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(共38张PPT)
Unit 2
We’re family!
第6课时 Project
主讲人：XXX
课型：项目课
情景导入
01
02
学习理解
03
应用实践
04
迁移创新
05
回顾总结
06
考点速递
07
随堂小练
08
家庭作业
CONTENT
学习目标
能够理解家谱图的用途和基本结构，并结合自己的家庭情况，手工绘制图示或制作电子版的家谱图。（学习理解）
01
能够熟练运用本单元目标语言，以书面和口语表达的形式介绍家谱图中的每个家庭成员。（应用实践）
02
能够通过制作家谱图进一步理解“家庭”这一概念，借以增强与家人的亲情纽带关系。（迁移创新）
03
通过本节课学习，学生能够：
01 情景导入
Scenario import
Watch a video
Let’s sing together!
How many people are there in your family Who’re they
Think and share.
There are ___ people in my family. They are____.
02 学习理解
Learning to understand
Read and guess who he/she is/they are.
He is strong.
He’s your mother’s husband.
Who is he
father
Read and guess who he/she is/they are.
She is your parents’ child, too.
Who is she
sister
Read and guess who he/she is/they are.
She gave birth to you.
Who is she
mother
Read and guess who he/she is/they are.
She is your mother or father’s sister.
Who is she
aunt
Read and guess who he/she is/they are.
You share the same parents.
Who is he
brother
Read and guess who he/she is/they are.
She is your uncle and aunt’s child.
Who is she
cousin
Read and guess who he/she is/they are.
He is your mother or father’s brother.
Who is he
uncle
Read and guess who he/she is/they are.
They are your parents’ parents. Who are they
grandparents
Let’s read Hu Xiao’s introduction and find out how to introduce our family.
Try to think and share.
Family
Tree
dad
mom
me
little brother
son
daughter
parents
How does Hu Xiao introduce her family photo
Self introduction
Summary
Beginning
Ending
Body
Appearance 外貌
Personality 性格
Hobby 爱好
age 年龄
I’m Hu Xiao. This is my family photo.
Here’s my dad. He is 35 years old. He’s handsome and funny. My dad’s favourite sport is football. He plays it every week. Next to him is my mum. She is 32 years old. She’s beautiful and kind. She likes to go hiking. The tall girl is me. I’m 13. I’m always happy and I love animals. This is my little brother, Hu Rui. He has big eyes. He’s very clever and he likes reading a lot.
We love and help each other.
name
age
appearance
hobby
...
personality
What aspects(方面) can we write about our family
Talk about family members
This is/That is/Here is/They are …
…is on the left/right/in the middle.
Next to him/her is…
He / She is…
He / She has / looks…
He / She really likes …
He / She plays ... every week.
His / Her favorite … is…
I have a happy family. I love them all.
Feelings about your family
I love my family!
We help and love each other!
age
appearance
personality
hobby
Learn some useful expression.
03 应用实践
Application Practice
*Project
Make your own family tree
Make a family tree like the one below, Then stick the photos of your family members on it.
3a
more examples
Make a family tree like the one below, Then stick the photos of your family members on it.
3a
This is my mother, She's 42. She's beautiful and has long hair. She's a little quiet but very smart, She likes watching films ...
age
appearance
hobby
personality
Write about your family members.
3c
Finish your outline.（完成提纲）。
age
appearance
personality
hobby
Beginning
Self introduction
Body
Talk about family members
Ending
Feelings about your family
Write about family members
Draft your writing according to your outline. （根据提纲写下初稿）。
Hi, I’m ________. Here is my family tree.
This is my _____. He / She is _____years old. He / She has ______________. He / She is __________________. He / She likes ____________. Next to him/ her is…
I have a _______ family. I love them all.
Beginning
Self introduction
Body
Talk about family members
Ending
Feelings about your family
Write about family members
Now it’s your turn to write about your family.
04 迁移创新
Migration Innovation
Introduce your family to the class with your family tree.
3c
Hello, everyone! Let me introduce my family to you ...
friendly
short and brown
clever
kind and nice
cool
helpful
shy
thin
funny
big
small
happy
warm
helpful
friendly
hard-working
Family is where life begins and love never ends.
Show time
Reflecting
How well can you do these things Very well OK Needs work
1. I can make my own family tree. 2. I can write a passage to introduce my family members.
05 回顾总结
Summary
Summary
Unit 2 We’re family! (Project)
age
appearance
personality
hobby
Beginning
Self introduction
Body
Talk about family members
Ending
Feelings about your family
Write about family members
06 随堂小练
Exercise
一、填空。
1. Lucy is my sister: She’s also my mother’s __________.
2. My father is my grandfather’s ______.
3. My father’s sister is my ________.
4. Kate’s father’s brother is her ________.
5. Tim’s father is my uncle, so Tim is my _______.
6. His parents are his ________ and _________.
7. My grandparents are my _____________ and ________.
daughter
son
aunt
uncle
cousin
father
mother
grandfather
grandmother
二、用方框中所给单词的适当形式填空(方框中有两个词为多余项)。
1.There _________a few baby sheep drinking milk in the hills.
2.—Mum, I'll go to the market.What_________do you want to buy
—Some fruit, please.
3.—Shall we have a picnic tomorrow
—Sorry, let's make it____________day.
4.—Where is my dog I can't find it.
—Oh, it's_________the door.
5. I can see different_________ of books in the bookstore.
count be another kind behind else do
are
else
another
behind
kinds
07 家庭作业
Homework
Homework
Must do：
Revise Unit 2.
Memorize your notes.
Finish the exercise book.
Choose to do：
1. Read a project about family. Share with class.
2. Make a vlog about your family tree.课堂教学设计
科目 英语 授课教材 人教版七年级上册
授课题目 Unit 2 We’re Family! Project 课时 课型 第 5课时 项目课
主题情境 家庭成员 授课教师
语篇研读 【What】 本单元的项目活动是制作简单的家谱图并借用该图介绍每个家庭成员。 【Why】 这个活动不仅能促使学生去关注祖父辈的其他家庭成员，激发他们追溯家族历史的兴趣，梳理家庭成员之间的关系及其每个成员的相关信息，综合运用本单元所学语言进行表达，还有助于培养学生使用结构化图示的能力，拓宽学生的文化视野，加深对家庭社会属性的理解。 【How】 家谱图有不同的呈现形式，其中包含的信息也各有不同。活动3a呈现了一个简单的图示，要求学生依照这个范例制作出自己家的图示，还可以贴上每个家庭成员的照片。活动3b要求学生根据家人的实际情况写一段话，逐一介绍自己的家人，提供具体的信息，可包括年龄、外貌、性格、爱好等。活动3c则要求学生结合3a和3b活动中已完成的图示和家庭成员介绍，以口头输出的方式向全班详细介绍自己的家庭。
学情分析 学生已能识别家庭成员称呼的读法和意义，能使用特定句型描述家庭成员之间的关系及其外貌性格和爱好，但是连句成篇章的组织能力可能不太熟练，需要老师搭建好框架引导学生逐步熟练掌握。
课标要求 能听懂发音清晰、语速较慢的简短口头表达，获取关键信息。 能根据听到的关键词对人物、地点、事件等进行推断。 能围绕相关主题，运用所学语言，与他人进行日常交流，语音、语调，用词基本正确，表达比较连贯。
教学目标 通过本节课学习，学生能够： 能够理解家谱图的用途和基本结构，并结合自己的家庭情况，手工绘制图示或制作电子版的家谱图。（学习理解） 能够熟练运用本单元目标语言，以书面和口语表达的形式介绍家谱图中的每个家庭成员。（应用实践） 能够通过制作家谱图进一步理解“家庭”这一概念，借以增强与家人的亲情纽带关系。（迁移创新）
教学 重难点 重点：掌握对家庭成员外貌性格和爱好进行描述的词汇和句型。 难点：将句子按一定逻辑框架结合成篇章。
核心语言 【核心句型】 ·Age I am ... / He/She is ... ·Appearance He’s ... She has ... ·Personality She’s ... I’m always/a little ... ·Activity She always reads... He plays ... every ... ·Hobby He really likes ... My dad’s favorite ... is... ·Pet They have a ... His/Her name is ... ·Job He’s a ... She works in ... 【家庭关键词】 warm, harmonious, friendly, happy, joyful, close, peaceful, respectful, united, ... 【补充谚语】 Family is where life begins and love ends. Home is where the heart is. East or west, home is best. Home is the starting place of love, hope, and dreams. Family is not an important thing. It's everything.
教学工具 PPT，教材
教学策略 情景体验式教学、启发式教学，任务型教学，游戏教学法
预设问题 学生在撰写篇章时可能会产生混乱的现象
解决方案 分别通过分层次积累实用表达和搭建脚手架等一系列循序渐进的活动达到引导学生灵活运用目标语言进行对话的教学效果。
教学过程
教学环节 教学活动 学生活动 设计意图
Part1： 情景导入 （3min） Greeting. The T can play a video to lead in the topic and ask students to sing together. Teacher asks students ：How many people are there in your family Who’re they 观看视频引入话题并跟唱。 思考：家庭成员有多少，分别是谁？ 利用视频，引出本课主题，引导学生思考并头脑风暴，在思考的过程中自然的感知目标语言，激发学生学习兴趣。
效果评价：教师观察学生能否参与互动和交流，主动分享个人对该主题已有的知识、经验，并根据需要调整提问方式，进行追问或给予鼓励。师可以观察学生在活动中的是否积极投入并展现出兴趣。教师可以评估学生在跟读和拼读练习中的发音准确性
Part 2： 学习理解 （10min） The teacher guides students to play a game : Read and guess who he/she is/they are. T asks students to Try to think and share: Let’s read Hu Xiao’s introduction and find out how to introduce our family. T asks students to read and find out: How does Hu Xiao introduce her family photo . T asks students to think : What aspects(方面) can we write about our family T asks students to Learn some useful expression. 游戏：根据描述猜测家庭成员。 阅读文章分析结构。 总结描述方向。 学习实用表达。 游戏的方式进行操练，寓教于乐，巩固学习。 以读促写帮助学生更好的了解写作脉络，为学生提供实用的表达，积累句型，降低写作难度。
效果评价：教师观察学生能否通过阅读文本理清写作框架，并观察学生是否能够正确分析出描述家庭成员所涉及到的不同方面，并提供相关表达。评估学生梳理结构和积累句型的能力。
Part 3： 应用实践（11min） T asks students to Make a family tree like the one below, Then stick the photos of your family members on it. T tells students to Write about your family members. T asks students to Finish your outline. T asks students to Draft your writing according to your outline. 绘制家庭树并标注家庭成员。 列提纲。 打初稿。 创设情境引导学生回顾本单元主题和目标语言，并在观察和对话的过程中复现核心语言点。
效果评价：教师根据学生在绘制家庭树时的表现，判断其对家庭成员称谓和关系的掌握程度。教师观察学生提问和回答时的表现，把握学生对重点语言表达的学习和内化情况。
Part 4： 迁移创新 （11min） T tells students to Introduce your family to the class with your family tree. T asks students to show out. 向全班同学展示你的家庭树并介绍。 小组活动激发学生的自主合作探究精神，也能将今日所学知识进行及时的巩固。
效果评价：教师观察学生在班内运用所学语言交流的情况，给予指导或鼓励。教师观察学生在进行活动中的情况，评价教与学的成效。
Part 5： 回顾总结 （2min） Summarize the key content in this lesson. 跟随老师一起进行内容总结。 总结本课所学内容，巩固加深印象。 利用将思维导图给学生进行有序的梳理。
Part6： 考点速递 （5min） T explains knowledge points. 将知识点做好笔记进行理解消化。 将教学落到实处，交际意识培养之后，知识点的教授也跟上，保证学生在理解的同时能够运用到具体题型中去。
Part 7： 随堂小练 （3min） T assigns the test. 完成课堂练习。 让学生在课上练习消化知识点，及时操练重点知识点和目标语言，让教师把握学情。
Part 8： 家庭作业 Must do： Revise Unit 2. Memorize your notes. Finish the exercise book. Choose to do： 1. Read a project about family. Share with class. 2. Make a vlog about your family tree. 将家庭作业做好记录。 作业布置落实双减政策，减量不减质，重视实际场景的交际应用，减轻机械操练。
板书设计
教学反思 任务型教学法的采用强化了学生对文本的理解; 以学生为本，构建有效的对话情境，引导学生自主合作；突出语言的语用功能，通过学科整合进行拓展，让学生学以致用，提升了学生的综合语言运用能力。不同形式的朗读及角色扮演，训练了学生使用正确的语音、语调，并在具体的语境中落实了核心句型的运用。板书简洁清晰，重点突出，对学生的复述起到了很好的辅助作用。Unit 2 We’re Family! Project 导学案
班级： 姓名：
科目： 授课教师：
学习目标 通过本节课学习，学生能够： 能够理解家谱图的用途和基本结构，并结合自己的家庭情况，手工绘制图示或制作电子版的家谱图。（学习理解） 能够熟练运用本单元目标语言，以书面和口语表达的形式介绍家谱图中的每个家庭成员。（应用实践） 能够通过制作家谱图进一步理解“家庭”这一概念，借以增强与家人的亲情纽带关系。（迁移创新）
学习 重难点 重点：掌握对家庭成员外貌性格和爱好进行描述的词汇和句型。 难点：将句子按一定逻辑框架结合成篇章。
自学指导 自学检测及课堂展示
课前预习 一、按要求写出下列单词或短语的相应形式。 1．sister(对应词) ___________ 2．father(对应词) ___________ 3．this(复数) __________ 4．that(复数) ____________ 5．he(对应词) ___________ 6．that is(缩写) _____________ 7．is not(缩写) ______________ 8．family(复数) _______________ 9．is(复数) ______________ 10．grandfather(对应词) _____________
情景导入 How many people are there in your family Who’re they There are ___ people in my family. They are____.
学习理解 How does Hu Xiao introduce her family photo What aspects(方面) can we write about our family Learn some useful expression.
应用实践 Make a family tree like the one below, Then stick the photos of your family members on it. Write about your family members. Finish your outline.（完成提纲）。 Draft your writing according to your outline. （根据提纲写下初稿）。
迁移创新 Introduce your family to the class with your family tree.
课堂练习 一、填空。 1. Lucy is my sister: She’s also my mother’s __________. 2. My father is my grandfather’s ______. 3. My father’s sister is my ________. 4. Kate’s father’s brother is her ________. 5. Tim’s father is my uncle, so Tim is my _______. 6. His parents are his ________ and _________. 7. My grandparents are my _____________ and ________. 二、用方框中所给单词的适当形式填空(方框中有两个词为多余项)。 count be another kind behind else do 1.There _________a few baby sheep drinking milk in the hills. 2.—Mum, I'll go to the market.What_________do you want to buy —Some fruit, please. 3.—Shall we have a picnic tomorrow —Sorry, let's make it____________day. 4.—Where is my dog I can't find it. —Oh, it's_________the door. 5. I can see different_________ of books in the bookstore.
作业 Must do： Revise Unit 2. Memorize your notes. Finish the exercise book. Choose to do： 1. Read a project about family. Share with class. 2. Make a vlog about your family tree.
【参考答案】
课前预习 【答案】1．brother 2．mother 3．these 4．those 5．she 6．that’s 7．isn’t 8．families 9．are 10．grandmother
情景导入 略
学习理解 How does Hu Xiao introduce her family photo What aspects(方面) can we write about our family Learn some useful expression.
应用实践 Make a family tree like the one below, Then stick the photos of your family members on it. Write about your family members. Finish your outline.（完成提纲）。 Draft your writing according to your outline. （根据提纲写下初稿）。
迁移创新 Introduce your family to the class with your family tree.
课堂练习
作业 略

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