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

s.•Knowledgeaims.Studentscanlisten,speakreadandwritethenewwordsandthesentences:Whatis…?He/She/My…isa…•Abilityaims.Studentsca

nusethewordsandsentencestotalkabouttheoccupation.Troughtheactivities,theirspeakingandlisteningabilitiescanbeimproved.•Emoti

onalaims.LetthestudentstoenjoytheprocessoflearningEnglish;Teachthestudentstolovetheirfamilyandrespectothers’occupation.•Thekeyan

ddifficultpoints.•Keypoints.Oneofthekeypointsofthisclassisthenewwords,sothestudentslisten,speak,readandwritethem,theotheroneistoletthestuden

tsknowhowtotalkaboutoccupation.•Difficultpoint:Letthestudentsknowhowtousethesentencestotalkaboutoccupation

flexiblyintheirdailylife.•Analysisofthestudents.Theyhavelearnedthewordsaboutfamilymembers,whichwillhel

pthemlearnthislessonmucheasier.ButtheyareshytospeakEnglishintheirdailylife.SoIwillprovidemorechancesforthemtospeakEnglishinclassan

dencouragethemtopracticemoreafterclass.Tolearnthislessonwell,thestudentmustreviewthewordsaboutfamilymemberandkeeprelax,behi

ghlyfocusedontheclassafterwarmingup.What’smore,thestudentsinourclassistooactivetobefocusedontheclass,soImusttryeve

ryefforttoattachtheirattention.•Teachingaids.PPT,cardsandmultimedia.•Teachingprocedures.Step1:Warmup

.•PlayavideoandLet’schanttogether.•Completeyourfamilytreeinpageone.•Showtheword“family”andthesentence“Fatherandmother,Iloveyou”onPPTandaskthestudent

s:Whathaveyoufound?(The“family”consistsofthefirstletterofeachword.)Step2:Presentation.•Theteacherholdsthecardsofdi

fferentpersonsandask“Whatishe?”(StudentscananswerinChinese)•Let’slearnpartinpage2.(LookatthePPTandre

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

word.Thentheydotheactionsastheyreadthewords.•Studentsclaptheirhandsastheyreadaccordingtothesyllables.Forexam

ple:wor(clap)-ker(clap).•ShowsomepicturesquicklyonthePPT,andrequirethestudentsrecitethewordsinorder.•I

’llliftthecardsonebyoneagainandrequirethestudentstosay“He/She/My…isa____”Step4:Practice.•Actandsay.•Turnplategame.•Asksever

alvolunteerstointroducetheoccupationoftheirfamilymembers.(Usethesentences:“My+familymember+isa____.S

tep5:Consolidation.•Letthestudentslookattheblackboard,andreadthewordsandsentencestogetherandaskmeifthere’sanydoubt.•Drawtheportraitsofyo

urgoodfriendsin20yearsanddescribetheirjobs.(He/She/isa…).•Copythenewwords5timeseach.