Unit2 Period 4 Section B (1a ～ 2b)教学设计 -2025-2026学年人教版英语七年级上册

新人教版七年级上册英语Unit2 Period 4 Section B (1a - 2b)教学设计 【教学内容】 介绍自己的家庭成员及其特点。 【核心素养】 学生能够使用英语简单介绍自己的家庭成员及其特点。 学生能够读懂关于家庭介绍的短文，并获取关键信息。 学生能够通过小组活动练习并增强口语表达能力。 【重点难点】 重点：家庭成员的英语表达；介绍家庭成员的句型。 难点：准确理解并回答关于家庭介绍的阅读理解问题。 【教学过程】 Teaching Process Step 1 Warm-up Teaching Activities: Greet students and sing an English song about families (e.g., The Family Song). The teacher guides students to clap or do simple actions along with the rhythm. Dialogue Example: Teacher: Good morning, class! Let’s start today’s lesson with a cheerful family-themed song. Are you ready? Students: Yes! (The song plays, and students follow the music and the teacher’s actions) Teacher: Every family is unique. Today, we’ll learn more about families and how to talk about them in English. Are you excited? Students: Yes! Design Intent: Create a relaxed atmosphere through music and interaction to stimulate learning interest, naturally introduce the "family" theme, help students quickly enter the class state, and immerse them in an English context. Step 2 Handling Activity 1a Teaching Activities: Guide students to briefly talk about their families (see the original text for Q&A examples). Pair Work: Students ask each other about their family situations; the teacher provides support and feedback. Design Intent: Activate prior knowledge with real questions, encourage oral output; pair interaction promotes communication, and teacher feedback strengthens language focus and corrects errors. Step 3 Handling Activity 1b Teaching Activities: Observe photos and guess the identities of the people; introduce theme-related vocabulary. Silently read the text, label the people in the photos; the teacher checks answers and clarifies misunderstandings. Analyze phrases (e.g., "a photo of") and practice reading the text aloud. Design Intent: Photo prediction activates thinking; combining vocabulary with reading cultivates "image-text correspondence" skills; phrase analysis breaks through difficulties, and reading aloud strengthens pronunciation, laying the foundation for text comprehension. Step 4 Handling Activity 1c Teaching Activities: Students re-read the text, judge whether statements are true or false, and the teacher checks answers (Answers: 1.T; 2.F; 3.F; 4.T; 5.F). Design Intent: Test detailed text comprehension through true/false judgment to consolidate key information; guide students to review the text when checking answers to deepen reading thinking. Step 5 Handling Activity 1d Teaching Activities: Students take turns describing the photos using information from the text; the teacher encourages adding personal details. Design Intent: Use text information for oral output to practice "expansive expression" ability; encourage detail creation to cultivate creativity in language use. Step 6 Handling Activity 2a Teaching Activities: Interpret information and answer questions; Complete the introduction of "Hu Xiao’s family" using provided information and check answers (e.g., "handsome"). Design Intent: Learn vocabulary (appearance, hobbies, personality) and sentence patterns for describing family members through "information matching"; filling in blanks reduces difficulty and strengthens the language structure of "family introduction". Step 7 Handling Activity 2b Teaching Activities: List key words about their own family members and prepare short introductions; Invite students to share their introductions. Design Intent: Transition from "analyzing others’ families" to "describing one’s own family" to flexibly apply knowledge in connection with life; the sharing session enhances confidence and promotes language mutual learning among students. Step 8 Summary and Homework Teaching Activities: Summary: Sort out the core points of the lesson (vocabulary, sentence patterns, logic of family introduction); Homework: Write a short essay introducing the family, including at least three members and their characteristics. Design Intent: Summary and induction strengthen memory; written homework integrates knowledge, and personalized output improves writing ability, deepening the language application of the "family introduction" theme. 【板书设计】 Unit 2 We're Family! Section B: What do you like about your family? (1a - 2b) Words and phrases: hat, handsome, knee, at night, in the middle, grandchild, son, hike, go hiking, next to, a photo of, on the left, play tennis with, on his knee, on the right Sentences: I'm the one with the pink hat. She always reads me a story at night. I think they say the same thing to all of us! 【教学反思】 In this lesson, centered on the theme of "family", a series of layered teaching activities were designed to effectively promote students' mastery of relevant knowledge and skills. In terms of vocabulary and sentence patterns, most students could skillfully use words like "handsome" and sentence patterns such as "I'm the one with..." to describe family members after practice, achieving the key teaching goals . In the reading 环节，students showed good ability in extracting key information through activities like true/false judgment and photo labeling, which helped them deepen their understanding of the text . In oral practice, pair work and sharing sessions stimulated students' participation enthusiasm. However, it was found that some students with weaker foundations were hesitant to express themselves, and their use of descriptive vocabulary was not accurate enough. This reflects the need to pay more attention to individual differences in future teaching. For improvement, first, hierarchical tasks can be designed, such as providing simple sentence templates for students with difficulties to reduce expression pressure. Second, more real-life scenarios can be created, such as letting students bring family photos to introduce, to enhance the connection between learning and life . Finally, timely encouragement and positive feedback should be strengthened to help all students build confidence in speaking English. English Translation of the New Teaching Reflection In this lesson, a series of hierarchical teaching activities were designed around the theme of "family", effectively promoting students' mastery of relevant knowledge and skills. In terms of vocabulary and sentence patterns, most students could skillfully use words like "handsome" and sentence patterns such as "I'm the one with..." to describe family members after practice, achieving the key teaching objectives . In the reading section, through activities like true/false judgment and photo labeling, students demonstrated good ability in extracting key information, which helped them deepen their understanding of the text . In oral practice, pair work and sharing sessions stimulated students' enthusiasm for participation. However, it was observed that some students with weaker foundations were hesitant to express themselves, and their use of descriptive vocabulary was not accurate enough. This indicates that more attention needs to be paid to individual differences in future teaching. For improvements, first, hierarchical tasks can be designed, such as providing simple sentence templates for students with difficulties to reduce the pressure of expression. Second, more real-life scenarios can be created, such as asking students to bring family photos for introduction, to strengthen the connection between learning and life . Finally, timely encouragement and positive feedback should be enhanced to help all students build confidence in speaking English. 学科网（北京）股份有限公司 $$