【【核心素养目标】Unit 2 Section B (1a～1f) 表格式教学设计（人教版英语七年级上册 Unit 2 This is my sister.）

中小学教育资源及组卷应用平台
2023-2024学年人教版七年级英语教学设计
Topic Unit 2 This is my sister.Period III　Section B(1a～1d)
Analysis of the Teaching Material 本课是一节听说课。学生要进一步学习和运用相关词汇和目标语言来谈论自己和他人的家庭成员。1a是1b~1c的听前活动，通过家谱图继续学习有关家庭成员的词汇，为听力做铺垫。听力材料是Jiang Tao和他的朋友谈论一张家庭照片的对话。对话中Jiang Tao介绍了照片上的家庭成员，主要涉及“介绍人物和辨别人物”的基本句型以及有关家庭成员的词汇。活动1b~1c让学生进一步理解并掌握目标语言在语境中的运用。1d是听后的口语活动，要求学生在听力理解的基础上输出相对完整的一段话，介绍自己的家庭和朋友。综上所述，本课在本单元具有承上启下的作用。
Analysis of the Students 在本单元前面两个课时学习的基础上，学生对谈论自己和他人的家庭成员已经有了一定的语言基础。学生通过梳理重点语法项目，已经掌握了本单元的基本内容，教师在课堂设计时应充分利用现实生活材料，这样有利于引起学生兴趣，使学生乐于学习。通过该听说课的学习，他们将更进一步提高语言应用能力。
Analysis of Teaching Objectives Language ability 通过情境体验，能够掌握目标词汇son, daughter, cousin, grandpa, grandma, mom, dad, aunt, uncle,，运用目标语言“This is…These are…”介绍自己的家人，提升口交际能力。2.通过看图说话，能够谈论自己和他人的家庭成员。
Learningability 1.通过观察图片，能够分析图片差异，预测听力内容，提高听力策路运用能力。
2.通过小组合作，能够制作自己和他人的家族树并进一步了解班级同学。
Thinking quality 1.通过小组合作，能够制作自己和他人的家族树并进一步了解班级同学。
通过对话练习和小组合作，能够进行角色扮演并创编对话。通过课堂活动的体验，能创造性地表达自我，提高跨文化交际意识，提升对家庭的归属感。
Cultural awareness 1.能正确理解家庭成员之间的关系，对家庭成员能正确称呼。2.通过学习，让学生对自己的家庭成员有更清晰的印象，学着与家庭成员和睦相处相亲相爱。3.
通过家庭成员介绍用语的学习，能够了解中外家庭成员表达方式的区别，体验不
同的文化带来的魅力。
Teaching Points 教学重点：① 进一步掌握家庭成员的表达；学会指示代词、人称代词的用法。② 通过填写家谱，弄清楚家庭成员之间的关系。教学难点：① 填写家谱，弄清楚家庭成员之间的关系。
教学过程 Teacher’s Activities Students’ Activities Intention
Step 1Lead-in Lead－inLet the students watch the video Home with Kids.At the same time the teacher draws an unfinished family tree on the blackboard.After watching，ask students to make a report about the family of Xia Yu. 观看视频并就视频内容回答问题。 通过观看视频的方式导入，既能活跃课堂气氛，也能与所学知识结合起来。
Step 2Pre-listening Work on 1a1.T：In my family，my grandpa is the oldest.(板书oldest并用body language表述) Who is the oldest in your family Ss：My grandpa，too.T：Every family has a family tree.Can you finish the family tree in 1a Ss：Yes.While the students are working，the teacher walks around to see what the students write.2.Check the answers and ask students to read aloud the words.3.T：Look at the family tree.My grandpa and grandma have a son and a daughter.One is my dad，the other is my aunt.My dad and mom also have a son and a daughter.I am their daughter.My brother is their son.I am my brother's sister.My aunt and uncle only have one daughter.She's my cousin. 在老师的引导下完成家谱。 教师先引导学生完成家谱，然后再以第一人称的方式介绍自己家庭成员之间的关系。帮助学生进一步巩固词汇，理清家庭成员之间的称谓。
Step 3While-listening Work on 1b1.T：Let's listen to the recording in 1b.I'll play the recording once.Check the words you hear.(If the students can't hear clearly，play the recording once again.) 2.Check the answers and ask some students to read the words aloud.Work on 1c1.T：Look at the two pictures in 1c.Who are the people in the first picture Can you guess Ss：They are Grandpa，Grandma，Mom，Dad，Uncle…(只要学生能说出人物的称谓就加以鼓励)T：Well done! Can you guess who the people are in Picture 2 Ss：They are Grandma，Mom，Dad and a boy.T：Good.One of the two pictures is of Jiang Tao's family，and the other is of Tom's family.Do you know which one is Jiang Tao's and which one is Tom's Ss：No.T：Now let's listen to the recording and find out the answers.2.Play the recording once again for the students to listen and find out the answers.3.Check the answers and play the recording for the students to listen and repeat. 听录音，完成书本1b的练习勾画出所听到的单词。听录音，完成书本1c的练习找出江涛和汤姆谈论的照片。 由于学生对生词已有了较为深刻的印象，因此，让他们勾出所听到的词汇并不困难。让单个学生朗读，是为了检查学生发音是否正确。从图片入手，教师引导学生先谈论，讲明要求再听，不但降低了听的难度，同时也培养了学生专心听的习惯。
Step 4Post-listening Work on 1d1.Ask students to draw a picture of their family and friends on the paper and introduce the people.2.Ask some students to show their pictures and tell the class who the people are.T：Tim，can you show me your picture Who are they Can you tell me S：This is my…and these are my…3.T：Now you can tell your partner about your picture. 画一张全家福并向同学们介绍。 在让学生动手画之前教师要给以示范，让学生知道从哪儿入手。让一两个学生介绍自己的照片，也是给其他同学做出示范，让他们知道怎样介绍图片。
Step 5Language Points Explanation T explains knowledge points.1. mom n. (=mum) 妈妈Mom, this is my friend, Jane. 妈妈, 这是我的朋友简。Is that my Uncle Mike, mum 妈妈, 那是我的迈克叔叔吗 2.英语中家庭成员的称呼grandmother/grandma奶奶/外婆grandfather/grandpa爷爷/外公mother/mom/mum妈妈　 father/dad爸爸parents父母aunt姑母; 姨母; 伯母; 婶母; 舅母uncle舅父; 叔父; 伯父; 姑父; 姨父son儿子　daughter女儿sister姐妹　 brother兄弟cousin表兄弟/表姐妹3.在英语中, 比自己长一辈的除父亲之外的所有男性亲属, 均可称之为uncle。当uncle后面接名字时, 其首字母要大写, 如Uncle Tom汤姆叔叔。 将知识点做好笔记。 将本课重点汇总系统的进行讲解和分析，结合典例，帮助学生形成语言体系。
Step6Exercises 一、在下列句子空白处填入合适的单词。1.Lucy is a girl. She is her father’s _________.2.Jim is his father’s ________.3.My father’s sister is my _____ .4. Her father’s brother is her _________.5. Tim’s father is my uncle, so Tim is my _______.6.His parents are his ______ and _______.二、补全对话A: What 1 these B: They are 2 .A: Are they 3 photos B: Yes, they are my family photos.A: Is that your sister B: No, it 4 . That’s 5 cousin. Her name is Alice.A: 6 they your parents B: Yes, they are. 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。
Step 7Summary Summarize the key content in this lesson. 跟随老师一起进行内容总结。 强化巩固本课所学内容。
Step 8 Homework 1.Recite the new words in 1a.2.Ask students to draw a family tree about their family and introduce their family. 将家庭作业做好记录。 检查学习效果，加深对知识的理解和记忆。
Blackboard Design Unit 2 This is my sister.Period III　Section B(1a～1f)Key wordsson，cousin，grandpa，mom，aunt，grandma，dad，uncle，daughter family tree oldestSentences:These are my parents and this is my grandma.This is my friend，Lin Fang.
Teaching Reflection: 本节课堂任务侧重培养了学生的语言实践能力，避免了死记硬背。作为听说课，听前方法指导尤为必要。同事应注意自主学习和合作学习相结合，充分发挥学生学习主观能动性。
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