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Unit 2 We’re Family!
第一課時 Section A(1a—1d)
教學目標：
1.重點單詞:mean,husband
2.重點句型:
(1)—Is this/Are these your ...
—Yes, .../No, ...
(2)—Who’s/Who’re ...
—He’s/She’s/They’re ...
重點：(1)能夠識別和運用家庭成員的詞匯，理解這些詞匯所指代的人物關系，能夠區分英語和漢語中家庭成員名稱的異同。
(2)能夠套用聽力對話中的句式相互詢問和介紹家人，并傳遞情感信息。
難點：(1)能夠結合所聽內容和圖片信息理解名詞所有格表達的所屬關系。
(2)能夠基于所聽內容判斷對話語境，梳理人物關系并記錄重要信息。
教學過程：
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.
教學反思：
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第二課時 Section A(Pronunciation 1—2e)
教學目標
1.重點單詞:bat,together,spend,really,member,activity
2.重點短語:ping-pong bat,play ping-pong,every day, fishing rod,a lot of/lots of
3.重點句型:
(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.
重點：(1)能夠正確識別并準確讀出/ /,/ /,/ /,/ɑ /這四個元音音素以及含有這四個音素的常見詞匯，能夠準確讀出實義動詞的第三人稱單數形式和名詞的所有格形式，并了解其讀音規律。
(2)能夠通過聽讀對話分辨不同物品與家庭成員的所屬關系。
難點：(1)能夠運用所學語言，結合實際談論家人的使用物品、習慣和愛好。
(2)能夠識別并使用詢問及表達物品所屬關系的句式結構，包括一般疑問句，含有whose的特殊疑問句，以及名詞所有格。
教學過程
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.
教學反思
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第三課時 Section A(Grammar Focus 3a—3d)
教學目標
1.重點單詞:chess,funny,laugh,different,violin
2.重點短語:Chinese chess,have fun
3.重點句型:
(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.
重點：學習含有實義動詞的一般現在時的句式結構、表意功能和用法。
難點：(1)能在語境中根據不同人稱選擇使用不同的動詞形式，掌握一般現在時態句子中的主謂一致原則，并能正確使用一般現在時的句子詢問和描述與家人相關的信息。
(2)能夠正確運用名詞所有格表達物品與人物之間的所屬關系。
教學過程
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
—...
語法拓展
一、一般現在時中實義動詞的用法
1.實意動詞的定義：在句中有實實在在含義的動詞，可獨立充當謂語。
2.實義動詞的用法：實義動詞的形式取決于主語，遵循主謂一致原則，即主語是第三人稱單數時，謂語動詞用單三形式；主語是其他人稱時，謂語動詞用原形。
3.實義動詞在一般現在時中的各種句型：
(1)肯定句：主語+實義動詞+其他.
(2)否定句：主語+doesn’t/don’t+實義動詞+其他.
【注意】主語是第三人稱單數時，借助doesn’t構成否定句；主語是其他人稱時，借助don’t構成否定句。
(3)一般疑問句：Do/Does+主語+實義動詞+其他
肯定回答：Yes,主語+do/does.
否定回答：No,主語+don’t/doesn’t.
二、名詞所有格
名詞所有格表示所屬關系，構成情況如下：
1.一般情況下，單數名詞詞尾加’s，如Lily’s cat；
2.不以s結尾的復數名詞，加’s，如Children’s Day；
3.以s結尾的復數名詞，加’，如parents’ room；
4.表示共同擁有時，在最后一個名詞后加’s，如Lily and Lucy’s room；
5.表示各自所有時，在每個名詞后加’s，如Tom’s and Lily’s dogs；
6.無生命的名詞所有格一般用of短語構成，如the color of the coat。
活學活用
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.
教學反思
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第四課時 Section B(1a—2b)
教學目標
1.重點單詞: hat,handsome,knee,son,hike
2.重點短語:at night,in the middle,next to,play tennis,go hiking
3.重點句型:
(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.
重點：能夠基于語篇中的細節信息識別全家福照片中的不同家庭成員，并能說出他們的相關信息，如名字、身份及互動關系等。
難點：能夠運用本單元所學核心句式完整地介紹和描寫自己的家庭，包括家人的外貌、性格、愛好等。
教學過程
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.
教學反思：
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第五課時 Section B(Project 3a—Reflecting)
教學目標：
重點句型:
(1)She’s beautiful and has long hair.
(2)She’s a bit quiet but very smart.
重點：能夠熟練運用本單元目標語言，以書面和口語表達的形式介紹家譜圖中的每個家庭成員。
難點：能夠理解家譜圖的用途和基本結構，并結合自己的家庭情況，手工繪制圖示或制作電子版的家譜圖。
教學過程：
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.
教學反思：
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