1、Unit 5 Family and Home Lesson 33 LiMings Family适用教材：冀教版适用年级：七年级（Book1 Unit 5 Family and Home）一、教材分析1、本单元是围绕家庭和家（Family and Home）这一题材开展多种教学活动。谈论年龄、介绍自己和他人的家庭和现在进行时的使用。本课重点学习年龄表达法和家庭成员及其介绍。学生温故知新过程中引出 old 的新意-“老的， 岁的 ”，进而引出 How old 提问年龄，由此展现不同年龄的人引出家庭，并加以用英语简单介绍自己和他人的家庭。2、教学目标（语言技能、语言知识、情感态度、学习策略，文化意识
2、） 语言技能目标：听懂用英语进行家庭简介，会用英语简单介绍自己和他人的家庭，并能询问和回答年龄。 语言知识目标：(1)掌握年龄表达法：How old are you? Im _(years old).How old is he/she? He/She isLynn is nine years old. She is very young.(家庭及成员称谓:family,brother,daughter,father,mother,sister,son)(2)了解名词所有格:Li Mings family 情感态度目标：能交流个人信息，乐于参与小组活动，积极合作。 学习策略目标：积极与他人合作，
3、共同完成学习任务。 文化意识目标：知道如何用英语询问对方的年龄及介绍自己的家庭。3、教学重点、难点：重点：年龄问答，介绍家庭成员难点：家庭成员介绍二、教材处理据以上分析，结合旧知，创设情景，开展教学活动，激发学生学习兴趣，通过组织小组教学活动，学习运用本课知识，在活动交际应用中使学生掌握新知。三、教学方法以情景教学为主，通过“任务型”的教学途径简化教学内容，密切联系学生实际，通过听、读、游戏、歌曲等多种互动方式，实现以教师为主导，学生为主体新型学习方式。四、教学辅助工具Multimedia/puppets/head-decoration/stage properties/word card/t
4、ape-recorder（多媒体/ 手偶/头饰/道具/单词卡片/ 录音机）五、教学过程Teaching ProcedureTeachers conduct Ss conduct purposeStep1Class OpeningStep2PresentationStep3 ListeningGreet the Ss“Hi,everyone”andintroduce the puppet this is Tony.Teacher imitate the puppets voice“Hello,everyone!Im tony.Nice to meet you.”The the techer an
5、d Tony ask Ss individually “How are you?”and make a beginning of singing this greeting song.Teacher goes around the class. Teacher and Tony take turns to talk to the Ss:Nice to see you. I like your coat/pencil-case/marker/pants. Is it/Are they new? The teacher repeat the students answer and write th
6、e word“old”and its meaning“not new” on the Bb.Then the teacher says “Im old.Im 80 years old.”with coughing.Let the Ss guess the meaning of “old” here.Whats more,the teacher uses Tony to say shes Im 3years old.Im young.”Show the Ss some slides:an very old man with beard to practice old and young and
7、draw out “how old .”Show the questions aboutPart1 and ask them to listen with the following questions:How old is Lynn?How old is Li Ming? Ask the Ss to read and act out the dialogue.Then change to talk about Respond the the teacher and Tony together first and then individually.After that the Ss sing
8、 the song together with the teacher.Communicate with the teacher.Talk about their clothes or stationery.S1:Thank you. Yes,its/they are new.S2:No,its/they are old.Ss guess another meaning of the word “old”.and begins to get to know “young”.Ss listen to the tape and answer the questions.以简单问候开课, 并带手偶加
9、入课堂活动, 使课堂因第三者介入而倍添生机与妙趣,问候歌曲的吟唱使课堂气氛活跃、融洽，达到了很好的热身。通过轻松自如的交流,紧密联系学生服饰和文具,自然引入新知: “ old and young”此环节设计突出了新课标之联系学生实际生活,利用了真实的交际情景.(分别从年龄、声音、动作和图片课件等几方面创设的丰富情景.)注重了学生的感知与体验.且注意了英语释义.not new oldnot young 循序渐进引出How old.带问题听,以课文对话为听力材料,在Step4 Reading and PracticeStep5 PresentationStep6 Listeningand read
10、ing Step7 Gamesthemselvese. Show a picture of LiMing.Ask “Is he old?” “Is he young?”Then leads to the members in his family :father/grandfather/mother/grandmother/aunt/uncle/cousin/sisiter/son daughter/familyeach picture is shown individually first and then together.Listen and answer the question:Wh
11、ose family is this? This is_family.1)Ask the Ss to read the passage first. And then the teacher show how to play the game:First the teacher puts on a cap,and she takes a bag ,and then walks while saying “Im a boy. Im a student. Im young . I go to school.” and the teacher hands out some stage propert
12、ies to the Ss in roles.2)Ten Ss in the front .Each one has the head-decration. The teacher hands out the word cards.eg.the card with Ss first follow the tape and then read themselves twice. Ss act out the dialogue and talk about themselves.Ss learn and spell the new words with the help of the ppt. a
13、nd the teacher.Ss name out each person in the picture.Ss listen with the question. Then read the passage and prepare for games.Ss goes to the front. Ss quickly put stage properties on. Introduce oneself and ask others to guess who he/she is. Each role says a few sentences. e.g.Hello,Im13years old. I
14、 go to school. Next comes the father /mother/daughterThey each introduces themselves.The Ss in front of the class stand in 日常教学中培养学生的听力能力。实现书本到生活的迁移,学以致用。家庭成员呈现由逐一出现到组合出现,多角度认识家庭成员。此问题设计是用来提醒名词所有格，让学生对所属关系有所了解。此环节学生在较真实的语言情景中交流. 台上学生自豪且在做中学,台下巩固复习了新学的家庭成员词汇及简单介绍.体现了课标之面向学生全体.戴领带的父亲和背时Step8 Class Clo
15、singStep9 Homeworkfather/mother/Ask the Ss to listen to an English song and point out what new words they hear in the song.Choose any one or two of them.1)Copy the new words.2)Draw your own family tree.3)Write a passage to introduce your family.line.Other Ss send the word card to the right person .A
16、nd they stand in the right position just like the the picture in the book.After each gets the right card,each introduce in a word. LiMing introduces the whole family.Ss listen to the English song尚女包的母亲和边咳嗽边步履蹒跚的老人等,使课堂平添了意趣.游戏 2 让学生复习进一步突出巩固了生词,让大家对家庭成员加深了印象.进一步温习了家庭的简单介绍.选用人教版单元的一首歌,体现信息的搜集,资源的共享.且在简单易懂而又放松的歌声中温固了本课生词。分层作业的设置, 尊重了学生的个体差异, 体现了作业的开放性。学优中考，网
