资源简介

(共21张PPT)
Unit 2 We’re family!
Section A Pronunciation&2a-2e
How many people are there in your family And who are these people
There are four people in my family —my father and mother, my older brother and me.
Review the family tree
grandma=grandmother
grandpa=grandfather
mum/mother
dad/father
aunt
uncle
brother
sister
cousin
Listen and repeat.
/ / / /
her sister duck dark
girl summer hut march
turn doctor much heart
发音要领：
1. 半张开嘴巴，双唇略扁平，向嘴角两边略拉开。
2. 舌身平放，舌中部伸向硬颚，但不要接触到硬颚，舌部肌肉紧张。
3. 震动声带，发出/ /音。
发音要领：
1. 嘴微微张开，嘴唇放松，舌身平放。
2. 舌中部伸向硬颚，不要与之接触。
3. 口部肌肉和舌头放松，震动声带，气流向外发出/ /音。
发音要领：
1. 嘴巴张开一半左右，牙齿分开，下嘴唇略向下。
2. 舌中部向硬颚抬起，不要接触到硬颚，舌尖和舌端两侧贴在下。
3. 双唇向两边平展形成扁平状，震动声带，短促有力推出气流发出/ /音。
发音要领：
1. 嘴巴放松张大，上下牙齿全部张开，双唇呈圆形。
2. 舌身后缩，舌尖离开下齿，舌后部稍抬高。
3. 震动声带，推出气流发出/ɑ /音。像说："啊"
Listen and repeat.
likes loves watches lets reads
walks plays closes gets finds
Mike’s Ella’s Alice’s Kate’s Fred’s
在以/p/、/f/、/ /、/t/或/k/等音素结尾的单词词尾加上“-(e)s”时，“-(e)s”应该发 /s/音。
在以元音音素或以浊辅音（/z/、/d /、/ /除外）结尾的单词词尾加上“-(e)s”时，“-(e)s”应该发/z/音。
在以/s/、/z/、/ /、/ /、/t /或/d /等音素结尾的单词词尾加上“-(e)s”时，“-(e)s”应该发 / z /音。
名词所有格 's 的读法同名词复数和动词单数第三人称词尾，即清辅音后读 /s/，浊辅音和元音后读 /z/，s、x、ch、sh 和 ge 后读 /iz/。
Listen and repeat. Notice the stressed syllables.
1. funny mother uncle cousin grandpa
2. begin about report because idea
单词重音
英语单词有单音节词、双音节词和多音节词之分。含有一个响亮音素的声音片断叫作一个音节。英语里的元音都是响亮的音素。由一个音节构成的词叫作单音节词，例如：hi, mum, dad, first, meet等。由两个或两个以后音节构成的词称为双音节或多音节词。对于双音节词或多音节词，有的音节须读得重些，叫作重读音节；有的音节要读得轻些，叫作非重读音节。重读音节用重音符号“'”标出。
(1) 双音节词的重音一般落在第一个音节上，例如：jacket / d k t/, question / kwest n /, sweater / swet /
(2) 少数双音节词的重音在第二个音节上，例如：excuse
/ k skju:z /, July /d u la /, about / ba t/
(3) 三音节词的重音一般也在第一个音节上，例如：favourite /['fe v( )r t/, vegetable /'ved t bl/, interesting / ' ntr st /
(4) 少数三音节词的重音在第二个音节上，例如：computer /k m pju t /, tomato / t 'mɑ:t u/, December / d 'semb /
(5) 有的双音节词和多音节词有两个重音，一个是主重音，一个是次重音。次重音用“‘”表示，标在次重音的左下方。例如： thirteen / θ ti n /, fifteen / f f ti n/, afternoon / ɑ ft nu n/
Look at the picture and answer the following questions.
Where are they
What are their names
What are they talking about
Read the conversation. Check your answers.
Listen to the conversation and circle the coloured words you hear.
Read the conversation and complete the table about Teng Fei’s family.
Family member Thing Activity
Teng Fei ping-pong bat play ping-pong
Grandpa
Father
Mother
black ping-pong bat
fishing rods
piano
play ping-pong
fishing
play the piano
Read the conversation again and underline the sentences about who owns each of them and what activities your family do.
We should spend time in playing sports with our family.
Group work:
A: Whose …is this
B: It’s … / This is ...
A: Do you ....
B: Yes, I do. / No, I don’t.
According to the underline sentences in 2d, please summarize the sentence pattern about who owns each of them and what activities you do.
Task1
Task2
Role-play the conversation in 2a.
You’ll get 2 points.
Make up your own conversation by using sentence pattern.
You’ll get 4 points.
Which one do you choose(选择)
Listen to the conversation again. Then role- play it.
Pair work 1:
A: Whose …is this
B: It’s … / This is ...
A: Do you ..../ B: Yes, I do. / No, I don’t.
Use the photos and the structure to talk about Zhang Xinyu’s family.
A: Whose erhu is this
B: It’s Xinyu’s erhu.
A: Does she play the erhu well
B: Yes, she does.
A: …
often play basketball
read a lot
like Chinese chess
play the erhu well
like gardening
love animals
Pair work 2:
基础类：跟读短文2a音频，重点模仿部分语句的语音、语调和节奏，感知、体会和明确其表意功能。
拓展类：利用思维导图总结Starter 1-3 & Unit 1-2发/ :/, / /, / /，/a:/音的字母及字母组合以及对应的单词并大声朗读。
创新类：写出关于2e的对话并与同学进行对话练习。
Thank you

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