Unit2We'reFamily!SectionA2a-2e教学设计人教版英语七年级上册

Unit2We'reFamily!SectionA2a2e

Studentscanlisten,read,andcorrectlyspellnewwords:son,daughter,cousin,uncle,aunt,here,photo,of,next,picture,girl,dog,etc.

your...?my...masterandusekeysentencepatterns:Isthis/thatyour...?These/Thosearemy...andtheiraffirmativeandnegativeanswerstoaccuratelyinquireaboutandintroducefamilymembers.

Thelearningandapplicationofnewvocabularyrelatedtofamilymembers,includingwordspelling,pronunciation,andsemanticdiscrimination.

my...nderstandingandpracticalapplicationofthestructures"These/Thosearemy...",masteringtheircorrectexpressionsandresponsemethodsindifferentsituations.

your...?my...usesonthethemeof"family".ThecontentofSectionA2a2eisbasedonstudents'initiallearningoffamilymembervocabularyandsimpleintroductionsentences.Itfurtherdelvesintofamilyrelatedlanguageknowledgeandlisteningandspeakingskills.Bylearningthispart,studentswillencountermoredescriptionsoffamilymemberinformationandsentencepatternsforinquiringaboutfamilymembers,layingafoundationforprehensivelydiscussingfamilylifelater.Itplaysacrucialroleinconnectingthepreviousandsubsequentpartsofthewholeunitteaching.Thenewvocabulary,suchas"son,daughter,cousin,uncle,aunt,here,photo,of,next,picture,girl,dog",enrichesstudents'vocabularyrelatedtofamily.Thekeysentencepatternslike"Isthis/thatyour...?These/Thosearemy..."andtheiraffirmativeandnegativeanswersareimportanttoolsforstudentstomunicateaboutfamilymembers.

SeventhgradestudentsarefullofenthusiasmforEnglishlearning,andthetopicoffamilyisquitefamiliartothem,whichcanstimulatetheirlearninginterestandparticipation.However,theirlisteningprehension,aswellastheaccuracyandfluencyoforalexpression,stillneedfurthercultivation.Theirabilitytocaptureplexsentencestructuresanddetailedinformationalsorequiresimprovement.Moreover,therearedifferencesinEnglishfoundationandlearningabilityamongindividualstudents.Somestudentsmayhavearelativelysolidfoundationandstronglearningability,whileothersmaystrugglewithbasicknowledgeandlearningskills.Therefore,intheteachingprocess,itisnecessarytopayattentiontothelearningneedsofstudentsatdifferentlevelsandadoptdiverseteachingmethodstoensurethateverystudentcanmakeprogressbasedontheiroriginallevel.

教学环节一Warmingup

Greetthestudentsasusual.Thenshowsomepicturesoffamousfamilies,liketheObamafamilyortheBeckhamfamily,onthePPT.Askstudents:"Doyouknowwhotheyare?CanyousaysomethingabouttheirfamilymembersinChinese?"Encourageseveralstudentstosharetheirideas.Thisactivitycanarousestudents'interestinthetopicoffamilyandcreatearelaxedlearningatmosphere.

教学环节二TeachingProcedures

Revision

my...ntsomepicturesofmonfamilymembersonthePPT,suchasfather,mother,sister,brother.AskstudentstoquicklysaytheEnglishwordsforthesefamilymembers.Afterthat,randomlypointtoapictureandask:"Whoishe/she?"Guidestudentstoanswerwithsentenceslike"He/Sheismy...".Thiscanreviewthefamilymembervocabularyandsimpleintroductionsentenceslearnedbefore,layingafoundationforthenewcontent.

Presentation

Teachnewvocabulary:

Showpicturesofnewfamilymemberslikeson,daughter,cousin,uncle,auntonthePPTonebyone.Readthewordsaloudclearlyandaskstudentstorepeataftertheteacherseveraltimes.Payattentiontothecorrectpronunciation,forexample,whenteaching"cousin",emphasizethepronunciationof/ˈkʌzn/.

Writethenewwordsontheblackboardandexplaintheirmeaningsandspellings.Letstudentscopythewordsintheirnotebookswhilereadingthemaloud.

Useflashcardstopracticevocabularyrecognition.Showtheflashcardsquicklyandaskstudentstocalloutthewordsasfastaspossible.

Teachkeysentencepatterns:

Presentapictureofafamily.Pointtoapersoninthepictureandsay:"Isthisyourfather?"Thenanswer:"Yes,heis."or"No,heisn't."Dothisseveraltimeswithdifferentfamilymembersinthepicture.Letstudentspracticeinpairs,takingturnstoaskandanswer.

your...?esentencepattern"Isthis/thatyour...?"anditsaffirmativeandnegativeanswersontheblackboard.Explaintheusageof"this"fornearobjectsand"that"forfarobjects.

my...showagroupphotoofafamilyandpointtoseveralpeople,saying:"Thesearemycousins.Thosearemyuncles."Writethesentencepattern"These/Thosearemy..."ontheblackboard.Explainthedifferencebetweenthesingular"this/that"andtheplural"these/those".

Listening

Activity2a:

Tellstudentstheywilllistentoaconversation.First,letthemlookatthepicturesin2aandpredictwhothepeopleinthepicturesare.

Playtherecordingforthefirsttime.Studentsjustlisten.

Playtherecordingagain.Thistime,askstudentstocirclethepeopletheyhearinthepictures.

Checktheanswerswiththewholeclass.Askstudentstoreadoutthewordsofthecircledfamilymembers.

Activity2b:

Letstudentslookatthenamesandwordsintheboxin2b.Explainthemeaningofeachwordbrieflyifnecessary.

Playtherecordingforthefirsttime.Studentslistenandnumberthepicturesin2a.

Playtherecordingasecondtime.Studentschecktheiranswers.

Checktheanswerstogether.Invitesomestudentstoreadoutthesentencestheyheardintherecordingrelatedtothenumberedpictures.

PairWork

Askstudentstoworkinpairs.Eachpairtakesoutafamilyphoto(studentscanbringtheirrealfamilyphotosordrawsimplefamilypicturesinadvance).

your...?my...your...?irusesthesentencepatterns"Isthis/thatyour...?These/Thosearemy..."tointroducethefamilymembersinthephoto,andtheotherstudentasksquestionslike"Whoishe/she?"or"Aretheseyour...?".Theyshouldhaveashortconversationaboutthefamilyphoto.

Walkaroundtheclassroom,listentotheirconversations,andofferhelpandguidancewhennecessary.Afterafewminutes,invitesomepairstoetothefrontoftheclassandshowtheirfamilyphotos,sharingtheirconversationswiththewholeclass.

Reading

Activity2c:

Presenttheconversationin2conthePPTorhandoutprintedmaterials.Letstudentsreadtheconversationsilentlyfirstandtrytounderstandthegeneralmeaning.

Thenreadtheconversationaloudwiththeteacher,payingattentiontotheintonationandpronunciation.

Dividestudentsintopairsandaskthemtopracticereadingtheconversation.Encouragethemtoimitatethetoneintheconversation.

Afterthat,asksomepairstoetothefrontoftheclassandperformtheconversation.

Activity2d:

Letstudentslookatthepicturein2d.AskthemtodescribewhattheyseeinthepicturebrieflyinChinesefirst.

Thenpresentthetextin2donthePPT.Readthetextaloudsentencebysentence,andstudentsrepeataftertheteacher.

Explainsomenewwordsorexpressionsinthetext,suchas"aphotoofmyfamily","inthenextpicture".

Letstudentsreadthetextsilentlyagainandanswerthequestionsbelowthetext.

Checktheanswerswiththewholeclass.Invitestudentstoreadouttherelevantsentencesinthetexttosupporttheiranswers.

GroupWork

Dividestudentsintogroupsoffourorfive.Eachgroupgetsalargepieceofpaperandsomemarkers.

Instructeachgrouptocreateafamilytree.TheyshouldwritetheEnglishnamesoffamilymembersonthefamilytreeanduselinestoshowtherelationships.

Afterthat,eachgroupmembertakesturnstointroducetheirfamilytreetothegroupusingthelearnedvocabularyandsentencepatterns,forexample:"Thisismygrandfather.HisnameisTom.Thesearemyparents.Theyarenexttomygrandfather."

Walkaroundthegroups,obs