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2. use structures like “Who's she/he? She’s/He’s my dad/ mom/sister/brother.”
to talk about in English.
3. Focus of the lesson:
1. understanding the dialogue as a whole;
2. role playing the dialogue with the right pronunciation, intonation and sentence stress.
“Who's she/he? She’s/He’s my dad/ mom/sister/brother.”
4.Predicted area of difficulty:
1.The pronunciation and usage of “he” and “she”.
二、Teaching methods: Task-based teaching approach, Situational language teaching , Audio-Lingual methods，Elicitation teaching
三、Teaching aids: cards, tape, CAI
四、Teaching Procedures： Step = 1 \* ROMAN I Greeting
Step = 2 \* ROMAN II : Presentation
T：Hi! Class,today we have a new friend coming to our class, listen “Who’s she?” Ss:(listen)
Then teacher show the pictures of Peiqi’s family and say “Oh,Peiqi is coming,she introduces her family. Now I want to introduce my family.(ppt) This is my dad,dad /dad/ dad,Write “dad” on the blackboard,then ask Ss read one by one.Then teach mom/sister/brother as on.
设计意图：运用孩子们喜欢的小猪佩奇的录音导入课堂，可以激发孩子们的学习兴趣。
Ask the Ss to introduce their family.
3.(ppt) show the picture of Peiqi’s mom and dad ,teach “Who’s she\he? She’s/He’s… then show ‘he/hi/hello/how/hippo/here/who” read once,then ask “What can you find?
Step = 3 \* ROMAN III : Practice
1.Guess :(ppt)Show out some pictures(Datouerzi/Guangtouqiang/two students),ask the Ss guess“Who’s she\he?”
T: Who's she\he? S1: She\he is…
设计意图：运用孩子们喜欢的卡通人物和本班学生猜“Who’s she\he?可以进一步激发学生的学习兴趣，提高他们的学习积极性。给学生创造运用语言的环境，在练习时告诉学生Who’s she?和Who’s he?的区别。
Who’s missing? (ppt)show “father/mother/brother/sister/me”,ask them to look and say “Who’s missing ?
设计意图：培养学生的专注力和认真观察的能力，同时也能强化训练学生的记忆能力。
Filling the blanks.
设计意图：巩固练习所学重点单词。
Step = 4 \* ROMAN IV : Production
Practice in pairs : T: Who's she/he? S1: She ‘s/He’s _______ .
设计意图：让学生们用自己准备的照片或者本班同学进行对话练习，学生积极性很高。
PK （30 second ）
设计意图：30秒大比拼不仅能提高学生的学习效率，而且能培养学生的团队合作精神。