教学目标:
1. 能听懂,会说,会读日常用语Who’s he? He’s my father. Who’s she? She’s my mother.
2. 能理解,分辨单词he和she.
3. 能用Who句型进行自由对话。
重点难点:
1. 能理解,分辨单词he和she.
2. 能用Who句型进行自由对话。
教学对策:
要求学生自己带父母的照片,根据图片来进行教学。
教学准备:
词语卡片、挂图
教学过程:
Step1
1. Greetings
T: Hello.
Ss: Hello.
2. Free talk
T: I am a girl.
S1: I am a boy.
T-Ss S1-S2
Step 2
1. Review the words
T show pictures
Ss: father mother brother sister
Game:
T: my father
S1: my mother
S2: my sister…
Rhyme (Say and act)
2. New sentences
T: father, yes? Team cat?
Ss: Yes.
T: He is my father.
Ss: read together.
Read it in different ways. (lonely, groups, different voice)
Game: Guess? Who’s he?
T: Who’s he?
S1: He’s my father…。.
T: Let’s ask him together.
Who’s he?
Ss: follow.
Ask one by one.
T: He’s my dog. (picture)
The same way to teacher: Who’s she? She’s my mother.
Step 3
1. Read the sentences in different ways.
2. he she
T: 小朋友们你们看看这两个单词,它们有什么不同点?谁来试试?
S1: …
T: he用于男 she用于女
Rhyme:
He, he, he is my father.
She, she, she is my mother.
修改:谁能试着改编这个儿歌?要求学生来编儿歌。
Ss: ……。
3. Read the dialogues
4. Make and say
T: (使用幻灯片,变换各种人物)
Who’s he/she?
S1: Who’s he?
He’s my father.
Others teach in the same way.
Step 4 Assign homework
(1)听录音,朗读A部分对话,尝试和家长进行角色对话。
(2)听录音,继续熟悉C部分歌曲
修改:教师可以先帮助学生理解其在句中的意思,带着学生逐句诵读歌谣,在学生能熟练朗读的基础上,教师可以鼓励学生对本歌谣进行适当的替换或改编。
板书设计:
Unit1 My family
father brother mother sister
he she