七年级上册Unit 2第四课时　Section B 1a-1d

7年级英语人教版上册第四课时SectionB1a—1deq\o(\s\up7(),\s\do5(TeachingContent（教学内容）))Thislessonisaboutintroducingfamilymembers，physicalappearances，hobbies，andrelationshipswithinthefamily.1aguidesstudentsthroughaquestion­and­answerformattodiscusstheirownfamilysituations.1bisatextandrequiresstudentstoidentifymembersinthephotowhilelearningabouttheirfamilyinformation.1cincludesjudgingtheaccuracyofinformationinthetext，andit'storeinforcereadingcomprehension.1distotaketurnstodescribethephotoin1btopractiseoralexpressionskills.eq\o(\s\up7(),\s\do5(TeachingObjectives（教学目标）))◆LanguageProficiency(语言能力)1．Mastercommonvocabularyandsentencepatternsfordescribingfamilymembers.Enhanceoralexpressionskillsindescribingpeopleandscenariosbasedonpictures.2．Accuratelyuseadjectivestodescribefamilymembers'physicalfeaturesandpersonalities.Fluentlyexpressfamilymembers'hobbiesanddailyactivities.◆CulturalAwareness(文化意识)Enhanceunderstandingofdifferentfamilystructuresandmemberrelationships，andfostercross­culturalcommunicationawarenessandabilities.◆ThinkingQuality(思维品质)Cultivatestudents'criticalthinkingandproblem­solvingskillsthroughgroupdiscussionsandquestion­and­answeractivities.◆LearningCapability(学习能力)Encouragethemtoengageinextendedlearningoutsidetheclassroomtoimprovetheirself­learningandcollaborativelearningcapabilities.eq\o(\s\up7(),\s\do5(TeachingFocus，Difficulties，andBreakthroughs（教学重难点及突破）))◆TeachingFocus(教学重点)1．Usevocabularyandsentencepatternstodescribefamilymembers.2．Enhanceoralexpressionskills.◆TeachingDifficulties(教学难点)Accuratelyapplyadjectivesandcomplexsentencestructurestodescribefamilymembersandusethemflexiblyinreal­lifecontexts.◆TeachingBreakthroughs(教学突破)1．Employsituationalteachingmethodslikeutilizingmultimediatoolslikepicturesandvideostocreateauthenticcontexts.2．Designdiverseteachingactivities，suchasrole­play，groupdiscussions，andquizgames，tostimulatestudents'interestandparticipation.3．Provideampleopportunitiesforlanguageinputandoutput，allowingstudentstoconsolidateandimprovethroughpractice.eq\o(\s\up7(),\s\do5(TeachingProcedures（教学过程）))Activity1Warmingupandrevision(感知与注意)T：Todaywearegoingtolearn“SectionBWhatdoyoulikeaboutyourfamily？”Beforewediveintothelesson，let'sthinkaboutittogether.Whoarethepeopleinyourfamily?S：Myfamilyincludesmydad，mum，andmyyoungersister.T：Verygood！Doyouknowyourfamilyverywell？Canyoutellmesomethinginterestingaboutthem?S：Yes.Mydadlovescookingandalwaysmakesdeliciousmealsforus.设计意图：通过提问引导学生思考家庭成员及其特点，激活学生关于家庭的已有知识和情感，为后续学习做铺垫。通过让学生分享家庭趣事，激发学生的学习兴趣，营造轻松的课堂氛围，自然过渡到本课主题“Whatdoyoulikeaboutyourfamily？”，为后续学习打下良好的情感基础。Activity2Presentation(获取与梳理)T：Now，let'sworkingroupsandtelleachothermoreaboutyourfamily.Usethequestionsprovidedin1atoguideyourconversation.(Studentsdiscussingroups.)T：Let'ssharesomeofourfindings.Whowouldliketostart?S：Myfamilyhasfourpeople.Mydadisveryfunny，andhelikestoplaybasketball.设计意图：通过小组讨论，促进学生之间的交流与合作，共同学习。利用1a中的问题引导学生进行口语练习，提高语言表达能力。帮助学生梳理家庭成员的信息，为后续阅读活动做准备。Activity3Reading(获取与梳理)Workon1bT：Now，let'smoveonto1b.Pleasereadthetextandlabelthepeopleinthephoto.I'llgiveyouafewminutes.(Studentsreadandlabelthephoto.)T：Let'schecktheanswerstogether.CananyonetellmewhoLily'sdadisandwhathe'slike?S：Lily'sdadisFred，andhe'sveryhandsome.设计意图：通过阅读活动，培养学生从文本中获取信息的能力。通过回答问题，帮助学生把握文本中的关键细节，如家庭成员的身份和性格特点。通过核对答案，巩固学生对家庭成员信息的理解和记忆。同时，也锻炼了学生的听说能力。Activity4Reading(获取与梳理)Workon1cT：Now，let'sreadthetextagain，butthistime，we'regoingtochecktheinformationin1cbycirclingTfortrueorFforfalse.Areyouready?(Studentsreadandcircletheanswers.)T：Okay，let'schecktheanswerstogether.Thefirststatementis“FredisJackandSarah'sson.”Isthattrueorfalse?Ss：True.T：Great！Howaboutthisone：“Lily'sfatherlikestennis.”？Ss：True.Itsays，“Heoftenplaystenniswithme.”设计意图：通过判断正误的活动，培养学生的批判性思维能力，让他们学会从文本中验证信息。设计巡查细节信息，进一步巩固学生对文本细节的理解，提高阅读理解能力。通过集体核对答案，及时给予学生反馈，帮助他们纠正错误，加深记忆。Activity5Practice(概括与整合)Workon1dT：Now，let'sputwhatwe'velearnedintopractice.Pleasetaketurnstodescribethephotoin1b.Startwiththepersonontheleft.S1：ThisisLily'sfather.HisnameisFred.He'shandsome，andheoftenplaystennis.T：Excellent！Now，let'slistentothenextperson.S2：ThisisLily'slittlebrother.HisnameisSam.Heisonhisfather'sknee…设计意图：通过描述照片的活动，提高学生的口语表达能力和语言组织能力。学生将之前学习的词汇、句型和信息整合起来，运用到实际情境中，加深理解和记忆。通过轮流发言，确保每位学生都有机会参与，培养他们的自信心和公众演讲能力。Activity6Homework(反馈与强化)Writeashortparagraphaboutyourownfamily，includingdescriptionsofyourfamilymembers'appearances，personalitiesandhobbies.Youcanalsodrawapicturetoaccompanyyourwriting.设计意图：通过写作和绘画，激发学生的创造力和想象力，让他们以不同的方式展现自己的家庭。将听、说、读、写四种语言技能结合起来，全面提升学生的英语综合能力。通过写作，加深学生对家庭成员的了解和感情，促进家庭和谐。eq\o(\s\up7(),\s\do5(BlackboardDesign（板书设计）))SectionB1a—1deq\o(\s\up7(),\s\do5(TeachingReflection（教学反思）))Theuseofdiverseteachingactivities，suchasgroupdiscussions，role­play，readingcomprehension，andoralexpression，successfullystimulatedstudents'interestinlearningandparticipation.Especiallythroughdescribingphotosandwritingtasks，studentshadtheopportunitytoapplytheknowledgetheylearnedtopracticalsituations，andthusenhancedtheirlanguageapplicationability.Insomegroupactivities，itwasobservedthattheparticipationofsomestudentswasnothigh，possiblyduetothetasksbeingtoodifficultorlackingnecessaryguidance.Inthefuture，morehierarchicaltaskscanbedesignedtomeettheneedsofstudentsatdifferentlevelsandmoreguidanceandsupportcanbeprovided.Unit2综合训练第Ⅰ卷听力部分Ⅰ.听句子,从A、B、C三个选项中选出与所听句子相对应的图片。每个句子读两遍1.2.3.4.5.Ⅱ.听句子,选择最佳答语。每个句子读两遍6.A.No,itisn’t.B.No,sheisn’t.C.Yes,heis.7.A.They’reonthesofa. B.They’remine. C.They’remyfriends.8.A.Thisismybrother. B.Heismybrother. C.Hisname’sTom.9.A.It’sabaseball. B.Yes,itis. C.It’snice.10.A.Iexerciseeveryday. B.Idomyhomework. C.Igotoschoolbybike.Ⅲ.听短文,根据短文内容填空。每空填一词,短文读两遍Mary’sFamilyFatherA(n)11.,shortandfatwithshortblackhair.He12.hisstudents.

MotherAnursewithlonggoldenhair,cansingand13.well,andwearsasmileonherface.

Sister14.yearsold,wearsglasses.

Wealllikesplaying15..

第Ⅱ卷笔试部分Ⅳ.完形填空GinaGreenismypenfriend.SheisfromtheUK.Ioften16hertotellheraboutmylifeinChina.Sheis178-year-oldgirl.Ginaisher18name.

Herearetwophotos.Thefirstphotoisaphotoofher19.HerparentsandhertwobrothersJimandTomareinthefirstphoto.HerdogCocoisinthefirstphoto,20.Cocoisverybeautifulandcute.Shelikesrunningaround.Ginahasaveryhappyfamily.Everymorning,theysay“21”toeachother.The22oneisaphotoofherroom.Ginaisalittle23,soyoucanseeherthingseverywhere.Herbooksandbasketballareonthefloor.Hertrousersandmobilephoneareonherbed.“Whereismyphone?”“Whereismyschoolbag?”shealways24hermum.Hermumalwayssays,“Idon’tknow,Gina.Youarea25girlnow.Youshouldmakeyourroomcleanandtidy!”

16.A.lookB.e-mailC.meetD.see17.A.an B.a C.the D./18.A.last B.one C.full D.first19.A.friends B.family C.class D.friend20.A.so B.also C.too D.very21.A.Goodafternoon B.Nicetomeetyou C.Hello D.Goodmorning22.A.first B.two C.next D.one23.A.tidy B.untidy C.clean D.good24.A.asks B.tells C.talks D.says25.A.old B.new C.little D.bigⅤ.阅读理解AHi,I’mMaryBrown.Ihavethreephotos.Lookatthefirstone.Twogirlsareinit.Theyaremygoodfriends,LindaandJane.Whoaretheyinthesecond(第二的)photo?Thesearemyauntanduncle.Myuncleismyfather’sbrother.Thetwochildrenaretheirson,Jackandtheirdaughter,Alice.Thelastoneismyfamilyphoto.Thisismygrandmother.She’s80.Mygrandfatheris80,too.Thesearemyparents.Theboyismybrother,Mike.Who’sthegirl?Haha,it’sme.I’mthirteenyearsold.26.ThefirstoneisaphotoofMary’s.

A.cousins B.aunts C.friends D.sisters27.JackisMary’s.

A.father B.cousin C.brother D.uncle28.Mike’slastnameis.

A.Brown B.Black C.Smith D.Green29.Youcanseepeopleinthelastphoto.

A.two B.four C.five D.six30.WhichofthefollowingisTRUE?A.Maryhasthreecousins. B.AliceisMary’ssister.C.Mary’sfatherhasnobrother. D.JackandMikearecousins.BHello,I’mAnnaGreen.I’mastudentatStarMiddleSchool.I’minClassTwo.Myparentsareteachers.Ihaveafriendinmyclass.HisnameisJacksonSmith.Helikesplayingping-pong.Look!Heplaysitreallywell.MynameisAlice.Jonesismylastname.I’matZiyangMiddleSchool.Yellowismyfavouritecolour.Ihaveanicefamily.JackandAlicearemyparents.Scotismygrandfather.Hespendslotsoftimefishing.IhaveasisterGrace.Welikethesamecolour.Hi!I’mDaveBrown.I’manEnglishboy.NowIlivewithmyuncleandauntinChina.TheyhaveadaughterMayandasonPeter.Peterlikesdrawingverymuch.Hereisoneofhispictures.Look!Ablackdogisinit.31.WhatclassisJacksonin?A.ClassOne. B.ClassTwo. C.ClassThree. D.ClassFour.32.HowmanypeoplearethereinAlice’sfamily?A.Three. B.Four. C.Five. D.Six.33.What’sinPeter’spicture?A.Abrowncat. B.Ablackcat. C.Abrowndog. D.Ablackdog.34.Whatcanweknowfromthetext?A.Jack’slastnameisJones. B.Grace’sfavouritecolourisblack.C.Anna’smotherisanEnglishteacher. D.DaveisinChinawithhisparentsnow.35.Wholikesfishing?A.Anna’sfriend. B.Scot. C.Dave’scousin. D.May.Ⅵ.书面表达假如你是露西(Lucy),吉娜(Gina)是你的表妹,也是你的好朋友,下图是你们的家庭成员树状图,请你以“Mybigfamily”为题介绍一下你的大家庭。要求:1.条理清楚,书写规范;2.字数60词左右;3.文章不能出现你的真实姓名、班级及学校。________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________参考答案Unit2综合训练【听力原文】Ⅰ.1.HisnameisMichaelSmith.2.Mypetdogisinthephototoo.3.Whoseshoesarethese?4.Thetwogirlsaremyfriends.5.Here’saphotoofmyfamily.Ⅱ.6.Isthatherpencilbox?7.Whoarethey?8.What’syourbrother’sname?9.Isthatabaseball?10.WhatdoyoudoonSaturday?Ⅲ.DearTom,