Unit2We'reFamily!SectionAUnit2"We'reFamily!"focusesonfamilyrelationshipsandintroducingfamilymembers.SectionA,asthestartingpartofthisunit,laysthefoundationforstudentstolearnrelevantvocabularyandbasicsentencepatterns.Inthissection,studentswillfirstencounternewwordsrelatedtofamilymemberssuchas"father","mother","sister","brother","grandfather","grandmother",etc.Thesewordsarenotonlythebuildingblocksforstudentstodescribetheirfamiliesbutalsothekeytounderstandingthetopic.is...are...is...ntswilllearnsimplesentencepatternslike"Thisis...","Theseare...","He/Sheis...",whichareusedtointroduceandidentifyfamilymembers.Throughlistening,speaking,reading,andwritingactivities,studentswillpracticeusingthesevocabularyandsentencepatternstomunicateaboutfamily.Thedialoguesandtextsinthissectionaresetinreallifefamilyrelatedscenarios,whichcanhelpstudentsbetterunderstandandapplywhattheyhavelearnedinpracticalsituations.教學(xué)目標(biāo)Studentswillbeabletomasterthevocabularyrelatedtofamilymembers:father,mother,sister,brother,grandfather,grandmother,son,daughter,uncle,aunt,cousin.Studentscancorrectlyusesentencepatterns"Thisis...","Theseare...","He/Sheis..."tointroduceanddescribefamilymembers.Studentswillunderstandtheusageofpossessiveadjectives"my","your","his","her"inthecontextoftalkingaboutfamily.教學(xué)重難點(diǎn)Masteryoffamilyrelatedvocabulary.Teachersneedtoensurethatstudentscanaccuratelypronounceandspellthesewords.Forexample,thepronunciationof"grandfather"and"grandmother"hassomeplexity,andteachersshouldpayattentiontoguidingstudentstoreadthemcorrectly.Correctapplicationofsentencepatterns"Thisis...","Theseare...","He/Sheis...".Teachersshoulddesignvariousactivitiestoletstudentspracticeusingthesesentencepatternsindifferentsituations,suchasintroducingphotosoffamilymembers.Understandingandcorrectuseofpossessiveadjectives"my","your","his","her".Teacherscanuseexamplestohelpstudentsunderstandthedifferenceinusage,forexample,"Thisismyfather."and"Isthisyourmother?".FamilyMembers:father(dad,daddy)/?fɑ?e?(r)/(n.)父親mother(mom,mummy)/?m?e?(r)/(n.)母親sister/?s?st?(r)/(n.)姐妹brother/?br?e?(r)/(n.)兄弟grandfather(grandpa,granddad)/?ɡr?nfɑ?e?(r)/(n.)祖父；外祖父grandmother(grandma,granny)/?ɡr?nm?e?(r)/(n.)祖母；外祖母son/s?n/(n.)兒子daughter/?d??t?(r)/(n.)女兒uncle/???kl/(n.)叔叔；伯伯；舅舅；姑父；姨父aunt/ɑ?nt/(n.)阿姨；姑姑；嬸嬸；舅媽cousin/?k?zn/(n.)堂兄弟姐妹；表兄弟姐妹教學(xué)過(guò)程1Warmingup(5minutes)Greetthestudentsasusual.Then,playashortEnglishsongaboutfamily,suchas"FamilySong".Whileplayingthesong,showsomepicturesofdifferentfamiliesonthePPT.Afterthesong,askstudentssomesimplequestions,like"Whatdidyouseeinthepictures?"and"Doyoulikeyourfamily?".Thisactivitycanquicklyarousestudents'interestinthetopicoffamilyandcreatearelaxedEnglishlearningatmosphere.2Presentation(12minutes)VocabularyTeaching:UsethePPTtoshowpicturesoffamilymembersonebyone.Foreachpicture,saythecorrespondingwordclearly,forexample,whenshowingapictureofafather,say"Thisisafather.Father./?fɑ?e?(r)/".Letstudentsrepeatthewordseveraltimes.Then,askstudentstoreadthewordsingroups,andtheteacherwalksaroundtheclassroomtocorrectstudents'pronunciation.Afterteachingallthewords,playagamecalled"Flashcards".Showtheflashcardsoffamilymemberwordsquicklyandaskstudentstoreadthewordsoutasfastastheycan.Thiscanhelpstudentsreinforcetheirmemoryofthewords.SentencePatternTeaching:Usethepicturesoffamilymembersagain.Pointtoapictureofagirlandsay"Thisismysister.Sheis...".Then,changetoanotherpictureandsay"Thesearemyparents.Theyare...".Letstudentsobservethesentencepatternsandrepeataftertheteacher.Writethesentencepatterns"Thisis...","Theseare...","He/Sheis..."ontheblackboard.Explaintheirusagebriefly.Forexample,"Thisis..."isusedforintroducingasingleperson,and"Theseare..."isformultiplepeople.Then,givesomeexamplesforstudentstoimitate,suchas"Thisismyfriend.Heistall."and"Thesearemytoys.Theyarenew.".3Practice(15minutes)ListeningPractice:LetstudentsopentheirtextbookstothelisteningpartinSectionA.Playtherecordingforthefirsttime.Studentsjustlistenandgetageneralideaofthecontent.Then,playtherecordingagain.Thistime,studentslistencarefullyandpletethetasksinthetextbook,suchasmatchingthenameswiththecorrectfamilymembersinthepictures.Afterlistening,checktheanswerswiththewholeclass.Forthewronganswers,playtherelevantpartsoftherecordingagainandletstudentsanalyzewhytheymademistakes.SpeakingPractice:Dividestudentsintopairs.Eachstudenttakesoutaphotooftheirfamily.Usethelearnedsentencepatternstointroducetheirfamilymemberstotheirpartners,like"Thisismyfather.Heisadoctor.Thesearemygrandparents.Theyareverykind."Encouragestudentstoaskeachotherquestions,suchas"Who'she?"or"Aretheseyourcousins?".Theteacherwalksaroundtheclassroom,listenstostudents'conversations,andgivesguidanceandencouragement.Then,invitesomepairstoetothefrontoftheclassandsharetheirfamilyphotosandintroductionswiththewholeclass.4Production(10minutes)WritingPractice:Askstudentstowriteashortpassagetointroducetheirfamilies.Theyneedtouseatleast5sentencesandincludethelearnedvocabularyandsentencepatterns.Forexample,"Myfamilyisahappyone.Thisismymother.Sheisateacher.Thesearemytwobrothers.Theyarestudents.Ilovemyfamilyverymuch."Theteachercanwriteasimpleexampleontheblackboardfirsttogivestudentsaclearidea.Whilestudentsarewriting,theteachercanprovideindividualguidance.Afterstudentsfinishwriting,askthemtoexchangetheirpassageswiththeirdeskmates.Theyreadeachother'spassagesandcorrectthemistakesinspelling,grammar,andsentencestructure.GroupActivity:Dividestudentsintogroupsof4Eachgroupcreatesafamilytree.Theyusethewordsandsentencepatternstheyhavelearnedtolabelthefamilymembersonthefamilytreeandintroducetherelationships.Forexample,"Thisismyfather.HisnameisTom.Heisthesonofmygrandparents."Eachgrouppresentstheirfamilytreeandintroductiontothewholeclass.5SummaryandHomework(3minutes)Summary:Summarizethekeypointsofthisclasswiththestudents,includingthevocabularyoffamilymembers,thesentencepatternsforintroduction,andtheusageofpossessiveadjectives.Askstudentstorecallwhattheyhavelearnedandanswersomesimplereviewquestions,suchas"What'stheEnglishfor'mother'?"and"Howdoweintroduceasingleperson?".Homework:AskstudentstomakeafamilyphotoalbumandwriteanEnglishintroductionforeachphotoathome.Theycanbringthephotoalbumtoschooltomorrowandshareitwiththeirclassmates.Askstudentstorecitethenewwordsandsentencepatternslearnedinthisclass.教學(xué)反思Afterthisclass,Ineedtoreflectonthefollowingaspects.First,intermsofvocabularyteaching,althoughtheuseofpicturesandgamescanarousestudents'interest,somestudentsmaystillhaveproblemswithpronunciation,especiallyforsomelongwordslike"grandfather"and"grandmother".Infutureteaching,Icanpaymoreattentiontoindividualpronunciationcorrectionanddesignmore