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Unit 2 Different families教案
第六课时( B. Start to read & Reading time )
教学目标 熟练掌握句子“This is ...”介绍家人；运用“-Is this/that ... -Yes, it is./No, it isn’t.”与他人对话，（语言能力） 2.帮助学生懂得家庭的重要意义，理解家庭的不同和相同，明白家人之间需互敬互爱。（文化意识） 3.培养学生逻辑思维能力与实际运用能力，提升学生鉴赏诗歌的能力。（思维品质） 4.感受诗歌的旋律，激发学生的英语阅读兴趣。（学习能力）
教学重点 理解家庭的不同；熟读诗歌内容。
教学难点 学生能够有感情的朗读诗歌，并提升鉴赏诗歌的能力。
教学过程 批注
Step 1 Warm-up&Lead in 通过游戏方式来复习所学的重点词汇，建立了良好的学习氛围，并提高了课程趣味度和学生参与度。 家庭介绍环节，巩固了句型，增强了学生实际运用能力。 直接引入到课程中，创造课程相关情景。图片用不同的方式进行问答和描述，锻炼学生的实际运用能力。
Warm up Review some words. PPT呈现拼图游戏，教师将学生分为多组，每组轮流选择一块拼 图点开，根据点开的图片猜测单词，正确加分，错误换下一组。 （为了增加游戏趣味，部分拼图点开并没有图片哦） T: Let’s review some words. I will divide you into four groups. One groups one chance. You can choose one puzzle, look at the picture and guess the word. If you are right you can get the points. Are you ready Ss: Yes! Talk about your family. Students need to show the family tree and describe their family with sentences “This is my family tree. This is my ...” Lead in（课前引入） Talk about picture. PPT呈现B Start to read的照片， 让学生观察照片并回答问题。 Q1: How many people in the picture Q2: Who are they Q3: Is this a big family 呈现另外一张照片，让学生用所学句型对照片进行描述。 参考句型：There are ... people in the picture. They are ... and Chen Jie. And they are a ... family. T: Look and talk about picture. Now you can answer my questions. Ss: ... T: How about this picture If you are Chen Jie, how to describe Let’s have a try.
Step 2 Presentation&Practice 教师巧妙的设立教学环境将学生逐步引入到内容中，让学生在不断思考中探索知识。 德育的渗透教育让学生更加关爱自己的家人，生活在爱的氛围中。 学生图画展示介绍环节，锻炼了学生的自信心，培养了发散性思维。 诗歌的多种方式呈现将学生带入诗歌的意境中，让学生享受这种美感。
Presentation. Start to read Think and tick. 教师出示B Start to read两幅图片，提出问题，请学生仔细观察， 寻找线索并回答问题。 T: Look at two pictures. Which is Chen Jie’s family Please tick. Ss: 第二幅图是陈洁一家。 T: Yes. Good job. And you can tell me some clues. S1: 陈洁家人很多。 T: You are right. They are a big family. S2: ... T: Wonderful! And this girl is Chen Jie. Presentation. （1）课件呈现B Start to read右边图片，可让学生说出图片的人是谁，再来呈现句子。 T: Who are they in the picture S1: Dad and mum. T: Yes. She says “This is my mum. And this is my dad. （学生跟读并单独点学生输出） （2）Tick Chen Jie’s family members. 课件呈现B Start to read左边图片，请学生仔细观察图片，勾选出陈洁的家庭成员。最后呈现句子“My family is big”，让学生跟读并理解句子意思。 （3）教师进行文化情感教育。描述大小家庭的不同，但家庭的爱是相同的。让学生明白家庭的重要性，理解并互敬互爱。 Draw your family. 教师将空白纸发给学生，请学生绘制自己的家庭图片。教师在教室中来回查看并进行指导。 T: I will give you a piece of paper. You can draw your family on it. 完成之后，可互相进行展示，寻找伙伴完成对话。 T: Are you finish Now you can show us. Then please find your partner to make conversations. Practice. Pair work: 课件上呈现多个家庭照片。学生两人一组，用一般疑问句进行问 答练习。选组3组学生进行台上展示。 T: You can find your partner to choose the picture and practice these sentences. Three minutes. I will choose three group to show. Let’s begin. S1: Is this your sister S2: Yes, it is. This is my sister. S3: Is this your cousin S4: No, it isn’t. This is my uncle. Reading time. 教师播放Family Poems的视频，让学生观看视频尝试跟读，并 感受诗歌的旋律。 课件呈现Family Poems的诗歌文本。 教师首先带读文本，学生跟读。 教师播放音频，学生跟读。 将学生分为男女生两大组， 两组比赛读诗歌，发音更准确，更有感情者获胜。 四名学生为一组，以小组为单位，思考并分析诗歌主题内容， 进行解析，分别记录知识要点，阐述诗歌表达的意境。教师在教室 中来回查看并进行指导。 T: Now four students in a group. You can change your ideas in your group. You can write your ideas on the paper and discuss with other group. Let’s begin. 学生分享结束，教师进行德育渗透，我们的家庭有大有小。但我们 一家人都要相亲相爱，永不分离。 T: Families can be big or small. Family members love each other.
Step 3 Consolidation&Extension 诗歌朗诵环节，让学生在优美的意境中进行展示，表达自己强烈的情感。
Show time: 展示环节，教师邀请学生展示Family Poems的朗诵，播放背景音 乐，跟随朗诵。学生可以单独朗诵，也可以分组朗诵，自由选择， 给出5分钟练习时间。 T: It’s show time. You can read by yourself. You can read by group. Let’s prepare your show for five minutes. T: Students’ show begins.
Step 4 Summary&Homework
1.小结:（师生先共同口头总结，再用PPT完整呈现） Key sentences: Some families are small. Some are big, Families are different, but family love is the same. 2.作业: 复习本单元的重点单词和句型； 和朋友们谈论自己的家庭及成员； 听录音，熟读Family Poems，并朗诵给父母听。
教学 反思 阅读课设置了有趣的教学活动，增加了阅读的趣味性，本单元知识得以巩固和实际运用。优美的诗歌意境让学生更加享受阅读的快乐，用于表达内心的真实情感。 板书 设计 Unit 2 Different families 第六课时 Start to read & Reading time This is ... Is this/that ...？ Yes, it is./ No, it isn’t. Families can be big or small. Family members love each other.

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