Unit1 Father or Me? Period 1-2教学设计
教育目标：
1. 让学生学习有关家庭成员的单词，激发对家庭的热爱。
2. 引导学生主动与他人交流，增进彼此情感。
知识目标：
基础目标：
1.Words and expressions
From Wonderland From Farmland From Grand Theatre
*mother Vincent van Gogh photo
*father sunflower * look at
*aunt lady * grandma
*uncle * who
son guess
daughter * me
*brother look like
*sister
注：带*号表示在前面几册课本中已经出现过，但仅作听、说、读要求，全书同。
2. Sentence patterns
From Farmland From Grand Theatre
Who's鈥�? You look like?
Who's鈥�? 是谁？/谁是鈥︹��?
3．根据课文内容回答Questions and Answers 中的问题，并根据实际情况回答On your own中的问题。
4．掌握Music Box中字母a和b在单词中的读音。
5．根据Disneyland中的内容，将更多的家庭成员单词编入儿歌，进行替换性练习。
Difficult Points
1. 提醒学生注意在英语中uncle, aunt, 一词多义，如：grandfather和grandmother可表示爷爷，外公；奶奶，外婆。
2. 学会区分I 和me的用法。
3. 掌握单词look，see，watch在句子中的不同含义和用法。
发展目标：
1. 通过变换人称，掌握look like的用法：I look like .../You (They) look like .../He (She) looks like ... 在一般现在时的句型中，当主语是第三人称单数时，谓语动词look后要加s。
2. 了解更多有关家庭成员与亲戚的单词，例如：niece, nephew等。
能力目标：
1. 能用英语简单介绍自己的家庭成员。
2．能用已学过的单词替换Grand Theatre的某些部分进行再创造表演。
情感、策略和文化等有关目标：
1. 让小学生懂得要重亲情，重友情。
2. 学习策略：在学习过程中善于学习别人的长处。
教学资源：
Student鈥檚 book 3A P1~P7
Cassette 3A Unit 1
Student鈥檚 workbook 3A P1~P6
Word and picture cards 3A Unit 1
Teaching Transparencies 3A Unit 1
Student鈥檚 photos
教学时间：5课时（每课35~40分钟）
课时安排：建议本单元安排5教时。
第一课时：Wonderland & Language Lab
第二课时：Farmland
第三课时：Grand Theatre & Language Lab
第四课时：Language Lab & Music Box
第五课时：Disneyland
Lesson Plan ( 1 )
| Procedures | Contents | Methods | Purpose |
| Pre-task preparation | Warming-upRhyme: Hi, hi, hi, my dear mummy. | Say the rhyme in chorus. | 通过儿歌创设良好的学习氛围。 |
| While task procedures | Task 1Introduce the new words: father, mother, aunt, uncle, son, daughter, and brother and sister. Task 2Understand the family relationships by using a family tree. Task 3Finish Language LabPart 2 | Take a look at the teacher鈥檚 family photo.Listen to the teacher鈥檚 introduction of her/his family members one by one.3. Learn the new words. 4. Compare the spelling and pronunciation of mother, father and brother. 1. Draw a family tree.2. Elicit the students to tell the relationships between two people. Eg: Sandy is Carl鈥檚 son. Carl is Sandy鈥檚 father. Spell the new words. | 教师通过自己的家庭照片引出新授内容，激发了学生的好奇心，自然地引发了学生的学习动机。 在教授新单词的过程中注意将形近与音近的单词进行对比，帮助学生建立完整的知识结构。通过形象的家谱图表帮助学生理解家庭关系，在梳理关系的同时，新授单词又一次得到复现。 |
| Post-task activities | Say something about the students鈥� own family. | 1. Take out the family photo.2.Introduce the family members to a friend. | 将所学知识联系实际，让学生在真实的语境中使用学到的内容。 |
| Procedures | Contents | Methods | Purpose |
| Pre-task preparation | RevisionReview the words about the family member. | 1. Spell the words.2. Introduce one or two family members. | 通过复习检查学生是否掌握上节课所学内容，并为新课做准备。 |
| While task procedures | Task 1Introduce the sentence pattern 鈥淲ho鈥檚鈥�?鈥� by guessing who the person is Task 2Distinguish the celebrities. Task 3Know Vincent van Gogh and his masterpiece Sunflower. | 1. The teacher shows a photo of his/her childhood.2. Guess by using 鈥淲ho is he/she鈥�3. Learn the sentence. 1. Show some photos of celebrities.2. Discuss in groups by using 鈥� Who鈥檚 this/ that?鈥� 鈥淚s he/she鈥�?鈥�1. Show Sunflower and encourage the students to tell their opinions about it.2. Introduce Vincent van Gogh and his other famous paintings. | 由教师孩童时期的照片引出新的教学内容能激发学生的学习兴趣。通过认识名人不仅能操练所学句型，也能更多地了解世界。通过了解凡高及其作品操练句型，扩大视野，拓展知识范围。 |
| Post-task activities | 1.Make a dialogue of talking about the families of both sides. 2.Learn the dialogues on the course book. | Make a dialogue by using 鈥淲ho鈥檚 鈥︹�� to talk about the families. Listen to the tape and repeat the sentences.Role play the two dialogues. | 用所学的语言讨论现实中的事物，突出了语言的功能性。通过学习表演课本上的对话感受所学句型的功能。 |
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