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Unit 2　We’re family
Period 2 Section A （Pronunciation-2e）
一、教材分析
What: 本课时语音练习及一篇对话篇章。语音部分任务1主要介绍了单元音/ :/，/ /，/ /和/ɑ:/，及元音字母及字母组合的发这些音的规则，任务2介绍动词第三人称单数的构成-s/-es和名词所有个-’s在单词末尾的发音规则任务3介绍单词中的重读音节。对话篇章主要是Teng Fei向Peter介绍了家里物品的归属，家人活动及能力。
Why: 通过本课时的学习让学生熟练掌握相关语音知识，学会礼貌的向他人介绍自己的家人。同时，培养学生跨文化沟通与交流的意识和能力，了解中国家庭和外国家庭的不同之处。
How: 通过Teng Fei和Peter之间的对话介绍有关家人物品归属的目标语言如whose, ping-pong bat, grandpa’s, fishing rods, piano；日常活动的目标语言如do you often...？together, spend, play the piano等，培养学生进一步了解其家庭，明白家庭的重要性。
二、教学内容
1. 发/ :/，/ /，/ /和/ɑ:/音的字母及字母组合，e/es/’s在单词末尾的发音及单词中的重音。
2. 梳理对话询问和介绍有关家人信息的句型。
3. 本节课出现的语言知识点
三、教学目标
1. 掌握以下重点单词及短语：
bat, together, spend, really, member, activity, chess, ping-pong bat, play ping-pong, every day, fishing rod, a lot of/lots of, Chinese chess
2. 掌握下列句型：
—Whose... is/are...？—It’s/They’re...
—Do you often...？—Yes, I do./No, I don’t.
—He spends time...
—She can...well.
3. 能根据对话信息提取重点内容，并分类，归纳总结。
4.能进行友好的交流，将自己的家人介绍给朋友，同时也加深自己对家人的了解，唤醒自己对家人的爱。
四、教学重难点
重点：介绍家人信息的目标语言。
难点：谓语动词的数与主语的正确匹配。
五、教学准备
图片，音乐，多媒体等。
六、教学过程
Step 1 Warm up（Guessing game）
T: Good morning, class. Today we’re guessing your family members. The student who answers the fastest will win a small prize. Ready？Go.
Questions:
Who’s father’s father
Who’s mother’s mother
Who’s father’s brother
Who’s mother’s sister
Who’s father’s brother’s son
...
【设计意图】通过小游戏的方式，在复习本单元有关家庭成员的同时，锻炼学生的反应能力，思维转换能力，也提高学生的学习兴趣。
Step 2 Pronunciation
1. Work on 1
（1）Listen and conclude.
Play the pronunciation of the following words:her；girl；turn，let students repeat.
T: What pronunciation does these words have in common？
Ss: They all have / :/.
T: Great. They all have / :/. Now, look at these words, do you know which words can pronounce / :/？
Ss: er；ir；ur.
Conclude the other three words’ pronunciation in the same way and pay more attention to “er”. Help students tell the different pronunciation of“er” in different words and try to find out the rules.
Eg. When the“er”in the middle of the word and there is a consonant at the end, “er”can pronounce / :/...
2. Work on 2
Listen and repeat the words and conclude rules when s/es/’s/ is at the end of different words.
3. Work on 3
Listen and repeat and underlined the stressed syllables. Explain the rules to students.
【设计意图】通过学生跟读并归纳总结，提升学生的参与感。
Step 3 Listening（2a）
1. Predicting.
Ask students look at the picture in 2a and answer the following questions.
（1）How many people are there in the picture？
（2）Where are they？
（3）What may they be talking about？
2. Look through the conversation quickly. And pay attention to the coloured words.
3. Listen to the conversation and circle the coloured words.
【设计意图】通过看图片并回答问题，提高学生的听前预测能力，进一步提升学生的听力技巧。
Step 4 Reading
1. Work on 2b.
Let students read the conversation and grab the key information and complete the table.
Check the answers:
Family member Thing Activity
Teng Fei ping-pong bat play ping-pong
Grandpa black ping-pong bat play sports
Father fishing rods fish
Mother piano play the piano
【设计意图】学生完成阅读练习，检测学生对于语篇知识的理解与掌握。
2. Learn the language points
The teacher explain the main language points to students and practice.
Step 5 Speaking
1. Work on 2c.
（1）Students read after the conversation and pay more attention to the pronunciation of the stressed syllables.
（2）Role-play the conversation in pair.
（3）Choose some students show in class and choose the best pairs according to their pronunciation, tone and fluency.
2. Work on 2d.
（1）Review the main words and present the possible sentence patterns used in this part on PPT.
—Who is she/he？—She/He is...
—Whose...is this？—It’s...
—Does she...？—Yes, she does. /No, she doesn’t.
（2）Ask students to make up a new conversation with the photo and phrases in 2d.
2. Work on 2e.
Let students work in pairs and introduce the things their family members have and the activities they do.
【设计意图】先复习单词和句型给学生的说减轻难度，降低压力，提升同学的开口自信。
Step 6 Homework
1. Remember the words and phrases in this lesson.
2. Make up a conversation to introduce the things their family members have and their activities.
七、板书设计
Section A （Pronunciation-2e） —Who is she/he？—She/He is... —Whose...is this？—It’s... —Does she...？—Yes, she does. /No, she doesn’t.
八、教学反思

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