1.(1)該班主任的做法值得肯定。后進(jìn)生往往自尊心強(qiáng)，好勝，有上進(jìn)心，而意志薄弱。在班級(jí)管理中，該班主任能善于依靠和發(fā)揚(yáng)學(xué)生自身的積極因素，以表?yè)P(yáng)、激勵(lì)為主，調(diào)動(dòng)學(xué)生自我教育的積極性，啟發(fā)他們自覺(jué)思考，克服缺點(diǎn)，發(fā)揚(yáng)優(yōu)點(diǎn)，因而該班能在基礎(chǔ)薄弱的情況下，取得較快進(jìn)步。
(2)針對(duì)該班級(jí)的特殊情況，班主任要能夠根據(jù)學(xué)生的個(gè)別差異，做好學(xué)生的個(gè)別教育工作。只有使每個(gè)學(xué)生都得到發(fā)展，班集體才能健康地發(fā)展。
2.(1)材料中的情況是我們經(jīng)常遇到的，即教師戴著有色眼鏡看待優(yōu)生和差生。
(2)教師作為專門的教育者，要對(duì)所有學(xué)生一視同仁，平等對(duì)待，在看好優(yōu)生的同時(shí)，也要善于發(fā)現(xiàn)差生身上的閃光點(diǎn)。教師只有熱愛(ài)和尊重每一位學(xué)生，處事公道，才會(huì)贏得學(xué)生的尊重。
(3)教師在提問(wèn)時(shí)要注意照顧到個(gè)別學(xué)生。運(yùn)用因材施教原則，不僅要看到優(yōu)等生，也要注意到所謂的“差生”，給他們提供更多回答問(wèn)題的機(jī)會(huì)。
四、教學(xué)設(shè)計(jì)題(答案要點(diǎn))
1.Teaching Objectives：
1.Objective of cognition：listen and speak correctly：Who′S this boy/girl?He′S my…/She’S my…：Understand correctly and use interjections：Cool，Great，Wow;and spoken English：Really?
2.Objective of ability：apply correctly the sentence structure：Who′S this boy/girl?and answer correctly;Introduce one′S family members smoothly.
3.Objective of emotion：increase the ability of communication，cooperation，and acting among students;learn about the family members of other students.
11.Key points and Difficulty：
Key points：to be familiar with and master the sentence structure：Who′’S this boy/girl?
Difficulty：to apply correctly oral words：Come on!Really?and brother，really，watch and pronounce them correctly.
Ⅲ.Preparations before class
1.Radio taps，pictures，headwear，wall map of teaching which are related to this class
2.A picture of one’S family members drawn by oneself
3.Four invitation lists
4.CAI courseware
�、�.Teaching Process
Step l Warm up
1.Teacher and students say and do together as followed which they have learned in the last class：Let，s chant：
A B C D E F G，
Father mother and me，
C D E F G A B，
Sing and dance under the tree.
2.Everyday spoken dialogue
Hello,How are you? How old are you?
Where are you from? Nice to meet you.
Purpose of design:create a relaxed and happy teaching atmosphere, grasp students'concentration, attract students to take part in activities. Greetings and dialogues between students can both shorten the distance between students and the teacher, and cultivate students' communication ability.
Step 2 Presentation
1. After spoken dialogue ,the teacher pastes“全家�！眔n the blackboard.
The teacher introduces :This is my dad/mum/sister...on the picture.
Ss (students) introduce their family members :
This is my father (dad)/mother (mum)/sist'er/brother...
Game 1 :sit in the right seat
The teacher shows word cards, for example:father( dad), the students find out corresponding picture immediately. Let the fastest student paste his picture on the correct place on the blackboard, and shout loudly:I'm...This is my dad. Students with better ability of expressions can further introduce with the teacher's help, for example:He's from China. He's a teacher.
Purpose of design:make students have a happy experience from the very beginning by this game, so that they can forget they are learning English, and absorb the language used in the game unconsciously.
1. Sentence structure:Who's this boy/girl?
The teacher pays attention on the pronunciation of "this", let students notice the difference between this and that.
T: (cite the old sentence structure) Who's that woman?
Ss : She's my mother.
T:Who's that man?
Ss : He's my father.
(cite the new sentence structure,stress the difference between this and that)
T:Who's this boy? (notice the tone of the speech sounds)
Ss : He's my brother.
T : Who's this girl?
Ss : She's my sister.
Then students practise by follow:Who's this boy/girl? Boys and girls ask and answer with each other,present the result.
Purpose of design : by the function of pictures, guide the new knowledge. Using sentence as a unit has advantageto develop students' ability of applying English directly. Intimating the practice of reading language is to cultivate students' language skills and habits.
2. Sentence structure Come on! Let's watch TV.
The teacher draws the frame of TV on the frame of the picture.
T:Come on! (gesture) Boys and girls. Let's watch TV. (make an act as TV)
Students understand ,the teacher noticesthe pronunciation of "watch".
Guide students to speak out the corresponding answer.
Ss : Good ! Great ! Wonderful !
Game 2 : dating
A student invites his friend to watch TV with a inviting list. As long as his friend answers one of words among Good! Great! Wonderful, his fiend can go with him. Require students to act out.
S1 :Come on! XXX. Let's watch TV.
S2 : Great !
Purpose of design:integrate pictures again, use circumstances to lead in the new sentence structure. Cultivate students' ability of inviting in English, and expression in process of communication.
Step 3 Practice
Game 3 :practice of reorganization and reading
Let students recognize and read the words on the family tree in groups, the group which reads correctly most is the winner.
Game 4 : Guess who he is?
Let one student draw anyone (family member or friend) on the blackboard, the teacher reminds students of main characteristics of the person. In the game of "Let's practice" " ,the teacher points the person in the picture and asks : Is she/he your mom/dad/brother/sister....? When asking, Teacher reminds students using "Yes, No" to answer. Notice the pronunciation of brother, sister.
Example :S1 :Who's that girl?
S2 : Guess !
S1 :Is she your sister?
S2 : No, she's my morn.
Play the radio tape, make students listen to the tape, see the wall map, and learn about some contents of the dialogue.
Notice the teaching of modal particle, for example : Great ! Cool ! Really? Wow, how funny !
Step4 Assignments
1. Understand the meaning of the picture
The teacher guide students to understand the meaning through guessing the meaning of picture and creating dialogue.
T: Let's make dialogue
A :Who's this boy?
B : He's my ...
Who's this boy/girl? He's my.../She's my ...
2. Teach the topic requirements, and guide operating method.
Require students to label the order number of corresponding icon according to the radio contents and order.
Play the radio, guide students to label the number.