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 第五课时Project 3a-3cSection A (1a-2d) What is fun in a yard
授课类型 实践活动
授课文本
一、教材分析 Analysis of teaching material
What:本实践活动围绕“制作自己的家庭树”设计并实施，活动设计要求学生制作一个家庭树，将家庭成员的照片粘贴在家庭树上。在家庭树的每个树枝上，都会有一个照片和相关的文字描述，包括家庭成员的年龄、外貌、性格、爱好等。力求将语言学习与生活实际相结合，引导学生在体验中学习并掌握知识技能。Why:通过收集和整理家庭成员的照片和信息，我们可以了解到家庭成员的年龄、外貌、性格、爱好等方面的特点，从而更好地了解家族的历史和传承。增进家庭成员之间的了解：在制作家庭树的过程中，家庭成员们可以共同参与，分享和讨论自己的照片、信息和回忆。这样可以增进家庭成员之间的了解和联系，加深感情。增强创造力和动手能力：通过制作家庭树的过程，我们可以锻炼自己的创造力和动手能力。设计家庭树的布局和样式，剪裁照片并粘贴在相应位置上，都需要一定的创造力和动手能力。传承家族文化：通过制作家庭树，我们可以传承家族的文化和价值观。家庭树不仅记录了家族的历史，也代表了家族的连结和传承。这有助于让家庭成员更加珍视家族的文化和价值观。增加家庭活动的乐趣：制作家庭树是一个有趣的家庭活动，可以增加家庭成员之间的互动和乐趣。How:在项目实施的过程中，首先，我们需要确定家庭中的成员，包括父母、子女、祖父母等。可以根据家谱记录或者家人的帮助来确定家庭成员。接下来，我们需要收集每个家庭成员的照片和相关信息。照片可以从相册、手机或者家庭成员的共享文件中收集，而信息可以通过和家人的交流来收集。在收集到照片和信息后，我们可以开始设计家庭树的布局和样式。可以选择一个合适的软件或者手工绘制来实现家庭树的设计。在设计时，可以根据家族的特点和个人喜好来进行创意设计。根据设计好的布局和样式，我们可以开始制作家庭树了。可以打印家庭树的模板，并把照片剪裁成合适的尺寸，粘贴在相应的位置上。同时，在每个照片下面添加文字描述，包括年龄、外貌、性格、爱好等信息。完成家庭树的制作后，我们可以对细节进行完善。可以设计家庭树的背景、添加装饰等，使整个作品更加精美和有趣。
二、教学内容 Teaching content
（1）能够运用本单元所学语言，绘制一个家庭树，并用文段进行家庭的介绍。（2）能够积极参与教师组织的项目活动，乐于分享交流并享受其中的快乐。（3）通过个人信息的分享，增强彼此了解，提升热爱家人的意识，探索家庭对个人的意义。（4）会读，会写本课时的重点单词，短语和句子。
三、教学目标Teaching objectives
Language Abilities (语言能力)Learn the vocabulary and sentences about introducing family.Learning Abilities (学习能力) Learn to use the vocabulary and sentence patterns learned in this unit to introduce family. Learn to communicate with classmates in the group actively , participate in the group cooperation, and complete the project activities in the group.Thinking Qualities (思维品质)Learn to stimulate the interest of English learning.Learn to lead Ss to express their ideas creatively.Cultural Awareness (文化意识)Learn to realize the meaning and importance of family members.
四、教学重难点Teaching important and difficult points
Teaching important points: Grasp the vocabulary and sentences about introducing family.Teaching difficult points: Learn to use the vocabulary and sentence patterns learned in this unit to introduce family.
五、教学步骤Teaching procedures
Step1. Warm upStep2. Lead inStep3. Pre-writingStep4. While-writingStep5. Post-writingStep6. 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 1.Watch and sing:【设计目的】观看并跟唱关于家庭成员的歌曲，导入话题，引发学生兴趣。Free talkHow many people are there in your family Who’re they How do you like your family 【设计目的】自由讨论家庭成员，引导学生口语表达，为下一个学习任务奠定基础。 观察学生是否认真观看视频，是否跟唱，是否进入课堂状态。观察学生是否积极参与讨论。
Step2. Lead in Guess and reviewThey are your parents’ parents. Who are they She is your parents’ child, too. Who is she She gave birth to you. Who is she She is your mother or father’s sister. Who is she ...【设计目的】通过英文描述猜测复习家庭成员的称谓。 观察学生是否理解英文描述，是否能猜测出所描述的家庭成员。
Step3Pre-writingStep4. While-writingStep5. Post-writingStep6. Language pointsStep7. Exercise 1.Think and reviewHow can you introduce your family members Talk in pairs and draw a thinking map.【设计目的】头脑风暴，讨论并绘制从哪些方面描述家庭成员。2.AppearancePersonality Hobby【设计目的】根据写作目的，提供家庭成员外貌，性格和爱好的例句练习，为学生运用所学完成自己的写作题纲、选择和组织内容奠定基础。3.3a.Make a family tree like the one below, Then stick the photos of your family members on it.【设计目的】根据自家的家庭成员，绘制自己的家庭树，并将照片贴在家庭树上。1.3b. Write about your family members.Step1:Learn the sentence patterns.This is my ... He/She's ... He/She's ... and has ... He/She's a little ... but very ..., He/She likes ...Step2:Put them together. Then add the beginning and ending.【设计目的】学生基于范文的写作题纲和提炼的语言表达方式，起草自己的介绍，学习范文的结构，学以致用，根据所学句型和内容结构，应用于实践，用短文篇章介绍自己的家庭成员。Watch and learn【设计目的】通过视频，自主学习如何介绍家庭成员。2.3c. Introduce your family to the class with your family tree.【设计目的】应用实践，迁移创新，联系自己的生活实际和所学到的目标语言与文章结构，介绍自己家庭成员的姓名，年龄，外貌和喜好等基本信息。3.Emotional Guidance【设计目的】情感引导，有家就有爱。 1.appearance2.personality【设计目的】梳理本节课的生词，检查学生对本课时生词的掌握。Read the text and answer the questions below:Hi, my name is Laura, l am gyears old and i live in London,in a big house. l have a wonderful family which I love very much. There are six members in my family. They are my grandparents, my parents. me and my brother. My grandfather is a very wise man who gives us great advice in any situation. My grandmother is a talented cook and a kind woman, My father is a fireman who has saveda lot of people in danger. My mother is a hairdresser and she is always there for us and l am grateful to her for this. My brother, Dylan, is 6 years old and we get along very well. This is my family and l am proud of it.1. How old is Laura 2. How many members are there in her family 3. Where does Laura live 4. What job does Laura's father have 5. What’s Lanra’s grandmother’s personality 6. ls Dylan older than Laura 7. How does Laura like her family 【设计目的】检测学生对阅读内容的理解，对快速阅读和仔细阅读获取关键信息方法的应用。 观察学生能否说出从哪些方面描述家庭成员。观察学生是否会描述家庭成员的外貌。观察学生是否会描述家庭成员的性格特征。观察学生是否会描述家庭成员的喜好。观察学生是否会绘制自己的家庭树，并将照片贴在家庭树上。观察学生是否了解写作的范文结构和内容信息。学生是否学到了目标语言并应用于实践，内容是否准确，表达是否流畅。观察学生是否给自己的介绍加上了开头和结尾。观察学生是否认真观看并倾听介绍内容。观察学生是否会根据评价量表规范自己的口头介绍，内容是否全面准确，结构是否合理，表达是否流畅。学生是否会意识到家庭和家人的重要性。学生是否掌握本节课的生词。学生是否能根据阅读内容做出正确的回答。
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. 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.
八、板书设计Blackboard design
Unit 2 We’re Family! ProjectMake your own family tree
九、家庭作业Homework
必做Must-do 选做Choose-to-do
Revise Unit 1Memorize your notes.Finish the exercise book. Read a project about family. Share with class.Make a vlog about your family tree.
十、教学反思Teaching reflection
In this class, I guide students to know how to make family tree and introduce family members. It includes the beginning, ending, name, age, appearance, personality, hobby and so on. Students are so interested in making family tree. They are so active and creative. They have made all kinds of beautiful family trees.They can name different family members and introduce them with learned content structure and sentence patterns.

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