资源简介

单元分课时教学设计
年级科目 2024新版七上英语科 目英语
授课名称 Unit 2　We’re Family!
授课课时 第一课时Open page-1a-1dSection A (1a-2d) What is fun in a yard
授课类型 听说课
授课文本
一、教材分析 Analysis of teaching material
What:本单元的主题图是一张中国家庭的全家福，主题图的内容是We’re Family，内容是关于家人的信息。本单元的核心问题是“家人对你意味着什么”，要求学生观察图片，并回答三个问题，分别是“照片里人们的关系是什么？”、“你对家庭的看法是什么？”、“你的家庭都有哪些人”。主题图也呈现了本单元的学习目标，在本节单元学生能够运用一般现在时讨论家人，运用名词所有格鉴别所属关系，描述全家福里的家人，探索成为一家人的意义。本课主要有两篇对话，对话的内容主要介绍的是中国学生亚明在公园内介绍了自己的家人，英国学生彼得向腾飞介绍了自己的全家福。Why:本单元的主题是“家人”，本课时是单元的第一个课时，在单元主题图中，我们通过We’re Family可以获知本单元的核心主题是家人。通过问题链“What does family mean to you ”可以获知，本单元的大问题是探索家人对你的意义，这也是我们本单元要主要解决的问题。通过观察主题图，学生通过Look and Share的环节，通过回答三个问题，对主题图的内容有更深刻的理解，能够通过观察主题图识别图中的场景，说出人物身份、人物关系及相关信息，积极投入本单元的学习。学生在教师的指导下，能通过浏览开篇页大问题明确学习目标，理解本单元的主要学习任务，学生能够以终为始，明确任务重难点。在对话教学中，通过亚明和艾玛的对话，学生能感知到中国家庭很喜欢一起散步或者逛公园，学生能感受到介绍家庭成员的相关语料，为学生开展对话提供了语言基础；通过彼得向腾飞介绍自己的全家福，可以了解英国家庭有照全家福的传统，了解如何在照片中向他人介绍自己的家人，学生能够了解相应问答语。培养学生基于不同的场景，了解如何询问对方的家庭信息。How:1a是将对家庭成员的称呼与其相应的英文解释搭配起来。1b是听对话，给对话按照听到的顺序编号。听力涉及两个对话，第一个对话是艾拉和亚明一家人在公园遇见，亚明向艾拉介绍了他的爸爸、妈妈和妹妹。第二个对话是彼得向腾飞介绍了自己的全家福，分别介绍了彼得的父母、叔叔、姑姑、妹妹、堂兄、哥哥以及祖父母。两个语篇均配有主题图，帮助学生理解对话的情境，对话是以简单的问答形式，如打招呼“Morning!”、“Glad to see you here in the park!”、“Nice to meet you!”，如介绍家庭成员“This is...”、“These are...”，辨别身份“Is this... ，“Are these....？”， 询问身份“Who are they ”、“Who is he ”等，第一个文章侧重于在现实生活中遇到同学的家人如何开展对话，对中国家庭的介绍；第二个文章侧重于在全家福中介绍自己的家人，是对英国家庭的介绍。1c 是再听对话，进行填空补全句子，理清对话中的人物关系。1d是应用实践，带自己的全家福到班上进行问答谈论。
二、教学内容 Teaching content
（1）能够通过听获取两段小对话中家庭成员的身份信息，根据所听内容和教材提供的图片信息判断对话中的家庭人物关系。（2）能够使用对话中的句型问候、介绍家人、询问并回答家庭成员的基本信息等；能够在小组内相互认识，礼貌得体地完成角色扮演，语言运用得体、正确。（3）会读，会写本课时的重点单词，短语和句子。Key Words: family, child, husband, cousin, aunt, uncle, grandmother, grandfatherKey Sentences: Is this your father Are these your brothers Who is she Who are they This is my cousin.
三、教学目标Teaching objectives
Language Abilities (语言能力)To understand the information contained in the textbook and introduce their families in their own family photos.Learning Abilities (学习能力)Learn to master the ability of listening for details. Learn to work in pairs.Learn to discuss with partners according to the picture.Thinking Qualities (思维品质)Learn to stimulate the interest of English learning.Learn to lead Ss to express their ideas creatively.Learn to utilize cooperative and autonomous learning strategies to improve learning efficiency and participation.Cultural Awareness (文化意识)Learn to gain a better understanding about their family and the relationships.
四、教学重难点Teaching important and difficult points
Teaching important points: Grasp the vocabulary and sentences about introducing their families in their own family photos.Teaching difficult points: Learn to master the ability of listening for their family and the relationships.
五、教学步骤Teaching procedures
Step1. Warm upStep2. Lead inStep3. Pre-listeningStep4. While-listeningStep5. Post-listeningStep6. Language pointsStep7.Exercise
六、教学评一体化教学过程设计Teaching process
教学步骤 教学活动 效果评价
Step1. Warm up Watch and sing:【设计目的】导入话题，引发学生兴趣。 观察学生是否认真观看视频，是否跟唱，是否进入课堂状态。
Step2. Lead in 1.Look at the picture and introduce family members.【设计目的】以小猪佩奇第一人称视角，通过问答介绍自己的家庭成员，学习打招呼，介绍家庭成员，辨别身份，询问身份的语料，为后面的学习奠定基础。2.Look at the photos and learn the words.【设计目的】通过相机播放学习本课时新词汇，充满趣味性，激起学生学习兴趣。Let’s read【设计目的】通过朗读系统化学习本课时新词汇。 学生是否认真观看图片，跟学新单词，新句型。学生是否掌握本课时新词汇。学生是否会读写本课时新词汇，发音语调是否正确。
Step3Pre-listening 1.Look and share:What is the relationship of the people in the photo What do you think of the family Who are the people in your family What else family members do you know 【设计目的】学生观察主题图，在老师的指导下，知道本单元的主要内容是谈论家人，通过回答四个问题让学生了解主题图大致内容，为接下来的学习奠定基础。2.1a.Match the definitions with members of the family.【设计目的】根据教师的提示，准确匹配家庭成员的关系与称呼。3.Let’s chant!【设计目的】在歌唱中巩固家庭成员新词汇，趣味学习。 观察学生能否识图获取信息,能否用准确的语言回答问题，并在教师的指导下，能否积极踊跃地回答问题。观察学生匹配的答案是否准确。学生是否张嘴跟唱，发音语调是否正确。
Step4. While-listeningStep5. Post-listeningStep6. Language pointsStep7. Exercise 1.Look and predictWho are they Where are they What are they talking about 【设计目的】考查学生的识图能力，通过预测任务引发学生思考，培养学生利用情境线索进行推断预测的能力,根据预测内容为听力任务奠定基础。2.1b.Listen to two conversations and numberthe pictures in the order you hear them.【设计目的】学生听第一遍录音，将对话的内容与图片相匹配，提升学生听力技能，根据图片获取对话大概信息。3.1c.Listen again and complete the sentences.【设计目的】学生再听一遍录音，在教师的指导下，明确听力任务，找出对话中的人物关系，并将答案准确地写在横线上4.listen and fill in the blanks.【设计目的】提升学生听力技能，在听力中检查学生对重点知识的掌握。帮助学生整体感知对话内容，并培养学生准确获取、梳理和记录关键信息的能力。1.Read listening scripts while listening.【设计目的】通过朗读对话提升学生的口语技能。梳理、学习和内化关键句型与重点语言，为进一步在现实生活情境中运用所学做好铺垫。2.Let’s practice!【设计目的】通过全家福图片练习辨别家庭成员身份的句型。3.1d.Bring a family photo to class and talk about the people in it.And then show your introduction in front of the class.【设计目的】在小组内运用目标句型和语言，根据评价量规，询问并回答家庭成员的信息，针对个人的真实信息进行问答，在班级前进行角色扮演。4.Let’s chant!Do you love your family 【设计目的】通过歌谣复习巩固问答家人身份的目标句型。情感引导：世界再大，也要回家。5.Watch the video and feel the differences of family members between China and foreign countries.【设计目的】以趣味视频的形式引导学生了解中外家庭成员称谓的差异。family membersfamily photoWhat a happy family!Is this your .... /Are these your... Who is he/she /Who are they 【设计目的】梳理本节课的学习重点，检查学生对本课时重点的掌握。看图连线。选出正确的选项。3.根据提示，写出对应的单词。【设计目的】巩固本节课的学习重点。检测学生对重点知识的掌握和运用。 观察学生能否根据图片进行准确的预测。观察学生能否准确地为两个图片标顺序。观察学生能否准确地、快速地获取人物关系，并准确地将答案填写在横线上。观察学生能否根据听力内容填空，拼写是否正确。观察学生是否张嘴跟读听力材料，发音语调是否正确。观察学生是否能运用准确的语言，得体、流畅地进行问答。观察学生在小组讨论和小组展示中能否准确地问候、寒暄、询问并回答家庭成员身份基本信息，能否在小组内礼貌得体地完成角色扮演，语言运用得体、正确。学生能否运用评价量表规范自己的成果表现。学生是否张嘴跟唱，发音语调是否正确。观察学生是否认真观看视频，是否了解中外家庭成员称谓的差异。学生是否掌握本节课的重点词汇和句型。学生是否能根据图片进行正确的连线匹配。学生是否能根据所学知识做出正确的选择。学生是否能根据英文解释做出正确的填空。
七、教学评价Teaching evaluation
Before the class, I will tell students how to participate in the class and evaluate themselves according to the following evaluation form.During the class, I will use my body language like smile and encouragement language to assess the students properly and give feedback in time. In addition, I will guide students to role play the conversation by using the following standards.3.After class, I will ask the students to evaluate themselves in the following evaluation form.The purpose is to check the students' grasp of the key and difficult points of the class. And I can also make teaching improvements.YesNo1.I can read and write key words and sentences correctly.2.I can ask and answer about family members.3.I can realize the importance of family.4.I can finish the listening and speaking tasks and keep up with the class.
八、板书设计Blackboard design
Unit 2 We’re Family!Section A (1a-1d)What’s your family like
九、家庭作业Homework
必做Must-do 选做Choose-to-do
Listen to the tape and practice the chant.2.Introduce your family members by using the sentences. Draw your family members and tell your parents who are they.
十、教学反思Teaching reflection
In this class, I guide students to learn about family members, ask and answerabout family relationships. The whole class is full of different kinds of chant. Students are so interested in them and they are crazy about singing. Almost every student can take part in the class and they are so active.However, the time is limited. It’s a pity that only two groups show their conversations.In the next class, I will control the class time and give students more opportunities to show themselves.

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