Unit 2 We're Family!Section A 教学设计- 2025-2026学年鲁教版（五四学制）英语六年级上册

Unit 2 We're Family!-Section A Unit 2 "We're Family!" focuses on family relationships and introducing family members. Section A, as the starting part of this unit, lays the foundation for students to learn relevant vocabulary and basic sentence patterns. In this section, students will first encounter new words related to family members such as "father", "mother", "sister", "brother", "grandfather", "grandmother", etc. These words are not only the building blocks for students to describe their families but also the key to understanding the topic. Moreover, students will learn simple sentence patterns like "This is...", "These are...", "He/She is...", which are used to introduce and identify family members. Through listening, speaking, reading, and writing activities, students will practice using these vocabulary and sentence patterns to communicate about family. The dialogues and texts in this section are set in real - life family - related scenarios, which can help students better understand and apply what they have learned in practical situations. 教学目标 Students will be able to master the vocabulary related to family members: father, mother, sister, brother, grandfather, grandmother, son, daughter, uncle, aunt, cousin. Students can correctly use sentence patterns "This is...", "These are...", "He/She is..." to introduce and describe family members. Students will understand the usage of possessive adjectives "my", "your", "his", "her" in the context of talking about family. 教学重难点 Mastery of family - related vocabulary. Teachers need to ensure that students can accurately pronounce and spell these words. For example, the pronunciation of "grandfather" and "grandmother" has some complexity, and teachers should pay attention to guiding students to read them correctly. Correct application of sentence patterns "This is...", "These are...", "He/She is...". Teachers should design various activities to let students practice using these sentence patterns in different situations, such as introducing photos of family members. Understanding and correct use of possessive adjectives "my", "your", "his", "her". Teachers can use examples to help students understand the difference in usage, for example, "This is my father." and "Is this your mother?". Family Members: father (dad, daddy) /ˈfɑːðə(r)/ (n.) 父亲 mother (mom, mummy) /ˈmʌðə(r)/ (n.) 母亲 sister /ˈsɪstə(r)/ (n.) 姐妹 brother /ˈbrʌðə(r)/ (n.) 兄弟 grandfather (grandpa, granddad) /ˈɡrænfɑːðə(r)/ (n.) 祖父；外祖父 grandmother (grandma, granny) /ˈɡrænmʌðə(r)/ (n.) 祖母；外祖母 son /sʌn/ (n.) 儿子 daughter /ˈdɔːtə(r)/ (n.) 女儿 uncle /ˈʌŋkl/ (n.) 叔叔；伯伯；舅舅；姑父；姨父 aunt /ɑːnt/ (n.) 阿姨；姑姑；婶婶；舅妈 cousin /ˈkʌzn/ (n.) 堂兄弟姐妹；表兄弟姐妹 教学过程 1 Warming - up (5 minutes) Greet the students as usual. Then, play a short English song about family, such as "Family Song". While playing the song, show some pictures of different families on the PPT. After the song, ask students some simple questions, like "What did you see in the pictures?" and "Do you like your family?". This activity can quickly arouse students' interest in the topic of family and create a relaxed English - learning atmosphere. 2 Presentation (12 minutes) Vocabulary Teaching: Use the PPT to show pictures of family members one by one. For each picture, say the corresponding word clearly, for example, when showing a picture of a father, say "This is a father. Father. /ˈfɑːðə(r)/". Let students repeat the word several times. Then, ask students to read the words in groups, and the teacher walks around the classroom to correct students' pronunciation. After teaching all the words, play a game called "Flashcards". Show the flashcards of family - member words quickly and ask students to read the words out as fast as they can. This can help students reinforce their memory of the words. Sentence Pattern Teaching: Use the pictures of family members again. Point to a picture of a girl and say "This is my sister. She is...". Then, change to another picture and say "These are my parents. They are...". Let students observe the sentence patterns and repeat after the teacher. Write the sentence patterns "This is...", "These are...", "He/She is..." on the blackboard. Explain their usage briefly. For example, "This is..." is used for introducing a single person, and "These are..." is for multiple people. Then, give some examples for students to imitate, such as "This is my friend. He is tall." and "These are my toys. They are new.". 3 Practice (15 minutes) Listening Practice: Let students open their textbooks to the listening part in Section A. Play the recording for the first time. Students just listen and get a general idea of the content. Then, play the recording again. This time, students listen carefully and complete the tasks in the textbook, such as matching the names with the correct family members in the pictures. After listening, check the answers with the whole class. For the wrong answers, play the relevant parts of the recording again and let students analyze why they made mistakes. Speaking Practice: Divide students into pairs. Each student takes out a photo of their family. Use the learned sentence patterns to introduce their family members to their partners, like "This is my father. He is a doctor. These are my grandparents. They are very kind." Encourage students to ask each other questions, such as "Who's he?" or "Are these your cousins?". The teacher walks around the classroom, listens to students' conversations, and gives guidance and encouragement. Then, invite some pairs to come to the front of the class and share their family photos and introductions with the whole class. 4 Production (10 minutes) Writing Practice: Ask students to write a short passage to introduce their families. They need to use at least 5 sentences and include the learned vocabulary and sentence patterns. For example, "My family is a happy one. This is my mother. She is a teacher. These are my two brothers. They are students. I love my family very much." The teacher can write a simple example on the blackboard first to give students a clear idea. While students are writing, the teacher can provide individual guidance. After students finish writing, ask them to exchange their passages with their deskmates. They read each other's passages and correct the mistakes in spelling, grammar, and sentence structure. Group Activity: Divide students into groups of 4 - Each group creates a family tree. They use the words and sentence patterns they have learned to label the family members on the family tree and introduce the relationships. For example, "This is my father. His name is Tom. He is the son of my grandparents." Each group presents their family tree and introduction to the whole class. 5 Summary and Homework (3 minutes) Summary: Summarize the key points of this class with the students, including the vocabulary of family members, the sentence patterns for introduction, and the usage of possessive adjectives. Ask students to recall what they have learned and answer some simple review questions, such as "What's the English for'mother'?" and "How do we introduce a single person?". Homework: Ask students to make a family photo album and write an English introduction for each photo at home. They can bring the photo album to school tomorrow and share it with their classmates. Ask students to recite the new words and sentence patterns learned in this class. 教学反思 After this class, I need to reflect on the following aspects. First, in terms of vocabulary teaching, although the use of pictures and games can arouse students' interest, some students may still have problems with pronunciation, especially for some long words like "grandfather" and "grandmother". In future teaching, I can pay more attention to individual pronunciation correction and design more pronunciation - focused exercises. Second, for the practice of sentence patterns, most students can use them correctly in simple speaking activities, but in writing, there are still some mistakes, such as incorrect use of singular and plural forms and confusion of possessive adjectives. I should design more writing - focused exercises in class to strengthen students' understanding and application of grammar in sentence patterns. In group activities, some students are more active, while some are relatively passive. In the future, I need to encourage all students to participate actively and assign different roles in group activities to ensure that every student can get involved and improve their English - using ability. Overall, through continuous reflection and improvement, I can better meet the learning needs of students and improve the teaching effect. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $