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 第四课时Section B 1a-2bSection A (1a-2d) What is fun in a yard
授课类型 Reading and writing
授课文本
一、教材分析 Analysis of teaching material
What:本课语篇是一篇记叙文，文章主要介绍了全家福的信息。语篇首段介绍了作者莉莉的国籍，并且开篇点题，介绍了呈现的全家福，带有粉色帽子的女士就是作者。全家福最左边是作者的父亲弗莱德，父亲很帅气，喜欢和作者一起打网球；坐在膝盖的山姆只有7岁，喜欢象棋；最右边的是母亲珍妮，母亲漂亮又善良，总是在晚上给作者读故事；爷爷奶奶坐在中间；宠物狗的名字是奥斯卡；爷爷奶奶有三个子孙，作者认为爷爷奶奶对三个子孙都是平等喜爱。Why:这篇文章是为了介绍作者莉莉的家庭成员和家庭氛围而写的。主题意义在于展示了家庭的重要性和亲情的美好。文章作者通过介绍全家福的信息，详细描绘了家庭成员的形象和特点。从作者的父亲弗莱德的帅气和共同打网球的爱好，到7岁的弟弟山姆喜欢象棋，再到漂亮又善良的母亲珍妮给作者读故事，每个家庭成员都有自己独特的特点和贡献。同时，文章也表明了家庭成员之间的平等和相互关爱。作者认为爷爷奶奶对所有子孙的喜爱都是平等的，这体现了家庭中的包容和温暖。通过这篇文章，读者可以感受到家庭的温馨和幸福。家庭是一个人最早、最重要的社会单位，文章通过描绘家庭成员的形象和事例展示了家庭的重要性。文章主题意义在于强调了家庭的亲情和相互支持的重要性，倡导读者珍惜和关爱自己的家人。How:语篇是一篇记叙文，文章内容按照全家福去介绍家庭的成员，分别从左至右介绍家庭成员，先介绍了爸爸、弟弟、妈妈，然后介绍了照片中间里的人物，分别是爷爷奶奶和宠物狗，最后介绍了爷爷奶奶最喜爱的三个孙子、孙女。文章主要以一般现在时态为主，根据不同的主语，谓语动词采用了不同的形式，最后的结尾表示了爷爷奶奶对孙子孙女的喜爱。作者在介绍每个家庭成员以后，都会介绍一下该名家庭成员的其他特点，比如外貌、性格、爱好等，让读者能更加全面地了解全家福的内容。1a是读前热身导入问答，你家里有几口人，他们都是谁，都是怎样的性格，每个人都喜欢什么，家中的乐事是什么？1b是阅读文章，根据全家福照片和文字描述，给每个人定位标签。1c是再读文章，判断正误。1d是要求学生轮流描述全家福，介绍家人。2a是应用实践，根据所给的文字信息完成胡晓家人的介绍。2b是迁移创新，根据所学的目标语言介绍自己的全家福。
二、教学内容 Teaching content
（1）能够快速阅读获取文章结构和主旨大意。（2）能够慢速阅读获取细节信息。获取短文中有关全家福照片的基本信息，内容包括家庭成员身份、爱好、外貌等，梳理、概括表示他们信息的介绍，借助可视化图形呈现结构化知识。（3）基于结构化知识和全家福的照片，运用目标语言，运用第三人称视角复述文章内容；（4）根据自己全家福的照片写一段全家福文段介绍，在班级中进行展示，提升关爱家人的意识。
三、教学目标Teaching objectives
Language Abilities (语言能力)Learn to master the new words, phrases and sentences.Learn to read and understand the content of the text, and summarize the sentence patterns for introducing family members from the text.Learning Abilities (学习能力)Learn to get the main idea and some details by fast reading and careful reading.Learn to work in pairs.Learn to complete the introduction of Hu Xiao's family according to the structure of the text and relevant sentence patterns.Thinking Qualities (思维品质)Learn to stimulate the interest of English learning.Learn to lead Ss to express their thoughts.Learn to exchange the information about family members through cooperation.Cultural Awareness (文化意识)Learn to deepen their love for their families by talking about their own family members.
四、教学重难点Teaching important and difficult points
Teaching important points: Learn to read and understand the content of the text, and summarize the sentence patterns for introducing family members from the text.Teaching difficult points: Learn to exchange the information about family members through cooperation.
五、教学步骤Teaching procedures
Step1. Warm upStep2. Lead inStep3. Pre-readingStep4. While-readingStep5. Post-readingStep6. Language pointsStep7. Summary&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 1.Let’s watch and think:How many people are there in this family Who are they What are they like How about your family 【设计目的】观看图片，导入主题，引发学生兴趣，活跃课堂气氛。 观察学生是否认真观看图片，是否进入课堂状态，是否能准确地回答问题。
Step2.Lead in 1.1a.Tell each other more about your family.How many people are there in your family Who are they and what are they like What do they each like What is fun about your family 【设计目的】谈论家人的相关信息，为下面的阅读奠定基础。2.Let’s meet a new friend!Do you want to know about（了解） us I have a big family, too!Look! Here's a photo of my family!【设计目的】情境导入，把阅读中的主人公以第一人称来展现。 学生是否认真观看图片。
Step3. Pre-reading 1.Look at the photo and guess who they are.【设计目的】在阅读前，培养学生根据图片进行预测的思维能力，为下一阅读任务奠定基础。 学生是否会根据图片进行预测。
Step4.While-readingStep5.Post-readingStep6. Language pointsStep7. Exercise 1.Read the text and circle the names in the text.【设计目的】提升学生通过快速阅读找准人物姓名完成阅读任务的能力。2.1b.Read the text and label the people in the photo.【设计目的】提升学生仔细阅读的能力，检查学生对阅读中人物信息和关系的掌握。3.1c. Read again.Circle T for true or F for false.【设计目的】通过快速阅读、抓取关键词的方式获取信息，准确、快速地完成任务。1.Read the sentences and guess who they are.【设计目的】提升学生快速阅读和仔细阅读的能力，检查学生对阅读中人物信息的掌握。Retell the text by filling the blanks.【设计目的】半控制型填空复述，找准关键词，学习复述的目标语言，为下一个口语输出复述人物奠定基础。3.1d.Take turns to describe the photo in 1b. 【设计目的】引导学生内化结构化新知和关键语言，学习和分析与本主题相关的有效语言表达，观看主题图，根据思维导图的基本信息，对莉莉的家庭成员、性格、爱好等内容进行介绍，复述文章。4.Let's meet a new friend! This is my family photo.Hello, I'm Hu Xiao! Let me introduce my family members to you.【设计目的】创设情境，应用实践，根据前面刚刚学过的目标语言，和所给的关键词，介绍胡晓的家人信息。5.plete the introduction below with the information about Hu Xiao's family.【设计目的】根据所给的关键词和短文语境，选词填空。检查学生对阅读短文的理解能力。6.Let’s retell together!I'm Hu Xiao. This is my...【设计目的】引导学生一起复述文章中关键人物信息，巩固如何通过家庭照片介绍家人。Let’s analyze the important phrases. 【设计目的】学习文章中的重要词汇，积累目标语言。Let’s analyze the structure.【设计目的】引导学生分析短文结构，系统化梳理文章内容。Let’s observe: Can you summarize what key words and sentence patterns that can be used to describe your family members 【设计目的】分析短文的遣词造句，积累目标语言，为后面的输出任务做好铺垫。2b. List some key words to describe each of your family members. Then introduce them with a family photo.【设计目的】引导学生进行超越语篇、联系实际生活的活动，根据新情境整合运用相关语言表达，介绍自己的家人、兴趣、外貌等信息，学以致用，培养学生在真实情境中运用所学语言和文化知识解决实际问题的能力，推动迁移创新。Read and think:how do you like your family？Where the family is, where the love is.【设计目的】让学生了解关爱家人的重要性，提升学生的家庭意识，让学生学会关爱自己的家人。from 介词 prep.here'swith 4.on the left/on the right5.all of usnext to7.go hiking【设计目的】梳理本节课的重要知识点。选出合适的选项。2.选出不同类的单词。3.阅读短文，判断对错。【设计目的】检查学生对本节课重点知识的掌握和应用。 观察学生是否会快速阅读找准人物姓名。观察学生能否找到全家福中人物的信息，将人物的称谓和姓名在图片中标注出来。观察学生能否运用准确的语言写出人物信息。观察学生能否在文章中快速找到细节信息，判断语句的正确与否，学生能否准确地选择正确答案，回答问题时，语言是否准确、内容全面、表达流畅。观察学生是否会快速阅读定位，找到关键句子，仔细分析，判断所描述的人物。学生是否会找准关键词填空，拼写是否正确，学生是否会学习复述的关键句型。观察学生是否根据老师给的关键词和评价量规，高效地进行练习，复述文章内容。学生是否会根据所给的关键词描述胡晓的家人信息，内容是否准确，表达是否流畅。学生是否会根据所给的关键词和短文语境完成文章的内容填空，拼写是否正确。学生是否张嘴一起复述，是否积极参与课堂，内容是否准确。观察学生是否认真听讲，认真做笔记，是否掌握重要词汇。学生是否积极主动参与分析文章脉络结构。观察学生是否掌握通过照片介绍家人信息的词汇和句型。学生是否会用学过的目标语言介绍自己的家人、兴趣、外貌等信息。是否会按照所给的评价量规规范自己的输出。观察学生是否会意识到家人的重要性。学生是否掌握本节课的重要知识点。学生是否会做出正确的选择。学生是否会选出不同类的单词。学生是否会静心阅读，做出相应的判断。
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, when students show their production, I will also give them evaluation form.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 predict the main idea by looking at the picture.3.I can read fast to do the label by finding key words.4.I can fill the blanks and answer questions by careful reading.5.I can describe family members in a photo.6.I can realize the meaning of being a family.
八、板书设计Blackboard design
Unit 2 We’re Family!Section B 1a-2b How do you like about your family
九、家庭作业Homework
必做Must-do 选做Choose-to-do
Organize the notes of this class and memorize them.Introduce your own family in English to your family or friends. Organize the notes of this class and memorize them.Pretend to be a character in the text of 1b or and write a letter to a friend introducing their family.
十、教学反思Teaching reflection
In this class, I guided students to predict the main idea of the whole passage through pictures and get details through careful reading.Most of students can finish the reading tasks and catch up with the class.To my surprise and joy, each student thinks it important to care for family members. They can realize the meaning of being a family.
观察学生是否讨论，是否能运用准确的语言回答家庭成员以及兴趣和爱好，观察学生能否快速回答出问题，并阐明理由。

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