人教版（2024）英语七年级上册 Unit 2 We're Family!（学案）

这是一份人教版（2024）英语七年级上册 Unit 2 We're Family!（学案），共11页。
Unit 2 We're Family!单元主题分析本单元话题为:Introductions to family members,语言功能为:Talk about what family members are like,语法为:Simple present tense,Possessive('s)。本单元话题属于“人与自我”范畴中“生活与学习”,这一主题群,涉及子主题“家庭与家庭生活”。主要涉及用英语介绍家庭成员的姓名、年龄、职业、外貌特征、兴趣爱好等;描述家庭成员之间的关系和互动;表达对家庭成员的情感等。本单元以听力和对话等多个多模态语篇阐述了这一主题,对如何正确运用目标句型有条理地介绍家庭成员的兴趣爱好,经常做的事情等基本情况进行了探究,旨在培养学生在社交场合中介绍自己和他人家庭的能力,增强人际交往能力和沟通技巧,同时引导学生关注家庭,增进对家庭成员的了解和感情,培养学生的家庭责任感和亲情意识。单元教学目标第1课时 Section A(1a—1d)【教学内容】1.学习家庭成员称呼。2.谈论家庭成员的年龄、外貌、性格爱好等信息。【核心素养】1.让学生能够掌握家庭成员的称呼和相关定义。2.让学生能够通过听力理解,了解两个对话的内容,并对图片进行排序。3.让学生能够通过再次听录音,完成句子,了解家庭成员的关系。【重点难点】重点:让学生掌握家庭成员的称呼和相关定义,以及通过听力理解和口语表达,了解家庭成员的关系。难点:训练学生的听力理解和口语表达能力。【教学过程】Step 1 Lead -in1.Show the picture of the textbook on Page 27 to the students.Then ask them to answer the following questions:(1)What is the relationship of the people in the photo?(2)What do you think of the family?(3)Who are the people in your family?2.Let the students discuss with each other. Then ask some students to sharetheir answers.【环节说明】通过介绍照片的方式导入新课,激发学生的学习兴趣,同时引入生词。Step 2 Work on la1.Ask students to match the definitions with members of the family.2.Ask students to share the answers and the teacher helps to correct theirpronunciation if necessary.Step 3 Work on 1b1.Ask students to listen to two conversations in la and number the pictures in theorder they hear them.2.Ask students to share the answers and the teacher helps to correct them ifnecessary.Step 4 Work on 1c1.Ask students to listen again and complete the sentences.2.Ask students to share the answers and the teacher helps to correct theirpronunciation if necessary.Step 5 Work on 1d1.Ask students to introduce their family photos in their groups.2.The teacher asks questions after the introduction of the family photos.3.Ask students to make a conversation with the interrogative sentence patterns.4.Choose three or four pairs of students to share their conversations.【环节说明】通过小组合作的形式，学生可以对目标句型进行充分练习。Step 6 Summary 1.I can name different family members.2.I can get detailed information about the relationship of the family throughlistening.Step 7 Summary training根据汉语提示或用括号中所给单词的适当形式填空。1.The man is her husband (丈夫). He is American.2.My grandmother (祖母)likes vegetables. She has a healthy eating habit.3.In China, people like to eat noodles on birthdays.It means (意思是) living longer.4. Andy and Alan are my cousins (cousin).Their father is my mother's brother.5.He is my father's(father)brother,my uncle.Step 8 Homework1.Introduce yourselves to others.2.Do the exercises in students’ book.【板书设计】Members of the family : grandmother, aunt, uncle , cousin , grandfatherStructures :1.—Is this/Are these your ...?—Yes,.../No,...2.—Who's/Who're ...?—He's/She's/They're...【教学反思】通过这节课的教学,学生们对家庭成员的称呼和关系有了初步的了解和实践。但在课堂上,我发现一些学生在听力理解和口语表达时存在困难,需要在今后的教学中加强听力理解和口语表达的训练。同时,我也要注意引导学生注意发音和重音,以提高他们的语音、语调能力。第2课时 Section A(Pronunciation 1—2e)【教学内容】1.元音的认读及拼读规则。2.通过对话了解腾飞的家庭成员及其爱好,识别对话中的关键词汇,谈论家庭成员的物品与活动。【核心素养】1.学生能够听懂关于家庭成员及其活动的对话,并能获取关键信息2.通过听力、阅读和口语活动,训练学生综合运用英语的能力。3.培养学生的家庭观念,鼓励学生用英语介绍家庭成员及其爱好。【重点难点】重点:听懂对话,获取信息;模仿对话,进行口语表达。难点:准确捕捉听力材料中的细节信息;流畅地进行角色扮演【教学过程】Step 1 Lead - in1.Review the family member words by playing a guessing game.3.Introduce the topic of family activities briefly.【环节说明】通过游戏的方式导入新课,激发学生的学习兴趣,学生也可以回顾所学单词，同时引入生词。Step 2 Work on Pronunciation l-31.Introduce how to pronounce . Give students more chances to imitate them.2.Play the recording and ask students listen and repeat.3.Ask several students to read the pronunciation in Pronunciation 1. Correct their mistakes if exists.4.Focus on the stressed syllables in the given words, Listen and repeat. Practise reading the wards aloud.Step 3 Work on 2a1.Ask students to listen to the conversation and circle the coloured words theyhear.2.Ask students to share the answers and the teacher corrects their pronunciationif necessary.Step 4 Work on 2b1.Ask the students to scan the table in 2b. Then let them read the conversation in 2a.2.Let the students underline the sentences about Teng Fei's family and complete the table about Teng Fei's family.3.Show the right answers to the students and ask them to check their answers.Step 5 Work on 2cl.Ask students to listen to the conversation again.2.Ask students to role-play the conversation and invite two or three pairs ofstudents to present in class.【环节说明】通过阅读对话,完成相应练习,学生可以逐渐掌握阅读技巧:查找细节。Step 6 Work on 2d1.Show Li Xin's family photo and introduce their information.2.Show some phrases about hobbies and possessions and let students ask andanswer questions to talk about Li Xin's family.(1)—Whose erhu is this? —It's Li Xin's erhu.(2)—Who likes gardening? —Li Xin's grandmother.3.Ask students to make up a new conversation with the photo and phrases in 2d.【环节说明】通过两两结合编对话介绍李欣雨的家庭信息，学生可以对文本的目标语言和语法进行强化练习。Step 7 Work on 2e1.Let the students bring some photos of the things their family members have.2.Ask and answer questions about who owns each of them and what activities their family do. Do the task in pairs.【环节说明】学生可以通过介绍家庭照片和家庭成员的喜好以及所拥有的实物，巩固本节课重点句型。Step 8 Problem solving1.come v.来;来到常与介词to搭配使用，后跟地点名词，表示“来到某地”;若后跟地点副词,则需省略to。【拓展】关于 come 的常见短语:come in 意为“进来”;come on 意为“来吧,快点,加油”;come from 意为“来自”。2.well的用法（1）作形容词,意为“健康的”位于系动词后作副词,意为“好”,用来修饰动词(短语),位于动词(短语)之后。（2）作感叹词,意为“哎呀;好吧”,表示惊奇或勉强同意。3.whose的用法whose通常用来询问所有权,意为“谁的”。其基本句型为“Whose+名词(短语)+系动词be+…?”4.spend 的用法作动词,意为“花(时间、钱等)”,主语是人。常见用法:（1）sb.+spend(s)time/money+on sth.某人在某物上花时间/钱。（2）sb.+spend(s)time/money+(in)doing sth,某人花费时间/钱做某事。（3）sb.+spend(s)time+with sb.某人花时间与某人在一起。Step 9 Summary 1.I can pronounce correctly,remember the letters and lettercombinations that represent them.2.I can learn word stress and know the stressed syllables.3.I can get basic information about Teng Fei's family through the conversation.4.I can identify ownership using -'s.5.I can describe family members in a photo.Step 10 Summary training根据语境,从方框中选择恰当的单词并用其正确形式填空。really,bat,together,activity,spend1.Tom, let's play soccer together.2.The T-shirt is really nice, but it's too small for me.3.I can see a ping-pong bat under the desk.4.My cousin usually spends two hours doing his homework every evening.5.There are many different kinds of activities in our sports club.Step 11 Homework1.Review the words,phrases and sentences.2.Do the exercises in students’ book.【板书设计】Pronunciations : Sentences : 1.Whose are they?1./3:/ her, girl, turn 2.The black one is my grandpa's.2./э/sister,summer, doctor 3.Do you often play ping-pong together?3.// duck, hut, much 4.My grandpa loves sport.4./a/ dark, march, heart 5.He spends a lot of time fishing. 6.Do you play the piano? 7.She can play it really well!【教学反思】通过这节课的教学,学生们对家庭成员的物品和活动有了初步的了解和实践。通过角色扮演,让学生积极参与课堂,充分激发学生的英语学习兴趣。同时,我也意识到丰富的教学活动很有必要,积极创设各种情境,鼓励学生大胆使用英语,让学生在玩中学,使英语学习真正融人生活。第3课时 Section A (Grammar Focus 3a-3d)【教学内容】1.了解一般现在时: 肯定句和疑问句，肯定句和否定句。2.动词形式如何随主语变化,名词所有格形式的用法。【核心素养】1.学生能够理解并运用动词形式随主语变化的规则,完成相关练习。2.通过阅读、填空和问答练习,提高学生的语言运用能力和交际能力。3.培养学生对英语语法学习的兴趣,鼓励学生积极参与课堂活动。【重点难点】重点:让学生理解和掌握动词形式随主语变化的规则,以及所有格形式的正确使用。难点:训练学生在实际语境中正确运用这些语法知识。【教学过程】Step 1 Review and Lead - in1.Show students some pictures and ask them to make a sentence with the picture.2.Introduce the topic of today's lesson, Ask students to recall what they know about subject-verb agreement.【环节说明】通过看图介绍人物的形式导入新课,帮助学生复习已有句型,同时为接下来的学习作铺垫。Step 2 Work on 3a1.Explain the concept of subject-verb agreement and how verb forms change with different subjects. Show examples on the board to illustrate the rules. Write a few basic examples on the board , for example :(1)He runs every day.( Singular subject, singular verb)(2)They run every day.( Plural subject, plural verb )2.Point out how the verb form “run” changes to match the number of the subject. Expand this to include more complex subjects like “one of the students”( singular subject)vs “all of the students”(plural subject).3.Have students read the sentences in 3a and identify how the verb forms change with the subjects.4.Ask students to explain the changes they observe.【环节说明】通过讨论和总结,学生可以掌握动词第三人称单数形式的变化规律和用法。Step 3 Work on 3b1.Write the sentences from 3b on the board , leaving blanks for the possessive forms. 2.Ask students to fill in the blanks with the correct possessive form of the words in brackets.3.Go through each sentence, calling on students to provide their answers.4.Cheek the answers. The answers are:(1)Kate's; (2)Peter and Emma's ; (3) brothers’; (4)grandparents'; (5 )Teng Fei's.5.Clarify any confusion about possessive forms, especially with plural nouns and compound subjects.Step 4 Work on 3c1.Ask students to complete the passage with the correct forms of the verbs in thebox.2.Ask students to share their answers in class and the teacher helps to correct ifnecessary.【环节说明】通过练习,学生可以充分理解和运用动词随主语变化的规则。Step 5 Work on 3d1.Students work in pairs,ask and answer questions about each other's family.2.Ask some pairs to act out the dialogue in front of the class.【环节说明】通过对目标语言进行口头训练,学生的语言交际能力也能有所提升。Step 6 Summary 1.I know the verb forms change with the subjects.2.I can master the general questions and answers of full verbs.3.I can use the target languages to talk about each other's family.Step 7 Summary training根据汉语提示或用括号中所给单词的适当形式填空1.Jack can play the violin(小提琴) very well because he plays it every day.2.He and his sister are in the same school, but they are in different(不同的)grades.3.He often makes me laugh (laugh).4.The girl with funny(fun) glasses is my cousin.5.I have fun playing(play) basketball with my classmates after school.Step 8 Homework1.Make a poster to talk about the looks,possessions and hobbies of a person.2.Do the exercises in students’ book.【板书设计】Words and phrase :funny, laugh , different, violin. have funSentences :1.This is Kate's cat.2.This is Peter and Emma's classroom.3.These are my little brothers’ balls.4.They're my grandparents’.5.It's Teng Fei's.【教学反思】通过这节课的教学,学生们对动词形式随主语变化的规则和所有格形式的正确使用有了初步的了解和实践。但在课堂上,我发现一些学生在理解和运用这些语法知识时存在困难,需要在今后的教学中加强相关练习和巩固。同时,我也要注意引导学生在实际语境中正确运用所学知识,提高他们的语言运用能力。第4课时 Section B(1a—1d)【教学内容】1.了解莉莉全家福中家庭成员的个人信息，比如: 他们是谁? 他们是什么样的人？2.介绍自己的家庭成员及其特点。【核心素养】1.学生能够使用英语简单介绍自己的家庭成员及其特点。2.学生能够读懂关于家庭介绍的短文,并获取关键信息。3.学生能够通过小组活动练习并增强口语表达能力。【重点难点】重点:家庭成员的英语表达;介绍家庭成员的句型。难点:准确理解并回答关于家庭介绍的阅读理解问题【教学过程】Step 1 Lead -in1.Show a family photo to the class , then ask them to work in groups of four and share the information about the family members.2.Choose a student to share his or her answer.【环节说明】通过描述全家福中的人物信息引入主题,激发学生的兴趣,学生能够对所学知识进行复习。Step 2 Work on 1a1.Ask students to talk briefly about their families.2.Pair work: Students ask and answer questions about each other's families, Teacher provides support and feedback.Step 3 Work on lb1.Look at the photo in 1b. Talk about it and guess who they are in the photo.2.Introduce the topic and key vocabulary related to families.3.Students read the text silently and label the people in the photo. Teacher checks answers and clarifies any misunderstandings.4.Explain the following items : a photo of, the one with the pink hat, on the left, play tennis with, on his knee, on the right, read me a story, they say the same thing to all of us.5.Practise reading the passage.Step 4 Work on 1c1.Ask students to read again and circle T for true or F for false.2.Ask students to share the answers and the teacher helps to correct if necessary.【环节说明】通过完成阅读任务，学生能够充分理解文本。Step 5 Work on 1d1.Ask students to take turns to describe the photo in 1b.2.Encourage students to add their own details.【环节说明】通过轮流描述图片，学生能够对目标语言进行充分练习Step 6 Problem solving1.left/right 的用法（1）作名词,意为“左/右边”。如:on one's left/right表示“在某人的左/右边”。（2）作形容词,意为“左/右边的”。如:left/right hand表示“左/右手”。（3）作副词,意为“向左/右边”。【拓展】right 作形容词时,还可意为“正确的”。2.think v.认为;想;思考“I think…”意为“我认为……”,用来表达自己的主观想法或看法。否定形式为“I don't think…”,意为“我认为……不……”。【拓展】think of 意为“想到,考虑”;think about 意为“考虑,思考”。3.help 的用法（1）作动词,意为“帮助;协助”。help sb.with sth.=help sb.(to)do sth.,意为“帮助某人做某事”。（2）作不可数名词,意为“帮助;协助”。常见词组:with one's help/with the help of.意为“在……的帮助下”。Step 7 Summary I can label the people in the photo according to the description.Step 8 Summary trainingpink,handsome,knee,go hiking,next to1.My cat likes sleeping on my knees on sunny afternoons.2.You look really great in this pink dress, Linda.3.Gina's brother is a handsome young man and her sister is a pretty girl.4.The woman next to my sister is my aunt.5.The air is very fresh in the mountain, I often go hiking there on weekends.Step 9 Homework1.Review the words,phrases and sentences.2.Do the exercises in students’ book.【板书设计】Words : hat , handsome, knee , grandchild, son, hike ,Phrases :at night , in the middle,go hiking, next to,a photo of,on the left, play tennis with, on his knee,on the rightSentences :1.I'm the one with the pink hat.2.She always reads me a story at night.3.I think they say the same thing to all of us!【教学反思】本节课通过多样化的教学活动,如问答、阅读和写作,有效地促进了学生对家庭主题的理解和口语表达能力的提高。在阅读环节中,学生表现出较好的理解能力和提取关键信息的能力。在口语练习环节中,学生积极参与,但仍有部分学生需要鼓励和支持来增强自信。在未来的教学中,我将更加注重提供个性化的指导,以满足不同学生的学习需求,并进一步激发学生的学习兴趣和积极性。同时,我会继续关注课程标准的要求,确保教学内容与标准保持一致,以全面提升学生的英语综合能力。第5课时 Section B(2a—Reflecting)【教学内容】1.制作自己的家谱、描述家庭成员的特点和爱好。2.向同学们介绍自己的家庭。【核心素养】1.让学生能够制作自己的家谱,并将家庭成员的照片贴在上面。2.让学生能够用英语描述家庭成员的年龄、外貌、性格和爱好等。3.让学生能够通过展示家谱向同学们介绍自己的家庭。【重点难点】重点:制作家谱并描述家庭成员。难点:准确使用形容词描述家庭成员的外貌与性格,流畅地介绍家谱【教学过程】Step l Lead-in1.Ask students to do exercises of this unit.2.The teacher checks answers and shows the fallible words or sentence patternson the blackboard.【环节说明】通过练习的形式,学生能够总结易错知识并强化对易错知识的理解。Step 2 Work on 2al.Introduce Hu Xiao's family and describe the information of each member.2.Ask students to complete the introduction with the information in the chart.3.Choose students to come to the front of the classroom, and share theirintroductions.Step 3 Work on 2bl.Ask students to brainstorm the sentence patterns on how to introduce familymembers according to 2a.2.Ask students to share their discussions and the teacher helps to make asummary.【环节说明】通过小组讨论的形式,学生可以对目标语言进行总结,为之后的写作做准备。Step 4 Work on 3a1.Show an example of a family tree and explain the structure.2.Ask students to identify the family members on the tree and their relationships.3.Ask students to draw their own family trees and label each member. Encourage students to bring photos of their family members to stick on the tree.Step 5 Work on 3b1.Ask several students to introduce their family members according to their family trees.2.Ask students to write a short description of each family member, including age, appearance, personality and hobby, using the example in 3b'as a guide. 3.Provide language support if needed,such as vocabulary for describing appearance and personality.Step 6 Work on 3c1.Invite students to come to the front of the class, one by one, to introduce their family trees. 2.Encourage them to use the descriptions they wrote in 3b. Provide feedback on their presentations ,focusing on language use and fluency.3.Display some good writing on the screen.【环节说明】通过制作家谱并介绍家庭成员的基本情况，学生可以充分掌握本单元的目标语言和语法。Step 7 Summary 1.I can introduce family members from appearance, personality andhobbies with a family photo.2.I can explore the meaning of being a family.Step 8 Summary training根据汉语提示完成句子。1.My father is the only son (儿子)of my grandparents.2.His father often wears a black hat (帽子).3.Arthur is a loving grandfather. He spends all his free time with his grandchild (孙子).4.Look! The boy in the middle(中间)is my brother.5.My mother often reads me a story at night (在夜晚).Step 9 Homework1.Polish their family trees and descriptions.2.Do the exercises in students’ book.【板书设计】Language targets:1.This is...2.Here's...3.He's/She's...4.His/Her favourite ...is...5.He/She really likes...6.He/She looks ...7.He/She plays ...every week.【教学反思】通过这节课的教学,学生们学会了如何制作家庭树并用英语描述家庭成员的特点和爱好。在课堂上,大部分学生能够积极参与并完成家庭树的制作和描述。但在描述过程中,部分学生在组织语言和表达方面仍有困难,需要在今后的教学中加强相关训练。同时,我也要注意引导学生关注家庭成员的内在品质,培养他们尊重和关爱家人的品质。语言能力1.Name different family members.2.Talk about your family with the simple present tense(do)3.Identify ownership using -'s.4.Describe family members in a photo.文化意识1.Perceive and understand the differences in expressions between English names and Chinese names.2.Enjoy the warm feeling of the family, and then explore the meaning of being a family.思维品质1.Make predictions according to the pictures and prior knowledge.2.Be able to use effective means such as seeing, listening,speaking and discussing to obtain information.学习能力1.Actively participate in class activities.2.Be able to actively cooperate with others in learning activities and complete learning tasks.