资料简介
Unit 2 My family
Part B Let’s check; Part C Story time
第 6课时
一、教学目标
1. 能够听说认读单词：
grandfather (grandpa), grandmother (grandma), father (dad), mother (mum), brother, sister
2. 能够在真实或模拟的情景中运用句型：
—Who’s that …?
— He’s/She’s my …
— Is he/she your …?
—Yes, he/she is.
/No, he she isn’t.
3. 能够结合图片读懂故事内容。
二、教学重点及难点
重点：
1. 能够听说认读单词：
grandfather (grandpa), grandmother (grandma), father (dad), mother (mum), brother, sister
2. 能够在真实或模拟的情景中运用句型：
—Who’s that …?
— He’s/She’s my …
— Is he/she your …?
—Yes, he/she is.
/No, he she isn’t.
难点：能够结合图片读懂故事内容。
三、教学准备
教学图片、教学课件等。
四、教学过程
Step 1. Warm-up
Watch and review
教师播放My Family 演示动画，让学生观看视频，写下视频中涉及的家庭成员。
T: Now please watch a short video and review the key words and sentences in this unit.
设计意图：吸引学生的注意力，复习本单元的词句。
Do exercises and review
教师使用活动练习，让学生结合图片，进行问答对话，从而复习旧知。
T: Last time we also learned something about where sb. is from. Now you are going to do
exercises to review the sentence pattern.
设计意图：通过趣味的词汇互动练习和句型问答对话，复习前面所学的知识，为新课的学习
做好准备。
Step 2. Presentation
Look and answer
教师使用主情景图活动练习，让学生结合本单元的主情景图，回顾本单元的主要内容，并回
答相关问题。
T: Now I’d like you to look back to the scene picture of this unit and have a try to answer the
questions.
设计意图：结合单元情景图，从宏观角度回顾本单元的主要内容，在问答中巩固所学的知识。
Role-play
接着课件呈现主情景图中的对话，让学生朗读并进行角色扮演。
T: Here’re the conversations in the scene picture. Read first, and then you can role-play in pairs.
设计意图：通过角色扮演，让学生理解目标语言的运用，内化语言。
Look and think
接着引导学生仔细观察 Let’s check中的四幅图片，思考并尝试回答课件上的问题，为接下
来的听力活动做好准备。
T: Now please look at the four pictures in the first part of Let’s talk. How many people are there in
each picture? Who are they? What are they doing?
设计意图：锻炼学生的观察能力和思考能力，为下面的听力任务做好准备。
Listen and number
教师使用动画听力练习，让学生听音，完成排序的任务。
T: Now please listen to the conversations and number the pictures from one to four.
设计意图：锻炼学生的听力，检测学生的掌握程度。
Look and tick
接着让学生观察 Let’s check第二部分的图片，勾选正确的选项。
T: Look at the second part of Let’s check. How many people can you see? Who are they? Tick the
right item according to the picture.
设计意图：锻炼学生的观察能力，检测学生对单词的掌握程度。
Look and read
呈现 Story time中的对话，让学生朗读，感知故事内容。
T: Now it’s time for story time. Something funny happens between Zip and Zoom. First, please
read the conversation and get to know what the story is.
设计意图：整体感知故事内容，为细节的理解做好铺垫。
Look and listen
播放故事录音（教师也可以自行播放动画），让学生听音、跟读，感知语音。
T: It’s really a funny story, isn’t it? Now please look at the pictures and listen to the story.
设计意图：感知语音语调，进一步感知故事内容。
Role-play
接着让学生四人一组进行角色对话。教师随堂予以纠正指导。
T: It’s time for you to role-play this funny story.
设计意图：结合角色对话，纠正发音，运用语言。
Step 3. Practice
Draw your family tree
让学生画出自己的家庭树，并在班内展示介绍。
T: Now I’d like you to draw your family tree. And then you can show your picture and introduce
your family members to us.
设计意图：锻炼学生的动手能力，并综合输出语言。
Read and match
根据所给词汇连线匹配，进行随堂检测。
T: Now it’s time for you to take a test.
设计意图：检测学生对本课时所学内容的掌握程度。
五、课堂小结
教师使用动画重点知识归纳练习，通过思维导图的形式，总结本单元的重点词汇、句型等主
要内容。
T:At last, let’s summarize the main content of this unit.
六、板书设计
Unit 2 My family
Part B Let’s check; Part C Story time
grandfather (grandpa), grandmother (grandma), father (dad), mother (mum), brother, sister
—Who’s that …?
— He’s/She’s my …
— Is he/she your …?
—Yes, he/she is.
/No, he she isn’t.
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