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Unit 2單元備課 年級__六年級____ 學科__英語__
單元名稱 Unit 2 We’re Family!
教 材 分 析 本單元主題是“人與自我”下的“家庭與家庭生活”，子主題內容包括：家庭成員構成與角色，家庭成員的互動。主要涉及用英語介紹家庭成員的姓名、年齡、職業、外貌特征、興趣愛好等；描述家庭成員之間的關系和互動；表達對家庭成員的情感等。 本單元以聽力和對話等多個多模態語篇闡述了這一主題，對如何正確運用目標句型有條理地介紹家庭成員的興趣愛好，經常做的事情等基本情況進行了探究，旨在培養學生在社交場合中介紹自己和他人家庭的能力，增強人際交往能力和溝通技巧，同時引導學生關注家庭，增進對家庭成員的了解和感情，培養學生的家庭責任感和親情意識。
教 學目 標 Language Abilities (語言能力) 1.掌握與個人信息相關的詞匯和常用表達，并能準確、流利地將其運用到對話交流中。 Key words and phrases：cousin，aunt，uncle，grandmother，grandfather，often play basketball，read a lot，like Chinese chess，play the erhu well等 Key sentences： ①—Is this/Are these your…？—Yes，…/No，… ②—Who's/Who're…？—He's/She's/They're… 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.等 2.掌握單元音音標/ /,/ :/,/ /,/ɑ:/的字母組合發音。 Learning Abilities (學習能力) 1.激發自主學習能力，主動去收集更多關于家庭成員的表達和相關信息。 2提高學習遷移能力，將所學內容應用到實際生活情境中，如向他人介紹自己的家庭。 Thinking Qualities (思維品質) 1.培養邏輯思維，有條理地組織家庭成員信息并進行介紹。 2促進發散思維，思考如何更生動有趣地描述家庭成員。 Cultural Awareness (文化意識) 1.了解不同文化中家庭觀念和成員角色的差異。 2感受家庭在各種文化中的重要性和獨特性。
教 學 重點 1.掌握單元音音標/ /,/ :/,/ /,/ɑ:/的字母組合發音。 2掌握介紹家庭成員角色、愛好和活動的詞匯和常用句型。 3.學會運用一般現在時的肯定句或疑問句形式介紹或詢問信息。 4.學會恰當使用人稱代詞及名詞所有格。
教學難點 1.將單元音音標/ /,/ :/,/ /,/ɑ:/的字母組合發音規律準確運用到認讀單詞的過程中。 2.運用所學目標語言介紹家庭成員的角色、愛好和活動等。
教學方法 1游戲教學法 2任務教學法（問候語集錦） 3單元組學生競賽
學生情況分析 學生在小學英語中已經學過相關的表達方式，學生能夠積極探索適合自己的學習方法，定期反思和評價自己學習中的收獲與不足。本單元教學內容主要涉及用英語介紹家庭成員的姓名、年齡、職業、外貌特征、興趣愛好等；描述家庭成員之間的關系和互動；表達對家庭成員的情感等展開。對于剛剛進行入初中的初中生來說，話題貼近學生生活和興趣。
單元學科知識體系構建 1.1.掌握與個人信息相關的詞匯和常用表達，并能準確、流利地將其運用到對話交流中。 Key words and phrases：cousin，aunt，uncle，grandmother，grandfather，often play basketball，read a lot，like Chinese chess，play the erhu well等 Key sentences： ①—Is this/Are these your…？—Yes，…/No，… ②—Who's/Who're…？—He's/She's/They're… 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.等 2.掌握單元音音標/ /,/ :/,/ /,/ɑ:/的字母組合發音。 3.準確、流利地用英語介紹家庭成員。
課時分配 The First Period: Section A(1a-2) The Second Period: Section A(2a-Grammar Focus） The Third Period: Section B（1a-Reflecting）
課 題 Unit 2 We’re Family. Section A（1a-2） 時間
課型 主備人 使用人
教學目標 語言能力：Key words：cousin，aunt，uncle，grandmother，grandfather Key sentences： ①—Is this/Are these your…？—Yes，…/No，… ②—Who's/Who're…？—He's/She's/They're… 學習能力：學會將關鍵詞、短語和句子應用于介紹不同的家庭成員。 學會使用記憶策略、溝通策略等，更好地掌握相關表達，進行有效的介紹。 學習了解和收集更多關于家庭成員的信息，以豐富介紹內容。 文化意識：了解不同文化中的家庭結構、關系和文化可能有所不同。承認并尊重家庭在不同文化中的重要性和獨特性。 思維品質：在介紹時，能夠系統地組織家庭成員的信息。能夠想出獨特有趣的方式來描述家庭成員，培養分析思維能力。 課程思政：培養學生在社交場合中介紹自己和他人家庭的能力，增強人際交往能力和溝通技巧，同時引導學生關注家庭，增進對家庭成員的了解和感情，培養學生的家庭責任感和親情意識。
教學重點 讓學生掌握家庭成員的稱呼和相關定義，以及通過聽力理解和口語表達，了解家庭成員的關系。
教學難點 訓練學生的聽力理解和口語表達能力。
教具準備 PPT 教案 教材 練習冊
Step 1 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. Step 2 Work on la 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. Step 3 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. 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. 2.Students listen and repeat after the recording. Practise reading the recording script. 3.Encourage students to role- play the conversations in 1b. 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 … 36B: 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. 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. Step 7 Summary 1. Recap the vocabulary and structures learned in this lesson. 2.Encourage students to use these expressions in real- life situations. Step 8 Homework Write a short paragraph about your family, including at least three family members and your relationships. 二次備課
板書設計
教學反思
課 題 Unit 2 We’re Family！Section A （2a-Grammar Focus） 時間
課型 主備人 使用人
教學目標 語言能力：掌握重點單詞、短語和句型，并能正確讀寫。 Key phrases：funny，different，quiet，have short hair，make us laugh，have long brown hair，play basketball，read a lot，like Chinese chess，play the erhu well，like gardening，love animals/sport. Key sentences： ①—Do you often play ping pong together？—Yes，we play every day/week. ②—Whose fishing rods are those？—They're my father's. ③—Does she play the erhu well？—Yes，she does. ④He spends a lot of/lots of time fishing. 學習能力：能夠從不同方面收集和整理家庭成員的信息。能夠使用適當的表達來準確表達這些信息。 文化意識：了解家庭文化差異。認識到不同家庭在愛好、日常活動等方面可能存在文化差異。尊重各種呈現家庭信息和家庭生活方式的方式。 思維品質：能夠從大量具體的愛好、財產和活動中總結出家庭成員的特點。能夠思考家庭成員信息與其他相關內容之間的關聯。 課程思政：培養學生在社交場合中介紹自己和他人家庭的能力，增強人際交往能力和溝通技巧，同時引導學生關注家庭，增進對家庭成員的了解和感情，培養學生的家庭責任感和親情意識。
教學重點 一般現在時中系動詞be與不同人稱主語的匹配關系；人稱代詞和形容詞性物主代詞的區分；一般疑問句以及特殊疑問句的基本構成以及異同。
教學難點 使用準確、得體的語言進行多輪次對話。
教具準備 PPT 教案 教材 練習冊
教學過程 Step 1 Lead in(guessing game) 1The teacher shows a photo of his/her family members and asks students to guess his/her identity. T：Look at the photo.Who is he？Do you still remember？You can ask me questions like “Is this your…？”．I will tell you “yes” or “no”．The one who tells the name first will get one point！Go! S1：Is this your brother T：No. S2：Is this your cousin T：Bingo！One point for you. 2．The teacher chooses four or five students to play the guessing game. Step 2 Listening & Speaking(2a～2c) Work on 2a 1Ask students to listen to the conversation and circle the coloured words they hear. 2.Ask students to share the answers and the teacher corrects their pronunciation if necessary. Work on 2b 1.Ask students to read the conversation and complete the table in 2b. T：Here is an information table about Teng Fei's family.Let's read the conversation together and fill in the table…You read so fluently.Now let's look at 2b.Please complete the table. 2.Ask students to share the answers and the teacher helps to correct if necessary. Work on 2c 1.Ask students to listen to the conversation again. 2.Ask students to role play the conversation and invite two or three pairs of students to present in class. Step 3 Speaking(2d) Work on 2d 1.Show Zhang Xinyu's family photo and introduce their information. T：Look at the picture here.It's Zhang Xinyu's family.Who are the old man and woman？Who are they？Who is the little boy Ss：They are Zhang Xinyu's grandparents.They are her parents.He is Xinyu's brother. 2.Show some phrases about hobbies and possessions and let students ask and answer questions to talk about Zhang Xinyu's family. 3.Ask students to make up a new conversation with the photo and phrases in 2d. Step 4 Speaking(2e) Work on 2e Ask students to work in groups and introduce the things their family members have and the activities they do. T：We know about Teng Fei's and Zhang Xinyu's family members.Now let's talk about the things your family members have and the activities they do.You can use the sentence patterns on the blackboard.Work in groups first and then share and introduce your photos in class. Step 5 Grammar(3a) Work on 3a 1.Ask students to read the sentences in the grammar box and circle the verbs by themselves.Ask students to research in groups and find out the two questions：How do the verb forms change with the subjects？What are the change rules of the third person singular forms of verbs 2.Ask students to share their findings(Summary)． Step 6 Grammar(3b～3c) Work on 3b 1.Ask students to complete the sentences with the correct possessive form('s) of the words in brackets. 2.Ask students to share their answers in class and the teacher helps to correct if necessary. Work on 3c Ask students to complete the passage with the correct forms of the verbs in the box.Ask students to share their answers in class and the teacher helps to correct if necessary. Step 7 Speaking(3d) Work on 3dStudents work in pairs，ask and answer questions about each other's family.Ask some pairs to act out the dialogue in front of the class. Step 6　Homework Make a poster to talk about the looks，possessions and hobbies of a person. Do the exercises in the students' workbooks.
板書設計
教學反思
課 題 Unit 2 We’re Family！Section B 時間
課型 主備人 使用人
教學目標 語言能力：學生能夠掌握重點單詞、短語和句型：handsome，in the middle，on the left，play tennis with，on one's knee，on the right，beautiful，kind，read me a story，three grandchildren，grandparents Key sentences：①Here's a photo of us.②I'm the one with the pink hat. ③She always reads me a story at night.④They often say I'm their favourite grandchild，but I think they say the same thing to all of us！ 學習能力：學會使用相關詞匯和句子結構來準確描述家庭照片。在談論家庭照片時，學會按照邏輯順序表達。 思維品質：能夠以連貫和有吸引力的方式組織個人信息。能夠分析照片中家庭成員的特征和關系。在討論家庭照片時，能夠添加個人感受和獨特視角。 文化意識：認識到家庭在不同文化中的重要性和特征。培養對不同家庭文化的理解和尊重。 課程思政：培養學生在社交場合中介紹自己和他人家庭的能力，增強人際交往能力和溝通技巧，同時引導學生關注家庭，增進對家庭成員的了解和感情，培養學生的家庭責任感和親情意識。
教學重點 家庭成員的英語表達；介紹家庭成員的句型。
教學難點 準確理解并回答關于家庭介紹的閱讀理解問題。
教具準備 PPT 教案 教材 練習冊
教學過程： Step 1 Lead - in Greet and sing a song about families.(教師播放一首關于家庭的英文歌曲,如“ The Famíly Song”。教師引導學生一起跟著節奏拍手或做簡單的動作) 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,學生跟隨音樂和教師做動作) 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! Step 2 Work on la 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,(學生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 pro- vides support and feedback. Step 3 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.Explaín 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. 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. 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. 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. 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. Step 8 Work on1 1.Show an example of a family tree and explain the structure. 2.Ask students to identify the family members on the tree and their relationships. Step 9 Work on 2 1.Ask several students to introduce their family members according to their family trees. 2.Ask students to write a short description of each family member, Step 10 Work on 3 Invite students to come to the front of the class, one by one, to introduce their family trees.Encourage them to use the descriptions they wrote in 3b. Provide feedback on their presentations, focusing on language use and fluency. Step11 Summary and Homework Summarize the key points of the lesson. Assign homework: Students should finish their family trees at home and practise introducing them to a family member or friend.
板書設計
教學反思
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