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课题名称 Unit 2 We’re Family!Section A (1a - 1d) & Pronunciation (1 - 3)
教学目标 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。
教学重难点 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 教学活动 设计意图
Step1 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. 氛围营造：通过 “问候 + 家庭主题歌曲”，快速营造轻松、贴近生活的课堂氛围，激发学生学习兴趣，自然引入 “家庭” 主题。 知识激活：让学生分享已知的家庭词汇，激活原有知识储备，建立新旧知识的连接，为后续新内容学习做铺垫，体现 “以学生为中心” 的建构主义学习逻辑。
Step2 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. 词汇新授：借助图片直观呈现（如 “husband”），帮助学生建立 “视觉形象 - 词汇” 的关联，降低记忆难度； 意义理解：通过 “定义匹配” 活动，引导学生从 “形式记忆” 转向 “意义理解”，深化对家庭成员词汇的掌握，同时训练阅读推理能力（从定义中提炼关键信息，匹配词汇）。
Step3 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. 听力铺垫：先 “观察图片并讨论”，引导学生预测听力内容（如人物关系、对话场景），培养听力策略（预测法）； 听力训练：通过 “听对话排序”，聚焦关键信息捕捉（如人物身份、对话逻辑），提升听力理解能力，落实 “听懂家庭成员关系” 的核心目标。
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. 细节深化：“再听录音完成句子”，引导学生关注听力细节信息（如具体人物关系：classmate /sister/cousin 等），强化对目标词汇和句型的掌握； 语音 & 口语训练：“跟读录音 + 角色扮演”，一方面模仿标准语音语调，纠正发音问题；另一方面通过情境模拟，让学生在 “真实对话语境” 中运用语言，提升口语表达的准确性和流利度。
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 ... 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. 真实语境运用：以 “家庭照片” 为载体，创设真实、个性化的交际情境，让学生运用 “A: Is this... / Who’s... B: Yes.../ He’s...” 等句型进行交流，实现 “语言知识” 到 “交际能力” 的转化； 合作与展示：“结对练习 + 课堂展示”，培养学生合作学习能力，同时通过公开表达，增强自信心，提升 “语言输出” 的勇气和能力。
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. 语音知识系统建构：系统讲解 / // // //ɑ / 的发音规则，结合 “模仿 + 跟读 + 纠错”，帮助学生掌握元音发音的准确性，解决 “语音薄弱点”； 重音与语调训练：聚焦 “单词重音”，引导学生感知语音的 “韵律感”，提升语音语调的自然度，为 “流利口语表达” 奠定基础。
Step 7Summary and Homework 1.Recap the vocabulary and structures learned in this lesson. 2.Encourage students to use these expressions in real - life situations. Write a short paragraph about your family, including at least three family members and your relationships. 知识整合：通过 “回顾词汇和结构”，帮助学生梳理知识体系，强化记忆，实现 “碎片化知识” 到 “结构化认知” 的升华； 迁移引导：鼓励学生 “在真实生活中运用”，强调语言学习的实用性，引导学生将课堂知识迁移到生活场景，培养 “用英语解决实际问题” 的意识。
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，我还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。

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