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S: Three/Four……
T: What do you like to do in your family? / What does your father/mother like to do?
S:I/ He/She like（s） to______.
T: Our friend Maddy has a happy family. Do you remember Maddy?
Do?you?know? who she is ??(出示Maddy?的照片)
S1:?Yes,?she?is?Maddy.
T:?Do?you?know?something?about?Maddy?
S2:?She?is?a?monster.
S3:?She?is?five?meters?tall.
S4：She?is?ninety-nine?years?old?
S5:?She?lives?in?a?big,?big?house?with?his?big?,big?family?.
T:?Good?work,class?!?Today?let’s?learn?Maddy’s?Family?
设计意图：复习旧知，引出课题Maddy’s?Family?。
二、Read?the?text?(阅读文章)
(1)Listen?to?the?tape?and?answer?questions.?(多媒体出示课件,学生听录音)
1．What?does?Maddy?have??
2. What?does?Maddy’s?brother?like?to?do??
3. Does?Maddy?have?aunt?and?uncle??Where?do?they?live?
4. What?does?Maddy’s?family?like?to?do??
(设计意图：让学生带着问题去听文章，并且让学生质疑、与老师进行探讨，这都能很好地诱发学生自主尝试的动机，培养其自主学习的能力。)
?(2).Ss?read?the?text?“Maddy’s?Family”?by?themselves?.（学生自读课文，多媒体课件出示问题)
(3).Group work:Get the Ss to read and discuss the details in their group and fill in the blanks.
(学生在小组中合作阅读短文并填写表格)
WhoWhat do they like to do?sister?brother?mother?father?Aunt?and?uncle?cousins? Maddy’s?family?? (4).Look at the screen and read the text again ,check the answer.
设计意图：通过第二次阅读，学生已基本能理解文字传达的表面含义，但如何引导学生对文章的脉络，清楚地了解Maddy一家人的生活是我们教学的重点，也是学生通过阅读获得的信息。这里我们设计了表格主要是给学生提供一个思路，即通过搜索，分类等方法来获取信息。
(5).?Ss?introduce?Maddy’s?family.
(设计意图：这个环节主要是引导学生对获取的信息进行概括和提炼，逐步地转化为学生自己的语言和知识经验)
三、?Presentation:
Teacher?shows?the?picture?of?family?and?introduce?(教师出示家庭照片，并做介绍)
①.Look?,?they are?my?husband and my son.?Guess,?what?do they?like to do