资源简介

课 堂 教 学 设 计
课题名称 Unit 1 I Love My Family 授课教师
授课内容 Warming Up & Listening and Speaking 授课班级
课 时 第1课时 授课时间
单 元 主 题 分 析
本单元的主题范围是“人与自我”，涉及的主题内容是家庭生活。本单元包括家人的外貌与性格特征描述、家庭活动、家庭故事等学习内容，旨在使学生意识到家庭的重要性，引导学生思考如何向家人表达关心和爱意，并通过展示不同年龄段的孩子与父母的关系，引导学生思考如何维护和谐幸福的家庭关系。此外，本单元还介绍了有关母爱的经典诗歌，引导学生珍视亲情、珍爱家庭。
教 学 内 容 分 析
“导入”板块由两个活动组成，旨在激活学生已掌握的有关家庭生活的语言知识和背景知识，为整个单元的学习活动做好铺垫和预热。活动一通过词语、音频和图片呈现了一些家庭活动。活动二给出了一些描述人物外貌与性格特往的词语，引导学生选用合适的词语描述自己的家人。 “听说”板块包括两段听力对话。第一段对话发生在乔和吴琳之间，双方谈论吴琳的家庭照片;第二段对话同样发生在他们之间，双方谈论各自的家庭活动。本板块旨在培养学生在真实语境中获取关键信息、用简单的英语进行交流的能力。
学 习 目 标
学生通过看图片、听录音、做匹配练习，能够介绍一些常见的家庭活动。 学生能够选用合适的词语描述家人的外貌与性格特征。 学生通过听录音，能够获取有关家庭照片的对话主题及大意。 学生通过听录音，能够获取人物外貌与性格特征、家庭活动等关键信息，并完成听力任务。 思政目标：能够进一步了解家庭中不同成员的性格，并积极参与丰富多彩的家庭活动，营造和谐、幸福的家庭生活。
学 习 重 难 点
学习重点 能听懂并识读与家庭成员外貌、性格，家庭活动相关的词句表达： 能运用目标词句谈论与家庭成员外貌、性格特征，家庭活动相关的话题。
学习难点 能结合所学，联系自身实际，恰当运用目标词汇和短语描述自己家庭成员的外貌、性格特点以及家庭活动，认识到健康的家庭活动能够使得家庭生活更加和谐幸福。
资 源 与 工 具
PPT课件、多媒体设备、语音素材、拓展资源包等
教 学 方 法
小组讨论法、任务教学法、情境教学法
教 学 过 程 结 构 设 计
教学环节 教 学 活 动 设 计 设计意图
Step 1 Organization Greet the students and divide them into four groups. Good morning, boys and girls. It’s nice to see you again. How are you doing today 通过问候，尽快让学生进入课堂。
Step 2 Lead - in The teacher shows the picture on title page of a family of four taking a walk on the beach and talks with students about the following 3 questions: (1) What do you see in the picture (2) Where is the family (3) What are they doing (4) What do you feel from the picture 从单元主题图片入手，引导学生从“看到的”去进一步感受和想象，调动学生参与的积极性，激发学生想象力。
Step 3 New Lesson Task 1: Pre-listening The students listen to the recording and catch the words about family activities. Match pictures in Activity One with activity phrases. Based on the four family activities in Activity One, The teacher makes a survey: Which of the four family activities does your family do the most Why The teacher shows the words and expressions describing people’s appearance and characters in Activity Two and has the students brainstorm more words and expressions, and describe their family members using these words and expressions. Task 2: While-listening The teacher introduces Wu Lin’s family members, and ask the students to use the words learnt to guess their appearance and characters. The students listen to the dialogue between Joe and Wu Lin and answer the question. The students listen again and complete the blanks in Activity Two. The teacher shows the dialogue text. The teacher plays the recording for the third time and students underline the key words to check answers. According to the given text, students work in pairs to role-play. students retell the dialogue. The students work in pairs to act out the dialogues in Activity Three. with the given information. The teacher shows pictures of family activities in the phrase box of Activity Four, and has the students match the pictures and phrases. The students listen and choose the correct family activities of Wu Lin’s and Joe’s family in Activity Four. The teacher shows the two sentences with Past Continuous Tense, and lets students figure out the similarity of the two sentences. 通过图、词、音、义的对应，帮助学生回顾旧知。 “家庭活动调查”紧密联系学生真实家庭生活，激活学生与主题相关的背景知识，促使学生初步感知幸福和谐的家庭生活。 以给定的词汇为基础，通过头脑风暴补充更多单词与短语，鼓励学生互助、互学、互评，营造良好的自学氛围。 该步骤承上启下，学生运用已学词汇的同时，对听力材料也进行了预测。 通过听力任务，训练学生把握大意、理解细节的听力策略。 在反复精听的基础上，依托听力脚本，夯实重点词句，加深文本理解，为后续的语言输出做铺垫。 采取角色扮演和对话复述活动，达到“以听促说”的目的，为下一阶段的的仿说奠定基础。 遵循语言能力的发展规律，搭建适当的语言支架，从对话复述过渡到语境下的交际，实现语言的控制性输出。 在图片的帮助下，学生能够提前熟悉和理解活动词框中有关家庭活动的短语，提高听的效率，有效促进内容理解。 “找共同点”的活动帮助学生温故知新，加深对过去进行时态的理解。
Step 4 Practice The teacher helps students use more words to describe appearance, characters and activities. The students review and work in pairs to interview at least two classmates about their favourite family activities, using the sentence patterns in Activity Five. Some students are invited to share the result of the interviews and their ideas about how good family activities benefit family relationships. 通过头脑风暴，建立情境下的词汇网络，为最终语用实践奠基。 语言输出活动与学生的生活经验密切相关，具有现实交流的意义。学生归纳和巩固所学，提升真实环境中的语用能力。
Step 5 Summary With the help of T, Ss summarize what they’ve learnt in the class. 梳理板书内容，高效整理本课思路，归纳知识点。
Step 6 Homework 1. Finish the exercise in this period. 2. The students shoot a short video about their family, including the family members’ appearance and characters, and their favourite family activities.
知 识 点 详 解
1. that is a great photo. 【句子分析】 这是一个只含有单一主谓结构的简单句，句子各成分都只由单词或短语构成。 句子类型是陈述句，其时态为一般现在时。 2. This is my family. This is my mum and this is my dad. 【知识点】 介绍某人时用This / That is...；复数用These/Those are ... 3. This is my family. This is my mum and this is my dad. 【句子分析】 * look 为谓语，采用一般现在时。 * you 为人称代词。your 为形容词型物主代词。 【知识点】 1. look like 看上去像 4. You have the same wide smile. 【知识点】 1. the same 相同的 2. wide smile 灿烂的笑容 5. Yes, but I take after my mum in other ways. 【知识点】 1. take after sb 1) （外貌、行为、性格等）像（父亲或母亲） 2) 追赶，跟踪 2. in other ways 在其他方面 6. We have the same sense of humour. 【知识点】 1. a sense of humour 幽默感 a sense of “...感” 7. Is that your big brother 【知识点】 1. big brother 哥哥 8. Your brother and his wife look like a perfect couple. 【知识点】 1. a perfect couple 完美的夫妻 9. We were having a picnic. 【知识点】 1. was / were + v-ing 过去进行时的结构 2. have a picnic 野餐 10. My brother was teaching me to ride a bike while my parents were putting up a tent. 【知识点】 1. teach sb. to do sth. 教某人做某事 2. ride a bike 骑自行车 3. put up 搭建 11. My parents love taking pictures of nature, so we often go to the countryside at weekends. 【知识点】 1. take pictures 照相 2. go to the countryside 去乡下 3. at weekends 在周末
板 书 设 计
Unit 1 I Love My Family
教 学 反 思

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