U1L3 Talking with Others-Ryan's family（教学设计）-《新模式英语1》(劳保版第三版）《上好课》

版 本 《新模式英语1》(劳保版第三版） 课 题 Unit 1 Talking with Others ( Lesson 3 Ryan's family ) 课 型 新授课 课 时 授课班级 授课时间 授课教师 教材分析 本课是《新模式英语1》(劳保版第三版）第一单元“Talking with Others”的第三课Ryan's family，核心功能是描述家庭关系和介绍家庭成员。教材通过Ryan介绍家人的对话和图片，自然引入核心家庭（父母、兄弟姐妹）及扩展家庭（祖父母、阿姨、叔叔等）成员的称谓。内容围绕“家庭树”展开，结合听力预测、对话练习和创造性的家庭树制作活动，旨在帮助学生在真实的语境中学习和运用目标语言。教材设计体现了从语言输入到内化再到输出的完整学习过程。 学情分析 授课对象为中职一年级学生，英语基础普遍较弱，但“家庭”话题贴近学生生活，能有效激发学习兴趣和表达欲望。学生已掌握少量关于人物的简单词汇（如father, mother）和介绍他人的基本句型（This is...），但词汇系统性和句型多样性不足，对家庭称谓的英文表达模糊不清。学生喜欢参与互动性、游戏化的活动，对单纯的语法讲解和机械记忆兴趣不高。 学习目标 知识目标： 掌握核心词汇：son、parents、sister、brother、wife、husband、grandfather、grandson、uncle、daughter等家庭成员词汇。 掌握核心句型：Who is...? He/She is...；Who are...? They are...；This is my... 理解家庭树（family tree）的结构，能识别并描述家庭成员间的基本关系（如“Ryan is Antonio's son”）。 能力目标： 能听懂关于家庭关系的简单对话，提取关键信息。 能运用所学词汇和句型，口头描述自己或他人的家庭关系（如介绍家人“This is my sister. She is 15 years old”）。 能独立或合作完成家庭树绘制，并借助家庭树向他人介绍家庭结构。 情感目标： 通过分享家庭故事，培养对家庭的认同感和归属感，学会尊重不同家庭的结构与文化。 在小组合作活动中，提升沟通协作能力，增强英语表达的自信心。 教学重难点 1.掌握核心家庭称谓词汇及介绍家庭成员的基本句型。 2.区分并使用英文中不同的家庭称谓（如uncle可指伯父、叔父、舅父、姑父、姨父等）；正确运用名词所有格（'s）表示所属关系。 教学方法 情境教学法、任务教学法、直观演示法、小组讨论法 课前准备 PPT课件，语音素材、人物词汇卡、空白家庭树图纸 教学媒体 PPT课件、多媒体设备、语音素材、拓展资源包等 教学过程 教学环节 教师活动设计 学生活动设计 设计意图 Step 1: Warming-up “Guess My Family Member” Prepare illustrated family flashcards (e.g. mother, father, sister) labeled in English. Show each card and prompt. Students guess in Chinese or English. Reveal the word after correct answers, drill pronunciation three times. Repeat for 2-3 basic terms, then transition: "We all have family. Today we'll meet Ryan's family and learn to talk about relationships in English." Students guess family members' identities in Chinese or English based on visual prompts and teacher's cues, then repeat and practice pronunciation of the target vocabulary. 通过猜谜的趣味形式，激活学生对家人的生活认知，自然引入本课主题；同时借助可视化的课件设计，降低词汇学习的难度，为新授环节铺垫基础。 Step 2: Presentation and Interpretation 1.Learn Ryan's Family. Play the textbook dialogue between Ryan and Darcy. After listening twice, students answer questions about the content. The teacher then displays Ryan's family photo on PPT, labels each member, explains relationships, and guides the class to repeat key sentences emphasizing "my mother/father/sister" structures. 2.Words and Grammar Spotlight. Present key vocabulary with supporting images, explain family relationships between different members, and use real-life examples to aid student comprehension. 3.Understand the Family Tree. Display and explain Ryan's family tree template. Invite students to come forward and use the structure to ask and answer questions with "Who is...? He/She is..." reinforcing the connection between sentence patterns and family relationships. 1.Listen to the dialogue and answer questions, then view the PPT to repeat and learn the names of Ryan's family members. 2.Learn vocabulary and grammar through images and real-life examples to understand expressions of family relationships. 3.Use the family tree to practice Q&A with target sentences, strengthening ties between family terms and grammar. 通过 “听对话 — 认人物 — 学词汇 — 析家庭树” 的步骤，从具体情境到抽象概念，逐步拆解核心知识；结合案例（如Ryan的家庭关系）和生活实例，帮助学生理解家庭成员词汇的含义，同时通过句型练习，为后续运用铺垫语法基础。 Step 3: Practice and Interaction 1.Match the Words to the Pictures. Display Ryan's family images and a word bank. Divide students into groups of four, provide each group with a printed image and word cards. Instruct them to discuss "Which word matches which person?" and place the correct card under each character. After 5 minutes, have each group present their matches. The teacher will review answers and explain common errors. 2.Role-play: Talk About Ryan's Family. Display the dialogue example: Student A: Who is Sally? Student B: Sally is Julio's wife. Student A: Who are Antonio and Rebecca? Student B: They are Ryan's parents and sister. Lead the whole class in reading the dialogue aloud, then have students work in pairs to create new Q&A based on the family tree. Correct pronunciation and grammar errors, and finally invite 2-3 pairs to present their role-play. 1.Students work in groups to match family vocabulary cards with pictures of Ryan's family members, discuss their choices, and select representatives to present their matching results. 2.Students work in pairs to role-play Q&A using the sample dialogue and family tree, practicing relationship expressions, with selected pairs demonstrating their dialogues for the class. 通过小组合作的词汇匹配任务，帮助学生巩固家庭成员词汇的含义，区分 “家人” 与 “朋友” 的概念；通过角色扮演，让学生在互动中熟练运用核心句型，将知识转化为语言技能，同时培养合作与表达能力。 Step 4: Language Expansion 1.Complete the Family Tree. Distribute blank family tree templates for students to label with English family terms. After completion, display 1-2 student examples to check and correct spelling together. 2.Introduce Your Family. Students present 3–5 sentences about their family using the tree and template. The teacher praises clear and accurate expressions after selected shares. 1.Students complete and present their own family trees to reinforce vocabulary spelling. 2.They use learned sentence patterns to introduce family members, then participate in sharing and peer feedback. 基础练习聚焦词汇拼写与家庭关系描述，帮助学生巩固核心知识；拓展练习则引导学生结合生活实际进行个性化表达，突破“用完整句子介绍家庭”的难点，实现从模仿到创造的语言输出。 Step 5: Learn and practice immediately Design 7 questions related to what was learned in this lesson, including fill-in-the-blanks, multiple-choice, matching, and other exercise types, to allow students to practice immediately. Step 6: Summary and Homework 1.Summary. Vocabulary: son, parents, sister, brother, wife, husband, grandfather (lead whole-class rapid drill). Sentence patterns: Who is...? He/She is...; Who are...? They are...; This is my... (check comprehension with quick Q&A, e.g., “Who is your father?” → “He is my mother's husband.”). Grammar: Use "is" after he/she, "are" after they (e.g., “Ryan is a boy. Ryan and Rebecca are children.”). 2.Homework. Complete your family tree and write 5 sentences about your family in English to share next class. With a family member, look at a family photo, say 3 English family terms in a 10-second audio clip, and share it in the class group. 板书设计 见总结部分 教学反思 （留白） 精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $