(The 2nd period Section A 2a, 3a---3c )
Teaching aims(教學目標) :
1. 學會說家庭成員的稱謂
（繼續學習含有be的動詞的基本句型的陳述句和一般疑問句。）
2. 學會向別人詢問、介紹家庭成員
Language points（語言點）:
1. 要求學會以下句式：(1) That’s… …
(2) ---Is he/she… …
---Yes, he/she is.(No, he/she isn’t.)
2.要求掌握以下詞匯：she, he
3. 要求掌握以下縮寫：he’s=he is, she’s=she is
(上述句式、詞匯和縮寫應在第二課中出現過，在本課中作為重點可滲透到課堂各個活動中，加深學生對所學知識的印象，使之能被更靈活地運用。)
Difficulties（難點）：
學習含有be動詞的一般疑問句的句式及其回答。
Teaching steps（教學步驟）:
1. Warming-up and revision（課堂熱身和復習）
(1) Daily greetings to the students（日常問候）
T: How are you today?1
S: I am (fine/great/OK/very good). How about you?
T: I am (fine, too/not bad/pretty good/awful/terrible).
How is your father / mother / grandfather /grandmother / uncle / aunt / brother / sister?
How are your parents / grandparents ---?
S: He/She is…
T: What’s your name, please?
S: I am (My name is) …
T: (to the whole class) So that’s …. 2
(2) Revision（復習）
Work on 2a (完成P14-2a)
T: Now, please open your books, and turn to page 14.
Look at 1a. I will play a recording. Listen carefully and circle the words you hear. I will play it twice3. The first time you just need listen. You can finish this part at the second time.
T: Now, let’s check the answer.
S: ---
T: You are right. Thank you.
2. Presentation
T: Now, let’s play a guessing Can you guess how old I am? 4
S: Are you twenty-seven? 5
T: NO, I am a little older.
S: Are you twenty-eight?
T: Yes, you are so clever.(學生可能回有不同的回答，
老師根據學生回答給出多種評價。)
T: What about you? How old are you?
S1: I am twelve (this year).
T: Are you twelve, too?
S2: Yes, I am. (No, I am not. I am thirteen.)
T: Oh, I am sorry. I can’t hear you clearly6, (to the whole class)
Is he/she thirteen?7
S: Yes, he/she is.
T: Thanks. You are so clever (good/wonderful/…). She is
younger than me, so she is my sister8.
3. Work on 3a (完成P15 3a)
T: Now let’s look at this picture. There are four people
in the picture, and the boy and the girl playing basketball
are Anna and Paul. Let’s read the words aloud and fill in
the blanks with the words from the box. 9.
T: Let’s check the answers: 10
---Is she your sister?
---Yes, she is.
---And is he your brother?
---No, he isn’t. He is my friend.
4. Work on 3b (完成P15 3b)
T: Well done! Now read the dialogue in 3a with your
partner, then change your roles. 11
Ss read it in different roles.
T: Oh look, there are many people there, old and young .
Can you make a dialogue like 3a? 12
5．Presentation
T: I have a friend. His name is Mike. Do you have a friend? 13
S: Yes.
T: What’s his/her name?
S: His/Her name is Peter.
T: Thanks very much. I think he must be a good boy.
(to another student) Is Peter your friend too?
S: No, he isn’t.
T: Who is your friend?
S: … …
6．Work on 3c (完成P15 3c)
T: I want to know more about your friends or family
members. (to the whole class)Do you want to know
them too?
S: Yes.
T: I’d like a student to write down your mother’s, father’s,
or friend’s name on the board. The other students guess
who the person is. Who’d like to come here? 14
Wei Hua please. (在黑板上寫下一個名字。)
S1: Is… your brother?
S2: Is… your friend?
S3: Is… your uncle?
7．Work on 4--- group work (完成P15 4)
T: Please take out your family photos. Put them in your group.
Take turns to ask and answer questions about the photos. 15
S1: Is she your grandmother?
S2: Is he your father?
S3: Is she your cousin?
（小組活動后，請幾個小組進行表演。老師及時鼓勵。）
8．Homework
A): Oral work:
(1) Listen to 3a, read and recite it.
(2) Go on making up your dialogue with your group members and polish it.
B): Written work:
(1) Copy the sentences in 3a.
(2) Write about the pictures on P15 using the sentence structures in 3 a
教學設計說明：
1. 這兩個問題是為了幫助學生進入學習的良好狀態，對課堂產生興趣，鼓勵他們用不同的回答，在學生反問時，老師可在適當的情景下帶出豐富的回答，但要及時將新單詞板書在黑板上。同時讓學生體驗含有be動詞的疑問句。
2．通過對學生姓名的詢問后，用“That’s…”向大家介紹這位同 學，復習了介紹的相關句型，也為課文3a部分做了鋪墊。
3． 在這里，當教師用英語說完之后，可以適當加以中文說明，務必讓學生明白做聽力題的策略。
4. 通過讓學生提問，拉近師生之間的距離, 并使學生獲得語言運用的成就感。
5. 建議老師用夸張語調讀”Are you…” ，并將它板書，讓學生熟悉含有be動詞的一般疑問句的句式。
6．創設真實情景，當部分學生在理解這個句子時有一定困難時，可配以肢體語言，加深學生對此句的理解，培養他們在語境中理解新單詞的能力。
7．建議老師用夸張語調讀”Is he/she…” ，并將它板書，讓學生熟悉第三人稱一般疑問句的句式。對能正確回答的學生及時加以語言、微笑等多種形式的鼓勵。
8．T 板書younger; sister, 可給中文幫助Ss理解younger, 建議學生能在語境中理解sister。
9．此句較長，要求T放慢語速，如果學生未完全清楚T的指令，可重復此問題。使用教材第15頁3 a上圖片的掛圖，給學生一分鐘時間獨立或同桌討論來完成此項活動。在此基礎上組織下面操練。
10．叫幾位同學單獨回答，個別空格也可全班一起回答。鼓勵
同學大聲讀出自己的句子，老師及時鼓勵，注意指導學生一般疑問句的語調。
11．此句較長，而且含有多個新單詞，要求T放慢語速，配以手勢，加深學生對T指令的理解。
12. T 可給學生提供其它常用人名和father、mother、aunt、uncle等家庭成員稱謂替換Anna、Paul和sister 、brother。鼓勵學生盡量使用自己學過的單詞完成對話。
13. 把句型板書在黑板上，T通過自己的回答讓學生理解Do you have…的意思，抓住學生回答的老師需要的答案，開展接下來的教學活動。
14．學生在黑板上寫出一個名字，鼓勵同學們用“Is…”這個句型進行猜測�；顒忧跋扔蠺和Ss做示范對話，再由S和S進行活動。對正確使用第三人稱單數一般疑問句的同學進行表揚。板書重點句型。此活動建議采用小組競賽的形式，以活躍課堂氣氛。
15. 課前要求學生帶來照片，并分好活動小組，選出組長�；顒忧跋扔蠸和S進行活動。T對個小組的活動進行指導，防止學生看到照片后有嬉笑、用中文交流等行為。T和Ss做示范對話，再由S和S進行活動。