北师大版（2024）七年级上册Unit 1 Family Lesson 1 Knowing My Family 教学设计

《Knowing My Family》（教学设计）-2024-2025学年北师大版（2024）初中英语七年级上册
课题：Lesson 1《Knowing My Family》
科目：初中英语
年级：七年级上册
版本：北师大版（2024）
课时安排：1课时
一、教材分析
本课时是新教材北师大版（2024）初中英语七年级上册Unit 1《Family》中的Lesson 1《Knowing My Family》。“Family”这一单元围绕家庭主题展开，旨在引导学生了解家庭结构、家庭成员以及家庭关系，培养学生对家庭的认知和情感。本节课作为单元的开篇，重点在于让学生学习与家庭成员相关的词汇和基本句型，通过介绍自己的家庭，初步运用英语进行简单的日常交流，为后续深入探讨家庭话题奠定基础。教材内容贴近学生生活实际，容易引起学生的共鸣和学习兴趣，具有较强的实用性和教育意义。
二、教学目标
（一）知识目标
1. 学生能够掌握以下家庭成员的词汇：father, mother, parents, grandfather, grandmother, grandparents, brother, sister, uncle, aunt, cousin。
2. 学生能够理解并运用以下句型介绍家庭成员：
- This is my...
- These are my...
- He/She is my...
- They are my...
（二）能力目标
1. 听：学生能够听懂关于家庭成员介绍的简单对话和表述。
2. 说：学生能够用所学词汇和句型准确、流利地介绍自己的家庭成员。
3. 读：学生能够正确朗读教材中的单词和句子，掌握基本的语音语调。
4. 写：学生能够正确拼写所学家庭成员的单词，并能用简单的句子描述家庭成员。
（三）情感目标
1. 引导学生关注家庭，增强对家人的关爱和尊重，培养家庭责任感。
2. 鼓励学生积极参与课堂活动，提高学习英语的兴趣和自信心。
3. 通过小组合作和交流，培养学生的合作精神和人际交往能力。
三、教学重难点
（一）教学重点
1. 掌握家庭成员的相关词汇和句型。
2. 能够运用所学词汇和句型进行家庭成员的介绍。
（二）教学难点
1. 区分和正确使用单数和复数形式的家庭成员词汇，如“father”与“parents”，“grandfather”与“grandparents”等。
2. 理解并运用“This is...”和“These are...”的句型结构进行准确的表达，注意单复数的对应关系。
四、教学准备
1. 多媒体课件，包含家庭成员的图片、视频、音频等资料。
2. 单词卡片、家庭树图片、照片（可让学生提前准备自己家庭的照片）。
3. 课堂练习纸。
五、教学过程
（一）Warming-up
1. Greetings
- T: Hello, boys and girls. Nice to meet you.
- Ss: Hello, teacher. Nice to meet you, too.
- T: How are you today
- Ss: I'm fine, thank you. And you
- T: I'm very well, too. Thank you.
设计意图：通过日常问候，营造轻松和谐的课堂氛围，拉近师生距离，为新课的学习做好铺垫。
2. Free talk
- T: Today we are going to talk about something very important to us. Do you know what it is
- Ss: Family. (Students may guess based on the unit title.)
- T: Yes, you are right. Family is very important. Now, I want to ask you some questions. Do you love your family
- Ss: Yes, we do.
- T: Can you tell me something about your family For example, how many people are there in your family
- Some students may raise their hands and answer the question.
设计意图：以自由谈话的方式引出本节课的主题“家庭”，激发学生的兴趣和参与度，同时了解学生对家庭的初步认知和感受，为后续教学内容的展开做铺垫。
（二）Lead-in
1. Show a short video about a family on the multimedia. The video shows a family having dinner together, talking and laughing.
- T: What can you see in the video
- Ss: A family. They are having dinner.
- T: Yes, it's a happy family. Family is where we feel love and warmth. Today we will learn more about our families. Let's start with knowing our family members.
2. Write the title "Knowing My Family" on the blackboard.
设计意图：通过播放一段温馨的家庭视频，吸引学生的注意力，让学生直观地感受到家庭的氛围，进一步激发学生对家庭话题的兴趣和好奇心，从而自然地导入新课。
（三）Presentation
1. Learn new words
- Show a picture of a family on the multimedia. Point to the father in the picture and say: "This is the father. Father, f-a-t-h-e-r, father." Write the word "father" on the blackboard and let the students repeat several times.
- Use the same way to teach other words: mother, parents (point to the father and mother together and say: "These are the parents. Parents, p-a-r-e-n-t-s, parents."), grandfather, grandmother, grandparents, brother, sister, uncle, aunt, cousin.
- After teaching all the words, show the words cards quickly and ask the students to say the words as fast as they can.
设计意图：利用图片直观展示家庭成员，结合单词的发音和拼写进行教学，让学生在视觉和听觉的双重刺激下更好地记忆单词。通过快速闪现单词卡片的方式进行复习巩固，提高学生的反应能力和对单词的熟练程度。
2. Drill the words
- Play a game "Who is missing ". Show all the family members' pictures on the multimedia for a few seconds and then cover one of them. Ask the students to guess who is missing and say the word in English.
- Divide the students into groups of four. Each group has a set of word cards. One student takes out a card and the other students in the group say the word quickly. Then they take turns.
设计意图：通过“谁不见了”的游戏，增加学习的趣味性，激发学生的竞争意识，同时巩固学生对家庭成员单词的记忆。小组活动可以让学生在互动中进一步熟悉单词，培养学生的合作学习能力。
3. Teach the sentences
- Hold up a picture of a student's family and point to the father and say: "This is my father." Then point to the mother and say: "This is my mother." Write the sentences "This is my..." on the blackboard.
- Point to the parents together and say: "These are my parents." Write the sentence "These are my..." on the blackboard and explain the difference between "this is" and "these are".
- Ask the students to look at their own family photos (if they brought them) and practice introducing their family members using the sentences "This is my... / These are my..." in pairs.
- Walk around the classroom and offer help if necessary. Then invite some pairs to come to the front and show their photos and introduce their families to the class.
设计意图：创设真实情境，利用学生自己的家庭照片进行句型教学，让学生更有代入感，能够更好地理解和运用句型。通过小组练习和上台展示，提高学生的口语表达能力和自信心，同时培养学生的合作意识和展示能力。
（四）Practice
1. Listen and repeat
- Open the textbook to Lesson 1 "Knowing My Family". Play the audio of the dialogue about introducing family members and let the students listen and repeat. Pay attention to the pronunciation, intonation and stress.
设计意图：让学生通过听录音跟读，模仿标准的语音语调，提高学生的听力和口语水平，同时熟悉教材中的对话内容和句型表达方式。
2. Pair work
- Ask the students to work in pairs again. One student closes their eyes and the other student points to a family member in their photo and asks: "Who is this / Who are these " The first student opens their eyes and answers using the sentences "This is my... / These are my..." Then they switch roles.
- After a few minutes, ask some pairs to act out their dialogues in front of the class.
设计意图：通过这个互动活动，进一步巩固学生对家庭成员单词和句型的掌握，提高学生在实际情境中的语言运用能力和应变能力。同时，让学生上台表演对话，增强学生的自信心和表现力。
3. Group work
- Divide the students into groups of six. Each group is given a large piece of paper and some colored pens. The task is to draw a family tree and label the family members in English using the words they have learned.
- While the students are drawing, walk around the groups and provide guidance and help. When they finish, ask each group to present their family tree to the class and introduce their family members using the sentences "This is my... / These are my..."
设计意图：小组合作绘制家庭树并进行介绍，不仅可以培养学生的团队合作精神和创造力，还能让学生更加系统地理解和记忆家庭成员之间的关系，同时综合运用所学的单词和句型进行表达，提高学生的语言综合运用能力。
（五）Production
1. Family interview
- Give each student a piece of interview paper with questions like "What does your father do / What does your mother like / How many brothers and sisters do you have " etc.
- Ask the students to interview their classmates about their families and write down the answers. They can use the sentences they have learned to start the conversation, such as "Hello, can I ask you some questions about your family This is my interview for our English class."
- After the interview, ask the students to share some interesting information they got from the interviews with the class.
设计意图：通过家庭采访活动，让学生运用所学的英语知识进行真实的交流和信息收集，提高学生的语言交际能力和人际交往能力。同时，让学生了解到不同家庭的情况，拓宽学生的视野，增强学生对家庭的关注度和兴趣。
2. My family story
- Ask the students to think about a special story or an interesting event that happened in their family. They can write a short passage about it using the English words and sentences they have learned. For example, "My family went to the park last weekend. My father played basketball with my brother. My mother and I flew a kite. It was a great day."
- Let the students read their family stories aloud in groups first. Then each group chooses one or two best stories to share with the whole class.
设计意图：让学生写关于自己家庭的故事，能够激发学生的创造力和想象力，培养学生的写作能力。通过小组分享和全班分享，让学生有机会展示自己的作品，提高学生的自信心和表达能力，同时也能让学生更加深入地感受家庭的温暖和美好，增强对家庭的情感。
（六）Summary
1. Review the words and sentences
- Show the words and sentences about family members on the multimedia again. Ask the students to read them together loudly.
- Have a quick quiz. Show some pictures of family members or family trees and ask the students to say the words and sentences to describe them.
设计意图：通过复习单词和句型，巩固本节课所学的重点知识。小测验可以检验学生的学习效果，及时发现学生的不足之处，进行针对性的复习和强化。
2. Summary the class
- T: Today we have learned a lot about our families. We know the words for different family members and how to introduce our families in English. Family is the most important part of our lives. We should love and care for our family members. I hope you can use what you have learned to talk more about your families with your friends and parents in English.
设计意图：对本节课的内容进行总结，强调家庭的重要性和本节课的学习重点，让学生明确学习目标和收获。同时，鼓励学生在日常生活中运用英语交流家庭信息，培养学生的学习兴趣和语言运用能力，进一步增强学生对家庭的情感认知。
（七）Homework
1. Write a short introduction about your family, including the names and occupations of your family members. You can also add some interesting things about your family.
2. Read the words and sentences about family members three times and try to remember them.
3. Talk about your family with your parents in English and teach them some of the words and sentences you have learned today.
设计意图：布置书面作业，让学生巩固所学的家庭成员单词和句型，同时培养学生的写作能力。要求学生朗读单词和句子，加强对知识的记忆。与家长用英语交流家庭信息的作业，不仅可以让学生在实际生活中运用英语，还能促进学生与家长之间的沟通和互动，增强家庭学习氛围。
六、板书设计
《Knowing My Family》
Words:
father, mother, parents, grandfather, grandmother, grandparents,
brother, sister, uncle, aunt, cousin
Sentences:
- This is my...
- These are my...
- He/She is my...
- They are my...
七、教学反思
在本节课的教学中，我通过多种教学方法和活动，引导学生积极参与课堂学习，较好地完成了教学目标。
优点：
1. 教学内容紧密联系学生生活实际，从学生熟悉的家庭话题入手，利用图片、视频、家庭照片等多种教学资源，激发了学生的学习兴趣和积极性，使学生更容易理解和接受新知识。
2. 在教学过程中，注重单词和句型的操练，通过游戏、小组活动、对话练习等多种形式，让学生在轻松愉快的氛围中反复练习，提高了学生的语言运用能力和口语表达能力。同时，小组合作学习培养了学生的合作意识和团队精神。
3. 教学环节设计合理，从热身导入到新知识的呈现、操练、巩固和拓展，环环相扣，过渡自然。每个环节都有明确的教学目标和设计意图，能够有效地引导学生逐步掌握所学内容。
不足之处：
1. 在单词教学中，对于一些发音较难的单词，如“grandfather”“grandmother”等，虽然进行了示范和跟读，但部分学生的发音仍然不够准确。在今后的教学中，应加强对发音困难单词的训练，可以采用更多的发音技巧教学和个别辅导，确保学生掌握正确的发音。
2. 在小组活动中，个别小组的讨论和合作不够积极主动，可能是任务分配不够明确或者小组内成员之间的英语水平差异较大。在今后的教学中，要更加关注小组活动的组织和引导，合理分配任务，鼓励小组内成员互相帮助，共同提高。
3. 在时间把控上还需要进一步优化。在家庭故事分享环节，由于学生的积极性较高，分享时间过长，导致后面的总结和作业布置略显仓促。在今后的教学中，要更加合理地安排教学时间，提前预设每个环节可能需要的时间，并根据实际情况进行灵活调整。
改进措施：
1. 在教授发音较难的单词时，可以将单词拆分成音节，让学生逐个音节发音，然后再连读。同时，利用更多的实例和练习，让学生感受发音的规律和特点。对于发音不准确的学生，及时进行个别纠正和辅导，鼓励他们多听、多读、多模仿。
2. 在小组活动前，明确每个小组成员的职责和任务，确保每个学生都知道自己该做什么。可以根据学生的英语水平进行合理分组，让每个小组都有不同层次的学生，以便他们互相学习和帮助。在活动过程中，加强对各小组的巡视和指导，及时解决小组内出现的问题，鼓励每个学生积极参与讨论和合作。
3. 在教学设计时，更加精细地规划每个教学环节的时间，并在课堂上严格按照时间安排进行教学。对于可能出现时间延长的环节，如学生展示和分享环节，可以提前设定时间限制或者采用分组展示的方式，确保教学进度的顺利进行。同时，在教学过程中要注意观察学生的反应和进度，及时调整教学节奏。
总之，通过本节课的教学，我对七年级英语教学有了更深入的认识和理解。在今后的教学中，我将不断改进教学方法和策略，关注学生的学习需求和个体差异，提高教学质量，让学生在轻松愉快的氛围中更好地学习英语，同时增强对家庭的认知和情感。