Unit2WearefamilySectionB(1a-2b)教学设计人教版七年级英语上册

教学设计

课程基本信息学科英语年级七年级学期秋季课题Unit2WearefamilySectionB(1a2b)教学目标1.Describefamilyrelationshipandmakeafamilytree.2.Introducefamilymembers’appearances,personalites,hobbiesandsoon.3.Writeapassageaboutfamilyandthinkabouttheprofoundmeaningoffamily.教学重难点教学重点：1.获取短文中有关全家福照片的基本信息，包括家庭成员身份关系、外貌、性格、爱好等；梳理家庭树，借助可视化图形呈现结构化知识；2.基于结构化知识和全家福照片，运用目标语言第三人称复述文章内容；3.写一段关于我的家庭的文章并用评价量表进行自评、互评。教学难点：1.如何正确运用一般现在时中实意动词与人称主谓一致的目标语言转述家庭成员的外貌、性格、爱好等信息。2.如何正确运用文章结构和目标语言介绍自己的家庭信息，提升热爱家人的意识。教学过程1.LeadinNowadaysOurschoolisholdinganactivitynamedfindthemostbeautifulfamily.Anexchangestudentinmyschooljoininthisactivity.Let’sinterviewhertogether.2.Predict（1）LookatLily’sfamilyphoto,Canyouguesswhoislily?Howmanypeoplearethereinherfamily?Doyouknowwhoarethey?3.FastreadingTASK1:Pleasescanthetextandlabelthepeopleinthephotoandcheckifwe’not.whenornot.whenyouread,pleasespayattentiontothekeywordsaboutnameandposition.WeknowLilyisthegirlwiththepinkhat.Ontheleft,thisisherfatherFredandtheboyonhiskneeisSam.HeisLily’sbrother.Whoisshe?Yes,sheisLily’smotherJane.Inthemiddle,theyareLily’sgrandparents,JackandSarah.ThereisLily’sgrandparents’dog,heisOscar.DoyouknowwhyLilyuses“he”toreferthedog？Asweknow,animalsarepeople’sfriends.Nowadaysit’smonforpeopletokeeppetsandtheytreatthemlikefamilymembers,isthereaspecialmemberinyourfamily?Atlast,Don’tforgetamemberwhoisn’tinthephoto,sheisLily’scousinLucy.Checktheanswers:4.DrawafamilytreeThepictureistoodifficulttoshowthefamilyrelationships.TASK2:TakeLily’sfamilytreeasanexmpleanddrawafamilytreebasedonyourfamilyrelationships.5.CarefulreadingLet’sreadthetextandfindmoredetailsaboutherfamilymembers.WhatisLily’smotherlike?Sheisbeautifulandkind.Whatdoesshelike?ShealwaysreadsstoriestoLilyatnight.Didyourmumreadstorieswhenyouwereyoung?Absolutelyyes.Whatdoyouthinkaboutyourmother?Ithinkeverymotherisbeautifulandkindintheirownchild’seyes.Checktheanswers:Asanoldsayinggoes,anoldmanathomeislikeatreasure.Lily！Howaboutyourgrandparents?WhydoesLilysayhergrandparentssaythesamethingtoallofgrandchildren?Yes,becausehergrandparentsloveeachofthem.Checktheanswers:PutthedetailsinformationaboutLily’smotherandgrandparentsintothischart.WhatisLily’smotherlike?Sheisbeautifulandherpersonalityiskind,whatdoesshelike?ShelikesreadingbookswithLily.Lily’sgrandparentshaveapetdogOscarandtheylovealltheirgrandchildren.TASK3:Pleasereadthesecondparagraphagainandfillinthecharttogetmoreinformation.TASK4：CircleTfortrueorFforfalse.1.FredisJackandSarah’sson.2.Lily’sfatherlikestennis.3.OscarisLily’spetdog.4.LilyisLucy’scousin.5.Lilythinkssheishergrandparents’favouritegrandchild.Checktheanswers:TTFTF6.RetellTASK5:Bythistime,IthinkyouknowLily’sfamilywell,let’strytointroduceherfamilyusetheseadjectivesandverbsinthischart.Alsotherearesomeusefulsentences.Youcanstartlikethis:ThisisLily’sfather.HisnameisFred.Heishandsome,andheoftenplaystennis.A:ThisisLily’sfather.HisnameisFred.Heishandsome,andheoftenplaystennis.B：Andthisishermother…......7.Thinking(1)night.Theyulikeaboutherfamily?InmyopinionnotonlyLily’sgrandparentsloveherbutalsoherfather,heoftenplaystenniswithher,hermotheralwaysreadsherastoryatnight.Theytakecareoftheirchildrenwithloveandhearts,andcertainlyLilylovesherparentsverymuch.sothatisthetruemeaningoffamily—loveeachother.Doyouthinkherfamilyisthemostbeautifulone?Yes,loveisthemostbeautifulthing.A.whatAhatdoyoulikeaboutyourfamily?B.Howdoyouintroduceyourfamily?8.Writhingis...from...HereextofLily,thereisaclearstructure.Atthebeginning,wecanwriteabriefselfintroduction.Youcanstartlikethis:Mynameis...I’mfrom...Here’aphotoof...Themainbodypartisparagraphtwo,weshouldintroduceourfamilymembers.按Herearealsosomeusefulsentencescanhelpyou..Atlast,Youneedtoshowtruelovetoyourfamilymembers.9.Assessbytheassessmentchart.(1)Assessapassage:pletestructureanddetailed,correctspellingandgrammar,beautifulandclean.(2)Assessyourownwritingaboutyourfamilyphoto.10.SummaryToday,wehavelearned:HowtointroduceLily’sfamily.Howtowriteyourownfamily.Thinkabouttheprofoundmeaningoffamily.11.Homework1.Finish2AonP33.2.Assessyourpassagewithyourpartnerbyusingassessmentchart.3.Collectfamoussayingaboutfamily.创设场景，将课文中的主人公Lily情景化、AI化，加强互动。导入本节课关于家庭的话题。培养学生阅读之前，看图预测的能力。根据课本1a的部分问题引发学生看图时的思考。快速阅读能力训练，通过寻找姓名、位置的关键词标记图中人物关系并验证读图预测。验证答案时用Lily’s的形式复习所有格的表述，表明家庭成员与主人公Lily的关系。由上一环节设置问题，让Lily以自己的全家福为例帮忙绘制自己的家庭树。从AI人物给学生做示范，再到学生模仿制作，增强学习趣味性和知识性。运用1a中的问题对家庭成员的外貌、性格、爱好等其他细节信息进行提问。让学生通过精读，获得关键信息，并积累描述性语言。此处由Lily妈妈的细节描述，引出问题让学生思考自己的妈妈是什么样的。引导学生感受家庭关爱。本部分涉及到afunfactaboutLily’sfamily.用AI小人Lily的口吻讲出这个有趣的事实。通过朗读的形式