资源简介

课题名称 Unit 2 We’re Family!Section B (1a – 2b)
教学目标 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。
教学重难点 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 教学活动 设计意图
Step1 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 Family 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! 情感激活：通过欢快的家庭主题歌曲营造轻松氛围，调动学生情绪，让 “家庭” 话题与积极情感关联，降低学习焦虑。 背景知识唤醒：以 “家庭” 为核心，借歌曲旋律和动作互动，激活学生对 “家庭” 的生活体验，为后续语言学习搭建 “生活→语言” 的关联桥梁。 主题锚定：教师明确 “学习用英语介绍家庭” 的目标，让学生带着清晰任务感进入课堂，增强学习针对性。
Step2 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 provides support and feedback. 从 “个人经验” 切入：让学生分享 “家庭人数、家人职业、最爱的家人”，将 生活场景直接转化为语言表达素材，体现 “语言源于生活” 的理念，提升口语输出的真实性。 结对交流的价值： 锻炼 “提问→回应” 的交际技能（如 How many people... / What does...do ），强化日常对话能力； 教师实时反馈，纠正表达错误（如语法、词汇），或扩展表达（如补充职业词汇 doctor, cook ），帮助学生 精准掌握语言形式。
Step3 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. 读图预测能力：观察图片并猜测人物身份，培养 “视觉信息→语义推测” 的思维能力，为阅读文本做铺垫。 文本阅读的分层目标： 信息提取：默读文本并标注人物，训练 细节阅读能力（定位 the one with the pink hat, on the left 等关键描述）； 词汇理解：解析 play tennis with, read me a story 等短语，结合语境讲解，避免孤立记词，提升 “词汇→语境” 的关联理解能力； 语音强化：朗读文本，纠正发音，培养 语音语调的规范性，增强语感。
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. 阅读策略训练：通过 “找细节验证正误”，强化 “文本证据意识”（如判断 She reads me a story in the morning 需定位 at night ），提升阅读准确性。 知识巩固：以判断题形式复现文本核心信息，帮助学生 深化对家庭人物特点、活动的记忆，为后续表达积累素材。
Step 5 Work on 1d Students take turns to describe the photo using the information from the text. Teacher encourages students to add their own details. 语言输出的 “支架→创新” 过渡：要求学生基于文本信息描述图片，同时 “添加个人细节”（如 I think... ），既保障表达有依托（文本支架），又鼓励 创造性发挥（个人视角），避免机械复述。 口语能力多维提升：训练 “描述人物→关联活动→表达感受” 的逻辑表达能力，同时提升语言流畅度和自信心。
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. 语言结构内化：通过 “给定信息填空”（如 handsome, kind ），强化 “形容词→人物特点”“活动→爱好” 的搭配逻辑，掌握介绍家庭的基本句型（ He is... He likes... ）。 写作思维铺垫：练习 “信息分类→语言组织” 的过程（从零散信息到完整句子），为后续自主写作（Step 7、8）培养 “逻辑构建能力”。
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. 从 “模仿” 到 “自主创作”：先提炼家人特点（关键词），再组织成介绍，实现 “输入（胡晓的家庭）→输出（自己的家庭）” 的知识迁移，体现语言学习的实用性。 个性化表达鼓励：每个学生的家庭独特，引导其挖掘家人的 “专属特点”（如 My grandpa likes gardening ），培养 “观察生活→语言表达” 的思维习惯，同时渗透 “家庭文化” 认知（如家人的爱好、互动）。 展示环节的价值：公开分享介绍，锻炼 公众表达能力，并通过倾听他人内容，学习多样化表达（如词汇、句式），实现 互助学习。
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. 知识体系化：总结 “家庭词汇、介绍句型”，帮助学生梳理 “词汇→句型→语篇” 的层级关系，强化长期记忆。 综合能力闭环：写作作业要求 “描述至少三位家人及特点”，整合 读（输入）、说（互动）、写（输出） 技能，实现 语言能力的全面运用；同时通过 “家庭” 话题，深化 对家人的关注与情感表达，渗透文化意识。
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。

展开更多......

收起↑