领雁工程 PEP2 Unit2A Let’s talk(B)

      Mr. Back                                      Miss White

                      Who’s that man/ woman/

                      He’s/ she’s ….

3.      Practice

(1)   Look and say (pair work)

PPT preesent a boy—图图

T and S talk about Tutu

T: Boy, boy, who’s that boy/

S: He, he, he’s Tutu.

Ss(talk abou Tutu in pairs)

PPT present different persons (man, boy, girl, woman—金龟子，刘星，姚明，图图，小丸子)

   Ss choose one person, and talk about him/her.

   Pair work    A: _____, ______, who’s that _____?

               B: _____, _____, _____’s ______. www.dbk123.com >

(2)   Guessing Game

T ask a S2 to cover his/ her eyes, then the other S2 answer some questions T asked ( Where are you from?/ How old are you? )with different voice. The other Ss left ask S1: ______, _____, who’s that _______?  S1 guess: ___, ____, ___’s ____.

(S1, S2, S3 ….)

Step 4 Consolidation

1.      My Family

(1)   PPT present a little girl (Miss Zhang)

Tips: She’s a girl. She’s 6. She’s from China.

S1, S2, S3, S4… asks T: Girl, girl, who’s that girl?

T(tell the S who asked in a low voice): She, she, she’s Miss Zhang.

The Ss who want to know the answers ask the Ss who has get the answers with the sentence “Girl, girl, who’s that girl?  She, she, she’s ….”

(2)   PPT present a woman (Miss Zhang’s mother)

Tips: She’s a woman. She’s 45. She’s from China.

S1, S2, S3, S4… asks T: Woman, woman, who’s that woman?

T(tell the S who asked in a low voice): She, she, she’s my mother.

The Ss who want to know the answers ask the Ss who has get the answers with the sentence “Woman, woman, who’s that woman?  She, she, she’s ….”

(3)   PPT present a man (Miss Zhang’s father)

Tips: He’s a man. He’s 50. He’s from China.

Ss talk about the man in pairs(pair work)

T(summary): Look! Miss Zhang, my father and my mother, we are in a family. I love my family!

Ss(say): I love my family.

2.      Chen Jie’s Family

(1)   PPT present Chen Jie’s family and some important information about the members

Pair work--- Ss talk about Chen Jie’s family members with given information

A: Who’s that …?

B: He’s/ She’s …. (name)  He’s/ She’s ….(age)  He’s/ She’s a ….(sex)  He’s/ She’s from ….(nationality)

(2)   Amy comes to Chen Jie’s home, what are they talking? (Lead to the dialogue)

a.       PPT present the dialogue with some blanks

Amy: Who’s that ________?

Chen Jie: ____’ s my mother.

A: Who’s that _______?

C: ____’s my father. Hi, Mom! This is my _______, Amy.

Mom: Nice to meet you.

A: Nice to meet you, too.

Ss(Listen to the tape and fill in the blanks)

b.      Ss liaten to the dalogue again and read after the tape(together, in pairs)

c.       Role Play

Group work ----Ss act the dialogue out in groups

Bb Designment

           www.dbk123.com >                Unit2 A Let’s talk (PEP2)

 Who’s that girl/ woman?         Who’s that boy/ man?    Group:  A     B    

 She’s ….                      He’s ….

Teaching Reflaction

本教案设计是对上一个教案设计（同一课时）的一个修改，同一个课时，两个不同的教学设计，呈现出了完全不同的课堂效果。首先回顾上一堂课，在导入阶段就将句型 “Who’s that boy/ man?  He’s ….” “Who’s that girl/ woman? She’s ….”一口气呈现出来，是学生混淆了这几个句型，也不能理解句型的真正含义，思路十分混乱。

    针对上上个教学设计中，句型难度过于集中，呈现混乱不清，句子含义模糊这个主要的缺点，我对这个教学设计进行了比较大的改动。首先，将重点句型分解，通过教材中学生熟悉的人物逐一呈现（从She’s …到He’s ….到Who’s that boy?到Who’s that girl？到Who’s that man? 再到Who’s that woman?），从易到难，层层递进，学生掌握得比较扎实。其次，在操练环节，不再是简单的机械操练，我运用有节奏的chant将重点句型串起来（如; Girl, girl, who’s that girl? She, she, she’s _____.），读起来朗朗上口，给学生留下了深刻的印象。而且，以chant的形式操练重点句型一直贯穿整堂课的始终，突出了重点句型，是学生得到了充分的操练和运用。而在了解老师的家庭中悄悄话的环节，实现了有意义的操练，真实表现了学生想知道图片人物的愿望，激发了学生主动运用语言的积极性，提高了学生的兴趣。虽然第二个教学设计相对第一次的教学设计有了很大的进步，但还是存在着不足之处。尤其了对于课堂的主题升华部分，情感的渗透都不够到位。或许可以在讨论老师的家庭和Chen Jie的家庭的环节中，适当地渗透要求学生去了解自己家里人、爱自己的家的美好情感。

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