II. Presentation

1. Lead – in

T shows a picture of a tadpole,

T：What’s this?

Ss: It’s a tadpole.

T: Does tadpole find her mummy? Ss: Yes.

T: Yes,the tadpole finds her mother, and he has a happy family. (T shows some pictrues about family.) Today, we are going to learn . Have the students repeat after teacher.

2. Learn the five words of family members.

T: (T shows a family photo of David’s.) Who’s this? (Show the boy’s name on PPT.) His name is David.( Have the students repeat. ) And this is his family. Do you know who are these people?

Invite volunteers to tell the family members they know on the picture one by one and learn the words by using the sentence pattern “ Who’s this? This is ______.”( father, mother, sister, brother, baby brother)

3. Play “Sharp Eyes” to identify the family members.

4.Game time.

T shows the pictures one by one, have the students read loudly. And then hand out the pictures to the students and have them stand in front of the class. T whispers the words to the rest of the class, the rest of the class say the word aloud, the one who has the picture has to jump and say the word loudly.

Drill:

T shows five family members pictures and let students practice: “Who’s this? This is my ______.”

III. Practice

Learn to introduce David’s family.

Have the students open the book on page 13, have the students read freely, then invite the students read it. After that, invite volunteers to pretend to be David and introduce his family.

IV. Produce

Have the students to introduce their own family members.

Blackboard design:

Unit 2 My Family

father

Who’s this? mother

This is my ______. sister

brother

baby brother

评Jerry的课

评课人：彭蕾

亮点：1贴近实际，源于生活。Jerry的课并未为了公开课而备，并没有很多花俏的环节和华而不实烦的效果。更多的是从实际生活中找引入点，踏实而又具体开展本课的内容。在学习词汇father, mother, brother, sister, baby brother, grandpa, grandma,从离学生最近的小蝌蚪找妈妈的故事出发来向学生引入“家”的概念。充分的调动了学生的积极性，体现了兴趣场。

2.创设情境，利用句篇来熟记单词。在学生对家庭成员有充足的感知之后，利用情景表演来调动学生的积极性，同时也来操练学生的读，记能力。

3.充分利用道具。本节课道具虽然是几张卡片但得到额充足的运用，Jerry用同一道具利用不同的方式来展现和练习。

4.熟练的运用Phonics。在单词教学中，运用Phonics教学来训练学生的认读和拼写能力。并不是单一的教学单词，体现教师教学方式的改变以及学生学习方式的改变。