《英语七年级上册Unit2 Section B 2a-Project》教案

第五课时SectionB2a—Projecteq\o(\s\up7(),\s\do5(TeachingContent（教学内容）))TheteachingcontentofthislessonrevolvesaroundtheSectionB2a—ProjectoftheEnglishtextbook，whichistypicallydesignedasacomprehensivelanguagepracticalactivity.Thislessonaimstoimprovethestudents'writingskillsandenablestudentstoapplytheiracquiredlanguageknowledgeandskillsinauthenticorsimulatedsituationstocompleteaspecifictaskorproject.Thespecificcontentmayencompassreadingcomprehension，informationextraction，opinionexpression，creativewritingandoralpresentations.eq\o(\s\up7(),\s\do5(TeachingObjectives（教学目标）))◆LanguageProficiency(语言能力)1．Masterandapplytheunit'skeyvocabulary，sentencepatterns，andgrammaticalstructurestocompletewritingtasks.2．Accuratelycomprehendprojectrequirementsandeffectivelyorganizelanguageforexpression.◆CulturalAwareness(文化意识)Enhancestudents'understandingofculturalcustomsandsocialphenomenainthetargetlanguagecountry，andfosteracross­culturalperspective.◆ThinkingQuality(思维品质)Cultivatestudents'criticalthinkingandproblem­solvingabilitiesandpromoteintellectualdevelopmentthroughdiscussionsandreflectionswithintheproject.◆LearningCapability(学习能力)Booststudents'autonomousandcollaborativelearningabilities，andteachthemtoutilizeresourcesandplanprojectprogresseffectively.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教学重难点及突破）))◆TeachingFocus(教学重点)Learntowriteapassageaboutone'sfamilybylinkingtheirownpersonalinformation，fromtheappearance，personalities，hobbiesandotheraspectsoftheirfamilyinformation，andatthesametime，enhancethestudents'awarenessoflovingandcaringfortheirfamilymembers.◆TeachingDifficulties(教学难点)Guidestudentstoengageindeepthinking，innovativeexpression，andeffectivecollaborationwithinteams.◆TeachingBreakthroughs(教学突破)Implementstratifiedteachingtoprovidesuitabletasksforstudentsofdifferentlevels.Introducemindmapping，groupdiscussions，andothermethodstofacilitateintellectualexchanges.Clarifyteamrolesandstrengthenteamworktraining.eq\o(\s\up7(),\s\do5(TeachingProcedures（教学过程）))Activity1Warmingupandrevision(感知与注意)T：Goodmorning，everyone！TodaywearegoingtolearnSectionBWriting，specificallyhowtowriteanintroductionaboutyourfamily.Beforewediveintothewritingtask，let'stakeamomenttoreflect.Cananyonetellmewhatwe'velearnedsofaraboutintroducingourfamilies?S1：Welearnedtointroducetheirnamesandrelationships.S2：Wealsolearnedtodescribetheirlooksandhobbies.T：Excellent！Thosearegreatpoints.Now，let'sgetreadyfortoday'swritingchallenge.设计意图：通过回顾已学知识，帮助学生快速进入学习状态，同时唤醒他们对家庭介绍相关词汇和句型的记忆，激发学生的兴趣和注意力，为后续的写作任务做好心理准备。Activity2Presentation(获取与梳理)Workon2aT：Now，let'sreadapassagetogetheraboutHuXiao'sfamily.Asyouread，trytoidentifythekeyinformationabouteachfamilymember.Afterwefinishreading，I'llgiveyouablankintroductionform，andyouneedtocompleteitwiththeinformationfromthepassage.(Studentsreadthepassagesilentlyorinpairs.Thentheteacherdistributestheintroductionform.)T：Okay，time'sup.Let'schecktheanswerstogether.WhocansharethefirstpartofHuXiao'sfather'sintroduction?S：HuXiao'sfatherishandsome，andhe'saveryfunnyman.T：Perfect！Andwhatsportdoeshelikebest?S：Helikesfootballbest.…(Continuewithotherfamilymembers.)设计意图：通过阅读示例文章，引导学生学习如何组织信息，为写作提供模板。通过填写介绍表格，帮助学生梳理文章结构，明确写作要点。集体核对答案，加深学生对文章内容的理解，同时锻炼他们的听力和口语表达能力。Activity3Practice(概括与整合)Workon2bT：Nowit'syourturntoshine！First，Iwantyoutolistsomekeywordstodescribeeachofyourfamilymembers.Youcanthinkabouttheirphysicalappearance，personalities，andmaybeevensomespecialhobbiesorstories.(Studentsworkindividuallyorinpairstobrainstormkeywords.)T：Greatjob！Now，takeoutyourfamilyphotoandusethosekeywordstointroduceyourfamilymembers.Remember，youhave7minutestowriteyourcomposition.(Studentswritetheircompositionswhiletheteachercirculatesaroundtheclassroomtoprovideindividualsupportandencouragement.)设计意图：通过列出关键词，帮助学生整理思路，为写作提供素材。结合家庭照片进行介绍，增加写作的真实性和趣味性。设定时间限制，锻炼学生的快速写作能力和时间管理能力。教师巡回指导，及时发现并解决学生在写作过程中遇到的问题，提供个性化的反馈和支持。Activity4Polishthecomposition(内化与运用)Askstudentstoworkingroupsandrevisetheircompositions.Getsomestudentstosharetheircompositionsandevaluatethembythemselves.Invitesomestudentswho'regoodatdrawingtomakeafamilytreewhilethestudentreadshis/hercomposition.设计意图：在完成初稿之后，学生小组修改作文，培养合作能力。教师还组织学生以自评和互评的方式进行有意义的反馈和修改，培养学生批判评价的能力和合作学习的能力，增强学生学习英语的兴趣和自信心，达成语言知识、语言技能的训练目标，实现育人目标，有效发展核心素养。Activity5Makeafamilytree(想象与评价)Withtheteacher'shelp，getthestudentstoimaginehowtointroducehimself/herselfandhowtomakeafamilytreetointroducetheirfamilymemberstotheclass.Theteachergivesthestudentsasamplefamilytreeandletsthemobservethecontentoftheintroduction.Thestructureofthearticleincludestheage，hobby，identityandappearanceofthefamilymembers.Dividetheclassintofourgroups.Thenguideeachstudentinthegrouptothinkaboutpossiblequestions，discussthecompositionofthefamilytreepresentationwiththegroupmembers，andobservewhetherthestudentscanactivelyparticipateinthediscussion.Thestudentsmakeafamilytreeandpastefamilyphotosonthefamilytree.Inviteatleastthreegroupstocompletetheintroductionofthefamilytree，andgivetheevaluationcriteria，therequirementsofcomprehensivecontent，languageaccuracy，fluencyandsoon.Aftercompletingtheintroduction，studentsaregiven1minutetomakeaself­evaluationandcheckforanycontentorgrammaticalerrors.Activity6Homework(反馈与强化)Continuetopolishyourcompositionandreaditouttoyourparents.eq\o(\s\up7(),\s\do5(BlackboardDesign（板书设计）))SectionB2a—Projecteq\o(\s\up7(),\s\do5(TeachingReflection（教学反思）))Thiswritingactivityeffectivelystimulatedstudents'interestinlearningandcreativity，butfurtheroptimizationisneededintimemanagementtoensurethateachsectionhasenoughtimeforin­depthdiscussionandpractice.Itwasobservedthatsomestudentsencountereddifficultiesincreatingfamilytrees，suchaslayoutdesignandtextexpression.Inthefuture，moreguidanceanddemonstrationscanbeprovidedtohelpstudentsovercomethesechallenges.Althoughtheclasssharingsessionwassplendid，somestudentsstillappearednervousinpublicspeaking.Traininginthisareacanbestrengthenedinthefuturetoenhancestudents'confidenceandexpressionskills.课后·知能演练基础巩固一、根据句意及所给提示填空1.Myskirtisblue,butLily’sis(粉红色的).

2.Grandpafallsasleepwithabookopenonhis(膝盖).

3.HeWeihasstraighthair.Heisreally(英俊的).

4.—Whoisthegirlwithapurplehonherhead?

—SheisHelen.5.Myunclehasasandadaughter.Theyaremycousins.

二、单项选择1.Isthataphotohisfamily?

A.toB.ofC.for D.with2.Look!Hereyourpencilsanderaser.

A.is B.amC.are D.be3.Thoseareher.

A.aphoto B.photoC.thephotos D.photos4.Thisismysisterandmyparents.

A.therebe B.thisisC.thatis D.thoseare5.—Whatdoesyourfriendlooklike?—.

A.SheisanicegirlB.SheisgoodatsingingC.SheiskindandsmartD.Sheistallwithglasses能力提升三、用方框内词或短语的适当形式填空hike,night,nextto,right,grandchild1.Thewomanmymumismydad’ssister,myauntLiz.

2.Theweatherisfinetoday.Let’sgobythelake.

3.Iwanttospendsomenicedayswithmybeforeschoolstarts.

4.Thegirlwithahatonthe ismysisterLiBing.

5.Itisteno’clockatnow.It’stimetogotobed.

四、看图完成对话1.A:?(brother)

B:Yes.He’smybrother.2.A:Aretheseyourparents?B:.(grandparents)

思维拓展五、阅读理解Thesearemygrandparents.TheyliveinPoland.ButmygrandmotherisfromEngland.TheircarnumberisMA37954.MyparentsworkinShanghainow.Myfather,Carlosisadoctor.Heis37yearsold.Mymotheris35.SheisanEnglishteacher.Theyhaveaca