(共36张PPT)
Module
2
My
family,
my
friends
and
me
Module
2
My
family,
my
friends
and
me
Do
you
have
any
cousins?
4
Oxford
English
Period
1
Family
tree
Ken
Ben
red
ten
pens
Learn
the
sounds.
Ken
and
Ben
have
ten
red
pens.
Ten
red
pens
from
their
friends.
One,
two,
three,
four,
five.
Six,
seven,
eight,
nine,
ten.
Hello,
Jill.
This
is
my
brother
Ken.
Do
you
have
any
brothers?
Hello,
Ben
and
Ken.
I
don’t
have
any
brothers.
I
have
one
cousin.
Do
you
have
any
cousins?
I
have
a
big
family.
Let’s
see
my
family
story.
They
have
a
daughter
and
a
son.
My
mother
Linda
and
my
Uncle
John.
60
years
ago,
a
man
and
a
woman
got
married.
They’re
my
grandparents.
They
have
a
daughter.
That’s
me.
I’m
Jill.
My
uncle
and
my
aunt
Lily
got
married.
They
have
a
son.
He’s
my
cousin,
Dan.
My
mother
married
my
father,
David.
Let
me
show
you
my
family
photo.
And
try
to
match
their
photos.
Who
are
they?
They
have
a
daughter.
That’s
me.
I’m
Jill.
My
mother
married
my
father,
David.
Who
are
they?
Are
they
your
parents?
Yes.
They’re
my
parents.
This
is
my
...
This
is
my
…
father
(David)
mother
(Linda)
me
(Jill)
_a_en_s
They’re
my
parents.
They’re
Jill’s
parents.
This
is
my
father.
This
is
Jill’s
father.
This
is
my
mother.
This
is
Jill’s
mother.
p
r
t
Who
is
he?
My
uncle
and
my
aunt
Lily
got
married.
They
have
a
son.
He’s
my
cousin,
Dan.
uncle
(John)
_____
under
circle
My
uncle
is
under
the
circle.
?
?
un
cle
Uncle
(John)
Aunt
(Lily)
Cousin
(Dan)
My
uncle
and
my
aunt
Lily
got
married.
They
have
a
son.
He’s
my
cousin,
Dan.
aunt
cousin
aren’t
Co(可乐)在us（我们）cousin
in（里）很受欢迎
Aunts
aren’t
in
the
car.
aunt
(Lily)
This
is
my
aunt.
Her
name
is
Lily.
She’s
Cousin
Dan’s
mother.
cousin
(Dan)
This
is
my
_____
.
His
name
is
_____.
He’s
Aunt
Lily’s
___.
parents
Uncle
(John)
father
(David)
mother
(Linda)
aunt
(Lily)
cousin
(Dan)
me
(Jill)
Linda
is
Jill’s
mother.
Who
is
mother?
Whose
mother
is
Linda?
John
is
Jill’s
uncle.
Whose
uncle
is
John?
Uncle
(John)
Aunt
(Lily)
Cousin
(Dan)
This
is
my
...
His/Her
name
is
...
parents
mother
cousin
aunt
uncle
son
father
daughter
brother
Golden
eyes
uncle
(John)
father
(David)
mother
(Linda)
me
(Jill)
aunt
(Lily)
cousin
(Dan)
Who
are
they?
They
have
a
daughter
and
a
son.
My
mother
Linda
and
my
Uncle
John.
60
years
ago,
a
man
and
a
woman
got
married.
They’re
my
grandparents.
Aunt
(Lily)
Cousin
(Dan)
father
(David)
Me
(Jill)
Uncle
(John)
mother
(Linda)
They’re
my
mother
and
uncle’s
parents.
grandparents
uncle
(John)
father
(David)
mother
(Linda)
me
(Jill)
aunt
(Lily)
cousin
(Dan)
grandmother
grandfather
grandparents
parents
Uncle
(John)
father
(David)
mother
(Linda)
grandmother
aunt
(Lily)
cousin
(Dan)
me
(Jill)
grandfather
My
family
Hello!
I’m
Jill.
There
are
eight
people
in
my
family.
Look
at
my
family
tree.
They’re
my
parents
and
grandparents.
This
is
my
cousin.
His
name
is
Dan.
He’s
Uncle
John’s
son.
What
about
you
?
Do
you
have
any
cousins?
Uncle
John
Aunt
Lily
Cousin
Dan
grandmother
grandfather
My
family
Hello!
I’m
Dan.
There
are
eight
people
in
my
family.
Look
at
my
family
tree.
They’re
my
parents
and
grandparents.
This
is
my
cousin.
Her
name
is
Jill.
He’s
Aunt
Linda’s
daughter.
What
about
you
?
Do
you
have
any
cousins?
Uncle
David
Aunt
Linda
Cousin
Jill
grandmother
grandfather
He’s
Dan.
He’s
Jill’s
cousin.
She’s
Jill.
She’s
Dan’s
cousin.
Uncle
John
Aunt
Lily
Cousin
Dan
Uncle
David
Aunt
Linda
Cousin
Jill
奶奶
外婆
爷爷
外公
舅舅
grandmother
grandfather
grandmother
grandfather
姑姑
舅母
姑父
表弟
表姐
Jill’s
family
tree
Dan’s
family
tree
This
is
James.
He’s
my
cousin.
This
is
Linda.
She’s
my
cousin.
Do
you
have
any
cousins?
Make
a
family
tree
Step
1
Step
2
Step
3
Draw
Write
Say
About
you
Think
and
do.
My
family
About
me
This
is
my
family
tree.
They
are
my
…
This
is
my
cousin.
His/Her
name
is
…
Look
and
report.
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
My
family
tree
Hello,
I’m
______.
This
is
my
family
tree.
There
are
_____
people
in
my
family.
Look!
They
are
my
___________.
They
are
my
_______.
They
are
my
____
and
_____.
And
this
is
my
_______.
_____
name
is
_____.
____’s
____________’s
daughter.
My
family
Listen
to
and
read
Student’s
Book
page
19
“Look
and
learn”.
?
Copy
and
recite
the
words
in
“Look
and
learn”.
??
Complete
your
family
tree
and
introduce
your
family.
???
Complete
Workbook
pages
24
and
27.
???
Homework
Thank
you!(共24张PPT)
Do
you
have
any
cousins?
4
Module
2
My
family,
my
friends
and
me
Oxford
English
Period
2
Family
invitation
Let's
chant
e,e,Ken,
e,e,Ben.
e,e,friend,
e,e,Jen.
e,e,red,
e,e,dress.
Ken
and
Ben
have
a
friend.
The
best
friend
is
Jen.
In
the
red
red
dress.
-1-
Jen
Hi,
Jill.
You
are
so
happy.
Yes,
I
have
a
family
party.
My
family
are
preparing
for
the
party.
It’s
fun.
Let’s
have
a
look.
Ready
for
the
family
party.
I
have
big
family.
There
are
eight
people
in
my
family.
Look,
they’re
my
grandparents.
They
are
old.
They
are
happy.
They’re
my
mother’s
parents.
This
is
my
mother
Linda
and
my
father
David.
Wow,
they
are
my
parents.
I’m
the
daughter.We
are
a
happy
and
a
small
famiy.
Hi,I’m
Linda.
Hi,I’m
David.
He’s
my
uncle.His
name’s
John.
Look,he’s
my
mother’s
brother.
She’s
my
aunt.
Her
name’s
Lily.
Hi,I’m
John.
They
are
beautiful.
Hi,I’m
Lily.
Look
at
that
boy,
he’s
so
cool.
He’s
uncle
John
and
Aunt
Lily’s
son.
He’s
my
cousin.
His
name’s
Dan.
Do
you
have
any
cousins?
Hi,I’m
Dan.
They
‘re
my_______
parents.
They
‘re
my
gr_ndp_r_nts.
a
a
e
mother’s
Look
and
say.
Hi,I’m
Linda.
Hi,I’m
David.
They
‘re
Jill’s
p_r_nts.
a
e
Her
name’s_______.
Linda
His
name’s
_______.
David
Look
and
say.
He’s
my_______
brother.
mother’s
Hi,I’m
John.
Hi,I’m
Lily.
His
name’s_______.
He’s
my
_ncle.
Her
name’s_______.
She’s
my
__nt.
Lily
John
au
u
Look
and
say.
Hi,I’m
Dan.
He’s
my
c__s_n.
He’s
cool.
He’s
my
uncle’s
son.
ou
i
He’s
Dan.
Look
and
say.
She’s
my
_______.
She’s
____.
She’s
my
_____
daughter.
aunt’s
She’s
Jill.
cousin
cool
Look
and
say.
-1-
Yes.
Look!My
family
are
funny.
The
party
is
fun.
Do
you
want
to
come
to
my
party?
Dear
Jen,
Please
come
to
my
family
party
.It’s
fun.
Sunday,Nov.20th
,
At
6:oo
pm
DingxiangYuan
N601
This
invitation
is
for
you.
Dear
brother
Bob,
Please
come
to
my
family
party
.It’s
fun.
Sunday,Nov.20th
,
At
6:oo
pm
DingxiangYuan
N601
Dear
sister
Yoyo,
Please
come
to
my
family
party
.It’s
fun.
Sunday,Nov.20th
,
At
6:oo
pm
DingxiangYuan
N601
Dear
cousin
Betty,
Please
come
to
my
family
party
.It’s
fun.
Sunday,Nov.20th
,
At
6:oo
pm
DingxiangYuan
N601
Listen
and
choose.
Let’s
check.
A
B
C
Do
you
have
any
sisters?
No,
I
don’t
have
any
sisters.
But
I
have
one
brother.
His
name’s
Bob.
He’s
cool.
Yes
,I
have
one
cousin.
Her
name’s
Betty.
She’s
cute.
Do
you
have
any
cousins?
Work
in
pairs
,act
as
Jill
and
Jen.
Wow,
so
funny.I
want
to
go
to
your
party
too.
I
can
take
my
family
to
your
party.
That’s
my
friend
Ken.
name
sisters
aunts
brothers
uncles
cousins
Ken
brother
(Ben)
0
？
1
？
？
Work
in
pairs
,act
as
Jill
and
Ken.
name
sisters
aunts
brothers
uncles
cousins
Ken
uncle
(Bob)
cousin
(Danny)
cousin
(Lily)
brother
(Ben)
aunt
(Jane)
0
1
1
1
2
Work
in
pairs
,act
as
Jill
and
Ken.
name
sisters
aunts
brothers
uncles
cousins
Do
the
survey
for
Jill.
?
Do
you
have
any
…?
Yes,
I
do.
I
have
some
...
No,
I
don’t.
I
don’t
have
any
...
My
costume
for
Jill’s
family
party.
Yes,
I
have
some
…
(s).
/
No,
I
don’t
have
any
…(s).
Do
you
have
any
…?
Listen
to
and
read
Student’s
Book
page
18
“Listen
and
say”.
2.
Talk
to
one
of
your
friends,
and
try
to
make
a
family
tree
about
your
friend’s
family.
Homework
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_________________
_____’s
family
tree
S1:
Do
you
have
any…?
S2:
Yes,I
have
….
No,
I
don’t
have
any…
Homework
2
See
you
at
our
family
party!(共20张PPT)
Period
3
Do
you
have
any
cousins?
4
Module
2
My
family,
my
friends
and
me
Oxford
English
Family
Party
mother
uncle
aunt
grandmother
parents
grandparents
cousin
grandfather
father
There
are
____
people
in
my
family.
……
A
B
C
D
?
Hi,
Jill.
Hi,
Kitty.
Welcome
to
my
party.
Have
some
fun.
Who
is
that?
That’s
my
cousin.
His
name
is
Dan.
How
old
is
he?
Yes,
he
can
make
people
happy.
He
is
funny.
He’s
11years
old.
Have
some
cakes,
please.
Look
at
that
beautiful
lady.
Is
she
your
mother?
She
can
cook
yummy
food.
She
is
nice.
What
can
she
do?
No,
she’s
my
aunt.
She’s
Dan’s
mother.
Here’s
hat!
Who
is
this?
This
is
my
uncle.
He’s
Dan’s
father.
Wow,
he
is
cool.
Isn’t
he?
Yes,
he
is
super.
He
can
help
people.
Who
are
they?
They
are
my
grandparents.
Wow,
they
are
so
happy.
Do
they
like
dancing?
Yes,
they
can
dance
very
well.
They
are
great.
A
B
C
D
(
)
1.
The
little
girl
is
happy
at
the
beginning（开始）.
(
)
2.
A
clown(小丑）
is
funny
.
(
)
3.
The
magician(魔术师）is
Jill’s
father
.
(
)
4.
The
magician
find
the
hat
for
the
little
girl
.
(
)
5.
The
little
girl
dances
happily
with
Jill’s
grandparents.
sad
uncle
F
T
F
T
T
____
is
that?
____
___
is
he?
He
is
funny.
That’s
my
_____
.
His
name
is
____.
He’s
____
years
old.
Yes,
he
can
make
people
_____.
Who
cousin
How
old
Dan
11
happy
Look
at
that
beautiful
lady.
Is
she
your
_______?
____
___
she
do?
No,
she
is
my
____.
She’s
_____
mother.
She
can
cook
yummy
food.
She
is
_____.
mother
aunt
What
can
Dan’s
nice
Who
is
this?
This
is
my
uncle.
He’s
Dan’s
father.
How
is
he?
He
is
super.
What
can
he
do?
Who
is
this?
How
is
he?
What
can
he
do?
He
can
help
people.
This
is
my
uncle.
He’s
Dan’s
father.
He
is
super.
He
can
help
people.
This
is
my
_______.
This
is
my
_______.
They
are
my
________.
Look
at
my
mother.
She
is
_____.
Look
at
my
father.
He
is
______.
I
love
my
great
_________.
mother
father
parents
nice
super
parents
Who…?
How…?
What…?
…
…
They
are
my
grandparents.
They
are
old
but
happy.
They
like
dancing.
They
can
dance
very
well.
Hello,
I’m
Jill.
Today
we
have
a
family
party.
A
girl
is
sad
at
the
party.
She
wants
her
hat.
Look,
a
clown
is
funny.
He
is
my
______.
He
is
Dan.
He
can
make
people
______.
Dan’s
mother
is
my
______.
She
is
______.
She
can
____
yummy
food.
Dan’s
father
is
my
______.
He
is
_____.
He
can
____people.
He
finds
the
hat
for
the
girl.
The
girl
is
_______.
She
dances
with
my
_____________.
I
love
the
party.
I
love
my
family.
cousin
happy
aunt
nice
cook
uncle
super
help
happy
grandparents
_______________________
Who
do
you
like?
Why?
My
______________
is:
_____________
can:
_____________
cousin
funny
make
people
happy
My
______________
is:
_____________
can:
_____________
aunt
nice
cook
grandparents
old
but
happy
dance
very
well
My
______________
are:
_____________
can:
_____________
My
______________
is:
_____________
can:
_____________
uncle
super
help
people
My
______________
is:
_____________
can:
_____________
My
______________
is:
_____________
can:
_____________
My
family
Hello,
I’m
_______.
I
have
a
______
family.
There
are
_______
people.
My
______
is
______.
He
can
______
.
My
______
is
_______.
She
can
______.
_____________________________.
_____________________________.
I
love
my
family.
Finish
‘
think
and
write’.
2.
Read
it
to
your
classmates.Unit4
Do
you
have
any
cousins
?
设计人/单位：
经过四年的英语学习，学生们已经掌握关于家庭成员的核心单词：father
mother
brother
sister
me
beautiful
who
young
old并会运用相关句型：Is
he
/
she
…?
Who’s
he
/she
?
He’s
…
She’s…介绍家庭成员.本单元学生在复习整理旧知的基础上进一步学会使用一般疑问句，阅读家谱了解家庭成员情况。
本模块主题为My
family,
my
friends
and
me
,
是基于第三册、第五册的Module
2语言知识点的进一步升级，主要表现在：
已知单词：father
mother
brother
sister
me
beautiful
who
young
old
已知句型：Is
he
/
she
…?
Who’s
he
/she
?
He’s
…
She’s….
本单元核心栏目:
核心句型学习：Do
you
have
any
cousins
?
核心话题词汇学习：Do
you
have
any
…?
Yes,
I
have
….(aunts)
No,
I
don’t
have
any
(aunts).
结合学生实际情况，基于教材内容比较枯燥，为激发学生兴趣，我们以Family
Party为故事主线，将整个单元重新进行整体设计，把本单元分为三个课时，通过不同情境语境的转换，对核心语言进行螺旋式学习完成本单元的学习目标。
本单元共分3课时：
Family
tree，
Family
invitation，
Family
party
1.语言知识目标：
◆
能拼读并书写grandparents
grandfather
grandmother
parents
father
mother
uncle
aunt
cousin。
◆
学习字母
“Ee”和“Aa”的在单词中的发音,读读归类含有字母Aa和Ee的单词。
◆
能用Do
you
have
any
…?
关注对人物的具体介绍。
◆能用Yes,
I
have./No,
I
don’t
have
any….来回答别人的提问。
◆
学生能用通过故事学习阅读的方法，并学会用形容词作为线索进行故事阅读小结。
2.语言技能目标：
◆
能根据图片或动作识记拼写单词。
◆
能正确书写英文字母、核心单词和句型。
◆
能根据录音模仿说话，把单词,句子说标准，说完整。
◆
能做简单的角色表演。
◆能通过对话表演等形式在合理的情境中合理运用核心句型。
◆欣赏故事了解故事大意。
3.学习策略目标：
◆
能积极与他人合作,共同完成学习任务。
◆
在学习中能集中注意力。
◆
在课堂交流中,注意倾听,积极思考。
◆
积极运用所学英语进行表达和交流。
4.情感态度目标：
◆
通过歌曲、游戏以及各种活动，体会到学习英语的乐趣。
◆
在小组活动中积极参与合作，自主创新。
◆
在鼓励性评价中树立信心，使学生能积极向上，持续发展。
5.文化意识目标：
◆
能有爱小家，爱国家的情怀。
◆意识到英语国家对亲属称谓的特点，注意中外文化的对比。
第一课时
教学内容：
1.词汇parents,
grandparents,
uncle,
aunt,
cousin,
son
拓展词汇daughter
2.句型This
is/He’s/She’s
…’s
…表达家庭成员的关系。
教学目标：
1.正确认读本单元家庭成员的单词。
2.能清楚亲情树的关系。
3.This
is/They’re
my…介绍家庭成员。
4.学生能用This
is／He’s/
She’s
…’s
…
来表达家庭成员的关系。
5.中英文化中对于家庭成员称呼的区别。
教学重难点：
1.正确拼读六个核心单词。
2.了解字母e在单词中的发音。
3.能流畅地运用句型This
is／He’s/
She’s
…’s
…
来表达家庭成员的关系。
步骤
目的
教师活动/方法
学生活动/学法
教学创意
组织教学及复习
通过看图回答问题引出Learn
the
sound
的内容。总结Learn
the
sound内容，由人物导入课题。
1.问候。2.看图回答问题。引出learn
the
sound中的内容。T:
What
can
you
see
in
the
picture?What
color
are
they?Whose
ten
red
pens
are
they?Can
you
find
the
common
sound
of
the
words.3.播放说唱歌谣。Let’s
listen
to
the
chant
then
read
together.4.为过渡到新课抛出问题。T:Ken
and
Ben
got
their
pens
from
their
friends
Jill.
1.回应。2.S1:
I
can
see
ten
pens.S2:
They’re
red.S3:
They’re
Ben
and
Ken’s
ten
red
pens.S4:
e
/e/3.集体说唱课本”Learn
the
sound”???中的歌谣。4.Ss：Unit4
Do
you
have
any
cousins?
新知识的呈现与归纳
创设情境。让学生整体感知。随后帮助学生理顺亲情树。
1.呈现对话导入与展示课题并带读。T:
Jill
has
one
cousin.
Do
you
have
any
cousins?
2.帮助学生整体感知。文本再构Jill’s
family
story.播放动画，让学生对Jill的家庭有个整体的认识。根据3.学习新词。跟着Ben的问题沿着family
story反序线索引导学生学习新单词：daughter,
parents,
uncle,
aunt,
son,
cousin,
parents将family
photo与family
tree衔接起来，完成亲情树的关系梳理。利用再构文本They
have
a
daughter,
that’s
me,
I’m
Jill.引出Jill的图片及与parents的关系，引导学生学习daughter及parents。引导学生理解拓展词汇daughter的词义.T：Jill
is
the
daughter
of
her
father
and
mother.
Miss
Luo
is
the
daughter
of
my
father
and
mother.
T：Are
you
the
daughter
of
your
father
and
mother?
T：Who’s
the
daughter
of
your
father
and
mother?
Please
put
up
your
hand.T：So
we
know
that
daughter
for
boys
or
girls?要求学生将故事中的人物与家庭照片的人物对应起来。找到Jill’s
parents。利用This
is
my…句型引导学生学会说This
is
Jill’s
…设计问题，引导学生回到。T:
Whose
mother
is
this?T:
Whose
father
is
this?T:
Whose
parents
are
they?4.继续根据故事线索教授uncle,
aunt及cousin等词。a.
He’s
my
mother’s
brother.
He’s
my
uncle.引导学生尝试自己拼读uncle。出示under和circle两个提示词，编句子记忆uncle。My
uncle
is
under
the
circle.b.
利用故事引出aunt及cousin。教授发音及记忆方法。T：aunt，the
same
sound：aren’t。Aunts
aren’t
in
the
car.引导学生思考如何记忆不规则单词cousin。可乐（co）在我们（us）cousin里（in）很受欢迎。利用This
is
my…
His/
Her
name
is
…总结复习三个单词。教授grandparents。将已学单词parents联想grandfather及grandmother迁移到grandparents。T：Father
and
mother
we
can
use
a
word
parents.
How
about
grandmother
and
grandfather?
Can
you
use
a
word
to
express?
1.
Ss:
Do
you
have
any
cousins?2.学生带着问题观看动画，Jill’s
family
story。3.学生根据family
story线索找出Jill的家庭关系。学生在教师的帮助下运用句型This
is/They’re
my…介绍家庭成员；运用句型This
is/
He’s/
She’s
…’s
…了解并理顺亲情树的关系。学生学习单词发音daughter，parents，掌握词义。S1(girl):Yes.S2(girl):
Yes.S3(boy):
No.女学生举起手示意自己是女儿。Ss:
For
girls.b.学生正确读出parents，并理解parents的词义。并能用This
is
…’s
…
介绍Jill
家庭成员。Ss:
This
is
Jill’s
mother.Ss:
This
is
Jill’s
father.Ss:
They’re
Jill’s
parents.4.
会读单词理解词义并运用句子a.学生练习歌谣。Ss：uncle，my
uncle
is
under
the
circle.b.学生跟读发音及句子。S：将cousin分成两个部分记忆。。。1.同桌操练句型。S1：This
is
my
uncle.
His
name
is
John.S2:
…2.
Ss:
Grandparents.
新知识的巩固
与活用
创设情境回归课本，巩固句型，强化学生对基本句型的运用。从跟读到拼再到写，呈现梯度考查学生的书写及拼写。从听说读过度到写。培养学生思考并解决问题的能力。
复习Jill的亲情树。要求学生完成Jill’s
family填空.。根据Dan的亲情树。要求学生完成Jill’s
family填空.。对比Jill和Dan的亲情树，引导学生了解中英文对家庭成员称呼的差异。教师分发好亲情树纸张，让学生在相应的地方画上家人的图并填写好挖空的单词。引导学生与同桌相互介绍。要求学生根据亲情树说说我家的故事。
学生完成Jill’s
family填空。学生完成Jill’s
family填空。S：Cousin可以用来表示男生也可以用来表示女生。。。S:
This
is/
They’re
my…This
is/
He’s/
She’s
…’s
…完成填空并全班展示。
小结
归纳中英文化中对于家庭成员称呼的区别。
教师提出以下问题：如何记忆uncle这个词?你会怎么记cousin这个词？He’s
Dan.
He’s
Jill’s
cousin.She’s
Jill.
She’s
Dan’s
cousin.你们发现cousin这个单词可以怎么用吗？在中国，爸爸的爸爸和妈妈的爸爸称呼一样吗？其他家庭成员的称呼呢？
回答问题：1.
S:
根据发音音节把uncle分成un和cle两个部分记。2.
S1：把cousin分成两个部分记，cou和sin3．S:
cousin这个词既可以指男生，也可以指女生。4.
S1:
不一样，爸爸的爸爸叫爷爷，妈妈的爸爸叫外公。但是英语中都统一称grandfather.S2：姑姑和舅妈都用aunt；舅舅和姑父都用uncle。
作业布置
进一步巩固所学的家庭成员称呼及介绍家庭成员的句型。
听读课本P19“Look
and
learn”3遍。抄写及背今天所学6个单词。完成你的家庭树，并跟你的同学介绍你的家庭成员。
板书设计：
第二课时
本节与上节相关性分析：
在第二课时的教学中，通过整体再现故事复习第一课时的有关家庭成员的核心词汇，有别于第一课时的辅音字母留空，在第二课时中用元音字母留空的办法强化单词书写和记忆，提升学生对单词的理解和书写的要求；语音学习方面，在第一课时已经掌握的/e/发音规律和含有此音素的旧单词的铺垫下，第二课时让学生运用此音素在单词中的发音规律准确的进行儿歌的说唱。在核心句型的学习方面，在整理梳理第一课时family
tree
家庭成员关系的基础上，通过创设Jill为Family
Party做准备的故事情境，以Jill派送invitation为主线,来询问同伴的家庭成员信息,并创设合理的情境综合旧知，学习理解并使用新句型。
教学内容：
◆复习本课单词及句型They’re
…He’s/She’s…Do
you
have
any
cousins?
Yes,
I
have
one
cousin.
◆学习新句型Do
you
have
any…s?
Yes,
I
have
…/
No,
I
don’t
have
any
(cousins).
教学目标：
◆学生能用Do
you
have
any…?来询问别人的信息。
◆
学生能用Yes,
I
have…./No,
I
don’t
have
any....来回答别人的提问。
◆
学生能用She’s/He’s…Her/
His
name’s
…来简单介绍别人信息。
教学重难点：
◆
了解在/e/在闭音节单词中的发音。
◆
Do
you
have
any后面要用可数名词的复数。
步骤
目的
教师活动/方法
学生活动/学法
教学创意
组织教学及复习
说唱chant复习语音/e/，同时活跃课堂气氛为话题引入做铺垫
复习本单元的语音/e/,播放语音节奏并引导学生伴着节奏边拍手边说语音chant.引出故事背景
a.出示Jen
,接着播放笑声，引出Jill
出示Jen和Jill的对话T:Wow，Jill’s
family
are
preparing
for
the
family
party.
Let’s
look
,listen
and
try
to
remember
the
information
about
Jill’s
families.b.整体播放Jill家人为family
party做准备的情境文本
学生跟着节奏chant,复习上节课所学语音/e/a.听笑声猜人物,准备进入故事情境。b.听情景故事，整体感知故事情境。
新知识的呈现与归纳
创设情一Jill的家人在为Family
Party做准备，整体呈现故事背景，复习核心词汇，并引出核心句型。创设情境二：Jill邀请Jen和她的家人来参Family
party
,Jill的familyInvitation是本课的主线，也是奖励机制，让学生在填写invitation的过程中巩固新词，激发孩子学习兴趣。
1.看图片复习梳理Jill的家庭关系并通过元音留白拼读复习新词。a.PPT出示grandmother
和grandfather的图片。T:
Who
are
they?
Do
you
like
them?
How
are
they?
引导学生补全单词gr_ndp_r_ntsb.PPT出示mother
和father的图片T:
Who
are
they?
What’s
Jill’s
mother/father’s
name?c.PPT出示uncle
和aunt的图片,鼓励学生帮Jill介绍她的Uncle和auntＴ：Who
can
be
Jill
introduce
Jill’s
uncle
and
aunt.引出核心句，让学生只做Yes./No.简单回答T:
Jill
has
one
uncle.
Do
you
have
any
uncles?
d.出示cousin的图片，板书核心句并引导学生回答。T：You
are
Jill.
Do
you
have
any
cousins?Who
is
he?
What’s
his
name?
How
is
he?T:
Dan
is
Jill’s
cousin.
Now
let’s
be
Dan
to
introduce
Jill.T:Dan，do
you
have
any
cousins?引导学生完整回答Do
you问题介绍Jill，板书核心问句与肯定答句。引入情景二a.播放录音，引导学生认真听录音并根据录音选择正确的family
invitation.b.通过师生角色扮演的方式核对答案，教授核心句型。引导学生根据自己的答案回答Jill的提问，操练答句。T:
Now
you
are
Jen
.I’m
Jill.Hi,
Jen.
Do
you
have
any
cousins?What’s
her/his
name?教师重复学生答句时对于复数s要读重音，以引起学生对复数的关注。T:Do
you
have
any
sisters?引导学生来扮演Jill对Jen提问，操练问句。T：Now
,who
can
be
Jill
to
ask:Do
you
have
any
brothers?c.组织同桌对话练习。（表现好的孩子奖励Family
invitation）
1.看图复习Jill的家人信息和拼读新词。a.根据故事回答问题并补全grandparents里的元音。S:
They
are
my
mother’s
parents.
They
are
my
grandparents.
Yes.
They
are
old
and
happy.b.看图回答问题S：They’re
Jill’s
parents.
Her
name’s
Linda.
His
name’s
David.c.根据故事情扮演Jill介绍uncle
和auntS:
He’s
my
_____’s
brother.
He
is
my
_ncle.
His
name’s
_______.S:
She’s
my
__nt.Her
name
is
________.S:Yes./No.d.扮演Jill尝试回答核心问句，并介绍Dan.S:Yes,
I
have____.
He’s
Dan.
He’s
Jill’s
cousin.
He’s
cool.扮演Dan介绍Jill。S：Yes,
I
have
one
cousin.S:
She
is
Jill.She’s
my____.She’s
my
____’s
daughter.She
is_______.a.听录音，并根据录音选择正确的family
invitation.b.
学生独立扮演Jen，根据自己的答案回答Jill的提问的方式核对答案。S1:
Yes,
I
have
one
cousin.S2:Yes,
I
have
some
cousins.S3:
No,
I
don’t
have
any
sisters.S3:
Do
you
have
any
brothers?S4:Yes
I
have
one
brother.S5…c.同桌对话练习。
新知识的巩固
与活用
此处引导学生进行学法总结。引导学生自己总结核心句型，发挥学生学生学习的主动性，培养自主学习的意识和能力，也为后面的练习活动做铺垫。创设情境三从模仿练习到看家谱自主问答，在训练过程中培养学生的综合描述能力。创设信息沟，让学生从听录音模仿练习说到扮演不同角色，根据信息沟真实自主操练，提升句型运用能力。引导学生从谈论故事人物的家庭信息到运用核心句型谈论自己家庭的真实信息，在生活中运用核心语言，同时让学生填写invitation过程中，复习巩固本单元新词。延续party情境，拓展核心句型的用法，同时为下课时
family
party设置悬念，让学生对新课充满期待。
引导学生总结核心句型。T:（指着板书）同学们，我们在运用Do
you
have
any…？I
have
one…./No,
I
don’t
have
any…s.要注意什么？Ｔ：你有什么好办法能记住这个难点吗？引导学生在运用前总结所学的核心句型的复数，说得好的奖励invitation。组织活动。活动一：对子活动a.播放Ken的声音，引出Ken。接着出示Ken的不完整的家谱图和一张空表格，教师扮演Ken，为接下来的对子活动做示范。T：I
have
some
information
about
Ken’s
small
family.
You
can
be
Jill
and
ask
me.
（invitation奖励）T:
Yes,
I
have
one
brother.
His
name’s
Ben.T:
I
don’t
have
any
sisters.b.对子活动。发给学生一张完整的Ken的家谱图和一张空表格。T:
Now
please
take
out
your
paper,
Look
at
your
paper,
one
is
Ken
and
one
is
Jill.
Jill
should
ask
and
answer
with
the
key
sentences
on
board.c.
请个别小组上台表演对话，奖励invitation，之后整体呈现Ken的家谱图，核对学生表格。2.
活动二
Do
a
survey
for
Jill.a.教师先扮演Jill，示范小组合作对话，并示范填表格和发family
invitation，示范填写family
invitation.
T：Hi，please
come
to
my
family
party.
(对学生A)Do
you
have
any
…
What’s
his/her
name?Ok,
here
is
the
invitation
for…b.学生四人一组活动，发给组长8张invitation和表格，教师到学生中间去查看和指导学生小组活动。(有些学生可能没有叔叔阿姨和表兄妹，可以邀请父母参加，指导学生填写invitation，只要填写家庭成员称号和名字就好，如Uncle
John.)c.请个别小组上台展示对话，并投影展示个别invitation.3.拓展活动。展示Jen去参加party有的装扮，引导学生运用核心句型问问同伴有什么装备。
观察板书，总结核心句型的运用。S:
要注意any后面的词要用复数。S:
要注意some的后面词也用复数。S:除了一个之外，其他都用用复数。２.小组活动。a.听声音猜人。看PPT上Ken的不完整家谱，扮演Jill。S:Hi，Ken.
Do
you
have
any
Brothers?S:Hi，Ken.
Do
you
have
any
sisters?b.扮演Ken的学生S2手拿Ken的family
tree，扮演Jill的学生S1拿着表格询问并完成表格。S1:
Do
you
have
any
uncles
/aunts/cousins?S2：Yes,
I
have
some…
No,
I
don’t
have
any
…c.学生小组上台表演对话，看Ken完整家谱图，核对Jill的表格。2.
活动二
Do
a
survey
for
Jill.a.3个学生扮演组员，根据自己的真实信息和老师合作示范。S:
Yes,
I
have…
His/her
name’s…b.学生四人一组，组长扮演Jill，询问组员的真实家庭信息，根据组员回答的主要邀请成员，发Family
invitation
给组员,组员拿到invitation后，可以填写。c.个别小组上台展示对话和invitation.3.拓展活动运用核心句型快速询问同伴有什么化妆舞会装备。
小结
总结所学内容，让学生自己在归纳中加深对新知的掌握，同时培养自主学习的意识和能力。
引导学生自己总结核心句型。1.如果你想用一般疑问句询问你朋友家里除了parents,
grandparents之外，都有哪些家庭成员情况，你可以怎么问？2.对于Do
you
have
any
cousins?这个问句，我们具体可以怎么回答？3.注意any在疑问句中后面的名词要注意加什么？
总结这节课的教学要点。1.生一：Do
you
have
any
brothers?生一：Do
you
have
any
brothers/…?2.生一：如果有一些的话，可以说Yes,I
have
some
cousins.生二：如果只有一个的话，可以说Yes,I
have
one
cousin.生三：如果没有的话，可以说Yes,I
have
two
cousins.生四：如果没有的话，可以说No,I
don’t
have
any
cousins.3.
生一：如果any后面如果是加可数名词的话要加s.生二：如果any后面接的不可数名词就不用加s.
作业布置
巩固新知识,
落实到写。让学生延续课堂活动，运用核心句型真实对话，并书写核心词汇。
1.
Listen
to
and
read
Student’s
Book
page
18
“Listen
and
say”.2.
Talk
to
one
of
your
friends,
and
try
to
make
a
family
tree
about
your
friend’s
family
板书设计：
第三课时
本节与上节相关性分析：
本着不同语境下核心词汇与句型的重复训练、难度要求螺旋递进的主旨，在第三课时的词汇学习方面进一步增大难度，在完成了第一课时的元音填空记单词、第二课时的辅音填空记单词的要求后，要求学生在没有字母提示的前提下，完整正确书写单词，强化核心单词的书写和记忆。在核心句型的学习和语用方面，核心句型在不同的语境下重复强化练习，通过对话表演，让学生将前面所学的句型在合理的情境中运用。在话题上，从第一课时的Family
tree，第二课时的Family
invitation进入到第三课时的Family
Party。
教学内容：
复习本课单词及句型。
学习故事Family
party。
教学目标：
◆
通过Say
and
act的情景对话，帮助学生进一步巩固和运用核心句型。
◆
通过学生任务，帮助学生巩固和综合运用本单元所学的知识和技能，介绍自己的家庭成员。
教学重点：
词汇：that
句型：Do
you
have
any
…?
日常用语：How
old
is
he?
How
is
he?
What
can
he
do?
步骤
目的
教师活动/方法
学生活动/学法
条件/手段
组织教学及复习
教师问候学生，拉近师生距离。播放歌曲，活跃气氛。填写家谱，检查旧知。角色扮演，理清家庭关系。
1.问候。2.播放Family相关歌曲并提问。a.播放b.
提问T:
What
can
you
hear
from
the
song?T:
Do
you
have
any…?3.出示Jill’s
family
treeT:
Can
you
help
Jill
to
finish
the
family
tree?a.
出示并要求学生填写所缺单词。b.
引导学生边说边检查对错。C.引导学生扮演角色回答问题。Who
would
like
to
be
Jill/
Dan/
Uncle
John?教学建议：对于学习还有点困难的学生只需扮演Jill的角色就可以了，其它学生可以选择扮演Dan,
Uncle
John,还有部分学生可以提问题。
1.
回应。2.听、唱歌曲并回答。a.听、唱b.回答Ss:
I
can
hear
mother,
father,
sister,
brother…Yes,
I
do./No,
I
don’t
have
any…3.看并填写单词。a.填写所缺单词。b.边说边检查对错。C.学生扮演角色回答问题。
新知识的呈现与归纳
激趣导入并让学生了解今天的主题：Family
party华丽的衣服、舞会的音乐和小女孩的哭声，给学生带来听觉的享受又引起学生的故事。故事前激发学生思考。引导学生整体感知故事。进一步了解故事内容及人物。通过对话，学生将前面所学的词汇和句型在情境中运用。练习的难度层层递进:从看图填词，到回答问题，最后能自己提问。
1.
导入与展示课题。T:
Look,
who
is
she?(指着一个穿着白雪公主的女孩问)T:
Why
do
they
dress
like
this?T:
They
have
a
family
party.
(出示主题画面和音乐)T:
but,
what
can
you
hear?
(播放女孩哭声)2.
引导学生排序并欣赏、了解故事。T:
Look,
there
are
some
pictures
about
the
little
girl,
can
you
number
the
pictures?
a.
引导学生看图思考并排序。T:
Would
you
like
to
go
to
the
party?
Let’s
go.b.
播放故事并引导学生检查。教学建议：故事前的排序可以由大家讨论完成。教师不宣布答案，让学生听完自己检查对错。3.引导学生根据所听故事判断正误。T:
Look,
these
pictures
are
in
the
correct
order.
Can
you
read
the
sentences
about
the
story
and
then
judge?a.引导学生看图、读句子并判断正误。b.引导学生更正错误句子，阅读正确句子。3.分步引导学生了解故事人物。T:
In
the
party,
Who
can
make
people
happy?a.引导学生看图填空（图1.2）。b.引导学生看图回答问题（图3）。C.引导学生完成现有chant并改编chant（图2.
3）.d.引导学生分不同角色回答问题（图4）。教学建议：对于一些学习有困难的学生只要求能填空就可以，对于其它同学要求会提问并回答。
1.
导入与展示课题。Ss:
She
is…（学生猜）Ss:
Because
…2.排序并欣赏、了解故事。a.
看图思考并排序。b.
听故事并检查。3.根据所听故事判断正误。a.看图、读句子并判断正误。b.更正错误句子，阅读正确句子。3.了解故事人物。a.看图填空。b.看图回到问题。C.完成现有chant并改编chant.d.学生选角色回答问题。
新知识的巩固
与活用小结
引导学生总结、思考并完成短文，培养学生思考并解决问题的能力。德育渗透：你喜欢怎样的人？为什么？回归生活：写一写你的家人。通过归纳总结，让学生对本课时所学进行巩固和辨识。
Jill关于舞会的日记T:
Jill
wrote
a
diary
about
the
family
party.
Can
you
fill
in
the
blanks?引导学生完成日记的填空。引导学生给Jill的日记取名字。2.
小组活动引导学生四人一组讨论：Who
do
you
like
in
Jill’s
family?
Why?Think
and
writeThat’s
about
Jill’s
family.
Can
you
write
about
your
family?引导学生写一写自己的家人。提出问题：当你想询问别人家有没有…时，你可以怎么问？具体一点，还可以怎么问呢？如何进一步了解别人的家人。
a.完成日记的填空。b.给Jill的日记取名字。四人一组讨论：Who
do
you
like
in
Jill’s
family?
Why?。学生思考并写自己家人的情况。回答问题：学生一：Do
you
have
any…?2.
学生二:
Who
is
she/he?
还有Who
are
they?学生三：也可以用Is
he/she
your…?来猜3.学生四：用What
can
he/she
do?和How
is
he/she?来了解更多。
作业布置
进一步用写和说的形式来巩固和运用所学句型。
1.
Finish
‘Think
and
write’.2.
Read
it
to
your
classmates.
板书设计：
1.
听录音，写出你听到的字母的大小写。
2.
听一听，圈出你听到的单词
1）
uncle
under
2)
aunt
ant
3)
grandfather
grandmother
4)
cousin
candy
5)
father
family
3.
听录音，判断下面的句子是否正确，正确的写T,错误的写F
1)
Sally
is
Jill’s
aunt.
2)
John
is
Jill’s
father
.
3)
Helen
had
two
sisters.
4)
Ben
is
Jill’s
cousin.
5)
Ben
is
six
years
old.
He
is
my
brother.
4.
听录音，补全对话
Jen：
Hi.
Jill
。Welcome.
Jill
:
Hi,
Jen.
Nice
to
see
you
again
.
Who’s
she
?
Jen
:
She’s
my
______.
Jill
:
What
can
she
do
?
Jen
:
She
can
______.
Jill
:Wow
,she
is
______.
Jill
:
Who
are
they
?
Jen
:
They
are
my
______.
Jill
:
You
have
a
big
________.
听录音，选出正确的答句和问句
1）A.
Yes,
I
do
.
B.
No,
it
isn’t
.
C.
Yes,
it
is.
2)
A.
He’s
aunt
Li.
B.
She’s
aunt
Lily.
C.
I
have
an
aunt.
3)
A.
I
can
see
my
uncle
.
B.
This
is
my
uncle.
C.
Look
,that
is
my
uncle.
4)
A.
I
have
no
cousins.
B.
I
have
a
cousin.
C.
He
is
my
cousin.
5)
A.
He’s
my
father.
B.
They
are
my
parents.
C.
They
are
happy.
6
听录音，填出句子所缺的单词。
I
have
_________.
Do
you
have
any____
?
No,
I
don’t
have
______
_______
.
Who
_______
they
?
I
have
two
________.
The
old
man
is
my
__________.
读一读，圈出正确的答案
1）They
are
my
cousins
/
cousin
.
2)
Do
you
have
some
/any
brothers
?
3)
Ben
and
Ken
are
brothers
.
Uncle
John
is
Ben
and
Ken
‘s
/
Ben’s
and
Ken
‘s
father.
4)
I
don’t
have
some
/any
cousins.
5)
Is
she
Jill/
Jill’s
mother
?
8.
连词成句，讲句子写在四线格内，注意字母的大小写和标点符号
1)
do
you
have
brothers
any
2)
hes
dans
father
he
is
tall
3)
no
I
don’t
have
any
sisters
八
单元测评设计（听力材料）
1.
Ee
M
m
Aa
Gg
Nn
2.
听一听，圈出你听到的单词
1）
uncle
2)
aunt
3)
grandfather
4)
cousin
5)
family
3.听录音，判断下面的句子是否正确，正确的写T,错误的写F
1)
Sally
is
Jill’s
aunt.
2)
John
is
Jill’s
grandfather
.
3)
Helen
had
two
sisters.
4)
Ben
is
Jill’s
father.
5)
Ben
is
six
years
old.
He
is
my
brother.
4.
听录音，补全对话
Jen：
Hi.
Jill
。Welcome.
Jill
:
Hi,
Jen.
Nice
to
see
you
again
.
Who’s
she
?
Jen
:
She’s
my
_grandmother.
Jill
:
What
can
she
do
?
Jen
:
She
can
dance.
Jill
:Wow
,she
is
young.
Jill
:
Who
are
they
?
Jen
:
They
are
my
parents.
Jill
:
You
have
a
big
family.
5.听录音，选出正确的答句和问句
1）Do
you
have
any
cousins
?
2)
Who’s
she
?
3)
Who
is
this
?
4)
Who
is
he
?
5)
Who
are
they
?
听录音，填出句子所缺的单词。
I
have
___a
sister______.
Do
you
have
any
cousins
?
No,
I
don’t
have
any
cousins
.
Who
are
they
?
I
have
two
aunts.
The
old
man
is
my
grandfather.
九
单元测评设计（参考答案）
1.
Ee
M
m
Aa
Gg
Nn
2.
uncle
aunt
grandfather
cousin
family
3.
T
F
T
F
T
4.
grandmother
dance
young
parents
family
5.
A
B
B
C
B
6.
a
sister
cousins
any
cousins
are
aunts
grandfather
7.
1）They
are
my
cousins
2)
Do
you
have
any
brothers
?
3)
Ben
and
Ken
are
brothers
.
Uncle
John
is
Ben
and
Ken
‘s
father.
4)
I
don’t
have
any
cousins.
5)
Is
she
Jill’s
mother
?
8.
1）Do
you
have
any
brothers
?
2)
He’s
Dan’s
father.
He
is
tall.
3)
I
don’t
have
any
sisters.
一、学情分析
二、教材分析
三、单元设计整体思路和依据
设计依据：教材内容为语量基础，整体内容为语境基础，
主题内容为语用基础的原则，体验循序渐进的学习规律。
第三课时
Family
Party
第二课时
Family
invitation
第一课时
Family
Tree
通过阅读故事Jill’s
family
Party对say
and
act
部分进行文本再构，统合单元核心句型，鼓励学生在合理的情境中语用核心句型
通过阅读Jill
的家族电影故事，利用家庭树梳理Jill的家庭关系利用旧句型学习新词导入新句型。
通过创设Jill为Family
Party做准备的故事情境，以Jill派送invitation为主线,利用合理的情境复习单词，学习理解使用新句型。
三个课时三个话题
由易到难螺旋上升
不同情境巩固训练
初步感知—熟练运用
四、单元教学安排
（课时、内容）
Unit4
Do
you
have
any
cousins?
第三课时
Family
party
第二课时
Family
invitation
第一课时
Family
tree
一、组织教学及复习
1.师生热身
2.故事整体感知
3.故事主线了解
新知识的呈现与归纳
1.看图观察
2.小组讨论
3.说说你的感受
新知识的巩固与活用
1.
德育渗透
2.复述故事
3.
拓展想象
小结
作业布置
一、组织教学及复习
1.
说唱歌谣
2.引出故事背景
3.
课文故事再现
新知识的呈现与归纳
1.
听说复习
2.
看图说话
3.
听说问答
新知识的巩固与活用
1.
你说我说
2.
整理主人的邀请卡
3.
展现我的邀请卡
小结
作业布置
组织教学及复习
自由谈话
说唱歌谣
语音引出故事
新知识的呈现与归纳
1.故事整体感知
2.看图说说家庭树
3.
你说我说
新知识的巩固与活用
1.
画画亲情树
2.
说说我家的故事
3.
我的亲情树
小结
作业布置
五、单元目标
六、具体教学设计
七、单元测评设计（全方位的检测，体现交际的情景，语言的运用）
