Unit 2 Meet My Family Lesson 9 Project and Review教学设计-2025-2026学年仁爱科普版(2024)英语七年级上册

该初中英语教学设计聚焦Unit 2家庭成员词汇、职业词汇及一般现在时语法复习，通过听说读写活动促进语言应用。导入环节以自由谈论家庭日常活动激活学生已有知识，搭建从生活经验到语言学习的自然支架，衔接单元主题。 特色在于以“家庭相册”项目为核心，融合语言能力（写照片描述、口语展示）、思维品质（信息组织、评价分析）与文化意识（家庭价值观渗透）。学生制作相册巩固词汇语法，小组评选“最佳设计师”促进合作反思，听力任务训练信息提取能力。既提升学生综合语言运用与创新能力，也为教师提供生活化、可操作的分层教学方案。

Unit 2 Meet My Family Lesson 9 Project and Review教学设计 I. Core Competence Objectives Language Competence: Enable students to review and apply the unit’s vocabulary (e.g., family member terms, job words) and grammar structures (e.g., simple present tense for descriptions) through listening, speaking, reading, and writing activities. Students will be able to accurately describe family members, family activities, and personal experiences related to family. Cultural Awareness: Cultivate students’ recognition of family values (e.g., care, companionship) by discussing family time and creating family albums. Help students understand the universal importance of family bonds across contexts. Thinking Quality: Develop students’ logical thinking by organizing information about their families (e.g., arranging photos in a coherent order, structuring oral introductions of family albums). Encourage them to analyze and summarize key details from listening and viewing tasks (e.g., matching names to cities, extracting job information). Learning Competence: Foster students’ self-directed learning through self-reflection on their performance in album creation and group presentations. Enhance collaborative thinking by working in groups to share albums and select "best designers." II. Teaching Procedures Step 1 Lead-in Present the core competence objectives and learning tasks of the class to students. Free talk: Do you often spend time with your family? What do you usually do together? How do you remember your family time? Design Intentions: Sharing clear objectives helps students grasp the class focus and set their own learning goals, laying a foundation for self-directed learning (aligning with Learning Competence). The free talk topics are closely connected to students’ daily lives, which activates their prior knowledge about family and stimulates learning interest. It also provides a natural transition to the unit’s theme, preparing students for subsequent activities (supporting Language Competence and Cultural Awareness). Step 2 Viewing & Answering Ask students to look at the photos in Liu Mei's family album (from Activity 1) and answer related questions (e.g., "Who is in this photo?" "What are they doing?"). Design Intentions: Using a sample family album (Liu Mei’s) guides students to practice extracting key information from visual materials, which trains their reading and observation skills (strengthening Language Competence). This activity also models how to connect photos to descriptive language, providing a scaffold for students to create their own albums later (supporting Thinking Quality by teaching information analysis). Step 3 Designing & Drawing Invite several students to show their own family photos, introduce their family members, and talk about family activities in the photos. Ask students to create their own family photo albums individually (they can draw photos if they don’t have physical ones). Guide students to write short descriptions of family activities based on the photos in their albums. Design Intentions: Letting students share their own photos first builds confidence and offers real-life examples for peers, promoting peer learning (aligning with Learning Competence). Creating albums integrates language use (writing descriptions) and aesthetic perception (designing album layout/drawing), which develops both Language Competence and creativity. Writing descriptions also helps students consolidate the unit’s vocabulary and grammar in a practical context (reinforcing Language Competence). Step 4 Presenting & Evaluating Have students share their family albums in small groups, using the descriptions they wrote. Ask each group to vote for the "Best Designer" (based on album creativity, clear descriptions, and confident presentation). Design Intentions: Group presentations provide opportunities for students to practice oral English, improving their speaking skills and confidence (enhancing Language Competence). The "Best Designer" selection encourages students to actively listen to peers, reflect on their own work, and evaluate others’ performance—this fosters self-reflection and collaborative learning (supporting Learning Competence and Thinking Quality). Step 5 Reviewing Play a monologue; ask students to match people’s names with the cities they live in. Play the monologue again; have students write down the people’s jobs. Guide students to discuss the four people’s work cities in pairs. Show pictures; ask students to complete sentences with the correct form of target phrases (e.g., "live in," "look after"). Have students talk about the five pictures using the verbal phrases from the unit. Provide a conversation gap-fill task; ask students to complete it with the correct form of given words, then check answers as a class. Ask students to act out the scene from Activity 3 in pairs. Design Intentions: Listening tasks (matching names to cities, writing jobs) train students’ listening comprehension and note-taking skills, helping them extract specific information (strengthening Language Competence). Sentence completion and picture discussion reinforce the unit’s key phrases and verbal structures, ensuring students master language points through practice (supporting Language Competence). The conversation gap-fill and role-play activities let students apply grammar and vocabulary in interactive contexts, improving their communicative ability (aligning with Language Competence and Learning Competence). III. Blackboard Design Unit 2 Meet My Family! Lesson 9 Project & Review Play with sb./sth. Middle school Live in Look after IV. Teaching Reflection Strengths The class closely connects to students’ daily lives (e.g., family time, personal photos), which significantly boosted their engagement. Most students actively participated in free talk, album creation, and group presentations—especially during the album-sharing 环节，many students shared vivid stories about their families, showing strong interest in the theme. The integration of core competence objectives was effective: for example, album creation combined language use (writing) and aesthetics (design), while group evaluations promoted self-reflection. Students not only reviewed unit knowledge but also developed collaborative and creative skills. Areas for Improvement Time management in Step 3 (Designing & Drawing) was slightly off. A few students spent too much time on drawing, which left less time for writing descriptions. As a result, their descriptions were too short or lacked detail, affecting their performance in Step 4 (Presenting). In the listening task (Step 5), some low-level students struggled to catch the information quickly. They needed the monologue to be played a third time, which delayed the follow-up activities. Future Adjustments For album creation, provide simple sentence frames (e.g., "This is my ___. We often ___ together.") for students who need support. Set a clear time limit for drawing (e.g., 8 minutes) to ensure enough time for writing. Before the listening task, pre-teach key words (e.g., city names, job terms) to help low-level students better understand the monologue. Prepare a transcript of the monologue to let students check missed information after listening, rather than replaying it repeatedly. Add a short whole-class reflection at the end (e.g., "What did you learn about your family today?") to further deepen students’ understanding of family values, strengthening Cultural Awareness. 学科网（北京）股份有限公司 $