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一、教材分析
本课围绕介绍家庭成员开展听说读写教学活动，中心话题是“The family”，语法重点是能用who引导的特殊疑问句询问第三方是谁。介绍家庭成员。教学内容为语法的学习和使用提供了必要的感性材料，同时也体现了语法项目与交际情景自然结合的特点。学生的学习活动是在真实的生活场景中展开的。
二、学情分析
本节课所面对的是初一年级的学生，他们活泼好动，充满好奇心和求知欲。本单元所谈论的是关于家庭成员的话题，这贴合学生的生活，使学生容易对本课产生兴趣。但初一的学生年龄仍然较小，尤其在有人听课的条件下，他们更容易紧张，调动学生积极参与是本课的难题之一，这需要教师在课堂中注意营造宽松的课堂气氛，引导并鼓励学生在课堂上勇于表现，大胆发言，运用所学知识完成本节课所设计的学习任务。
三、Teaching aims
1. Language goals
Make the students recognize different family members and be able to use the sentence structure “Who is /are…？”， and the key words “photo， have a good day”.
2. Ability goals
Be able to understand the relationship between family members by listening to materials.
Be able to talk about family members using simple structures.
3. Emotion goals
Make the students not only care about their own families but also their classes， their schools …
四、Teaching important and difficult points
1. Different names of family members.
2. The sentence structure “Who is …？”
3. How to use the sentence structure “Who is …？” to describe the family members in the real situations.
五、Teaching methods
Task-based teaching method， cooperative learning method
六、Teaching aids
Multi-media， blackboard
七、Teaching procedure
（一）Leading-in （5 minutes）
Show a group of the teacher’s own family photos.
Review the words that they have learnt last time.
（二）Listening exercises（12 minutes）
1. Pre-listening
Make a conversation in pairs.
A： How many people are there in your family？
B： There are…
A： Who are they？
B： They are my father， mother…….
2. While-listening
2a： Listen and circle the words.
2b： Listen and match the names with the people.
3. Post-listening
Pair work
A： Who is the man in green？
B： He is Cindy’s…
A： What’s his name？
B： His name is…
A： Who’re the two old people？
B： They are Cindy’s…
...
Improve the students’ listening skills and make them know some simple listening strategies.
（三）Fun time： （3minutes）
Enjoy a short period of a movie named The Croods.
Make the students relaxed.
（四）Reading （2d） （8 minutes）
1. Pre-reading
Talk about the picture in 2d with the students.
2. While-reading
Read the conversation quietly and quickly and match the names with the people. Sally’s sister Paul
Sally’s friend Kate
Sally’s brother Jane
Read after the tape and imitate the pronunciation and intonation. Read aloud together.
3. Post-reading
Act out the conversation in groups of three.
Make the students learn to talk about their family members in the controlled situation. Learn how to use the sentence structures.
（五）Group work （12 minutes）
Help an foregin girl Amy to find a Chinese family to live with.
Make the students use the target language in the real situation and improve their speaking ability.
（六）Homework
1.请给我写一封电子邮件，介绍你的家庭情况，邀请Amy到你家居住。要求包含以下内容。（不少于40词）
（1） How many people are there in your family？
（2） Who are they？
（3） What do you and your family members like？ （40 words）
2. Draw a family tree.
My email address： 355415336@qq.com.
Make the students consolidate what they learnt today and improve the students’ writing ability.
八、板书设计
本课围绕介绍家庭成员开展听说读写教学活动，中心话题是“The family”，语法重点是能用who引导的特殊疑问句询问第三方是谁。介绍家庭成员。教学内容为语法的学习和使用提供了必要的感性材料，同时也体现了语法项目与交际情景自然结合的特点。学生的学习活动是在真实的生活场景中展开的。
二、学情分析
本节课所面对的是初一年级的学生，他们活泼好动，充满好奇心和求知欲。本单元所谈论的是关于家庭成员的话题，这贴合学生的生活，使学生容易对本课产生兴趣。但初一的学生年龄仍然较小，尤其在有人听课的条件下，他们更容易紧张，调动学生积极参与是本课的难题之一，这需要教师在课堂中注意营造宽松的课堂气氛，引导并鼓励学生在课堂上勇于表现，大胆发言，运用所学知识完成本节课所设计的学习任务。
三、Teaching aims
1. Language goals
Make the students recognize different family members and be able to use the sentence structure “Who is /are…？”， and the key words “photo， have a good day”.
2. Ability goals
Be able to understand the relationship between family members by listening to materials.
Be able to talk about family members using simple structures.
3. Emotion goals
Make the students not only care about their own families but also their classes， their schools …
四、Teaching important and difficult points
1. Different names of family members.
2. The sentence structure “Who is …？”
3. How to use the sentence structure “Who is …？” to describe the family members in the real situations.
五、Teaching methods
Task-based teaching method， cooperative learning method
六、Teaching aids
Multi-media， blackboard
七、Teaching procedure
（一）Leading-in （5 minutes）
Show a group of the teacher’s own family photos.
Review the words that they have learnt last time.
（二）Listening exercises（12 minutes）
1. Pre-listening
Make a conversation in pairs.
A： How many people are there in your family？
B： There are…
A： Who are they？
B： They are my father， mother…….
2. While-listening
2a： Listen and circle the words.
2b： Listen and match the names with the people.
3. Post-listening
Pair work
A： Who is the man in green？
B： He is Cindy’s…
A： What’s his name？
B： His name is…
A： Who’re the two old people？
B： They are Cindy’s…
...
Improve the students’ listening skills and make them know some simple listening strategies.
（三）Fun time： （3minutes）
Enjoy a short period of a movie named The Croods.
Make the students relaxed.
（四）Reading （2d） （8 minutes）
1. Pre-reading
Talk about the picture in 2d with the students.
2. While-reading
Read the conversation quietly and quickly and match the names with the people. Sally’s sister Paul
Sally’s friend Kate
Sally’s brother Jane
Read after the tape and imitate the pronunciation and intonation. Read aloud together.
3. Post-reading
Act out the conversation in groups of three.
Make the students learn to talk about their family members in the controlled situation. Learn how to use the sentence structures.
（五）Group work （12 minutes）
Help an foregin girl Amy to find a Chinese family to live with.
Make the students use the target language in the real situation and improve their speaking ability.
（六）Homework
1.请给我写一封电子邮件，介绍你的家庭情况，邀请Amy到你家居住。要求包含以下内容。（不少于40词）
（1） How many people are there in your family？
（2） Who are they？
（3） What do you and your family members like？ （40 words）
2. Draw a family tree.
My email address： 355415336@qq.com.
Make the students consolidate what they learnt today and improve the students’ writing ability.
八、板书设计