have第三人称单数

Lesson33教案

Teachingaims:

Remember:familygrandfathergrandmasondaughterparent(s)

wifehusband.

Understand:familytree,Comeandmeet,thefamily.

Master:’sfathermymother’sname

Difficultpoints:

名词所有格’s及have第三人称单数用法has。

Teachingmethods:

利用课前准备好的全家放大照片让学生看，导出句型What’sthis？It’s

eit?OK．然后让学生拿出自己准备好的全

家照片进行操练。

利用准备好的Jim’sFamilyTree图表投影片，边指图表边示范介绍表示

家庭成员关系的生词：familybrothersisterfathermothersondaughter

mumdadgrandfathergrandmotherwifehusband.并在此过程中介绍名

词所有格、，然后引导学生进行操练。

Teachingprocedures:

:(1)Who’sondutytoday?

(2)Howareyou?

(3)What’syourname?

(4)Howmanypeoplearethereinyourfamily?

(5)Whoarethey?

Teachertalksfreelywithsomestudents.

.出示CAI课件1.

Answerthefollowingquestions.

Jim,Kateandtheirfatherandmother

IsthisJim?Who’sthis?Who’sthat?Whoarethey?Father

andmother?

Teacherpointstotherepicturesandaskstudents.

tation

Showingthepicture:Jim’sFamilyTree

PointtothepictureandsayThisisafamily.

Ask:Whofamily?HelpSsunderstand“Jim’sfamilytree”.

Teacherpointstoeachpersoninthepictureinturnandasks:

Whoisthis?(ThisisJimGreen)

Whoisshe?(’sJim’ssister.)

Whoisthatman?(m’sfather.)

Whoisthatwoman?(im’smother.)

WhoareJeffandHelen?(TheyareJim’sparents.)

WhoareJeanandHelen?(TheyareJim’sgrandmaandgrandpa.)

WhoisJim?(…son)

WhoisKate?(…daughter)

TeachermayhelpSsanswer.

在学生回答的同时，教师教图片中表示家庭成员的生词。

ce:Sslookat“Jim’sfamilytree”

Askandanswerinpairs.

让3名学生到前面，指图随意问班上的任何同学几个问题。（likethe

teacher）

studentsandletthemreadafterthe

tape.

Studentsreadpart1bythemlves.

Note:

GettheSstrytodraw“theirownfamilytrees”

AskveralSstointroducethem

:estudents

achancetopractireadingaloudasalargegroupandtotheirparents.

Thenaskafewindividualstoreadaloudtotheclass.

ce

Getthestudentstoworkinpairstowritequestionsaboutthe

readinginpart2,Onethirdoftheclasscanwritequestionsaboutthe

firstpartoftheparagraph,anotherthirdaboutthemiddleandthelast

heyhavehadachancetoprepare,getthe

toftheclass

cangivetheanswers.

sinclass

rk

Finishofftheworkbookexercis.

Learnthenowwordsbyheart.

Thedesignoftheblackboard

Lesson33

reof…familydaughter[]

2Jim’ssistersonfather

3Kate’sbrothermotherbrother

4thenameofJim’ssistersisterdadmum

grandfathergrandmotherhusbandwife

Lesson34教案

教学目标：使学生掌握名词所有格，区分名词所有格形式与带’s的单词形

式。

教具：录音机，照片，道具（铃）

教学方法：导入法，演示法，操练法。

教学步骤：

Step1Revision

首先，值日生报告，教师在进行完每日交际口语对话后，便复习上一课的介

绍家庭的内容，此刻须使用到名词所有格。

做“What’sJim’ssister’sname？”游戏。

连锁式问答：

A:What’sJim’ssister’sname?

B:Jim’ssister’snameisKate.(转头问C)What’sJim’s

sister’sname?

C:Jim’ssister’snameisKate.(转头问D)What’s…

D:…

Step2Prentation

1．从上一步骤，教师让同学们拿出事先要求准备的家庭照片，引导学生进

行问答练习：Isthisyourfamily?(Yes,itis.)

Whoisthat?(That’smyfather/mother/grandpa…)

在了解了照片上人物的情况下，再让学生们拿别人的家庭照片对第三人进行

介绍IsthisA’sfather?(Yes,heis.)IsthatB’smother?(No,she

isn’t.)使学生充分练习运用名词所有格。

T:What’sthat?

A:It’sapictureofB’sfamily.

T:Who’sthat?

A:That’sB’ssister.

T:Who’rethey.

A:They’reB’sfatherandmother.

2．教师放出投影片，领读投影片上的对话。

A:Who’sthat?

B:That’sJim’saunt,Jimfather’ssister.

A:Who’rethey?

B:They’reJim’sgrandfatherandgrandmother.

Step3Practice

1．让练习好的学生在全班同学面前表演他们的对话，适当进行鼓励。

2．让学生们听磁带(Page42,Part1,Lesson34)，然后回答问题“How

manypeoplearethereinthedialogue,andwhoarethey?”

3．熟读课文第一部分，让同学们在全班进行角色表演，并用道具配合。

Step4Prentation

教师在讲台上放一把椅子，当作客厅，在讲台下放一把椅子当作孩子的卧室，

安排两名学生A与B，A坐在讲台下的椅子上玩模型飞机，B到教室门外去，教

师坐在讲台上的椅子上看报纸，告诉全班学生假设A是教师的儿子，现在A的

同学来找A，让学生注意模仿父子之间的对话，注意A与B之间是如何互相问

候的，注意A是如何请同学B进屋的。指出用敲门声代替门铃，但英语中门铃

声为ring（板书并领读）。

’!

T:Who’sthat?（看报纸，抬头问A）

A:Idon’tknow.（继续玩模型飞机）

T:GoandeA.

A:OK,dad(放下模型，边去开门边说)Ithinkit’sB（打开门，高兴地

说）.Ohgood,(大声)it’sB.(同B说)Hi,B.

B:Hello.A(高兴)Good!You’you?

A:Fine,you?

B:I’mfine,.

A:Nicetoeyou(让开门，作手势)y,plea.

B:(边进边说)OK!Thanks.

Step5Practice

Lesson34第二部分有场景很适合表演，自由组合三人，分别扮演Jim’s

father，Jim和LiLei的角色，尽量脱离书本表演，找一组表演好的示范，让

全班学生加深理解，有榜样可学，然后再给学生2分钟时间用真实姓名演练对

话。

Step6Writing

要求学生用同伴的家庭照片，在口语介绍别人家庭成员的基础上，再写出

一篇介绍文字，注意学生是否掌握了名词所有格的形式。

Step7Workbook

书后同步练习theformaccountonthestudents

zzle.

Step8Homework

布置学生调查自己的父母双方的大家庭，并写出短文来。

教案点评：

本设计最主要的特点是利用身边的环境，模拟逼真的生活情景。利用家庭照

片，通过再现真实生活的常见场景，达到本课语言目标点的教学，本设计体现了

师生共同参与教学，以学生的活动为主体的教学方式。

Lesson35教案

Teachingaims:

er:afternoonathaveaathatlikelooklike

:oudo?Pleahaveaat(=sit

down).

Teachingprocedures:

Step1Revision:

lashcardsrevithewordsinLesson34,Addaunt,uncle.

thedialogueinLesson34Actitoutwithoutthebooks.

(Greetingandintroductions).!My

nameis××I’m××.Nicetomeetyou!Howareyou?Etc.

Step2Prentation

tcanyoueinthepicture?(Mr.

Green,JimandLiLei)wherearethey?(They’reatJim’shome)

etape,letSslistenandrepeat.

videthe

classintogroupsofthree,andgetthemtoreaditagain.

(解释中午12：00之前用Goodmorning,12:00以后到大约6：00以前

用Goodafternoon而不用Goodmorning)

(解释:Pleahaveaatisafteninsteadofsitdown,themeaningis

thesame).

Step3Readandact

1.让三位学生到前面表演Part1.

studentstoworkingroupsoffourtocompletethe

dialogueinPart2.

让学生们自己决定如何完成。

（Explain:李雷应说Hello或Hi，这在孩子们间更自然，注意Hi是非正

式形式，朋友间相互使用，但李雷第一次见到Jim的父母，他用Howdoyoudo?

是非常正式的，而孩子们间很少用Howdoyoudo?）

egroupsofstudentsactoutthedialogue.

Step4Readandsay

DrawacatontheBb

Say:ThisisLucy’nowitsname?

ItsnameisMimi.

Playthetapeforthestudentstolistenandrepeat.

Getthestudentstopractithedialogue.

Step5Acting

GettheclasstoimaginethattheyarevisitingJimoranyofother

mtoactsimilarconversations.

Model:A:Mum,thisismyfriend,,thisismy

mother.

WeiHua:Goodafternoon!Howdoyoudo?

A:Howdoyoudo?Pleahaveaat.

WeiHua：Thankyou.

Step6Practice(出示图片)

Step7Exercisinclass.

Completethedialogue.

ZhangHong:Uncle,thisisJim.

Jim:we’reinthesameclass

Uncle:Goodafternoon________________.

Jim:eagoodhome.

Uncle:_________,Pleahaveaat.

Jim:__________.

连词成句：

esame,Lucy,Lily,and.

,you,class,in,same,the,are.

,is,there,over,book.

,thesame,are,Tom,in,and,row.

Step8Homework

thedialogueinthislesson.

offtheworkbookexercis.

Thedesignoftheblackboard

Lesson35

oon

oudo?at

klikeLucy’scat?haveaat

’

catisChine.

Lesson36教案

Teachingaims:

er:doctor,worker,guess.

dknow:|ei∣∣æ|∣p∣∣b∣∣t∣∣d∣

:Canyouguess?Shegoesto……

Teachingprocedures:

Step1Revision

ntroducetheirfamily

egame:“Pollysays”

thedialoguesinlesson34and35

Step2Prentation

DrawMissGao,oMissGao.

Saywhoisshe?(SheisMissGao)

ndsaywhoishe?(He’’sEnglish.

He’’sJim’).AskLiLeiinthe

sameway.

Drawanotherpictureofagirl,isthat

girl/man/woman.?(He’ssallyJones/Idon’tknow)

Step3Lookreadandsay

ShowPart1byflashcards.

AskwhatcanyoueinPicture1,2and3?Teachthewordsworker

nthattheyarekindsofjobs,

the“job”studentstoreadandcompletethe

ntencesinPart1.(Theymaygivedifferentanswers.)

ividualtoreadaloud,one

anyanswersthatmaken.

Introducemorejobwords:

engineer,scientist,stopassistant,cleaneretc.

LookatPicture4and5.

Whatcanyoue?

Explainthemeaningofgoes(attends)inthentence:shegoesto

othecondpictureandsay:Who’sthis?

Guess!(Yes,she’slikeherdador……?

ExplaininChinethat“like”inthiscameanscameans

“lookslike”or“different”

themtodecide:“Isshelikeherdadorhermum?”“Ithinksheislike

herdad/sn’tlikeherdad/mum”

Step4Askandanswer.

Getthestudentstoaskandanswerquestionsabouteachof

picturesinPar1.

Forexample:who’sthis/that?What’sshe?Whatishis/her

name?Howoldisshe?Issheher/his/mum/dad?etc.

Step5Listen,readandsay:

etapeforthestudentstolistenandrepeat.

2.然后让学生自己找出字母a的读音规律，教师再归纳出字母a在开音节中

读［ei］，在闭音节中读[]，然后打乱卡片次序，让学生读准单词。

3.幻灯出示两组单词，用对比法教授字母：pbtd的发音，并纠正错误发

音。

[p]penpicturejeepmap

[b]bikebusbookbox

[t]tentwoboatmeet

[d]deskdownbirdgood

ow

flashcardswithmorewordsandgetthestudentstopronouncethe

words.

Step6Listenandanswer

LookatthethreepicturesinWb36Ex6.

PlaythetapeletthemlistenandfindtherightpictureforWick’s

family.(Picture3).

Step7Showandtalk

onestudent

demonstrate.

Step8Listenandwrite

HavethestudentscompletetheforminPart5inpairs.

yneedhelpwiththiscolumnwith

spellingnames.

Step9Exercisinclass

Completethedialogue:

Tom:Goodafternoon!

Jim:_________nowLucy?

Tom:No,WhoisLucy?

Jim:___________and_____________

yfriend.

Lucy:Nicetomeetyou,tom.

Tom:____________________________Isthatgirlyoursister?

Youlookthesame.

Jim:Youareright_____________twinssister.

Step10Homework

thelanguageitemsinthisunit

offtheWorkbookexerci.

Thedesignoftheblackboard

Lesson36

…

/He+

stoNo.2MiddleSchool.

4.a[ei][]

p[p]b[b]t[t]d[d]