资源简介

Unit 2　We're family!
第二课时　Section A 2a—2e
The teaching content for this lesson focuses on Section A 2a—2e of the English textbook.This lesson presents a scene of Peter and Teng Fei at home.You can see a piano，two fishing rods，two ping pong bats，etc.This dialogue talks about Teng Fei and his family's belongings and their hobbies.This lesson also aims to develop students' listening and oral skills.
◆ Language Proficiency(语言能力)
1．Learn to talk about family members' hobbies in the simple present tense and in the target language.
2．Master the use of possessive nouns and learn to use possessive nouns to appropriately express the meaning.
◆ Cultural Awareness(文化意识)
Cultivate students' awareness and ability of cross cultural communication and understanding of family members' hobbies.
◆ Thinking Quality(思维品质)
Develop students' ability to infer information from pictures and the related text，enhancing their logical thinking.
◆ Learning Capability(学习能力)
Help students form a positive attitude towards learning，build up self confidence and foster autonomous learning skills.
◆ Teaching Focus(教学重点)
Be able to listen to the dialogue to obtain information about the items and daily activities owned by family members.
◆ Teaching Difficulties(教学难点)
Master the sentence patterns of the information in the dialogue，and use the relevant language to perform the role of dialogue.
◆ Teaching Breakthroughs(教学突破)
Under the guidance of the teacher，the students participate in listening，reading，acting and other activities to introduce family members and their hobbies.They experience language input to output to improve their oral and reading comprehension ability，while cultivating cross cultural communication skills and the development of core literacy.
Activity 1 Warming up and revision(感知与注意)
T：Good morning，everyone！Today we are going to embark on an exciting journey through Unit 2.Before we dive in，let's warm up our brains with a fun activity.
T：First，let's take a look at this fascinating picture.Can you all see it clearly？(Make sure every student can see the picture.)
T：Who can tell me who are in the photo？(Call on students or encourage them to raise their hands.)
S1：I can see a family.
T：Yes，very good！A family indeed.Who else can you identify
S2：There's a father，a mother，and two children.
T：Excellent observation!
T：Now，where do you think they are
S3：They're on the beach.
T：That's right.The beach is a great place for a family outing.
T：And what can you see in the picture that catches your eye
S4：I see a big umbrella，some sandcastles，and a kite in the sky.
T：Wow，you have a keen eye！These details really bring the picture to life.
设计意图：通过图片引入，激发学生的兴趣和好奇心，为新课学习做好心理准备。通过提问互动，复习和巩固学生的观察、描述和表达能力，同时自然过渡到新课主题。
Activity 2 Listening(获取与梳理)
Work on 2a
T：Now，let's move on to Section A 2a.This time，we're going to listen to a conversation related to the picture in 2a.Your task is to listen carefully and circle the coloured words you hear.
After listening，the teacher checks students' answers by asking questions，and makes necessary corrections and supplements.
设计意图：通过听力活动，培养学生的听力理解能力和信息筛选能力。加深学生对新词汇的感知和记忆，为后续学习打下基础。
Activity 3 Reading(获取与梳理)
Work on 2b
T：Next，let's turn to Section A 2b.This time，we'll read the conversation we just heard.As you read，please complete the table about Teng Fei's family.We want to know what things they have and what activities they do.
Read the dialogue independently and complete the forms.Then check the answers together.
Ask another three questions.Who does Teng Fei play ping pong with？What is Teng Fei's mother good at？Do you think Teng Fei gets on well with his family members？Why
Several groups of student representatives were invited to share their answers.The teacher comments on them and summarizes.
设计意图：通过阅读活动，培养学生的阅读理解能力和细节把握能力。通过完成表格和问题，帮助学生梳理对话内容，加深对文本的理解。小组讨论和全班反馈环节，促进学生之间的交流与合作，提高口语表达能力和批判性思维能力。
Activity 4 Role play(内化与运用)
Work on 2c
T：Now，let's put our newly acquired skills to the test.Listen to the conversation again and try to repeat after the recording，paying special attention to the pronunciation.Then，let's role play the conversation and show yourselves in front of the class.
Listen to the recording and imitate the pronunciation.Then prepare for the role play in groups.
A group of students role play the dialogue，and the other students watch and give applause and encouragement.
After the performance，the teacher comments on the students' performance，points out the advantages and disadvantages，and puts forward suggestions for improvement.
设计意图：通过模仿和角色扮演活动，提高学生的口语表达能力和语音语调的准确性，培养学生的自信心和舞台表现力，使他们在轻松愉快的氛围中学习和运用英语。通过教师的点评和指导，帮助学生及时纠正错误并不断进步。
Activity 5 Practice(概括与整合)
Work on 2d
T：What is it？(Guide students to observe and answer.)
T：Who can you see in the photo
T：What things can you find in the picture
T：Actually，this is a photo of Li Xin's family.Let's work in groups and use the photos provided below to talk about Li Xin's family.
In groups，students can discuss and share different family information by using family photos provided by the teacher on the screen.
The teacher tours the classroom，participating in discussions and encouraging students to express themselves in English.
设计意图：通过新图片的引入，激发学生的探索欲和表达欲。通过小组讨论，培养学生的合作能力和口语表达能力。利用分享环节，锻炼学生的自信心和公共演讲能力。
Work on 2e
T：Now，I'd like each of you to bring out some photos of things your family members have.
Students work in pairs.They ask each other and answer each other's questions based on the content of the photos.For example，who has the volleyball？Does your father play soccer well
The teacher encourages students to use complete sentences and offer help or correct mistakes when necessary.
设计意图：通过展示家庭照片，使学习内容更加贴近学生的生活实际。通过问答活动，特别是疑问句和回答句的使用，巩固学生的语言运用能力。通过互动，增进学生之间的了解和友谊。
Activity 6 Homework(反馈与强化)
(Required) Write a short essay based on the family photos and family members' activities discussed in today's class.
(Optional) After returning home，the students should interview at least two family members，inquiring about their hobbies and daily routines.Subsequently，they must compile this information into a brief survey report，using the simple present tense and possessive nouns.
In this teaching activity，by integrating and summarizing the content of family photos，students not only reviewed the grammar knowledge they had learned but also enhanced their oral expression skills through group discussions and interactive questions and answers.However，some areas for improvement were also identified during the teaching process.Firstly，some students still have difficulty in using verb tenses and noun possessive forms，which requires strengthened practice and consolidation in subsequent teaching.Secondly，although most students were able to actively participate in classroom discussions，a few students were relatively passive.So the teacher needs to design more interesting interactive sessions to stimulate their interest in learning.

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