unit 2 第2课时 Part A Let's learn & Listen and chant-（课件+教案）2026—2027学年人教PEP版英语三年级上册

三年级上册英语Unit2 Different families 第2课时知识点总结 Part A Let's learn Listen and chant 一、核心词汇Key words grandfather/ grandmother/ family father/dad mother/mum grandpa grandma sister me 家庭；家人 父亲；爸爸 母亲；妈妈 祖父；外祖父 祖母；外祖母 姐；妹 我（照片中的自己） 二、核心句型Key sentences 三、长名与昵称 Long or short? father = dad This is my family. mother = mum This is my grandfather 三 grandpa 用This is my介绍自己的家人 grandmother 三 grandma ★两种说法都可以。 四、介绍家人 Introduce my family 63 Hi,I'm Look!This is my family. This is my 本页小结I can ★我会说家庭成员的名称。 ★我会用This is my介绍家人。 ★我会跟着节奏说唱并做动作。 三年级上册英语Unit2 Different families 第2课时课后小练习 Part A Let's learn Listen and chant This is my family! 一、读一读，连一连Read and match 二、 看-看，选-选Look and choose father ● grandma mother dad grandfather ● ● grandpa A.father A.grandma A.grandfather○ A.mother grandmother ● mum B.sister B.mother B.father B.grandmother 三、填一填，说一说Fill and say This is my This is my This is my 四、我的家庭相册My family album Hi,I'm Look!This is my family. This is my 家庭介绍挑战Check time 0 我能说出家庭成员的名称。 0 我能用This is my介绍家人。 我能有节奏地说唱并做动作。 Unit 2 Different families A Let's learn & Listen and chant Meet Chen Jie's family A Talk: introduce a friend and family 2 A Learn: family members 3 Letters: Ee—Hh 4 B Talk: ask about family photos B Learn: more family members 6 Read & Project: families and a family tree 5 Unit 2 Map 1 Hello, family! This is my grandma. This is my grandpa. Nice to meet you. Watch, sing and move Show the finger you hear. Then sing and move. Who do you know? Look at the family photo Who can you see? family 家庭；家人 This is my family. Watch and find Who can you see? Point to the family members. Check and point grandfather (grandpa) grandmother (grandma) father (dad) mother (mum) sister me sister me mother grandma grandpa father 父亲；爸爸 This is my dad. /ˈfɑːðə(r)/ /dæd/ This is my mum. 母亲；妈妈 /ˈmʌðə(r)/ /mʌm/ Two names, same person father dad mother mum Point and say. = = 祖父；外祖父 This is my grandpa. /ˈɡrænfɑːðə(r)/ /ˈɡrænpɑː/ 祖母；外祖母 This is my grandma. /ˈɡrænmʌðə(r)/ /ˈɡrænmɑː/ Build the long words grand father grandfather grand mother grandmother Read the words. + + = = 姐；妹 This is my sister. /ˈsɪstə(r)/ 我；照片中的自己 This is me. /miː/ Complete the family album grandfather (grandpa) grandmother (grandma) me father (dad) sister mother (mum) Listen and repeat grandmother (grandma) grandfather (grandpa) father (dad) Hi, I'm Chen Jie. Look! This is my family. This is my ... mother (mum) me sister Long name or short name? father dad mother mum grandfather grandpa grandmother grandma This is my family. This is my mum. Point and introduce This is my ______. Use a long name or a short name. Watch and find Which family members do you hear? mum dad sister grandma grandpa Listen and chant This is my mum. Hello, hello, hello! This is my dad. Hi, hi, hi! This is my sister. How are you? Listen and chant Point. Smile. Chant together. This is my grandma. Nice to meet you. This is my grandpa. How do you do? My family album Use a photo, a drawing or a character card. Hi, I'm ____. Look! This is my family. This is my ____. This is my family. This is my ______. Summary father (dad) · mother (mum) grandfather (grandpa) grandmother (grandma) sister · me · family I can check I can name family members. I can introduce my family. I can chant with actions. Homework 1. Listen and read Let's learn. 2. Chant for your family. 3. Draw or choose a family picture and introduce one person. Great work today! Goodbye! See you next time! null 31817.402 2024 Blues 2136.0 2024 Blues 2328.0 null 63192.0 $Unit 2 · Lesson 2 教案设计 Unit 2 Different families 教案设计 第2课时 A Let's learn & Listen and chant 本课围绕Chen Jie的家庭相册展开。学生从完整家庭照片出发，逐步认识家庭成员称谓，发现四组长短称谓的对应关系，并在指认、听读、歌谣和相册介绍中把单词放回真实表达。 一、基本信息 教材版本 人教版小学英语（三年级上册，2024年版） 单元主题 Unit 2 Different families 课时内容 A Let's learn & Listen and chant（教材第17页） 课型 词汇听说课 / 歌谣活动课 建议课时 40—45分钟 核心任务 在Chen Jie的家庭相册情境中认识并介绍家庭成员，理解长短称谓指向同一人物，并通过歌谣巩固听辨与表达。 核心语言 family；father (dad), mother (mum), grandfather (grandpa), grandmother (grandma), sister, me；This is my family. / This is my ... 教学准备 本课29页课件、教材、词卡/字母卡、学生练习材料与课堂评价贴。 二、课标依据与单元定位 本课属于“人与社会”主题范畴中的家庭生活。学生借家庭照片认识家庭成员，使用简短英语介绍自己愿意分享的人物，在倾听和表达中形成尊重不同家庭、友好交流的意识。 作为Unit 2第二课时，本课承接第一课时This is my ...的介绍框架，集中学习A部分家庭成员词汇，为第三课时字母学习以及后续询问家庭照片、认识更多家庭成员和制作family tree奠定词汇基础。课堂不提前教授brother、uncle、aunt、cousin等B部分内容。 核心素养维度 本课落实方式 语言能力 听辨、认读家庭成员称谓，理解长短称谓，并用This is my ...介绍人物。 文化意识 尊重不同家庭情况，以友好、自然的方式介绍愿意分享的家庭成员。 思维品质 观察家庭照片中的人物关系，比较长短称谓，区分介绍整张照片和介绍一个人。 学习能力 通过看图、听音、指认、配对、歌谣和同伴表达建立词音义联系。 三、教材分析 A Let's learn以Chen Jie的家庭照片呈现grandmother (grandma)、mother (mum)、father (dad)、grandfather (grandpa)、sister和me。教学重点不是孤立背词，而是让学生始终回到同一张家庭照片，知道每个称谓指向谁，并在This is my ...中使用。 father/dad、mother/mum、grandfather/grandpa、grandmother/grandma是四组长短称谓。课堂只需帮助学生理解“两种叫法，同一个人”，并借grand + father/mother辅助识记两个长词，不展开书面语、口语或构词法术语。 Listen and chant通过mum、dad、sister、grandma、grandpa与Hello、Hi、How are you、Nice to meet you、How do you do等短回应形成节奏链。歌谣用于听辨人物、配动作和完整参与，不把所有问候语扩展为新的语法或礼仪知识。 本课课件共29页，课堂链为“复习问候—歌曲热身—家庭照片整体观察—逐词学习—完整家庭整合—长短称谓辨析—This is my ...介绍—歌谣听说—个人相册输出—总结、自评、作业、结束”。 四、学情分析 学生已能使用This is my friend/grandma/grandpa和Nice to meet you.进行简单介绍与问候，但家庭成员词汇数量较少。 长短称谓成组出现，学生容易把father与grandfather、mother与grandmother混淆，也可能只记dad、mum等短词。需要利用人物图、词块拼合和双向指认建立稳定联系。 me容易被误解为另一个家庭称谓。应让学生指向照片中的Chen Jie，再指向自己说This is me，在语境中理解，不讲宾格术语。 学生容易把This is my family.与This is my mum.混用。教师需用“圈整张照片”和“指一个人”两个动作帮助区分。 家庭情况存在差异。个人输出允许使用照片、绘画或教材人物卡，不要求公开姓名、照片或完整家庭结构。 五、教学目标 目标 可观察的学习结果 1. 词汇理解 能听辨并指认family、father/dad、mother/mum、grandfather/grandpa、grandmother/grandma、sister和me。 2. 关系辨析 能将四组长短称谓正确配对，并根据照片说明它们指向同一人物。 3. 语言运用 能根据图片范围选择This is my family或This is my ...，并借图片介绍至少一位人物。 4. 听说参与 能在歌谣中听到相应家庭成员后指认、跟说并配合动作，完成课堂自评。 六、目标—活动—评价一致性 学习目标 主要学习活动 评价证据 目标1 P05—P18观察、观看、逐词学习和完整听读。 听到词能指对人物；看见人物能说出至少一种正确称谓。 目标2 P11、P14、P19长短称谓比较与词块拼合。 四组称谓配对正确，grandfather/grandmother读音基本清楚。 目标3 P20—P21区分整张家庭照和单个人物；P25个人相册介绍。 能根据指向选择family或人物词，并说出一个完整句。 目标4 P04、P22—P24歌曲观看、听辨和合作诵唱；P27自评。 听到人物能作出相应指认，持续参与并作真实自评。 七、教学重点、难点与策略 教学重点 建立家庭成员词汇的音、形、义联系，并使用This is my ...介绍人物。 教学难点 区分四组长短称谓；区别介绍整张家庭照片与介绍单个人物；在歌谣中保持人物与回应对应。 突破策略 用同一家庭照片反复回指人物；以长短词双向指认代替语法讲解；用圈图和指人动作区分family与成员；歌谣先听辨、后分段、再合作。 课堂调控 每轮词汇操练控制在30—60秒；长词先按词块读再合读；个人输出先低声准备、再同桌交流、最后少量展示。 八、教学过程 环节一 进入主题（P01—P02，约2分钟） 学习任务 观察封面并定位Unit Map第二站，明确本课要认识家庭成员。 教师活动 引导学生从封面人物和相册判断主题；只定位已完成的第1站和当前第2站，不展开后续内容。 学生活动 指出family或已知人物，跟读family members，找到第2站。 评价与调控 能说出family并指出当前站点即可。 环节二 旧知复习与歌曲热身（P03—P04，约4分钟） 学习任务 复习grandma、grandpa和礼貌问候，在歌曲中进入家庭主题。 教师活动 组织学生指人物介绍grandma、grandpa；播放歌曲前给出“听到谁就举对应手指”的单一任务。 学生活动 完成介绍与问候；观看歌曲，听、指、唱、动。 评价与调控 关注介绍句是否完整；歌曲重在听辨和参与，不要求一次掌握全部歌词。 环节三 整体认识Chen Jie的家庭（P05—P08，约5分钟） 学习任务 观察完整家庭照片，理解family，并从视频中找到六类人物。 教师活动 先让学生说已知人物，再用圈整张照片的动作呈现This is my family.；带任务播放A Let's learn并逐人核对。 学生活动 观察、预测、观看、指认；可先用中文或短词回答，再回说英文称谓。 评价与调控 能在照片中指对人物即为理解证据；不在核对页一次讲完所有词。 环节四 学习父母称谓（P09—P11，约6分钟） 学习任务 学习father/dad、mother/mum，并理解两种称谓指向同一人物。 教师活动 分别用生活场景引出父母称谓，示范听—指—读—说；随后组织长短称谓双向替换。 学生活动 跟读词汇，用This is my dad/mum.介绍；听到长词说短词，听到短词说长词。 评价与调控 接受任一正确称谓；混淆时回到人物图，不靠中文死记。 环节五 学习祖辈称谓（P12—P14，约6分钟） 学习任务 学习grandfather/grandpa、grandmother/grandma，并借词块拼合稳定长词。 教师活动 先用人物图建立词义，再引导学生读father/mother，添加grand后合读长词；控制解释，马上回到指认。 学生活动 听、指、跟读并介绍人物；用手势拼合grand + father/mother。 评价与调控 重点听末尾father/mother与短称谓pa/ma；出现丢音时分块后重说整词。 环节六 学习sister、me并整合相册（P15—P18，约7分钟） 学习任务 学习sister与me，把全部称谓放回家庭照片并完成整体听读。 教师活动 用人物动作区分sister和照片中的me；组织学生完成相册标签，再播放音频按“听一项、指一人、跟读一项”推进。 学生活动 指人说词，完成标签，跟音指读并说This is my family. / This is me。 评价与调控 关注sister不固定为姐姐或妹妹；me只在照片语境中理解。 环节七 辨析称谓并练习介绍（P19—P21，约7分钟） 学习任务 完成四组长短称谓配对，区分介绍家庭与介绍成员，并进行控制性口语练习。 教师活动 组织学生先独立配对，再用圈整张照片和指单个人物的动作比较两句；同桌一人指、一人介绍后交换。 学生活动 口头配对；根据教师动作选择family或成员词；完成多轮This is my ...介绍。 评价与调控 不以速度淘汰；每名学生至少说一个完整句，短词或长词均可。 环节八 歌谣听说（P22—P24，约6分钟） 学习任务 听辨歌谣中的五位家庭成员，分段理解回应并合作诵唱。 教师活动 播放视频前让学生勾听到的人物；两段歌谣分别按人物—介绍句—回应学习，最后交换角色合作。 学生活动 观看找词，听一组、指一人、说一组并配动作；全班合作完成完整歌谣。 评价与调控 人物与句子对应优先于速度；How do you do?作固定回应整体模仿，不展开讲解。 环节九 迁移、总结与结束（P25—P29，约5分钟） 学习任务 用自选相册介绍人物，回顾本课成果，完成自评、作业确认和告别。 教师活动 提供照片、绘画或角色卡三种选择；先个人准备，再同桌介绍；总结时让学生先说词与句，自评后明确三项作业。 学生活动 介绍一位人物；说出一项收获和一项需练习内容；复述一项作业并礼貌告别。 评价与调控 基础达标为一个完整介绍句；不愿分享家庭信息者使用教材角色卡。 九、分层支持与课堂预案 典型表现 教师支持 进阶要求 只会短称谓 先接受dad/mum等正确表达，再用配对卡带出father/mother。 长短称谓随机双向转换。 grandfather/grandmother过长 按grand + father/mother分块，配合两次手势后合读。 回到完整句中自然说出长称谓。 family与单个人物混用 圈整张照片说family，指一个人说具体称谓。 随机切换图片范围快速选择句子。 把me当作家庭称谓 请学生先指照片中的Chen Jie，再指自己说This is me。 用相册中的自己完成一句介绍。 不愿分享家庭信息 允许使用绘画、教材人物卡或自创角色。 介绍两至三位角色并使用长短称谓。 十、评价设计 评价节点 可观察证据 反馈方式 整体观看 能在家庭照片中指出至少四位人物。 先肯定指认，再邀请用英文称谓回说。 词汇学习 听词指人、看人说词基本正确。 混淆时回图重测；长词允许先分块后合读。 称谓配对 四组长短称谓能够正确对应。 用双向随机提问检验，不只按固定顺序齐读。 口语介绍 能用This is my ...介绍一位人物。 先评价完整度，再关注发音和声音清楚。 歌谣活动 能听到人物后指认并参与回应。 以对应正确和持续参与为主，不比较表演速度。 自我评价 能真实判断三项能力并说出需再练的一项。 教师记录共性困难，作为下一课时复习点。 十一、板书设计 Unit 2 Different families A Let's learn & Listen and chant Family father = dad mother = mum grandfather = grandpa grandmother = grandma sister me Introduce This is my family. This is my ______. Remember Two names, same person. Point to the person. Say the whole sentence. 十二、作业设计 必做1：听录音并朗读Let's learn，能够根据家庭照片指出相应人物。 必做2：跟随节奏诵读Listen and chant，注意人物称谓与回应对应。 必做3：画一幅或选择一张愿意分享的家庭/人物图片，用This is my ...介绍一人。 选做：同时使用一组长短称谓介绍同一人物，如This is my father. This is my dad。 十三、教学反思 观察维度 课后记录 目标达成 本课各项目标是否通过学生的指认、表达、听辨、拼读或书写得到可见证据？ 课堂互动 学生是否经历独立思考、同伴交流和回说修正，而非只跟随教师齐读？ 学习困难 哪一组词、音、句或书写点仍需在下节课开场用2分钟复现？ 参与公平 基础学生是否获得清楚支架和足够开口机会？进阶学生是否有适度追加任务？ 调整方向 保留高效动作和提问，压缩低效重复，把共性问题转化为下一课时的短复习。 学科网（北京）股份有限公司 $Unit 2 · Lesson 2 教师逐页授课稿 Unit 2 Different families 教师逐页授课稿 第2课时 A Let's learn & Listen and chant｜对应定稿PPT P01-P29 P01 单元封面：Meet Chen Jie's family 本页目标｜进入家庭成员词汇课，建立家庭相册情境。 教师话术｜Good morning, boys and girls! Look at Chen Jie and her family album. Who can you see? 先用眼睛找一找，再说一个你认识的人。（停5秒）Yes, grandma, grandpa ... Today we will meet more people in Chen Jie's family. Let's read the title together: Different families. A Let's learn and Listen and chant. 预设互动｜学生观察并说出grandma、grandpa、family或中文人物称谓。若只说一个词，教师接住：Yes, this is her grandma，把词放回完整句。 操作提示｜封面只进入情境，不提前教学全部词汇，控制在1分钟内。 P02 Unit 2 Map 本页目标｜定位单元第2站，明确本课学习家庭成员。 教师话术｜Find Stop 2 with your finger. Stop 1 is finished. What will we learn at Stop 2?（等待）Family members. 后面还有字母、家庭照片和family tree，今天先把Chen Jie相册里的人认识清楚。Point to Stop 2 and say: family members. Ready? Let's go! 预设互动｜学生指出第2站并回答family members或“家庭成员”。若说到后续内容，教师回应：Good preview. We will learn it later. 操作提示｜地图只作定位，不逐条讲解六站内容。 P03 Hello, family! 本页目标｜复习grandma、grandpa和礼貌见面表达。 教师话术｜Chen Jie's grandparents are at the door. Point to Grandma. What can Chen Jie say?（等待）This is my grandma. Now point to Grandpa: This is my grandpa. Sarah meets them for the first time. What can she say? Nice to meet you. Let's make two groups: Group A introduces; Group B greets. Then change roles. 预设互动｜学生指人说This is my grandma/grandpa.并用Nice to meet you.问候。漏my时，教师轻点句框，请学生补全后重说。 操作提示｜两轮交换即可，重点复习介绍句，不延长为完整角色表演。 P04 Watch, sing and move 本页目标｜在手指歌曲中听辨家庭人物并用动作进入主题。 教师话术｜Show me one hand. Before we watch, here is your job: Show the finger you hear. 听到哪个家庭成员，就举起对应的手指。First, listen and point. Then sing and move. Ready?（播放视频）Great! Which family word did you hear clearly? Say just one.（接答）Good listening. Keep those words—we will meet them in the family photo. 预设互动｜学生观看、指手指并尝试跟唱；观看后说mum、dad、sister、grandma或grandpa中的一个。教师重述正确词，不要求一次唱准全部歌词。 操作提示｜播放前只给一个听辨任务；完整播放一次，必要时回放关键段。 P05 Look at the family photo 本页目标｜整体观察Chen Jie家庭照片，激活已有称谓并提出学习需求。 教师话术｜Look at the big family photo. Don't read the labels yet. Who can you see? Point to one person and tell us what you know.（等待）You know Grandma and Grandpa. Who are the other people? 可以先用中文说。Good observations. We have six places to learn: Grandpa, Grandma, Dad, Mum, sister and Chen Jie herself. 预设互动｜学生先独立观察，再指认已知人物；未知人物可用中文说“爸爸、妈妈、姐妹、陈洁”。教师不立即要求全英文。 操作提示｜先看整体、后进入词汇；人物位置与后续页面保持一致。 P06 family 本页目标｜理解family指整张家庭照片，并说This is my family。 教师话术｜Chen Jie does not point to only one person. She makes a big circle around the whole photo and says: This is my family. Watch my hand—family means the people together, the whole family. Let's circle the photo in the air and say it: This is my family. Now I point to one person. Can I still say family? Think first. 预设互动｜学生做圈图动作并说完整句；对最后问题可答No或“要说具体的人”。教师回应：Right. One person needs a family word. 操作提示｜用动作区分整体与个体，不讲family的词性。 P07 Watch and find 本页目标｜观看A Let's learn，寻找并指认出现的家庭成员。 教师话术｜We are going to watch Chen Jie introduce her family. Your job is simple: Point to every family member you hear. 第一次不用抢着读，眼睛看、耳朵听、手指到。Ready?（播放视频）Who did you find? Whisper two words to your partner first.（同桌核对）Now let's check on the next page. 预设互动｜学生观看时指人物，观看后同桌交换听到的称谓。可能只说mum、dad等短词，教师先接受。 操作提示｜完整播放一次；先不逐词公布答案，让学生保留回忆到P08。 P08 Check and point 本页目标｜核对视频信息，把六个称谓与照片人物对应。 教师话术｜Let's check from the top of the family photo. I say a word; you point first. Grandfather—where is he? Grandmother? Father? Mother? Sister? And who is me in Chen Jie's photo?（等待）Yes, Chen Jie. Now the other way: I point, you say. You may use the long name or the short name. 预设互动｜学生听词指人、看人说词。若把me指向自己，教师先肯定理解，再追问：In Chen Jie's photo, who is “me”? 学生改指Chen Jie。 操作提示｜标签逐个出现；本页只核对对应，不做长篇词义讲解。 P09 father and dad 本页目标｜学习father/dad并用完整句介绍父亲。 教师话术｜Look at this man. He is Chen Jie's father. We can also say dad. Two names, same person. Listen: father, dad.（示范并停顿）Point to the man when you hear father; touch the short word when you hear dad. Now put one word into a sentence: This is my dad. Who can use father instead? 预设互动｜学生跟读并双向指认，随后说This is my dad/father。若把father读成grandfather，教师遮住grand，重新对比father。 操作提示｜接受长称谓或短称谓；先音义对应，音标仅作页面辅助，不要求读音标。 P10 mother and mum 本页目标｜学习mother/mum并用完整句介绍母亲。 教师话术｜Now look at Chen Jie's mother. The long name is mother; the short name is mum. Listen and watch my mouth: mother, mum. Which one is shorter?（等待）Mum. Point and say: This is my mum. Try the long name: This is my mother. Turn to your partner—one says a name, the other points to the right person. 预设互动｜学生跟读、判断mum较短并完成介绍；同伴完成听词指人。发音不完整时教师短示范后立即请学生回说。 操作提示｜不要求背音标；通过人物和完整句固定词义。 P11 Two names, same person 本页目标｜巩固father/dad与mother/mum的长短对应。 教师话术｜Look carefully: father equals dad; mother equals mum. “Equals” here means the words point to the same person. Let's play both ways. I say father—you say dad. I say mum—you say mother. Ready? Dad ... mother ... father ... mum. Good. Now tell your partner one pair without looking at the words. 预设互动｜学生完成双向替换。常见错误是father—grandpa；教师回指父亲照片问：Same person？让学生自己修正。 操作提示｜随机顺序进行30—40秒，不用速度淘汰。 P12 grandfather and grandpa 本页目标｜学习grandfather/grandpa，分块后合读长词。 教师话术｜This is Chen Jie's grandfather. The short name is grandpa. First read the word you already know: father. Now add grand in front: grand—father, grandfather. Don't leave a big gap when we put it together. Listen: grandfather. Point to Grandpa and say: This is my grandpa. Who wants the long-word challenge? 预设互动｜学生先读father，再合读grandfather，并用grandpa或grandfather完成介绍。若中间断开过长，教师用手势把两词块合拢。 操作提示｜长词允许先分块练习，最终必须合读；不讲构词法术语。 P13 grandmother and grandma 本页目标｜学习grandmother/grandma并与P12形成清楚对应。 教师话术｜Who is reading with Chen Jie? Her grandmother. We can also say grandma. Start with mother, add grand: grand—mother, grandmother. Now listen to the endings: grandpa, grandma. I will point randomly. Say the right word and then a sentence.（随机指图）This is my grandma. / This is my grandpa. 预设互动｜学生分块合读grandmother，随后随机区分grandma/grandpa。混淆时教师放慢末尾ma/pa，再恢复正常语速。 操作提示｜保持人物对应，sister只作为场景人物，不在此页提前教学。 P14 Build the long words 本页目标｜发现grand + father/mother可帮助读出两个长称谓。 教师话术｜Let's build the long words with our hands. Read this block: grand. Read this one: father. Push them together—grandfather. What happens when father changes to mother?（等待）Grandmother. Good discovery. Now cover the answer for three seconds. I show the two blocks; you build and read the whole word. 预设互动｜学生用手势拼合词块并完整读词。若漏掉grand，教师先让其指出两个词块，再重新合读。 操作提示｜只把词块拼合作为记忆支架，不延伸到词根、复合词等术语。 P15 sister 本页目标｜学习sister并理解可表示姐姐或妹妹。 教师话术｜Look at the girl next to Chen Jie. This is her sister. Sister can mean 姐姐，也可以是妹妹，所以今天不要只记成“妹妹”。Listen: sister.（示范）Point to the girl and say the whole sentence. Now look at your partner's picture card. Can you find the sister? 预设互动｜学生跟读sister并说This is my sister。若问她究竟是姐姐还是妹妹，教师回应：The picture only tells us she is Chen Jie's sister. That's enough today. 操作提示｜不扩展brother；通过人物关系理解词义。 P16 me 本页目标｜在照片语境中理解me指说话者自己。 教师话术｜Who is the little girl in the middle of this family photo? Chen Jie. If Chen Jie points to herself, she says: This is me. Now everyone point to yourself and say me.（学生动作）Good. Back to the photo: when Chen Jie says me, whom should we point to?（等待）Chen Jie. Let's say it together: This is me. 预设互动｜学生先指自己，再回到照片指Chen Jie。若把me说成my，教师对比：my needs a person word; me points to myself，只作简短语境提醒。 操作提示｜不讲宾格术语；用指向动作建立意义。 P17 Complete the family album 本页目标｜把全部教材称谓放回完整家庭照片，检验词图对应。 教师话术｜All the family labels are ready, but don't read them in order. I will choose a person. Think first, then say a long name or a short name.（随机指人物）Who is he? Who is she? And who is me? After your answer, we will place the label. Now work in pairs: A points to three people; B names them. Then change. 预设互动｜学生随机指认并与同伴交换。若只看标签不看人物，教师暂时遮住文字，要求先从照片判断。 操作提示｜标签按回答逐个出现；确保连线和人物对应，不要求统一使用长词。 P18 Listen and repeat 本页目标｜按教材顺序听、指、跟读全部词汇和示范句。 教师话术｜This time the audio is our leader. One rule: Listen to one item, point to one person, then repeat. 不要抢在声音前面。（播放音频，必要处分段）Now listen to Chen Jie's introduction: Hi, I'm Chen Jie. Look! This is my family. When you hear the open ending This is my ..., choose one person in the photo and finish it yourself. 预设互动｜学生随音频指读，最后自主补充This is my mum/dad/sister等。若只说词，教师提示使用This is my ...句框，再说一遍完整句。 操作提示｜先听后读；省略号是开放替换，不公布唯一答案。 P19 Long name or short name? 本页目标｜完成四组长短称谓的双向配对与提取。 教师话术｜We have four pairs. Give your eyes ten seconds—match them silently first.（等待）Let's check one pair at a time. Father goes with ... dad. Mother? Mum. Now the harder two: grandfather—grandpa; grandmother—grandma. I will point to either side. You say the partner word, not the word I point to. 预设互动｜学生先独立配对，再说相对一侧称谓。错误时教师问：Do these two words point to the same person？引导回图验证。 操作提示｜连线逐对出现；双向检查，避免只会从长词找短词。 P20 This is my family / This is my mum 本页目标｜区分介绍整张家庭照片和介绍单个人物。 教师话术｜Watch my hand. When I make a big circle around the whole photo, I say: This is my family. When I point to one person, I say: This is my mum. Now I will change the gesture. Choose the right sentence.（圈图/指人交替）Why can't we say family when I point to only Mum? 对，因为family是整张家庭照片里的人在一起。 预设互动｜学生根据动作选择两句，并用中文或英文说明区别。若混用，教师不直接否定，重新做动作让学生自我修正。 操作提示｜以动作和图像范围辨析，不讲语法。 P21 Point and introduce 本页目标｜在完整相册中使用This is my ...介绍不同成员。 教师话术｜Now you are Chen Jie. Choose one person, point clearly and introduce: This is my _____. You may use a long name or a short name. Give yourself five seconds to choose.（等待）Who will go first? Good pointing. Class, did the word match the person? Now pairs: A points, B introduces. Three people, then change roles. 预设互动｜学生独立选择并完成完整句，同伴判断词与人物是否对应。漏my时教师轻声给出句首This is ...，让学生补全重说。 操作提示｜保证每名学生至少说三句；接受长短称谓，不额外扩展家庭词。 P22 Watch and find 本页目标｜整体观看歌谣，找出听到的五位家庭成员。 教师话术｜Before the chant, look at the five words outside the screen. Your job: Which family members do you hear? Don't tick yet—listen first.（播放视频）Now point to the words you heard. Mum? Dad? Sister? Grandma? Grandpa? Did we hear all five? Let's check together. 预设互动｜学生观看后逐词指认并确认五个词。若漏一个，教师问：Which word came near the end？必要时回放相应片段。 操作提示｜五个勾在回答后出现；视频完整播放一次，回放只针对遗漏。 P23 Listen and chant：Part 1 本页目标｜学习歌谣前半段，将mum、dad、sister与回应对应。 教师话术｜We will learn the first part in three small groups. Listen to Mum's group: This is my mum. Hello, hello, hello! Point to Mum and echo.（播放/分句）Now Dad: This is my dad. Hi, hi, hi! Sister's line ends with a question: How are you? Make your voice friendly. Group 1 takes Mum, Group 2 Dad, Group 3 Sister. Then we rotate. 预设互动｜学生听一组、指一人、说一组，并按三组轮换。若只喊回应不说介绍句，教师提醒先说完整的This is my ...，再接回应。 操作提示｜分段后连读前半段一次；保持人物、介绍句和回应成组。 P24 Listen and chant：Part 2 本页目标｜学习后半段并合作完成完整歌谣。 教师话术｜Now Grandma and Grandpa. Listen: This is my grandma. Nice to meet you.（学生跟说）This is my grandpa. How do you do? The last line is a fixed friendly greeting here—say it as one whole chunk. Let's make two teams. Team A says the introduction; Team B says the greeting. After one round, switch. Point, smile and keep the beat. 预设互动｜学生分工说介绍句和回应，交换角色后完成后半段；最后可连接P23完整诵唱。 操作提示｜How do you do?整体模仿，不展开使用场合讲解；表扬具体动作和听辨。 P25 My family album 本页目标｜用照片、绘画或角色卡完成个性化家庭介绍。 教师话术｜Now make the album yours. You may use a family photo, a drawing or a character card. You never need to share private information. First fill in your name quietly: Hi, I'm ... Then look at the whole picture: This is my family. Finally choose one person: This is my ... Give yourself ten seconds to practise in a low voice.（等待）Now share with a partner and change roles. 预设互动｜学生选择安全素材并完成两至三句介绍。基础学生可只介绍一人；进阶学生介绍两至三人。教师接受教材角色卡路径。 操作提示｜先个人准备、再同桌练习、最后展示2人；不评价家庭人数。 P26 Summary 本页目标｜回收家庭成员词汇、长短称谓和两条介绍句。 教师话术｜Let's finish the summary with your voices. I point to a person; you may say a long name or a short name.（随机指认）Now I circle the whole photo—what sentence? This is my family. I point to one person—This is my ... Choose one word and finish it. Turn to your partner and tell them one pair of words that means the same person. 预设互动｜学生看图说词、根据动作选择句子，并说出一组长短称谓。若只跟读页面，教师改为随机指图让其独立提取。 操作提示｜学生先总结，页面用于核对；不再加入新词。 P27 I can check 本页目标｜依据命名、介绍和动作歌谣三项表现作真实自评。 教师话术｜Be honest with yourself. Read the first line: I can name family members. Show three fingers for Yes, two for Almost, one for Not yet.（逐项停顿）Second: I can introduce my family. Third: I can chant with actions. If you chose Almost or Not yet, which one will you practise tonight—a word, a sentence or the chant? 预设互动｜学生逐项用手势自评，并选择一个继续练习点。教师接受不同结果，不要求全班统一打满。 操作提示｜逐项停顿观察；记录共性困难，作为下一课时开场复习。 P28 Homework 本页目标｜明确听读、歌谣和图片介绍三项课后任务及完成标准。 教师话术｜Three homework tasks. Number 1: Listen and read Let's learn—point to the person as you read. Number 2: Chant for your family—keep the people and greetings together. Number 3: Draw or choose a family picture and introduce one person. No photo? A drawing or character card is fine. Which sentence will you use for Task 3?（等待）This is my ... 预设互动｜学生用一、二、三手势确认任务，并说出Task 3核心句。可复述任一任务的完成标准。 操作提示｜作业与页面完全一致；不临时增加抄写量。 P29 Goodbye 本页目标｜用明确、温暖的信号结束课堂。 教师话术｜You worked carefully with a big set of family words today. Tell the person next to you one word you remember best.（停3秒）Wonderful. At home, families may look different, and we can choose what we want to share. Thank you for listening and speaking kindly. Great work today! Goodbye, everyone. See you next time! 预设互动｜学生向同伴说一个家庭词，再用Goodbye / See you next time.回应教师。 操作提示｜本页只作情绪收束，不再布置新任务或讲解新知识。 学科网（北京）股份有限公司 $