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1Module1FamilyandFriendsUnit1FamilyandRelativesteachingaims一.知识与技能：掌握单词：,relative,granddaughter,familytree,else,grandson,only,member,friendly,helpful,member,classmate,shop,hardworking,cycle,gocycling…理解词组：familytree,gocycling,goshopping,应用句型：Be+形容词，friendsoftheearth…,promise(sb.)todosth.二.过程与方法:感受：人与人之间的关系，了解在一个家族里每个人的称呼是怎么用英语表达的，在写出自己的家谱的同时要求学生能用英语说说每个人之间的关系。三．情感态度,价值观:感悟：因为有了家庭，我们每个人才能快乐地生活，与家人和睦相处，共建和谐社会。UnitcontentsI.TasksinthisunitTalkingaboutone’sfamilyandrelatives;writinggreetingscards;talkingaboutfamilyleisureactivitiesandfrequency.II.Contents:Reading:Afamilytree(p.2)Listeningandspeaking:Familyandrelatives(p.4)Language:-Howquestions-Wh-questions-adverbsoffrequencyWriting:Myfamily(p.6)PeriodOne——FamilytreeLanguagefocus:UsingdemonstrativestorefertopeopleLanguageskills:Listening:ListenforspecificinformationReading:IdentifydetailsthatsupportamainideaWriting:WriteoutapieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingchartsMaterials:1.Student’sBook6Apage22.Workbook6Apage1and23.Cassette6A4.Cassetteplayer2Pre-taskpreparation:1Introductionofrelativesandrevisionoffamilyvocabularyitems2Askindividualstudentsabouttheirfamily:e.g.Howmanypeoplearethereinyourfamily?Whoarethey?3.Writethefamilymembersontheboardtocreateatypicalfamilytree.While-taskprocedure:1.GivethestudentstimetolookatthefamilytreeinLookandlearn.Playthecassette.Thestudentslisten.2..LookatMike’sfamilytree.LookandwriteThisismyaunt.Sheismyfather’ssister.Thisismycousin.Heismyfather’snephew.Thisisme.Iammygrandmother’sgrandson.Thesearemysisters.Theyaremyaunt’snieces.Thesearemycousins.Theyaremyuncleandaunt’ssonanddaughter/children.a)LookatMike’sfamilytree.Saysomethingaboutit.b)SaysomethingaboutMike’sfamilytree.Thereare______peopleinMike’sfamily.ThisisMike’s______.Thesearehis______.His______isa/an______(job).Post-taskactivity:1.GivePhotocopiablepage37toSs.Askthemtodrawandlabeltheirownfamilytrees.2.DogroupworktotalkabouttheirConsolidation:1.Workbookpage172.Studentsdrawandwriteabouttheirclassmate’sfamilytreeonPhotocopiablepage39PeriodTwo——BirthdayCardsLanguagefocus:1.Usingformulaicexpressionstoexpressgoodwishes2.UsingnounstoindicatefamilyrolesMaterials:1.Student’sBook6Bpages28and292.Workbook6Bpage183.GrammarPracticeBook6Bpage194.SomepiecesofpaperPre-taskpreparation:1.Revisionofthefamilytree2.Abrainstorming----Whatwillyoudoifitissomeone’sbirthday.Ssthinkofthethingstheywilldoonsomeone’sbirthday3While-taskprocedure:1.Lookandreadonpage28ofSBa)Playtherecording.Sslistentothetapeandanswerquestions.Suggestedquestionsforteachers:Whosebirthdayitis?(Alice’s)Whatshallwesayifitissomeone’sbirthday?(HappyBirthday)WhogavebirthdaycardstoAlice?(Alice’smum,dad,brother,sister,grandfathers,grandmother,cousins,auntanduncle)WhosedaughterisAlice?(hermumanddad’s)WhosecousinisAlice?(hercousins’)WhosenieceisAlice?(herauntanduncle’s)b)Listenandrepeat.2.Lookandsayonpage28ofSBa)Makeaguess:WhogaveEddiebirthdaycards?Studentsarerequiredtoasksomeyes-noquestionstomaketheguess.Iftheyareright,showthecardonthescreen.b)FillinEddie’sbirthdaycardswithproperwordsandcheckanswerswithstudentsbrother,cousin,grandson,nephewc)ReadEddie’sbirthdaycardstogether3.Thinkandtickonpage29ofSBa)LookatAlice’sfamilytree.AskSswhatAliceisinherfamilythencompletethetable.b)CompletethetableaboutEddieisinhisfamily.Checkthetableinsentences.Suggestedsentencepattern:Eddieisotherpeople’s……Post-taskactivity:Moreoralpracticeonpage41ofSB1.a)AskSstoreadthedialogueingroupofthree.b)Invitesomegroupstoactthedialogue.Consolidation:1.Workbookpage182.GrammarPracticeBook6Bpage19PeriodThree——TalkingaboutrelativesLanguagefocus:3.Asking‘How’questionstofindoutage4.Asking‘How’questionstofindoutquantity5.UsingadjectivestomakecomparisonsMaterials:1.Student’sBook6Bpages302.Photographsofrelatives3.GrammarPracticeBook6Bpages17and184Pre-taskpreparation:1.Revisionoffamilyroles1)Lookatthetable.Listenandtick.Samandhisclassmatearetalkingabouttheirfamilies.IamSam.I’mtenyearsold.I’masonofmyfamily.Ihavegotasister.She’sbiggerthan2.Thecomparativedegreesoftheaboveadjectivesa)AsktheSstolookattwopicturesandsomewords.Learnthecomparativedegreesoftheadjectivesandtrytousetheadjectivestomakesentences.b)AsktheSstolookatotherfourpictures.Studentstrytousesmall,big,oldandyoungtomakethreesentences.While-taskprocedure:1.Lookandreadonpage30ofSBa)Playtherecording.Sslistentothetapeandanswerquestions.Suggestedquestionsforteachers:WhatdidAlicedoinhersummerholiday?(ShevisitedherrelativesinBeijing)HowmanygrandfathershasAlicegot?(Two)HowoldareAlice’scousins?(Kennethis14andMayis12.)DoAlice’scousinslookbiggerorsmallerthanher?(lookbigger)HowmanyauntsanduncleshasAlicegot?(twoauntsandoneuncle)HowaboutKitty?(twoauntsandtwouncles)b)Playtherecordingagain.Ssreadthetextsentencebysentence.Foreachsentenceinvitethreeorfourstudentstorepeat.c)Dosoft-readingd)Dopairworktoroleplaythetext.2.LookatKitty’sandAlice’sfamilyphotos.a)Dividetheclassintothreegroups.Askeachgrouptodopairworktocomparethetwophotosbyusinggivenwords.Inthepair,onestudentwillbeKittyandtheo