资源简介

Unit 2　We’re Family!
课　题 What is your family like 课时 第一课时Section A (1a-2e)
课型 New
教学目标 通过本课时学习,学生能够: 1.学习并掌握下列词汇: mean, husband, bat, together,spend, really, activity 2.学习并掌握下列短语: ping-pong bat, play ping-pong, every day, fishing rod, a lot of/lots of 3.掌握以下句型: —Do you often play... —Yes, we play every week./He spends a lot of time.../Whose...are those 4.学会介绍自己的家人及他们的喜好、从事的活动, 培养学生辨认人物、确认物品归属以及了解家人活动情况的能力。
教学重点 使学生学会用—Do you often play ... —Yes, we play every week./Whose...are those 句型来确认他人是否做某事或询问物品的归属。培养学生辨认人物、确认物品归属以及了解家人活动情况的能力。
教学难点 1.How to help students to introduce their family. 2.The use of the sentence structures “—Do you often play ... —Yes, we play every week. Whose...are those ”
课前预习 1.Preview the new words(扫清障碍: 根据音标读出1a-2e的单词) 2.Preview The Simple Present Tense structure
教学方法 采用Practicing,Listening for specific information和Role-play的学习策略。
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up and work on 1a 1.利用插图或实物照片让学生找出在前面所学的单词, 然后教师引导学习表示家人的名词,让学生询问和介绍自己的家人。 2.教师提出问题“Is this.../Are these... ”引导学生辨别家人,教师继续追问“Who is/Who are... ”直到学生说出家人名称。 1.找出在前面所学的单词, 学习物品名词,介绍它归属自己还是家人。 2.学生根据教师提出的问题,使用1a给出的人物名称及家人关系来介绍自己的家人。 利用学生感兴趣的图片和真实照片, 复习学过的描述家庭中不同人物的词汇, 为学会介绍自己的家人作铺垫。
Step 2 Listening (1b,1c) 1.播放1b部分的录音让学生听, 引导学生通过听对话熟悉“father, child, mother, husband, cousin, uncle, aunt, grandfather, grandmother”, 完成1b, 1c部分的教学任务。 2.引导学生重复他们所听到的, 模仿句子。 3.概括知识点“family tree”。 1.通过听对话熟悉“father, child, mother, husband, cousin, uncle, aunt, grandfather, grandmother”, 完成1b, 1c部分的任务。 2.听并模仿句子。 3.了解知识点“family tree”。 在语境中呈现和导入目标语言。
续表
教学环节 教师活动 学生活动 备课札记
Step 3 Work in pairs (1d) 1.First let students read the sentences above in 1c.Then ask them to make similar conversations. 2.Let students summarize “the relations of the family”. 1.Students first read the sentences above in 1c, then make similar conversations. 2.Students summarize “the relations of the family”. 通过两人小组对话, 让学生从听对话到模仿对话, 练习询问或回答家庭成员的名称及关系。
Step 4 Pronunciation (1, 2) 1.Let students look at the words in 1, 2 first. 2.Play the tape of 2a. 3.Repeat the words. 1.Students look at words first before listening to the tape. 2.Listen and repeat the words. 掌握音标,正确发音。
Step 5 Listening (2a) 1.Let students look at the coloured words in 2a first. 2.Play the tape of 2a. 3.Repeat the conversation in 2a.　 1.Students look at the coloured words in 2a first before listening to the tape. 2.Listen and repeat the conversation in 2a. 通过听力练习, 在语境中体会练习如何询问物品的归属以及活动情况。
Step 6 Practice (2b,2c, 2d,2e) 1.Let students complete the table about Teng Fei’s family in 2b. 2.Check the answers. 3.Listen again and let students role-play the conversation in pairs. 4.Let students look at the photo and talk about Zhang Xinyu’s family in 2d. 5.Let students ask and answer in pairs in 2e. 1.Students do the exercises in 2b and 2c and role-play the conversation in pairs. 2.Students look at the photo and talk about Zhang Xinyu’s family in 2d. 3.Students ask and answer in pairs in 2e. 通过利用“2a提供信息”进行口语角色扮演活动, 在交流信息的过程中, 体会如何询问或回答物品的归属以及活动情况。
Step 7 Summarize 1.Guide the students to summarize how to use the sentence structures “Whose...is/are... Does he/she... Yes, he/she does./No, he/she doesn’t.” 2.Guide the students to summarize the relations of people in a family. 1.Summarize how to use the sentence structures “Whose... is/are... Does he/she... Yes, he/she does./No, he/she doesn’t.” 2.Summarize the relations of people in a family. 培养学生自主探究、归纳总结的能力。
续表
教学环节 教师活动 学生活动 备课札记
Step 8 Consolidation 教师设置巩固检测练习: 一、写出下列单词 1.My brother __________(花) lots of time reading on the weekends. 2.We often play tennis __________(一起). 3.Lisa’s __________(丈夫) is a teacher. 4.Emma__________ (真正地) likes Chinese food. 5.We have lots of__________ (活动) this term. 答案:1.spends　2.together　3.husband　4.really 5.activities 二、单项选择 (　A　)1.My father’s father is my______. A.grandpa　B.brother　 C.uncle　　D.father (　D　)2.—______cap is it —It’s Mike’s. A.What B.Who C.How D.Whose (　D　)3.—Does your mother often play the piano —______.But she often plays the guitar. A.Yes, she is B.No, she isn’t C.Yes, she does D.No, she doesn’t (　C　)4.His sister spends lots of time ______the erhu. A.play B.plays C.playing D.to play (　B　)5.—Are______ your grandparents —Yes, ______are. A.this; he B.those; they C.this; they D.those; he 三、用所给词的适当形式填空 1.These are my __________(father) ping-pong bats. 2.Are __________(this) your sister’s 3.__________ Peter often __________(play) tennis 4.My brother really__________ (love) sports. 5.—Whose cups__________(be) those —They are my grandpa’s. 答案:1.father’s　2.these　3.Does; play　4.loves　5.are 四、完成句子 1.——这是你弟弟吗 —Is this your brother ——是的,他是。 —Yes, he is. 2.——那两位是你的父母吗 —Are those your parents ——不,他们不是。 —No, they aren’t. 3.——他是谁 —Who is he ——他是我的祖父。 —He is my grandpa. 4.——这是谁的书包 —Whose schoolbag is it ——它是我妹妹的。 —It’s my sister’s. 独立完成检测练习, 进行自我评价。 通过检测练习, 学生便于了解自己对本节课的词汇、句型、语法等的掌握情况。
续表
Step 9 Homework 1.Recite new words and phrases. 2.Make some conversations with“Is this/Are these... /Who is/are ... /Whose...is/are... /Does he/she ... ”.
板书设计 Section A (1a-2e) 1.New words:mean, husband, bat, together,spend, really, activity 2.Phrases: ping-pong bat, play ping-pong, every day, fishing rod, a lot of/lots of 3.Sentence structures: Whose... It’s my/sb.’s.../Does he/she... Yes, he/she does./No, he/she doesn’t.
教学反思 在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。
课　题 What is your family like 课时 第二课时Section A(Grammar Focus-3d)
课型 New
教学目标 通过本课时学习,学生能够: 1.熟练使用物品名词介绍物品的归属以及自己家人的活动情况。 2.熟练掌握一般现在时。 3.学会介绍家人所拥有的物品及活动情况, 培养学生熟悉自己家人的物品以及他们活动情况的能力。
教学重点 The Simple Present Tense一般现在时。
教学难点 1.熟练使用人称代词介绍身边的家人及物品归属情况。 2.熟练使用The Simple Present Tense.
课前预习 1.预习3a—3d, 完成3b的练习。 2.Grammar Focus翻译并背诵。
教学方法 采用Group work和Role-play的学习策略。
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up and work on Grammar Focus 1.预习效果检查。 2.引导学生看照片或实物, 利用句型①—Whose... is/are... —It’s/They’re sb.’s ...②—Do/Does sb.... —Yes, sb.do/does./No, sb. don’t/doesn’t.询问物品归属以及活动情况。 3.引导学生背诵Grammar Focus的句型。 1.根据预习内容完成老师设置的任务。 2.看照片或实物, 利用句型①—Whose... is/are... —It’s/They’re sb.’s ... ②—Do/Does sb.... —Yes, sb.do/does./No, sb. don’t/doesn’t.询问物品归属以及活动情况。 3.与搭档合作相互检查对Grammar Focus的背诵。 利用学生感兴趣的照片或实物, 进行复习或检查, 为下面内容的进展作铺垫;并通过照片或实物激发学生的学习兴趣。
Step 2 Group work(3b) 1.预习情况检查。 2.核对3b的答案;让学生们进行小组讨论,把预习过程中做错的题目纠正。 1.核对3b的答案; 2.小组讨论,把预习过程中做错的题目纠正。 通过小组合作学习的方式来掌握新知识。
Step 3 Practice (3c) 1.First let students complete the passage with the correct forms of the verbs in the box. 2.Let students read the whole passage loudly. 1.Students complete the passage with the correct forms of the verbs in the box. 2.Students read the whole passage loudly. 通过语境再次熟悉动词及第三人称单数的使用, 加深对一般现在时的理解、巩固、运用。
续表
教学环节 教师活动 学生活动 备课札记
Step 4 Role-play (3d) 1.Let students ask and answer each other’s family. 2.Let students practice in pairs to introduce what their family have and if they do some activities. 1.Students ask and answer each other’s family. 2.Students practice in pairs to introduce what their family have and if they do some activities. 3.Role-play it. 在小对话口语练习的基础上, 进行角色对话表演, 开展有实际意义的交际运用活动。
Step 5 Summarize Guide the students to summarize the use of The Simple Present Tense. Summarize the use of The Simple Present Tense. 培养学生探究、归纳总结能力。
Step 6 Consolidation 教师设置巩固检测练习: 一、单词拼写 1.My aunt’s child is my c__________. 2.Jim and Mary are in d__________ classes.Jim is in Class Two and Mary is in Class Five. 3.I think the story is very__________ (好笑的). 4.The movie made me__________ (笑). 5.His sister can play the__________ (小提琴) well. 答案:1.cousin　2.different　3.funny　4.laugh 5.violin 二、句型转换 1.This is her brother.(改为一般疑问句) Is this her brother 2.The boy is my brother.(对画线部分提问) Who’s the boy 3.These are his grandfather’s fishing rods.(对画线部分提问) Whose fishing rods are these 4.Linda often plays basketball.(改为一般疑问句) Does Linda often play basketball 三、根据汉语完成句子 1.这是我的弟弟彼得。 ______ _________ __________　brother, Peter. 2.祝玩得高兴,埃玛! _________ _________,Emma! 3.詹妮既不高也不矮。 Jenny__________ tall__________ short. 4.杰克经常下国际象棋吗 __________Jack often_________ __________ 5.这些是谁的书 _________ ________ are__________ 答案:1.This is my　2.Have fun　3.isn’t;or 4.Does;play chess　5.Whose books;these 独立完成检测练习, 进行自我评价。 通过检测练习, 便于学生了解自己对本节课的词汇、句型、语法等的掌握情况。
续表
Step 7 Homework 1.Finish the exercises about this period. 2.Preview the new words and expressions in Section B (1a-1d)
板书设计 Section A (Grammar Focus-3d) 1.Sb.do/does... 2.—Do/Does sb.... —Yes, sb.do/does./No, sb.don’t/doesn’t.
教学反思 在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。


课　题 What do you like about your family 课时 第三课时Section B (1a-1d)
课型 New
教学目标 通过本课时学习,学生能够: 1.学习并掌握下列词汇:pink, hat, handsome, knee, grandchild, son, hike 2.学习并掌握下列短语:at night, in the middle, next to, go hiking 3.掌握以下句型:Here’s a photo of us./She always reads me a story at night./How many people are there in your family 4.通过文章学习基本的阅读技巧。
教学重点 通过文章学习基本的阅读技巧。
教学难点 通过文章学习基本的阅读技巧。
课前预习 引导学生提前预习课文并且自主完成1c和1d的练习题。
教学方法 采用Pre-reading, While-reading 和Post-reading 的学习策略,引导学生归纳总结e-mail的阅读方法。
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Pre-reading and work on 1a 1.Let students tell each other more about their family. 2.Ask the students to share with their partners. 1.Students tell each other more about their family. 2.Then try to share it with their partners. 通过介绍家人导入新课的学习,利用学生熟悉的家人引发对新课的兴趣。
Step 2 While- reading (1b) 1.Let students skim the text and label the people in the photo. 2.Ask the students to share with their partners. 1.To skim the text and label the people in the photo. 2.To share with their partners. 培养学生快速浏览文章的阅读技巧。
Step 3 Check the preview (1c) 1.Let students answer the questions in 1c. 2.Then show the correct answers. 3.Let the students read the e-mail again loudly. 1.Answer the questions in 1c. 2.Then check the correct answers. 3.Read the e-mail again. 通过检查预习情况合理地调控课堂教学,可以做到有的放矢。同时通过检查预习情况培养学生的自主阅读能力。
Step 4 Post-reading (1d) 1.Lead the students work in a group to describe the people in the photo in 1b. 2.Let the students describe the people in their family like this. 1.Students work in a group to describe the people in the photo in 1b. 2.Students describe the people in their family like this. 通过小组合作学习加深对课文的理解,培养对文本的深入思考能力。
续表
教学环节 教师活动 学生活动 备课札记
Step 5 Summarize Lead students to sum up what kind of passage it is.And pay attention to the form of the passage. Sum up what kind of passage it is.And pay attention to the form of the passage. 通过引导学生总结文体特点和文章的格式来为下一步的写作教学做好铺垫。
Step 6 Consolidation 教师设置巩固检测练习: 一、单项选择 (　B　)1.Here______a photo of Jim’s family. A.am　　B.is　　 C.are　　D.be (　C　)2.His little sister is ______the right. A.at B.in C.on D.of (　B　)3.Tom______a cat.Its name is Mimi. A.have B.has C.play D.plays (　D　)4.His mother always reads a______for him. A.bat B.photo C.hat D.story (　A　)5.Bill isn’t tall ______short. A.or B.and C.but D.because 二、单词拼写 1.Rose is my aunt.Her daughter is my c__________. 2.My father is my grandpa’s s__________. 3.His brother is very __________(英俊的). 4.Mary likes the colour __________(粉红色). 5.Fred and Bob are his __________(孙子). 答案:1.cousin　2.son　3.handsome　4.pink 5.grandchildren 三、用所给词的适当形式填空 1.These are __________(Linda) ping-pong bats. 2.The old woman has two__________(grandchild). 3.These__________(girl) are his sisters. 4.Next to __________(he) is his father. 5.Here__________ (be) two nice photos. 答案:1.Linda’s　2.grandchildren　3.girls 4.him　5.are 独立完成检测练习, 进行自我评价。 通过检测练习, 学生便于了解自己对本节课的词汇、句型、语法等的掌握情况。
续表
Step 7 Homework 1.Recite new words and phrases. 2.Write a passage like this.
板书设计 Section B (1a-1d) 1.pink, hat, handsome, knee, grandchild, son, hike 2.at night, in the middle, next to, go hiking 3.Here’s a photo of us./She always reads me a story at night./How many people are there in your family
教学反思 新课标对学生的阅读能力有了更高的要求,阅读是教学中的重点。教师应充分做好课前准备, 熟悉阅读教学的流程;充分估计学生在阅读的过程中可能遇到的障碍, 并考虑以何种方式解决;充分考虑评价方式, 并做好评价记录(教师评价、学生自评)。
课　题 What do you like about your family 课时 第四课时Section B (2a-Reflecting)
课型 New
教学目标 通过本课时学习,学生能够: 1.熟练使用一般现在时介绍自己的家人。 2.熟练使用be及其他动词和表示家人名称的名词介绍家人的情况。 3.写出介绍自己家人的文章。
教学重点 1.熟练使用一般现在时介绍自己的家人。 2.熟练使用动词、形容词和表示家人名称的名词介绍家人的情况。
教学难点 写出介绍自己家人的文章。
课前预习 提前预习并完成教材2a,2b的练习。
教学方法 采用Practicing和Group work的学习策略。
教学过程
教学环节 教师活动 学生活动 备课札记
Step 1 Warm up 1.Let the students talk about their family members. 2.Ask some students to introduce their family. 1.Talk about their family members. 2.To introduce their family. 通过介绍家庭成员的练习检查学生的课前预习情况,导入新课。
Step 2 Reading and work on 2a,2b 1.引导学生核对2a的答案。 2.引导学生大声朗读2a中有关胡晓的家人介绍。 3.Ask the students to list the key words to describe each of their family members like 2b. 4.引导学生总结介绍家人的写作方法。 1.核对2a的答案。 2.大声朗读2a的介绍。 3.Students list the key words to describe each of their family members like 2b. 4.总结介绍家人的写作方法。 通过语境阅读为下一步的写作做好铺垫。
Step 3 Pre-writing (3a) Let the students look at the photos and make a family tree. Students make a family tree. 锻炼学生的实际运用能力。通过画图的方式来激发学生的学习兴趣。为下一步的写作做好铺垫。
Step 4 While- writing (3b) 1.Let the students write their family members. 2.Let the students exchange their writing and correct the mistakes. 1.To write their family members. 2.Exchange their writing and correct the mistakes. 通过写作锻炼学生的书面语言运用能力。写作前教师可以先做一下指导。 通过互评可以培养学生合作、思考、判断的能力。
续表
教学环节 教师活动 学生活动 备课札记
Step 5 Post- writing (3c) 引导学生根据写的介绍家庭成员的习作分小组活动,每人都介绍自己的家庭成员,此处可分为A、B两层,A层同学看照片脱稿介绍,B层同学可以看着稿子介绍。 根据写的介绍家庭成员的习作分小组活动,每人都介绍自己的家庭成员,此处可分为A、B两层,A层同学看照片脱稿介绍,B层同学可以看着稿子介绍。 通过书面写作练习和口头练习提高学生学以致用的能力。 让学生轮流介绍充分发挥语境教学的特点,学用结合,避免了孤立枯燥地学习。
Step 6 Consolidation 教师设置巩固检测练习: 一、根据句意及首字母或汉语提示完成单词 1.Your father’s mother is your g__________. 2.He has two c__________.A son and a daughter. 3.Linda is on my mother’s __________(膝盖). 4.Mary and her mother are in __________(不同的) photos. 5.We often play the erhu__________ (一起). 答案:1.grandma/grandmother　2.children　3.knee 4.different　5.together 二、用所给词的适当形式填空 1.These are our __________(cousin), Lisa and Sally. 2.This is my __________(parents) room. 3.Here __________(be) some apples. 4.__________(that)sisters are Mary and Gina. 5.My grandpa has two nice__________ (hat). 答案:1.cousins　2.parents’　3.are　4.Those 5.hats 三、根据汉语完成句子 1.——他是你的表弟吗 ——不,他不是。 —__________ __________your cousin —No, ________ ________. 2.那些是谁的乒乓球拍 __________ ping-pong bats ________ ________ 3.这儿有一把直尺。 _________ __________a ruler. 4.琳达想跟我去徒步旅行。 Linda wants ________ __________ _________ _________me. 5.这是他的家谱。 This is his ________ _________. 答案:1.Is he; he isn’t　2.Whose;are those 3.Here is　4.to go hiking with　5.family tree 独立完成检测练习, 进行自我评价。 通过检测练习, 学生便于了解自己对本节课的词汇、句型、语法等的掌握情况。
续表
Step 7 Homework 1.To copy the passage we wrote in class carefully on your writing note books. 2.Draw a mind-map to sum up the words, phrases and sentence structures in this unit.
板书设计 Section B (2a-Reflecting) 1.This is my...He/She is...He/She likes... 2.He/She has...
教学反思 在本节课的教学活动设计中, 能够利用丰富的语境, 设置循序渐进的学习任务, 充分发挥学生的主体作用, 引导学生合作学习、自主探究, 重视“预习——展示——练习——反馈”的学习过程。

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