一、warm up
1、greeting T: Good morning.
Hello,** This is **.
How are you?
How old are you?
2、listen and do. Raise your hand. Wave your hand. Put it down. Show me your pen/ ruler/ pencil/book. Touch your nose/ mouth/ eye/ ear/ face/hand/
3、free talk
T: Now, please introduce your body. This is my……让学生介绍自己的身体部位。
（设计意图：这里让学生用This is my ….主要是为了下面让学生用这一句型来练说本课的几个新单词。）
二、presentation
T: Today, we’ll learn unit 7(贴在黑板上) Ss read it
T show the family photo: now, boys and girls, look, what is this? This is my family photo. Look, my father, my mother and me . This is my family.用手圈一下。教my family.由慢到快。
Ss read one by one
（一）teach: father, mother, me
(1)老师出示自己的全家照自问自答：look, guess who is he?
S: Father. (给予学生适当的奖励)
T: Yes. This is my father。
T show the card : father 贴于Bb, 领读几遍，注意th 的发音。
Ss read : father， father ，my father （一小组传卡片挨个读; 一组一组读，）
T 出示句型卡片This is my ……: Who can read it?
S: read
T手指自己的照片：This is my father. Can you introduce your father? 学生手指着照片练说。
T: if you can, please stand up. one, two.
Ss say : This is my father.
(2)教师指着自己父亲的照片问：This is my father. Is this my father?
S: No. (若学生能说出mother, 则给予奖励)
T: This is my mother. 出示卡片mother 贴于Bb上，领读。
Ss read: mother, mother, my mother. (分四组整体读)
T: can you point and say: my mother, your mother?
Ss: my mother, your mother.
T: Now, please introduce your mother。再让学生手指照片练说： This is my mother, this is your mother.
（设计意图：老师出示自己的全家福照片更容易引起学生的好奇心，激起说的欲望，让学生区分my和your， 巩固这一句型。）
(3) T: now, let’s play a game. OK? Please do an action, and you guess this is a father or a mother?
请小朋友上来模仿爸爸或妈妈的一个动作，但不能说话，其他小朋友猜猜他模仿的是father or mother?
（设计意图：在学了两个单词之后，为了使学生稍微轻松一下，设计一个演一演的活动，让学生自己来扮演父亲母亲，将他们平时观察到的一些细节活动展示出来，请其它同学猜一猜。）
(4) 教师指着自己的照片说：
T: look, this is Miss Jin，this is me.(做手势，让学生理解me 的意思)
Ss read : me 唱me, me ,me, me, me ,me, me, This is me. This is me .（边唱边出示）
让学生指照片说：This is me.
T: my father, my mother and me .This is my family.手指板书。
Now, please take out your family photo, work in pairs, this is my father, this is my mother, this is me. 同桌小朋友互相介绍。
（设计意图：在学生练说了很多遍This is my …之后，很容易将This is me.说成This is my。因此用唱歌的形式将这一句型巩固。 ）
(5)抽几组小朋友说
(二)对前面三句进行练习
(1)在学生介绍的基础上，若发现学生有兄弟、姐妹，教学brother、sister
T: is this your father? Is this your mother? Teach: brother, 这个单词发音较难，let’s play a game “louder and lower”.
T: Boys stand up , read it.
T：Is this my brother?(手指自己的照片)
S: No.
Teach : sister.
Ss read it .
T: girls stand up, read it.
(2) T：let’s play a game. Take out your fingle family.教师先做一示范。一生带上手指套，快速给其他学生看，让小朋友们猜。
（设计意图：课前让学生将全家福做成手指套戴在手上，闪动一个手指让其他同学猜，father, mother, brother, sister.游戏活跃了课堂气氛，激发学生的兴趣。）
(3) T: OK, now let’s have a rest: sing a song : the finger family (boys and girls, stand up.)
录音播放歌曲＜the finger family＞
三、consolidation
1．复习黑板上句型。
T: Take it out, put them on your head. Work in groups .（师拿出头饰示范）
Ss introduce , 抽几个小组表演。
2. T：please open your book., turn to page 34. Draw your family and introduce each other.
（设计意图：让学生将自己的父亲母亲画一画，放在实物投影上，然后用今天所教的句型来向同学介绍，再一次巩固本课的单词和句型。）
