Unit2 My Family
1 A Let’s talk Let’s practice & C Culture
Teaching aims:
The students will be able to listen, understand and say the sentences: Who’s that man/woman? He’s/ She’s my …. And use he, she correctly.
The students will be able to use the dialogue in daily life.
I.P: The students will be able to listen, understand and say the sentences: Who’s that man/woman? He’s/ She’s my …. And use he, she correctly.
D.P: The students will be able to use the dialogue in daily life.
Teaching aids: cards, picture, tape.
Teaching procedures:
Step1. Warm-up
1. Revise the words learned last class.
2.Free talk. Ask and answer using the sentences: I’m … I’m from …. Where are you from? This is …. Nice to meet you!
Step2. Presentation
Let’s practice
Point to a boy and say He’s a boy. Point to another boy and say He’s a boy. Point and have kids say: He’s a boy. Then have kids to practice the sentence. Point to a girl and teach She’s a girl in the same way.
Have kids practice He’s a …/ She’s a … with other words like student, teacher. Practice He’s from …/ She’s from …. He’s/ She’s my friend.
T shows a family picture and says: Look! This is my family. Have kids say family correctly. T: There are 4 people in my family. Who are they? T: She’s my…. Have kids say mother. T: Yes, she’s my mom. Have kids say He’s my father/ dad/ grandfather/ grandpa. She’s my grandmother/ grandma.
T points and says This is my family. Then ask: Who’s that man/ woman? Get kids to answer He’s/ She’s your father/ grandfather/ mother/ grandmother. Teach the new sentence patterns: Who’s that man/woman? He’s/She’s ….
Have several kids hold their pictures and come to the front. Say: This is my family. The other kids ask Who’s that man/ woman? Then practice asking and answering in groups of four.
Let’s talk
Listen to the tape and answer: Where are Amy and Chen Jie? Who’s that man?
Get them to listen and repeat the dialogue.
Have kids to act the dialogue.
Step4.Add activities
Talk about their family photos in pairs.
Step 5 Homework
Listen and repeat the dialogue on page 14 for ten times.
Try to make up a new dialogue.
Blackboard design:
U2 My family
Who’s that man/woman/boy/girl?
She’s/He’s my _______.
Teacher’s notes:
Exercise notes:
2 A Let’s learn Let’s chant
Teaching aims:
The students will be able to listen, read say and use the words: father(dad), mother(mom), grandfather(grandpa), grandmother(grandma), man, woman.
The students will learn the song: Father and Mother.
I.P: The students will be able to listen, read say and use the words: father(dad), mother(mom), grandfather(grandpa), grandmother(grandma), man, woman.
D.P: The pronunciation of father(dad), mother(mom), grandfather(grandpa), grandmother(grandma), man, woman.
Teaching aids: cards, picture, tape
Teaching procedures:
Step1. Warm-up
1. Greet to kids randomly.
2. Sing the song Ten Little Candles to revise the numbers.
Step2. Presentation
Let’s learn
Show a picture of a family. Point to the picture and ask: How many people are there? Help kids to remember what does how many means and get the answer 5. Then say: This is a family. (Have kids try to read family correctly.) Who are they?
Point to the father, say: father (repeat several times), but we usually call him dad. Show father’s picture and have kids to say father, dad. Tell kids that people usually use dad in daily life, also we can call papa.
Teach mother, grandfather, grandpa, grandmother, grandma in the same way. Emphasize: She’s my mother. She’s….
Have kids to listen and repeat the words.
Game: Divide kids in groups of four. One is father, one is mother, one is grandfather and one is grandmother. T says: Father. All “fathers” stand up and say father. Then they must exchange their roles.
Put all the pictures on the blackboard. Point to the pictures randomly and kids look and say correctly.
Game: Have two kids come to the front. T says a word silently and the other kids say out the word. The two kids must pick out the right picture. The faster one will win the game.
Let’s chant
T does the action and says: This is Sarah’ father. He is tall. Then teaches the word tall. T: But, Sarah’s mother is not so tall.
T does the action and says: This is Sarah’s brother. He is small. Teaches the word small.
Listen to the chant and teach it. Then asks them try to say the chant.
Step3. Assessment
Revise Let’s learn.
Take a family picture in the next class.
Step 4 Homework
Listen and repeat page 15 for ten times.
Talk about family menbers.
Blackboard design: U2 My family
Who’s that man/woman/boy/girl?
She’s/He’s my ________.
Teacher’s notes:
Exercise notes:
3 A Let’s spell
Teaching aims:
The students will be able to master the pronunciation of the letter Ee.
The students will be able to master the words with letter Ee on the book.
The students will be able to write the words on the book correctly.
I.P: The students will be able to master the pronunciation of the letter Ee.
The students will be able to write the words on the book correctly.
D.P: The students will be able to master the pronunciation of the letter Ee.
Teaching aids: cards, picture, tape.
Teaching procedures:
Step1. Warm-up
Listen and say the chant on page 15.
TPR activity. Have kids to imagine the actions of father, mother, grandfather, grandmother. When T says a word like father or mother, kids imitate and say This is my mom.
Show the word cards and have kids to read them out.
Step2. Presentation
Let’s spell
T shows the four pictures about these four words: ten, pen, red and leg. And guide them to read the four words. T: Try to read out these words. Can you find the same things?
Have the kids to listen and follow the tape. Look and think: Which letter is the same? Yes, letter e. What is the sound? /e/.
Look at the teacher’s mouth and imitate the pronunciation. /t/-/e/-/n/, ten. Follow me, please.
Guide them to spell the other three words like the teacher.
Listen to the tape and read after it.
Step3 Practice
Let’s chant
Listen to the chant and try to follow it.
Ten red pens. Ten red pens. Eight pens. Nine pens. Ten red pens.
Read, listen and circle
Read the words first.
Listen and circle the right words.
Listen and write
Listen to the tape and write the words correctly.
Step4 Homework
Listen and repeat page 16 for ten times.
Copy the four words on page 16 for four times each.
Blackboard design:
U2 My family
ten pen leg red
[e]
Teacher’s notes:
Exercise notes:
4 B Let’s talk Let’s play
Teaching aims:
1. The students will be able to understand the dialogue and read the dialogue correctly.
2. The students will be able to master and use the sentence patterns: Is she/he …? Yes, she/he is. No, she/he isn’t.
I.P: The students will be able to understand the dialogue and read the dialogue correctly.
D.P: The students will be able to master and use the sentence patterns: Is she/he …? Yes, she/he is. No, she/he isn’t.
Teaching aids: cards, picture, tape.
Teaching procedures:
Step1. Warm-up
Revise the words: father, mother, sister, brother, grandfather(grandpa), grandmother(grandma).
Free talk. Who’s this/that man/woman/boy/girl? He’s/She’s….
Step2. Presentation
Let’s talk
T collect some students’ family members’ photos. Then T puts the photos on the screen and asks: Who’s this man/boy/girl/women? The student will stand up and says: He’s/She’s my ….
T goes on doing this activity. T chooses one student and asks: Is he/she your …? Guide the student to answer: Yes, he/she is. No, she/he isn’t. Teach the new sentence patters: Is she/he…? Yes, he/she is. No, he/she isn’t.
T: Today Amy goes to Sarah’s home.
Listen, what are they talking about? They are talking about Sarah’s family members.
Is the boy Sarah’s brother? Yes, he is. Is the woman Sarah’s mother? Yes, she is. Is the man Sarah’s father? No, he isn’t. He is Sarah’s teacher.
Listen and repeat the dialogue.
Read the dialogue in pairs. Then act the dialogue.
Step3 Practice
Let’s play
Practice in pairs: Who’s that man/woman? He’s/She’s ….
Let’s check
Listen and number: Listen to the tape and number the pictures.
Look and tack: Look at the picture and tick the right sentence.
Step4 Homework
Listen and repeat the dialogue on page 17 for ten times .
Try to retell the dialogue.
Blackboard design:
U2 My family
Who’s that boy/girl?
He’s/She’s my ____.
Is she/he your _____?
Yes, she/he is. No, she/he isn’t.
Teacher’s notes:
Exercise notes:
5 B Let’s learn Let’s chant
Teaching aims:
The students will be able to master the words sister, brother, grandfather(grandpa) and grandmother(grandma).
The students will be able to introduce his family members like this: Hi, I’m … This is my family. Look, this is my …. This is my …
The students will be able to listen and say the chant correctly.
The students will get some knowledge about the different calling of the family members between the east and the west.
I.P: 1. The students will be able to master the words sister, brother, grandfather(grandpa) and grandmother(grandma).
2. The students will be able to introduce his family members like this: Hi, I’m … This is my family. Look, this is my …. This is my …
3. The students will get some knowledge about the different calling of the family members between the east and the west.
D.P: The students will be able to listen and say the chant correctly.
Teaching aids: cards, picture, tape.
Teaching procedures:
Step1. Warm-up
T shows the word cards and asks them to read the words.
Listen to the song I love my family, and guide them to do actions with the teacher.
Show photos and pictures with different people in and ask Who’s that man? Have kids to guess.
Step2. Presentation
Let’s learn
Draw a family tree on the blackboard. T acts Mike. T: Look. I am Mike. This is my family tree. There are many people in my family. This is my father. This is my father’s father. He’s my grandfather.