Unit4MyfamilyTeachinggoals:1.Languageknowledge:语音/f//v//θ/等词汇many,people,aunt,grandfather,grandmother,grandparent,uncle,havegot,email,him,make词组Playbasketball,rideabike,playthepiano,befrom语法have/hasgot表示“有”的肯定，疑问与否定形式；灵活运用，提高综合运用能力。功能介绍自己的家庭成员。话题向全班同学做有关家庭的介绍。2.Languageskills:听听懂有关家庭的介绍的简短对话，提高学生实际应用能力。说能利用therebe和have/hasgot句型介绍自己的家庭；流利的说出含有本模块生词、短语。读能读懂含有therebe和have/hasgot句型的关于家庭介绍的简单文章。进行简单的阅读技能训练写1．能利用therebe和have/hasgot句型写出的简短的关于家庭介绍的句子2．能正确运用大小写及正确使用句号和问号。演示与表达面向全班同学做有关家庭的介绍。3.Learningmethods:学习一定程度形成自主学习，有效交际、信息处理、英语思维能力。认知联系，归纳，推测等技能调控从同伴处得到反馈，对自己在叙述及作文中的错误进行修改交际学习运用恰当词语介绍自己的家庭成员资源通过其他资源获取更多介绍家庭的信息。自学策略培养话题和词汇的语言域意识，形成话题联想的习惯。合作学习策略掌握询问和澄清策略。掌握搭配策略。4.Culture:中外对比中西方家庭观念的差异。5.Emotionalattitude:培养对家庭的爱和对家庭成员的关心；培养对不幸家庭同学的同情和帮助。参加各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。6.Task:能够运用所学句型结构向他人介绍自己的家庭情况．Teachingimportantanddifficultpoints:1．如何使用地道的英语介绍自己的家庭情况．。礼貌的进行日常对话。2．have/hasgot句型表示“有”的肯定，疑问与否定形式；。难点：能用恰当地道的英语介绍人们介绍自己的家庭情况。Teachingperiods:Period1:ListeningandVocabularyPeriod2:ReadingandVocabularyPeriod3:PronunciationandSpeaking&WritingPeriod4:LanguageinusePeriod5:Aroundtheworld&ModuleTaskPeriod1:ListeningandVocabularyTeachingcontent:ListeningandVocabularyTeachingaimsanddemands：1.Languageknowledge:Keyvocabulary:many,people,aunt,grandfather,grandmother,grandparent,uncle,havegotKeystructure：Thereis/are；have/hasgot…(重点)2.Listeningskill：Toprocessinformationoffamilymembersinlistening.Improvethestudents’listeningability.3.Affectionandattitudes:Weshouldlovemyfamilyandhelptheotherstudents.Learningstrategies：Bottom–up,Interactiveapproachandlisteningthetapeanddosomeexercises．Teachingaids:Multi-Media(Taperecorder,video,OHP,handout)Teachingprocedures：PartI:RevisionTask:Helpstudentstorevisewhatislearntinlastmodule．Directions：1.BringsomepicturesoffamouspeoplefromChina,EnglandandAmericaintoclass.Talkaboutthem．Hisnameis…Heisfrom…Heis24yearsold．2.Ask”Isthereabookonyourdesk?Whereisyour…?Arethere…?Usingeverydayclassroomequipment.Inotherwords,Ihavegota…Whatcolourpenhaveyougot?．．．3.Practiseotherformswiththeclass:‘Haveyou/Hashegotaredpen?Yes,Ihave./NoIhaven’t.4.Dosomechoralandindividualrepetitionofthedifferentstructuresasyouusethem．PartII:Leadin1.Activity1onpage20Task:Lookatthepictures.LabelTony’sfamily.Directions：Step1.ReadthroughthewordsintheboxandhavetheSs.Repeatthemafteryouchorallyandindividually．Step2.Askthestudentstodoactivity1onpage20．Step3.Checktheiranswerswithapartner．Step4.Callbacktheanswersascompletesentencesinawhole-classsettingusingtheknownprepositionsorphrasessuchasnextto,behind,infrontofetc.Step5.SummarizePartIII:ListeningandVocabularyTask:Tounderstandconversations.Improvethestudents’listeningability.1.Activity2onpage20Directions：Step1.Explainthatthestudentshavetocheckinactivity1thepeopleTonymentions.Step2.Playtherecordingoncewhiletheyjustlisten．Step3.PlaytherecordingonceagainforthemtoChecktheanswerswithapartner.Step4.Playtherecordingonceagainforthem,thenonceagaintocheckwithapartner.Callbacktheanswerinawhole-classsetting.Step5.Summarize1.Askthestudentstocallouttheanswerswithapartner.2.Activity3onpage21Task:ListenandreadDirections：Step1.PlaytherecordingandasktheSstolistenandreadtheconversation.Step2.Playtherecordingagainandpauseaftereachphrase,askingtheSstorepeatchorallyandindividually.Step3.PuttheSsintogroupsof4topractisethedialogue.Step4.Theyshouldrepeatitseveraltimes,changingtheroleseachtime.Completethesentences
