第一篇：三年級英語下冊 Unit2 教案 人教PEP

【課題】Unit 2 My family

【教學重點】掌握字母Hh和Ii的字音和字形。

【教學難點】字母Hh和Ii的讀音。

【教具準備】 本課生詞的單詞卡片 配套的教學課件 相配套的教學錄音帶 學生的小英語練習本 大字母卡片，每組一套的小字母卡片

【教學過程】

熱身／復習（Warm-up/Revision）Let’s chant

學生一起說唱A部分的字母歌謠，邊說邊演 搶答字母

教師出示字母的大小寫，孩子快速搶答 找朋友

教師出示大寫字母，孩子迅速找出小寫，大聲讀出。

孩子在小組中做游戲

呈現新課（Presentation）教師出示26個字母的字母表

讓孩子說說都學過了那些字母，讀一讀。找一找，今天我們該掌握哪些字母了。讓孩子先試著說出字母“Hh Ii”.教師注意指導孩子兩個字母的發音。

教師針對學生的錯誤，示范口形。

孩子模仿，小組說一說，查口形

小組開火車認讀大小寫字母Hh Ii 教師分別出示大小寫Hh，讓孩子想想大小寫的字母分別想什么，用語言描述或是用動作表示。

參考：H is a ladder, h is a house.教師可以邊說邊畫出梯子和小房子，讓孩子觀察自形)教師分別出示大小寫Ii讓孩子想想大小寫的字母分別想什么，由語言描述或是用動作表示。

參考：像一根骨頭/像一個海豚頂球（教師畫圖，孩子觀察。）教師出示B Let’s say 動畫

問孩子“What can you see?”鼓勵認識單詞的孩子自己說出詞

教師點擊單詞或圖片，學生跟讀單詞，開火車練讀。

教師問學生：“What do you like?”S:“I like hamburger/ice?” 字母和單詞，體會字母在單詞中的讀音

小組讀字母和相應的詞

（三）趣味操練（Practice）

1讀一讀，分一分

孩子自己讀新授的單詞，根據讀音分成兩組。找出共同的首字母。Guessing game

教師將字母卡片背過來，讓孩子猜一猜

孩子小組猜字母 Let’s do

出示B Let’s do 動畫，學習過程同前。部分學生說指令，其余學生做動作。學生上臺表演，教師對表演好的給予獎勵。

(四)擴展性活動（Add-activities）

紙牌游戲

兩個孩子分別有一套學過的字母卡，按順序逐張出卡片（邊出邊讀），誰出的和前一張一樣，就收走中間的牌。

第二篇：PEP英語三年級下冊Unit2 My family教案

PEP英語三年級下冊Unit2 My family教案

教學內容：Part A Let’s talk，Let’s learn 教學目標：

一、語言知識目標:

1、能夠聽、說、認讀單詞：father（dad）、man、mother(mum)、woman

2、能夠聽、說、認讀句型:Who’s that man/woman? He/She is my ?

3、能夠運用句型：“Who’s that man/woman? He/She is my ?”進行簡單的會話與交流。

4、理解并學會唱歌曲：Father and Mother

二、情感態度目標：

1、能體會學習單詞句型的樂趣。

2、積極參與課堂學習活動。

3、在活動游戲中學會與同伴合作。

4、敢于開口，在快樂中學習三會單詞和句型。

三、學習策略目標：

1、在課堂交流中注意傾聽，積極思考。

2、積極運用所學的英語進行表達和交流。

3、積極與他人合作，共同完成學習任務。

四、文化意識目標：

1、知道人稱代詞he和she 的意義與區別。

2、了解一些日常交際中的中外文化差異，dad和mum的口語用法。

五、語言技能目標：

1、注意觀察生活中的情景，并用所學的簡單句子表達。

2、用father和mother進行簡單的人物介紹。

3、用所學的英語和相應的事物進行聯想擴展。教學重點：

1、2、詞匯：father（dad）、man、mother(mum)、woman 句型：Who’s that man(boy)? He’s my ?/Who’s that woman(girl)? She’s my? 教學難點:

1、2、he 和 she 的意義區分及發音。

用句型“Who’s that man？He’s my father.Hi Dad?”在具體的語境中靈活運用。

教學準備：課件、照片、單詞卡、畫筆、獎勵的小卡片。教學過程：

一、熱身（Warming-up）

1、2、教師和學生一起唱Unit1的歌曲Boy and girl.教師出示自己的一張家庭照片說：This is my family.Do you know who they ?引起學生的注意力。教師指著圖片說He’s my father.并重復單詞father;指著另一張圖片說She’s my mother.并重復單詞mother.教師再次用dad,mum代替father,mother.并向學生指出dad 和 mum 更多地用于日常口語中。

二、課程導入（Leading in）

1、教師假扮一位新朋友:My name is May.I am from China.問一個女生：What’s your name?引導這個學生回答：My name is(Hong).教師對其他學生說：She’s(Hong).并示意學生跟著重復這句話。

2、教師指著離自己稍遠的女生問：“Who’s that girl?”引導學生回答:She’s?

3、用同樣的步驟問一個男生，用he 代替she.三、新課呈現（Presentation）

1、教師呈現Mr Jones,問Who’s he?引導學生答；He’s Mr Jones.教師說Mr Jones is a man.并重復單詞man.又呈現Miss White的圖片，問Who’s she? 引導學生答；She’s Miss White.教師說Miss White is a woman.并重復單詞woman.2、教師向學生出示幾張明星的照片或圖片，讓學生做:Who’s that man/woman? He/She is my ?的問答操練。3、4、5、6、讓學生觀看教學課件或VCD展示Part A Let’s talk的內容。讓學生看書聽錄音，跟讀課文對話。讓學生分組表演課文并展示。

教師用畫筆在自己的拇指上畫出自己的家庭成員，向學生介紹說：This is my family and I have a small family.Who’s that man? He’s my father.He is tall.I love my father.Who’s that woman?She’s my mother,she’s not so tall.I love my mother too.And this is me.What about your family?

7、讓學生也在自己的拇指上畫出自己的家庭成員，并向同伴相互介紹自己的爸爸媽媽。

8、9、播放Let’s chant,讓學生跟著唱。

播放歌曲“Father and Mother”的視頻文件，學生反復學唱。

四、趣味操練（Practice）

1、Listen and Choose.教師請一個學生讀出黑板上的單詞，另一個學生要根據所聽到的從黑板上拿下該單詞卡，直到黑板上只剩下圖片為止；又請另一組學生，這一組的一個學生要根據黑板上的圖片讀出單詞，另一個學生則根據所聽到的把該單詞卡貼回去。

2、Guessing Game.收集學生的家庭成員的照片，讓學生猜一猜：Who’s that man/woman?是誰的爸爸、媽媽，誰就快速回答：He/She is my father/mother.誰回答的越準確越快，誰就獲得小卡片越多。

3、寫上字母“f,a,b,r,o,h,m,t,n,d,d,e,r,u,m,”制成15張卡片，隨意分給學生。然后教師說出“mother,mum,father,dad,man,woman”每說一個單詞，該單詞構成的字母同學舉著卡片站起來來到講臺前面按順序排好，反應慢的那組同學要模仿該單詞的那個人，比如說是father就說father，father，tall,tall,tall.是mother就說mother,mother,not so tall.反應快的那組每個人將獲得2張小卡片

五、總結（Summing up）

1、本課的三會單詞：father（dad）、man、mother(mum)、woman

2、本課的三會句子：Who’s that man/woman? He/She is my ?

六、作業（Homework）.1、操寫三會單詞，each five times.2、向父母介紹如何把自已的家庭成員介紹給別人。板書設計：

Unit2.My family Who’s that man / woman?

He is my father(Dad).She is my mother(mum).

第三篇：PEP小學英語三年級下冊Unit2修

教案：Unit 2My Family

教材來源：小學三年級《英語》教科書/人民教育出版社2012版

內容來源：小學三年級《英語（下冊）》第二單元

主題：My familyA Let’s talk

課時：共6課時，第2課時

授課對象：三年級學生

設 計 者：馬燕菊

目標確定的依據

1.課程標準相關要求

能在圖片、圖像的幫助下，聽懂課堂活動中簡單的提問；能根據錄音模仿說話。敢于開口，表達中不怕出錯；積極參與各種課堂學習活動，與其他同學積極配合和合作；能做簡單的角色扮演。

2.教材和學情分析

這是本單元第二課時。三年級上冊學習過句型：This is….Nice to meet you。本節課教學內容重點句型：Who’s that man? He’s my father，學生要學會描述人物，以對話形式描述人物。其中What’s that man？的表達可能是口語交際中的障礙。

目標

1．借助錄音，能聽懂、會說A部分的對話，重點掌握“Who’s that woman? Who’s that man? She’s….He’s….2．借助本課時的主句型, 能詢問他人是誰及做出正確回答。

評價任務

1．借助錄音和圖片，讓學生學會模仿并跟讀句子，注意語音語調的準確。（檢測目標1的達成情況）

2．根據本課時的主句型，關鍵詞。學生能替換關鍵詞創編新的對話內容。（檢測目標2的達成情況）

教學過程

Step IRevision

1.播放英語歌謠A let’s chant。

2.學生拿著自己爸爸媽媽的照片作介紹。

StepⅡPresentation

1．學習句型Who’s that man?

→接著剛才的環節教師繼續和學生對話，課件出示人物圖片，學生問Who’s that man/woman?之后學生2-4人進行操練，熟練運用句型。

2.看卡通填空。

播放卡通，讓學生感知對話并回答問題。

→Who’s that man?

→Who’s that girl?

→領讀問題與答語。

3.跟讀對話。

→每句話跟讀相應的遍數。

→美讀指導。學習難點句型Who’s that man?的語音語調，并跟讀多遍。

→美讀檢測。

4.自讀對話。

5.分角色朗讀對話。

→組內分角色。

→組內操練。

→提問展示。

6.一分鐘背誦對話。

StepⅢPractice

1．交際運用

→老師準備幾個人物頭飾，讓學生扮演進行自我介紹。

→學生選擇一個人物在小組內進行互相介紹。

StepⅣConsolidation

根據Point and say 部分的提示創設情境：兩名學生互相描述自己畫的人物。

要求學生結合情境，使用所學語言進行交際。

StepVHomework

1.背誦對話。

2.根據主句型提示創編一個對話。

教學反思

第四篇：(人教PEP)三年級英語上冊教案 Unit2 第三課時

Unit 2 Look at me 第三課時 教學設計

一、教學設計思路

本課時主要學習Let's draw和Let's sing兩部分，活動性較強，使學生在玩玩唱唱中復習和鞏固所學的詞匯。首先教師通過播放歌曲 《Head, Shoulders, Knees and Toes》引入head, eye, face , ear, nose, mouth 等單詞的復習。再利用第二課時的教學課件，學生再次練習單詞。Let’s draw部分的教學，教師主要起一個引導作用，學生根據錄音和課件自己畫畫。然后游戲“Simon says”為學習歌曲《Teddy Bear》掃清障礙。條件許可的話，教師可將學生帶到操場在唱一唱，玩一玩中學習此歌。同時，教師充分發揮學生的潛能，鼓勵學生自編歌曲，將上一節課的指令代換到歌曲中演唱。最后設置的游戲“真假難辨”教師自己可根據具體情況覺得做不做。

二、教學目標

（一）知識

會唱歌曲Teddy Bear，并能根據歌詞做相應的動作。

（二）能力

能根據單詞所示的位置畫出相應的臉部五官圖。

（三）情感

使學生了解萬圣節，學習節日的有關內容，以及模擬參與萬圣節的活動，了解西方文化，培養學生的跨文化交際意識。

三、教學重點

重點： 實際生活中的語言運用能力的培養。

難點：eye, face ,mouth 三個詞發音的再次強調。歌曲中的短語掌握較難，在此教師讓學生了解含義即可。

四、教學媒體

1．教師準備一根跳繩和六個Teddy Bear的頭飾。2．教師準備頭部各個部位的圖片和單詞卡片。3．查閱萬圣節資料，制作“杰克燈”，準備一些treats。

五、教學過程 1．導入

教師戴上Teddy Bear的頭飾與學生打招呼：

Hello!/Good morning.My name is Teddy Bear.What’s your name? Nice to meet you.將學生分為兩組，每組派一個代表上講臺，教師給學生發指令，如Touch your head.誰的動作又快又準誰就是勝利者，待熟悉后可選一位學生代替教師。

2．呈現新課(Presentation)1）教師出示本單元第二課時的教學課件。教師點擊鼠標后，眼、耳、鼻、口、臉和相應的英語單詞逐一顯示，讓學生再次練習單詞。

2）聽錄音，畫五官

做Let’s draw部分的練習。讓學生聽錄音，并畫出頭部的各個部位，然后將所畫的圖與單詞連線。教師還可發給學生一張白紙，讓學生自己畫并起好名字如：Teddy Bear , Jim Bear等。

3）出示Let’s draw部分課件，根據出現的單詞點擊圖片上相應的部位，正確顯示笑臉，反之出現哭臉，讓學生做練習。

4）教師說：Turn around，同時做兩遍動作。教師重復指令，讓學生和教師一起做動作。教師用同樣的方法介紹Touch the ground.請學生跟讀Turn around.Touch the ground.5）游戲：Simon says 教師發出指令，學生執行指令。規則是：如果指令前有Simon says, 學生執行指令，否則被罰下，如：

T: Simon says, touch the ground 學生摸摸地。如教師只說：Touch the ground.學生則不做任何動作。

6）介紹萬圣節（課件）

如果有學生知道萬圣節，就先讓學生來介紹萬圣節的一些習俗，然后教師作適當補充。

萬圣節是西方的傳統節日（出示HAPPY HELLOWEEN）。萬圣節前夜，即每年的10月31日夜晚，是兒童們縱情玩樂的好時候。當夜幕降臨，孩子們便迫不及待地穿上五顏六色的化裝服，戴上千奇百怪。（出示掛圖）他們有的披上漆黑的長衫，騎著“魔帚”，扮作女巫（witch）;有的裹上白床單裝鬼（ghost）;有的戴上畫有骷髏旗的帽子扮成海盜（pirate）。一群群裝扮成妖魔鬼怪的孩子手提杰克燈（jack-o’-lantern）在月光照耀下來到鄰居家門前，威嚇般地喊著：Trick or treat.如果某個人不用糖果、零錢款待他們，那些調皮的孩子就說到做到：好，你不款待，我就捉弄你。他們有時把人家門上的拉手涂上肥皂；有時把別人的貓涂成顏色。這些小惡作劇常令人啼笑皆非。當然，大多數人家都是非常樂于款待這些小客人。所以當夜色消逝時，孩子們總是肚子塞得飽飽的、口袋裝得滿滿的回到家里。萬圣節前夜有些學校要為學生組織豐富多彩的晚會和娛樂活動。孩子們自己動手布置會場，裝飾環境，然后表演各種節目或做游戲。萬圣節最流行的游戲是咬蘋果（bob for apples）。游戲時，人們讓蘋果漂浮在裝滿水的盆里，讓孩子們在不用手的條件下用嘴去咬蘋果，誰先咬到，誰就是優勝者。

（2）教學: Happy Halloween!a.T: Hello,***.Happy Halloween!S1: Happy Halloween!T: Thank you.教師與全班及個別學生問好。b.Pair practise.（3）教學Chant: Trick or treat.Trick or treat!Trick or treat!Give me something good to eat!Trick or treat!I’m a ghost.Trick or treat!Give me toast.3．趣味操練(Practice)將學生帶到操場

（1）讓學生聽 Let’s sing 部分的錄音，邊聽邊拍手，在節奏的感知下初步學唱歌曲。

（2）再次聽Let’s sing 部分的錄音，邊聽邊做動作，并要求學生大聲演唱歌曲。鼓勵學生要有自信心。

（3）鼓勵學生自編歌曲，發揮學生的潛能，可將上一節課的指令代換到歌曲中。

4．課堂評價(Assessment)

做活動手冊本單元第3部分的練習。本課的練習是讓學生畫出動物身體上所缺的部分。

5．課后作業

回家后將Teddy bear唱給爸爸媽媽聽。

第五篇：PEP小學英語三年級下冊Unit2 My Family 教案

Unit2 My Family

1A Let’s talk Let’s practice & C Culture Teaching aims: 1.The students will be able to listen, understand and say the sentences: Who’s that man/woman? He’s/ She’s my ….And use he, she correctly.2.The students will be able to use the dialogue in daily life.I.P:The students will be able to listen, understand and say the sentences: Who’s that man/woman? He’s/ She’s my ….And use he, she correctly.D.P:The students will be able to use the dialogue in daily life.Teaching aids: cards, picture, tape.Teaching procedures: Step1.Warm-up 1.Revise the words learned last class.2.Free talk.Ask and answer using the sentences: I’m … I’m from ….Where are you from? This is ….Nice to meet you!Step2.Presentation Let’s practice

1.Point to a boy and say He’s a boy.Point to another boy and say He’s a boy.Point and have kids say: He’s a boy.Then have kids to practice the sentence.Point to a girl and teach She’s a girl in the same way.2.Have kids practice He’s a …/ She’s a … with other words like student, teacher.Practice He’s from …/ She’s from ….He’s/ She’s my friend.3.T shows a family picture and says: Look!This is my family.Have kids say family correctly.T: There are 4 people in my family.Who are they? T: She’s my….Have kids say mother.T: Yes, she’s my mom.Have kids say He’s my father/ dad/ grandfather/ grandpa.She’s my grandmother/ grandma.4.T points and says This is my family.Then ask: Who’s that man/ woman? Get kids to answer He’s/ She’s your father/ grandfather/ mother/ grandmother.Teach the new sentence patterns: Who’s that man/woman? He’s/She’s….5.Have several kids hold their pictures and come to the front.Say: This is my family.The other kids ask Who’s that man/ woman? Then practice asking and answering in groups of four.Let’s talk 1.Listen to the tape and answer: Where are Amy and Chen Jie? Who’s that man? 2.Get them to listen and repeat the dialogue.3.Have kids to act the dialogue.Step4.Add activities Talk about their family photos in pairs.Step 5 Homework 1.Listen and repeat the dialogue on page 14 for ten times.2.Try to make up a new dialogue.Blackboard design:

U2 My family

Who’s that man/woman/boy/girl?

She’s/He’s my _______.Teacher’s notes:

Exercise notes: A Let’s learn Let’schant Teaching aims: 1.The students will be able to listen, read say and use the words: father(dad), mother(mom), grandfather(grandpa), grandmother(grandma), man, woman.2.The students will learn the song: Father and Mother.I.P:The students will be able to listen, read say and use the words: father(dad), mother(mom), grandfather(grandpa), grandmother(grandma), man, woman.D.P:The pronunciation of father(dad), mother(mom), grandfather(grandpa), grandmother(grandma), man, woman.Teaching aids: cards, picture, tape Teaching procedures: Step1.Warm-up 1.Greet to kids randomly.2.Sing the song Ten Little Candles to revise the numbers.Step2.Presentation Let’s learn

1.Show a picture of a family.Point to the picture and ask: How many people are there? Help kids to remember what doeshow many means and get the answer 5.Then say: This is a family.(Have kids try to read family correctly.)Who are they? 2.Point to the father, say: father(repeat several times), but we usually call him dad.Show father’s picture and have kids to say father, dad.Tell kids that people usually use dad in daily life, also we can call papa.3.Teach mother, grandfather, grandpa, grandmother, grandma in the same way.Emphasize: She’s my mother.She’s….4.Have kids to listen and repeat the words.5.Game: Divide kids in groups of four.One is father, one is mother, one is grandfather and one is grandmother.T says: Father.All “fathers” stand up and say father.Then they must exchange their roles.6.Put all the pictures on the blackboard.Point to the pictures randomly and kids look and say correctly.7.Game: Have two kids come to the front.T says a word silently and the other kids say out the word.The two kids must pick out the right picture.The faster one will win the game.Let’s chant 1.T does the action and says: This is Sarah’ father.He is tall.Then teaches the word tall.T: But, Sarah’s mother is not so tall.2.T does the action and says: This is Sarah’s brother.He is small.Teaches the word small.3.Listen to the chant and teach it.Then asks them try to say the chant.Step3.Assessment 1.Revise Let’s learn.2.Take a family picture in the next class.Step 4 Homework 1.Listen and repeat page 15 for ten times.2.Talk about family menbers.Blackboard design:U2 My family

Who’s that man/woman/boy/girl?

She’s/He’s my ________.Teacher’s notes:

Exercise notes: A Let’s spell Teaching aims: 1.The students will be able to master the pronunciation of the letter Ee.2.The students will be able to master the words with letter Ee on the book.3.The students will be able to write the words on the book correctly.I.P:The students will be able to master the pronunciation of the letter Ee.The students will be able to write the words on the book correctly.D.P: The students will be able to master the pronunciation of the letter Ee.Teaching aids: cards, picture, tape.Teaching procedures: Step1.Warm-up 1.Listen and say the chant on page 15.2.TPR activity.Have kids to imagine the actions of father, mother, grandfather, grandmother.When T says a word like father or mother, kids imitate and say This is my mom.3.Show the word cards and have kids to read them out.Step2.Presentation Let’s spell 1.T shows the four pictures about these four words: ten, pen, red and leg.And guide them to read the four words.T: Try to read out these words.Can you find the same things? 2.Have the kids to listen and follow the tape.Look and think: Which letter is the same? Yes, letter e.What is the sound? /e/.3.Look at the teacher’s mouth and imitate the pronunciation./t/-/e/-/n/, ten.Follow me, please.4.Guide them to spell the other three words like the teacher.5.Listen to the tape and read after it.Step3 Practice Let’s chant

Listen to the chant and try to follow it.Ten red pens.Ten red pens.Eight pens.Nine pens.Ten red pens.Read, listen and circle 1.Read the words first.2.Listen and circle the right words.Listen and write Listen to the tape and write the words correctly.Step4 Homework 1.Listen and repeat page 16 for ten times.2.Copy the four words on page 16 for four times each.Blackboard design:

U2 My family tenpen

leg

red [e]

Teacher’s notes:

Exercise notes:

4B Let’s talk

Let’s play Teaching aims: 1.The students will be able to understand the dialogue and read the dialogue correctly.2.The students will be able to master and use the sentence patterns: Is she/he …? Yes, she/he is.No, she/he isn’t.I.P:The students will be able to understand the dialogue and read the dialogue correctly.D.P: The students will be able to master and use the sentence patterns: Is she/he …? Yes, she/he is.No, she/he isn’t.Teaching aids: cards, picture, tape.Teaching procedures: Step1.Warm-up 1.Revise the words: father, mother, sister, brother, grandfather(grandpa), grandmother(grandma).2.Free talk.Who’s this/that man/woman/boy/girl? He’s/She’s….Step2.Presentation Let’s talk

1.T collect some students’ family members’ photos.Then T puts the photos on the screen and asks: Who’s this man/boy/girl/women? The student will stand up and says: He’s/She’s my ….2.T goes on doing this activity.T chooses one student and asks: Is he/she your…? Guide the student to answer: Yes, he/she is.No, she/he isn’t.Teach the new sentence patters: Is she/he…? Yes, he/she is.No, he/she isn’t.3.T: Today Amy goes to Sarah’s home.(1)Listen, what are they talking about? They are talking about Sarah’s family members.(2)Is the boy Sarah’s brother? Yes, he is.Is the woman Sarah’s mother? Yes, she is.Is the man Sarah’s father? No, he isn’t.He is Sarah’s teacher.(3)Listen and repeat the dialogue.(4)Read the dialogue in pairs.Then act the dialogue.Step3 Practice Let’s play Practice in pairs: Who’s that man/woman? He’s/She’s….Let’s check 1.Listen and number: Listen to the tape and number the pictures.2.Look and tack: Look at the picture and tick the right sentence.Step4 Homework 1.Listen and repeat the dialogue on page 17 for ten times.2.Try to retell the dialogue.Blackboard design:

U2 My family Who’s that boy/girl? He’s/She’s my ____.Is she/he your _____? Yes, she/he is.No, she/he isn’t.Teacher’s notes:

Exercise notes: B Let’s learn Let’s chant Teaching aims: 1.The students will be able to master the words sister, brother, grandfather(grandpa)and grandmother(grandma).2.The students will be able to introduce his family members like this: Hi, I’m … This is my family.Look, this is my ….This is my … 3.The students will be able to listen and say the chant correctly.4.The students will get some knowledge about the different calling of the family members between the east and the west.I.P:1.The students will be able to master the words sister, brother, grandfather(grandpa)and grandmother(grandma).2.The students will be able to introduce his family members like this: Hi, I’m … This is my family.Look, this is my ….This is my …

3.The students will get some knowledge about the different calling of the family members between the east and the west.D.P: The students will be able to listen and say the chant correctly.Teaching aids: cards, picture, tape.Teaching procedures: Step1.Warm-up 1.T shows the word cards and asks them to read the words.2.Listen to the song I love my family, and guide them to do actions with the teacher.3.Show photos and pictures with different people in and ask Who’s that man? Have kids to guess.Step2.Presentation Let’s learn

1.Draw a family tree on the blackboard.T acts Mike.T: Look.I am Mike.This is my family tree.There are many people in my family.This is my father.This is my father’s father.He’s my grandfather.Also we can call him grandpa.Teach the new word grandfather and grandpa.2.T: This is my mother.This is my father’s mother.She’s my grandmother.Also we can call her grandma.Teach the new word grandmother and grandma.3.T: What do we call them in Chinese? –爺爺，奶奶。

4.T: Look at this old man.He is my mother’s father.We can call him grandfather(grandpa).5.T: This old woman is my mother’s mother.We call her grandmother(grandma).6.T: What do we call them in Chinese? –外公，外婆。或者姥姥，姥爺。7.Guide them to tell the difference between the east and the west.8.Add brother and sister to the family tree.T: Look, I have one brother and one sister.Teach the two words.9.Listen to the tape and repeat the words.10.T: These family members make up the family.Family= Father and mother, I love you.I love my family.Let’s chant

1.T: Look at the pictures.How many people can you see? Four.They are grandpa, grandma, brother and sister.They are planting flowers.Teach: Help each other.2.Listen to the chant and try to follow it.3.Listen to the tape and say the chant.Step3.Add activities 1.Listen to the song on page 20.2.Say the family members to parents.Step4 Homework 1.Listen and repeat [age 18 for ten times.2.Try to introduce your femily menbers.Blackboard design:

U2 My family I’m ____.This is my family.This is my ____.This is my ____.…

Teacher’s notes:

Exercise notes: B Start to read& C Story time Teaching aims: 1.The students will be able to revise the main sentence pattern: This is my ….2.The students will be able to understand the story to revise the main family members.I.P:The students will be able to revise the main sentence pattern: This is my ….D.P:The students will be able to read the story correctly.Teaching aids: cards, picture, tape.Teaching procedures: Step1.Warm-up 1.Revise the words like father, mother, sister, brother, grandfather(grandpa)and grandmother(grandma).2.Listen to the song on page20 and guide them to sing it.3.Listen to the chant on page 18 and guide them to say it.Step2.Presentation Start to read 1.T shows the pictures of Wu Yifan’s family members.T asks: Who’s this man/woman? Guide them to answer: This is Wu Yifan’s ….2.T asks some students to act Wu :Yifan and introduce the members: This is my ….3.Look at the books.Read the sentences and match the right pictures.4.T asks some students to act Wu: I’m Wu Yifan.This is my family.This is my ….This is my ….5.T asks them to do pair work.Story time 1.Guide the students to look the pictures and answer: Who are in the pictures? Zoom’s father and mother.2.Zoom’s mother is very beautiful.She is an actress.T shows more pictures about some actress, like Fan Bingbing, Li Xiaolu, Yang Mi and so on.That will help them to understand the word actress.3.Listen to the story and try to understand it.4.Listen again and repeat it.Step3 Homework

1.Listen to the story on page 21 for ten times.2.Revise unit 2 for two times.Blackboard design:

U2 My family Who’s that ____?

She’s/He’s ______.Teacher’s notes:

Exercise notes: