Unit 2 Section B(1a-2d)教学设计 2025-2026学年人教版（2024）七年级英语上册

Unit2 We’re Family! Section B 1a-1d 一、教学目标 1. 通过国际家庭日的宣传视频和填写“家庭成员信息调查问卷”的情境介绍，自由谈论和初步感知对家庭的认识，为了解和介绍Lily家以及自己家做好铺垫。 2. 通过看图片预测文章内容，吸引对文章的兴趣，并引出填写“家庭成员信息调查问卷”作为主线任务，通过“家族树”初识Lily家(Meet Lily’s Family)，学会如何准确抓住文章大意的阅读技巧，培养综合分析能力以及辩证看待问题的能力。 3. 通过阅读任务以及调查问卷问题链的形式了解Lily家(Know Lily’s Family)，逐步深入对文章内容的理解，以及对介绍家人内容的逐步完善。 4.通过问题“What do you like about your family?”，引发站在Lily的角度思考并总结Lily家的“有爱瞬间”，从而全面深入的了解Lily一家,通过学习掌握介绍家庭成员的结构和方法；并通过同伴合作的方式介绍Lily家(Share Lily’s Family),辩证分析和掌握文章的内容，为小组活动介绍自己家提供了范本支架。 5.通过调查问卷报告的小组活动介绍自己家(Share Your Family)，掌握并运用介绍家人的语言结构，以及充实对家庭成员的描述和介绍，全面客观的分析和介绍家庭成员，促进家庭幸福感的提升，进而能够帮助家庭成员们更好的爱自己，爱世界！ 二、教学重难点 1.能够通过阅读文章以及阅读技巧的辅助，了解、掌握以及运用介绍家人的语言特点。 2.能够灵活运用目标语言分析和分享家庭成员，深入了解家庭的爱以及客观辩证的看待家庭成员。 3.通过调查问卷报告的小组活动，能够在分享和交流过程中完善对家庭的认识，感受来自家庭的爱以及爱自己、爱世界。 三、教学流程图 主题导入 1观看视频，引出话题 感知注意 预测判断 2阅读图片，预测文本，激发兴趣 内容呈现 1.初识Lily家(Meet Lily’s Family)，家族树理关系 2了解Lily家(Know Lily’s Family)，分层任务，理解文章 获取梳理 概括整合 内容回顾 1.分享Lily家(Share Lily’s Family)，掌握文章 描述阐释 分析判断 2感悟语句特点，操练检验成果 2小组合作，客观分享家庭(Share Your Family) 1同伴分享，文章复述 内容提升 联系实际 分享感悟 四、教学过程 Step1 Lead-in T: Boys and girls, let’s enjoy a video. Q: What can you see in the video? T: All right, we can see many families. Do you think they are happy? And we have a festival about the happy families. T: It is the International Day of Families. It is on May 15th every year. And this year it has sent the “Family Members Questionnaire” to the families in the world. 【设计意图】 通过国际家庭日的宣传视频和填写“家庭成员信息调查问卷”的情境介绍，让学生自由谈论和初步感知对家庭的认识，为了解和介绍Lily家以及自己家做好铺垫。 【达成教学目标1】 【过渡语】 T: Lily’s family is on of them. So first let’s help Lily to finish the “Family Members Questionnaire”. Meet Lily’s Family Step 2 Pre-reading Task1: Finish the brief introduction of the questionnaire.(Name, Family Size and Nationality) T: Look at the family photo of Lily and finish the first part of the “Family Members Questionnaire”. T:The name is Lily. Family size means “How many people are there in Lily’s family?” Look at the photo and answer. Ss: There are six people in the family.（预设） T: And can you guess who is Lily in the photo? Is Lily a girl’s name or a boy’s name? Ss: It’s a girl’s name.（预设） T: Great, here comes our first tip: We can predict the information from the picture. T: The last part. “Nationality” means” Where is Lily from?” 【设计意图】通过引导学生看图片预测文章内容，吸引学生对文章的兴趣，并引出填写“家庭成员信息调查问卷”作为主线任务，为后文文章结构的学习奠定基础。【达成教学目标2】 【过渡语】 T: Let’s read the passage and find out the answers Step 3 While-reading Fast reading Task2: Read the passage quickly and answer the questions: 1: Who is Lily? 2: Guess the relationship of them and find out the position of them in the photo. 3: Where is Lily from? 4：Find out other family members’ names and fill in the family tree. T：Who is Lily? Ss: She is the one with the pink hat.（预设） T: Yeah, and how about the woman? （知识点拨） T: Can you guess who is she? T: Where are Lily and her mum in the photo? Ss: They are on the right.（预设） T: How about them? Who is he? T: And look at the little boy, where is he in the photo? Ss: He is on his dad’s knee.（预设） T: Where are they in the photo? Ss: They are on the left.（预设） T: Who are the two old men? And where are they in the photo Ss: They are Lily’s grandparents. They are in the middle.（预设） T: Where is Lily? Ss: She is from Ireland.（预设） T: Can you find out other family members’ names and fill in the family tree? T: You can use this sentence pattern: This is Lily’s... His/her name is... T: How can you find out their names so quickly? Ss: I can find the key words.（预设） T: Great, here comes our second tip: We can get the main idea quickly by finding the key words. T: The dog’s name is Oscar. I want to know whose dog it is. How do you know that? Ss: It’s grandparents’ dog. Because the sentence” They have a dog.” T: Who does “they” refer to?（知识点拨） Ss: Grandparents. T: Can I change Lily’s dad and mum like this? Ss: No, because they are Lily’s dad’s parents. T: In western countries, dad’s parents and mum’s parents are both called grandparents. And we can call them with their names.（文化链接） 【设计意图】通过快速阅读进行Lily家基本信息的了解和掌握，通过回答问题和追问引导学生逐步认识Lily一家，渗透如何准确抓住文章关键词的阅读技巧，培养学生综合分析能力以及辩证看待问题的能力。【达成教学目标2】 【过渡语】 T: Let’s come to the passage to finish the rest of the questionnaire. Know Lily’s Family Careful reading---Look/Personality Task3: Read Para.2 and answer the questions: 1. What is the father like? 2. What is the mother like? T: Great, her father is handsome. And we often use handsome to describe boys.（知识点拨） T: Yeah, her mother is beautiful and kind. How about your mum? What is your mum like? （追问检验） T: Then, what about other family members? What is her brother like? What are the grandparents like?（追问） Ss: I think her brother is cute. Her grandparents are kind. （预设） 【过渡语】 T: So much for their look and personality, then do you want to know what they often or like to do . Careful reading---Hobby/Activity Task4: Read Para.2 and fill in the chart: T: What does her father often do? Ss: Her father often plays tennis with her.（预设） T: Wonderful, here “me” refers to “Lily”. And can you play tennis? T: Yeah, we should do more sports to make our body stronger. T: How about her brother? Ss: He likes chess. T: How old is he?（追问） T: Do you have brother or sister? How old is he/she?（追问） T: And what does her mother always do? Ss: She always reads Lily a story at night.（预设） T: So great, here “me” also refers to “Lily”. T: When you were a child, did your mum read you a story?（追问） T: Yes, you have a kind mum, too./No? Does your mum cook for you every day? T: Although the small things are different, mum’s love is the same.（情感提升） 【过渡语】 T: Since we have known their hobby and activity. Then how about the fun things in her family. Careful reading---Fun Things Task5: Read Para.3 and answer the questions: 1. How many grandchildren do the grandparents have? A. One B. Two C. Three 2. Who is the grandparents' favourite grandchild? A. Sam B. Lily C. Lucy D. All of them T: How many grandchildren do the grandparents have? Who are they? T: Who are they?（追问） T: Who is Lucy?（追问） Ss: She is Lily’s cousin. T: Who is the grandparents' favourite grandchild? Ss: Lily.（预设） T: Why do you think so? Where can you find the answer? Ss: Because of the sentence “they often say I am their favourite grandchild”. T: Great, any different ideas? Ss: All of them. T: Why do you think so? Ss: Because of this sentence “They say the same things to all of us” T: Excellent, that means grandparents love all grandchildren. 【设计意图】通过设计阅读任务以及调查问卷问题链的形式了解Lily一家，逐步深入对文章内容的理解，以及引导学生对介绍家人内容的逐步完善。【达成教学目标3】 【过渡语】 T: We have known Lily’s family members well. Then what does Lily like about her family? Step 4 Post-reading---What do you like about your family? Task6: Answer the two questions: 1. Do the parents spend time with the children? 2. How do the children feel? T: Does Lily’s parents spend time with her? How do you know? Ss: Yes. Lily’s dad often plays tennis with her. And her mum always reads her a story.（预设） T: Her parents always spend time with her shows that they love her very much, right?（情感提升） T: Then, can you guess Lily’s feeling? T: How about her grandparents, do they love her? Ss: Yes, they love all grandchildren.（预设） T: That’s because these loving small things make Lily’s family full of love. Love is in small things.（情感提升） Pair work---Share Lily’s Family Task7: Work with your partner to take turns to introduce Lily's family. 【设计意图】通过问题“What do you like about your family?”，引发学生站在Lily的角度思考并总结Lily家的“有爱瞬间”，引导学生全面深入的了解Lily一家，让学生通过学习掌握介绍家庭成员的结构和方法；并通过同伴合作的方式辩证分析和掌握文章的内容，学会如何结构清晰的介绍家人，多角度分析家庭成员，为小组活动介绍自己家提供了范本支架。【达成教学目标4】 【过渡语】 T: The International Day of Families also sent you the questionnaire. Please open it and finish it then share with us. Group work---Share your family Task8: First, finish your own part of the questionnaire. Then work in a group of four to share your family. ▼Student 1: Share the brief introduction of your family. ▼Student 2: Share the “Look/Personality” part of your family. ▼Student 3: Share the “Hobby/Activity” part of your family. ▼Student 4: Share the “Fun Things” part of your family. T: Pay attention to the checklist during your preparation. 【设计意图】通过调查问卷采访的小组活动，掌握并运用介绍家人的语言结构，以及充实对家庭成员的描述和介绍，全面客观的分析和介绍家庭成员，提升家庭幸福感，结合情境完成对家庭成员的介绍，促进家庭幸福感的提升，进而能够帮助家庭成员们更好的爱自己，爱世界！【达成教学目标5】 【过渡语】T: Today we have shared so many loving families. I believe you all have a happy and loving families. Where there is a family, there is love. Where there is love, there is a family. At last, let’s enjoy a video to find out what can family love help us to do. So class , please love your families, love yourself and then love the world! Step 5 Homework Students A: 1. Say "I love you!" to your family members. 2.Complete your questionnaire and share with your family members. Students B: 1. Say "I love you!" to your family members. 2.Introduce Lily's family to your parents and describe what you like about her family. 【设计意图】通过分层作业检测学生对本节课内容的理解程度，A层学生依据本节课所学的Lily一家，完成调查问卷并和家庭成员分享；B层同学向父母介绍Lily一家并描述你喜欢Lily家哪些方面。 学科网（北京）股份有限公司 $$