Unit3 Starting out & Understanding ideas教学设计2026-2027学年外研版七年级英语上册

该初中英语教学设计聚焦Unit 3 Family ties的阅读与名词所有格语法，通过家庭图片引入、个人家庭描述、家庭活动讨论及FAMILY含义探究的导入活动，搭建从已知家庭认知到语篇学习的支架，衔接词汇与语法知识点。 以任务型教学法为主导，通过电影评论阅读、思维导图梳理及小组合作对话等活动，落实迁移创新目标，培养学生语言能力（描述家庭片段）和思维品质（概括电影要素），提升学习能力（合作实践）。教师使用可高效推进教学，学生在真实语境中提升语言运用与合作能力。

温州二中集体备课教案设计 备课时间： 8月31日 课 题 Unit 3 Family ties Starting out & Understanding ideas 课型 阅读+语法课 年级学科 七 年级 学科 英语 主备 姚瑶 教学目标 通过本课的学习，学生能够： 1.通过语篇阅读，学生能够初步掌握四会词汇mountain road, handsome,strict,follow,postman,touching,serve,absent,seldom, position, carry, across, tear, growth, hide, care, hug, kiss的音、形、义；(学习理解) 2.在语境中理解运用名词所有格一般采用名词后加’s的形式；（学习理解和应用实践） 3.通过2个语篇阅读和口语活动获取相关词语和信息，学生能够描述家庭的一些重要片段。（迁移创新） 教学重点 学生能够运用所学信息，描述家庭的一些重要片段，讨论话题important family moments.（迁移创新） 教学难点 学生合作完成一段小对话important family moments。（迁移创新） 教学方法 任务型教学法 教 学 过 程 课堂随记 步骤 教学活动 Step 1. Lead-in Activity 1. Free talk T shows a picture of a 4 - person family and asks: “How many people are there in this family? Who are they?” Guide Ss to answer: “There are four people in this family. They are father, mother, brother and sister.” Activity 2. Free talk T asks Ss to talk about their own families with the sentence patterns: “There are _____ people in my family. They are _____.” Provide vocabulary cards (father, mother, parents, brother, sister, grandfather, grandmother, uncle, aunt, cousin) for Ss to refer to. Activity 3. Look and answer T shows pictures of family activities (help the child with her homework, have dinner together, prepare a meal together, go hiking) and asks: “What activities do you usually do with your family members? What is each family doing in the pictures?”. Invite 3 - 4 Ss to share their answers in class. Activity 4. Look and answer T shows a picture with the word "FAMILY" and asks two questions: ① “What does each person in the family do?” ② “What does the word ‘family’ stand for?” Step 2. Pre-reading Activity 1. Free talk T says: “My father is kind but strict.” Then explains the structure “be like” (used to describe one's appearance or personality) and provides adjectives (funny, kind, clever/smart, friendly, brave, helpful, strict, silent). Activity 2. Look and answer Ask Ss to talk about their family members' personalities with the sentence: “My father/mother is like _____, because .” Activity 2. Guess and choose T shows a picture of the film review of Postmen in the Mountains and asks: “What is a film review? (A. A passage we write before we watch a movie. B. A passage we write after we watch a movie.)”. Guide Ss to choose B. Step 3. While-reading Activity 1. Think and tick Ask Ss to discuss in pairs: “What does a film review include?” Then list the key elements on the blackboard (The name of the film, The characters in the film, The story in the film, A touching moment, The theme, etc.) Activity 2. Read and complete T distributes the text of the film review and asks Ss to read it quickly to complete the information card. Check the answers with the whole class Activity 3. Read and complete Ask Ss to read the text carefully and complete the blanks about the story. Guide Ss to find the touching moment in the text and fill in the blanks Step 4. Post-reading Activity 1. Read and complete Students read and complete the mind map. Activity 2. Read and answer Ask Ss to read the text again and answer the following questions Activity 3. Read and answer Invite Ss to share their answers and guide them to summarize the father's image. Step 5. Grammar learning Activity 1. Summarising the grammar rules Students read the sentences and summarise the grammar rules about possessive nouns. Activity 2. Practice Students do some exercises about possessive nouns. 作业设计 You must: Polish the conversation of the family moment. Recite the new words and useful expressions. You can: Try to retell the film review. 教学反思 学科网（北京）股份有限公司 $