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Unit1Whatisyourfather?Lesson1•Teachingcontent.PartA:Completeyourfamilytree,Let’slearn.Conversation:Whatis…?He/Sheisa…•Teachingaims.•Know

ledgeaims.Studentscanlisten,speakreadandwritethenewwordsandthesentences:Whatis…?He/She/My…isa…•Abilityaims.

Studentscanusethewordsandsentencestotalkabouttheoccupation.Troughtheactivities,theirspeakingandlisteningabilitiescanbeimproved.•Emotionalaims

.LetthestudentstoenjoytheprocessoflearningEnglish;Teachthestudentstolovetheirfamilyandrespectothers’occupation.•Thekeyanddifficultp

oints.•Keypoints.Oneofthekeypointsofthisclassisthenewwords,sothestudentslisten,speak,readandwritethem,theotheroneistoletth

estudentsknowhowtotalkaboutoccupation.•Difficultpoint:Letthestudentsknowhowtousethesentencestotalkaboutoccupationflexiblyintheirdailylife.•Analys

isofthestudents.Theyhavelearnedthewordsaboutfamilymembers,whichwillhelpthemlearnthislessonmucheasier.Bu

ttheyareshytospeakEnglishintheirdailylife.SoIwillprovidemorechancesforthemtospeakEnglishinclassandencouragethemtopracticemo

reafterclass.Tolearnthislessonwell,thestudentmustreviewthewordsaboutfamilymemberandkeeprelax,behighlyfocusedontheclassafterwarmingup.What’smore,thest

udentsinourclassistooactivetobefocusedontheclass,soImusttryeveryefforttoattachtheirattention.•Teachingaids.PPT,cardsand

multimedia.•Teachingprocedures.Step1:Warmup.•PlayavideoandLet’schanttogether.•Completeyourfamilytreeinpageone.•Showtheword“family”andthes

entence“Fatherandmother,Iloveyou”onPPTandaskthestudents:Whathaveyoufound?(The“family”consistsofthefirstlette

rofeachword.)Step2:Presentation.•Theteacherholdsthecardsofdifferentpersonsandask“Whatishe?”(StudentscananswerinChinese)•Let’slearnpartinpage2.(

LookatthePPTandreadafterme;Makesentences,forexam:He/She/My…isa____).Step3:Drill.•I’llworktogetherwiththestudentsanddesignaactionfor

eachword.Thentheydotheactionsastheyreadthewords.•Studentsclaptheirhandsastheyreadaccordingtothesyllables.Forexample:wor(clap)-k

er(clap).•ShowsomepicturesquicklyonthePPT,andrequirethestudentsrecitethewordsinorder.•I’llliftthecardsonebyoneagainandrequirethe

studentstosay“He/She/My…isa____”Step4:Practice.•Actandsay.•Turnplategame.•Askseveralvolunteerstointroducetheoccupationoftheirfamilymembers

.(Usethesentences:“My+familymember+isa____.Step5:Consolidation.•Letthestudentslookattheblackboard,andread

thewordsandsentencestogetherandaskmeifthere’sanydoubt.•Drawtheportraitsofyourgoodfriendsin20yearsanddescribe

theirjobs.(He/She/isa…).•Copythenewwords5timeseach.