Unit 3 Family ties Starting out 教学设计 2026-2027学年英语外研版七年级上册

Unit 3 Family ties Starting out 教学设计（第一课时·听说课） 2026—2027学年　外研版（2024）英语七年级上册 依据《义务教育英语课程标准（2022年版）》编制 课　　题 Starting out（单元起始：家庭的意义） 课　　型 听说课（Listening & Speaking） 课　　时 第1课时（45分钟） 授课年级 七年级上册 单元大观念 What does family mean to you?（家庭对你意味着什么？） 语篇研读 【What】本课为单元起始课（教材 p46–47）：单元导语 Everyone comes from a family. In this unit, let’s explore the meaning of family. What are some of your important family moments? By the end of this unit, you will make a photo album about your family.，单元目标为 use words and expressions in the unit to talk about family / use possessive nouns to describe a family moment / describe the meaning of family；活动1 Look at the picture and answer the questions.（1 What does each person in your family do? 2 What do you think the word “family” stands for?）；活动2 Look at the pictures and answer the questions.（四幅家庭活动图 a–d：共进晚餐、辅导作业、做家务、户外徒步），主题问句 What is your family like?。 【Why】帮助学生回顾并扩展与家庭相关的词汇和表达，激发对家庭关系的兴趣与情感共鸣，从“活动”走向“情感”，为家庭沟通、家庭支持等子话题做铺垫。 【How】以“图片问答—短语教学—结对问答—小组调查—画配文”的活动链推进；活动1聚焦家庭成员角色与 family 的象征义，活动2借助四幅真实家庭活动图学习现在进行时描述，调查与绘画任务引导学生个性化输出。 学情分析 学生小学阶段已学习 father, mother, brother 等家庭成员称呼及 have dinner, do homework 等简单动词短语，能进行简单对话但表达单一，缺乏深入描述家庭关系和情感的能力；正处青春期初期，对家庭有一定情感体验但尚未形成系统表达。 教学目标（核心素养导向） 通过本课时学习，学生能够： 素养维度 目标描述 语言能力 识别并说出家庭活动表达（have dinner together, help with homework, do housework, go hiking）；用现在进行时描述图片（What is each family doing in the pictures?）；理解 family 的象征意义并运用 What is your family like? / What activities do you usually do with your family members? 问答与汇报。 学习能力 借助图片与卡片建立短语音形义联系；通过结对问答与小组调查记录、整合同伴信息。 思维品质 从具体家庭活动归纳家庭的意义（互相帮助、彼此照顾），并举例说明。 文化意识 体会家庭温暖与亲情价值，初步形成感恩与珍惜家人的意识。 【迁移落点】创作一幅“家庭活动”简笔画并配一两句英文说明（This is my family. We are ...ing together. I think it is fun/warm/happy.），展示并表达对家庭的理解。 教学重难点 教学重点：家庭活动相关词汇和表达的识别与运用；活动1、2问题链的问答；对“家庭”象征意义的初步理解。 教学难点：从具体活动描述过渡到情感表达；现在进行时描述图片时的动词-ing 形式正确使用。 教学过程 教学环节 教师活动 学生活动 Step 1 情境导入 情感激活 (3’) ①出示单元封面与导语（教材 p46），提问：What do you see? / Who are they? / What does the word “family” mean to you? ②带读单元目标：use words and expressions in the unit to talk about family；use possessive nouns to describe a family moment；describe the meaning of family。 ③播放短视频，引导学生理解 FAMILY = Father And Mother I Love You 的情感含义。 观察图片思考回答；明确本单元学习要求；观看视频，体会其传达的情感与含义。 Step 2 学习理解 图文输入 (15’) ①完成教材 p46 活动1 Look at the picture and answer the questions.——1 What does each person in your family do?（参考回答：My father works in a hospital. My mother cooks for us. My grandparents take care of my little brother.）2 What do you think the word “family” stands for?（参考答案：I think “family” stands for “Father And Mother, I Love You.”） ②完成 p47 活动2 Look at the pictures and answer the questions.——1 What is each family doing in the pictures?（参考答案：a The family is having dinner together. b The mother is helping the boy with his homework. c The family is doing housework. d The family is going hiking/walking.）2 What activities do you usually do with your family members?（鼓励用新短语作答：We usually have dinner together…） ③词卡领读、抽读巩固 have dinner together, help with homework, do housework, go hiking，板书动词-ing 形式（having, helping, doing, going）。 完成活动1两问并表达 family 的象征义；观察四幅图用现在进行时回答活动2问题；跟读抽读四个核心短语。 Step 3 应用实践 问答调查 (11’) ①结对问答：—What is the family in picture A doing? —They are having dinner together.；—What do you do with your family? —We usually go hiking in autumn. ②四人小组调查：What does your father/mother usually do at home? / What do you usually do together? 记录后推选代表汇报：In Li Hua’s family, his father often cooks dinner. They usually watch films together. ③回扣主题问句 What is your family like?，提供形容词支架 warm, happy, loving, close，请2–3名学生完整描述。 结对就图片与自家活动问答；小组调查记录关键信息并第三人称汇报；用形容词描述自己的家庭。 Step 4 迁移创新 家庭画配文 (6’) ①布置创意任务：画一幅家人共同活动的简笔画，用 This is my family. We are ...ing together. I think it is ... (fun/warm/happy). 写一两句说明；②请志愿者展示作品并朗读句子，师生点评图画与句子是否匹配。 绘画并配英文说明；自愿上台展示介绍自己的家庭活动。 Step 5 归纳总结 考点速递 (7’) ①依托板书梳理四个活动短语与句型：What is each family doing? —They are doing…（现在进行时 be+doing）。 ②精讲语言点：family 作集合名词（My family is big. / My family always have dinner together.）；help sb with sth（help me with my homework）；take care of 与 look after 同义；结合检测题示范答题思路。 跟随板书复述短语与句型；记录 family 的两种用法并完成笔记消化。 Step 6 随堂检测 布置作业 (3’) ①发放随堂检测（见作业设计），限时完成并当堂讲评。 ②布置分层作业并说明要求。 完成巩固检测一、二、三；记录分层作业。 板书设计 Unit 3 Family ties Starting out Activities: have dinner together / help with homework / do housework / go hiking What is each family doing? —They are doing… What is your family like? —It is warm and happy. FAMILY = Father And Mother I Love You We help each other. / We take care of each other. 作业设计（分层） 本课作业按“基础—提升—拓展”三级设计（原教案作业保留归级），检测题依据教材活动改编，兼顾词汇记忆、句型运用与综合输出。 【基础·必做】①抄写并背诵本节课核心词汇和句型（原教案基础作业）；②完成“巩固检测一”。 巩固检测一　写出下列单词或短语（依据教材p46–47活动2改编） (1) 一起吃晚餐　　(2) 做家务 (3) 去徒步　　　　(4) 互相帮助 (5) 照顾　　　　　(6) 辅导作业 【提升·选做】①完成“巩固检测二、三”；②采访父母或祖父母“家庭对你而言意味着什么”，用中文或简单英语记录（原教案进阶作业）。 巩固检测二　单项选择（依据教材p46–47活动改编） 1. —What is the family in picture A doing? 　—They ______ dinner together. 　　A. is having　　B. are having　　C. have 2. —What do you think the word “family” stands for? 　—It stands for “Father ______ Mother, I love you.” 　　A. and　　B. but　　C. or 3. My mother often helps me ______ my homework after dinner. 　　A. with　　B. to　　C. for 巩固检测三　完成句子（依据教材p46–47活动1、2改编） 1. 你们家每个人做什么？______ ______ each person in your family ______? 2. 我们经常在秋天一起去徒步。We often ______ ______ in autumn. 3. 我认为家庭意味着爱与温暖。I think family ______ love and warmth. 【拓展·挑战】制作“家庭词云图”：中心写 FAMILY，周围写至少10个描述家庭的英文单词（如 love, warm, support, dinner），配小插图或彩色装饰（原教案拓展作业）。 巩固检测参考答案（供教师批阅） 一：(1) have dinner together　(2) do housework　(3) go hiking　(4) help each other　(5) take care of　(6) help with homework 二：1—3　B　A　A 三：1. What does; do　2. go hiking　3. means 教学评价与反思 1. 目标—评价对应（教-学-评一体化）： 素养目标 课堂评价任务与证据 语言能力目标 活动1、2问题链回答的准确度；现在进行时描述图片的正确性；问答与汇报中句型使用的质量 学习能力目标 结对与小组调查中的记录、整合与汇报表现 思维品质目标 从活动归纳家庭意义时能否举例、有逻辑 文化意识目标 配文创作中体现的家庭情感与感恩意识 2. 预设反思点：①单元封面图与视频有效激活了学生的背景知识和情感共鸣，导入自然；②部分学生用现在进行时描述图片时漏掉 be 动词或 -ing，需在板书强化结构后再操练（原教案反思转化）；③小组调查与创意绘画时间稍紧，汇报展示较仓促，可简化调查表格；④对基础较弱学生需巡回提供句子模板，鼓励开口。 学科网（北京）股份有限公司 $