Period 1
教学内容
Getting ready (p.33), Reading (pp.34-35), Vocabulary C1 (p.36), Comprehension D1 (p.37)
教学目标
语言知识
认读和理解单词meal, share, decision, expect, abroad, business, personal, set, daughter, mind, out of date, iron, event, suppose, either, relationship和短语help with, (be) on business, have no interest in; 认识单词possessions, fashionable, fashion。
语言技能
能根据上下文猜测单词expect, business, personal, suppose和短语have no interest in的含义。
能根据插图、标题等内容，预测主阅读篇章的内容。
通过运用略读、预测、找读、推断等阅读策略，初步了解主阅读篇章的体裁和内容。
学习策略
运用略读、预测、找读、推断等阅读策略，了解主阅读篇章的体裁和主要内容。
教学重点
初步了解主阅读篇章的体裁和主要内容。
学习核心单词和短语。
教学难点
运用略读、预测、找读、推断等策略。
教学过程
教学过程
教学过程
教学过程
教学过程
Step 1 阅读Getting ready板块的图文，了解单元话题。
1. 学生观察第33页的卡通图，阅读Hi和Lo的对话，回答下列问题。
● Where does this conversation take place? (In Hi’s bedroom.)
● What does Hi think of his mother? Why? (He does not think his
mother understands him. Because his mother makes him go to
bed when he is wide awake but makes him get up when he feels
tired.)
● What do Hi’s words imply? (He prefers to go to bed late and get
up late.)
教师引导学生思考这副卡通图反映的问题。如：This cartoon shows a real-life situation—the generation gap. It is an aspect of family life. 从而引出本单元的话题family life。
Step 2 完成读前活动，激活背景知识。
教师询问学生一些关于家庭知识的问题，让学生相互了解各自的家庭生活情况。如：
● Have you ever had family meetings?
● Who gives you pocket money?
● If you needed something special, what would you do?
● Do you have to do housework regularly?
● What rules does your family have?
● What kinds of punishment do your parents use?
● How often do you watch TV in a week?
...
学生根据实际情况完成What do you know about...? 部分的练习A1。学生认读和理解单词meal和share。
学生两人一组，根据实际情况回答What do you know about...?部分练习A2的问题。
学生认读和理解单词decision。
Step 3 运用略读、预测、找读、推断等阅读策略，了解主阅读篇章的内容。
学生观察第35页的两幅插图，并阅读主阅读篇章的标题、引言和小标题，然后完成Before you read部分的练习。学生认读和理解短语help with。
学生仔细观察第一幅插图，然后回答下列问题。
● What is Emily doing? (She is watching TV.)
● Does she look happy? Find some evidence from the first
interview to support your answer. (No, she doesn’t. “But I feel
lonely when my parents are away from home.”)
3. 教师询问学生What can we infer from this sentence? Can you find
some evidence in the interview? (Emily’s parents are busy with
their work. “...but my dad is often abroad on business, and my mum
works too.”) 学生认读和理解单词abroad, business和短语(be) on
business。
4. 学生再次仔细观察第二幅插图，然后回答下列问题。
● What is Jerry doing? (He is ironing a shirt.)
● Does he look happy? Find some evidence from the second
interview to support your answer. (Yes, he does. “I love all my
family very much. We have a close relationship, and we always
support each other.”)
学生认读和理解单词iron, relationship。
5. 学生再次观察和比较两幅插图后，描述Emily和Jerry的家庭生
活。
Possible answers:
Emily has got many possessions, but she is alone and looks
unhappy.
There is no fashionable furniture in Jerry’s flat, but his family get
together and all look happy.
学生认读和理解单词out of date; 认识单词possessions, fashion,
fashionable。
Step 4 运用略读策略，了解主阅读篇章的体裁和各部分的大意。
教师询问学生How many parts are there in each interview? (Six.)
学生快速浏览两段采访，回答What is special about the two interviews? 了解文章的体裁特征。(Each interview has the answers of the interviewees but does not have the questions of the interviewer.)
教师请学生按次序略读每段采访的六个部分，然后归纳每个部分中两名被采访者共同谈论的内容。如：
Part 1: They are talking about their family members.
Part 2: They are talking about their possessions.
Part 3: They are talking about the housework.
Part 4: They are talking about their family activities.
Part 5: They are talking about the family rules.
Part 6: They are talking about what they like most about their
family.
学生完成Comprehension D1的练习，并口头汇报答案。
Step 5 学习和巩固主阅读篇章的核心词汇。
学生完成Vocabulary C1的练习。 学生认读和理解单词expect, personal, suppose和短语have no interest in。
学生完成下列补充词汇练习，根据句子后括号中的释义，用主阅读篇章中的单词或短语的正确形式完成句子。
About Emily
● She has got many possessions (things she owns).
● Her parents don’t expect (ask or require) her to help with the
housework.
● Her father is often on business (on a trip for work).
● Her parents seldom set (make) rules for her.
About Jerry
● He doesn’t mind (care) what kind of flat he lives in.
● He doesn’t care whether his clothes are out of date (no longer
fashionable) or not.
● He often irons (makes clothes smooth with an iron) his shirts.
● His family members usually attend his school events (planned
public activities) together.
● He can’t watch TV. He can’t go out with his friends either (an
adverb which is used for adding that a negative statement is also
true).
学生认读和理解单词mind, event, either。
学生模仿录音中的语音、语调，朗读主阅读篇章，巩固核心单词和短语。
回家作业
抄写单词和短语：meal, share, decision, possessions, expect, abroad, business, personal, set, daughter, mind, fashionable, fashion, out of date, iron, event, suppose, either, relationship; help with, (be) on business, have no interest in。
模仿录音的语音、语调，朗读课文。
完成《练习册》第41页Reading A的练习。
Period 2
教学内容
Reading (p.35), Vocabulary C2 (p.36), Comprehension D2, D3 (p.37)
教学目标
语言知识
巩固核心单词和短语。
语言技能
能运用核心单词和短语表演Paula对Emily和Jerry的采访。
能归纳Emily的家庭生活和Jerry的家庭生活特点和不同。
能根据实际情况，谈论自己的家庭生活。
学习策略
能运用对比策略，归纳Emily的家庭生活和Jerry的家庭生活的不同。
情感态度
了解和谐、健康的家庭生活方式。
教学重点
归纳Emily的家庭生活和Jerry的家庭生活特点和不同。
教学难点
能运用对比策略，归纳Emily的家庭生活和Jerry的家庭生活的不同。
教学过程
教学过程
Step 1 回顾主阅读篇章，检测学生运用新授词汇的能力。
1. 学生完成Vocabulary C2的练习。
2. 学生集体朗读主阅读篇章。
3. 学生两人一组，根据Comprehension D1的问题和主阅读篇章的内容，表演Paula对Emily和Jerry的采访。
Step 2 运用对比策略，进一步理解和比较Emily的家庭生活和Jerry的家庭生活。
1. 学生完成Comprehension D2的练习。
2. 学生根据Comprehension D2中表格的内容，完成下面的句子填空，归纳比较Emily的家庭生活和Jerry的家庭生活。
● Jerry has (1) more family members than Emily.
● Emily has (2) more possessions than Jerry.
● Jerry (3) helps with the housework, but Emily doesn’t.
● Jerry usually has (4) family activities with his family members, but Emily doesn’t.
● Jerry’s parents (5) set family rules for him, but Emily’s parents don’t.
● Emily only likes (6) her new flat, while Jerry likes (7) everyone of his family.
3. 学生再次阅读主阅读篇章，然后运用下面的句型，以Emily和Jerry的口吻描述对各自家庭生活的感受。
● I’m Emily. Although I have a lot of possessions and live in a big flat, I am not happy and sometimes feel lonely.
● I’m Jerry. Although I need to help with the housework / live in a small flat / haven’t got many possessions, I feel happy / like my family very much.
Step 3 以对子活动的形式，模仿主阅读篇章，谈论各自的家庭生活。
学生两人一组，根据自己家庭生活的实际情况，相互问答Comprehension D1中的问题，完成Comprehension D3的任务。
教师告诉学生：在Comprehension D2表格的右侧再增加两栏，分别为你自己和你的一名同学的名字，然后填写自己回答，并记录对方的回答。
教师邀请几组学生上台表演采访。
回家作业
根据表格内容，比较自己与同伴在家庭生活方面的异同。可参考本课时教学步骤二中的句子，准备在下节课上口头汇报。
完成《练习册》第34页Vocabulary和第42至43页Reading B, C的练习。
Period 3
教学内容
Grammar (pp.39-41)
教学目标
语言知识
掌握be动词作系动词后接形容词的用法。、
掌握其他动词作系动词后接形容词的用法。
掌握系动词后接名词或名词短语的用法。
语言技能
能够在语境中正确运用系动词后接名词或形容词。
学习策略
主动探究，善于发现语言的规律并能运用规律举一反三。
教学重点
掌握其他动词作系动词的“系表结构”。
教学难点
掌握be动词以外的系动词后接形容词、名词或名词短语的用法。
教学过
教学过程
Step 1 检查回家作业的落实情况。
教师邀请几位学生口述自己与同伴的家庭生活，并比较它们的异同。
Step 2 了解系动词和“系表结构”，复习巩固be动词作系动词后接
形容词的用法。
教师板书例句：Our family lives are different. / You look tired. / He
became a doctor. 要求学生注意黑体部分的内容，然后帮助学生
总结：例句中的be动词are, look和became起到了连系句子主
语和表语的作用，因此被称为系动词。系动词后可跟形容词、
名词或名词短语构成“系表结构”。“系表结构”的作用是说明
主语的状态、性质、特征等情况。
学生判断下列句子中是否会有系表结构。如：
● We are having a picnic. (×)
● His face turned red. (√)
● The weather got hotter and hotter. (√)
● We are helped by them. (×)
● The coffee smells good. (√)
● The boy was sleeping. (×)
3. 教师板书“主系表”结构。如：
subject linking verb subject complement
然后帮助学生总结：be动词是最重要的系动词，它会随着句子主语的人称及时态发生变化。
4.学生完成A部分的练习，并口头汇报答案。
Step 3 学习其他动词作系动词的用法。
学生阅读第39页B部分的例句。教师提醒学生注意黑体部分的内容，然后帮助学生归纳：例句中黑体所示动词和be动词一样，后面也可以接形容词作表语，起到修饰主语的作用，因此它们也是系动词。
学生朗读第39页B部分所列的系动词，然后完成B部分的练习，并口头汇报答案。
Step 4 学习系动词后接名词或名词短语的用法。
学生阅读第41页C部分的例句。教师帮助学生归纳：句中系动词后接名词或名词短语。能后接名词或名词短语的系动词主要有appear, be, become, remain, seem, sound等。
学生两人一组，完成C部分的练习。
回家作业
用方框中所给系动词的适当形式填空。
be fall go look sound
become get grow seem turn
● What’s the matter with Tom? He looks pale.
● Don’t eat that dish any more. It has gone bad.
● Tony wants to be / become a doctor when he grows up.
● The news is / sounds so exciting that everyone is happy.
● When all the trees turn green, spring comes.
● Mike seemed calm. In fact, he was very excited about the news.
● When winter comes, the days are getting / becoming shorter and
shorter.
● Don’t stay up late, or you’ll fall ill.
● How are you these days?
● As it was growing / getting dark, I had to go back home.
2. 完成《练习册》第35至37页Grammar的练习。
Period 4
教学内容
Talk time (p.42), Study skills (pp.46-47)
教学目标
语言知识
掌握表示提供帮助的常用语句，如：Can I give you a hand?, Do you need any help? 等。
掌握表示接受帮助的常用语句，如：Yes, please.，That would be good. 等。
掌握表示拒绝帮助的常用语句，如：Thanks very much, but I can manage.， Thanks, but I’m all right.等。
语言技能
能根据语境，运用提供帮助、接受帮助和拒绝帮助的表达方法。
能够用祈使句制定规章制度。
学习策略
通过小组讨论，用适当的句式为不同场合制定相应的规章制度。
情感态度
树立遵守公共场所规章制度的公德意识。
教学重点
掌握提供帮助以及接受与拒绝帮助的常用表达方法。
掌握用祈使句制定规章制度。
教学难点
通过小组讨论，用适当的句式为不同场合制定相应的规章制度。
教学过程
教学过程
教学过程
Step 1 学习Talk time部分的内容，掌握提供帮助以及接受与拒绝帮助的表达方法。
1. 教师播放导图的录音，要求学生辨别对话中哪句表示提供帮助，
哪句表示接受帮助，哪句表示拒绝帮助。
2. 学生朗读导图部分的对话。
3. 教师播放练习A1的录音，学生跟读对话，然后两人一组，朗读
对话，体会提供帮助以及接受与拒绝帮助的常用语句。
4. 学生完成练习A2，并口头汇报答案。
5. 教师帮助学生归纳其他用来表示提供帮助、接受帮助或拒绝帮助
的表达方法。如：
提供帮助：
● Is there anything I can do (for you)?
● Is there anything you want / need?
● Shall I help you?
接受帮助：
● Oh yes, that would be nice / lovely / helpful.
● Well, if you wouldn’t mind...
● Well, now that you ask, you could...
拒绝帮助：
● No, there’s no need.
● No, Everything’s OK.
● Thanks for asking, but everything’s under control.
● No, don’t worry.
6. 教师设置情境：Ann visits Jenny when she is doing housework, and Ann wants to help. Here is a conversation between them.要求学生两人一组，完成对话。
Ann: Hello, Jenny. You look busy. Anything I can do to help? / What can I do for you? / Do you need any help?
Jenny: Thank you very much, but I can manage.
Ann: Come on. Let me give you a hand. / Let me do something for you.
Jenny: No, thanks. I’m OK.
Ann: If you want, I could sweep the floor / clean the windows.
Jenny: Oh, that would be good. / Thanks a lot, but I can do it.
Step 2 学习Study skills板块的内容，了解用祈使句、“No + 动名词”
结构等来制定规章制度。
教师询问学生下列问题，并将答案罗列在黑板上。
● Do your parents make rules for you at home? Give some
examples.
● Where else do we have rules and regulations?
2. 学生阅读第46页的引言和示例，了解用祈使句来表达规章制
度。
3. 学生完成练习A，并口头汇报答案。
4. 若学生程度较好，可阅读第47页的例句。教师帮助学生归纳：
除了祈使句外，我们还可以用“No + 动名词”结构来表达规章
制度。
5. 学生完成练习B，并口头汇报答案。
6. 学生以小组为单位，挑选练习C中的一个方面，讨论并制定五
条规章制度。
7. 教师邀请部分小组上台汇报本组制定的规章制度。
回家作业
模仿录音的语音、语调，朗读Talk time部分的对话。
完成《练习册》第38至39页Listening和第40页Speaking A的练习。
Period 5
教学内容
Speak up (p.43), Writing (p.44)
教学目标
语言知识
认读和理解单词type。
语言技能
能通过采访，调查组内成员做家务的情况并口头汇报调查结果。
能独立撰写一篇介绍自己家庭生活的短文。
学习策略
与小组成员的积极合作，共同完成组内成员做家务的情况调查。
教学重点
调查组内成员做家务的情况，并口头汇报调查结果。
撰写一篇介绍自己家庭生活的短文。
教学难点
撰写一篇介绍自己家庭生活的短文。
教学过程
教学过程
Step 1 完成Speak up部分的任务，调查组内成员做家务的情况，并
向全班同学汇报调查结果。
1. 教师询问学生下列问题，并将答案罗列在黑板上。
● Do you help with the housework at home?
● What do you usually do?
2. 学生以小组为单位，调查组内成员做家务的情况，并填写练习B1的调查表。学生认读和理解单词type。
3. 小组派代表根据练习B2的提示，口头汇报调查结果。
Step 2 完成Writing板块的任务，根据所给提示作笔记。
学生回顾主阅读篇章中六个方面的采访内容，然后阅读练习A中的提示，并根据提示设计一些问题。如：
the people in my family
● How many people are there in your family?
● What are your parents’ jobs?
● Who looks after you at home?
our possessions
● What possessions do your family have?
● What possessions do you have?
housework
● Who does the housework in your family?
● What housework do you usually do?
what my family do together
What do you and your family usually do together?
rules
Are there any rules in your family? What are they?
what I like and do not like about my family
What do you think of your family life?
What do you like most about your family?
学生回答自己设计的问题，并以笔记的形式记录问题的回答，写在练习A中。
若学生程度较好，教师可让他们补充其他与家庭生活相关的问题。如：
Pocket money
● Do your parents give you pocket money every month?
● How much pocket money do you get every month?
Decisions
Who decides things in your family?
...
Step 3 根据笔记内容完成介绍自己家庭生活的短文。
学生阅读练习B的内容。
学生整理自己在练习A中所作的笔记，然后根据练习B的格式完成作文。
学生分小组交流各自的作文。
回家作业
以“家庭活动”为话题设计一份调查表，并开展组内调查，然后就调查结果准备一份口头报告，准备在下节课上汇报。
Family activities
Do your family ever...
Yes
No
go out to have dinner together?
go to watch a film together?
attend school events?
have sports together?
watch TV after dinner together?
Do your family do any other activities?
If so, what are they?
根据自己设计的问题，选一位同学作调查，并记录他 / 她的回答，然后根据采访记录撰写一篇题为“...’s family life”的短文，介绍同伴的家庭生活。
学生搜集自己家庭成员的资料，为下节课在课堂上绘制自己的家谱作准备。
完成《练习册》第40页Speaking B和第44页Writing的练习。
Period 6
教学内容
Culture corner (p.48), Listening (p.38), More practice (p.45)
教学目标
语言知识
认读和理解单词invite和cost。
了解单词acceptable, satisfactory, disagreement和短语go one’s way。
语言技能
能在听的过程中获取关键信息。
能理解并归纳补充阅读篇章中的主要信息。
情感态度
能够与家庭成员和谐相处，与父母进行良好的沟通。
文化意识
了解“家谱”的作用与意义。
教学重点
在听的过程中获取关键信息。
教学难点
能理解并归纳补充阅读篇章中的主要信息。
教学过程
教学过程
教学过程
教学过程
Step 1 检查回家作业的落实情况。
教师邀请部分学生汇报有关“家庭活动”的组内调查结果。
Step 2 学习Culture corner板块的内容。
学生阅读Culture corner板块的图文，然后回答下列问题。
● Why do people use a family tree? (To show the history of their family.)
● How do they make a family tree? (They draw a diagram that looks like the branches of a tree.)
● What can people do with their family tree? (They can follow their family tree back in history.)
● Whose family tree is the longest in the world? (The family tree of Confucius.)
● How many people does it include? (Over two million people.)
2. 教师邀请几名学生上台绘制自己的家谱。
Step 3 完成听力任务。
1. 学生观察第一个练习中的家谱，了解人物之间的关系。教师可通过让学生判断句子的正误，并改正错误的句子来检查学生是否读懂了家谱。如：
mother
● Wendy is Florence’s grandmother. (F)
● Kevin is Gary’s grandfather. (T)
brother
● Robert is Peter’s cousin. (F)
● Florence is Wendy and Kevin’s daughter. (T)
● Carol is Susan’s niece. (T)
2. 教师播放录音，学生完成第一个练习。
3. 学生阅读第二个练习的演出海报。学生认读和理解单词invite和
cost。
4. 教师播放录音，学生完成第二个练习。
5. 教师再次播放录音，学生边听边完成下表。
Day
Member(s)
Activity
Thursday
Mother
work late
Friday
Dad
play tennis
Saturday
Parents
see the school play
Sunday
The whole family
go to Beijing / take a
trip to Beijing
Step 4 学习More practice板块的内容。
1. 学生阅读补充阅读篇章的标题和首末两段，然后回答下列问题。
● What is the article probably about? (It is about how to
communicate with our parents.)
● What will you probably learn about from the article? (We will
learn about some useful tips on how to communicate with our
parents.)
● Why does the writer write the article? (Because many young
people have trouble communicating with their parents.)
● What do you need to do if you want to communicate better with
your parents? (We need to do some hard work.)
2. 学生阅读第二至第五段，然后完成练习A。学生了解单词
acceptable, satisfactory, disagreement和短语go one’s way。
3. 学生再次阅读全文，然后完成下表。
Paragraph
Tip(s)
Things you must understand
2
● Make a list of the things you and your parents disagree about most.
● With each of these things, try to find an answer acceptable to both you and your parents.
● Don’t expect everything to go your way.
● Be ready to change a little if you want your parents to change.
3
● Talk to your parents when it is convenient for them.
● Be patient with your parents.
Parents may have to work long hours and they may feel tired.
4
Listen to what your parents have to say.
● Listen to your parents if you expect them to listen to you.
● Parents can understand your situation better than you expect.
5
● If you do not get a satisfactory result, try not to get too angry.
● Talk with your parents and find out their reasons.
● Learn to live with disagreements.
● Learn to understand another person’s way of looking at things.
4. 学生以小组为单位，讨论练习B中的问题，并交流各自的解决方法。
Step 5 完成Self-assessment板块关于单元学习情况的自我评价。
回家作业
根据More practice板块中练习B的讨论结果写一份书面汇报。
完成《练习册》第38至39页Listening的练习；选择性完成第45至48页Integration的练习。
