The-Teaching-Design-who's-he.doc

The Teaching Design
Unit 5 Who’s he?
Liyujiang Primary School(鲤鱼江完小) 唐亚君
Teaching aims
1. Knowledge aims:
(1). Learn the new words: he, she, brother, father, mother, sister
(2). Learn the new patterns: Who’s he/she? He/She is my…
2. Ability aims: The pupils can ask and answer Who’s he/she? and introduce their family members.
3. Emotion aim: To cultivate the pupils love their family members
Teaching emphases:
1. New words: he, she, brother, father, mother, sister
2. New sentence patterns: Who’s he/she? He/She is my…
3. Improving ability of learning English by themselves
Teaching difficulty:
Making communication with all the new words and the sentence patterns Who’s he/she? He/She is my…well.
Teaching tools: The teaching disc, a big family photo ,my family photos,a big toy bear(who can speak.)the bear’s family photos ,new word cards,some famous stars’ pictures, a big family tree
Teaching steps:
Ⅰ. Warming up
1. Show the teaching disc and get the pupils to read out the words on the TV set.
2. Sing the song Who are you? together . I sing the song too.
Ⅱ. Presentation
1. Guide the title—Who’s he?. Teach the new question Who’s he/she? and focus on he and she.
(1). After singing, I walk among the pupils and ask some ones, “Who are you?” If they answer well,praise them,if someone can’t answer well, ask others to help him or her. Then point to any boy and ask, “Who’s he?” and say, “ If you don’t know how to answer ,please watch TV carefully and think about this question. You’d better read the words and sentences loudly after the teacher on TV.” Get them to watch TV to find the answer.
(2). T（Point to a boy）: Now who can answer the question “Who’s he?” Help them to answer it. T:Yes,today,we’re going to study a new lesson—Who’s he? Now please show me your forefingers and write afer me. Please read the letters loudly. Then I write the title in the four-line form on the Bb. Get them to read after me in deferent tongs.
(3). Show a girl’s picture and ask, “Who’s she?” Maybe somebody will answer, “ She is a girl.” Then request them to read after me “She is a girl .She!She!She!” Get them to follow me to write she. Repeat with he in the same way.
(4). Show Anne and Lingling’s photos,get them to answer, “Who’s she?” Show Cheng Long and Zhou Jielun’s photos and get them to answer, “Who’s he?”
(5) Make them practise it with their favourite friends.
(6) Get some groups of four to act this short dialogue.
2.Teach new words: father, mother, sister and brother.
(1). Let them see a short piece of cartoon film on the TV and read the four new words loudly after the TV.
(2). Show these word cards-- father, mother, sister and brother.
Get them to read after me one by one and to do relevent actions(eg. For father,make a number eight hand gesture under the chin to mean a father is handsome; for mother, shake two hands from the head to the shouders to mean a mother has long hair;for sister, do an action to mean she wears a skirt;for brother,fold two hands on the wast to mean a brother is naughty) at the same time. By doing the relevant actions,they will remember the family member words happily and better.
(3). Get them to follow me to write these four words. Then point to any word, they shoud read it quickly and loudly and make the relevant actions if they know the word. So I see how many pupils grasp the new contents.

Ⅲ. Practice
1. Play a game—A good memory. Show the family member cards quickly, and see who read out quickly.
2. Stick a big family photo on Bb, get four pupils to stick the family member words on the pohto. 3. Stick a big apple tree on the Bb, and stick the apple shapes with family member words on the tree. Get another four pupils to stand in front of the tree. Ask one to do the actions, then those four pupils
pluck the “apple” quickly. Who plucks more “apples” is the winner.
Ⅳ. Presentation
Get the pupils to learn the dialogue after the TV:
A: Who’s he? B: He is my brother.
A: Who’s he? B: He is my father.
A: Who’s she? B: She is my mother.
A: Who’s she? B: She is my sister.
1. Watch TV and then read the sentences after the TV.
2. Say something mysteriously to the pupils, “I have a magic friend, today he comes to see you! Now close your eyes please and wait for a while.” Then take out a toy bear who can speak and say, “Oh, my children, open your eyes please. You can meet my friend. ” I press down the button behind the toy bear, it says, “ Hello! My name is Peter. Nice to meet you!”. Then I
press down the button again and wait for the pupils to say “Nice to meet you, Peter!”. Then I get one pupil to show toy bear’s family members one by one and ask, “Who’s he/she?” I press the button behind the bear, it will answer the questions one by one.
3. Write down the sentences on the Bb and get the pupils to write after me too. Then read the sentences after me.
Ⅴ. Practice
1. Show my old family photo. There are my father, my mother, my twin brothers and me on it. I say, “Look! This is my family photo.” Point to one boy and ask, “Who’s he?” Get them to answer, “He is your brother.” And then I say, “Yes, he is my brother.” Repeat with other questions in the same way.
2 . Get the pupils to show their family photos and make dialogues about the photos in pairs or in groups.
3. Get some ones to introduce their family members. For example, one pupil points to a man, others ask together, “Who’s he?”. This one will answer it.

Ⅵ. Consolidation
1.Teach them a new song. The words are Who’s he? Who’s he? He’s my father. I love him. Who’s she? Who’s she? She’s my mother. I love her. The tune is the same to the Who are you? song what they sang at the beginning of this lesson. My meanming is we should love our parents.
2. Sing this new song together.
VII. Homework
1.The pupils introduce their family members to more classmates.
2. Sing the new song to their parent, and change the words--
Who are you? Who are you? You are my father. I love you! Who are you? Who are you? You are my mother. I love you!