人教版（2024新版）七年级上册英语Unit 2 We're Family! 教案.docx

1、人教版（2024新版）七年级上册英语Unit 2 Were Family! 教案单元教学目标【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

2、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

3、 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(1a1d)Pronunciation(13)Period 2Section A(2a2e)Period 3Grammar Focus(3a3d)Period

4、 4Section B(1a2b)单元教材分析本单元教材以“家庭及家人”为中心话题,围绕着“你的家人是什么样的？”以及“你觉得你的家庭怎么样？”进行学习和运用相关知识。Section A主要学习关于家庭成员的称呼以及谈论物品的所有权。应掌握句型：Is this/Are these your.？Yes,./No,.Whos/Whore.？Hes/Shes/Theyre.等。Section B的重点是要求学生读懂一篇关于描述照片的文章,完成所安排的读写任务,教师在教学中应合理利用课本上的知识进行教学。课时教学设计第一课时Section A(1a1d)Pronunciation(13)第 16 页

5、共 21 页Teaching Objects【教学目标】1.Name different family members.2.Get detailed information about the relationship of the family through listening.3.Pronounce /,/,/ and / correctly,and remember the letters and letter combinations that represent them.4.Learn word stress and know the stressed syllables.Tea

6、ching Aids【教学工具】an English book,a tape recorder and CAITeaching Steps【教学步骤】Listening and speakingStep 1Leading in【情景导入】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 o

7、f 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 2Pretask【准备任务】Page 28,1a1.Ask the students to translate the expressions in 1a into Chinese.2.Ask them to match the definitions with

8、 members of the family.3.Show the right answers and then ask the Ss to check their answers.Page 28,1b1.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)Whats the relationship of them?2.Ask some students to share their answe

9、rs.Step 3Whiletask【过程任务】Page 28,1b & 1c1.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.E

10、xplain the important phrases and sentence patterns to the Ss.Step 4Posttask【后续任务】Page 28,1d1.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 th

11、e people in it.PronunciationStep 5Pretask【准备任务】Page 29,1Ask 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 6Whiletask【过程任务】Page 29,11.Play the recording for the first time,and th

12、en ask the Ss to repeat it.2.Explain the key points of the pronunciation about /,/,/ and /,show the pronunciation of them to the Ss and then ask them to repeat.3.Ask the Ss to read the words together.Page 29,21.Ask the Ss to read the words in Pronunciation 2 freely.2.Play the recording and ask the S

13、s to repeat it.3.Ask the Ss to read the words again.Page 29,31.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 grou

14、ps.5.Ask the Ss to read the words again.Step 7Posttask【后续任务】If possible,the T can provide more materials for students to practise.Step 8Summary【课堂小结】Ask the Ss to use the students selfassessment form to check what they have learned in this lesson.I can name different family members.I can get detaile

15、d information about the relationship of the family through listening.I can pronounce /,/,/ and / correctly,remember the letters and letter combinations that represent them.I can learn word stress and know the stressed syllables.Step 9Homework【家庭作业】1.Review the words,phrases and sentences.2.Do the ex

16、ercises in students book.Board Design【板书设计】Unit 2Were Family!Period 1Section A(1a1d)Pronunciation(13)1.Vocabulary：mean,husband,aunt,uncle,child,cousin,parents,grandparents2.Target language：(1)Is this/Are these your.？Yes,./No,.(2)Whos/Whore.？Hes/Shes/Theyre.Teaching reflection【教学反思】In this period,the

17、re 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 /.第二课时Section A(2a2e)Teaching Objects【教学目标

18、】1.Get basic information about Teng Feis family through the conversation.2.Identify ownership using s.3.Describe family members in a photo.Teaching Aids【教学工具】an English book,a tape recorder and CAITeaching Steps【教学步骤】Step 1Leading in【情景导入】1.Ask the Ss to answer the question：Can you say any activitie

19、s that your parents or grandparents may like?2.Ask the Ss to discuss with each other and share their answers.Step 2Pretask【准备任务】Page 29,2a1.Ask the Ss to look at the picture on Page 29 and answer the following questions.(1)Whats in the picture?(2)Where are the two students?(3)What is their relations

20、hip?2.Let the students discuss them.Ask some students to share their answers.Step 3Whiletask【过程任务】Page 29,2a1.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 30,2b1.First,a

21、sk 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 Feis family and complete the table about Teng Feis family.3.Show the right answers to the Ss and ask them to check their answers.Page 30,2c1.Ask the Ss to listen to the convers

22、ation again.2.Ask the Ss to roleplay it in groups.Choose some groups to roleplay it in the front of the classroom.Step 4Posttask【后续任务】Page 30,2d1.Show the photos on Page 30 to the Ss,and ask them to talk about Zhang Xinyus family.2.Show a sample to the Ss,and then ask them to talk about Zhang Xinyus

23、 family using the phrases in the box.Page 30,2e1.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 5Language points【语言要点】e v.来；来到常与介词to搭配使用,后跟地点名词,表示“来到某地”；若后跟地点副词,

24、则需省略to。【拓展】关于come的常见短语：come in进来；come on来吧,快点,加油；come from来自2.well的用法作形容词,意为“健康的”,位于系动词后。作副词,意为“好”,用来修饰动词(短语),位于动词(短语)之后。作感叹词,意为“哎呀；好吧”,表示惊奇或勉强同意。3.whose的用法whose通常用来询问所有权,意为“谁的”。其基本句型为“Whose名词(短语)系动词be.？”。4.spend的用法作动词,意为“花(时间、钱等)”,主语是人。常见用法：sb.spend(s) time/moneyon sth.某人在某物上花时间/钱。sb.spend(s) time/

25、money(in) doing sth.某人花费时间/钱做某事。sb.spend(s) timewith sb.某人花时间与某人在一起。Step 6Summary【课堂小结】Ask the Ss to use the students selfassessment form to check what they have learned in this lesson.I can get basic information about Teng Feis family through the conversation.I can identify ownership using s.I can

26、describe family members in a photo.Step 7Homework【家庭作业】1.Read the conversation aloud.Roleplay the conversation in 2a in pairs.2.Do the exercises in students book.Board Design【板书设计】Unit 2Were Family!Period 2Section A(2a2e)1.Vocabulary：bat,together,spend,really,activity,chess2.Target language：(1)Whose

27、 erhu is this?Its Xinyus erhu.(2)Does she play the erhu well?Yes,she does.Teaching reflection【教学反思】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.第三课时Grammar Focus(3a3d)Teaching Objects【教学目标】1.Know the

28、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 others family.Teaching Aids【教学工具】an English book,a tape recorder and CAITeaching Steps【教学步骤】Step 1Leading in【复习导入】Show the sentences mentioned in 3a on Page 31 t

29、o the Ss.Then ask them to read the sentences and pay attention to the bold words.Step 2Pretask【准备任务】Page 31,3aAsk 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 3Grammar focus learning【语法学习】1.主谓一致原则主谓一致是指谓语动

30、词与主语在人称和数上保持一致,即主语的单复数决定谓语动词的单复数。一般来说,语法形式或意义上是单数的主语,谓语动词用单数形式；语法形式或意义上是复数的主语,谓语动词用复数形式。语法形式或意义是单数的主语,例如：He/She/ItThe apple/bookThe cat/dog/birdMy sister/friendTeng Feis fatherMy family/The team(视作一个整体)【注意】I和you(你)虽然是第一人称和第二人称单数代词,但当它们作主语时,谓语动词通常使用复数形式,不使用单数形式。语法形式或意义是复数的主语,例如：We/They/YouStudents/Te

31、achersThese flowers/treesMy parents/friends/classmatesThe children/kidsThe young/old(表示一类人)2.谓语动词的单复数谓语动词的复数形式一般用动词原形来表示。系动词be的复数形式在一般现在时和现在进行时中为are,过去时中为were。3.谓语动词单数形式的书写规则通常在动词词尾加sworks,writes,wants以ch,sh,s,x或o结尾的词加eswatches,teaches,pushes动词辅音y结尾,变y为i加esflies,cries,studies助动词have的第三人称单数形式是has系动词b

32、e的单数形式在一般现在时和现在进行时中是is,过去时中是was当主语为I时,be动词为am,过去时为wasStep 4Whiletask【过程任务】Page 31,3b1.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 31,3c1.Ask the Ss to complete the

33、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 5Posttask【后续任务】1.Let the Ss ask and answer questions about each others family.2.List some questions to the Ss.Do you have any sisters or brothers?Does your f

34、ather play any sports?Does your mother like music?.Step 6Summary【课堂小结】Ask the Ss to use the students selfassessment form to check what they have learned in this lesson.I know the verb forms change with the subjects.I can master the general questions and answers of full verbs.I can use the target lan

35、guages to talk about each others family.Step 7Homework【家庭作业】1.Recite Grammar Focus.2.Do the exercises in students book.Board Design【板书设计】Unit 2Were Family!Period 3Grammar Focus(3a3d)1.Vocabulary：chess,funny,laugh,different,violin2.Target language：(1)Teng Fei and his grandfather play pingpong every w

36、eek.Teng Feis grandfather loves sports.(2)They have some nice pingpong bats.Teng Feis father has a fishing rod.(3)Do you play the piano?Yes,I do./No,I dont.(4)Does your father spend a lot of time fishing?Yes,he does./No,he doesnt.(5)Does your mother have a piano?Yes,she does./No,she doesnt.Teaching

37、reflection【教学反思】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.Its important for them to identify the verb forms changing with the subjects.We can give some examples when

38、they are learning.第四课时Section B(1a2b)Teaching Objects【教学目标】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【教学工具】an English book,a tape recorder an

39、d CAITeaching Steps【教学步骤】Step 1Leading in【情景导入】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 2Pretask【准备任务】Page 32,1a1.Ask the Ss to tell each other more about their

40、 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 3Whiletask【过程任务】Page 32,1b1.Show the photo on Page 32 to the class.Then ask the Ss to predict：(1)Whats

41、 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 33,1c1.Let the Ss glanc

42、e over the sentences mentioned in 1c,then ask them to read the text in 1b again,find out the peoples relationship and circle T for true or F for false.2.Check the answers with the class.Page 33,1dAsk the Ss to take turns to describe the photo using the following sentences.A：This is Lilys father.His

43、name is Fred.Hes handsome,and he often plays tennis.B：And this is her mother.Step 4Posttask【后续任务】Page 33,2a1.Ask the Ss translate the given words into Chinese,and let them complete the introduction in 2a with the information about Hu Xiaos family.2.Check the answers with the class.3.Explain the key

44、phrases.Page 33,2bLet 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.Heres.Hes/Shes.His/Her favourite.is.He/She really likes.He/She looks.He/She plays.every week.Step 5Language points【语言要点】1.left

45、/right的用法作名词,意为“左/右边”。如：on ones left/right在某人的左/右边。作形容词,意为“左/右边的”。如：left/right hand左/右手。作副词,意为“向左/右边”。【拓展】right作形容词时,还可意为“正确的”。2.think v.认为；想；思考“I think.”意为“我认为.”,用来表达自己的主观想法或看法。否定形式为“I dont think.”,意为“我认为.不.”。【拓展】think of想到,考虑；think about考虑,思考。3.help的用法作动词,意为“帮助；协助”。help sb.with sth.help sb. (to) d

46、o sth.,意为“帮助某人做某事”。作不可数名词,意为“帮助；协助”。常见词组：with ones help/with the help of.在.的帮助下。Step 6Summary【课堂小结】Ask the Ss to use the students selfassessment form to check what they have learned in this lesson.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 fa