人教版（2024新版）七年級上冊英語Unit 2 We're Family! 教案

這是一份人教版（2024新版）七年級上冊英語Unit 2 We're Family! 教案，共21頁。
人教版（2024新版）七年級上冊英語Unit 2 We're Family! 教案 單元教學(xué)目標(biāo) 單元教材分析 本單元教材以“家庭及家人”為中心話題,圍繞著“你的家人是什么樣的？”以及“你覺得你的家庭怎么樣？”進行學(xué)習(xí)和運用相關(guān)知識。 Section A主要學(xué)習(xí)關(guān)于家庭成員的稱呼以及談?wù)撐锲返乃袡?quán)。應(yīng)掌握句型：—Is this/Are these your...？—Yes,.../No,...—Who's/Who're...？—He's/She's/They're...等。Section B的重點是要求學(xué)生讀懂一篇關(guān)于描述照片的文章,完成所安排的讀寫任務(wù),教師在教學(xué)中應(yīng)合理利用課本上的知識進行教學(xué)。 課時教學(xué)設(shè)計 第一課時　Section A(1a－1d)—Pronunciation(1－3) 【Language Abilities】1.Name different family members. 2.Talk about your family with the simple present tense (do). 3.Identify ownership using -'s. 4.Describe family members in a photo.【Culture Awareness】1.Perceive and understand the differences in expressions between English and Chinese in names. 2.Enjoy the warm feeling of the family,and then explore the meaning of being a family.【Quality of Thinking】1.Make predictions according to the pictures and prior knowledge. 2.Be able to use effective means such as seeing,listening,speaking and discussing to obtain information.【Learning Abilities】1.Actively participate in class activities. 2.Be able to actively cooperate with others in learning activities and complete learning tasks.【Class Hour Division】Four periodsPeriod 1Section A(1a－1d)—Pronunciation(1－3)Period 2Section A(2a－2e)Period 3Grammar Focus(3a－3d)Period 4Section B(1a－2b)Teaching Objects　【教學(xué)目標(biāo)】 1.Name different family members. 2.Get detailed information about the relationship of the family through listening. 3.Pronounce /??/,/?/,/?/ and /ɑ?/ correctly,and remember the letters and letter combinations that represent them. 4.Learn word stress and know the stressed syllables. Teaching Aids　【教學(xué)工具】 an English book,a tape recorder and CAI Teaching Steps　【教學(xué)步驟】 Listening and speaking ★Step 1　Leading in　【情景導(dǎo)入】 1.Show the picture of the textbook on Page 27 to the Ss.Then ask them to answer the following questions： (1)What is the relationship of the people in the photo? (2)What do you think of the family? (3)Who are the people in your family? 2.Let the students discuss with each other.The T can give some tips.Then ask some students to share their answers. ★Step 2　Pre-task　【準(zhǔn)備任務(wù)】 Page 28,1a 1.Ask the students to translate the expressions in 1a into Chinese. 2.Ask them to match the definitions with members of the family. 3.Show the right answers and then ask the Ss to check their answers. Page 28,1b 1.Show the two pictures of the textbook on Page 28 to the Ss.Then ask them to guess： (1)Where are they? (2)What are they doing? (3)What's the relationship of them? 2.Ask some students to share their answers. ★Step 3　While-task　【過程任務(wù)】 Page 28,1b & 1c 1.Play the recording for the first time and let the Ss number the pictures in the order they hear them. 2.Play the recording a second time,then ask the Ss to listen again and complete the sentences. 3.Show the tape script and ask the Ss to check their answers. 4.Explain the important phrases and sentence patterns to the Ss. ★Step 4　Post-task　【后續(xù)任務(wù)】 Page 28,1d 1.Show a family photo to the class and ask them to talk about the people in it. 2.Show the sentence patterns to the Ss and then give them a sample. 3.Ask the Ss to bring a family photo to class and talk about the people in it. Pronunciation ★Step 5　Pre-task　【準(zhǔn)備任務(wù)】 Page 29,1 Ask the Ss to read the words in Pronunciation 1 freely,and then ask them to pay attention to the bold letters,and find the similarities of pronunciation in each column. ★Step 6　While-task　【過程任務(wù)】 Page 29,1 1.Play the recording for the first time,and then ask the Ss to repeat it. 2.Explain the key points of the pronunciation about /??/,/?/,/?/ and /ɑ?/,show the pronunciation of them to the Ss and then ask them to repeat. 3.Ask the Ss to read the words together. Page 29,2 1.Ask the Ss to read the words in Pronunciation 2 freely. 2.Play the recording and ask the Ss to repeat it. 3.Ask the Ss to read the words again. Page 29,3 1.Ask the Ss to read the words in Pronunciation 3 freely. 2.Play the recording and ask the Ss to notice the stressed syllables. 3.Ask the Ss to repeat them. 4.Then ask them to tell the difference of the words in stressed syllables in two groups. 5.Ask the Ss to read the words again. ★Step 7　Post-task　【后續(xù)任務(wù)】 If possible,the T can provide more materials for students to practise. ★Step 8　Summary　【課堂小結(jié)】 Ask the Ss to use the students' self-assessment form to check what they have learned in this lesson. ★Step 9　Homework　【家庭作業(yè)】 1.Review the words,phrases and sentences. 2.Do the exercises in students' book. Board Design　【板書設(shè)計】 Unit 2　We're Family! Period 1　Section A(1a－1d)—Pronunciation(1－3) 1.Vocabulary：mean,husband,aunt,uncle,child,cousin,parents,grandparents 2.Target language： (1)—Is this/Are these your...？ —Yes,.../No,... (2)—Who's/Who're...？ —He's/She's/They're... Teaching reflection　【教學(xué)反思】 In this period,there are more new words and expressions.We should provide more practice in listening and speaking and encourage the students to be more involved.In addition,we should offer more target language materials for students to practise the pronunciation of /??/,/?/,/?/ and /ɑ?/. I can name different family members.I can get detailed information about the relationship of the family through listening.I can pronounce /??/,/?/,/?/ and /ɑ?/ correctly,remember the letters and letter combinations that represent them.I can learn word stress and know the stressed syllables. 第二課時　Section A(2a－2e) Teaching Objects　【教學(xué)目標(biāo)】 1.Get basic information about Teng Fei's family through the conversation. 2.Identify ownership using -'s. 3.Describe family members in a photo. Teaching Aids　【教學(xué)工具】 an English book,a tape recorder and CAI Teaching Steps　【教學(xué)步驟】 ★Step 1　Leading in　【情景導(dǎo)入】 1.Ask the Ss to answer the question：Can you say any activities that your parents or grandparents may like? 2.Ask the Ss to discuss with each other and share their answers. ★Step 2　Pre-task　【準(zhǔn)備任務(wù)】 Page 29,2a 1.Ask the Ss to look at the picture on Page 29 and answer the following questions. (1)What's in the picture? (2)Where are the two students? (3)What is their relationship? 2.Let the students discuss them.Ask some students to share their answers. ★Step 3　While-task　【過程任務(wù)】 Page 29,2a 1.Now ask the Ss to listen to the conversation and circle the coloured words they hear. 2.Ask the Ss to talk about the answers in pairs.Then the T can show the right answers. Page 30,2b 1.First,ask the Ss to scan the table in 2b.Then let them read the conversation in 2a. 2.Let the Ss underline the sentences about Teng Fei's family and complete the table about Teng Fei's family. 3.Show the right answers to the Ss and ask them to check their answers. Page 30,2c 1.Ask the Ss to listen to the conversation again. 2.Ask the Ss to role-play it in groups.Choose some groups to role-play it in the front of the classroom. ★Step 4　Post-task　【后續(xù)任務(wù)】 Page 30,2d 1.Show the photos on Page 30 to the Ss,and ask them to talk about Zhang Xinyu's family. 2.Show a sample to the Ss,and then ask them to talk about Zhang Xinyu's family using the phrases in the box. Page 30,2e 1.Let the Ss bring some photos of the things their family members have. 2.Ask and answer questions about who owns each of them and what activities their family do.Do the task in pairs. ★Step 5　Language points　【語言要點】 1.come v.來；來到 常與介詞to搭配使用,后跟地點名詞,表示“來到某地”；若后跟地點副詞,則需省略to。 【拓展】關(guān)于come的常見短語：come in進來；come on來吧,快點,加油；come from來自 2.well的用法 ◆作形容詞,意為“健康的”,位于系動詞后。 ◆作副詞,意為“好”,用來修飾動詞(短語),位于動詞(短語)之后。 ◆作感嘆詞,意為“哎呀；好吧”,表示驚奇或勉強同意。 3.whose的用法 whose通常用來詢問所有權(quán),意為“誰的”。其基本句型為“Whose＋名詞(短語)＋系動詞be＋...？”。 4.spend的用法 作動詞,意為“花(時間、錢等)”,主語是人。常見用法： ◆sb.＋spend(s) time/money＋on sth.某人在某物上花時間/錢。 ◆sb.＋spend(s) time/money＋(in) doing sth.某人花費時間/錢做某事。 ◆sb.＋spend(s) time＋with sb.某人花時間與某人在一起。 ★Step 6　Summary　【課堂小結(jié)】 Ask the Ss to use the students' self-assessment form to check what they have learned in this lesson. ★Step 7　Homework　【家庭作業(yè)】 1.Read the conversation aloud.Role-play the conversation in 2a in pairs. 2.Do the exercises in students' book. Board Design　【板書設(shè)計】 Unit 2　We're Family! Period 2　Section A(2a－2e) 1.Vocabulary：bat,together,spend,really,activity,chess 2.Target language： (1)—Whose erhu is this? —It's Xinyu's erhu. (2)—Does she play the erhu well? —Yes,she does. Teaching reflection　【教學(xué)反思】 In this period,we should encourage the students to make a short conversation using the target language.We should offer help to them if necessary. I can get basic information about Teng Fei's family through the conversation.I can identify ownership using -'s.I can describe family members in a photo. 第三課時　Grammar Focus(3a－3d) Teaching Objects　【教學(xué)目標(biāo)】 1.Know the verb forms change with the subjects. 2.Master the general questions and answers of full verbs. 3.Use the target languages to talk about each other's family. Teaching Aids　【教學(xué)工具】 an English book,a tape recorder and CAI Teaching Steps　【教學(xué)步驟】 ★Step 1　Leading in　【復(fù)習(xí)導(dǎo)入】 Show the sentences mentioned in 3a on Page 31 to the Ss.Then ask them to read the sentences and pay attention to the bold words. ★Step 2　Pre-task　【準(zhǔn)備任務(wù)】 Page 31,3a Ask the Ss to read the sentences in 3a again.Then ask them to answer the following question： How do the verb forms change with the subjects? ★Step 3　Grammar focus learning　【語法學(xué)習(xí)】 1.主謂一致原則 主謂一致是指謂語動詞與主語在人稱和數(shù)上保持一致,即主語的單復(fù)數(shù)決定謂語動詞的單復(fù)數(shù)。一般來說,語法形式或意義上是單數(shù)的主語,謂語動詞用單數(shù)形式；語法形式或意義上是復(fù)數(shù)的主語,謂語動詞用復(fù)數(shù)形式。 語法形式或意義是單數(shù)的主語,例如： 【注意】I和you(你)雖然是第一人稱和第二人稱單數(shù)代詞,但當(dāng)它們作主語時,謂語動詞通常使用復(fù)數(shù)形式,不使用單數(shù)形式。 語法形式或意義是復(fù)數(shù)的主語,例如： 2.謂語動詞的單復(fù)數(shù) 謂語動詞的復(fù)數(shù)形式一般用動詞原形來表示。 系動詞be的復(fù)數(shù)形式在一般現(xiàn)在時和現(xiàn)在進行時中為are,過去時中為were。 3.謂語動詞單數(shù)形式的書寫規(guī)則 ★Step 4　While-task　【過程任務(wù)】 Page 31,3b 1.Ask the Ss to complete the sentences with the correct possessive form ('s) of the words in brackets. 2.Show the right answers to the Ss,and then ask them to check their answers. Page 31,3c 1.Ask the Ss to complete the passage with the correct forms of the verbs in the box. 2.Ask some students to share their answers,and show the right answers to the class. ★Step 5　Post-task　【后續(xù)任務(wù)】 1.Let the Ss ask and answer questions about each other's family. 2.List some questions to the Ss. ·Do you have any sisters or brothers? ·Does your father play any sports? ·Does your mother like music? ... ★Step 6　Summary　【課堂小結(jié)】 Ask the Ss to use the students' self-assessment form to check what they have learned in this lesson. ★Step 7　Homework　【家庭作業(yè)】 1.Recite Grammar Focus. 2.Do the exercises in students' book. Board Design　【板書設(shè)計】 Unit 2　We're Family! Period 3　Grammar Focus(3a－3d) 1.Vocabulary：chess,funny,laugh,different,violin 2.Target language： (1)Teng Fei and his grandfather play ping-pong every week. Teng Fei's grandfather loves sports. (2)They have some nice ping-pong bats. Teng Fei's father has a fishing rod. (3)—Do you play the piano? —Yes,I do./No,I don't. (4)—Does your father spend a lot of time fishing? —Yes,he does./No,he doesn't. (5)—Does your mother have a piano? —Yes,she does./No,she doesn't. Teaching reflection　【教學(xué)反思】 Learning grammar is an important task in this period.We always learn grammar when we have learned enough language.Students can practise grammar by using what they have learned.It's important for them to identify the verb forms changing with the subjects.We can give some examples when they are learning. He/She/ItThe apple/bookThe cat/dog/birdMy sister/friendTeng Fei's fatherMy family/The team (視作一個整體)We/They/YouStudents/TeachersThese flowers/treesMy parents/friends/classmatesThe children/kidsThe young/old(表示一類人)①通常在動詞詞尾加-sworks,writes,wants②以ch,sh,s,x或o結(jié)尾的詞加-eswatches,teaches,pushes③動詞輔音＋y結(jié)尾,變y為i加-esflies,cries,studies④助動詞have的第三人稱單數(shù)形式是has⑤系動詞be的單數(shù)形式在一般現(xiàn)在時和現(xiàn)在進行時中是is,過去時中是was⑥當(dāng)主語為I時,be動詞為am,過去時為wasI know the verb forms change with the subjects.I can master the general questions and answers of full verbs.I can use the target languages to talk about each other's family. 第四課時　Section B(1a－2b) Teaching Objects　【教學(xué)目標(biāo)】 1.Label the people in the photo according to the description. 2.Introduce family members from appearance,personality and hobbies with a family photo. 3.Explore the meaning of being a family. Teaching Aids　【教學(xué)工具】 an English book,a tape recorder and CAI Teaching Steps　【教學(xué)步驟】 ★Step 1　Leading in　【情景導(dǎo)入】 Show a family photo to the class,then ask them to work in groups of four and share the information about the family members.Finally,choose a student to share his or her answer. ★Step 2　Pre-task　【準(zhǔn)備任務(wù)】 Page 32,1a 1.Ask the Ss to tell each other more about their family. (1)How many people are there in your family? (2)Who are they and what are they like? (3)What do they each like? (4)What is fun about your family? 2.Ask some students to share their answers. ★Step 3　While-task　【過程任務(wù)】 Page 32,1b 1.Show the photo on Page 32 to the class.Then ask the Ss to predict： (1)What's the passage mainly about? (2)What do you like about the family? 2.Let the Ss read the text,underline the key words about the people mentioned in the text,and label the people in the photo. 3.Ask some students to share the answers,and then have the other students check them. Page 33,1c 1.Let the Ss glance over the sentences mentioned in 1c,then ask them to read the text in 1b again,find out the people's relationship and circle T for true or F for false. 2.Check the answers with the class. Page 33,1d Ask the Ss to take turns to describe the photo using the following sentences. A：This is Lily's father.His name is Fred.He's handsome,and he often plays tennis. B：And this is her mother... ★Step 4　Post-task　【后續(xù)任務(wù)】 Page 33,2a 1.Ask the Ss translate the given words into Chinese,and let them complete the introduction in 2a with the information about Hu Xiao's family. 2.Check the answers with the class. 3.Explain the key phrases. Page 33,2b Let the Ss list some key words to describe each of their family members.Then introduce them with a family photo.Use the following sentence patterns. ·This is... ·Here's... ·He's/She's... ·His/Her favourite...is... ·He/She really likes... ·He/She looks... ·He/She plays...every week. ... ★Step 5　Language points　【語言要點】 1.left/right的用法 ◆作名詞,意為“左/右邊”。如：on one's left/right在某人的左/右邊。 ◆作形容詞,意為“左/右邊的”。如：left/right hand左/右手。 ◆作副詞,意為“向左/右邊”。 【拓展】right作形容詞時,還可意為“正確的”。 2.think v.認為；想；思考 “I think...”意為“我認為......”,用來表達自己的主觀想法或看法。否定形式為“I don't think...”,意為“我認為......不......”。 【拓展】think of想到,考慮；think about考慮,思考。 3.help的用法 ◆作動詞,意為“幫助；協(xié)助”。help sb.with sth.＝help sb. (to) do sth.,意為“幫助某人做某事”。 ◆作不可數(shù)名詞,意為“幫助；協(xié)助”。常見詞組：with one's help/with the help of...在......的幫助下。 ★Step 6　Summary　【課堂小結(jié)】 Ask the Ss to use the students' self-assessment form to check what they have learned in this lesson. ★Step 7　Homework　【家庭作業(yè)】 1.Read and recite the new words and phrases. 2.Do the exercises in students' book. Board Design　【板書設(shè)計】 Unit 2　We're Family! Period 4　Section B(1a－2b) 1.Vocabulary：pink,hat,handsome,knee,grandchild,son,hike 2.Target language： (1)This is... (2)Here's... (3)He's/She's... (4)His/Her favourite...is... (5)He/She really likes... (6)He/She looks... (7)He/She plays...every week. Teaching reflection　【教學(xué)反思】 In this period,the most important thing is reading.It is a good time to train the students' ability of reading quickly and efficiently.Usually we do some work to deal with new words and phrases before reading.While reading,students should learn to catch the main idea as quickly as they can.And we should teach them how to find the key words in the text. I can label the people in the photo according to the description.I can introduce family members from appearance,personality and hobbies with a family photo.I can explore the meaning of being a family.