Module2MyFamilyUnit1Howmanypeoplearethereinyourfamily?PartⅠ:课前读词：学生领读与本节课内容相关的词汇（已学词汇和新授词汇）形成学生自主学习的习惯。family,father,mother,grandfather,grandmother,grandparents,uncle,auntsister,son,daughterPartⅡ:TeachingSteps:StepOne.新课导入（对话直接导入式）First,introducemyselftoclass:"I'mfromShouguangShiyanMiddleschool,AndI'mverygladtobeyournewEnglishteacher".（走下讲台与学生对话）"What'syourname?Howdoyoudo?What`stheweatherliketoday?Doyoulikelisteningtomusic?Canyouplaycomputergames?......（引导学生问教师问题）——What`syourfavouritesport(food)?Howmanypeoplearethereinyourfamily?导入本课话题：“MyFamily”StepTwo.突破词汇关：以单词为突破口，培养学生的自主学习能力。Activity1:英汉对应（说的练习）Activity2:对照相应图片写出家庭成员（理解词汇）:Lookatthepicture(Tony`sfamily)andlabelthefamilymembers.Activity3:具体语境中词汇的理解及运用:Thinkabouttheflowingsentences(Chinesemeanings)1.Chinaisourmotherland.2.Wearebrothersandsisters.3.Likefather,likeson.StepThree.目标句型的新授及操练：Showapicture:（教师边说边板书）Ihavegotason.Ihaven'tgotadaughter学生理解句子含义之后，仿例造句，接着引出一般疑问句及肯定、否定回答Workinpairs:Haveyougot……？Yes,Ihave/No,Ihaven't.根据对话内容，顺势诱导再呈现句型：He/Shehasgot……Hashe/shegot……？Yes,he/shehas.No,he/shehasn't.Workingroups(threestudents),practiselikethis:S1:Ihavegot……？S2:Hashe/shegot……?S3:Yes,he/shehas/No,he/shehasn't.Task:出现电视剧“家有儿女”的剧照，让学生利用所学词汇及句型描述“刘星”的家庭成员。每人准备一句，小组竞赛式向全班同学展示。第一人称的训练：I`mLiuXing,Ihavegotabrotherandasister.I`mXiaYu,Ihavegotabtotherandasister,too.I`mXiaXue,IhavegottwobrothersbutIhaven`tgotanybrothers.I`mXiaDonghai(LiuMei),Wehavegottwosonsandadaughter.第三人称的训练：LiuXinghasgotabrotherandasister.XiaYuhasgotabtotherandasister,too.XiaXuehasgottwobrothersbutshehasn`tgotanybrothers.XiaDonghaiandLiumeihavegottwosonsandadaughter.（既激发学生的学习兴趣，又使学生熟练语言技能，发展语言能力）StepFour.Listeningpracticelistenforthefirsttime,choosetherightanswers.（）1、Thereare_______peopleinTony'sfamily.A.twoB.fourC.threeD.five（）2、HasTonygotanybrothers?A.Yes,hehasB.No,hehasn'tListenforthesecondtime,answerthreequestions:1、HasTonygotasister?2、HasTony'smothergotasister?3、HasTony'sfathergotabrotherorasister?Listenforthelasttime,completethesentences:TherearefourpeopleinTony'sfamily---Tony,his(1)__________,hismotherandhis(2)_______.Hismotherandhisfatherarehis(3)__________.Tonyhasalsogotfour(4)_____,twounclesandone(5)_____.Hehasn'tgotany(6)_______对课本听力内容进行整合,低起点，多层次设计听力内容，由易到难，层层递进，活用听力素材。StepFive.语言知识综合运用Activity1:Workingroups,talkaboutTony'sfamily.以听力材料为依据，先进行机械性操练，再活学活用。Activity2:Introducestudents'families.通过大量的语言训练，促进学生将所学知识转化为言语技能，并通过多种形式的交际活动，将言语技能逐步发展为初步的交际能力。PartⅢ教学反思:首先，我充分挖掘教材，活用教材中提供的各种素材，在分析学生的认知能力和需求的基础上，低起点，多层次设计教学环节，在课堂教学中运用自主学习、结对学习和小组合作互助学习，力求打造自主、互助、学习型课堂。在教学设计上遵循先机械性操练，再学以致用的思路，引导学生“学了就用”。
