Unit-7牛津英语1A教案.doc

Unit 7 My familyPeriod 1 Lets actLanguage focus:Using imperatives to give simple instructions e.g. Point to your motherUsing possessive adjectives to express possision e.g. your Language skills:ListeningLocate specific information in response to simple instruction Speaking Using modelled phrases to communicate with other learners Maitnain an interaction by providing iformationPre-task preparation1 Show a phote of your own family. Point and say My father, my mother ,my brother, my sister and me.2 Ask students to take out their family photes you told them to bring to class the previous day. Say Point to your father and prompt the students to point to their fathers in the photoes. Let students repeat after you My father. 3 Repeat step 2 with the other family member my mother, my brother, my sister.While-task procedure1 Draw Sams head on the board. Pretend that you are Sam and say “Hello, Im Sam. Its me. Me, Sam.2 Ask students to draw their own heads and hold up the picture to say Look. I am Me,3 Put up an enlarged photocopy of Students Book page 32. Play the cassette tape for Point to your father. Ask a student to act as Sam. Have him/her come up to point to the right person in the picture and say My father.4 Repeat step 3 with Point to your brother and Point to your brother and Point to your sister.5 Divide the class into pairs with one student giving commands and the other point to the relevant person in his/her family photo. Then let them change roles.6 Select pairs to act to the class.Post-task activityExtend the task by having the same pairs practise practise giving and acting the commands. Substituting family members with body parts, e.g. S1: Point to your nose. S2: Point to your mouth.Period 2 Lets talkLanguage focus:Using formulaicexpressions to introduce people e.g. This is my brother.Asking yesno question to obtain a simple response e.g. Have you got a brother?Using formulaic to confirm or deny e.g. Yes./No.Language skills:Listening:Locate specific information in response to questionsSpeaking:Use modelled phrases to communicate with other learnersOpen an interaction by eliciting a responsePre-task preparation1 Show photos of some of the students families. Encourage these students to introduce their own family members to the class by using the phrase My 2 Say Last time we learnt thenames of our family members in English. Today we will learn to talk more about them.While-task procedure 1 Revise and reinforce the students This is myby pointing to different body parts and saying, for example, This is my arm.2 Invite individual students to pretend to be Sam. Show the picture cards of his family members. Point to each one and ask Who is this? The student should answer This is my 3 Then let the same students keep pretending to be Sam and ask, Have you got a brother? to elicit No, I have got a sister. Students may only answer No. Say the model anwer and ask them to repeat after you.4 Open the Students Book to page 33. Explain the idea of a family tree if necessary. Play the cassette tape. Students listen and repeat.5 Divide the class into pairs and practise the dialogue. Select pairs to act out the dialogue.Post-task activityExtend the task by having the same groups practise the dialogue, using their own situations. Select pairs to act the modified dialogues. Check students pronunciation, and correct if necessary.Period 3Language focus:Using pronouns to identify people e.g. me Using nouns to identify family members e.g. motherLanguage skills:Listening:Identify key words in an utterance by recognizing stressSpeakingPronounce words properlyPre-task preparation1 Go around the classroom. Show picture cards for father, mother, brother, and sister. Tell students to say the word upon seeing the picture.2 Ask individual students Have you got a sister/brother? Let them answer according to real situations.3 Put up the above four picture cards of family members on the board in a circle.4 Point to the picture card for mother and My mother. Ask the students to repeat.5 Repeat step 4 with the other words for family members.While-task procedure1 Put the picture card for me in the centre of the circle of pictures on the board. Imitate Sams gesture by putting your hand on your chest. Say me slowly. Repeat.2 Draw on the board a simple outline of a house similar to the one shown on the Students book page 34. Move picture cards of the family members into the house. 3 Write the words below the pictures. Read the words slowly. Let the students copy you.4 Open the Students book to page 34. Play the cassette tape and allow students to follow orally until they are familiar with the words. Ask the students to point to each picture as it is being read out.5 Put up the picture and word cards on the board in random order. Ask individual students to come up and re-arrange them by putting the word cards below their corresponding picture cards, as shown in their excise book. 6 Take away the picture cards but leave the word cards. Ask individual students to draw the corresponding family members above the words.Post-task activityPeriod 4 Period 4Language focus:Using formulaic expressions to simple people e.g. This is my mother.Using possessive adjectives to express possession e.g. myUsing pronouns to identify people e.g. meUsing nouns to identify family members e.g. motherLanguage skills:ListeningIdentify key words in an utterance by recognizing stress Speaking Use modelled phrase to communicate with other learnersPre-task procedure1 Put up four word cards in a row on the board. Three should be of the same type while one does not belong. For example, apple with father, mother, brother. Ask a student to come up, read all the words, and take away the one that is different.2 Prepare several sets in advance and keep each set separate with rubber bands.3 Give one finger puppet to a student and ask him/her to come up and introduce the family member to the class, e.g. This is John. This is my brother. He is six years old. Ask the students to repeat.4 Continue the game untill most of the students have a chance to play. Make a few sets of the finger puppets if possible so that students can practise in groups.Post-task activityIn groups students draw their own family members and introduce them to their friends.Period 5 Lets enjoyRhymeLanguage nouns to identify family members. e.g. fatherUsing possessive adjectives to express possessionLanguage skills:ListeningIdentify key words in an utterance by recognizing stressSpeaking Pronounce correctly words in connected speech by linking words together and using appropriate stress.Pre-task preparation1 Pretend that you are Sam. Ask two boys and two girls to come up to the front. Give each the word cards for father, mother, sister and brother. Let another group of four students give each of them the corresponding picture card.2 Say Today we will learn a rhyme about our family members and how we love them.While-task procedure1 Discuss with students what is ha