This is my sister第一课时Title Unit 3 This is my sister Target languagesThis is my sister. That is my brother. This is Harrys brothers. Those are Annes parents.Is this Harrys cousin?Are these his brothers?Skills Talk about the family members. Introduce the family members to others.Teaching aimsEmotions & cultures To know the usual way to get to know each other.To develop the students ability to communicate and cooperate with others.Learning strategiesUsing what you know, deducing, personalizingKey wordsFather, mother, parents, grandmother, grandfather, grandparents, aunt, uncle, cousinImportant & Difficult PointsTo know the differences between this and that, these and those. To grasp the way of introducing family members. To get the information from the third person.TaskdesignationTask 2 Teacher-students wedding party taking photos Students Activities Sentence patterns Communication goalIntroduce themselves This is Introduce yourself and the other peopleIntroduce the members of another groupThat is Pairwork: introduce the members of their own group and some other group membersThese areThose areStep 2 Family MembersA. Brainstorm. Listen to a clip of the tape. Give me the words and phrases according to the tape. Eg. Who are they? What are they doing?B. Check the answer and listen to the tape again. Complete the simple family tree.Step 3 Wedding partyTask 2Activities Words and sentence patterns Communication goalGuessing game: what is happening on AnneParents, grandparents uncle, aunt, cousinIntroduce the family member to the other peopleIntroduce the family treeThis is Harrys cousin.These are Harrys parents.Group work:Introduce the family members to other peopleCompetition:Compete with other groupsStep 4 Talking about photosActivities Sentence patterns Communication goalDraw the photos Is this Harrys mother?Yes, it is.Get information from the third person.Pairwork: Introduce the photos to the partners.This isThat isThese areThose areGroupwork: Ask some questions about the photosAre these Harrys parents?No, they arent.These are Annes parents.Step 5 SummaryList all the sentence patterns so that all the students know the target languages.教案点评：一环节设计思路：首先由学生熟悉的称谓引入，将上节课的单词进行系统，为任务的完成做铺垫。小组活动为个人的汇报作一个统计，由小组长主持，主要目的之一是促进学生之间的互相学习和合作，学会去倾听和辨别，学会在集体中发表自己的意见；目的之二，学会关心别人，正确表达自己的喜好二课后反思：学生是活动的主体，课堂上大部分的时间交给学生，教师的引导是关键。如何一层层的导入，由易至难的阶梯状任务何时引入，如何引入都是关键所在。同时要注意的是，学生活动之前的范例一定要明确清晰，要每个孩子都知道做什么和怎么做，活动才会顺利的开展，学生才能在活动中有所得。在课堂设计上体现了任务型教学的主导思想，以任务贯穿教师教学和学生活动的各个环节。学生活动的目的明确，每个步骤教师都给出了活动所需的语言知识内容，学生亦能准确的使用目标语言，在活动中学习掌握知识。第二课时Section ThreeTask Three Draw their own family treeTeaching aims 1. Use the language in the true life.2. Learn to write the language structures.Import and difficult pointsHow to use language in their lifeTeaching methods Listening and speaking; discussing and guessingTeaching apparatuses Tape recorder, pictures, cards, some pictures and photos.Teaching ProcessionDesigns for the classTeachers activities Students activitiesRevision Is this your father? Is that your mother?Yes, it is. No, it isnt.Leading Are they your parents? Yes, they are.Presentation Ask students to present their family tree Add the words in the box to the family tree. Play the tape. Ask students to read the letter in 3a and then help them to write a letter to Emma Pair work Draw a picture of their family and friends Tell Present their family tree in the group, and then in the class Use the language: This is my father. His name is This is my mother. Her name is Finish Ex 1. Add the words in the box to the family tree. your partner about your picture Ask them to show their letters and correct their mistakes. Help Ss finish 3b.Ask students to listen again, and choose which pictures are Dace and Lin Hai talking about? Read the letter. Draw a picture of Emmas family. And then write a letter to Emma Read their letter to the class. Draw a picture of their family and friends Tell their partner about their picture Take out their family photo. Write an introduction about the people on the back of the photo.Homework Make their photo Album with some simple introduction.教案点评：整节课设计思路清晰，符合学生的认知能力和认知规律。导入自然，任务衔接较好，给学生一个真实的大任务，以小组为单位，在完成一系列的小任务的同时，完成大任务，在完成任务的同时学会语言。课堂教学形式多样，且以学生活动为主体；能关注学生的情感，整个过程以激励评价为主，以评价促学生发展。由于新教材试教时间很短，对任务型教学研究还很不够，学生在做汇报的时候，如何让全体学生用心去听，是一个急需重视的问题。