资源简介

UNIT 2 WE’RE FAMILY! Section A What is your family like (The newcomer teaching version of the seventh grade first book)
教材内容分析 本单元围绕家庭而展开，单元内容涉及认识家庭主要成员，介绍家庭成 员信息等。通过本单元的学习，学生会学会如何向他人介绍家庭成员的 信息，并掌握相关语法提升口语表达的准确性，感知理解家庭的意义， 学会将所学转化为实际交流。
教学目标 1. 语言知识目标：学习掌握询问家庭成员的句式，并会灵活运用。 2. 语言技能目标：提升听力理解能力，强化口语表达，可以运用所学 知识进行交流，可以准确识读单词和朗读对话。 3. 文化意识目标：通过对话和口语表达的学习，感知中外文化差异， 初步建立跨文化理解和包容意识。 4. 学习能力目标：引导学生自主探索，课堂创设多种互动情境，鼓励 学生参与学习，培养学生自主规划和主动探索的能力。
教学重难点 1. 学习简单描述家庭成员的信息，识记句型并规范使用。 2. 掌握课本句式和语法，并加以运用向他人介绍家庭成员信息。
教学过程
教学阶段 教学活动 设计意图
Step 1: Warm-up and listening practice before class I. Warm-up: Singing a Family Song The teacher leads the whole class in singing a song about families to liven up the atmosphere and naturally introduce the theme of“family” . II. Vocabulary Learning and Exercise 1a 1. Vocabulary Input: The teacher asks students about the members of their families (e.g. “Who is in your family ”) and writes key words on the blackboard while explaining, such as 课前唱家庭 歌、提问等 由板书导入 话题；营造 学生熟悉的 情境，降低 学习内容的 陌生感。 同时利用课 前导入的内 容，联系新
father, mother, uncle, aunt, and cousin. 2. Exercise 1a: Students complete the exercises in part 1a based on the words on the blackboard and common sense. The whole class then checks the answers together and reads the words aloud. The teacher leads students talk about “ ’s” and “s ’ ”, understand it means “ ...of ”. III. Listening Practice (1b & 1c) 1. Picture Analysis: The teacher guides students to look at the pictures in 1b and guess the relationships between the people in them. 2. Listening Tasks: Students listen to the recording to finish 1b and 1c. The teacher randomly calls on students to check the answers. IV. Speaking Practice (1d) The teacher leads students to practice asking and answering questions by imitating the example in 1d. 知与旧知， 调动学生学 习兴趣，明 确听力目 标，同时锻 炼学生提取 信息的能 力，强化对 语言的感 知，为后续 学习做铺 垫。
Step 2: Pronunciation I. Phonetic Symbol Learning and Practice The teacher first guides students to recognize and read four phonetic symbols: / /, / /, / /, /ɑ /. Play the audio of the phonetic symbols and corresponding words, and lead students to follow along word by word. At the same time, correct students’ pronunciation issues, emphasizing the difference between long and short vowels. II. Word Learning and Stress Practice 1. Explanation and Reading of Difficult Words: For the difficult words in Part 2, the teacher explains their meanings and demonstrates their pronunciation, then leads students in reading them aloud. Afterwards, play the recording of the words and read them together to consolidate pronunciation. 2. Stress Learning and Group Practice: Select 2 words from Part 3. The teacher 通过音标学 习、难词领 读、重音练 习打牢语音 词汇基础， 规范发音， 提升口语表 达的准确 性，为之后 的听读等能 力的提升奠 定基础。
explains the position of the stress mark and how to pronounce them (e.g. funny, begin, emphasizing whether the stress is on the first syllable or the second syllable) and demonstrates the pronunciation. The remaining words are assigned to students for group practice. Within the groups, students correct each other's stress positions. After practice, each group sends a representative to read the words, and teacher gives comments.
Step 3: Dialogue Learning and Expansion Practice I. Dialogue Learning and Practice 1. Listening and Comprehension: Play the recording of the dialogue in Part 2a to allow students to get an overall understanding of the dialogue content. Then the teacher leads students to underline the key sentences in the dialogue, paying special attention to the core phrases or sentence patterns marked in red, and explains their meanings . 2. Reading and Questioning: 通过对话听 读、重点解 析强化理 解；以表格 填写、连句 及分角色朗 读，在互动 中强化句式 的灵活运 用 ，让语言 学习更贴近
Play the recording again, and students follow along with the dialogue sentence by sentence, imitating the pronunciation and intonation. The teacher randomly asks questions about the translation of sentences or the meaning of the red-marked phrases to check student’ understanding. 3. Form Filling and Sentence Practice: Students fill in the form in Part 2b based on the dialogue content. Then, combining the information in the form, the teacher guides students to make sentences by these words. 4. Role-Playing and Reading Aloud: Students are divided into groups to play the roles in the dialogue and practice reading aloud. The teacher encourages students to add appropriate tones and expressions to improve their proficiency in language use. II. Dialogue Expansion Practice (2d) 真实交流场 景，提升语 言运用能 力。
1. Picture Observation and Character Relationship Sorting: The teacher guides students to carefully observe the picture in 2d. By analyzing details in the picture, students sort out the relationships between the characters, laying the groundwork for understanding the dialogue context. 2. Dialogue Explanation and Reading: The teacher explains the meaning of the 2d dialogue sentence by sentence, focusing on key sentence patterns. Then, the teacher leads students to read the dialogue, emphasizing the key phrases provided in the dialogue to ensure accurate pronunciation and rhythm. 3. Imitation Practice and Group Presentations Taking the 2d dialogue as a model, the teacher leads students to do exercises following its structure and sentence patterns. The teacher shows some pictures
about family, students need to introduce your partners about their roles and the activities they enjoy doing. Afterwards, students are invited to present their practice results in groups. The teacher comments on and guides the accuracy of the language and fluency of expression.
Step 4: Grammar Learning and Practice I. Simple Present Tense and Third-Person Singular Changes 1. Sentence Observation and Discovery: The teacher invites students to read the given example sentences, guiding them to find differences in verb forms (e.g. have,has) and independently discover the verb rules. 2. Grammar Explanation: After affirming students’ observations, the teacher systematically explains the usage of the simple present tense and the rules for third-person singular verb changes (e.g. adding -s/-es, special changes like have→has). 通过自主探 究、讲解练 习掌握单三 与一般现在 时；规范语 言表达，帮 助理解复杂 句式，为说 和读的表达 更准确，实 现学用提 升。
3. Oral Sentence-Making Practice: The teacher randomly provides subjects and verbs, and students make oral sentences to reinforce the use of the grammar point. II. Review of Possessive Case and Exercise 3b 1. Review and Filling: Guide students to recall the possessive case learned in class and complete the filling in 3b. 2. Checking and Explanation: Randomly call on groups to answer, and the whole class corrects together. Explain and emphasize students ’ mistakes. plete Exercise 3c 1. Filling Exercise: Students complete the filling in 3c based on the vocabulary and grammar (possessive case, simple present tense) learned in class. 2. Answer and Summary:
Randomly name students to answer, focusing on explaining students’ common grammar mistakes (e.g. missing third-person singular verb changes, confusing possessive forms). IV. Group Activity 3d 1. Group Practice: Students carry out group activities according to 3d requirements. Members in the group ask and answer each other, using the learned grammar and vocabulary to communicate. 2. Presentation and Comments: Invite 1-2 groups to make presentations. The teacher comments on language accuracy and fluency, encouraging flexible use of knowledge points.
Step 5: Summary In this class, we completed the listening exercises and also learned four phonetic symbols. While finishing the dialogue practices, we studied new grammar points: the simple present tense and the changes 梳理课堂核 心内容,巩 固对音标、 对话及语法 的掌握,为
in the third-person singular form, and also do some exercises were done for both. 后续复习与 教学调整奠 定基础。
Step 6: Homework 1.Imitate the 3d exercise to ask your friends, and write a paper to introduce your friend’s family, use the sentence patterns learned in this lesson and pay attention to the correct use of grammar. 2.Try to draw a family picture of your friend’s family. 写作任务使 学生加深对 主题句式的 掌握。绘制 全家福则通 过视觉化呈 现，激发学 习兴趣。
Blackboard Design
Unit 2 We’re family! Map: grandfather grandmother father, mother uncle, aunt Me cousin / / ，/ /, / / ，/ɑ / (section A) Grammar …’s/ …s ’ play---plays have—has do--does

展开更多......

收起↑