Unit 2 We're Family Section B (1a～1d) 教学设计 2026-2027学年英语人教版七年级上册

该初中英语教学设计聚焦家庭介绍的阅读与口语输出，核心知识点包括人物关系、性格特点、家庭活动及方位表达。通过视频导入激活家庭主题，复习已学家庭成员介绍，搭建从已知到阅读Lily家庭介绍的学习支架，衔接前后知识。 特色在于融合任务型阅读与口语输出，通过图片预测、段落主旨匹配提升思维品质，家庭话题渗透文化意识。如1a引导学生从人数、成员等多维度组织家庭介绍，1d综合位置、性格等信息描述照片，落实语言能力。教师使用可系统培养学生核心素养，提升课堂效率。

Unit 2 We're Family! Section B (1a~1d) 教案 —— We're Family!（人教版七年级上册 2026-2027学年） 课题 Unit 2 We're Family! Section B (1a~1d) 学科 英语 年级 七年级（上册） 教材版本 人教版（2024） 课时 Section B 阅读课 课型 阅读+口语输出课 教学方法 PPP五步教学法、图片预测、任务型阅读、信息标注、角色描述 教学用具 多媒体课件、家庭照片、阅读任务卡、练习单 学情分析 学生已能介绍家庭成员、物品和日常活动，本课进一步阅读 Lily 的家庭介绍，学生需要从家庭照片和文本中提取人物关系、性格特点和活动信息，并用英语描述照片。 教学目标 ①语言能力：掌握 fun, left, beautiful, kind, middle, grandchild, story 等词汇，读懂 Lily 家庭介绍并描述照片人物。②文化意识：在分享家庭日常中感受亲情，懂得珍惜家人陪伴。③思维品质：通过图片预测、人物标注、T/F 判断和问答，提升信息提取与推理能力。④学习能力：运用段落主旨匹配、关键词定位和照片描述策略完成阅读任务。 教学重难点 重点：理解 1b 阅读文本并完成人物标注、段落主旨、T/F 与问答，掌握 What is/are sb. like? 与方位表达 on the left/right/in the middle。难点：准确区分性格询问与外貌询问，并连贯描述家庭照片。 一、教学过程 Step 1 Warm-up（复习导入+学习目标呈现）（4 min） 【教师活动】T: Watch the video and think: What is the video talking about? 教师播放视频，引导学生进入家庭话题。 【学生活动】Ss: It is talking about family and family love. 【过渡语】From the video, students notice that family is not only about people, but also about love and shared activities. 接下来进入家庭信息交流。 【知识点】视频导入激活 family 主题，为后续阅读 Lily 的家庭介绍做铺垫。 Watch the video 导入截图 视频主题问题截图 Step 2 Presentation（知识呈现：1a家庭信息交流+读前预测）（14 min） 【教师活动】T: Tell each other more about your family. How many people are there in your family? Who are they and what are they like? What do they each like? What is fun about your family? 【学生活动】Ss: There are six people in my family. They are my grandparents, my parents, my brother and me. 性格/外貌词汇 家庭活动短语 kind 和蔼的 gentle 温和的 warm 亲切的 friendly 友善的 lively 活泼的 cute 可爱的 cheerful 开朗的 quiet 文静的 patient 耐心的 funny 风趣的 grow flowers 养花 drink tea 喝茶 take a walk 散步 watch TV 看电视 go climbing 去爬山 play games 玩游戏 read newspapers 看报纸 draw pictures 画画 ride bikes 骑自行车 have picnics 野餐 listen to music 听音乐 take photos 拍照 【学生活动】Ss: We always take photos and have picnics on weekends. We listen to music and draw pictures together after dinner. We have great fun as a big family. 【知识点】1a 通过四个问题帮助学生从人数、成员、性格/外貌、爱好和家庭趣事等维度介绍家庭。 【理解要点】家庭介绍维度：介绍家庭时可按 How many people, who, what they are like, what they like, what is fun 的顺序组织。 【过渡语】After students can talk about their own family, they are ready to look at Lily's family photo and make predictions before reading. 1a 家庭交流任务截图 家庭人数问题截图 家庭成员性格词汇截图 家庭活动短语截图 家庭趣事示例截图 【教师活动】T: Look at the photo and answer the questions: What kind of photo is it? How many people are there? What do you think of the family? 【学生活动】Ss: It is a photo of the whole family. There are six people. It is a happy family. 【过渡语】The photo gives the first clues. Now students read the text to check who each person is. 【知识点】读前看图预测帮助学生确定文本主题、人物数量和家庭情感基调。 读前看图预测问题截图 Step 3 Practice（操练巩固：1b阅读+1c判断问答+语言点+练习）（19 min） 【教师活动】T: Read the text and label the people in the photo. 教师指导学生根据照片和文本定位 Lily 的家庭成员。 序号 人物 1 Lily 2 Lily’s dad, Fred 3 Lily’s little brother, Sam 4 Lily’s mum, Jane 5 Lily’s grandparents, Jack and Sarah 【学生活动】Ss: 1 Lily; 2 Lily’s dad, Fred; 3 Lily’s little brother, Sam; 4 Lily’s mum, Jane; 5 Lily’s grandparents, Jack and Sarah. 【过渡语】When the people are labelled clearly, students can move from photo information to paragraph information. 【知识点】1b 阅读人物标注训练学生将文本人物关系与照片位置对应起来。 1b 阅读文本人物标注截图 【教师活动】T: Match the main idea with each paragraph. Then read again and circle T or F. Paragraph Main idea Paragraph 1 Lily's self-introduction Paragraph 2 Lily's family members Paragraph 3 Lily's feelings about family 【学生活动】Ss: 1. Fred is Jack and Sarah’s son. → T 【学生活动】Ss: 2. Sam’s father often plays tennis with him. → F 【学生活动】Ss: 3. Oscar is Lily’s pet dog. → F 【学生活动】Ss: 4. Lily is Lucy’s cousin. → T 【学生活动】Ss: 5. Lily thinks she is her grandparents’ favourite grandchild. → T 【过渡语】Students have understood the structure and details, so they can now answer deeper questions with complete sentences. 【知识点】段落主旨匹配帮助学生把握文本结构；1c T/F 训练学生辨认事实细节。 段落主旨匹配截图 1c T/F 判断任务截图 【教师活动】T: Read again and answer the questions. Please answer with complete sentences. 【学生活动】Ss: 1. Where is Lily from? → She is from Ireland. 【学生活动】Ss: 2. Which girl is Lily in the photo? → She is the one with the pink hat. 【学生活动】Ss: 3. What’s Lily’s father’s name? → His name is Fred. 【学生活动】Ss: 4. What does Fred often do with Lily? → He often plays tennis with Lily. 【学生活动】Ss: 5. What does Sam like? → He likes chess. 【学生活动】Ss: 6. What does Jane always do for Lily at night? → She always reads Lily a story at night. 【学生活动】Ss: 7. How many grandchildren do Lily’s grandparents have? Who are they? → Three. They are Sam, Lucy and Lily. 【过渡语】The answers show family facts. The next questions guide students to think about family love behind these facts. 【知识点】阅读问答覆盖 Lily 的来源、照片定位、父母和弟弟活动、祖孙关系等关键信息。 阅读问答前半部分截图 阅读问答后半部分截图 【教师活动】T: Think and share. Do you think Lily loves her family? Do Lily’s family members love her? 【学生活动】Ss: Yes. Lily loves her family deeply. Her dad plays tennis with her, her mum reads stories to her, and her grandparents say she is their favourite grandchild. 【过渡语】With enough reading evidence, students turn the input into spoken output and describe the family photo. 【知识点】Think and share 引导学生基于文本证据分析家庭成员之间的关爱。 Lily 是否爱家人的思考分享截图 家人是否爱 Lily 的思考分享截图 3a 1d Describe the photo（4 min） 【教师活动】T: Take turns to describe the photo in 1b. Use names, positions, looks, personality and activities. 【学生活动】Ss: A: This is Lily's father. His name is Fred. He's handsome, and he often plays tennis. 【学生活动】Ss: B: And this is her mother. Her name is Jane. She is beautiful and kind. She always reads Lily stories at night. 【学生活动】Ss: A: Look at the little boy on Fred's knee. He is Lily's little brother Sam. He is seven years old and he likes playing chess very much. 【学生活动】Ss: B: The two old people in the middle are Lily's grandparents, Jack and Sarah. They are Fred's parents. They have a pet dog called Oscar. 【学生活动】Ss: A: They have three grandchildren in total: Sam, their cousin Lucy and Lily. They all love their grandchildren a lot. 【学生活动】Ss: B: That’s right! 【过渡语】The speaking task naturally leads to two language points: how to ask about a person and how to describe positions. 【知识点】1d 口语输出要求学生围绕照片人物位置、姓名、性格、外貌和活动进行连贯描述。 1d 照片描述任务截图 1d 照片描述示例一截图 1d 照片描述示例二截图 3b Language Point 1: What is/are sb. like?（3 min） 【教师活动】T: What is your mother like? What does your dad look like? 教师区分性格品质询问和外貌询问。 【学生活动】Ss: She is kind and gentle. He is tall and handsome. 句型 功能 答语 What is/are sb. like? 询问人的性格、品质、外貌特征 She is kind and gentle. What do/does sb. look like? 询问某人的外貌特征 He is tall and handsome. / He has short black hair. 【过渡语】After distinguishing personality and appearance questions, students learn position words for photo description. 【知识点】What is/are sb. like? 询问人的性格、品质或整体特征；What do/does sb. look like? 侧重询问外貌。 What is sb. like 语言点截图 3c Language Point 2: left（3 min） 【教师活动】T: Read: This is my dad, Fred, on the left. Left can be a noun. We can say on one's left, on the left of..., and turn left. 【学生活动】Ss: The boy on the left is my little brother. The tall man is on the left of the photo. Turn left, and you can see the park. 表达 含义 例句 on one's left 在某人的左边 The boy on the left is my little brother. on the left of... 在……的左边 The tall man is on the left of the photo. turn left 向左转 Turn left, and you can see the park. 【知识点】left 作名词表示“左边”，反义词为 right；on the left / on one's left / on the left of... 用于描述位置。 【易错提示】turn left 拼写：教学中强调正确表达 turn left。 【过渡语】With the key language points clarified, students practise them through the original exercises. left 语言点讲解截图 3d Exercises（3 min） 【教师活动】T: Finish the exercises and check the answers. 【学生活动】Ss: 1．My little brother, Sam, is ________ his knee. A．in B．on C．at D．for → B 【学生活动】Ss: 2．My grandparents often say I’m ________ favourite grandchild. A．they B．them C．their D．theirs → C 【学生活动】Ss: 3．They have a dog. ________ name is Oscar. A．He B．Him C．His D．Her → C 【学生活动】Ss: 4．My mum always reads me a story ________ night. A．in B．on C．at D．for → C 【学生活动】Ss: 1．她的祖父母在中间。 Her grandparents are ________ the ________. → in the middle 【学生活动】Ss: 2．她的妈妈在右边，漂亮又善良。 Her mum is ________ the ________. She’s ________ and ________. → on the right; beautiful; kind 【学生活动】Ss: 3．莉莉是那个戴粉色帽子的人。 Lily is the one ________ the ________ hat. → with the pink 【学生活动】Ss: 4．他又高又帅。 He is tall and ________________. → handsome 【过渡语】The controlled practice checks accuracy. Then students use the language more freely to describe a family photo. 【知识点】练习巩固 on his knee, their, His, at night, in the middle, on the right, with the pink hat, handsome 等表达。 选择题练习截图 完成句子练习及答案截图 Step 4 Production（拓展输出：介绍自己的家庭照片）（5 min） 【教师活动】T: Bring or imagine a family photo. Describe the people in it with at least five sentences. 【教师活动】T: You can use: This is..., He/She is..., He/She likes..., He/She is on the left/right, and We have great fun as a family. 【学生活动】Ss: This is my father. He is tall and kind. My mother is on the right. She likes reading. My grandparents are in the middle. We have great fun as a family. 【过渡语】Students have finished their own photo descriptions. The class now returns to the key words and sentence patterns. 【知识点】输出任务将阅读文本结构迁移到学生自己的家庭照片介绍。 Step 5 Summary & Homework（总结与作业）（3 min） 【教师活动】T: Summarize key words and expressions. 【学生活动】Ss: fun, left, beautiful, kind, middle, grandchild, story; He’s very handsome. He often plays tennis with me. My mum, Jane, is on the right. She always reads me a story at night. 【过渡语】The summary helps students consolidate language before they complete review and preview tasks after class. 【知识点】本课 Summary 覆盖关键词和描述家庭照片的核心句式。 Summary 重点词汇与表达截图 【教师活动】T: Homework: Review the keywords and sentence structures. Preview the next lesson. 【学生活动】Ss: Students record the homework. 【知识点】Homework 要求学生复习关键词和句型并预习下一课。 Homework 作业截图 二、板书设计（三栏式） Key Vocabulary Reading Tasks Useful Expressions fun; left; beautiful; kind middle; grandchild; story handsome; knee; Ireland 1a talk about family 1b label people 1c T/F and Q&A 1d describe the photo What is/are sb. like? What does sb. look like? on the left/right in the middle with the pink hat Family members: Fred, Jane, Sam, Jack, Sarah, Lucy, Lily Text structure: self-introduction family members feelings about family He often plays tennis with me. She reads me a story at night. What a happy family! Unit 2 We're Family! Section B 1a~1d Describe a family photo 三、教学反思 1a 家庭信息交流是否帮助学生从人数、成员、性格和爱好四个维度组织表达？ 读前看图预测是否帮助学生把握 family photo、six people 和 happy family 等信息？ 1b 人物标注中学生能否准确对应 Lily, Fred, Sam, Jane, Jack and Sarah？ 段落主旨匹配是否帮助学生理解文本结构？ 1c T/F 中学生是否能根据文本证据判断 Fred、Sam、Oscar、Lucy 和 favourite grandchild？ 阅读问答是否训练学生用完整句回答 Lily 的来源和家庭成员活动？ Think and share 是否引导学生用文本细节说明家庭关爱？ 1d 照片描述中学生能否使用位置、外貌、性格和活动信息？ What is sb. like 与 What does sb. look like 的区别是否讲清楚？ left 方位表达和练习是否能支持学生准确描述照片位置？ 学科网（北京）股份有限公司 $