Unit 2 We're Family！ 教案 -2024-2025学年英语人教版七年级上册

Unit 2 We're Family! 本单元人教版七年级第二单元，标题为：We're Family！话题为：Introductions to family members，语言功能为：Talk about what family members are like，语法为：Simple present tense，Possessive('s)。 本单元主题是“人与自我”下的“家庭与家庭生活”，子主题内容包括：家庭成员构成与角色，家庭成员的互动。主要涉及用英语介绍家庭成员的姓名、年龄、职业、外貌特征、兴趣爱好等；描述家庭成员之间的关系和互动；表达对家庭成员的情感等。 本单元以听力和对话等多个多模态语篇阐述了这一主题，对如何正确运用目标句型有条理地介绍家庭成员的兴趣爱好，经常做的事情等基本情况进行了探究，旨在培养学生在社交场合中介绍自己和他人家庭的能力，增强人际交往能力和沟通技巧，同时引导学生关注家庭，增进对家庭成员的了解和感情，培养学生的家庭责任感和亲情意识。 单元主题 大观念 单元语言 大观念 语言能力 及技能 语言能力： 1．掌握与个人信息相关的词汇和常用表达，并能准确、流利地将其运用到对话交流中。 Key words and phrases：cousin，aunt，uncle，grandmother，grandfather，often play basketball，read a lot，like Chinese chess，play the erhu well，like gardening/reading，love animals，handsome，funny，play football，beautiful，kind，go hiking，tall，big eyes，clever 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. ⑤—Does your mother have a piano？—Yes，she does./No，she doesn't. ⑥Teng Fei's grandfather loves sport. ⑦Teng Fei's father has a fishing rod. 2．掌握单元音音标//，/ə/，//，//的字母组合发音。 语言能力 及技能 语言技能： 1．准确、流利地用英语介绍家庭成员。 2．锻炼词汇运用能力，如各类表示家庭成员、职业、外貌等的词汇。 3．通过音标的学习，增强对英语语音体系的理解和把握，在阅读中能够更准确地认读单词，减少因读音不准导致的理解障碍。 文化意识 1.了解不同文化中家庭观念和成员角色的差异。 2．感受家庭在各种文化中的重要性和独特性。 思维品质 1.培养逻辑思维，有条理地组织家庭成员信息并进行介绍。 2．促进发散思维，思考如何更生动有趣地描述家庭成员。 学习能力 1.激发自主学习能力，主动去收集更多关于家庭成员的表达和相关信息。 2．提高学习迁移能力，将所学内容应用到实际生活情境中，如向他人介绍自己的家庭。 重点： 1．掌握单元音音标//，/ə/，//，//的字母组合发音。 2．掌握介绍家庭成员角色、爱好和活动的词汇和常用句型。 3．学会运用一般现在时的肯定句或疑问句形式介绍或询问信息。 4．学会恰当使用人称代词及名词所有格。 难点： 1．将单元音音标//，/ə/，//，//的字母组合发音规律准确运用到认读单词的过程中。 2．运用所学目标语言介绍家庭成员的角色、爱好和活动等。 学科网（北京）股份有限公司 $$ 导入一　图片导入 1．Show some photos of family members.Show the new words and sentences with the pictures and then lead in the new lesson. T：Look at the photo.This is my family photo.He is my father.He is kind.She is my mother.She is beautiful… 2．The teacher writes the new words on the blackboard.(father，mother，cousin，aunt，uncle，grandmother，grandfather) 导入二　游戏导入 1．Show a photo of the teacher's family members and ask 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. 导入三　复习导入 Show students some pictures and ask them to make a sentence with the picture to review the important sentence patterns. T：Look at the picture.What does the boy like? Ss：He likes playing basketball. T：What do they like? Ss：They like playing ping­pong. T：What does the old man have? Ss：He has a fishing rod. T：What do they have? Ss：They have some nice ping­pong bats. 活动一　两两对话(通过两两对话的形式学会对家庭人物的身份进行提问及回答) A：Is this/Are these your…？ B：Yes，…/No，… A：Who's/Who're…？ B：He's/She's/They're… 活动二　小组讨论(通过小组讨论的方式让学生发现动词随主语变化的规则) 1．Ask students to read the sentences in the grammar box and circle the verbs by themselves. 2．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 third­person singular form of verbs? 3．Ask students to share their findings(Summary)． 活动三　猜老师活动(通过做游戏进一步巩固介绍人物外貌、爱好和习惯等的重点句型) 1．Show each group photos of some teachers and some key words，ask them to describe the persons one by one. (Tell students how to play the game.Make a model for the students.) S1：She likes playing the piano. S2：She has a ping­pong bat. S3：She is tall and thin. S4：She likes the colour blue.Who is she? … 2．Choose the best group to show in class and ask others to guess the person. 活动四　复述文章(通过表格复述文章，帮助学生熟悉文章并进一步巩固介绍全家福照片常用的短语和句型) 1．Ask students to read the passage again and then finish the following table. Lily's family photo Names and identities(身份) Position (位置) Activities/ Hobbies Appearance(外貌) &Personalities(性格) The possession (拥有) Fred Dad (1)on__the__left plays tennis handsome / Sam (2)brother on his dad's knee (3)likes__chess / / Jane Mum (4)on__the__right reads Lily a story at night (5)beautiful__and__kind / Jack&Sarah (6)grandparents in the middle / / (7)three__grandchildren and a dog 　　2.Ask students to retell the passage using their own words according to the table. 学科网（北京）股份有限公司 $$ 第一课时　Section A(1a～1d)&Pronunciation 1．Talk about family members' information like age，appearance，personality，hobby and so on. 2．Talk about the pronunciation of letter combinations for the monophthong phonetic symbols including //，/ə/，//，//. Language Abilities Grasp the following important points as well as be able to read and write correctly. 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… Learning Abilities ●Learn to apply key words，phrases，and sentences into the introduction of different family members. ●Learn to use memory strategies，communication strategies，etc.to better master the relevant expressions and conduct effective introductions. ●Learn to understand and collect more information about family members to enrich the introduction content. Thinking Qualities ●Be able to organize the information of family members systematically when making introductions. ●Be able to think of unique and interesting ways to describe family members to cultivate the analytical thinking ability. Cultural Awareness ●Understand that family structures，relationships and cultures may vary in different cultures. ●Recognize and respect the importance and uniqueness of family in various cultures. 重点： 1．Students are able to introduce family members' information with the words and sentence patterns：father，mother，cousin，aunt，uncle，grandmother，grandfather，This is… 2．Students are able to ask family roles with the sentence patterns：①—Is this/Are these your…？—Yes，…/No，…②—Who's/Who're…？—He's/She's/They're… 难点： 1．Students are able to ask for family roles with proper sentence patterns. 2．Students are able to introduce family member titles with accurate vocabularies. Step 1　Lead­in 1．Show pictures of family members and introduce the family member identities to students. T：Look at the photo.This is my family photo.He is my father.He is kind.She is my mother.She is beautiful… 2．The teacher writes the new words on the blackboard.(father，mother，cousin，aunt，uncle，grandmother，grandfather) 【设计意图】通过介绍照片的方式导入新课，激发学生的学习兴趣，同时引入生词。 Work on 1a 1．Ask students to match the definitions with members of the family. 2．Ask students to share the answers and the teacher helps to correct their pronunciation if necessary. Step 2　Listening & Speaking(1b～1d) Work on 1b 1．Ask students to listen to two conversations in 1a and number the pictures in the order they hear them. 2．Ask students to share the answers and the teacher helps to correct them if necessary. Work on 1c 1．Ask students to listen again and complete the sentences. T：Let's listen to the tape once again and try to complete the sentences. 2．Ask students to share the answers and the teacher helps to correct their pronunciation if necessary. Work on 1d 1．Ask students to introduce their family photos in their groups. 2．The teacher asks questions after the introduction of the family photos. (The teacher shows key sentence patterns on the blackboard.①—Is this/Are these your…？—Yes，…/No，…②—Who's/Who're…？—He's/She's/They're…) 3．Ask students to make a conversation with the interrogative sentence patterns. T：It's your time to make a conversation in pairs.You can ask and answer questions with the sentence patterns on the blackboard. 4．Choose three or four pairs of students to share their conversations. 【设计意图】通过小组合作的形式，学生可以对目标句型进行充分练习。 Step 3　Pronunciation & Speaking(1～3) Show students the monophthong phonetic symbols：//，/ə/，//，//. (The teacher shows how to pronounce the four phonetic symbols one by one.) T：Look at this.What is this? Ss：It's//… Work on 1～2 Ask students to listen to the recording and repeat after the tape. Work on 3 1．Ask students to listen to the tape and mark the stressed syllables. 2．Ask students to share the answers and the teacher helps to correct their mistakes if necessary. 3．Ask students to repeat after the tape. 【设计意图】 通过跟读音标及对应单词，有效练习发音和目标词汇。 Step 4　Summary 1．Ask students to do exercises about what they have learned today. 2．Ask students to make a summary about what they have learned today. 【设计意图】通过练习和总结，学生能够明确本节课的重点。 Step 5　Homework 1．Ask students to introduce themselves to others. 2．Ask students to do the exercises in the students' workbooks. Unit 2　We're Family! 第一课时　Section A(1a～1d)&Pronunciation Key words： father，mother，cousin，aunt，uncle，grandmother，grandfather Key sentences： —Is this/Are these your…？—Yes，…/No，… —Who's/Who're…？—He's/She's/They're… 学科网（北京）股份有限公司 $$ 第二课时　Section A(2a～2e) 1．Talk about family members' information like hobbies, possessions and activities. 2．Know the grammar：Possessive form('s)． 3．Introduce the family photos，the family members' hobbies，possessions and activities. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key phrases：play basketball，read a lot，like Chinese chess，play the erhu well，like gardening，love animals/sport. Key sentences： ①—Do you often play ping­pong 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. Learning Abilities ●Be able to collect and sort out the information about family members in different aspects. ●Be able to use appropriate expressions to accurately express this information. Thinking Qualities ●Be able to summarize the characteristics of family members from a large number of specific hobbies，possessions and activities. ●Be able to think about the associations between the information about family members and other related contents that can be associated. Cultural Awareness ●Understand family cultural differences. ●Recognize that there may be cultural differences in hobbies，daily activities，etc.among different families. ●Respect various ways of presenting family information and family lifestyles. 重点： 1．Students are able to introduce family members' information like hobbies, possessions and activities. 2．Students are able to use possessive form('s)． 难点： 1．Students are able to introduce the family photo with proper sentence patterns. 2．Students are able to use proper possessive form('s) to talk about what the person owns. Step 1　Lead­in(guessing game) 1．The 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. 【设计意图】通过看图片猜人物的游戏，高效引入主题，学生也可以回顾所学单词和句型。 Step 2　Listening & Speaking(2a～2c) Work on 2a 1．Ask 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. (While reading，the teacher walks around and corrects students' pronunciation.) 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 role­play the conversation and invite two or three pairs of students to present in class. 【设计意图】通过阅读对话，完成相应练习，学生可以逐渐掌握阅读技巧：查找细节。 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. (The teacher writes key points on the blackboard.) ①—Whose erhu is this？—It's Xinyu's erhu. ②—Who likes gardening？—Xinyu's grandmother. 3．Ask students to make up a new conversation with the photo and phrases in 2d. 【设计意图】通过两两结合编对话介绍张欣雨的家庭信息，学生可以对文本的目标语言和语法进行强化练习。 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. 【设计意图】学生可以通过介绍家庭照片和家庭成员的喜好以及所拥有的实物，巩固本节课重点句型。 Step 5　Summary Ask students to make a summary about what they have learned today. 【设计意图】通过总结，学生可以明确本节课的重点。 Step 6　Homework 1．Write a short essay to introduce the things their family members have. 2．Remember the words and phrases in this lesson. 3．Do the exercises in students' workbooks. Unit 2　We're Family! 第二课时　Section A(2a～2e) Key points： play basketball，read a lot，Chinese chess，play the erhu well，like gardening，love animals/sport，ping­pong bat Key sentences： —Do you often play ping­pong together？—Yes，we play every day/week. —Whose fishing rods are those？—They're my father's. —Does she play the erhu well？—Yes，she does. He spends a lot of/lots of time fishing. 学科网（北京）股份有限公司 $$ 第三课时　Grammar Focus 1．Know simple present tense：the affirmative and interrogative sentence，its affirmative and negative answers. 2．Know Possessive('s)：A's…，B's…，A and B's…，A's and B's… Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：funny，different，quiet，have short hair，make us laugh，have long brown hair Key sentences： ①We are all different，but we have a lot of fun together. ②I'm not tall or short. ③—Whose schoolbag is this？—It's Teng Fei's. ④This is Ella and Emma's classroom. ⑤—Whose caps are these？—They're my grandparents'. ⑥—Do you play the piano？—Yes，I do./No，I don't. ⑦—Does your father spend a lot of time fishing？—Yes，he does./No，he doesn't. ⑧—Does your mother have a piano？—Yes，she does./No，she doesn't. Learning Abilities ●Learn to describe and express family members' possessions and hobbies in English. ●Learn to understand and apply the rules of the simple present tense accurately. ●Learn to recognize and use possessive forms correctly. Thinking Qualities ●Be able to make logical connections between the possessions and hobbies of different family members. ●Be able to analyze and organize information about family members and their characteristics. Cultural Awareness ●Gain an awareness of different family cultures and the variety of hobbies that people may have. ●Appreciate the importance of family and personal interests in different cultures. ●Understand how language is used to describe and discuss these aspects in an English­speaking context. 重点： 1．Students are able to master the correct usage of the simple present tense，including the conjugation of verbs for different subjects. 2．Students are able to understand and correctly use possessive pronouns and possessive adjectives. 3．Students are able to accurately describe the possessions and hobbies of family members. 难点： 1．Students are able to remember the specific forms and rules of the simple present tense and apply them consistently. 2．Students are able to distinguish between different possessive forms and use them appropriately in context. 3．Students are able to express complex hobbies and possessions clearly and precisely use the right words and structures. Step 1　Review & Lead­in 1．Show students some pictures and ask them to make a sentence with the picture. (When students are sharing their answers，the teacher writes down the fallible points on the blackboard.) T：Look at the picture.What does the boy like? Ss：He likes playing basketball. T：What do they like? Ss：They like playing ping­pong. T：What does the old man have? Ss：He has a fishing rod. T：What do they have? Ss：They have some nice ping­pong bats. 【设计意图】通过看图介绍人物的形式导入新课，帮助学生复习已有句型，同时为接下来的学习作铺垫。 Step 2　Grammar(3a) Work on 3a 1．Ask students to read the sentences in the grammar box and circle the verbs by themselves. T：Look at the chart.When you read the sentences，circle the verbs.Pay attention to the change of verb forms. 2．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 third­person singular forms of verbs? 3．Ask students to share their findings(Summary)． T：For the subjects “I” and “you”，the verb is in its base form.Eg.I/You like reading. For plural subjects like “we”，“you” and “they”，the verb is also in the base form.Eg.We like…，You want…，They play… For the subjects “he”，“she” and “it”，the verb is the third­person singular form.Eg.He likes…，She goes…，It looks… the change rules of the third­person singular forms of verbs： a．Generally，directly add “s” to the end of the verb，such as：work—works，like—likes. b．Add “es” at the end of verbs ending with “s”，“x”，“ch” and “sh”，such as：pass— passes，fix—fixes，teach—teaches，wash—washes. c．Verbs ending with “o”：add “es”，such as：go—goes，do—does. d．Verbs ending with a consonant letter plus “y”：change “y” to “i” and then add “es”，such as：study—studies，fly—flies. (When students share the answers，the teacher writes the rules on the blackboard.If necessary，correct their answers at the same time.) 4．Give students two minutes to understand the rules and try to memorize. 【设计意图】通过小组观察，讨论和总结，学生可以掌握动词第三人称单数形式的变化规律和用法。 Step 3　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. 3．Make a summary about the usage：A's…，B's…，A and B's…，A's and B's… (The teacher writes down the meanings and examples on the blackboard.) Work on 3c 1．Ask students to complete the passage with the correct forms of the verbs in the box. 2．Ask students to share their answers in class and the teacher helps to correct if necessary. (Students must read the complete sentences.) 【设计意图】通过练习，学生可以充分理解和运用动词随主语变化的规则。 Step 4　Speaking(3d) Work on 3d 1．Students work in pairs，ask and answer questions about each other's family. T：Now please tell us something about your family.You have three minutes.Go! 2．Ask some pairs to act out the dialogue in front of the class. 【设计意图】通过对目标语言进行口头训练，学生的语言交际能力也能有所提升。 Step 5　Summary(guessing game) 1．Show each group photos of some teachers and some key words，ask them to describe the persons one by one. (Tell students how to play the game.Make a model for the students.) S1：She likes playing the piano. S2：She has a ping­pong bat. S3：She is tall and thin. S4：She likes the colour blue.Who is she? … 2．Choose the best group to show in class and ask others to guess the person. 【设计意图】通过做游戏，学生可以进一步掌握语言点，正确流畅地进行交际运用。 Step 6　Homework 1．Make a poster to talk about the looks，possessions and hobbies of a person. 2．Do the exercises in the students' workbooks. Unit 2　We're Family! 第三课时　Grammar Focus The change rules of the third­person singular form of verbs： 一般情况 ＋s 以s/x/ch/sh/o结尾 ＋es 以辅音字母＋y结尾 变y为i再加es 以元音字母＋y结尾 直接＋s 特殊情况 have­has　be­is The possessive form('s) Kate's cat　Ella and Emma's classroom my grandparents' caps　Lily's and Lucy's schoolbags Teachers' Day　Children's Day 学科网（北京）股份有限公司 $$ 第四课时　Section B(1a～1d) 1．Understand the personal information of Lily's family members in her family photo，like：Who are they and what are they like? 2．Talk about your family photo. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：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！ Learning Abilities ●Learn to use relevant vocabularies and sentence structures to describe family photos accurately. ●Learn to express in a logical order when talking about family photos. Thinking Qualities ●Be able to organize personal information in a coherent and attractive way. ●Be able to analyze the features and relationships of family members in the photo. ●Be able to add personal feelings and unique perspectives when discussing family photos. Cultural Awareness ●Recognize the importance and characteristics of family in different cultures. ●Develop an understanding and respect for different family cultures. 重点： 1．Students are able to master key vocabularies related to family members and descriptions. 2．Students are able to make proper sentences to introduce and describe family photos clearly. 3．Students are able to use appropriate expressions and tones to convey emotions and feelings about family. 难点： 1．Students are able to accurately describe the details and characteristics of family members in the photo with rich language. 2．Students are able to overcome language barriers to express complex thoughts and relationships. Step 1　Lead­in Show students a family photo and introduce the family photo：Who are in the photo and where are they in the photo? T：Look.Here is my family photo.The man on the left is my father.He likes playing chess.This is my mother.She likes gardening.She has many plants and flowers.The old man and the old woman in the middle are my grandparents.This is my pet dog.Its name is Coco. Step 2　Before reading (1a) Work on 1a Ask students to introduce their family photo in class and the teacher helps to correct the pronunciation if necessary. T：How many people are there in your family？Who are they and what are they like？What do they each like？What is fun about your family？Now you can share your family photos with the four questions. 【设计意图】通过描述全家福中的人物信息引入主题，激发学生的兴趣，学生能够对所学知识进行复习。 Step 3　While reading(1b～1c) Work on 1b Ask students to read the text and label the people in the photo. Work on 1c 1．Ask students to read again and circle T for true or F for false. 2．Ask students to share the answers and the teacher helps to correct if necessary. (Students must correct it if the sentence is wrong.) 【设计意图】通过完成阅读任务，学生能够充分理解文本。 Step 4　Review and retell the passage 1．Read the passage again and then finish the following table. Lily's family photo Names and identities Position Activities/ Hobbies Appearance &Personalities The possession Fred Dad (1)________ plays chess handsome / Sam (2)________ on his dad's knee (3)________ / / Jane Mum (4)________ reads Lily a story at night (5)________ / Jack&Sarah (6)________ in the middle / / (7)________ and a dog 答案：(1)on the left　(2)brother　(3)likes chess　(4)on the right　(5)beautiful and kind　(6)grandparents　(7)three grandchildren 2．Retell the passage by using students' own words according to the table. 【设计意图】通过表格复习回顾课文内容；通过复述训练学生的表达能力。 Step 5　After reading(1d) Work on 1d 1．Ask students to take turns to describe the photo in 1b. (Students can look at the key points on the chart.) 【设计意图】通过轮流描述图片，学生能够对目标语言进行充分练习。 Step 6　Summary 1．Ask students to find the corresponding English phrases in the text according to the Chinese meanings on the PPT. 2．Ask students to share the answers and the teacher helps to correct their pronunciation if necessary. 【设计意图】通过查找短语总结本单元目标语言，学生能够明确本节课重难点。 Step 7　Homework 1．Ask students to introduce their family photos：their family members' location in the photo，hobbies and activities. 2．Ask students to do the exercises in the students' workbooks. Unit 2　We're Family! 第四课时　Section B(1a～1d) Lily's family photo Names and identities Position Activities/ Hobbies Appearance &Personalities The possession Fred Dad (1)on__the__left plays chess handsome / Sam (2)brother on his dad's knee (3)likes__chess / / Jane Mum (4)on__the__right reads Lily a story at night (5)beautiful__and__kind / Jack&Sarah (6)grandparents in the middle / / (7)three__grandchildren and a dog 学科网（北京）股份有限公司 $$ 第五课时　Section B(2a～3c) 1．Describe each of your family members like jobs，activities，hobbies，appearance，personality… 2．Make a family tree. Language Abilities Grasp the following important points as well as be able to read and write correctly. Key words and phrases：handsome，funny，play football，beautiful，kind，go hiking，tall，always happy，love animals，big eyes，clever，like reading Key sentences： ①This is… ②Here's… ③He's/She's… ④His/Her favourite…is… ⑤He/She really likes… ⑥He/She looks… ⑦He/She plays…every week. Learning Abilities ●Learn to systematically construct a family tree and sort out and categorize the information of family members. ●Learn to accurately describe the various characteristics of family members in English. Thinking Qualities ●Be able to present family relationships and members' characteristics with clear logic. ●Be able to analyze and summarize each member from different dimensions. Cultural Awareness ●Deepen the understanding of family culture by describing family members and experiencing the diversity of different family roles and family cultures. ●Cultivate the awareness of introducing the characteristics of one's own country's culture in a foreign language. 重点： 1．Students are able to accurately construct the family tree and ensure the correct presentation of family relationships. 2．Students are able to describe the characteristics of members：cover multiple aspects such as age，appearance，personality and hobbies. 难点： 1．Students are able to use rich descriptive vocabularies to accurately express various characteristics. 2．Students are able to use appropriate sentences to describe family members and avoid grammar errors and stiff expressions. Step 1　Review 1．Ask students to do exercises of this unit. 2．The teacher checks answers and shows the fallible words or sentence patterns on the blackboard. (The exercises must include the key and difficult points and fallible points.) 【设计意图】通过练习的形式，学生能够总结易错知识并强化对易错知识的理解。 Step 2　Presentation(2a～2b) Work on 2a 1．Introduce Hu Xiao's family and describe the information of each member. T：Here is a chart.What can you learn from the chart? S1：I can know their appearance. T：Nice.Anything else? S2：I can know their hobbies. T：Bingo！We can also know about their personalities. 2．Ask students to complete the introduction with the information in the chart. 3．Choose students to come to the front of the classroom，and share their introductions. Work on 2b 1．Ask students to brainstorm the sentence patterns on how to introduce family members according to 2a. T：If we want to introduce our family members to others，what sentence patterns can we use？Work in groups and list down the sentence patterns you know. 2．Ask students to share their discussions and the teacher helps to make a summary. (The teacher shows the sentence patterns on the blackboard：①Here's…　②This is…　③He's/She's…　④He/She looks…　⑤His/Her favourite…is…　⑥He/She really likes…　⑦He/She plays…every week.) 【设计意图】通过小组讨论的形式，学生可以对目标语言进行总结，为之后的写作做准备。 Step 3　Guidance on writing methods 【典型例题】假如你是Tom，请根据你的全家福照片向你的新朋友介绍你自己以及家人。 要求： (1)字迹工整，书写规范，语句通顺，注意单词的大小写和标点等； (2)70词左右(开头已给出，不计入总词数)； (3)相关词汇：幸福的happy，爱love。 Hello！I'm Tom.Here is my family photo.________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ◆◆思路点拨 写作注意事项： (1)正确使用“Here is”，正确使用一般现在时以及动词的第三人称单数形式变化； (2)正确使用方位介词短语。 ◆◆范文欣赏 Hello！I'm__Tom.Here__is__my__family__photo.There are six members in my family.My dad and mum are in the middle.My dad is very clever and he loves fishing.My mum is beautiful and kind.She likes playing the piano.The girl with long black hair is my sister.She likes pink a lot.She is a nice girl.My grandmother is 72 years old.She always keeps the room clean and tidy.I'm next to my grandfather.We often play Chinese chess together. I have a happy family.I love my family. 【设计意图】通过一篇典型例题的讲解，用思维导图的形式，学生可以了解如何谋篇布局来完成一篇作文。 Step 4　Writing & Speaking(3a～3c) Work on 3a Ask students to make a family tree，and stick the photos of the family members on it. T：Look at the family tree in 3a.Can you make one like this? Work on 3b Ask students to write a short passage to introduce their family members like：age，appearance，personality and hobbies. (The teacher gives detailed highlights on the PPT.When students are doing the project，the teacher walks around and gives guidance.) Work on 3c Pick out four or five students to introduce their family trees and descriptions. 【设计意图】通过制作家谱并介绍家庭成员的基本情况，学生可以充分掌握本单元的目标语言和语法。 Step 5　Summary Ask the students to summarize the key sentence patterns in this unit. 【设计意图】通过让学生自主总结本单元重点句型，强化本单元重点语言和语法。 Step 6　Homework 1．Polish their family trees and descriptions. 2．Do the exercises in the students' workbooks. Unit 2　We're Family! 第五课时　Section B(2a～3c) 1．Here's… 2．This is… 3．He's/She's… 4．He/She looks… 5．His/Her favourite…is… 6．He/She really likes… 7．He/She plays…every week. 学科网（北京）股份有限公司 $$