Step 3. Presentation（pre-task）

　　感谢学生为Lin Hai 找到了东西, 现在可以回Robin的家了.因为是第一次见面，Robin向Lin Hai介绍了他的家人。通过幻灯片教学并跟读词汇与句子:

　　This is my grandfather/grandmother/father/mother/uncle/aunt/brother/sister.

并增加uncle 和aunt两词汇，为下一步任务的提出作好准备。同时，教学parent, grandparent.

Step 4. Ask and answer(while-task)

　　Lin Hai想验证自己的记忆力，提出Is this your mother? Is this your ...?等问题，由Robin作出回答。通过设置幻灯片，请学生对人物进行逐一询问，并判断。

Step 5. Post-task

　　Lin Hai了解了Robin的家庭，于是，他用自己的话描述了Robin一家。学生以四人小组形式，讨论Lin Hai的话。后交流反馈。

Step 6. Presentation and practice

　　Lin Hai参观完Robin的家后，又去了Dave的家。教师通过询问Dave的身份，再次重复friend 一词，以加深学生的印象。教师说：Let's see Dave's family with Lin Hai. 提问让学生作出猜测：Is this his mother/father ...? Is that his sister/brother? 穿插单数和复数。然后处理课本Section A 1a。然后让学生再听听Dave的介绍，完成1b。教师提出任务:Now you know Dave's family well. I want to check your memory. See whose memory is the best. Please introduce Dave's family to me one by one. 幻灯片呈现Dave's family photo,学生轮流介绍Dave's family, 运用This is .../ That is.../ These are .../ Those are... 等句型。通过这一环节，来检测学生对家庭成员称呼的掌握程度。

Step 7. Practice

　　教师说：Dave wants to check if we know his family well. Now listen and circle the words you hear. Look at 2a, and try to remember their names. 完成2a. 并提问学生What's his mother's name?等，幻灯片呈现人物名字，以帮助学生准确认读。听第一遍，后读姓名。问：Who is Mary?看学生能否听明白姓名，并跟读。然后请学生试着回答。听第二遍，看图，完成2b. 教师说：Do you remember their names? 以呈现名字的方式确认人物进行判断：Is this Jim? Is this ...?等，巩固不同的介绍和确认人物的方法。

Step 8. Finding suitable names for Lin Hai's family

Now we know Dave's family well. Lin Hai also wants to introduce his family to his friends. Dave and Robin. 因为中英姓名文化存在着很多差异，因此Lin Hai 想考考他的朋友们。Let's