牛津小學英語3B教案全冊（詳案）
2、能聽懂、會說日常交際用語: is this your …? this is your …, i think. yes, he/she is. no, he/she isn’t.
3、能正確區別he 和she，并能熟練運用。
三、教學重點
1、 能聽懂、會說單詞：grandfather, grandmother, father, mother, aunt和詞組a family photo.
2、能聽懂、會說日常交際用語: is this your …? this is your …, i think. yes, he/she is. no, he/she isn’t.
3、能正確區別he 和she，并能熟練運用。
四、教學難點
1、能聽懂、會說日常交際用語：is this your …? he’s/she’s …. yes, he/she is. no, he/she isn’t. he /she is my …. who’s he /she? nice to meet you. nice to meet you, too.
2、能準確運用所學句型在適當情景中對話。
五、教學準備
1、教具準備：
1）家庭成員類照片。
2）關于本課時的多媒體課件。
3）錄音機和磁帶。
2、板書準備：寫好課題和日期。
六、教學過程
step 1 free talk/ revision
t: hi, boys and girls. how are you?
ss: fine, thank you. and you?
t: me, too. hi ,…. who’s she? / is this your …?
li : she’s ……/ yes ,she is / no ,she isn’t. she’s ….
師生之間，學生與學生之間用上節課所學句型對話。
step 2 presentation and practice
1. t: who’s he/she?(指一學生的全家照)
s: he’s my father/mother.
please introduce your family members to others.
s: (走到其他同學面前介紹) look, this is my father .
教師指著一位學生手中的照片： this is your mother, i think.
s：yes, she is /no, she isn’t.
2. practice in pairs.
s1: this is your mother /father /brother /sister /…, i think.
s2: yes, she / he is.
no, she /he isn’t. she’s/he’s my….
3、learn: daughter
the way: (show a photo of the teacher)
①t: ( show nancy’s photo) who is she?
s1: she’s nancy.
t: yes. she’s mr. black’s daughter. (引出daughter)
②read: daughter
4、learn: son
the same way as the above
5、 learn: friend
1) t: nancy is mr black’s daughter.
david is mr black’s son.
yang ling is their friend.
2) friend ( 小組/開火車/個別)
6、listen to the tape and read the new words.
step 3 look and say
1、第一幅圖：在家門口，mr black與同事相遇，那位同事指著遠處的nancy問mr black:
a: who’s she?
b: she’s my daughter, nancy
2、 第二幅圖，游玩途中，helen向同學介紹自己的哥哥mike.
a: is he your brother?
b: yes, he is mike.
a: nice to meet you.
b: nice to meet you, too.
3、第三幅圖，mike的朋友不認識年輕的mr black，mike高興的向自己的朋友介紹自己的叔叔。
a: who’s he?
b: he’s my uncle, mr black.
4、第四幅圖， 海濱沙灘上，朋友誤將helen當成了david的姐姐，david予以否認。
a: is she your sister?
b: no, she isn’t. she’s my friend, helen.
學生分小組操練新句型。(教師不統一標準答案，只要學生所編對話符合情景即可，鼓勵他們用不同句式來說，越多越好。)