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一、Greetings
T: Class begins! Hello, boys and girls.
Ss: Hello, Grace.
Pre-task preparations
将一幅家庭照片引入，问学生们这是什么。从而引出课文主题“My family.”
T：Look at the screen. What is it?
Ss: It’s a family photo.
T: Yes, you are right. How many people can you see? Who are they?
Ss: I can see six people in the photo. They are father, mother, grandmother, grandfather, sister and me/ Sakura Momoko .
三、While-task procedures
T: Today we’ll go on talking about “my family”. First, let’s play a game together. “ Who is not here?” If you can remember who it is. Stand up and tell me together. OK?
学生通过参与游戏，分别说出六组游戏中缺少的家庭成员分别是mother，sister，grandfather，grandmother，father, brother通过游戏环节，一方面复习家庭成员的英文表达，另一方面考察学生的观察和记忆力。
通过游戏设置，激发学生学习的兴趣，学生们能够将注意力专注于课堂。
T: Are you ready?
Ss: Yes.
T: Look at the picture, then tell me who is not here.
Ss: mother, sister, grandfather, grandmother, father, brother
T: You all did a good job.
教师在学生每次猜对一幅图之后，在板书的family tree 上相应贴上家庭成员的图片。
T: Look at the screen. We call the boy “he”, and the girl “she”. So tell me, sister belongs to ...
Ss: Sister is she. Brother is he...
学生通过将家庭成员分类为he和she ,区分用法并为对话部分做铺垫
T :Look, Yaoyao and Andy bring their family photos here. Let’s listen what they are talking about.
学生听第一遍录音，对家庭成员提问及回答第一次学习
T: After listening. Who can fill in the blank?
Ss: Who’s he?
通过提问学生对疑问词的使用加深印象
教师同时在黑板上写板书 Who’s he? He is my father.
Who is
Who is she? She is my mother.