人教版（2024）七年级上册英语Unit 2 We're Family!Section B (1a~1d) 教案

第第页人教版（2024）七年级上册英语Unit2We'reFamily!SectionB(1a~1d)教案课题Unit2We'reFamily!SectionB(1a~1d)学科英语年级七年级（上册）教材版本人教版（2024）课时SectionB阅读课课型阅读+口语输出课教学方法PPP五步教学法、图片预测、任务型阅读、信息标注、角色描述教学用具多媒体课件、家庭照片、阅读任务卡、练习单学情分析学生已能介绍家庭成员、物品和日常活动，本课进一步阅读Lily的家庭介绍，学生需要从家庭照片和文本中提取人物关系、性格特点和活动信息，并用英语描述照片。教学目标①语言能力：掌握fun,left,beautiful,kind,middle,grandchild,story等词汇，读懂Lily家庭介绍并描述照片人物。②文化意识：在分享家庭日常中感受亲情，懂得珍惜家人陪伴。③思维品质：通过图片预测、人物标注、T/F判断和问答，提升信息提取与推理能力。④学习能力：运用段落主旨匹配、关键词定位和照片描述策略完成阅读任务。教学重难点重点：理解1b阅读文本并完成人物标注、段落主旨、T/F与问答，掌握Whatis/aresb.like?与方位表达ontheleft/right/inthemiddle。难点：准确区分性格询问与外貌询问，并连贯描述家庭照片。一、教学过程Step1Warm-up（复习导入+学习目标呈现）（4min）【教师活动】T:Watchthevideoandthink:Whatisthevideotalkingabout?教师播放视频，引导学生进入家庭话题。【学生活动】Ss:Itistalkingaboutfamilyandfamilylove.【过渡语】Fromthevideo,studentsnoticethatfamilyisnotonlyaboutpeople,butalsoaboutloveandsharedactivities.接下来进入家庭信息交流。【知识点】视频导入激活family主题，为后续阅读Lily的家庭介绍做铺垫。Step2Presentation（知识呈现：1a家庭信息交流+读前预测）（14min）【教师活动】T:Telleachothermoreaboutyourfamily.Howmanypeoplearethereinyourfamily?Whoaretheyandwhataretheylike?Whatdotheyeachlike?Whatisfunaboutyourfamily?【学生活动】Ss:Therearesixpeopleinmyfamily.Theyaremygrandparents,myparents,mybrotherandme.性格/外貌词汇家庭活动短语kind和蔼的

gentle温和的

warm亲切的

friendly友善的

lively活泼的

cute可爱的

cheerful开朗的

quiet文静的

patient耐心的

funny风趣的growflowers养花

drinktea喝茶

takeawalk散步

watchTV看电视

goclimbing去爬山

playgames玩游戏

readnewspapers看报纸

drawpictures画画

ridebikes骑自行车

havepicnics野餐

listentomusic听音乐

takephotos拍照【学生活动】Ss:Wealwaystakephotosandhavepicnicsonweekends.Welistentomusicanddrawpicturestogetherafterdinner.Wehavegreatfunasabigfamily.【知识点】1a通过四个问题帮助学生从人数、成员、性格/外貌、爱好和家庭趣事等维度介绍家庭。【理解要点】家庭介绍维度：介绍家庭时可按Howmanypeople,who,whattheyarelike,whattheylike,whatisfun的顺序组织。【过渡语】Afterstudentscantalkabouttheirownfamily,theyarereadytolookatLily'sfamilyphotoandmakepredictionsbeforereading.【教师活动】T:Lookatthephotoandanswerthequestions:Whatkindofphotoisit?Howmanypeoplearethere?Whatdoyouthinkofthefamily?【学生活动】Ss:Itisaphotoofthewholefamily.Therearesixpeople.Itisahappyfamily.【过渡语】Thephotogivesthefirstclues.Nowstudentsreadthetexttocheckwhoeachpersonis.【知识点】读前看图预测帮助学生确定文本主题、人物数量和家庭情感基调。Step3Practice（操练巩固：1b阅读+1c判断问答+语言点+练习）（19min）【教师活动】T:Readthetextandlabelthepeopleinthephoto.教师指导学生根据照片和文本定位Lily的家庭成员。序号人物1Lily2Lily’sdad,Fred3Lily’slittlebrother,Sam4Lily’smum,Jane5Lily’sgrandparents,JackandSarah【学生活动】Ss:1Lily;2Lily’sdad,Fred;3Lily’slittlebrother,Sam;4Lily’smum,Jane;5Lily’sgrandparents,JackandSarah.【过渡语】Whenthepeoplearelabelledclearly,studentscanmovefromphotoinformationtoparagraphinformation.【知识点】1b阅读人物标注训练学生将文本人物关系与照片位置对应起来。【教师活动】T:Matchthemainideawitheachparagraph.ThenreadagainandcircleTorF.ParagraphMainideaParagraph1Lily'sself-introductionParagraph2Lily'sfamilymembersParagraph3Lily'sfeelingsaboutfamily【学生活动】Ss:1.FredisJackandSarah’sson.→T【学生活动】Ss:2.Sam’sfatheroftenplaystenniswithhim.→F【学生活动】Ss:3.OscarisLily’spetdog.→F【学生活动】Ss:4.LilyisLucy’scousin.→T【学生活动】Ss:5.Lilythinkssheishergrandparents’favouritegrandchild.→T【过渡语】Studentshaveunderstoodthestructureanddetails,sotheycannowanswerdeeperquestionswithcompletesentences.【知识点】段落主旨匹配帮助学生把握文本结构；1cT/F训练学生辨认事实细节。【教师活动】T:Readagainandanswerthequestions.Pleaseanswerwithcompletesentences.【学生活动】Ss:1.WhereisLilyfrom?→SheisfromIreland.【学生活动】Ss:2.WhichgirlisLilyinthephoto?→Sheistheonewiththepinkhat.【学生活动】Ss:3.What’sLily’sfather’sname?→HisnameisFred.【学生活动】Ss:4.WhatdoesFredoftendowithLily?→HeoftenplaystenniswithLily.【学生活动】Ss:5.WhatdoesSamlike?→Helikeschess.【学生活动】Ss:6.WhatdoesJanealwaysdoforLilyatnight?→ShealwaysreadsLilyastoryatnight.【学生活动】Ss:7.HowmanygrandchildrendoLily’sgrandparentshave?Whoarethey?→Three.TheyareSam,LucyandLily.【过渡语】Theanswersshowfamilyfacts.Thenextquestionsguidestudentstothinkaboutfamilylovebehindthesefacts.【知识点】阅读问答覆盖Lily的来源、照片定位、父母和弟弟活动、祖孙关系等关键信息。【教师活动】T:Thinkandshare.DoyouthinkLilylovesherfamily?DoLily’sfamilymembersloveher?【学生活动】Ss:Yes.Lilylovesherfamilydeeply.Herdadplaystenniswithher,hermumreadsstoriestoher,andhergrandparentssaysheistheirfavouritegrandchild.【过渡语】Withenoughreadingevidence,studentsturntheinputintospokenoutputanddescribethefamilyphoto.【知识点】Thinkandshare引导学生基于文本证据分析家庭成员之间的关爱。3a1dDescribethephoto（4min）【教师活动】T:Taketurnstodescribethephotoin1b.Usenames,positions,looks,personalityandactivities.【学生活动】Ss:A:ThisisLily'sfather.HisnameisFred.He'shandsome,andheoftenplaystennis.【学生活动】Ss:B:Andthisishermother.HernameisJane.Sheisbeautifulandkind.ShealwaysreadsLilystoriesatnight.【学生活动】Ss:A:LookatthelittleboyonFred'sknee.HeisLily'slittlebrotherSam.Heissevenyearsoldandhelikesplayingchessverymuch.【学生活动】Ss:B:ThetwooldpeopleinthemiddleareLily'sgrandparents,JackandSarah.TheyareFred'sparents.TheyhaveapetdogcalledOscar.【学生活动】Ss:A:Theyhavethreegrandchildrenintotal:Sam,theircousinLucyandLily.Theyalllovetheirgrandchildrenalot.【学生活动】Ss:B:That’sright!【过渡语】Thespeakingtasknaturallyleadstotwolanguagepoints:howtoaskaboutapersonandhowtodescribepositions.【知识点】1d口语输出要求学生围绕照片人物位置、姓名、性格、外貌和活动进行连贯描述。3bLanguagePoint1:Whatis/aresb.like?（3min）【教师活动】T:Whatisyourmotherlike?Whatdoesyourdadlooklike?教师区分性格品质询问和外貌询问。【学生活动】Ss:Sheiskindandgentle.Heistallandhandsome.句型功能答语Whatis/aresb.like?询问人的性格、品质、外貌特征Sheiskindandgentle.Whatdo/doessb.looklike?询问某人的外貌特征Heistallandhandsome./Hehasshortblackhair.【过渡语】Afterdistinguishingpersonalityandappearancequestions,studentslearnpositionwordsforphotodescription.【知识点】Whatis/aresb.like?询问人的性格、品质或整体特征；Whatdo/doessb.looklike?侧重询问外貌。3cLanguagePoint2:left（3min）【教师活动】T:Read:Thisismydad,Fred,ontheleft.Leftcanbeanoun.Wecansayonone'sleft,ontheleftof...,andturnleft.【学生活动】Ss:Theboyontheleftismylittlebrother.Thetallmanisontheleftofthephoto.Turnleft,andyoucanseethepark.表达含义例句onone'sleft在某人的左边Theboyontheleftismylittlebrother.ontheleftof...在……的左边Thetallmanisontheleftofthephoto.turnleft向左转Turnleft,andyoucanseethepark.【知识点】left作名词表示“左边”，反义词为right；ontheleft/onone'sleft/ontheleftof...用于描述位置。【易错提示】turnleft拼写：教学中强调正确表达turnleft。【过渡语】Withthekeylanguagepointsclarified,studentspractisethemthroughtheoriginalexercises.3dExercises（3min）【教师活动】T:Finishtheexercisesandchecktheanswers.【学生活动】Ss:1．Mylittlebrother,Sam,is________hisknee.

A．inB．onC．atD．for→B【学生活动】Ss:2．MygrandparentsoftensayI’m________favouritegrandchild.

A．theyB．themC．theirD．theirs→C【学生活动】Ss:3．Theyhaveadog.________nameisOscar.

A．HeB．HimC．HisD．Her→C【学生活动】Ss:4．Mymumalwaysreadsmeastory________night.

A．inB．onC．atD．for→C【学生活动】Ss:1．她的祖父母在中间。

Hergrandparentsare________the________.→inthemiddle【学生活动】Ss:2．她的妈妈在右边，漂亮又善良。

Hermumis________the________.She’s________and________.→ontheright;beautiful;kind【学生活动】Ss:3．莉莉是那个戴粉色帽子的人。

Lilyistheone________the________hat.→withthepink【学生活动】Ss:4．他又高又帅。

Heistalland________________.→handsome【过渡语】Thecontrolledpracticechecksaccuracy.Thenstudentsusethelanguagemorefreelytodescribeafamilyphoto.【知识点】练习巩固onhisknee,their,His,atnight,inthemiddle,ontheright,withthepinkhat,handsome等表达。Step4Production（拓展输出：介绍自己的家庭照片）（5min）【教师活动】T:Bringorimagineafamilyphoto.Describethepeopleinitwithatleastfivesentences.【教师活动】T:Youcanuse:Thisis...,He/Sheis...,He/Shelikes...,He/Sheisontheleft/right,andWehavegreatfunasafamily.【学生活动】Ss:Thisismyfather.Heistallandkind.Mymotherisontheright.Shelikesreading.Mygrandparentsareinthemiddle.Wehavegreatfunasafamily.【过渡语】Studentshavefinishedtheirownphotodescriptions.Theclassnowreturnstothekeywordsandsentencepatterns.【知识点】输出任务将阅读文本结构迁移到学生自己的家庭照片介绍。Step5Summary&Homework（总结与作业）（3min）【教师活动】T:Summarizekeywordsandexpressions.【学生活动】Ss:fun,left,beautiful,kind,middle,grandchild,story;He’sveryhandsome.Heoftenplaystenniswithme.Mymum,Jane,isontheright.Shealwaysreadsmeastoryatnight.【过渡语】Thesummaryhelpsstudentsconsolidatelanguagebeforetheycompletereviewandpreviewtasksafterclass.【知识点】本课Summary覆盖关键词和描述家庭照片的核心句式。【教师活动】T:Homework:Reviewthekeywordsandsentencestructures.Previewthenextlesson.【学生活动】Ss:Studentsrecordthehomework.【知识点】