Introduction

(5 minutes)

1.The whole   class

work.

2.Individual   work.

1.Focus their   attention on the teacher.

2.Do duty   report. Some students report their homework to the class. Talk something   about your family members’ occupations and workplaces.

e.g. In my   family, there are five people, my grandfather, my grandmother, my father, my   mother and I. My father works in a hospital. He is a doctor. My mother works   in a school. She is a teacher...

1.Greet students   ready for learning.

1. Help   the students to revise the words and expressions in Section B.

Presentation

(10 minutes)

1.The whole   class

work.

2.Individual   work.

3.Individual   work and pair work.

1.Look at the   photo of the teacher’s family. Try to guess who  the family   members  are in the photo.

e.g.

T: Who is the   girl in a red skirt?

Ss: Is that   you?

T: Yes, you   are right.

Who is the   man in a black coat?

Ss: Is that   your father?

T: No, it’s   my uncle. He is my father’s brother.

...

2.Look at the   pictures and read the pre-reading questions in 1a. Predict the main idea of the passage. Guess who the boy in the photo is and circle his mom and dad.

3.Skim the   dialogues in 1a. Check whether the answers you guess are right or wrong. Read the dialogues then ask and answer in pairs.

e.g.

A: Who is the   young woman in yellow?

B: She is   Kangkang’s aunt.

A: Who is the   man in a green T-shirt?

B: He is   Kangkang’s uncle.

A: Is the   young woman in red Kangkang’s mother?

B: Yes, she   is.

...

1.Show a photo   of the  family. Make the students look at the photo and guess who the   family members are in the photo. Help them to use the new sentence pattern, “Who   is the ... in ...?”

2.Let the students   do some tasks before reading.

3.Make sure the   students know how to ask and answer answers about family members.

Consolidation

(5 minutes)

1.Individual   work and the whole class work.

2.Individual   work.

3.Individual   work and pair work.

1.Read 1a again and complete the passage in 1b individually. Then the whole class  check the answers together.

2.Try to retell   1b with the help of the picture in 1a.

e.g.

3.Do 1c. Complete Kangkang’s family tree individually. Then ask and answer questions with your partner.

e.g.

A: Who is the   man in black?

B: He is Kk’s   father.

A: Who is the   woman in yellow?

B: She is Kk’s   aunt.

...

1. Check the   answers.

2.Help the   students learn to retell the passage. Show the passage with some words   missing. It can not only help them consolidate the dialogues in 1a but also improve their spoken English.

3.To be a good   listener and helper while the students make their conversations.

Practice

(5 minutes)

1.Group work.

1. Individual   work.

3.Individual   work.

1.Revise the   sounds /aK/，/</，/S/，/?/，/ý/，/tr/, /dr/   in Section A. Sit in small groups. Try to say words with the sounds as   quickly as you can. Find out which group can say the most words correctly and   quickly.

2.Do 3a. Complete the words in 3a. Then some students read them aloud to check the answers.

3.Read the   sentences in 3b individually. Then match the sentences with the pictures.   Some

students read   the sentences to the class. Then listen to the tape. Check the answers with   the class. Repeat after the tape.

1.Organize a   group competition to help the students revise the sounds in Section A.

2.Check the   answers in 3a.

3.Check the   answers. Play the tape.

Production

(10 minutes)

1.Individual   work and pair work.

1.Draw your   family tree. Then fill in the form.

After that, ask   and answer questions in pairs with the help of your family tree and the form   above.

e.g.

A: Who is the   women in red?

B: She is my   mother.

A: What does   she do?

B: She is a   teacher.

A: Where does   she work?

B: She works   in No.1 Middle School.

A: Who is the   man in blue?

B: He is my   uncle.

A: What does   he do?

B: He is an   officer worker.

A: Where does   he work?

B: He works   in an office near here.

A: How old is   he?

B: He is 35   years old.

...

1.Make sure the

students know   how to ask and answer the questions about family members, their jobs and the   workplaces.

2. Assign   homework:

Write a passage   about your family members according to your family tree, including your   family members, their jobs and the workplaces. Then check with your partners;

Practice the dialogues in Section C-1a fluently. Try to retell it in your own words;

Preview Section   D—Grammar and   Functions.

Prepare a photo   of your family members.

Teaching reflection：

    在本课中，学生将在已学的词汇基础上，学习更多的关于家庭成员的词汇表达，但是对于大多数独生子女家庭来说，有些家庭称谓的词汇显得有点生疏。因此在绘制家庭树的时候，很多学生可能只会画出最多五个人的家庭成员，甚至于有的学生可能只会画出三口之家。此外，学生可能能看懂音标，但是在拼读单词中可能会出现元音字母组合的记忆混乱。因此教师在教学的过程中，应该引导学生在单词拼读过程中发现并总结字母组合的发音规律；同时，教师应该创设情景，让学生在情景中自然感知家庭成员及其称谓的用法。