资源简介

Unit2 We’re Family!
Section B 1a-1d
一、教学目标
通过国际家庭日的宣传视频和填写“家庭成员信息调查问卷”的情境介绍，自由谈论和初步感知对家庭的认识，为了解和介绍Lily家以及自己家做好铺垫。
通过看图片预测文章内容，吸引对文章的兴趣，并引出填写“家庭成员信息调查问卷”作为主线任务，通过“家族树”初识Lily家(Meet Lily’s Family)，学会如何准确抓住文章大意的阅读技巧，培养综合分析能力以及辩证看待问题的能力。
通过阅读任务以及调查问卷问题链的形式了解Lily家(Know Lily’s Family)，逐步深入对文章内容的理解，以及对介绍家人内容的逐步完善。
4.通过问题“What do you like about your family ”，引发站在Lily的角度思考并总结Lily家的“有爱瞬间”，从而全面深入的了解Lily一家,通过学习掌握介绍家庭成员的结构和方法；并通过同伴合作的方式介绍Lily家(Share Lily’s Family),辩证分析和掌握文章的内容，为小组活动介绍自己家提供了范本支架。
5.通过调查问卷报告的小组活动介绍自己家(Share Your Family)，掌握并运用介绍家人的语言结构，以及充实对家庭成员的描述和介绍，全面客观的分析和介绍家庭成员，促进家庭幸福感的提升，进而能够帮助家庭成员们更好的爱自己，爱世界！
二、教学重难点
1.能够通过阅读文章以及阅读技巧的辅助，了解、掌握以及运用介绍家人的语言特点。
2.能够灵活运用目标语言分析和分享家庭成员，深入了解家庭的爱以及客观辩证的看待家庭成员。
3.通过调查问卷报告的小组活动，能够在分享和交流过程中完善对家庭的认识，感受来自家庭的爱以及爱自己、爱世界。
三、教学流程图
主题导入
感知注意 预测判断
内容呈现
获取梳理 概括整合
内容回顾
描述阐释 分析判断 2感悟语句特点，操练检验成果
联系实际 分享感悟
四、教学过程
Step1 Lead-in
T: Boys and girls, let’s enjoy a video.
Q: What can you see in the video
T: All right, we can see many families. Do you think they are happy And we have a festival about the happy families.
T: It is the International Day of Families. It is on May 15th every year. And this year it has sent the “Family Members Questionnaire” to the families in the world.
【设计意图】 通过国际家庭日的宣传视频和填写“家庭成员信息调查问卷”的情境介绍，让学生自由谈论和初步感知对家庭的认识，为了解和介绍Lily家以及自己家做好铺垫。
【达成教学目标1】
【过渡语】 T: Lily’s family is on of them. So first let’s help Lily to finish the “Family Members Questionnaire”.
Meet Lily’s Family
Step 2 Pre-reading
Task1: Finish the brief introduction of the questionnaire.(Name, Family Size and Nationality)
T: Look at the family photo of Lily and finish the first part of the “Family Members Questionnaire”.
T:The name is Lily. Family size means “How many people are there in Lily’s family ” Look at the photo and answer.
Ss: There are six people in the family.（预设）
T: And can you guess who is Lily in the photo Is Lily a girl’s name or a boy’s name
Ss: It’s a girl’s name.（预设）
T: Great, here comes our first tip: We can predict the information from the picture.
T: The last part. “Nationality” means” Where is Lily from ”
【设计意图】通过引导学生看图片预测文章内容，吸引学生对文章的兴趣，并引出填写“家庭成员信息调查问卷”作为主线任务，为后文文章结构的学习奠定基础。【达成教学目标2】
【过渡语】 T: Let’s read the passage and find out the answers
Step 3 While-reading
Fast reading
Task2: Read the passage quickly and answer the questions:
1: Who is Lily
2: Guess the relationship of them and find out the position of them in the photo.
3: Where is Lily from
4：Find out other family members’ names and fill in the family tree.
T：Who is Lily
Ss: She is the one with the pink hat.（预设）
T: Yeah, and how about the woman （知识点拨）
T: Can you guess who is she
T: Where are Lily and her mum in the photo
Ss: They are on the right.（预设）
T: How about them Who is he
T: And look at the little boy, where is he in the photo
Ss: He is on his dad’s knee.（预设）
T: Where are they in the photo
Ss: They are on the left.（预设）
T: Who are the two old men And where are they in the photo
Ss: They are Lily’s grandparents. They are in the middle.（预设）
T: Where is Lily
Ss: She is from Ireland.（预设）
T: Can you find out other family members’ names and fill in the family tree
T: You can use this sentence pattern: This is Lily’s... His/her name is...
T: How can you find out their names so quickly
Ss: I can find the key words.（预设）
T: Great, here comes our second tip: We can get the main idea quickly by finding the key words.
T: The dog’s name is Oscar. I want to know whose dog it is. How do you know that
Ss: It’s grandparents’ dog. Because the sentence” They have a dog.”
T: Who does “they” refer to （知识点拨）
Ss: Grandparents.
T: Can I change Lily’s dad and mum like this
Ss: No, because they are Lily’s dad’s parents.
T: In western countries, dad’s parents and mum’s parents are both called grandparents. And we can call them with their names.（文化链接）
【设计意图】通过快速阅读进行Lily家基本信息的了解和掌握，通过回答问题和追问引导学生逐步认识Lily一家，渗透如何准确抓住文章关键词的阅读技巧，培养学生综合分析能力以及辩证看待问题的能力。【达成教学目标2】
【过渡语】 T: Let’s come to the passage to finish the rest of the questionnaire.
Know Lily’s Family
Careful reading---Look/Personality
Task3: Read Para.2 and answer the questions:
What is the father like
What is the mother like
T: Great, her father is handsome. And we often use handsome to describe boys.（知识点拨）
T: Yeah, her mother is beautiful and kind. How about your mum What is your mum like
（追问检验）
T: Then, what about other family members What is her brother like What are the grandparents like （追问）
Ss: I think her brother is cute. Her grandparents are kind. （预设）
【过渡语】 T: So much for their look and personality, then do you want to know what they often or like to do .
Careful reading---Hobby/Activity
Task4: Read Para.2 and fill in the chart:
T: What does her father often do
Ss: Her father often plays tennis with her.（预设）
T: Wonderful, here “me” refers to “Lily”. And can you play tennis
T: Yeah, we should do more sports to make our body stronger.
T: How about her brother
Ss: He likes chess.
T: How old is he （追问）
T: Do you have brother or sister How old is he/she （追问）
T: And what does her mother always do
Ss: She always reads Lily a story at night.（预设）
T: So great, here “me” also refers to “Lily”.
T: When you were a child, did your mum read you a story （追问）
T: Yes, you have a kind mum, too./No Does your mum cook for you every day
T: Although the small things are different, mum’s love is the same.（情感提升）
【过渡语】 T: Since we have known their hobby and activity. Then how about the fun things in her family.
Careful reading---Fun Things
Task5: Read Para.3 and answer the questions:
How many grandchildren do the grandparents have A. One B. Two C. Three
Who is the grandparents' favourite grandchild A. Sam B. Lily C. Lucy D. All of them
T: How many grandchildren do the grandparents have Who are they
T: Who are they （追问）
T: Who is Lucy （追问）
Ss: She is Lily’s cousin.
T: Who is the grandparents' favourite grandchild
Ss: Lily.（预设）
T: Why do you think so Where can you find the answer
Ss: Because of the sentence “they often say I am their favourite grandchild”.
T: Great, any different ideas
Ss: All of them.
T: Why do you think so
Ss: Because of this sentence “They say the same things to all of us”
T: Excellent, that means grandparents love all grandchildren.
【设计意图】通过设计阅读任务以及调查问卷问题链的形式了解Lily一家，逐步深入对文章内容的理解，以及引导学生对介绍家人内容的逐步完善。【达成教学目标3】
【过渡语】 T: We have known Lily’s family members well. Then what does Lily like about her family
Step 4 Post-reading---What do you like about your family
Task6: Answer the two questions:
Do the parents spend time with the children
How do the children feel
T: Does Lily’s parents spend time with her How do you know
Ss: Yes. Lily’s dad often plays tennis with her. And her mum always reads her a story.（预设）
T: Her parents always spend time with her shows that they love her very much, right （情感提升）
T: Then, can you guess Lily’s feeling
T: How about her grandparents, do they love her
Ss: Yes, they love all grandchildren.（预设）
T: That’s because these loving small things make Lily’s family full of love. Love is in small things.（情感提升）
Pair work---Share Lily’s Family
Task7: Work with your partner to take turns to introduce Lily's family.
【设计意图】通过问题“What do you like about your family ”，引发学生站在Lily的角度思考并总结Lily家的“有爱瞬间”，引导学生全面深入的了解Lily一家，让学生通过学习掌握介绍家庭成员的结构和方法；并通过同伴合作的方式辩证分析和掌握文章的内容，学会如何结构清晰的介绍家人，多角度分析家庭成员，为小组活动介绍自己家提供了范本支架。【达成教学目标4】
【过渡语】 T: The International Day of Families also sent you the questionnaire. Please open it and finish it then share with us.
Group work---Share your family
Task8: First, finish your own part of the questionnaire.
Then work in a group of four to share your family.
▼Student 1: Share the brief introduction of your family.
▼Student 2: Share the “Look/Personality” part of your family.
▼Student 3: Share the “Hobby/Activity” part of your family.
▼Student 4: Share the “Fun Things” part of your family.
T: Pay attention to the checklist during your preparation.
【设计意图】通过调查问卷采访的小组活动，掌握并运用介绍家人的语言结构，以及充实对家庭成员的描述和介绍，全面客观的分析和介绍家庭成员，提升家庭幸福感，结合情境完成对家庭成员的介绍，促进家庭幸福感的提升，进而能够帮助家庭成员们更好的爱自己，爱世界！【达成教学目标5】
【过渡语】T: Today we have shared so many loving families. I believe you all have a happy and loving families. Where there is a family, there is love. Where there is love, there is a family. At last, let’s enjoy a video to find out what can family love help us to do. So class , please love your families, love yourself and then love the world!
Step 5 Homework
Students A: 1. Say "I love you!" to your family members.
2.Complete your questionnaire and share with your family members.
Students B: 1. Say "I love you!" to your family members.
2.Introduce Lily's family to your parents and describe what you like about her family.
【设计意图】通过分层作业检测学生对本节课内容的理解程度，A层学生依据本节课所学的Lily一家，完成调查问卷并和家庭成员分享；B层同学向父母介绍Lily一家并描述你喜欢Lily家哪些方面。

展开更多......

收起↑