到看见大写字母能反应辨认，并书写出小写字母warming up (热身活动)Duty report Chantstep 2. learning(学习新课)Listen and AnswerT: Do you know what Joy’s mother does? Let’s listentogether.T: What did he say ?(分别听，分别问)T: What does Joy’s mother do?What does Andy’s father do?What does Bill’s father do?What does Lily’s mother do?Learn new words出示生词卡片，让学生建立生词与实物之间的联系，将生词卡片贴在黑板上。
T: What do you want to be in the future?Why?Ss: (answer and act)step 3. practicing (操练)Perform and Say学生边表演动作边说“I’m a…”Pair workIntroduce each other’s mom and dad… (两人一组向对方介绍自己家人的职业)Game “Are you right?”教师将单词卡片倒贴在黑板上，学生从这四个职业名词当中先说出一个自己将来想从事的职业，然后在黑板上把这个名词找出来，看看对与错。
Group work小组四人扮演一个家庭，分好角色，想好各自所从事的职业，选好主人翁，其他学生向他们提问。
Ss: Who’s he ?What is he ?What do you want to be ?step 5. summary (小结)今天我们学习了有关职业的新名词：engineer, policeman, doctor, teacher.应该会用会向别人介绍某人的职业。
Find some other nouns about profession.Write down what your family members do.能掌握词汇：family, mom, grandpa, grandma, dad, sister, brother 句型：Share the apple. Here you are. Thanks a lot.培养学生的注意力、观察力，激发学生积极思维。
通过小组活动，培养学生积极与他人合作，共同完成学习任务。
在任务中，引导学生积极运用所学英语进行表达与交流。
能听懂一些日常表达用语：Share the apple. Here you are. Thanks a lot学生复述本课故事step 1. warming up (热身活动)Duty reportShow your partner’s family photo and introducestep 2. reviewing and leading in (复习并导入新课)Ask and AnswerT: What kind of fruit do you like? Why?Ss: Apple, grape, watermelon, lemon…T: But Bill likes apples. Let’s look what happenedtoday.(出示教学挂图)T: Who’s he? Who’s she? (将图片中的家庭成员与主人翁建立起联系，并复习家庭成员的词汇)QuestionT: After my telling your this story, try to answer me thefollowing question:What did you know about Bill? (让学生带着问题任务听故事)step 3. learning(学习新课)Tell the story by the teacher教师讲故事时，遇到重点难点的词汇或句子要适当重复，利于学生理解、接受与掌握学生听录音时，要求学生听是谁说的话，注意模仿正确的语音语调。