初中英语Unit 2 We're Family! Section A表格教案设计

这是一份初中英语Unit 2 We're Family! Section A表格教案设计，共19页。
UNIT 2 WE’RE FAMILY!
Sectin A What is yur family like?
(The newcmer teaching versin f the seventh grade first bk)
教材内容分析
本单元围绕家庭而展开，单元内容涉及认识家庭主要成员，介绍家庭成 员信息等。通过本单元的学习，学生会学会如何向他人介绍家庭成员的 信息，并掌握相关语法提升口语表达的准确性，感知理解家庭的意义， 学会将所学转化为实际交流。
教学目标
1. 语言知识目标：学习掌握询问家庭成员的句式，并会灵活运用。
2. 语言技能目标：提升听力理解能力，强化口语表达，可以运用所学 知识进行交流，可以准确识读单词和朗读对话。
3. 文化意识目标：通过对话和口语表达的学习，感知中外文化差异， 初步建立跨文化理解和包容意识。
4. 学习能力目标：引导学生自主探索，课堂创设多种互动情境，鼓励 学生参与学习，培养学生自主规划和主动探索的能力。
教学重难点
1. 学习简单描述家庭成员的信息，识记句型并规范使用。
2. 掌握课本句式和语法，并加以运用向他人介绍家庭成员信息。
教学过程
教学阶段
教学活动
设计意图
Step 1:
Warm-up and
listening
practice
befre class
I. Warm-up: Singing a Family Sng
The teacher leads the whle class in
singing a sng abut families t liven up
the atmsphere and naturally intrduce the theme f“family” .
II. Vcabulary Learning and Exercise 1a
1. Vcabulary Input:
The teacher asks students abut the
members f their families (e.g. “Wh is in yur family?”) and writes key wrds n
the blackbard while explaining, such as
课前唱家庭
歌、提问等
由板书导入
话题；营造
学生熟悉的
情境，降低
学习内容的 陌生感。
同时利用课
前导入的内
容，联系新
father, mther, uncle, aunt, and cusin.
2. Exercise 1a:
Students cmplete the exercises in part 1a based n the wrds n the blackbard and cmmn sense. The whle class then checks the answers tgether and reads the wrds alud. The teacher leads students talk abut “ ’s” and “s ’ ”, understand it
means “ ”.
III. Listening Practice (1b & 1c)
1. Picture Analysis:
The teacher guides students t lk at the pictures in 1b and guess the
relatinships between the peple in them.
2. Listening Tasks:
Students listen t the recrding t finish 1b and 1c. The teacher randmly calls n students t check the answers.
IV. Speaking Practice (1d)
The teacher leads students t practice asking and answering questins by
imitating the example in 1d.
知与旧知，
调动学生学
习兴趣，明 确听力目
标，同时锻
炼学生提取 信息的能
力，强化对 语言的感
知，为后续 学习做铺
垫。
Step 2:
Prnunciatin
I. Phnetic Symbl Learning and Practice
The teacher first guides students t
recgnize and read fur phnetic symbls:
/ɜː/, /ə/, /ʌ/, /ɑː/.
Play the audi f the phnetic symbls and crrespnding wrds, and lead
students t fllw alng wrd by wrd. At the same time, crrect students’
prnunciatin issues, emphasizing the
difference between lng and shrt vwels.
II. Wrd Learning and Stress Practice
1. Explanatin and Reading f Difficult
Wrds:
Fr the difficult wrds in Part 2, the teacher explains their meanings and
demnstrates their prnunciatin, then leads students in reading them alud. Afterwards, play the recrding f the wrds and read them tgether t
cnslidate prnunciatin.
2. Stress Learning and Grup Practice:
Select 2 wrds frm Part 3. The teacher
通过音标学
习、难词领
读、重音练
习打牢语音
词汇基础，
规范发音，
提升口语表 达的准确
性，为之后
的听读等能
力的提升奠 定基础。
explains the psitin f the stress mark
and hw t prnunce them (e.g. funny,
begin, emphasizing whether the stress is
n the first syllable r the secnd syllable) and demnstrates the prnunciatin. The remaining wrds are assigned t students fr grup practice. Within the grups,
students crrect each ther's stress
psitins. After practice, each grup sends a representative t read the wrds, and
teacher gives cmments.
Step 3:
Dialgue
Learning and
Expansin
Practice
I. Dialgue Learning and Practice
1. Listening and Cmprehensin:
Play the recrding f the dialgue in
Part 2a t allw students t get an verall understanding f the dialgue cntent.
Then the teacher leads students t
underline the key sentences in the
dialgue, paying special attentin t the cre phrases r sentence patterns marked in red, and explains their meanings .
2. Reading and Questining:
通过对话听 读、重点解 析强化理
解；以表格 填写、连句 及分角色朗 读，在互动 中强化句式 的灵活运
用 ，让语言 学习更贴近
Play the recrding again, and students fllw alng with the dialgue sentence
by sentence, imitating the prnunciatin
and intnatin. The teacher randmly asks questins abut the translatin f
sentences r the meaning f the
red-marked phrases t check student’ understanding.
3. Frm Filling and Sentence Practice:
Students fill in the frm in Part 2b
based n the dialgue cntent. Then,
cmbining the infrmatin in the frm, the teacher guides students t make sentences by these wrds.
4. Rle-Playing and Reading Alud:
Students are divided int grups t play the rles in the dialgue and practice
reading alud. The teacher encurages students t add apprpriate tnes and
expressins t imprve their prficiency in language use.
II. Dialgue Expansin Practice (2d)
真实交流场
景，提升语
言运用能
力。
1. Picture Observatin and Character Relatinship Srting:
The teacher guides students t carefully bserve the picture in 2d. By analyzing
details in the picture, students srt ut the relatinships between the characters,
laying the grundwrk fr understanding the dialgue cntext.
2. Dialgue Explanatin and Reading:
The teacher explains the meaning f the 2d dialgue sentence by sentence,
fcusing n key sentence patterns. Then, the teacher leads students t read the
dialgue, emphasizing the key phrases prvided in the dialgue t ensure
accurate prnunciatin and rhythm.
3. Imitatin Practice and Grup Presentatins
Taking the 2d dialgue as a mdel, the teacher leads students t d exercises
fllwing its structure and sentence
patterns. The teacher shws sme pictures
abut family, students need t intrduce yur partners abut their rles and the
activities they enjy ding. Afterwards, students are invited t present their
practice results in grups. The teacher
cmments n and guides the accuracy f the language and fluency f expressin.
Step 4:
Grammar
Learning and
Practice
I. Simple Present Tense and Third-Persn Singular Changes
1. Sentence Observatin and Discvery:
The teacher invites students t read the given example sentences, guiding them t find differences in verb frms (e.g.
have,has) and independently discver the verb rules.
2. Grammar Explanatin:
After affirming students’ bservatins, the teacher systematically explains the
usage f the simple present tense and the rules fr third-persn singular verb
changes (e.g. adding -s/-es, special changes like have→has).
通过自主探
究、讲解练
习掌握单三
与一般现在
时；规范语
言表达，帮
助理解复杂
句式，为说
和读的表达
更准确，实 现学用提
升。
3. Oral Sentence-Making Practice:
The teacher randmly prvides subjects and verbs, and students make ral
sentences t reinfrce the use f the grammar pint.
II. Review f Pssessive Case and Exercise 3b
1. Review and Filling:
Guide students t recall the pssessive case learned in class and cmplete the
filling in 3b.
2. Checking and Explanatin:
Randmly call n grups t answer, and the whle class crrects tgether. Explain and emphasize students ’ mistakes.
III. Cmplete Exercise 3c
1. Filling Exercise:
Students cmplete the filling in 3c based n the vcabulary and grammar (pssessive case, simple present tense) learned in class.
2. Answer and Summary:
Randmly name students t answer,
fcusing n explaining students’ cmmn
grammar mistakes (e.g. missing
third-persn singular verb changes, cnfusing pssessive frms).
IV. Grup Activity 3d
1. Grup Practice:
Students carry ut grup activities
accrding t 3d requirements. Members in the grup ask and answer each ther,
using the learned grammar and vcabulary t cmmunicate.
2. Presentatin and Cmments:
Invite 1-2 grups t make presentatins.
The teacher cmments n language accuracy and fluency, encuraging flexible use f knwledge pints.
Step 5:
Summary
In this class, we cmpleted the listening exercises and als learned fur phnetic
symbls. While finishing the dialgue
practices, we studied new grammar pints:
the simple present tense and the changes
梳理课堂核
心内容,巩
固对音标、
对话及语法
的掌握,为
in the third-persn singular frm, and als d sme exercises were dne fr bth.
后续复习与
教学调整奠 定基础。
Step 6:
Hmewrk
1.Imitate the 3d exercise t ask yur
friends, and write a paper t intrduce yur friend’s family, use the sentence patterns learned in this lessn and pay attentin t the crrect use f grammar.
2.Try t draw a family picture f yur friend’s family.
写作任务使
学生加深对
主题句式的
掌握。绘制
全家福则通
过视觉化呈
现，激发学 习兴趣。
Blackbard Design
Unit 2 We’re family!
Map: grandfather grandmther
father, mther uncle, aunt
Me cusin
/ɜː/ ，/ʌ/, /ə/ ，/ɑː/
(sectin A)
Grammar
…’s/ …s ’
play---plays
have—has d--des