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Unit 4 My family

Teaching goals: 1. Language knowledge:

语音 词汇 /f/ / v/ /θ/等 many, people , aunt, grandfather, grandmother, grandparent, uncle, have got, email, him, make 词组 语法 Play basketball, ride a bike, play the piano, be from have/has got 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 话题 2. Language skills:

听 说 听懂有关家庭的介绍的简短对话，提高学生实际应用能力。 能利用there be和have/has got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there be和have/has got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there be和have/has got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 3. Learning methods:

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 调控 交际 资源 自学策略 合作学习联系，归纳，推测等技能 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 学习运用恰当词语介绍 自己的家庭成员 通过其他资源获取更多介绍家庭的信息。 培养话题和词汇的语言域意识，形成话题联想的习惯。 掌握询问和澄清策略。掌握搭配策略。 面向全班同学做有关家庭的介绍。 介绍自己的家庭成员。 向全班同学做有关家庭的介绍。 用心 爱心 专心 1

策略 4. Culture:

中外对比 5. Emotional attitude:

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． Teaching important and difficult points:

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/has got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。 Teaching periods:

Period 1: Listening and Vocabulary Period 2: Reading and Vocabulary

Period 3: Pronunciation and Speaking & Writing Period 4: Language in use

Period 5: Around the world & Module Task

Period 1: Listening and Vocabulary

Teaching content: Listening and Vocabulary Teaching aims and demands： 1. Language knowledge: Key vocabulary:

many, people, aunt, grandfather, grandmother, grandparent, uncle, have got Key structure：

There is/are ； have/has got…(重点) 2. Listening skill：

To process information of family members in listening. Improve the students’ listening ability. 3. Affection and attitudes:

We should love my family and help the other students. Learning strategies：

Bottom –up , Interactive approach and listening the tape and do some exercises．

中西方家庭观念的差异。 用心 爱心 专心 2

Teaching aids:

Multi-Media (Tape recorder, video, OHP, handout) Teaching procedures： Part I: Revision

Task: Help students to revise what is learnt in last module． Directions：

1. Bring some pictures of famous people from China, England and America into class. Talk about them． His name is … He is from… He is 24 years old．

2. Ask” Is there a book on your desk? Where is your…? Are there …?

Using everyday classroom equipment. In other words, I have got a … What colour pen have you got ?．．．

3. Practise other forms with the class: ‘Have you / Has he got a red pen? Yes, I have. / No I haven’t.

4. Do some choral and individual repetition of the different structures as you use them． Part II: Lead in 1. Activity 1 on page 20

Task: Look at the pictures. Label Tony’s family. Directions：

Step 1. Read through the words in the box and have the Ss.

Repeat them after you chorally and individually． Step 2. Ask the students to do activity 1on page 20． Step 3. Check their answers with a partner．

Step 4. Call back the answers as complete sentences in a whole- class setting using

the known prepositions or phrases such as next to, behind, in front of etc.

Step 5. Summarize

Part III: Listening and Vocabulary

Task : To understand conversations. Improve the students’ listening ability. 1. Activity 2 on page 20 Directions：

用心 爱心 专心 3