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2、能在真实的情景中运用Who’s she / he? Who’s this/that…? He’s / She’s…进行交流。
四、Teaching Procedures
Step1: Warming-up:
A: Greetings:
Good afternoon, boys and girls.
Glad to see you again.
B: Free talk: Introduce friends
T: Everyone has its own friend, can you introduce your friend to us.
This is…, she’s/he’s…
(设计意图：这节课以“朋友”为主线，free talk环节，通过介绍自己的朋友，以旧引新，为下面的学习做好铺垫。)
Step2: presentation
A: Play a game: listen and guess
learn new words: boy, girl, man, woman;
new sentences: Who’s he/she?
Who’s this…? He’s/She’s…
T: Do you want to know Miss’s friends, let’s listen and guess who they are.
出示Mike的录音，引出boy，who’s he？并领读纠正发音。
同法引出girl，man，woman，who’s this…?
(设计意图：播放学生们熟悉的人物录音，让他们通过录音思考和猜测，能很好地调动学生参与地积极性，活跃了课堂气氛。通过游戏，初步感知新单词和句型。)
B：learn story time
watch and say: learn new words: uncle, aunt
T: They are our friends, do you want to know more friends, let’s go to Mike’s school. Today is Open Day. The children invite their families. Let’s watch the cartoon and say.
出示Mike和Yang Ling家人的图片，引出新单词，
T: Who’s this man? He’s Mike’s uncle. 引导学生朗读。
Who’s this woman? She’s Yang Ling’s aunt.引导学生朗读。
read and say: learn new words: twins, we’re …
出示Su Yang的图片，引出新单词。
T：Who’s she? Is she Su Hai? Open your books and find the answer.
T: Yes, she’s Su Yang, why do they look the same?
Bingo, they’re twins. 领读并纠正发音。