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Unit 2　We're family!
第四课时　Section B 1a—1d
　　This lesson is about introducing family members，physical appearances，hobbies，and relationships within the family.1a guides students through a question and answer format to discuss their own family situations.1b is a text and requires students to identify members in the photo while learning about their family information.1c includes judging the accuracy of information in the text，and it's to reinforce reading comprehension.1d is to take turns to describe the photo in 1b to practise oral expression skills.
◆ Language Proficiency(语言能力)
1．Master common vocabulary and sentence patterns for describing family members.Enhance oral expression skills in describing people and scenarios based on pictures.
2．Accurately use adjectives to describe family members' physical features and personalities.Fluently express family members' hobbies and daily activities.
◆ Cultural Awareness(文化意识)
Enhance understanding of different family structures and member relationships，and foster cross cultural communication awareness and abilities.
◆ Thinking Quality(思维品质)
Cultivate students' critical thinking and problem solving skills through group discussions and question and answer activities.
◆ Learning Capability(学习能力)
Encourage them to engage in extended learning outside the classroom to improve their self learning and collaborative learning capabilities.
◆ Teaching Focus(教学重点)
1．Use vocabulary and sentence patterns to describe family members.
2．Enhance oral expression skills.
◆ Teaching Difficulties(教学难点)
Accurately apply adjectives and complex sentence structures to describe family members and use them flexibly in real life contexts.
◆ Teaching Breakthroughs(教学突破)
1．Employ situational teaching methods like utilizing multimedia tools like pictures and videos to create authentic contexts.
2．Design diverse teaching activities，such as role play，group discussions，and quiz games，to stimulate students' interest and participation.
3．Provide ample opportunities for language input and output，allowing students to consolidate and improve through practice.
Activity 1 Warming up and revision(感知与注意)
T：Today we are going to learn “Section B What do you like about your family？” Before we dive into the lesson，let's think about it together.Who are the people in your family
S：My family includes my dad，mum，and my younger sister.
T：Very good！Do you know your family very well？Can you tell me something interesting about them
S：Yes.My dad loves cooking and always makes delicious meals for us.
设计意图：通过提问引导学生思考家庭成员及其特点，激活学生关于家庭的已有知识和情感，为后续学习做铺垫。通过让学生分享家庭趣事，激发学生的学习兴趣，营造轻松的课堂氛围，自然过渡到本课主题“What do you like about your family？”，为后续学习打下良好的情感基础。
Activity 2 Presentation(获取与梳理)
T：Now，let's work in groups and tell each other more about your family.Use the questions provided in 1a to guide your conversation.
(Students discuss in groups.)
T：Let's share some of our findings.Who would like to start
S：My family has four people.My dad is very funny，and he likes to play basketball.
设计意图：通过小组讨论，促进学生之间的交流与合作，共同学习。利用1a中的问题引导学生进行口语练习，提高语言表达能力。帮助学生梳理家庭成员的信息，为后续阅读活动做准备。
Activity 3 Reading(获取与梳理)
Work on 1b
T：Now，let's move on to 1b.Please read the text and label the people in the photo.I'll give you a few minutes.
(Students read and label the photo.)
T：Let's check the answers together.Can anyone tell me who Lily's dad is and what he's like
S：Lily's dad is Fred，and he's very handsome.
设计意图：通过阅读活动，培养学生从文本中获取信息的能力。通过回答问题，帮助学生把握文本中的关键细节，如家庭成员的身份和性格特点。通过核对答案，巩固学生对家庭成员信息的理解和记忆。同时，也锻炼了学生的听说能力。
Activity 4 Reading(获取与梳理)
Work on 1c
T：Now，let's read the text again，but this time，we're going to check the information in 1c by circling T for true or F for false.Are you ready
(Students read and circle the answers.)
T：Okay，let's check the answers together.The first statement is “Fred is Jack and Sarah's son.” Is that true or false
Ss：True.
T：Great！How about this one：“Lily's father likes tennis.”？
Ss：True.It says，“He often plays tennis with me.”
设计意图：通过判断正误的活动，培养学生的批判性思维能力，让他们学会从文本中验证信息。设计巡查细节信息，进一步巩固学生对文本细节的理解，提高阅读理解能力。通过集体核对答案，及时给予学生反馈，帮助他们纠正错误，加深记忆。
Activity 5 Practice(概括与整合)
Work on 1d
T：Now，let's put what we've learned into practice.Please take turns to describe the photo in 1b.Start with the person on the left.
S1：This is Lily's father.His name is Fred.He's handsome，and he often plays tennis.
T：Excellent！Now，let's listen to the next person.
S2：This is Lily's little brother.His name is Sam.He is on his father's knee…
设计意图：通过描述照片的活动，提高学生的口语表达能力和语言组织能力。学生将之前学习的词汇、句型和信息整合起来，运用到实际情境中，加深理解和记忆。通过轮流发言，确保每位学生都有机会参与，培养他们的自信心和公众演讲能力。
Activity 6 Homework(反馈与强化)
Write a short paragraph about your own family，including descriptions of your family members' appearances，personalities and hobbies.You can also draw a picture to accompany your writing.
设计意图：通过写作和绘画，激发学生的创造力和想象力，让他们以不同的方式展现自己的家庭。将听、说、读、写四种语言技能结合起来，全面提升学生的英语综合能力。通过写作，加深学生对家庭成员的了解和感情，促进家庭和谐。
Section B　1a—1d
The use of diverse teaching activities，such as group discussions，role play，reading comprehension，and oral expression，successfully stimulated students' interest in learning and participation.Especially through describing photos and writing tasks，students had the opportunity to apply the knowledge they learned to practical situations，and thus enhanced their language application ability.
In some group activities，it was observed that the participation of some students was not high，possibly due to the tasks being too difficult or lacking necessary guidance.In the future，more hierarchical tasks can be designed to meet the needs of students at different levels and more guidance and support can be provided.

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