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Unit 2 We’re Family!
第一课时 Section A(1a—1d)
教学目标：
1.重点单词:mean,husband
2.重点句型:
(1)—Is this/Are these your ...
—Yes, .../No, ...
(2)—Who’s/Who’re ...
—He’s/She’s/They’re ...
重点：(1)能够识别和运用家庭成员的词汇，理解这些词汇所指代的人物关系，能够区分英语和汉语中家庭成员名称的异同。
(2)能够套用听力对话中的句式相互询问和介绍家人，并传递情感信息。
难点：(1)能够结合所听内容和图片信息理解名词所有格表达的所属关系。
(2)能够基于所听内容判断对话语境，梳理人物关系并记录重要信息。
教学过程：
Step 1 Lead-in
1.Show the picture of the family having dinner to the Ss.Then ask them to answer the following questions：
(1)What are they doing
(2)How do they feel
(3)What is their relationship
2.Let the students discuss with each other. The T can give some tips.Then ask some students to share their answers.
Step 2 Work on 1a
1a Match the definitions with members of the family.
(1)Ask the students to translate the expressions in 1a into Chinese.
(2)Ask them to match the definitions with members of the family.
(3)Show the right answers and then ask the Ss to check their answers.
Answers:1.D 2.A 3.B 4.E 5.C
Step 3 Listening
1b Listen to two conversations and number the pictures in the order you hear them.
(1)Let students look at the pictures and say what are they doing in the pictures.
(2)Play the tape and ask students to number the pictures in the order they hear them.
(3)Ask students to discuss their answers in groups and then check the answers in class.
Answers:1;2
1c Listen again and complete the sentences.
Play the tape again and let the students listen carefully. Then complete the sentences according to the recording. Teacher checks the answers with students.
Answers:1.classmate 2.sister 3.sister 4.cousin 5.brother
Step 4 Group work
1d Bring a family photo to class and talk about the people in it.
(1)Show a sample conversation with the family photo.
Let students talk about the people in it and then ask students to make their own conversations.
For example:
—Is this your father
—No,he isn’t. He is my uncle.
—Who’s that girl
—She is my little sister.
...
(2)Let some groups act out their conversations in front of the class.
Step 5 Homework
(1)Copy new words twice & Listen and read the conversations of 1b twice.
(2)Search for more information on how to introduce family well online.
教学反思：
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第二课时 Section A(Pronunciation 1—2e)
教学目标
1.重点单词:bat,together,spend,really,member,activity
2.重点短语:ping-pong bat,play ping-pong,every day, fishing rod,a lot of/lots of
3.重点句型:
(1)—Do you often play ping-pong together
—Yes, we play every week.
(2)—Whose erhu is this
—It’s Xinyu’s erhu.
(3)—Does she play the erhu well
—Yes, she does.
重点：(1)能够正确识别并准确读出/ /,/ /,/ /,/ɑ /这四个元音音素以及含有这四个音素的常见词汇，能够准确读出实义动词的第三人称单数形式和名词的所有格形式，并了解其读音规律。
(2)能够通过听读对话分辨不同物品与家庭成员的所属关系。
难点：(1)能够运用所学语言，结合实际谈论家人的使用物品、习惯和爱好。
(2)能够识别并使用询问及表达物品所属关系的句式结构，包括一般疑问句，含有whose的特殊疑问句，以及名词所有格。
教学过程
Step 1 Warming up
Ask the Ss to read the words in Pronunciation 1 freely, and then ask them to pay attention to the bold letters,and find the similarities of pronunciation in each column.
Step 2 Pronunciation
1 Listen and repeat
(1)Play the recording for the first time,and then ask the Ss to repeat it.
(2)Explain the key points of the pronunciation about / /,/ /,/ / and /ɑ /,show the pronunciation of them to the Ss and then ask them to repeat.
(3)Ask the Ss to read the words together.
2 Listen and repeat
(1)Ask the Ss to read the words in Pronunciation 2 freely.
(2)Play the recording and ask the Ss to repeat it.
(3)Ask the Ss to read the words again.
3 Listen and repeat. Notice the stress syllables.
(1)Ask the Ss to read the words in Pronunciation 3 freely.
(2)Play the recording and ask the Ss to notice the stressed syllables.
(3)Ask the Ss to repeat them.
(4)Then ask them to tell the difference of the words in stressed syllables in two groups.
(5)Ask the Ss to read the words again.
Step 3 Work on 2a and 2b
2a Listen to the conversation and circle the coloured words you hear.
(1)Let students read the conversation first.
(2)Tell students to listen to the conversation and circle the coloured words they hear. Then check the answers together.
Answers:Come in.; black; week; a lot of; really
2b Read the conversation and complete the table about Teng Fei’s family.
(1)Ask the Ss to scan the table in 2b.Then let them read the conversation in 2a.
(2)Let the Ss underline the sentences about Teng Fei's family and complete the table about Teng Fei's family.
(3)Show the right answers to the Ss and ask them to check their answers.
Answers:
Family member Thing Activity
Teng Fei ping-pong bat play ping-pong
Grandpa ping-pong bat play ping-pong
Father fishing rod go fishing
Mother piano play the piano
Step 4 Group work
2c Listen to the conversation again. Then role-play it.
(1)Let students listen to the conversation again.
(2)Read the conversation and then make students role-play the conversation in groups.
2d Use the photos to talk about Li Xin’s family.
(1)Ask students to look at the photos in 2d carefully.
(2)Let students make conversations with the phrases in the box. For example:
—Whose erhu is this
—It’s Li Xin’s erhu.
—Does she play the erhu well
—Yes, she does.
...
(3)Role-play the conversation in groups.
2e Bring some photos of things your family members have. In pairs, ask and answer questions about who owns each of them and what activities your family do.
(1)Ask and answer questions about who owns each of the things your family members have and what activities your family do in pairs.
(2)T moves around to provide help if necessary and make sure they are doing the task properly.
Step 5 Homework
(1)Review the sounds of “/ /, / /, / / & /ɑ /”.
(2)Copy and recite new words twice.
(3)Listen, read and review the conversation in 2a.
(4)Talk about what your family members often do.
教学反思
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第三课时 Section A(Grammar Focus 3a—3d)
教学目标
1.重点单词:chess,funny,laugh,different,violin
2.重点短语:Chinese chess,have fun
3.重点句型:
(1)Teng Fei and his grandfather play ping-pong every week.
(2)Teng Fei’s father has a fishing rod.
(3)—Do you play the piano
—Yes,I do./No, I don’t.
(4)—Does your father spend a lot of time fishing
—Yes, he does./No, he doesn’t.
重点：学习含有实义动词的一般现在时的句式结构、表意功能和用法。
难点：(1)能在语境中根据不同人称选择使用不同的动词形式，掌握一般现在时态句子中的主谓一致原则，并能正确使用一般现在时的句子询问和描述与家人相关的信息。
(2)能够正确运用名词所有格表达物品与人物之间的所属关系。
教学过程
Step 1 Lead-in
Show some sentences to the Ss.Then ask them to read the sentences and pay attention to the bold words.
Step 2 Work on 3a—3c
3a Read the sentences. How do the verb forms change with the subjects
(1)Let students read the sentences again and pay attention to the verbs.
(2)T explains them to the students.
3b Complete the sentences with the correct possessive form(’s) of the words in brackets.
(1)Let students fill in the blanks according to the possessive form learned this part.
(2)Then check the answers with students.
Answers:1.Kate’s 2.Ella and Emma’s 3.brothers’ 4.grandparents’ 5.Teng Fei’s
3c Complete the passage with the correct forms of the verbs in the box.
(1)Look at the verbs in the box. Explain them to students and make sure that they know the meaning of each verb.
(2)Let the students complete the passage and check the answers.
Answers:has; makes; is; likes; talk; play; look
Step 3 Group work
3d Ask and answer questions about each other’s family.
(1)Let students work in groups to ask and answer some questions about each other’s family. And make conversations about them with their partners.
(2)Then make students role-play their conversations in groups.
For example:
—Hi, Peter. Do you have any sisters or brothers
—Yes, I have a little sister. Her name is ...
—Does your father play any sport
—Yes. He plays basketball every afternoon.
—Does your mother like music
—...
语法拓展
一、一般现在时中实义动词的用法
1.实意动词的定义：在句中有实实在在含义的动词，可独立充当谓语。
2.实义动词的用法：实义动词的形式取决于主语，遵循主谓一致原则，即主语是第三人称单数时，谓语动词用单三形式；主语是其他人称时，谓语动词用原形。
3.实义动词在一般现在时中的各种句型：
(1)肯定句：主语+实义动词+其他.
(2)否定句：主语+doesn’t/don’t+实义动词+其他.
【注意】主语是第三人称单数时，借助doesn’t构成否定句；主语是其他人称时，借助don’t构成否定句。
(3)一般疑问句：Do/Does+主语+实义动词+其他
肯定回答：Yes,主语+do/does.
否定回答：No,主语+don’t/doesn’t.
二、名词所有格
名词所有格表示所属关系，构成情况如下：
1.一般情况下，单数名词词尾加’s，如Lily’s cat；
2.不以s结尾的复数名词，加’s，如Children’s Day；
3.以s结尾的复数名词，加’，如parents’ room；
4.表示共同拥有时，在最后一个名词后加’s，如Lily and Lucy’s room；
5.表示各自所有时，在每个名词后加’s，如Tom’s and Lily’s dogs；
6.无生命的名词所有格一般用of短语构成，如the color of the coat。
活学活用
1.This is _______(Helen) English book. Her name is on it.
2.My grandpa _______(spend) a lot of time fishing.
3.Teng Fei and his friend _______(play) basketball every Sunday.
4.—Can I study at my _______(friend) home
—No, you can’t.
5.My teacher is tall, and she _______(have) long brown hair.
6.—Is this your _______(parents) bedroom
—No, that one is theirs.
Answers:1.Helen’s 2.spends 3.play 4.friend’s 5.has 6.parents’
Step 4 Homework
Make up a conversation about your family or a friend with your partner.
教学反思
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第四课时 Section B(1a—2b)
教学目标
1.重点单词: hat,handsome,knee,son,hike
2.重点短语:at night,in the middle,next to,play tennis,go hiking
3.重点句型:
(1)How many people are there in your family
(2)Here’s a photo of us.
(3)I think they say the same thing to all of us.
(4)Next to him is my mum.
重点：能够基于语篇中的细节信息识别全家福照片中的不同家庭成员，并能说出他们的相关信息，如名字、身份及互动关系等。
难点：能够运用本单元所学核心句式完整地介绍和描写自己的家庭，包括家人的外貌、性格、爱好等。
教学过程
Step 1 Warming up
Show a family photo or video to the class ,then ask them to work in groups of four and share the information about the family members.Finally,choose a student to share his or her answer.
Step 2 Work on 1a
1a Tell each other more about your family.
(1)Teacher explains each sentence to the students.
(2)Let students talk more about their families.
(3)Ask some students to share their answers.
Step 3 Reading
1b Read the text and label the people in the photo.
(1)Before reading the text, ask students some questions:
How many people are there in the photo
What’s the relationship between them
(2)Read the text carefully and let Ss underline the key words about the people mentioned in the text and label the people in the photo.
(3)Ask some students to share the answers,and then have the other students check them.
1c Read again. Circle T for true or F for false.
(1)Ask students to read the five sentences in 1c.
(2)Think about the sentences and read the text in 1b again.
(3)Then let students circle T or F and check the answers with them.
Answers:1.T 2.F 3.F 4.T 5.F
Step 4 Work on 1d
1d Take turns to describe the photo in 1b.
Let students take turns to describe the photo in 1b with their partners and choose some pairs to act in front of the class.
For example:
A:This is Lily’s father. His name is Fred.
B:And this is her mother, Jane. She is beautiful and kind.
A:...
Step 5 Work on 2a
2a Complete the introduction with the information about Hu Xiao’s family.
1.Tell students to look at the information in each box.
2.Have students read the introduction and try to fill in the blanks with the words and phrases in the box.Then check the answers in class.
Answers:handsome; football; kind; animals; big eyes; reading
Step 6 Group work
2b List some key words to describe each of your family members. Then introduce them with a family photo.
(1)Let students list some key words to describe their family members. The teacher moves around to provide help if necessary and make sure they are doing the task properly.
(2)Then let students talk with their partners to introduce their family members with a family photo. Select some students to share their introductions in class.
Step 7 Homework
(1)Listen and read the text in 1b.
(2)Introduce your family photo to your friends.
教学反思：
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第五课时 Section B(Project 3a—Reflecting)
教学目标：
重点句型:
(1)She’s beautiful and has long hair.
(2)She’s a bit quiet but very smart.
重点：能够熟练运用本单元目标语言，以书面和口语表达的形式介绍家谱图中的每个家庭成员。
难点：能够理解家谱图的用途和基本结构，并结合自己的家庭情况，手工绘制图示或制作电子版的家谱图。
教学过程：
Step 1 Warming up
Watch a video of a girl’s family tree. Let students know what information is included in the family tree.
Step 2 Work on 3a
3a Make a family tree like the one below. Then stick the photos of your family members on it.
(1)Look at the family tree in 3a. The teacher explains the relationship among these family members.
(2)Let students make their own family trees like the one in 3a.
(3)Then ask students to stick the photos of their family members on the family trees.
3b Write about your family member.
Make students write something about their family members,including age,appearance,personality,hobby and so on.
For example:
This is my mother. She is 42. She’s beautiful and has long hair. She’s a bit quiet but very smart. She likes watching films...
3c Introduce your family to the class with your family tree.
Work in pairs and introduce the students’ family to the class with their family tree.
Step 5 Reflecting
How well can you do these things
1.I can name different family members.
2.I can introduce my family members using the simple present tense.
3.I can describe a family photo.
4.I can express my love for my family.
You can judge the above things with “Very well” “OK” or “Needs work”.
Step 6 Summary
(1)Summarize what we learned in this period.
(2)Revise the main sentences.
Step 7 Homework
1.Make a family tree.
2.Write a short introduction about your friends or family members.
教学反思：
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