初中英语人教版（2024）七年级上册（2024）Unit 2 We're Family! Section B教案及反思

这是一份初中英语人教版（2024）七年级上册（2024）Unit 2 We're Family! Section B教案及反思，共6页。
(1a-2b)
I. Teaching Objectives
1. Language Knwledge Objectives
1)Students are able t master the fllwing key vcabulary: hat, handsme, knee, at night, in the middle, grandchild.
2)Students can understand and use the fllwing key sentence pattern: Here's a pht f us.
3)Students are able t recgnize and use adjectives and phrases fr describing family members' appearance, persnality, hbbies, etc., such as handsme, kind, big eyes, lve animals, like reading, etc.
2. Language Skill Objectives
1)Thrugh reading the text, students can accurately btain infrmatin abut family members, such as appearance, persnality, hbbies, etc., and cmplete relevant reading cmprehensin tasks.
2)Students can imitate the reading text, use the learned vcabulary and sentence patterns t describe the appearance, persnality, hbbies and ther infrmatin f their family members.
3)In grup activities and classrm discussins, students can cmmunicate their views n family members in English and imprve their ral expressin ability.
3. Affective Attitude Objectives
1)Enhance students' understanding f their families, guide students t understand the significance f their families t themselves, and cultivate students' awareness f caring fr their families and cherishing their families.
2)Thrugh grup cperatin and classrm interactin, cultivate students' teamwrk spirit and psitive attitude twards participating in class.
4. Learning Strategy Objectives
1)Cultivate students' ability t capture key infrmatin, srt ut infrmatin, and summarize during the reading prcess.
2)Guide students t learn t use tls such as mind maps t rganize infrmatin abut family members t assist in writing and ral expressin.
5. Cultural Awareness Objectives
1)Understand the differences in expressin and family cncepts between Chinese and Western family cultures, and braden students' cultural hrizns.
2)Cultivate students' awareness f respecting different family cultures and enhance their sensitivity t crss - cultural cmmunicatin.
II. Teaching Key and Difficult Pints
1. Teaching Key Pints
1)Read and understand texts that intrduce family members with the help f family trees r phts, and accurately capture infrmatin abut family members' appearance, persnality, hbbies, etc.
2)Master the vcabulary and sentence patterns fr describing family members' appearance, persnality, hbbies, etc., and be able t use them crrectly in speaking and writing.
3)Learn t use the general - specific - general writing structure t intrduce ne's family.
2. Teaching Difficult Pints
1)Be able t cmprehensively intrduce family members with crrect, cherent and rich language, and express lve t family members.
2)Understand and crrectly use the present cntinuus tense t describe the actins that family members are perfrming (if invlved).
3)Guide students t flexibly use the learned vcabulary and sentence patterns in writing, avid the mntny f language expressin, and imprve the writing quality.
III. Teaching Methds
1)Task - driven Teaching Methd: Design a series f family - related tasks, such as reading tasks, writing tasks, and ral expressin tasks. Let students actively learn and use language knwledge in the prcess f cmpleting tasks, and cultivate students' autnmus learning ability and prblem - slving ability.
2)Cperative Learning Methd: Organize students t carry ut grup cperative learning, such as grup discussins, grup cmpetitins, and grup writing. Let students cmmunicate, learn frm each ther, and make prgress tgether in cperatin, and cultivate students' teamwrk spirit and interpersnal skills.
3)Audi - visual Demnstratin Methd: Use visual teaching aids such as pictures, vides, Duba ,Deepseek and real bjects t help students understand and master language knwledge mre intuitively, and stimulate students' interest and enthusiasm in learning.
IV. Teaching tls
Multimedia teaching equipment, such as cmputers, prjectrs, audi systems, etc.
Self - made wrd cards, mind - map templates and ther auxiliary teaching tls.
V.Teaching Prcedures
Step1:Lead – in
The teacher says t the students,“Befre we begin ur new lessn, I’ll intrduce a new friend t yu. D yu want t make friends with her?”Lead the students t answer “Yes.”“But she isn’t here,s we can’t cmmunicate with her face t face.What shuld we d?”Lead the students t learn hw t use the smart phne t talk with ther peple and give the students a real situatin.Then the teacher uses Duba Intelligent Agent t talk with the new friend.The students can ask the new friend sme questins that they want t knw such as the new friend’s name, natinality, family members and hbbies and s n. Accrding t these questins ,lead in the new wrds abut the family members: grandparents,grandchild-grandchildren and s n.
Step2:Presentatin
1)Activity1:Watch and name Lily’s family members’ names.
= 1 \* GB3 ①The teacher tells the students that in rder t let us knw mre abut Lily and her family,Lily made a vedi t us,nw let’s watch it t find what Lily’s family members’ names. This vide is made with the help f Duba,Jimeng AI(即梦AI) and CapCut(剪映).
Then the teacher asks ne student t cme t the blackbard t intrduce Lily’s family members’ names.
= 2 \* GB3 ②Read and find where they are in the pht.
The teacher asks students t pen their textbks, read the article and lk at Lily’s family pht t find their places in the pht.The teacher teaches the new wrds: in the middle and knee.
Then the teacher asks ne student t cme t the blackbard t intrduce the places f them in the pht.
3)Activity 2:Read and find mre infrmatin abut Lily’s family members.
Ask students t read carefully t find specific infrmatin abut Lily's family members' appearance, persnality, hbbies, etc., and cmplete the mind-map.
They can discuss hw t finish this part in grups.
Then ask 4 students t intrduce Lily’s family members ne by ne. The teacher will teach them hw t prnunce the new wrds and let them guess the meaning f the new wrds .
After the students finish reading, the teacher checks the answers with students, and gives detailed explanatins and analyses f the places where students have questins.
The teacher guides students t pay attentin t the vcabulary and sentence patterns used t describe family members in the article, such as "He is tall and handsme." "She is kind and lves animals." etc., and asks students t d imitatin sentence - making exercises t deepen their understanding and applicatin f these expressins.
4)Activity3:Read the article abut Lily’s family pht.
Cnclude hw Lily intrduces her family pht,pay attentin t the structure f the article. Let the students learn t use the general - specific - general writing structure t intrduce ne's family.
Ask the students t read the article again and again.Then ask sme students t intrduce Lily’s family pht by using their wn wrds.
5)Activity4:Write and shw.
= 1 \* GB3 ①Have a brainstrm t help the students t cllect enugh wrds t describe peple’s appearance,persnality,hbbies and activities.The teacher can give them an example.Fr example, when we cllect the wrds abut appearance,we can ask ne student t stand up, ther students can use ne sentence t describe him/her. We can have a match.Then the teacher can give the students mre writing materials.
The teacher shws the writing framewrk thrugh PPT and guides students t write accrding t the general - specific - general structure. In the pening part, students can use a sentence t intrduce that they are ging t intrduce their families, such as "Here is a pht f my family. I lve my family very much." In the middle part, intrduce the relevant infrmatin f each family member respectively, such as appearance, persnality, hbbies, etc. In the ending part, students can express their lve fr their families, such as "I am s lucky t have such a wnderful family."
The teacher reminds students t pay attentin t the crrect use f grammar, spelling, and punctuatin marks during the writing prcess, and try t use the vcabulary and sentence patterns learned in this lessn t make the article richer and mre vivid.
= 2 \* GB3 ②Students d writing exercises accrding t the teacher's guidance and their wn family situatins. The teacher walks arund the classrm and prvides help and guidance fr students with difficulties.
= 3 \* GB3 ③The teacher divides students int grups f 5 peple. Let students take ut the family phts they prepared and intrduce their family members t each ther in the grup, including appearance, persnality, hbbies, etc., and require them t use the learned vcabulary and sentence patterns fr descriptin. Fr example: "This is my mther. She is beautiful with lng hair. She likes cking."
The teacher walks arund amng the grups, bserves the students' discussin situatins, and gives guidance and help in time. Encurage students t actively participate in the discussin and express their ideas bldly.
= 4 \* GB3 ④Writing Sharing and Evaluatin
First ,the students check their wn articles.Then exchange their articles in grups.They can use Duba t help them crrect their articles in grammar pints,spelling and the structure f the sentences.Then each grup chse the best t shw in the class.
Cmpare the articles ,then pick up the best ne t shw in frnt f the class, put the gd articles n the wall t let all the students t appreciate them.
Step3:Classrm Summary
The teacher reviews the key vcabulary, sentence patterns, and grammar knwledge learned in this lessn with students, such as the vcabulary fr describing family members, the sentence pattern "Here's a pht f us.", and the usage f the present cntinuus tense (if invlved).
The teacher summarizes the teaching cntent f this lessn, emphasizes the imprtance f family, and encurages students t cmmunicate with their families in English and express their lve fr their families in daily life.
Let the students watch a vide and talk abut “What des family mean t us?”
Family is where life begins and lve never ends.
Step4: Hmewrk Assignment
Ask students t revise and imprve the shrt essay abut their families written in class after ging hme, and cpy it neatly in their exercise bks.
Require students t recrd an English audi r vide f 1 - 2 minutes, intrduce their families t their families r friends, and send it t the class grup fr sharing with classmates.
Preview the cntent f the next class, mark the places that are nt understd.
Step5:Blackbard Design: