(共43张PPT)
Unit 3 Family life
Period 2 Reading D & Listening
牛津深圳版 九年级上
Learning objectives
After learning this lesson, you can:
1.通过关键词、短语和段落对比，归纳总结出Emily和Jerry家庭生活的六个方面。（学习理解）
2.通过采访不同学生的家庭生活，并做记录，强化学生对不同家庭生活方式的认知，能够尊重不同家庭的相处方式和生活方式，并且对自己的家庭生活方式进行反思。（应用实践）
3.通过阅读听力题干、选项和观察图片，能够预测文章内容，听懂读懂文章，通过关键词汇来判断正确的选项。（创新迁移）
Paula interviewed two teenagers for a programme on family life.
Emily is 15 years old . There are three people in her family, her parents and her. She has got a lot of p____________: a big TV, a new computer and a mobile phone. Her parents don’t e_________ her to do the housework. Sometimes her family go out for dinner, but her father is often abroad on b__________, and her mother works too. They usually do their own p________ things. Her parents don’t usually s_____ rules for her. Since she is a good daughter, she is never p_________. She likes their new flat. It’s much bigger than their last one. But she feels l_________ when her parents are away from home.
Fill in the blanks.
xpect
usiness
ersonal
unished
onely
ossessions
Review 1
et
Jerry is aged 14. He lives with his parents, grandma and his sister. Although the little flat sometimes makes them feel c___________, they don’t m_____. He hasn’t got many possessions. He has no interest in things like ____________ clothes. He h_______ with the housework, such as washing the dishes and even i_________ his own shirts. His family like doing things together. At home, his parents set rules for him. He loves all his family very much. They have a close r___________ and they always support each other.
Fill in the blanks.
ind
elps
elationship
fashionable
rowded
roning
Review 2
is not expected to do the housework
Review 3
Family members
Possessions
like most about the family and feeling
Housework
Family activities
Rules
Mind map
dad
mum
Emily
a big TV
a new computer
a mobile phone
dinner together
dad-often-abroad
mum works
never punish
no
new flat
much bigger
lonely
Family members
Possessions
like most about the family and feeling
Housework
Family activities
Rules
Mind map
mum
dad
grandma
sister Rosie
Jerry
crowded
don’t mind
help with the housework
no many possessions
has no interest in things like fashionable clothes.
wash the dishes
iron shirts
look after themselves
do things together
eat meals every day
come to school event
look after themselves
finish homework before watching TV or going out with his friends
set rules
like family
close relationship
support each other
Review 4
Paula interviewed two teenagers for a programme on family life. She asked them some questions. Here are their answers.
Family life in cities
Reading
Emily (aged 15)
Well, there are just three of us: my mum, my dad and me.
Have I got many possessions Yes, I’ve got a lot of things: a big TV, a new computer and a mobile phone.
No, I’m not expected to do the housework.
We go out for dinner together sometimes, but my dad is often abroad on business, and my mum works too. We usually just do our own personal things.
No, they don’t usually set rules for me, and since I’m a good daughter, they never punish me.
Well, I like our new flat. It’s much bigger than our last one. But I feel lonely when my parents are away from home.
Likes most about the family
Rules
Housework
Family activities
Possessions
①
②
③
④
⑤
⑥
Listen and match the phrases with the numbers.
Family members
My mum, dad, grandma and my sister Rosie. Although it sometimes feels crowded in our little flat, we don’t mind.
No, I haven’t got many possessions. I have no interest in things like fashionable clothes. New fashions soon go out of date, don’t they That’s what my grandma says.
Yes, I help with the housework. I wash the dishes and even iron my own shirts. My grandma says young people should learn to look after themselves.
Yes, we like doing things together. We eat meals together every day, and my family always come to school events.
Yes, I suppose they set some rules for me. For example, unless I finish all my homework, I can’t watch TV, and I can’t go out with my friends either.
I love all my family very much. We have a close relationship, and we always support each other.
Reading
Jerry (aged 14)
Likes most about the family
Rules
Housework
Family activities
Possessions
②
Family members
①
③
④
⑤
⑥
Listen and match the phrases with the numbers.
Skim the first part of Emily and Jerry’s interviews to tell what they are mainly talking about.
Reading task
Well, there are just three of us: my mum, my dad and me.
My mum, dad, grandma and my sister Rosie. Although it sometimes feels crowded in our little flat, we don’t mind.
Family members
Reading task
Skim the second part of Emily and Jerry’s interviews to tell what they are mainly talking about.
No, I haven’t got many possessions. I have no interest in things like fashionable clothes. New fashions soon go out of date, don’t they That’s what my grandma says.
Have I got many possessions
Yes, I’ve got a lot of things: a big TV, a new computer and a mobile phone.
Possessions
Skim the third part of Emily and Jerry’s interviews to tell what they are mainly talking about.
Yes, I help with the housework. I wash the dishes and even iron my own shirts. My grandma says young people should learn to look after themselves.
No, I’m not expected to do the housework.
Housework
Reading task
Skim the fourth part of Emily and Jerry’s interviews to tell what they are mainly talking about.
Family activities
Yes, we like doing things together. We eat meals together every day, and my family always come to school events.
We go out for dinner together
sometimes, but my dad is often
abroad on business, and my mum works too. We usually just do our own personal things.
Reading task
Skim the fifth part of Emily and Jerry’s interviews to tell what they are mainly talking about.
Family rules
Yes, I suppose they set some rules for me. For example, unless I finish all my homework, I can’t watch TV, and I can’t go out with my friends either.
No, they don’t usually set rules for me, and since I’m a good daughter,
they never punish me.
Reading task
Skim the sixth part of Emily and Jerry’s interviews to tell what they are mainly talking about.
What they like most about their family
I love all my family very much. We have a close relationship, and we always support each other.
Well, I like our new flat. It’s much bigger than our last one. But I feel lonely when my parents are away from home.
Reading task
D1 What questions did Paula ask Emily and Jerry
Use the words in brackets to help you.
1. (Who, people, in family )
2. (Have, get, many possessions )
3. (Do, housework )
4. (Do, go out, or, do things together, family )
5. (Do, parents, set rules for you )
6. (What, like, most, family )
Post- reading
What do you like most about your family
Who are the people in your family
Have you got many possessions
Do you need to do housework
Do you often go out or do things together in your family
Do your parents set rules for you
Emily Jerry
Family members Emily, ________________ and _________. Jerry, ______________, _________, _____________
and ______________________.
Possessions She has got a lot of things, such as _________________________________________________. He _________________________.
Jerry has ______________________ than Emily.
Emily has _____________________ than Jerry.
more family members
more possessions
D2 Paula has made some notes about the differences between Emily’s and Jerry’s family lives. Fill in the blanks and complete the following sentences according to the notes.
Post- reading
her mum
her dad
his dad
his mum
his sister Rosie
his grandma
a big TV, a new computer and a mobile phone
hasn’t got many possessions
Emily Jerry
Housework She is not_______________ _______________________. He ________________________.
He ___________________ and even
_______________________.
Family activities They ususally __________________________________________________. They _________________________.
Jerry __________ the housework, but Emily doesn’t.
Jerry usually has ________________ with his family members, but Emily doesn’t.
helps with
family activities
Post reading
expected to do the housework
helps with the housework
washes the dishes
irons his own shirts
just do their own personal things
like doing things together
Emily Jerry
Rules Her parents _______________ ______________________. His parents ____________________.
Likes most about the family Their _________. All his ___________.
Jerry’s parents ______________________, but Emily’s parents don’t.
Emily only likes _____________, while Jerry likes ______________ of his family.
set family rules for him
her new flat
everyone
Post reading
do not usually
set rules for her
set some rules for him
new flat
family
D3 How would you answer Paula’s questions
Discuss these with your classmates.
1. Who are the people in your family
2. Have you got many possessions
3. Do you need to do housework
4. Do you often go out or do things together in your family
5. Do your parents set rules for you
6. What do you like most about your family
Post- reading
Listening
Lead in
What is a family tree
Can you draw a family tree for your family
Family trees
Many people use a family tree to show the history of their family. To do this, they draw a diagram that looks like the branches of a tree. Some people can follow their family tree back in history for a long time.The family tree of Confucius is the longest in the world. It covers more than 80 generations and includes over two million people!
Look at the family tree and fill in the blanks.
Wendy is Florence’s ___________.
Karen is Carol’s _____________.
Susan is Gary’s _____________.
Florence is Robert’s __________.
Robert is Peter’s _____________.
Kevin is Gary’s _______________.
Carol is Susan’s _____________.
Gary is Peter’s _____________.
mother
niece
aunt
wife
brother
grandfather
grandmother
nephew
Post- reading
1. Listen to the short conversation between family members. Then circle the correct answer to the question you hear.
While-listening
a Kevin. c Peter.
b Anthony. d Gary.
a The one at 7 p.m. on Thursday. c The one at 5 p.m. on Saturday.
b The one at 8 p.m. on Friday. d The one at 7 p.m. on Sunday.
2. Listen to the short conversation between family members. Then circle the correct answer to the question you hear.
While-listening
invite v. 邀请
cost n. 需付费;价钱为
Number 1
Girl: What's that, Dad
Dad: It's our family tree. Look! There are your mother's parents- Wendy and Kevin. And here are my parents-Anthony and Karen.
Girl: You and Mum are below them.
Dad: That's right. Here's Mum and your aunt Susan. And this is my brother Peter and me.
Girl: And I'm at the bottom of the tree!
Dad: Yes, there you are. Your brother is next to you.
Girl: I see.
Tape script
at the bottom of 在……底部
next to 靠近；在……旁边
Number 2:
Boy: Mum, when are you and Dad going to see our school play
Mum: Let me see the times. Hmm. I can't make it on Thursday, because I'm going to work late.
Boy: And don't forget that we're going to take a trip to Beijing on Sunday.
Mum: I know. Sunday is no good either. Dad plays tennis on Friday, so we can only see the play on the next day. By the way, let's go to the earlier show. Then we can come home early.
Boy: OK. I'll get the tickets for you and Dad tomorrow.
Tape script
take a trip 去旅行
By the way 顺便说一下
1. don’t forget that+句子 别忘了做 ……
2. don’t forget to do sth. 别忘了去做某事
3. don’t forget sth. 别忘了某事
on +具体的某一天
1. All parents are invited to come and see The Wrong Trousers, our English-language play.
所有的父母都被邀请来看我们的英语剧《弄错的裤子》。
【用法】invite sb to do sth 邀请某人做某事
be invited to do sth 是其被动形式。
Language points
They invited me to take part in their wedding yesterday.
昨天他们邀请我参加他们的婚礼。
I was invited to take part in their wedding yesterday.
昨天我被邀请参加他们的婚礼。
Language points
主动语态
被动语态
2. Tickets cost ￥10 each. 每张票10元。
【用法】 cost意为“花费（金钱）”，主语常用表
示物的名词。
常用句型：
sth cost sb + 金钱 某物花某人（多少）钱；
sth cost + 金钱 某物值（多少）钱。
Language points
表示“花费”的句型还有：
① sb spend + 金钱 + on / in doing sth
某人在某物 / 做某事上花（多少）钱，主语常用表示人的名词
I spent 100 yuan on this book/buying this book.
我在这本书上花了100元。
Language points
② sb pay + 金钱 + for sth
某人为某物付（多少）钱，主语常用表示人的名词
I paid 100 yuan for this book.
我付了一百元买这本书。
Language points
③ It takes sb ... to do sth 做某事花费某人……
It took me a week to finish the work.
我花了一周时间完成这项工作。
It took me 100 yuan to buy this book.
我花了一百元买了这本书。
Language points
take
cost
Language points
pay
spend
四 大
“花”费
It takes sb ... to do sth
做某事花费某人……
sb pay + 金钱 + for sth
某人为某物付（多少）钱
sb spend + 金钱 + on / in doing sth
某人在某物 / 做某事上花（多少）钱
sth cost sb + 金钱 某物花某人（多少）钱；
sth cost + 金钱 某物值（多少）钱。
Post-listening
Listen to the short conversation again. Then complete the table below.
Day Member(s) Activity
Thursday _________ ____________________
Friday ___________ ____________________
Saturday __________ ____________________
Sunday ______________ ________________________________________
Mother
work late
play tennis
Parents
see the school play
Dad
The whole family
go to Beijing/take a trip to Beijing
Are you free tomorrow I’d like to i_________ you to my new house.
I want to buy this hat. How much does it c__________
nvite
ost
Exercise
一、根据句意及首字母提示写出所缺单词。
Exercise
二、选择最佳答案。
( ) 1. All the museums in this city are closed _____ Monday.
A. for B. on C. in D. at
( ) 2. Don’t forget ____ thank you to your teacher.
A. say B. said C. saying D. to say
( ) 3. ________, there was a telephone call for you just now.
A. By the way B. On the way
C. In a way D. In the way
B
D
A
妨碍；挡道
在某种程度上
顺便问一下
在途中；在路上
+一段时间
+具体的某一天
+年/月/季节
+时间点
+to do
1. 今年暑假她和家人将去北京旅行。
She’ll ______ ______ ______ to Beijing this summer holiday.
2. 我在我的手提包底找到了几枚硬币。
I found some coins___ ____ ________ ____ my bag.
3. 我家的房子就是学校旁边的那座。
Our house is the one______ _____ the school.
take a trip
at the bottom of
next to
三、根据汉语意思完成句子。
Exercise
Summary
1. invite
2. cost
3. at the bottom of
4. take a trip
5. next to
词汇和固定搭配要记牢
邀请
花费
在……底部
去旅行
靠近；在……旁边
Summary
l. All parents are invited to come and see The Wrong Trousers, our English-language play.
2. Tickets cost ￥10 each.
重点句子要记牢
Homework
1. Recite the text.
2. Finish the exercise paper.
Advice is like the snow. The softer it falls, the longer it dwells upon and the deeper it sinks into the mind.
Reflection
谢谢
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单 元 整 体 教 学 设 计
一、单元基本信息
学科 英语 年级 九年级上学期
使用教材 沪教牛津（深圳·广州·沈阳）版
单元名称 Unit3 Family life
二、单元教学规划
单元主题及主要内容分析
单元主题分析： 本单元的主题是“家庭生活”，对应课标中的“人与社会”这一主题语境以及“社会服务与人际沟通”这一主题群。 单元内容分析： 本单元的主题是人与社会，涉及的话题是“不同学生的家庭生活方式”，通过多模态形式的语篇，如表格、图片、对话、描写Emily和Jerry的家庭成员、私人物品、家务劳动、家庭活动、家规、家庭关系以及Alisha写给Bod的信件等预测主要阅读文本的内容，呈现了不同学生的不同家庭生活细节。 整个单元分为Getting ready，Reading，Listening， Grammar， Speaking， Writing， More practice，Study skills及 Culture corner九个部分。每部分的内容都有兼顾学生“听、说、读、看、写”等技能的内容编排，关注语言的理解性技能和表达性技能的协调发展。教材的语言材料涉及的具体语言知识有：（1）介绍不同学生在城市里的家庭生活；（2） 如何提供、接受和拒绝帮助；（3）描述做多少家务；（4）如何与家长沟通 ；（5）如何制定规则。通过单元话题的学习，了解不同学生的生活方式，理性处理生活中遇到的问题。根据不同的阅读目的，运用阅读策略获取信息。鼓励学生开展小组活动，增强合作意识；引导学生在学习过程中利用可视化思维工具分类整合信息，提高学习效率。 以下是单元语篇内容分析图和基于单元主题和语篇内容分析形成的单元结构图： 表一：Family life单元教学内容 Family life单元教学内容语篇语篇类型语篇内容语篇主题一 Family life in cities 说明文（读、写）Emily和Jerry的家庭成员、私人物品、家务劳动、家庭活动、家庭规则、家庭关系方面的信息。学习在城市里不同人的家庭生活及个人信息的表达二 Alisha’s email 说明文（读、写）介绍埃及女孩Alisha的个人信息和家庭信息学习介绍自己的个人和家庭信息三 Family members 对话（听）介绍家庭成员信息学习如何表达介绍家庭成员信息四 Ask and answer 问答（说）学会向别人提问是否做不同类型的家务劳动学习询问是否做家务劳动并总结的表达五 My family life 说明文（读、写）介绍自己的家庭生活学会表达个人的家庭生活内容六 How to communicate with your parents 说明文（读）学习如何与家长沟通并给出建议学习与父母沟通的方法
表二：Family life单元大观念： 核心素养的综合表现： 学完本单元后，学生能够掌握家庭生活方式、提供接受或拒绝帮助和解决问题建议的表达，以听说读写看等方式来描述自己或他人的家庭生活方式，以及写出理性解决问题建议的说明文。此外，根据不同的阅读目的，运用阅读策略获取信息。
学情分析
（一）自然情况 本课授课对象为九年级学生,大部分学生英语基础较好,小部分学生对英语学习存在畏惧感。因此，在课堂教学中，事实性问题主要留给这部分学生回答。增加其对英语学习的成就感，而分析性问题则以同伴或小组活动的形式由学生共同完成锻炼团队合作能力。 （二）已有基础 (1)学生对“生活方式”的话题比较熟悉，对自己生活的方式也有一些粗略的感知。 (2)学生已经基本掌握了课内词汇并能理解系动词的基本用法和祈使句的基本句型。约有70%的学生可以准去表达Do型祈使句的肯定与否定形式。 （三）存在问题
(1)学生对表达家庭生活和如何理性解决问题的方式比较陌生，对本课时的学习稍有影响! (2)学生程度参差不齐，接受能力有快有慢，不利于新知识的推进! (3)在语言知识方面，小部分学生对运用连系动词来表达自己的观点，以及重点句型I suppose...和Sb. have/has trouble (in) doing sth.的掌握不到位，尤其是在对话中的使用不太熟练。 (4)在语言技能方面，学生缺乏良好的记笔记习惯，学习较为被动。 （四）解决措施 (1)加强课前普及，督促学生做好课前准备，进一步熟悉家庭生活和解决问题的概念 (2)注重课下培优补差，不断缩小学生之间的差异。 (3)注重课堂练习，尤其是对话练习，小组合作练习! (4)多提醒学生及时整理笔记，多谅解记笔记的好处，随着时间的推移，学生便会养成自觉的记笔记的好习惯!
单元学习目标
1.学习运用目标短语和句式help with, expect to do sth.，have (no) interest in来介绍不同学生在不同城市的家庭生活方式。 2.能够用目标语言和比较策略总结和表达Emily和Jerry在家庭生活中的差异。同时，能够表达自己的家庭生活，增强对不同家庭生活的认识和了解。 3.能够用目标语言学习和掌握连系动词的结构、种类和用法，并能够进行语言输出表达自己的观点和看法。 4.通过对话，归纳总结出提供、接受和拒绝帮助的表达方式；能够通过采访家务劳动实际情况，并口头报告记录结果来。 5.能够掌握提出问题和解决问题的目标语言和句式表达；能够通过对不同场景规章制度的讲解，培养学生了解如何获取关键信息的能力；能够通过对世界上最长的族谱的介绍，激发对家庭历史和族谱的兴趣和求知欲。
单元课时安排
语篇 课型 第*课时 课时对应的单元教学目标
Reading I 阅读课 第一课时 运用目标文章介绍Emily和Jerry的不同的家庭生活。
Reading II& Listening 阅读课 听力课 第二课时 运用目标文章介绍Alisha的家庭生活。此外，通过家庭成员的对话，了解家庭成员之间的关系。
Grammar 语法课 第三课时 运用对话，教会学生如何使用连系动词
Speaking & Writing 对话课 写作课 第四课时 运用对话，教会学生如何提供、接受和拒绝帮助。
More practice & Culture corner 阅读拓展课 第五课时 运用说明文的形式，给出如何与父母沟通的建议。
评价方式
1.交流式评价（灵活）通过课堂上提问和回答、对话、口头测验等方式评价。 2.选择式评价（效率高）通过选择题、正误判断题、匹配题、填空题等评价。 3.论述式评价（展现思维）通过论述题、解答题等评价，涉及理解、分析、应用等概念性的知识。 4.表现性评价（成本高）评价学生技能、能力的表现，表现分作品、行为、过程。作品：如考察报告、研究报告、论文、诗歌、思维导图、概念图等。行为：如使用显微镜、角色扮演、演讲、演奏乐器等。 加强表现性评价的应用，是我国中高考命题改革的基本方向，也是当前素养导向评价改革的着力点。
作业设计
这份作业是在学生学完了Unit 3布置完成的。学生在本单元学习了如何表达家庭生活方式、如何理性解决问题建议的句型，以及系动词的用法、Do型祈使句的肯定句和否定句形式。在教学过程中，针对此话题对学生进行了听、说、读、看、写五个方面的技能训练，因此这份作业的主要目标是对本单元进行综合复习。通过三个任务，达成复习目标。
作业内容 作业目标 设计意图
基础巩固：单词接龙。第二个单词的首字母必须是第一个单词的最后一个字母，以Unit3单词为主，看谁接的单词最多。第一个单词为abroad。每一轮，可以换第一个词。 复习巩固Unit3的单词 改变机械抄写和记忆单词的枯燥乏味，让学生在游戏中学习单词。
能力提升：1. 利用思维导图，将本单元所学的表达家庭生活的句子进行分类整理。2.利用思维导图，写一篇表达如何与父母良好沟通的建议短文。 对Unit3的内容进行话题整合式复习。 锻炼学生整合信息的能力，提升思维品质。
拓展延伸：完成Unit3学习的综合练习 检测学习效果 检测学习效果
21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
Unit 1 Family life课时教学设计
本单元第二课时 Reading D + Listening
语篇研读
本节课是本单元的第二课时，是一节阅读巩固课和听力练习课。重点讲授阅读理解和听选信息能力。学生应该掌握一些阅读技巧，比如浏览细节。 【what】本节课学习课本37-38页的内容，本节课的语篇涉及上节课学习的课文原文。Comprehension部分的内容是通过对原文的再次阅读，结合每句话中的关键词提问，并用关键词和短语描述艾米丽和杰瑞在家庭生活中的不同之处。根据实际情况谈谈你的家庭生活。在听的过程中获取一些信息并做笔记。 【why】通过采访和图解等形式，让学生学习提问和表达不同家庭学生的实际家庭生活情况。让学生感知不同的家庭情况和家庭活动，从而理解和谐健康的生活方式。 【how】本节课的语篇形式多样，但都围绕同一个核心主题“家庭生活方式”展开。Comprehension部分中每个问句的提示词和语法规则，推断出提问的内容，并运用比较策略总结Emily和Jerry在家庭生活中的差异，并把表格中缺失的信息补充完成。根据听力内容和问题，适当记录信息，并解题。
学情分析
本节课的目标语言是帮助学生巩固关键词、短语和句式。根据思维导图中Emily和Jerry在家庭生活中六个方面的不同，对比总结差异并表达出来。本节课的话题“Family life”是学生们比较熟悉的内容，根据六个问题的提示，进行语言输出。本话题交际性很强，因此可以很好地激发学生的学习兴趣。九三班的学生大部分英语学习和英语思维能力差，课堂表现欲较差，课外探索学习资源和材料的意识也比较弱，需任课教师不断引导，好好启发。
教学目标
单元教学目标 课时教学目标
能够用目标语言和比较策略总结和表达Emily和Jerry在家庭生活中的差异。同时，能够表达自己的家庭生活，增强对不同家庭生活的认识和了解。 通过关键词、短语和段落对比，归纳总结出Emily和Jerry家庭生活的六个方面。（学习理解） 2.通过采访不同学生的家庭生活，并做记录，强化学生对不同家庭生活方式的认知，能够尊重不同家庭的相处方式和生活方式，并且对自己的家庭生活方式进行反思。（应用实践） 3.通过阅读听力题干、选项和观察图片，能够预测文章内容，听懂读懂文章，通过关键词汇来判断正确的选项。（创新迁移）
教学重难点
教学重点：用关键词总结一下艾米丽和杰瑞在家庭生活上的不同。听懂家庭生活的介绍。 教学难点：能够分析和提取文章中的信息，并使用比较策略来总结差异。
教学方法
任务型教学法、情景交际法
教学工具
PPT课件，多功能白板，教案
教学流程图
教学过程
教学目标 教学活动及互动方式 设计意图 效果评价
通过关键词、短语和段落对比，归纳总结出Emily和Jerry家庭生活的六个方面。 （学习理解） 任务一：Lead in Two students are talking about their family lives. Talk about your family life according to the mind map. 让学生根据思维导图描述自己的生活方式。 任务二：Reading Listen and match the phrases with the numbers. 任务三：Reading task Skim the every part of Emily’s and Jerry’s interviews to tell what they are mainly talking about. 任务一： 目标语言输入。学习表达家庭生活的六个方面。 任务二：目标语言输入。学习表达家庭生活的六个方面。 任务三：目标语言输入。学习归纳每一段家庭生活主要内容。 邀请两位学生进行根据思维导图描述自己的家庭生活，并及时给予指导和反馈。 观察学生参与课堂的表现，判断学生能否真正的进入课堂，牢记家庭生活的六个方面。 观察学生是否理解段落主题，鼓励学生大胆表达。
通过采访不同学生的家庭生活，并做记录，强化学生对不同家庭生活方式的认知，能够尊重不同家庭的相处方式和生活方式，并且对自己的家庭生活方式进行反思。 （应用实践） 任务四：Post- reading D1 What questions did Paula ask Emily and Jerry Use the words in brackets to help you. D2 Paula has made some notes about the differences between Emily’s and Jerry’s family lives. Fill in the blanks and complete the following sentences according to the notes. D3 How would you answer Paula’s questions Discuss these with your classmates. Exercise：Fill in the blanks. 任务四：根据括号里面的信息整理采访问题，填写采访细节。提高学生浏览细节的能力。 每一个阅读任务前都要设计思维启发性评价问题，引导学生深入思考。思维启发性问题学生可以集体回答，举手独立进行回答的同学，只要思想积极，观点正确，及时给予肯定和赞许。
通过阅读听力题干、选项和观察图片，能够预测文章内容，听懂读懂文章，通过关键词汇来判断正确的选项。 （创新迁移） 任务五：Lead-in T: Look at the picture, can you draw a family tree for your family Then read the passage and learn some new words. 任务六：Post-reading Look at the family tree and fill in the blanks. 任务七：While-listening Listen to the short conversation between family members. Then circle the correct answer to the question you hear. 任务八：Language points invite的主动语态和被动语态的固定搭配。 四大“花费”的表达。 任务九：Post-listening Listen to the short conversation again. Then complete the table below. 任务十：Exercise 单词拼写 单项选择 完成句子 任务五： 借助图片，让学生理解家庭树的样式，帮助分析家庭结构。 任务六： 借助图片上的家庭树，帮助学生理清Gary和Carol的家庭结构，知道家庭成员之间的关系。 任务七： 阅读图片上的细节信息，并且认真听听力原文的内容，回答题目中的提问，选出正确选项。 任务八： 总结和掌握语言知识点。 任务九： 锻炼听力，完成细节填空，对细节内容进行语言输出。 任务十： 多种练习形式巩固新学的单词和短语，已经语言点的用法。 任务五： 学生基本画出自己家庭树结构图，原文中的生词，需要多读多识记中文意思。 任务六： 家庭关系的英文表达不熟练，要多识记对应的中英文单词。 任务七： 听力能力比较弱，习惯选择听到的单词，没有注意 句子内部的逻辑关系。 任务八： 四大“花费”的用法容易混淆，需要注意区分。 任务九： 从学生各项任务的完成情况，判断学生对所教授的内容的掌握程度，并进行客观的评价和引导，及时调整教学。 任务十： 从学生各项任务的完成情况，判断学生对所教授的内容的掌握程度，并进行客观的评价和引导，及时调整教学。
阅读课评价量表
Items Great（ ） Not bad（ ) Try harder（ ）
I can listen for specific information about family members.
I know about family trees.
I can compare and summarize the main idea of each paragraph
Language Great（ ） Not bad（ ) Try harder（ ）
I can use correct spelling.
I can use correct punctuation.
I can use correct tense.
课时教学板书设计
课时作业设计
作业内容 作业目标 设计意图
基础题： 将重点语言知识点 整理在笔记本上，并绘制思维导图将重点知识点进行呈现。 掌握最基本的语言知识；培养学生借助工具书进行自主学习的能力。 查漏补缺，复习和巩固本节课所学内容
提高题： 根据思维导图，背记课文Emily和Jerry的家庭生活。 学习和牢记常见家庭生活的内容表达。 加深对本节课内容的理解和消化。
拓展题： 采访一位同学，把他/她的家庭生活和你的家庭生活进行对比，并列出一个表格，用英语把各自的家庭生活口述出来。 学会对比策略记录细节信息，口述可以锻炼自己的口语表达能力。 强化本节课实际操作和迁移运用能力。
课后反思（实施后填写）
本节课尝试通过对主阅读篇章内容上的层层挖掘，让学生充分明白采访记录的特点，并通过采访身边的人，学会从哪些方面进行采访，达到学以致用。学生通过听力练习巩固获取关键信息的听力技能。
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