Unit 2 We're Family Section B 1a～1d 教学设计-2025-2026学年人教版七年级英语上册

课程：初中英语

教材：初中英语人教版（2024）七年级上册

章节：Unit 2 We’re Family

Section B   1a-1d

一、教材分析

【What】

本部分情境围绕日常生活。1a通过图片呈现物品，引导学生认知词汇。1b - 2b是两篇短文，分别介绍Nick和Gina的房间，描述房间物品位置。

【Why】

让学生学会描述物品位置，培养空间描述能力，增强逻辑思维。同时了解不同人的房间布置风格，拓宽生活认知。

【How】

借助图片与短文语篇，先通过图片激活词汇，再以短文让学生体会方位表达。以Nick和Gina房间为载体，呈现物品摆放，引导学生学习描述。

二、学情分析

学生此前已学过一些基础的英语词汇和简单句型，能进行简单日常交流。此阶段学生好奇心强，对新知识接受度高，但知识运用能力有待提升，且部分学生基础知识掌握不够扎实。【课文】重难点在于学会用恰当语言描述日常活动流程及相关表达。要求学生掌握相关词汇与句型，能准确描述流程，提升语言运用能力，克服表达障碍，在实际情境中灵活运用所学知识进行交流。

三、教学目标

1. 语言能力：学生能掌握Section B 1a - 2b部分的重点词汇与句型；能运用所学词汇和句型进行相关主题的交流与写作。
2. 学习能力：学生学会自主预习课文，查阅资料理解新知识点；能在小组协作中分享学习心得，提升学习效率。
3. 文化意识：了解课文涉及的文化背景，增强对不同文化的认知；培养尊重多元文化的态度，提升跨文化交际意识。
4. 思维品质：通过分析课文内容，锻炼逻辑思维能力；在讨论活动中，提高批判性与创新性思维能力。

四、重点难点

教学重点

1. 掌握重点词汇与句型，如描述日常活动相关词汇及一般现在时相关句型。

教学难点

1. 正确运用一般现在时的肯定、否定及疑问结构，区分动词第三人称单数形式的变化规则。

五、课堂导入

【教师活动】

1. 师生问好
2. 教师展示一张自己的家庭照片或一张示例家庭照片，引导学生观察并提问

• T: Look at this photo. Can you see how many people are there?
• T: Who do you think is the father/mother/grandpa/grandma?
• T: What do you think they like doing together?

3. 教师继续引导：

• T: Do you have a big family like this? Who lives with you?
• T: What do you like most about your family?

【学生活动】

学生观察照片，根据教师提问尝试用简单的英语句子回答，并分享自己家庭的情况

【设计意图】

通过真实照片和轻松提问激发学生兴趣，自然导入课文主题“Family”

六、探究新知

pre-reading

【教师活动】

1. 呈现1a任务并引导学生观察：

• T: Look at the questions in 1a. First, let's analyze what kind of questions they are. They are questions about your family.

2. 引导学生思考并回答1a中的题目：

• T: For the first question “How many people are there in your family?” Think about your own family. Then tell me your answer.
• T: For the second question “Who are they and what are they like?” You can start from describing the appearance or personalities of your family members. Share your ideas.
• T: Regarding the third question “What do they each like?” What hobbies or things do your family members enjoy? Let's hear your stories.
• T: The last question “What is fun about your family?” Recall some interesting things that happened in your family and tell us.

【学生活动】

1. 思考并回答1a题目：

• S: There are five people in my family.
• S: They are my father, mother, grandfather, grandmother and me. My father is tall and strong. My mother is kind - hearted. My grandfather is humorous. My grandmother is very warm - hearted.
• S: My father likes reading. My mother likes cooking. My grandfather likes playing chess. My grandmother likes gardening.
• S: Once, we had a family picnic and played funny games together. It was really fun.

【设计意图】

1. 通过分析1a任务题型，让学生明确任务方向，对应教学大纲中对任务理解能力的培养要求。
2. 引导学生回答1a题目，激活学生关于家庭的已有知识，激发学生对家庭话题的兴趣，为阅读文本做好铺垫。

while-reading

一读速读

【教师活动】

1. 教师引导学生明确1b任务要求：“Read the text and label the people in the photo.” 强调任务重点是根据课文内容为照片中的人物标注身份。

• T: Look at the photo in 1b. We need to read the text quickly and find out who each person is. Let’s read the text carefully and match the names and descriptions with the people in the picture.