Unit 2 We're Family!单元整体教学分析+课时教案（3课时）鲁教版（五四制）（2024）六上
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| 名称 | Unit 2 We're Family!单元整体教学分析+课时教案（3课时）鲁教版（五四制）（2024）六上 |  | |
| 格式 | docx | ||
| 文件大小 | 295.9KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 鲁教版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-02-25 17:58:13 | ||
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Unit 2单元备课 年级__六年级____ 学科__英语__
单元名称 Unit 2 We’re Family!
教 材 分 析 本单元主题是“人与自我”下的“家庭与家庭生活”，子主题内容包括：家庭成员构成与角色，家庭成员的互动。主要涉及用英语介绍家庭成员的姓名、年龄、职业、外貌特征、兴趣爱好等；描述家庭成员之间的关系和互动；表达对家庭成员的情感等。 本单元以听力和对话等多个多模态语篇阐述了这一主题，对如何正确运用目标句型有条理地介绍家庭成员的兴趣爱好，经常做的事情等基本情况进行了探究，旨在培养学生在社交场合中介绍自己和他人家庭的能力，增强人际交往能力和沟通技巧，同时引导学生关注家庭，增进对家庭成员的了解和感情，培养学生的家庭责任感和亲情意识。
教 学目 标 Language Abilities (语言能力) 1.掌握与个人信息相关的词汇和常用表达，并能准确、流利地将其运用到对话交流中。 Key words and phrases：cousin，aunt，uncle，grandmother，grandfather，often play basketball，read a lot，like Chinese chess，play the erhu well等 Key sentences： ①—Is this/Are these your…？—Yes，…/No，… ②—Who's/Who're…？—He's/She's/They're… ③—Do you play the piano？—Yes，I do./No，I don't. ④—Does your father spend a lot of time fishing —Yes，he does./No，he doesn't.等 2.掌握单元音音标/ /,/ :/,/ /,/ɑ:/的字母组合发音。 Learning Abilities (学习能力) 1.激发自主学习能力，主动去收集更多关于家庭成员的表达和相关信息。 2提高学习迁移能力，将所学内容应用到实际生活情境中，如向他人介绍自己的家庭。 Thinking Qualities (思维品质) 1.培养逻辑思维，有条理地组织家庭成员信息并进行介绍。 2促进发散思维，思考如何更生动有趣地描述家庭成员。 Cultural Awareness (文化意识) 1.了解不同文化中家庭观念和成员角色的差异。 2感受家庭在各种文化中的重要性和独特性。
教 学 重点 1.掌握单元音音标/ /,/ :/,/ /,/ɑ:/的字母组合发音。 2掌握介绍家庭成员角色、爱好和活动的词汇和常用句型。 3.学会运用一般现在时的肯定句或疑问句形式介绍或询问信息。 4.学会恰当使用人称代词及名词所有格。
教学难点 1.将单元音音标/ /,/ :/,/ /,/ɑ:/的字母组合发音规律准确运用到认读单词的过程中。 2.运用所学目标语言介绍家庭成员的角色、爱好和活动等。
教学方法 1游戏教学法 2任务教学法（问候语集锦） 3单元组学生竞赛
学生情况分析 学生在小学英语中已经学过相关的表达方式，学生能够积极探索适合自己的学习方法，定期反思和评价自己学习中的收获与不足。本单元教学内容主要涉及用英语介绍家庭成员的姓名、年龄、职业、外貌特征、兴趣爱好等；描述家庭成员之间的关系和互动；表达对家庭成员的情感等展开。对于刚刚进行入初中的初中生来说，话题贴近学生生活和兴趣。
单元学科知识体系构建 1.1.掌握与个人信息相关的词汇和常用表达，并能准确、流利地将其运用到对话交流中。 Key words and phrases：cousin，aunt，uncle，grandmother，grandfather，often play basketball，read a lot，like Chinese chess，play the erhu well等 Key sentences： ①—Is this/Are these your…？—Yes，…/No，… ②—Who's/Who're…？—He's/She's/They're… ③—Do you play the piano？—Yes，I do./No，I don't. ④—Does your father spend a lot of time fishing —Yes，he does./No，he doesn't.等 2.掌握单元音音标/ /,/ :/,/ /,/ɑ:/的字母组合发音。 3.准确、流利地用英语介绍家庭成员。
课时分配 The First Period: Section A(1a-2) The Second Period: Section A(2a-Grammar Focus） The Third Period: Section B（1a-Reflecting）
课 题 Unit 2 We’re Family. Section A（1a-2） 时间
课型 主备人 使用人
教学目标 语言能力：Key words：cousin，aunt，uncle，grandmother，grandfather Key sentences： ①—Is this/Are these your…？—Yes，…/No，… ②—Who's/Who're…？—He's/She's/They're… 学习能力：学会将关键词、短语和句子应用于介绍不同的家庭成员。 学会使用记忆策略、沟通策略等，更好地掌握相关表达，进行有效的介绍。 学习了解和收集更多关于家庭成员的信息，以丰富介绍内容。 文化意识：了解不同文化中的家庭结构、关系和文化可能有所不同。承认并尊重家庭在不同文化中的重要性和独特性。 思维品质：在介绍时，能够系统地组织家庭成员的信息。能够想出独特有趣的方式来描述家庭成员，培养分析思维能力。 课程思政：培养学生在社交场合中介绍自己和他人家庭的能力，增强人际交往能力和沟通技巧，同时引导学生关注家庭，增进对家庭成员的了解和感情，培养学生的家庭责任感和亲情意识。
教学重点 让学生掌握家庭成员的称呼和相关定义，以及通过听力理解和口语表达，了解家庭成员的关系。
教学难点 训练学生的听力理解和口语表达能力。
教具准备 PPT 教案 教材 练习册
Step 1 Lead-in 1.Greet and sing a song about family. 2.Ask students to say the words they know about the family. Tell them we will study more words about family. Step 2 Work on la 1.Show pictures of family members and lead into the vocabulary: husband. 2.Match the definitions with members of the family(1a). 3.Ask students to read the definitions and match them with the correct family member. 4.Check the answers. The answers are: 1. D;2. A;3. B;4. E;5. C. Step 3 Work on 1b 1.Look at the two pictures in 1b and talk about them. 2.Listen to two conversations and number the pictures in the order you hear (1b). Play the recording twice, students number the pictures. 3.Check answers with the class. The answers are: Picture 1.1; Picture 2.2. Step 4 Work on 1c 1.Listen again and complete the sentences (1c). Play the recording, students fill in the blanks. Discuss the answers in pairs, then check with the class. 2.Students listen and repeat after the recording. Practise reading the recording script. 3.Encourage students to role- play the conversations in 1b. Step 5 Work on 1d 1.Bring a family photo to class and talk about the people in it (1d). Model the conversation with a student using the target structures: A: Is this/ Are these your … 36B: Yes, …/ No, … A: Who's/ Who' re … B: He's/ She's/ They' re... 2.Students work in pairs. Practise the dialogues using their own family photos. 3.Invite several pairs to present their conversations to the class. Step 6 Work on Pronunciation 1 –3 1.Introduce how to pronounce/ /,/ :/,/ /,/ɑ:/.Give students more chances to imitate them. 2.Play the recording and ask students listen and repeat. 3.Ask several students to read the pronunciation in Pronunciation 1.Correct their mistakes if exists. 4.Focus on the stressed syllables in the given words. Listen and repeat. Practise reading the words aloud. Step 7 Summary 1. Recap the vocabulary and structures learned in this lesson. 2.Encourage students to use these expressions in real- life situations. Step 8 Homework Write a short paragraph about your family, including at least three family members and your relationships. 二次备课
板书设计
教学反思
课 题 Unit 2 We’re Family！Section A （2a-Grammar Focus） 时间
课型 主备人 使用人
教学目标 语言能力：掌握重点单词、短语和句型，并能正确读写。 Key phrases：funny，different，quiet，have short hair，make us laugh，have long brown hair，play basketball，read a lot，like Chinese chess，play the erhu well，like gardening，love animals/sport. Key sentences： ①—Do you often play ping pong together？—Yes，we play every day/week. ②—Whose fishing rods are those？—They're my father's. ③—Does she play the erhu well？—Yes，she does. ④He spends a lot of/lots of time fishing. 学习能力：能够从不同方面收集和整理家庭成员的信息。能够使用适当的表达来准确表达这些信息。 文化意识：了解家庭文化差异。认识到不同家庭在爱好、日常活动等方面可能存在文化差异。尊重各种呈现家庭信息和家庭生活方式的方式。 思维品质：能够从大量具体的爱好、财产和活动中总结出家庭成员的特点。能够思考家庭成员信息与其他相关内容之间的关联。 课程思政：培养学生在社交场合中介绍自己和他人家庭的能力，增强人际交往能力和沟通技巧，同时引导学生关注家庭，增进对家庭成员的了解和感情，培养学生的家庭责任感和亲情意识。
教学重点 一般现在时中系动词be与不同人称主语的匹配关系；人称代词和形容词性物主代词的区分；一般疑问句以及特殊疑问句的基本构成以及异同。
教学难点 使用准确、得体的语言进行多轮次对话。
教具准备 PPT 教案 教材 练习册
教学过程 Step 1 Lead in(guessing game) 1The teacher shows a photo of his/her family members and asks students to guess his/her identity. T：Look at the photo.Who is he？Do you still remember？You can ask me questions like “Is this your…？”．I will tell you “yes” or “no”．The one who tells the name first will get one point！Go! S1：Is this your brother T：No. S2：Is this your cousin T：Bingo！One point for you. 2．The teacher chooses four or five students to play the guessing game. Step 2 Listening & Speaking(2a～2c) Work on 2a 1Ask students to listen to the conversation and circle the coloured words they hear. 2.Ask students to share the answers and the teacher corrects their pronunciation if necessary. Work on 2b 1.Ask students to read the conversation and complete the table in 2b. T：Here is an information table about Teng Fei's family.Let's read the conversation together and fill in the table…You read so fluently.Now let's look at 2b.Please complete the table. 2.Ask students to share the answers and the teacher helps to correct if necessary. Work on 2c 1.Ask students to listen to the conversation again. 2.Ask students to role play the conversation and invite two or three pairs of students to present in class. Step 3 Speaking(2d) Work on 2d 1.Show Zhang Xinyu's family photo and introduce their information. T：Look at the picture here.It's Zhang Xinyu's family.Who are the old man and woman？Who are they？Who is the little boy Ss：They are Zhang Xinyu's grandparents.They are her parents.He is Xinyu's brother. 2.Show some phrases about hobbies and possessions and let students ask and answer questions to talk about Zhang Xinyu's family. 3.Ask students to make up a new conversation with the photo and phrases in 2d. Step 4 Speaking(2e) Work on 2e Ask students to work in groups and introduce the things their family members have and the activities they do. T：We know about Teng Fei's and Zhang Xinyu's family members.Now let's talk about the things your family members have and the activities they do.You can use the sentence patterns on the blackboard.Work in groups first and then share and introduce your photos in class. Step 5 Grammar(3a) Work on 3a 1.Ask students to read the sentences in the grammar box and circle the verbs by themselves.Ask students to research in groups and find out the two questions：How do the verb forms change with the subjects？What are the change rules of the third person singular forms of verbs 2.Ask students to share their findings(Summary)． Step 6 Grammar(3b～3c) Work on 3b 1.Ask students to complete the sentences with the correct possessive form('s) of the words in brackets. 2.Ask students to share their answers in class and the teacher helps to correct if necessary. Work on 3c Ask students to complete the passage with the correct forms of the verbs in the box.Ask students to share their answers in class and the teacher helps to correct if necessary. Step 7 Speaking(3d) Work on 3dStudents work in pairs，ask and answer questions about each other's family.Ask some pairs to act out the dialogue in front of the class. Step 6 Homework Make a poster to talk about the looks，possessions and hobbies of a person. Do the exercises in the students' workbooks.
板书设计
教学反思
课 题 Unit 2 We’re Family！Section B 时间
课型 主备人 使用人
教学目标 语言能力：学生能够掌握重点单词、短语和句型：handsome，in the middle，on the left，play tennis with，on one's knee，on the right，beautiful，kind，read me a story，three grandchildren，grandparents Key sentences：①Here's a photo of us.②I'm the one with the pink hat. ③She always reads me a story at night.④They often say I'm their favourite grandchild，but I think they say the same thing to all of us！ 学习能力：学会使用相关词汇和句子结构来准确描述家庭照片。在谈论家庭照片时，学会按照逻辑顺序表达。 思维品质：能够以连贯和有吸引力的方式组织个人信息。能够分析照片中家庭成员的特征和关系。在讨论家庭照片时，能够添加个人感受和独特视角。 文化意识：认识到家庭在不同文化中的重要性和特征。培养对不同家庭文化的理解和尊重。 课程思政：培养学生在社交场合中介绍自己和他人家庭的能力，增强人际交往能力和沟通技巧，同时引导学生关注家庭，增进对家庭成员的了解和感情，培养学生的家庭责任感和亲情意识。
教学重点 家庭成员的英语表达；介绍家庭成员的句型。
教学难点 准确理解并回答关于家庭介绍的阅读理解问题。
教具准备 PPT 教案 教材 练习册
教学过程： Step 1 Lead - in Greet and sing a song about families.(教师播放一首关于家庭的英文歌曲,如“ The Famíly Song”。教师引导学生一起跟着节奏拍手或做简单的动作) T: Good morning, everyone! Let's start our class with a happy song about families. Are you ready Ss: Yes, we are ready! (歌曲播放,学生跟随音乐和教师做动作) T: Each family is unique and special. Today, we are going to learn more about families and how to talk about them in English. Are you excited Ss: Yes, we are excited! Step 2 Work on la 1.Ask students to talk briefly about their families. T:Now,can you tell me how many people are there in your family S1: There are four people in my family: my dad, my mum, my sister, and me. T: That's wonderful! And what does your dad do S1: My dad is a doctor. He helps people get better. T: Great! What about you,(学生2的名字) Who is your favourite family member S2: My favourite family member is my grandma. She always cooks delicious food for us. 2.Pair work: Students ask and answer questions about each other's families. Teacher pro- vides support and feedback. Step 3 Work on 1b 1.Look at the photo in 1b. Talk about it and guess who they are in the photo. 2. Introduce the topic and key vocabulary related to families. 3.Students read the text silently and label the people in the photo. Teacher checks answers and clarifies any misunderstandings. 4.Explaín the following items: a photo of, the one with the pink hat, on the left, play tennis with, on his knee, on the right, read me a story, they say the same thing to all of us. 5. Practise reading the passage. Step 4 Work on 1c Students read the text again and circle T or F for each statement. Teacher goes through the answers with the class. The answers are: 1. T;2. F;3. F;4. T;5. F. Step 5 Work on 1d Students take turns to describe the photo using the information from the text. Teacher encourages students to add their own details. Step 6 Work on 2a 1.Ask students to read the listed information carefully. Explain any they don't understand. 2.Ask students to complete the introduction about Hu Xiao's family using the information provided. 3.Check the answers. The answers are: handsome, football, kind, animals, big eyes, reading. Step 7 Work on 2b 1.Ask students to list key words to describe their own family members and prepare a short introduction. Teacher:“ Now, moving on to 2b, I want you to think about your own family. List some key words to describe your family members, just like we did for Hu Xiao's family. Then, prepare a short introduction using those words.” 2. Ask a few students to share their introductions with the class. Step 8 Work on1 1.Show an example of a family tree and explain the structure. 2.Ask students to identify the family members on the tree and their relationships. Step 9 Work on 2 1.Ask several students to introduce their family members according to their family trees. 2.Ask students to write a short description of each family member, Step 10 Work on 3 Invite students to come to the front of the class, one by one, to introduce their family trees.Encourage them to use the descriptions they wrote in 3b. Provide feedback on their presentations, focusing on language use and fluency. Step11 Summary and Homework Summarize the key points of the lesson. Assign homework: Students should finish their family trees at home and practise introducing them to a family member or friend.
板书设计
教学反思
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Unit 2单元备课 年级__六年级____ 学科__英语__
单元名称 Unit 2 We’re Family!
教 材 分 析 本单元主题是“人与自我”下的“家庭与家庭生活”，子主题内容包括：家庭成员构成与角色，家庭成员的互动。主要涉及用英语介绍家庭成员的姓名、年龄、职业、外貌特征、兴趣爱好等；描述家庭成员之间的关系和互动；表达对家庭成员的情感等。 本单元以听力和对话等多个多模态语篇阐述了这一主题，对如何正确运用目标句型有条理地介绍家庭成员的兴趣爱好，经常做的事情等基本情况进行了探究，旨在培养学生在社交场合中介绍自己和他人家庭的能力，增强人际交往能力和沟通技巧，同时引导学生关注家庭，增进对家庭成员的了解和感情，培养学生的家庭责任感和亲情意识。
教 学目 标 Language Abilities (语言能力) 1.掌握与个人信息相关的词汇和常用表达，并能准确、流利地将其运用到对话交流中。 Key words and phrases：cousin，aunt，uncle，grandmother，grandfather，often play basketball，read a lot，like Chinese chess，play the erhu well等 Key sentences： ①—Is this/Are these your…？—Yes，…/No，… ②—Who's/Who're…？—He's/She's/They're… ③—Do you play the piano？—Yes，I do./No，I don't. ④—Does your father spend a lot of time fishing —Yes，he does./No，he doesn't.等 2.掌握单元音音标/ /,/ :/,/ /,/ɑ:/的字母组合发音。 Learning Abilities (学习能力) 1.激发自主学习能力，主动去收集更多关于家庭成员的表达和相关信息。 2提高学习迁移能力，将所学内容应用到实际生活情境中，如向他人介绍自己的家庭。 Thinking Qualities (思维品质) 1.培养逻辑思维，有条理地组织家庭成员信息并进行介绍。 2促进发散思维，思考如何更生动有趣地描述家庭成员。 Cultural Awareness (文化意识) 1.了解不同文化中家庭观念和成员角色的差异。 2感受家庭在各种文化中的重要性和独特性。
教 学 重点 1.掌握单元音音标/ /,/ :/,/ /,/ɑ:/的字母组合发音。 2掌握介绍家庭成员角色、爱好和活动的词汇和常用句型。 3.学会运用一般现在时的肯定句或疑问句形式介绍或询问信息。 4.学会恰当使用人称代词及名词所有格。
教学难点 1.将单元音音标/ /,/ :/,/ /,/ɑ:/的字母组合发音规律准确运用到认读单词的过程中。 2.运用所学目标语言介绍家庭成员的角色、爱好和活动等。
教学方法 1游戏教学法 2任务教学法（问候语集锦） 3单元组学生竞赛
学生情况分析 学生在小学英语中已经学过相关的表达方式，学生能够积极探索适合自己的学习方法，定期反思和评价自己学习中的收获与不足。本单元教学内容主要涉及用英语介绍家庭成员的姓名、年龄、职业、外貌特征、兴趣爱好等；描述家庭成员之间的关系和互动；表达对家庭成员的情感等展开。对于刚刚进行入初中的初中生来说，话题贴近学生生活和兴趣。
单元学科知识体系构建 1.1.掌握与个人信息相关的词汇和常用表达，并能准确、流利地将其运用到对话交流中。 Key words and phrases：cousin，aunt，uncle，grandmother，grandfather，often play basketball，read a lot，like Chinese chess，play the erhu well等 Key sentences： ①—Is this/Are these your…？—Yes，…/No，… ②—Who's/Who're…？—He's/She's/They're… ③—Do you play the piano？—Yes，I do./No，I don't. ④—Does your father spend a lot of time fishing —Yes，he does./No，he doesn't.等 2.掌握单元音音标/ /,/ :/,/ /,/ɑ:/的字母组合发音。 3.准确、流利地用英语介绍家庭成员。
课时分配 The First Period: Section A(1a-2) The Second Period: Section A(2a-Grammar Focus） The Third Period: Section B（1a-Reflecting）
课 题 Unit 2 We’re Family. Section A（1a-2） 时间
课型 主备人 使用人
教学目标 语言能力：Key words：cousin，aunt，uncle，grandmother，grandfather Key sentences： ①—Is this/Are these your…？—Yes，…/No，… ②—Who's/Who're…？—He's/She's/They're… 学习能力：学会将关键词、短语和句子应用于介绍不同的家庭成员。 学会使用记忆策略、沟通策略等，更好地掌握相关表达，进行有效的介绍。 学习了解和收集更多关于家庭成员的信息，以丰富介绍内容。 文化意识：了解不同文化中的家庭结构、关系和文化可能有所不同。承认并尊重家庭在不同文化中的重要性和独特性。 思维品质：在介绍时，能够系统地组织家庭成员的信息。能够想出独特有趣的方式来描述家庭成员，培养分析思维能力。 课程思政：培养学生在社交场合中介绍自己和他人家庭的能力，增强人际交往能力和沟通技巧，同时引导学生关注家庭，增进对家庭成员的了解和感情，培养学生的家庭责任感和亲情意识。
教学重点 让学生掌握家庭成员的称呼和相关定义，以及通过听力理解和口语表达，了解家庭成员的关系。
教学难点 训练学生的听力理解和口语表达能力。
教具准备 PPT 教案 教材 练习册
Step 1 Lead-in 1.Greet and sing a song about family. 2.Ask students to say the words they know about the family. Tell them we will study more words about family. Step 2 Work on la 1.Show pictures of family members and lead into the vocabulary: husband. 2.Match the definitions with members of the family(1a). 3.Ask students to read the definitions and match them with the correct family member. 4.Check the answers. The answers are: 1. D;2. A;3. B;4. E;5. C. Step 3 Work on 1b 1.Look at the two pictures in 1b and talk about them. 2.Listen to two conversations and number the pictures in the order you hear (1b). Play the recording twice, students number the pictures. 3.Check answers with the class. The answers are: Picture 1.1; Picture 2.2. Step 4 Work on 1c 1.Listen again and complete the sentences (1c). Play the recording, students fill in the blanks. Discuss the answers in pairs, then check with the class. 2.Students listen and repeat after the recording. Practise reading the recording script. 3.Encourage students to role- play the conversations in 1b. Step 5 Work on 1d 1.Bring a family photo to class and talk about the people in it (1d). Model the conversation with a student using the target structures: A: Is this/ Are these your … 36B: Yes, …/ No, … A: Who's/ Who' re … B: He's/ She's/ They' re... 2.Students work in pairs. Practise the dialogues using their own family photos. 3.Invite several pairs to present their conversations to the class. Step 6 Work on Pronunciation 1 –3 1.Introduce how to pronounce/ /,/ :/,/ /,/ɑ:/.Give students more chances to imitate them. 2.Play the recording and ask students listen and repeat. 3.Ask several students to read the pronunciation in Pronunciation 1.Correct their mistakes if exists. 4.Focus on the stressed syllables in the given words. Listen and repeat. Practise reading the words aloud. Step 7 Summary 1. Recap the vocabulary and structures learned in this lesson. 2.Encourage students to use these expressions in real- life situations. Step 8 Homework Write a short paragraph about your family, including at least three family members and your relationships. 二次备课
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课 题 Unit 2 We’re Family！Section A （2a-Grammar Focus） 时间
课型 主备人 使用人
教学目标 语言能力：掌握重点单词、短语和句型，并能正确读写。 Key phrases：funny，different，quiet，have short hair，make us laugh，have long brown hair，play basketball，read a lot，like Chinese chess，play the erhu well，like gardening，love animals/sport. Key sentences： ①—Do you often play ping pong together？—Yes，we play every day/week. ②—Whose fishing rods are those？—They're my father's. ③—Does she play the erhu well？—Yes，she does. ④He spends a lot of/lots of time fishing. 学习能力：能够从不同方面收集和整理家庭成员的信息。能够使用适当的表达来准确表达这些信息。 文化意识：了解家庭文化差异。认识到不同家庭在爱好、日常活动等方面可能存在文化差异。尊重各种呈现家庭信息和家庭生活方式的方式。 思维品质：能够从大量具体的爱好、财产和活动中总结出家庭成员的特点。能够思考家庭成员信息与其他相关内容之间的关联。 课程思政：培养学生在社交场合中介绍自己和他人家庭的能力，增强人际交往能力和沟通技巧，同时引导学生关注家庭，增进对家庭成员的了解和感情，培养学生的家庭责任感和亲情意识。
教学重点 一般现在时中系动词be与不同人称主语的匹配关系；人称代词和形容词性物主代词的区分；一般疑问句以及特殊疑问句的基本构成以及异同。
教学难点 使用准确、得体的语言进行多轮次对话。
教具准备 PPT 教案 教材 练习册
教学过程 Step 1 Lead in(guessing game) 1The teacher shows a photo of his/her family members and asks students to guess his/her identity. T：Look at the photo.Who is he？Do you still remember？You can ask me questions like “Is this your…？”．I will tell you “yes” or “no”．The one who tells the name first will get one point！Go! S1：Is this your brother T：No. S2：Is this your cousin T：Bingo！One point for you. 2．The teacher chooses four or five students to play the guessing game. Step 2 Listening & Speaking(2a～2c) Work on 2a 1Ask students to listen to the conversation and circle the coloured words they hear. 2.Ask students to share the answers and the teacher corrects their pronunciation if necessary. Work on 2b 1.Ask students to read the conversation and complete the table in 2b. T：Here is an information table about Teng Fei's family.Let's read the conversation together and fill in the table…You read so fluently.Now let's look at 2b.Please complete the table. 2.Ask students to share the answers and the teacher helps to correct if necessary. Work on 2c 1.Ask students to listen to the conversation again. 2.Ask students to role play the conversation and invite two or three pairs of students to present in class. Step 3 Speaking(2d) Work on 2d 1.Show Zhang Xinyu's family photo and introduce their information. T：Look at the picture here.It's Zhang Xinyu's family.Who are the old man and woman？Who are they？Who is the little boy Ss：They are Zhang Xinyu's grandparents.They are her parents.He is Xinyu's brother. 2.Show some phrases about hobbies and possessions and let students ask and answer questions to talk about Zhang Xinyu's family. 3.Ask students to make up a new conversation with the photo and phrases in 2d. Step 4 Speaking(2e) Work on 2e Ask students to work in groups and introduce the things their family members have and the activities they do. T：We know about Teng Fei's and Zhang Xinyu's family members.Now let's talk about the things your family members have and the activities they do.You can use the sentence patterns on the blackboard.Work in groups first and then share and introduce your photos in class. Step 5 Grammar(3a) Work on 3a 1.Ask students to read the sentences in the grammar box and circle the verbs by themselves.Ask students to research in groups and find out the two questions：How do the verb forms change with the subjects？What are the change rules of the third person singular forms of verbs 2.Ask students to share their findings(Summary)． Step 6 Grammar(3b～3c) Work on 3b 1.Ask students to complete the sentences with the correct possessive form('s) of the words in brackets. 2.Ask students to share their answers in class and the teacher helps to correct if necessary. Work on 3c Ask students to complete the passage with the correct forms of the verbs in the box.Ask students to share their answers in class and the teacher helps to correct if necessary. Step 7 Speaking(3d) Work on 3dStudents work in pairs，ask and answer questions about each other's family.Ask some pairs to act out the dialogue in front of the class. Step 6 Homework Make a poster to talk about the looks，possessions and hobbies of a person. Do the exercises in the students' workbooks.
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教学反思
课 题 Unit 2 We’re Family！Section B 时间
课型 主备人 使用人
教学目标 语言能力：学生能够掌握重点单词、短语和句型：handsome，in the middle，on the left，play tennis with，on one's knee，on the right，beautiful，kind，read me a story，three grandchildren，grandparents Key sentences：①Here's a photo of us.②I'm the one with the pink hat. ③She always reads me a story at night.④They often say I'm their favourite grandchild，but I think they say the same thing to all of us！ 学习能力：学会使用相关词汇和句子结构来准确描述家庭照片。在谈论家庭照片时，学会按照逻辑顺序表达。 思维品质：能够以连贯和有吸引力的方式组织个人信息。能够分析照片中家庭成员的特征和关系。在讨论家庭照片时，能够添加个人感受和独特视角。 文化意识：认识到家庭在不同文化中的重要性和特征。培养对不同家庭文化的理解和尊重。 课程思政：培养学生在社交场合中介绍自己和他人家庭的能力，增强人际交往能力和沟通技巧，同时引导学生关注家庭，增进对家庭成员的了解和感情，培养学生的家庭责任感和亲情意识。
教学重点 家庭成员的英语表达；介绍家庭成员的句型。
教学难点 准确理解并回答关于家庭介绍的阅读理解问题。
教具准备 PPT 教案 教材 练习册
教学过程： Step 1 Lead - in Greet and sing a song about families.(教师播放一首关于家庭的英文歌曲,如“ The Famíly Song”。教师引导学生一起跟着节奏拍手或做简单的动作) T: Good morning, everyone! Let's start our class with a happy song about families. Are you ready Ss: Yes, we are ready! (歌曲播放,学生跟随音乐和教师做动作) T: Each family is unique and special. Today, we are going to learn more about families and how to talk about them in English. Are you excited Ss: Yes, we are excited! Step 2 Work on la 1.Ask students to talk briefly about their families. T:Now,can you tell me how many people are there in your family S1: There are four people in my family: my dad, my mum, my sister, and me. T: That's wonderful! And what does your dad do S1: My dad is a doctor. He helps people get better. T: Great! What about you,(学生2的名字) Who is your favourite family member S2: My favourite family member is my grandma. She always cooks delicious food for us. 2.Pair work: Students ask and answer questions about each other's families. Teacher pro- vides support and feedback. Step 3 Work on 1b 1.Look at the photo in 1b. Talk about it and guess who they are in the photo. 2. Introduce the topic and key vocabulary related to families. 3.Students read the text silently and label the people in the photo. Teacher checks answers and clarifies any misunderstandings. 4.Explaín the following items: a photo of, the one with the pink hat, on the left, play tennis with, on his knee, on the right, read me a story, they say the same thing to all of us. 5. Practise reading the passage. Step 4 Work on 1c Students read the text again and circle T or F for each statement. Teacher goes through the answers with the class. The answers are: 1. T;2. F;3. F;4. T;5. F. Step 5 Work on 1d Students take turns to describe the photo using the information from the text. Teacher encourages students to add their own details. Step 6 Work on 2a 1.Ask students to read the listed information carefully. Explain any they don't understand. 2.Ask students to complete the introduction about Hu Xiao's family using the information provided. 3.Check the answers. The answers are: handsome, football, kind, animals, big eyes, reading. Step 7 Work on 2b 1.Ask students to list key words to describe their own family members and prepare a short introduction. Teacher:“ Now, moving on to 2b, I want you to think about your own family. List some key words to describe your family members, just like we did for Hu Xiao's family. Then, prepare a short introduction using those words.” 2. Ask a few students to share their introductions with the class. Step 8 Work on1 1.Show an example of a family tree and explain the structure. 2.Ask students to identify the family members on the tree and their relationships. Step 9 Work on 2 1.Ask several students to introduce their family members according to their family trees. 2.Ask students to write a short description of each family member, Step 10 Work on 3 Invite students to come to the front of the class, one by one, to introduce their family trees.Encourage them to use the descriptions they wrote in 3b. Provide feedback on their presentations, focusing on language use and fluency. Step11 Summary and Homework Summarize the key points of the lesson. Assign homework: Students should finish their family trees at home and practise introducing them to a family member or friend.
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