Unit 6 I Love My Family （单元解读讲义）英语教科版四年级上册（新教材）

本讲义聚焦“向家人表达爱”核心主题，涵盖家庭称谓（grandpa/grandma等）、爱的行为短语（buy a birthday cake等）、建议句式（What can I do?等）、Does...like...?疑问句及感恩表达（You always make me laugh等）。从U5描述同学品质过渡到本单元建议与感恩，形成语言功能递进，为学生搭建从认知到应用的学习支架。 该资料以情境教学（奶奶生日情境）、任务驱动（制作生日计划）为主，结合跨学科整合（美术贺卡设计、音乐感恩歌）。通过在线对话操练提升语言能力，融入“百善孝为先”文化培养文化意识，分类建议与规划任务发展思维品质。课中助教师情境代入，课后学生可借资料回顾实践，巩固知识。

教科版四年级上册 Unit 6 I Love My Family 单元解读 一、新课标理念体现 本单元话题为“向家人表达爱”（love languages），围绕为家人过生日和表达感恩展开，属于“人与自我”主题范畴“生活与学习”主题群，涉及“家庭生活”子主题——buy a birthday cake / cook birthday noodles / read a book / cook together / take a walk / say “Happy birthday!”是向家人表达爱的具体方式，grandpa / grandma / mum / dad / uncle / aunt / sister / brother是家庭称谓——家庭生活是学生最熟悉的生活场景；同时涉及“人与社会”主题范畴“社会服务与人际沟通”主题群，“同伴交往，相互尊重，友好互助”子主题——What can I do? / Why don’t you ...? / I think you can ... / Maybe you ...是寻求建议和给出建议的表达——从向家人表达爱扩展到在人际交往中表达关心。四年级属新课标一级（3~4年级），本单元通过What can you do to show love to your loved ones?引出“爱的语言”话题，在Get Started和Close Reading板块中呈现表达爱的四种方式和在线寻求建议的对话——符合一级“能就日常生活话题进行简短对话”和“能在语境中理解并运用常用表达”的学习要求，帮助学生在真实的家庭情境中习得表达爱的语言。 二、课时划分 第1课时：Get Started & Close Reading（教材第52—55页） 第2课时：Active Listening—Wonderland（教材第56—60页） 三、单元内容分析 本单元以“向家人表达爱”为主题，由2个课时构成，课时之间呈现从爱的方式的认知到在线寻求建议，再到综合操练与感恩卡制作的递进逻辑。 第1课时Get Started & Close Reading为听说课与阅读课，以奶奶过生日为情境呈现表达爱的四种方式和在线对话。Get Started板块Task A“There are many ways to love your family. How does Aiwen show her love? Think and say.”呈现四种“爱的语言”——Say nice words（说好听的话）/ Give a gift（送礼物）/ Spend one-on-one time（共处时光）/ Help out（帮忙）——每种方式配红色爱心图标；下方六种具体行为对应四种方式——buy a birthday cake（买生日蛋糕→Give a gift）/ read a book（读书→Spend one-on-one time）/ cook together（一起做饭→Spend one-on-one time/Help out）/ cook birthday noodles（做长寿面→Help out）/ take a walk（散步→Spend one-on-one time）/ say “Happy birthday!”（说生日快乐→Say nice words）——从抽象方式到具体行为的映射；“How does Aiwen say nice words?” / “She says, Happy birthday!”——用How does ...句式和She says, ...句式描述爱的表达方式。Task B“Aiwen’s grandma’s birthday is coming up. What advice do Nikki and Yiming give her? Listen and match.”——听音匹配建议——“I cook noodles for my mum. She likes noodles.” / “That’s sweet!” / “Does she like ...?” / “Yes, she does. / No, she doesn’t.” / “I think you can ...” / “Maybe you ...”——引入寻求建议（What can I do?）和给出建议（I think you can ... / Maybe you ...）的对话框架，以及Does she like ...? Yes/No的一般疑问句。Tell me More“How do you show your love to your family on their birthdays?”——从Aiwen的奶奶过渡到学生自己家人的生日——“I cook noodles for my mum.”——建立个人经验与课堂学习的联系。Close Reading板块Task A呈现Aiwen在线寻求建议的聊天对话——Aiwen: “My grandma’s birthday is next Sunday. She likes to cook for me and makes me laugh all the time. I want to show her my love. What can I do?”——朋友的建议各有不同：Yuting: “Does she like cake? You can buy her a birthday cake.”（先确认喜好再建议）/ Aiwen: “Well, she doesn’t like it that much.”（礼貌否定）/ Yuting: “Maybe you can help out in the kitchen and cook with her!”（调整建议）/ Sam: “Buy a cookbook for her. Surprise her!”（送礼物+惊喜）/ Haoran: “You can tell her a funny story and make her laugh.”（讲故事逗笑）/ James: “Why don’t you cook her something or draw her a nice picture?”（Why don’t you ...?建议句式）——对话引入四种建议表达（You can ... / Maybe you can ... / Why don’t you ...? / I think you can ...）和礼貌否定（she doesn’t like it that much）；Think“What does Aiwen’s grandma do to show Aiwen her love?”——引导学生逆向思考：奶奶给Aiwen做饭、逗Aiwen笑，奶奶也在用自己的方式表达爱——爱是双向的。Task B“There are different ways to show love. Can you find them in the tips? Fill in the chart.”——将对话中的建议归入四种“爱的语言”（Say nice words / Spend one-on-one time / Give a gift / Help out）——训练信息分类能力；Tell me More“How does your family show love on birthdays?”——家庭称谓（grandpa / grandma / mum / dad / uncle / aunt / sister / brother）+ 四个思考维度（What nice words do they say? / What do you do together? / What do they help you with? / What gifts do they give?）——“My mum leaves a love note.” / “My aunt cooks dinner.” / “My baby sister sings a song to me.”——从描述Aiwen的奶奶到描述自己家人的爱的表达。 第2课时Active Listening—Wonderland为听力课与拓展课，侧重听力理解、爱的表达综合操练、生日计划制作和感恩卡写作。Active Listening板块Task A“Nikki’s mum’s birthday is coming. Nikki wants to do something for her mum. What advice does Yiming give her? Listen and find out.”——听音了解Yiming给Nikki的建议——Nikki: “She shows me how to draw. We make things together.”——从奶奶过生日到妈妈过生日，情境迁移；Chunk Store提供六个拓展短语——write a thank-you card / take a walk / leave a love note / help with the chores / give a gift / cook together——从Get Started的六种行为到Chunk Store的六种拓展行为，丰富了表达爱的具体方式。Task B“What advice can you give Nikki?”——使用第55页的清单给出建议——从听音理解到建议输出。Your Turn板块Task A“How do you show your love to your family on their birthdays? Write and talk with a partner.”——用完整对话框架操练寻求建议和给出建议——“My ___’s birthday is coming. I want to surprise ___. Any ideas?” / “What does ___ like to do?” / “___ likes to ___ (with me / for me). Sometimes we ___, too.” / “So, maybe you can ___.” / “Good idea! Thank you.”——从对话操练到建议输出；Task B“Write a card or a note to your family to show your love.”——用Sentence Bank写感恩卡——You always make me laugh. / I always feel loved by you. / You make me happy. / I feel safe and warm with you. / I learn a lot from you.——从建议操练到情感表达——这些句子是本单元最温情的语言输出。Portfolio板块“What would you do to show love to a family member on his/her birthday? Choose a family member. Then, plan and make a to-do list.”——为家人制作生日计划——Who: / When/Date: / What he/she likes: / Things I can do:——从语言学习到行动规划；More ideas“Try out the to-do list and write a report” / “How can you show your love when a family member is ill?”——从生日到生病，拓展表达爱的场景。Spotlight板块Tip 1呈现Does ... like ...? Yes/No疑问句——Does your grandma like noodles? / Yes, she does. / No, she doesn’t.——用一般疑问句确认家人喜好，为给出建议提供依据。Tip 2呈现寻求建议和给出建议的句式——What can I do? / Why don’t you ...? / I think you can ... / Maybe you ...——四种建议句式是本单元协商功能的核心语言。Tip 3呈现列举时的升降调——Use rising-falling tones for lists——I can cook her birthday noodles, ↗ draw her a picture, ↗ take a walk with her, ↗ or help her learn something new. ↘——列举项前升调暗示“还有更多”，最后一项降调表示“列举结束”——与U5的升降调（but转折）不同，U6是列举升降调。Wonderland板块呈现更多感谢表达——Thank you so much! / It’s very kind of you. / You’re the best! / You made my day. / You are such a good friend!——从Happy birthday!到Thank you——从祝福到感恩的拓展；并呈现生日卡模板——To ___: / Wish you a happy birthday and a wonderful year to come!——从口头表达到书面祝福的迁移。 四、单元教学目标 通过本单元的学习，学生能够：在语言知识方面，掌握birthday/cake/spend/sweet/laugh/all/surprise/funny/story/picture/grandpa/uncle/aunt/sister/leave/note/sing/song/warm/who/date二十一个核心词汇，理解并运用表达爱的行为短语（say nice words / give a gift / spend one-on-one time / help out / buy a birthday cake / read a book / cook together / cook birthday noodles / take a walk / say “Happy birthday!” / sing a song / leave a love note / write a thank-you card），掌握家庭称谓（grandpa/grandma/mum/dad/uncle/aunt/sister/brother），掌握寻求建议和给出建议的句式（What can I do? / Why don’t you ...? / I think you can ... / Maybe you ...），掌握Does ... like ...? Yes/No一般疑问句，掌握感恩表达（You always make me laugh. / I always feel loved by you. / You make me happy. / I feel safe and warm with you. / I learn a lot from you.）；在语言技能方面，能听懂建议对话并提取信息，能用Maybe you can ... / Why don’t you ...?给家人过生日提建议，能在角色扮演中完成寻求建议—给出建议—接受建议的完整对话，能在Portfolio中为家人制作生日计划，能写出感恩卡和生日卡；在文化意识方面，了解中国传统文化中孝亲敬长的思想（“百善孝为先”），理解长寿面（cook birthday noodles）的文化寓意，了解“谁言寸草心，报得三春晖”的感恩情怀；在思维品质方面，通过Task B将建议归入四种爱的语言发展分类思维，通过Think逆向思考发展逆向思维，通过to-do list制作发展规划思维。 五、单元重难点 重点：​ 掌握表达爱的行为短语——say nice words / give a gift / spend one-on-one time / help out / buy a birthday cake / read a book / cook together / cook birthday noodles / take a walk / say “Happy birthday!”——这些行为短语是本单元的核心词汇内容 掌握寻求建议和给出建议的句式——What can I do? / Why don’t you ...? / I think you can ... / Maybe you ...——四种句式是本单元建议功能的核心表达 在Your Turn角色扮演中综合运用确认喜好—寻求建议—给出建议—接受建议完成“家人过生日”的完整对话——“My ___’s birthday is coming. I want to surprise ___. Any ideas?” / “What does ___ like to do?” / “So, maybe you can ___.” / “Good idea!” 难点：​ Does ... like ...?一般疑问句及其肯定否定回答——Does your grandma like noodles? / Yes, she does. / No, she doesn’t.——用does提问第三人称单数的喜好，does和doesn’t的用法对四年级学生是新语法点，容易与U5的第三人称加s混淆——U5是陈述句加s（she cheers me up），U6是疑问句用does（Does she like ...?） Why don’t you ...?建议句式——Why don’t you cook her something or draw her a nice picture?——Why don’t you ...?是反问式建议，语义为“你为什么不...呢？”——形式上是否定疑问句但功能上是建议——学生需理解“否定形式+建议功能”的特殊用法，不按字面理解为否定 四种“爱的语言”的分类逻辑——Say nice words / Give a gift / Spend one-on-one time / Help out——四种方式是抽象分类，具体行为需归入对应类别——buy a birthday cake属于Give a gift，cook together既属于Spend one-on-one time也属于Help out——同一行为可归入多个类别，学生需理解分类的灵活性 spend one-on-one time的语义——spend one-on-one time意为“共处专属时光”——spend（度过）、one-on-one（一对一）、time（时光）三个词的组合对学生是新的短语结构——one-on-one用连字符连接的复合修饰结构是四年级的新知识点 六、学情分析 四年级学生在U5中学过描述同学善良品质（He/She likes to ... / He/She is always ready to ...），本单元从同学善良品质描述过渡到家人爱的表达——从U5的“描述别人的善良”到U6的“向家人表达爱”，从评价品质到行动表达，语言功能从描述转向建议和感恩。表达爱的六种行为——buy a birthday cake / read a book / cook together / cook birthday noodles / take a walk / say “Happy birthday!”——都是学生见过或做过的家庭活动，概念零门槛。family称谓（grandpa/grandma/mum/dad/uncle/aunt/sister/brother）学生已基本掌握。核心难点在于Does ... like ...?一般疑问句——U5的第三人称是陈述句加s（she cheers me up），U6的第三人称是否定疑问句用does（Does she like noodles? / No, she doesn’t.）——从陈述句加s到疑问句用does是一个语法跳跃，学生容易出现Does she likes ...?（does和s同时出现）的错误——需要教师通过Tip 1的范例和大量操练帮助学生区分：陈述句加s（she likes），疑问句用does（Does she like ...?——like恢复原形）。Why don’t you ...?是新的建议句式——形式上是否定疑问句但功能上是建议——学生需理解“否定形式+建议功能”的特殊用法。四种“爱的语言”的分类——Say nice words / Give a gift / Spend one-on-one time / Help out——是抽象分类，具体行为归入哪一类需要学生判断，cook together可以归入Spend one-on-one time也可以归入Help out——分类的灵活性对四年级学生有挑战。Sentence Bank的感恩表达——I always feel loved by you. / I feel safe and warm with you.——是被动语态（feel loved by you）和情感形容词（safe / warm）的组合——语言难度略高但情感表达直接，学生通过反复朗读可以内化。 七、教学策略 情境教学法——创设“奶奶过生日”的情境——Aiwen为奶奶的生日寻求建议——教师可让学生代入Aiwen的角色，在模拟情境中操练寻求建议和给出建议——“My grandma’s birthday is next Sunday. What can I do?”——在真实的生日情境中自然习得建议表达；Close Reading的在线聊天对话是寻求建议的完整示范，教师可先让学生阅读对话提取建议方式，再在“家人过生日”情境中迁移建议语言。 合作学习法——Get Started Tell me More“How do you show your love to your family on their birthdays? Share with a partner.”——两人分享自己家人的生日做法——“I cook noodles for my mum. She likes noodles.” / “That’s sweet!”——在合作中互相启发表达爱的方式；Your Turn Task A“Write and talk with a partner”——两人对话——A: My ___’s birthday is coming. B: What does ___ like to do?——在合作中完成寻求建议—给出建议的完整对话；Close Reading Tell me More“Brainstorm and write them down”——小组头脑风暴家人的爱的表达——在合作中拓展词汇和思路。 任务驱动法——Get Started Task A“How does Aiwen show her love? Think and say.”——看图说出Aiwen表达爱的方式，以识别任务驱动学生关注行为与方式的对应；Task B“Listen and match.”——听音匹配建议，以听力任务驱动学生关注建议句式；Close Reading Task B“Fill in the chart.”——将建议归入四种爱的语言，以分类任务驱动学生关注信息的结构化；Portfolio“Make a to-do list”——制作生日计划，以规划任务驱动学生综合运用表达爱的语言。 全身反应法（TPR）——Get Started Task A六种行为配生活场景图示——buy a birthday cake配买蛋糕图、cook together配一起做饭图、take a walk配散步图——教师说cook together学生做做饭动作、说take a walk学生做散步动作——每个行为短语对应一个身体动作，学生在“听行为→做动作”的即时反应中内化表达爱的短语。 直观演示法——Get Started Task A四种“爱的语言”配红色爱心图标——Say nice words / Give a gift / Spend one-on-one time / Help out——爱心图标将抽象分类直观化；六种行为配场景图示——buy a birthday cake配蛋糕图、read a book配读书图——图文对照帮助学生理解行为与方式的对应关系；Wonderland的生日卡模板——To ___: / Wish you a happy birthday and a wonderful year to come!——用实体卡片直观呈现祝福语的结构。 八、教学准备 教师准备：教材配套音视频资源（2个课时的听力音频），家庭称谓词卡（grandpa/grandma/mum/dad/uncle/aunt/sister/brother），建议句式卡（What can I do? / Why don’t you ...? / I think you can ... / Maybe you ...），感恩卡句式卡（You always make me laugh. / I always feel loved by you. / You make me happy. / I feel safe and warm with you. / I learn a lot from you.），空白生日卡卡片若干张，红色爱心贴纸（标注四种爱的语言）。 学生准备：课前了解家人（特别是最近过生日的家人）的喜好和兴趣；思考自己可以怎样为家人表达爱。 九、跨学科整合建议 美术：贺卡设计与制作——美术课“手工制作”单元要求学生设计制作贺卡，而本单元恰好有大量的卡片制作需求。Portfolio“Draw his/her picture here!”——为家人画像——与美术课“人物画”对接；Your Turn Task B“Write a card or a note to your family to show your love”——写感恩卡——与美术课“贺卡设计”对接；Wonderland“Here’s how you can write a Happy Birthday Card. Give it a try!”——制作生日卡——To ___: / Wish you a happy birthday and a wonderful year to come!——与美术课“贺卡制作”完全对接——美术课负责卡片的设计、装饰和插画，英语课负责祝福语的写作——两门学科在同一张卡片上完成跨学科协作。Active Listening Task A中Nikki说“She shows me how to draw. We make things together.”——画画本身就是一种“共处时光”（Spend one-on-one time）——美术活动是表达爱的天然载体。教学中可在Your Turn Task B和Wonderland环节邀请美术老师指导卡片设计，让学生在英语课写祝福语、在美术课设计卡片，完成跨学科贺卡作品。 音乐：歌曲与情感表达——音乐课强调用歌声表达情感，而sing a song正是本单元表达爱的行为之一。Chunk Store中sing a song与give a gift / cook together / leave a love note并列——唱歌是表达爱的方式；Close Reading Tell me More中“My baby sister sings a song to me.”——妹妹唱歌也是表达爱——唱歌是跨越年龄的爱的表达方式；say “Happy birthday!”本身就是唱生日歌的起点——从说Happy birthday到唱Happy Birthday to You——从口语到歌声的自然延伸。音乐课的“生日歌”“感恩歌”与本单元的感恩表达天然对接——You always make me laugh. / I always feel loved by you. / You make me happy.——这些感恩句子都可以配上旋律变成感恩歌——音乐课负责旋律，英语课负责歌词，在跨学科合作中将感恩从文字上升到歌声。教学中可在Sentence Bank操练后，引导学生用熟悉的旋律（如生日歌旋律）唱出感恩句子——You make me happy（配旋律）——让表达爱从说到唱，从课堂到生活。 十、文化拓展延伸 “百善孝为先”——孝亲敬长的传统美德：“百善孝为先”是中国传统社会流传最广的家训格言之一，收入《增广贤文》等蒙学读物——在所有善行中，孝敬父母长辈排在第一位。“孝”是中华文化最核心的伦理概念，“孝”的核心是感恩和回报——感恩父母的养育之恩，回报长辈的关爱之情。本单元的主题“向家人表达爱”——I want to show her my love. What can I do?——正是“孝”在当代家庭中的具体实践：cook birthday noodles（做长寿面）是孝，take a walk with her（陪散步）是孝，say “Happy birthday!”（说生日快乐）是孝，leave a love note（留爱心便条）也是孝——表达爱的方式多种多样，但核心都是感恩和回报。Close Reading中Aiwen说“She likes to cook for me and makes me laugh all the time.”——奶奶给Aiwen做饭、逗Aiwen笑——奶奶也在用自己的方式“爱”Aiwen——“百善孝为先”不是单向的义务，而是双向的爱——家人爱我，我爱家人。教学中可在单元导入时介绍：中国人说“百善孝为先”——在所有好事里，孝敬家人排在第一位——我们学的cook birthday noodles和say “Happy birthday!”就是“孝”的英语说法——用行动向家人表达爱，就是最大的善。 “谁言寸草心，报得三春晖”——感恩与回报：唐代诗人孟郊在《游子吟》中写道“谁言寸草心，报得三春晖”——谁说小草的心意（寸草心）能报答得了春天的阳光（三春晖）？——以小草比喻子女，以春光比喻父母之爱——子女的感恩之心如同小草般微小，父母的养育之恩如同春光般浩荡——小草永远报答不完春天的恩情。这首诗写于孟郊任溧阳尉时将母亲接来同住之际，是中国诗歌史上最著名的感恩母爱之作。本单元的感恩表达——I always feel loved by you. / I feel safe and warm with you. / I learn a lot from you.——正是“寸草心”的当代英语表达：I always feel loved by you是“感受到被爱”（如小草感受春光），I feel safe and warm with you是“感到安全温暖”（如小草在春光中生长），I learn a lot from you是“从你那里学到很多”（如小草在春光中成长）——而What can I do? / Maybe you can cook birthday noodles / Maybe you can leave a love note——就是“寸草心”想要“报得三春晖”的具体行动。教学中可在Sentence Bank感恩卡操练后介绍：中国有首诗叫《游子吟》，说“谁言寸草心，报得三春晖”——我们写的You always make me laugh和I always feel loved by you就是“寸草心”——我们对家人的感谢虽然小小的，但家人的爱像春天的阳光一样温暖。 第 1 页 共 8 页 学科网（北京）股份有限公司 $