Unit 2 We’re Family (1a-1d)教学设计（表格式）人教版（2024）七年级上册

课程基本信息 学科 英语 年级 七年级 学期 秋季 课题 Unit2 We’re Family！ Section B What do you like about your family (1a-1d) 教科书 书 名：义务教育教科书 英语 七年级 上册 -出卷网-：人民教育-出卷网- 单元内容结构化分析（一）单元核心主题 围绕“家庭成员及家庭相关话题”展开，聚焦家庭人物称呼、身份介绍、家庭场景交流，渗透亲情关爱与家庭责任的情感导向，契合初中英语语言能力、文化意识等核心素养培育需求。（二）单元知识体系1. 词汇：核心家庭成员类词汇（father, mother, brother等）、身份描述词汇（doctor, teacher等）、基础代词（this, that, these, those）。2. 句型：主系表结构基础句型（This is..., These are...）、身份询问与回答句型（Who’s he He’s...）、名词单复数变化及对应代词搭配。3. 语法：指示代词（this/that/these/those）的用法、名词单复数规则变化、be动词（am/is/are）的正确搭配。4. 技能：听辨家庭成员称呼及身份；能用基础句型口头介绍家庭成员；读懂简单家庭照片描述文本；能仿写简短家庭成员介绍句。（三）单元素养目标1. 语言能力：掌握家庭相关词汇句型，能简单交流家庭话题，提升听、说基础能力。2. 文化意识：感知中西方家庭表达差异，体会家庭情感的共通性，培养亲情观念。3. 思维品质：通过辨别单复数、指示代词用法，发展基础逻辑思维。4. 学习能力：学会借助图片、语境记忆词汇，提升简单口语交流的自主表达能力。 教学设计 教学目标 1. Acquire basic information about the family photo in the passage, including family members’ identities, hobbies, and appearances.2. Use the target language to retell the content of the passage from a third-person perspective:This is my… Her/His name is ... He/She is +adj. He/She has +adj +n. He/She is +adj. He/She likes… He/She is +num (years old) He/She is +a/an …3. To discuss “What does family mean to you ” and present it in class to enhance the awareness of caring for family members. 教学重难点 教学重点：1.Understand key details about Lily’s family (identities, hobbies, appearances) from the passage2. 2. Retell the passage using target structures: This is my… Her/His name is… He/She is +adj. He/She has +adj +n. He/She likes… He/She is +num (years old) He/She is +a/an…教学难点：Talk about “What does family mean to you ” and share the thoughts in the class. To enhance the awareness of caring for family members. 教学过程 Step 1: Warming upWatch a video，and think about these questions: 1. How many people are in Peppa’s family 2. What does Daddy Pig do 3. What is Daddy Pig’s hobby [Design purpose]:Create scenarios, and stimulate students’ interest in participation.Step2:Pre-reading Task 1.Look at the picture,and make prediction: What is the text about [Design purpose]:Cultivate students’ ability to infer and predict using contextual clues by triggering their thinking through prediction tasks.Task 2: Scanning Scan the passage. And answer the question:What is the text about [Design purpose]:Introduce Lily’s family photo.Step3:Careful readingStudents read the passage and finish the tasks.Activity 1: Label the family photo.Activity 2:True/False Statements.Activity 3: Take turns to describe the photo in 1b.Activity 4:Complete the chart[Design pur ... ...