资源简介

一、课时基本信息
课时 Period 1Section A 1a-1d&pronunciation ①③ 课型 Listening&Speaking
二、教学语篇研读
What 本节课包括两个听力语篇。语篇一为Emma和Ya Ming一家人在公园遇见，Ya Ming向Emma介绍了他的家人。语篇二为Peter向Teng Fei介绍了自己的全家福。
Why 向同学好友介绍家人，促进相互之间的了解。认识和理解家庭成员之间的关系，提升认识家人关爱家人的意识，感受家庭带给人的能量。
How 运用“This is...”，“These are...”向他人介绍家庭成员，“Is this... ，“Are these... ” “Who are they ”等句式对他人的家庭成员进行询问辨认。
三、学情分析
What they know What they wonder What they will learn
学生在小学阶段对家庭成员的称呼如father, mother等有基本了解。在预备单元1里已学习过Hi/Hello/Nice to meet you等打招呼用语。在预备单元3里已学习this, these等指示代词，学会用特殊疑问句来询问指示物品。 对于如何询问辨别对方家庭成员了解有限。对于如何正确抓住听力材料关键信息了解有限。对于元音字母组合发音及语调重音等发音规则了解有限。 能够准确发音，语调自然，词汇句型使用正确，介绍家庭成员。学会听力前看图抓取信息，听力时根据不同题型选取不同策略。能准确、流利、得体地根据不同场景谈论介绍自己的家庭成员。
四、教学目标
本课时后，学生能够：能够识别并掌握对话中介绍家人和询问辨认家庭成员的句式。（语言能力）2. 能够根据所听内容和教材提供的图片信息判断对话中的家庭人物关系。（思维品质）3. 能够在小组中准确生动地完成角色扮演，语言运用得体正确。(学习能力)4. 能够在真实情境中使用对话里的句型问候、介绍家人、询问并回答家庭成员的基本信息。（学习能力、思维品质）5. 能够通过和同学互相介绍自己的家人，加深彼此的了解，提升认识家人关爱家人的意识，感受到家庭带给人的能量。(文化意识)
五、教学过程
教学活动 学生活动 设计意图 效果评价
Lead in Activity1:Watch and say Play the video.T: What’s the video about Do you love your family Activity2: Look and say(1)Present the picture on the first page of the unit. T: Here is Lili. She is new in the school. Here is her family photo Can you guess who they are What other family members do you know Present the new words like uncle, husband.Draw the family tree on the blackboard.Present the pronunciation of / / &/ /, / / &/ɑ / and the stressed syllables of words.T: Can you think of more words with the pronunciation of / / &/ /, / / &/ɑ / Activity3: Read and matchAsk students to finish 1a, read and match. Activity4: ChantGuide students to chant the Chinese nursery rhyme of family members. Ask students to make a chant in English.Show some samples “My father’s father is grandfather”. Activity1: Students watch the video and share their ideas. Activity2: Students talk about the family members in the photo. Learn the words of family members. Students learn what a family tree is and how to draw a family tree.Students learn the pronunciation of / /& / /, / / &/ɑ / and the stressed syllables of the words. Students think of more words with the pronunciation of / / &/ /, / / &/ɑ /. Activity3: Students read and match the definitions with members of the family. Activity4: Students chant the Chinese rhyme of family members. Make an English chant about family members. 通过观看视频导入话题。利用主题图复习及学习家庭成员称谓词汇，运用名词所有格解释家庭成员关系，学会家庭树的绘制。关注单词重音和/ /&/ /, / / &/ɑ /的发音规则。通过连线配对，理解运用名词所有格解释家庭成员间的关系。通过唱诵中文童谣家庭称呼歌，激发学生兴趣，再自编英文家庭称呼歌，运用内化语言知识，明确英文家庭称谓关系。 师评。观察学生是否能理解视频主题。师评。观察学生是否能够准确说出家庭成员称谓，是否会用名词所有格解释家庭成员的关系，在此基础上绘制家庭树。能否正确识别并读出两组元音音素以及含有该音素的常见词汇，是否可以根据该规则拼读其他单词。师评。观察学生是否理解家庭成员称谓，明白家庭成员间的关系。师评。观察学生是否理解英文家庭成员名称，能否正确描述成员间的关系编唱童谣。
View Activity5: View the picturesPresent the two pictures in the textbook.T: Here are another two families. Look at the pictures. Do you remember the names of some people in the pictures T: Where are they Whose family is this How many people are in the family Activity5: Students observe the pictures, answer the questions and get some information from the first picture.Students discuss what they can know from the second picture. 在听力前通过观察图片获取信息，对比两个对话发生场景，预测听力内容。 师评。根据学生回答，观察学生能否准确地获取图片信息。
Listen Activity6: Listen and number Play recording for the first time. Ask students to finish 1b. Show the tip: Focus on the main idea. Activity7: Listen and completePlay recording for the second time. Show the tip: Write down the first one or two letters of the words while listening and complete the words later. Activity8: Listen and imitatePresent the script of the conversation. Guide students to focus on the intonation and stress. Show the speaking tip: Speak with proper intonation and stress. Activity9：Role playAsk students to role play one of the conversations. T: Look at the pictures. Pay attention to their hands. You can add some body language while role playing. Activity6: Students listen to the recording for the first time, get the main idea and number the pictures. Activity7: Students listen to the recording for the second time and complete the sentences. Students can Activity8: Students listen to the conversations. Feel and imitate the stress and intonation. Choose one conversation androle play it in groups or inpairs. Add body languagelike waving hands whengreeting. Activity9: Students choose one situation and role play the conversation in pairs or groups. 通过第一遍听力，获取两段对话大意。通过第二遍听力抓取细节信息，判断人物关系。通过分别听读两段对话中的部分句子，关注语句中的重音和语调。通过情景演绎，感受理解对话，内化语言知识。 自评、师评。根据学生回答，观察学生能否准确理解两段对话，与图片进行配对。自评、师评。根据学生回答，观察学生是否能够准确快速地获取人物关系，并将答案词汇填写准确。师评。观察学生是否能够正确使用重音和语调，发音准确。自评、生评、师评。观察学生说话时能否正确运用重音和语调发音规则，能否在对话时自然加上手势等肢体语言。
Analyze Activity10: Read and analyze(1)Present some parts of the two conversations and ask the questions:Who does Yaming introduce first Why Peter use “my father’s brother” here to introduce his uncle In which conversation the person is introducing family members How do you know Can you find some sentences of introducing family members Activity 10： (1) Students read the sentences and discuss the two questions.Students learn to introduce the elder first and use possessives to introduce family members more clearly.(2)Students find out the structures of introducing family members and identifying family members. 通过对两段文本的分析，学会在介绍时先介绍长辈体现礼貌，体会名词所有格可用于进一步解释家庭成员的关系。分类对话中介绍家庭成员和辨别家庭成员的句式结构。 师评。根据学生回答，观察学生能否准备归纳出先介绍长辈这一做法，理解名词所有格的用法。观察学生是否能够归纳总结介绍和辨别家庭成员的句型。
Summarize Activity11: Think and summarizeT: After knowing much about Yaming’s and Peter’s families, can you summarize how to talk about family members with others through a family photo What parts do we have in a conversation What structures do we use Activity 11: Students discuss in groups how to talk about family members through a family photo. 通过思考讨论，总结出在对话中对家庭照片里的成员进行介绍辨认的内容框架。 师评。观察学生能否讨论总结归纳出介绍家庭照片中的成员对话里应包含的内容框架。
Show Activity12: Show your familyT: Lili wants to know about your family. Can you show your family photo to her Work in pairs. One is Lili. The other one shows the family photo. What should Lili say What should the photo owner say Activity12: :Students take out their family photos, and talk about the family members in the photo by using the structures they’ve summarized. Pay attention to the tips on the check list while talking. When others present, use the check list to evaluate the performance. 通过小组活动，根据总结出的框架内容，在组内介绍和询问辨认各自家庭照片中的成员，学会运用目标语言进行真实的情景交际。 自评、互评、师评。观察学生小组活动进行是否顺利，能否准确地问候寒暄、介绍、询问并回答家庭照片中的成员身份，礼貌得体、正确运用语言完成对话。学生是否能够运用评价量表规范自己的表现以及评价他人的表现。
六、板书设计
七、教学亮点
运用单元主情景图中的人物创设情境，串联课堂导入与输出环节；注重培养学生读图能力，学会观察图片获取信息；语篇文本挖掘深入细致，通过多种方式引导学生理解语篇内容、结构与主题意义，让学生在活动中感知、理解、运用语言。(共18张PPT)
Unit 2 We’re Family!
Section A (1a-1d&pronunciation①③)
Watch and say
family
Look and say
grandfather
grandmother
father
mother
brother
sister
mum
grandpa
grandma
dad
My name is Lili. I’m new in the school. Here is my family photo.
This is ... .
These are ... .
grandparents
parents
/ /
father
mother
doctor
Peter
/ /
her
purple
girl
verb
Look and say
/ /
mother
brother
mum
uncle
/ɑ /
car
dark
park
march
1. your mum’s or dad’s mother
2. your aunt and uncle’s child
3. your mum’s or dad’s sister
4. your grandmother’s husband
5. your mum’s or dad’s brother
A. cousin
B. aunt
C. uncle
D. grandmother
E. grandfather
Check like this:
My mum’s or dad’s mother is my grandmother.
Read and match
Father’s father is grandfather.
Father’s mother is ... .
Father’s brother is ... .
Father’s ... is ... .
... .
Mother’s father is ... .
Mother’s ... is ... .
... .
Chant
Ella
Yaming
Teng Fei
Peter
View
Whose family is this
Where are they
How many people are in the family
Ella
Yaming
View
Tip: Get some information(信息) from the picture before listening.
Teng Fei
Peter
What can you know from this picture
View
Listen and number
Tip: Focus on(聚焦) the main idea.
1
2
Listen and complete
Tip: Write the first one or two letters of the words while listening, and complete them later.
1. Ella is Yaming’s _______________.
2. Yaqi is Yaming’s ________________.
3. Helen is Peter’s ________________.
4. David is Peter’s ______________.
5. Jim is Peter’s _______________.
classmate
sister
sister
cousin
brother
Tip: Speak with proper _____________ and ____________________.
Listen and imitate
Role play
stress(重读)
intonation(语调)
Tip: Act with _____________________________.
body language(肢体语言)
Read and analyze
Who does Yaming introduce first
Why does Peter use “my father’s”
Tip: Introduce the elder first to show politeness(礼貌).
Tip: Use possessives(所有格) to introduce family members
more clearly(清晰).
He’s my uncle.
Read and analyze
____________ family members
_____________ family members
introduce介绍
identify辨认
Greeting问候 Introduction介绍
Identification辨认 Assessment评价
Think and summarize
Hi/Morning/... !
This is my ... .
These are my ... .
Is this your ...
Are these your ...
Who’s he/she
Who are they
What a happy/big
/loving/... family!
Show
Checklist Introduce the elder(长辈) first to show politeness.
Use possessives(所有格) to introduce more clearly.
Speak with proper intonation(语调) and stress(重音).
I want to know about your family. Can you show me your family photo
Homework
Must do: Draw a family tree and introduce your family members on your family book.
Choose to do: Beautify the family tree by sticking the pictures of each family member.Unit 2 We’re Family!
单元整体教学设计说明
单元基本信息
单元主题 “人与社会”主题范畴，涉及“和谐家庭”子主题
单元课时分配
第一课时 Section A 1a-1d & Pronunciation 1
第二课时 Section A 2a-2e
第三课时 Grammar Focus & Pronunciation 2
第四课时 Section B 1a-1d
第五课时 Section B 2a-2b & Project
一、单元内容分析
Big Question What does family mean to you
What 本单元是由3个日常对话、三篇记叙文，一个项目任务“制作家庭树”组成。第一个对话是Emma和Yaming一家人在公园遇见，Yaming向Emma介绍了他的家人。第二个对话是Peter向Teng Fei介绍了自己的全家福。第三个对话是Peter去Teng Fei家里做客，Teng Fei介绍了家人的物品及他们的爱好、活动。第一篇记叙文作者介绍了哥哥与姐姐的外貌、性格及兴趣爱好。第二篇记叙文是来自爱尔兰的Lily描述了自己的全家福，并介绍了自己家人的外貌、性格、爱好、活动、宠物等多方面内容，展现了和谐的家庭氛围。第三篇记叙文则是来自中国的Hu Xiao对全家福的描述，同样展现了家人之间互相关爱，互相帮助的有爱一面。
Why 通过该单元的学习，学生能够了解和认识家庭的重要性，培养家庭价值观，提高人际关系和情感发展能力。通过学习家人的角色和责任，学生可以更好地理解和珍惜家庭的重要性，意识到家人对他们的支持和爱的价值，培养家庭价值观，这也将对他们的个人成长和发展产生积极的影响。
How 本单元的核心语言主要围绕家人信息和兴趣爱好、活动的介绍展开。运用“This is...”，“These are...”向他人介绍家庭成员，“Is this... ，” “Are these... ” “Who are they ”等句式对他人的家庭成员进行询问辨认。以“Whose… ”“ It’s/They’re…’s”这一语言结构，学会询问物品主人以及介绍物主；学会运用“play…every week; spend a lot of time doing; play…really well”等丰富的语言结构介绍家庭活动和家人爱好。描述照片时体现家人的形象特征如the girl with the pink hat及在照片中的位置on the right/ left, on his knee, in the middle等，并将各个家庭成员的面貌通过具体活动及有趣事例的描述得到充分展现。
二、学情分析
学情分析 学生已具备的知识和能力： （1）本单元教学内容围绕家人介绍展开，对于刚刚进行入初中的初中生来说，话题贴近学生生活和兴趣。 （2）本单元为正式单元的第二单元。学生在小学阶段已经学习家人相关的知识，对本单元涉及的英语语言有基本的了解。 本单元中学生比较熟悉的表达方式有：Is this/Are these.... Do you play the piano Does your mother have a piano 学生可能存在的困难与问题： 元音字母组合er/ ur/ ir/ ar/ ear的发音； （2）名词所有格的用法； （3）一般现在时下的主谓一致及助动词的用法； （4）在听说活动中，部分学生不能快速准确的获取信息；不能主动、准确进行表达； （5）在读写活动中，部分学生不能观察语篇形态，归纳目标语言，并正确地使用目标语言准确、全面地介绍家人的信息； （6）部分学生关爱家人的意识较薄弱。
三、单元流程图
单元整体设计流程
四、单元学习目标
单元教学目标 对应课时
1.灵活运用一般现在时对家人的身份信息、兴趣爱好、所有物及喜欢的活动进行问答，并能根据身份与亲疏关系自然得体地与同学、朋友谈论家人的身份信息，提升关爱家人的意识。 Section A 1a-1d Section A 2a-2e Grammar Focus
2.探索并理解含有实义动词的一般现在时的表意功能，初步建立英语主谓一致的意识，能使用名词所有格介绍物品的所属关系。 Grammar Focus
3.通过观察语篇形态认识介绍全家福的记叙文，理解语篇内容；获取并梳理全家福的语篇逻辑和家庭成员的信息；迁移运用，介绍自己的家庭信息。 Section B 1a-1d
4.通过家庭树的制作和家人信息的分享，展示家族关系与成员风采，提升了解家人、关心家人、关爱家人的意识，传承家族记忆。 Section B 2a-2b & Project
五、单元整体作业成果
制作 “Family Book（家庭翻翻书）”。翻翻书内容对应单元每一课时所学内容，分别是: ①扉页的简易家谱（Section A 1a-1d）; ②1-3样家人物品介绍（Section A 2a-2e）; ③具体1-3位家庭成员的详细面貌图文介绍（Section A Grammar Focus）包括外貌、性格、兴趣和活 动等; ④2-3个家庭温馨瞬间的图文介绍（Section B 1a-1d）; ⑤个性化家谱以及整个家庭成员的详细介绍。 这样极具家庭特色和风格的“Family Book”既是课堂所学的应用、延续，更是学生爱家、爱家人意识的充分体现，是家族记忆的有效传承。

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