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中小学教育资源及组卷应用平台
Unit 2 We' re Family!
单元导航
一、单元内容分析
本单元的主题是“我们是一家人！”( We' re Family！)，旨在通过一系列的教学活动，帮助学生使用一般现在时谈论家庭成员，利用所有格(’s)表达所有权，描述照片中的家庭成员，并探索作为一个家庭的意义。
SectionA： 你的家庭是什么样的 通过对话练习讨论家庭特点和成员。练习元音音素，学习了解重读音节。语法方面学习动词形式如何随主语变化，正确的单词所有格形式。
SectionB： 你认为你的家庭怎么样 通过一系列读写活动，强调对家庭的感情和态度。
Project：制作你自己的家谱。通过设计一个项目让学生创建自己的家谱，以了解和记录他们的家庭历史。
二、单元教学目标
1.能够使用一般现在时谈论家庭成员和他们的日常活动。描述照片中的家庭成员及其特征。
2.掌握使用所有格(’s)来表示物品的所有权和家庭成员的关系。
3.提高元音发音和重读音节的准确性。
4.理解并应用动词形式随主语的变化规则。
5.探索家庭的意义，包括家庭成员之间的联系和互动。
三、单元重难点
重点：
1.学习和实践与家庭相关的词汇和日常活动。
2.使用所有格(’s)表达物品所有权和家庭成员关系。使用一般现在时描述家庭成员和活动。
难点：动词形式随主语变化的规则。
核心素养
语言能力 Discuss their family members and relationships using the simple present tense(do) in accurate and fluent English. Correctly identify ownership of items using the possessive forms ('s).
文化意识 The importance of family as a unit of support, love, and belonging.
思维品质 Critical thinking skills by analyzing the meaning of being a family beyond biologi- cal ties and considering the role of love, support, and shared experiences.
学习能力 Key words and phrases mean, husband, bat, ping-pong bat, play ping-pong, together, every day, fishing rod, spend, a lot of, lots of, really, member, activity, chess, Chinese chess, grandparent, funny, laugh, differ- ent, violin, have fun, hat, handsome, knee, at night, in the mid- dle, grandchild, son, hike, go hiking, next to
Key sentences Do you often play ping-pong together He spends a lot of time fishing. Does she play the erhu well He often plays tennis with me. She always reads me a story at night.
Key grammar The simple present tense and the possessive form ('s).
课时划分 Five periods Period 1 Section A (1a–1d)& Pronunciation (1–2)
Period 2 Section A (2a-2e)
Period 3 Section A Grammar Focus (3a–3d)
Period 4 Section B (1a-2b)
Period 5 Project(3a-3c)
Period 1 Section A (1a-1d)& Pronunciation (1-3)
【教学内容】
学习家庭成员称呼。
【核心素养】
1.让学生能够掌握家庭成员的称呼和相关定义。
2.让学生能够通过听力理解，了解两个对话的内容，并对图片进行排序。
3.让学生能够通过再次听录音，完成句子，了解家庭成员的关系。
4. 元音/ /,/ /,/ /,/ɑ /的认读及拼读规则。
【重点难点】
重点：让学生掌握家庭成员的称呼和相关定义，以及通过听力理解和口语表达，了解家庭成员的关系。
难点：训练学生的听力理解和口语表达能力。
【教学过程】
Step 1 Lead-in
1. Greet and sing a song about family.
2. Ask students to say the words they know about the family. Tell them we will study more words about family.
Step 2 Work on 1a
1. Show pictures of family members and lead into the vocabulary: husband.
2. Match the definitions with members of the family(1a).
3. Ask students to read the definitions and match them with the correct family member.
4. Check the answers. The answers are: 1. D;2. A;3. B;4. E;5. C.
Step 3 Work on 1b
1. Look at the two pictures in 1b and talk about them.
2. Listen to two conversations and number the pictures in the order you hear (1b). Play the recording twice, students number the pictures.
3. Check answers with the class. The answers are: Picture 1.1; Picture 2.2.
Step 4 Work on 1c
1. Listen again and complete the sentences (1c). Play the recording, students fill in the blanks. Discuss the answers in pairs, then check with the class. The answers are:
(1) Emma is Yaming's classmate.
(2) Yaqi is Yaming's sister.
(3) Helen is Peter's sister.
(4) David is Peter's cousin.
(5) Jim is Peter's brother.
2. Students listen and repeat after the recording. Practise reading the recording script.
3. Encourage students to role-play the conversations in 1b.
Step 5 Work on 1d
1. Bring a family photo to class and talk about the people in it(1d). Model the conversation with a student using the target structures:
A: Is this/ Are these your … 36
B: Yes, …/ No,…
A: Who's/ Who' re …
B: He's/ She's/ They' re...
2. Students work in pairs. Practise the dialogues using their own family photos.
3. Invite several pairs to present their conversations to the class.
Step 6 Work on Pronunciation 1 - 3
1. Introduce how to pronounce / /,/ /,/ /,/ɑ /. Give students more chances to imitate them.
2. Play the recording and ask students listen and repeat.
3. Ask several students to read the pronunciation in Pronunciation 1. Correct their mistakes if exists.
4. Focus on the stressed syllables in the given words. Listen and repeat. Practise reading the words aloud.
Step 7 Summary
1. Recap the vocabulary and structures learned in this lesson.
2. Encourage students to use these expressions in real-life situations.
Step 8 Homework
Write a short paragraph about your family, including at least three family members and your relationships.
【随堂作业】
根据汉语提示或用括号中所给单词的适当形式填空。
1. The man is her husband (丈夫). He is American.
2. My grandmother (祖母) likes vegetables. She has a healthy eating habit.
3. In China, people like to eat noodles on birthdays. It means (意思是) living longer.
4. Andy and Alan are my cousins ( cousin). Their father is my mother's brother.
5. He is my father's ( father) brother, my uncle.
【板书设计】
Unit 2 We' re Family!
Section A: What is your family like (1a-Pronunciation 2)
Members of the family: grandmother, aunt, uncle, cousin, grandfather
Structures: A: Is this/ Are these your …
B: Yes, …/ No, …
A: Who's/ Who' re …
B: He's/ She's/ They' re...
Pronunciations: / / her, girl, turn
/ / sister, summer, doctor
/ / duck, hut, much
/ɑ / dark, march, heart
【教学反思】
通过这节课的教学，学生们对家庭成员的称呼和关系有了初步的了解和实践。但在课堂上，我发现一些学生在听力理解和口语表达时存在困难，需要在今后的教学中加强听力理解和口语表达的训练。同时，我也要注意引导学生注意发音和重音，以提高他们的语音、语调能力。
Period 2 Section A (2a-2e)
【教学内容】
通过对话了解腾飞的家庭成员及其爱好，识别对话中的关键词汇，谈论家庭成员的物品与活动。
【核心素养】
1.学生能够听懂关于家庭成员及其活动的对话，并能获取关键信息。
2.通过听力、阅读和口语活动，训练学生综合运用英语的能力。
3.培养学生的家庭观念，鼓励学生用英语介绍家庭成员及其爱好。
【重点难点】
重点：听懂对话，获取信息；模仿对话，进行口语表达。
难点：准确捕捉听力材料中的细节信息；流畅地进行角色扮演。
【教学过程】
Step 1 Lead-in
1. Greet students.
2. Review the family member words by playing a guessing game.
3. Introduce the topic of family activities briefly.
Step 2 Work on 2a
1. Ask students to predict the content of the conversation based on the given pictures.
2. Play the recording of 2a. Students listen and circle the coloured words they hear.
3. Replay the audio, pausing after each sentence for students to check their answers. The answers are:
Come in, black, week, a lot of, really.
4. Provide feedback and clarify any misunderstandings.
Step 3 Work on 2b
1. Have students read the conversation silently, filling in the table about Teng Fei's family.
2. Discuss the answers in pairs before checking with the whole class.
3. Check the answers. The answers are:
Family member Thing Activity
Teng Fei ping-pong bat play ping-pong
Grandpa ping-pong bat play ping-pong
Father fishing rods fishing
Mother piano play the piano
Step 4 Work on 2c
1. Replay the audio, asking students to follow along and prepare for role-play.
2. Pair students up and have them practise the conversation.
3. Select a few pairs to role-play in front of the class.
Step 5 Work on 2d
1. Display photos of Li Xin's family and ask students to talk about them in pairs.
2. Invite a few pairs to share their discussions with the class.
Step 6 Work on 2e
Ask students to bring out their family photos and prepare questions to ask each other. Students work in pairs, ask and answer questions about the photos and family activities. Monitor the discussion and offer assistance where needed.
Step 7 Summary and Homework
Summarize the lesson by highlighting the key points learned.
Assign homework: Have students write a short paragraph describing their family members and their hobbies using the information from the class.
【随堂作业】
根据语境，从方框中选择恰当的单词并用其正确形式填空。
really, bat, together, activity, spend
1. Tom, let's play soccer together .
2. The T-shirt is really nice, but it's too small for me.
3. I can see a ping-pong bat under the desk.
4. My cousin usually spends two hours doing his homework every evening.
5. There are many different kinds of activities in our sports club.
【板书设计】
Unit 2 We' re Family!
Section A: What is your family like (2a-2e)
Words and phrases: bat, ping-pong bat, play ping-pong, together, every day, fishing rod, spend, a lot of, lots of, really, member, activity, chess, Chinese chess, grandparent, play basketball, like gardening, love animals
Sentences: Whose are they
The black one is my grandpa's.
Do you often play ping-pong together
My grandpa loves sport.
He spends a lot of time fishing.
Do you play the piano
She can play it really well!
Teng Fei's family: Grandpa ping-pong bat play ping-pong
Father fishing rods fishing
Mother piano play the piano
【教学反思】
通过这节课的教学，学生们对家庭成员的物品和活动有了初步的了解和实践。通过角色扮演，让学生积极参与课堂，充分激发学生的英语学习兴趣。同时，我也意识到丰富的教学活动很有必要，积极创设各种情境，鼓励学生大胆使用英语，让学生在玩中学，使英语学习真正融入生活。
Period 3 Section A Grammar Focus (3a–3d)
【教学内容】
动词形式如何随主语变化，名词所有格形式的用法。
【核心素养】
1.学生能够理解并运用动词形式随主语变化的规则，完成相关练习。
2.通过阅读、填空和问答练习，提高学生的语言运用能力和交际能力。
3.培养学生对英语语法学习的兴趣，鼓励学生积极参与课堂活动。
【重点难点】
重点：让学生理解和掌握动词形式随主语变化的规则，以及所有格形式的正确使用。
难点：训练学生在实际语境中正确运用这些语法知识。
【教学过程】
Step 1 Review and Lead-in
1. Greet students and review the previous class.
2. Introduce the topic of today's lesson. Ask students to recall what they know about subject- verb agreement.
Step 2 Work on 3a
1. Explain the concept of subject-verb agreement and how verb forms change with different subjects. Show examples on the board to illustrate the rules. Write a few basic examples on the board, for example:
He runs every day. ( Singular subject, singular verb)
They run every day. ( Plural subject, plural verb)
Point out how the verb form“run” changes to match the number of the subject. Expand this to include more complex subjects like“one of the students”( singular subject) vs“all of the students”( plural subject).
2. Have students read the sentences in 3a and identify how the verb forms change with the subjects.
3. Ask students to explain the changes they observe.
Step 3 Work on 3b
1. Write the sentences from 3b on the board, leaving blanks for the possessive forms. Ask students to fill in the blanks with the correct possessive form of the words in brackets.
2. Go through each sentence, calling on students to provide their answers.
3. Check the answers. The answers are:
(1) Kate's;(2) Peter and Emma’ s;(3) brothers’;(4) grandparents’;(5) Teng Fei's.
4. Clarify any confusion about possessive forms, especially with plural nouns and compound subjects.
Step 4 Work on 3c
1. Ask them to read through the passage and fill in the blanks with the correct verb forms from the box provided. Encourage them to refer back to the rules if needed. Allow students time to complete the task independently.
2. Once finished, review the answers together, discussing any difficulties or common mis- takes. After students have finished, review the answers together and discuss any difficulties. The answers are:
has, makes, looks, likes, talk, play, are.
3. Emphasize the importance of checking subject-verb agreement when writing sentences to ensure clarity and correctness.
Step 5 Work on 3d
1. Pair students up and have them ask and answer questions about each other's family using the prompts provided.
2. Encourage students to use the correct verb forms based on the subjects they are talking a- bout.
3. Monitor the conversations and provide feedback on language use.
Step 6 Summary and Homework
Summarize the key points of subject-verb agreement.
Assign homework: Have students write a short paragraph about their family, making sure to use the correct verb forms with different subjects.
【随堂作业】
根据汉语提示或用括号中所给单词的适当形式填空。
1. Jack can play the violin (小提琴) very well because he plays it every day.
2. He and his sister are in the same school, but they are in different (不同的) grades.
3. He often makes me laugh ( laugh).
4. The girl with funny ( fun) glasses is my cousin.
5. I have fun playing ( play) basketball with my classmates after school.
【板书设计】
Unit 2 We’ re Family!
Section A: What is your family like (3a-3d)
Words and phrase: funny, laugh, different, violin, have fun
Sentences: This is Kate's cat.
This is Peter and Emma's classroom.
These are my little brothers' balls.
They' re my grandparents'.
It's Teng Fei's.
【教学反思】
通过这节课的教学，学生们对动词形式随主语变化的规则和所有格形式的正确使用有了初步的了解和实践。但在课堂上，我发现一些学生在理解和运用这些语法知识时存在困难，需要在今后的教学中加强相关练习和巩固。同时，我也要注意引导学生在实际语境中正确运用所学知识，提高他们的语言运用能力。
Period 4 Section B (1a-2b)
【教学内容】
介绍自己的家庭成员及其特点。
【核心素养】
1.学生能够使用英语简单介绍自己的家庭成员及其特点。
2.学生能够读懂关于家庭介绍的短文，并获取关键信息。
3.学生能够通过小组活动练习并增强口语表达能力。
【重点难点】
重点：家庭成员的英语表达；介绍家庭成员的句型。
难点：准确理解并回答关于家庭介绍的阅读理解问题。
【教学过程】
Step 1 Lead-in
Greet and sing a song about families.(教师播放一首关于家庭的英文歌曲,如“The Fami- ly Song”。教师引导学生一起跟着节奏拍手或做简单的动作)
T: Good morning, everyone! Let's start our class with a happy song about families. Are you ready
Ss: Yes, we are ready! (歌曲播放,学生跟随音乐和教师做动作)
T: Each family is unique and special. Today, we are going to learn more about families and how to talk about them in English. Are you excited
Ss: Yes, we are excited!
Step 2 Work on 1a
1. Ask students to talk briefly about their families.
T: Now, can you tell me how many people are there in your family
S1: There are four people in my family: my dad, my mum, my sister, and me.
T: That's wonderful! And what does your dad do
S1: My dad is a doctor. He helps people get better.
T: Great! What about you, (学生2的名字) Who is your favourite family member
S2: My favourite family member is my grandma. She always cooks delicious food for us.
2. Pair work: Students ask and answer questions about each other's families. Teacher pro- vides support and feedback.
Step 3 Work on 1b
1. Look at the photo in 1b. Talk about it and guess who they are in the photo.
2. Introduce the topic and key vocabulary related to families.
3. Students read the text silently and label the people in the photo. Teacher checks answers and clarifies any misunderstandings.
4. Explain the following items:a photo of, the one with the pink hat, on the left, play tennis with, on his knee, on the right, read me a story, they say the same thing to all of us.
5. Practise reading the passage.
Step 4 Work on 1c
Students read the text again and circle T or F for each statement. Teacher goes through the answers with the class. The answers are:1. T;2. F;3. F;4. T;5. F.
Step 5 Work on ld
Students take turns to describe the photo using the information from the text. Teacher en- courages students to add their own details.
Step 6 Work on 2a
1. Ask students to read the listed information carefully. Explain any they don't understand.
2. Ask students to complete the introduction about Hu Xiao's family using the information provided.
3. Check the answers. The answers are: handsome, football, kind, animals, big eyes, reading.
Step 7 Work on 2b
1. Ask students to list key words to describe their own family members and prepare a short introduction.
Teacher:“Now, moving on to 2b, I want you to think about your own family. List some key words to describe your family members, just like we did for Hu Xiao's family. Then, prepare a short introduction using those words.”
2. Ask a few students to share their introductions with the class.
Step 8 Summary and Homework
Summarize the key points learned in the lesson.
Assign homework: Students write a short paragraph about their families, including at least three family members and their characteristics.
【随堂作业】
根据语境，从方框中选择恰当的单词或短语并用其正确形式填空。
pink, handsome, knee, go hiking, next to
1. My cat likes sleeping on my knees on sunny afternoons.
2. You look really great in this pink dress, Linda.
3. Gina's brother is a handsome young man and her sister is a pretty girl.
4. The woman next to my sister is my aunt.
5. The air is very fresh in the mountain. I often go hiking there on weekends.
【板书设计】
Unit 2 We' re Family! Section B: What do you like about your family (1a-2b) Words and phrases: hat, handsome, knee, at night, in the middle, grandchild, son, hike, go hiking, next to, a photo of, on the left, play tennis with, on his knee, on the right Sentences:I'm the one with the pink hat. She always reads me a story at night. I think they say the same thing to all of us!
【教学反思】
本节课通过多样化的教学活动，如问答、阅读和写作，有效地促进了学生对家庭主题的理解和口语表达能力的提高。在阅读环节中，学生表现出较好的理解能力和提取关键信息的能力。在口语练习环节中，学生积极参与，但仍有部分学生需要鼓励和支持来增强自信。在未来的教学中，我将更加注重提供个性化的指导，以满足不同学生的学习需求，并进一步激发学生的学习兴趣和积极性。同时，我会继续关注课程标准的要求，确保教学内容与标准保持一致，以全面提升学生的英语综合能力。
Period 5 Project (3a-3c)
【教学内容】
制作自己的家谱、描述家庭成员的特点和爱好以及向同学们介绍自己的家庭。
【核心素养】
1.让学生能够制作自己的家谱，并将家庭成员的照片贴在上面。
2.让学生能够用英语描述家庭成员的年龄、外貌、性格和爱好等。
3.让学生能够通过展示家谱向同学们介绍自己的家庭。
【重点难点】
重点：制作家谱并描述家庭成员。
难点：准确使用形容词描述家庭成员的外貌与性格，流畅地介绍家谱。
【教学过程】
Step 1 Lead-in
1. Greet and sing a song about families.
2. Ask students to talk about their families briefly.
Step 2 Work on 3a
1. Show an example of a family tree and explain the structure.
2. Ask students to identify the family members on the tree and their relationships.
3. Ask students to draw their own family trees and label each member. Encourage students to bring photos of their family members to stick on the tree.
Step 3 Work on 3b
1. Ask several students to introduce their family members according to their family trees.
2. Ask students to write a short description of each family member, including age, appear- ance, personality and hobby, using the example in 3b as a guide. Provide language support if needed, such as vocabulary for describing appearance and personality.
Step 4 Work on 3c
1. Invite students to come to the front of the class, one by one, to introduce their family trees. Encourage them to use the descriptions they wrote in 3b. Provide feedback on their presen- tations, focusing on language use and fluency.
2. Display some good writing on the screen.
Step 5 Summary and Homework
Summarize the key points of the lesson.
Assign homework: Students should finish their family trees at home and practise introducing them to a family member or friend.
【随堂作业】
根据汉语提示完成句子。
1. My father is the only son (儿子) of my grandparents.
2. His father often wears a black hat (帽子).
3. Arthur is a loving grandfather. He spends all his free time with his grandchild (孙子).
4. Look! The boy in the middle (中间) is my brother.
5. My mother often reads me a story at night (在夜晚).
【板书设计】
Unit 2 We' re Family!
Section B: What do you like about your family
Project: Make your own family tree(3a-3c)
This is my father. He is 40. He is tall and strong. He has short hair. He likes to read books and cook. I love my father.
【教学反思】
通过这节课的教学，学生们学会了如何制作家庭树并用英语描述家庭成员的特点和爱好。在课堂上，大部分学生能够积极参与并完成家庭树的制作和描述。但在描述过程中，部分学生在组织语言和表达方面仍有困难，需要在今后的教学中加强相关训练。同时，我也要注意引导学生关注家庭成员的内在品质，培养他们尊重和关爱家人的品质。

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