Unit 2 Were Family Section A(2a～2e) 說課稿2024-2025學(xué)年人教版（2024）七年級(jí)英語上冊(cè)

Unit2We’reFamilySectionA(2a～2e)說課稿2024-2025學(xué)年人教版（2024）七年級(jí)英語上冊(cè)科目授課時(shí)間節(jié)次--年—月—日（星期——）第—節(jié)指導(dǎo)教師授課班級(jí)、授課課時(shí)授課題目（包括教材及章節(jié)名稱）Unit2We’reFamilySectionA(2a～2e)說課稿2024-2025學(xué)年人教版（2024）七年級(jí)英語上冊(cè)教材分析“Unit2We’reFamilySectionA(2a～2e)說課稿2024-2025學(xué)年人教版（2024）七年級(jí)英語上冊(cè)”本節(jié)課選自人教版七年級(jí)英語上冊(cè)第二單元。本節(jié)課主要圍繞家庭成員的稱呼和描述展開，通過聽、說、讀、寫的綜合訓(xùn)練，幫助學(xué)生掌握家庭成員的英語表達(dá)及簡(jiǎn)單句型。本節(jié)課內(nèi)容與學(xué)生的生活實(shí)際緊密相連，旨在激發(fā)學(xué)生學(xué)習(xí)興趣，提高他們的英語應(yīng)用能力。核心素養(yǎng)目標(biāo)1.語言能力：學(xué)生能夠聽懂并準(zhǔn)確模仿目標(biāo)對(duì)話，能夠用英語介紹自己的家庭成員，并能夠運(yùn)用本課所學(xué)的詞匯和句型進(jìn)行簡(jiǎn)單的交流。

2.文化意識(shí)：通過學(xué)習(xí)本課內(nèi)容，學(xué)生能夠了解不同文化背景下家庭成員的稱呼方式，增強(qiáng)跨文化交流的意識(shí)。

3.思維品質(zhì)：鼓勵(lì)學(xué)生在介紹家庭成員時(shí)，嘗試使用不同的句型和表達(dá)方式，培養(yǎng)創(chuàng)造性思維和邏輯思維。

4.學(xué)習(xí)能力：學(xué)生能夠通過自主學(xué)習(xí)與合作學(xué)習(xí)，掌握學(xué)習(xí)策略，提高自我監(jiān)控學(xué)習(xí)過程的能力。教學(xué)難點(diǎn)與重點(diǎn)1.教學(xué)重點(diǎn)

①掌握家庭成員的英語稱呼詞匯，如：father,mother,brother,sister等。

②學(xué)習(xí)并運(yùn)用本節(jié)課的句型：“Thisismy...”和“Who’sthis?”進(jìn)行介紹和詢問。

2.教學(xué)難點(diǎn)

①正確區(qū)分和發(fā)音家庭成員的英語稱呼，尤其是容易混淆的詞匯，如：brother和sister。

②在實(shí)際交流中，能夠靈活運(yùn)用所學(xué)句型和詞匯，進(jìn)行自然的介紹和問答，注意時(shí)態(tài)和語法的正確使用。教學(xué)方法與手段1.教學(xué)方法

①采用情景教學(xué)法，通過設(shè)置生活化場(chǎng)景，讓學(xué)生在實(shí)際語境中學(xué)習(xí)家庭成員的英語稱呼和描述。

②運(yùn)用任務(wù)型教學(xué)法，組織學(xué)生進(jìn)行小組討論和角色扮演，提高他們的口語交際能力。

③實(shí)施探究式教學(xué)法，引導(dǎo)學(xué)生通過觀察、分析和歸納，自主學(xué)習(xí)家庭成員的英語表達(dá)。

2.教學(xué)手段

①利用多媒體課件展示家庭成員的圖片和視頻，增強(qiáng)學(xué)生的視覺體驗(yàn)，提高學(xué)習(xí)興趣。

②使用教學(xué)軟件進(jìn)行聽力訓(xùn)練，幫助學(xué)生提高聽力理解能力。

③利用網(wǎng)絡(luò)資源，如在線翻譯工具和英語學(xué)習(xí)網(wǎng)站，輔助學(xué)生進(jìn)行自主學(xué)習(xí)和鞏固知識(shí)點(diǎn)。教學(xué)過程1.導(dǎo)入新課

Goodmorning,everyone!Todaywe'regoingtolearnaboutUnit2,"We'reFamily".Canyoutellmewhatwehaveinourfamily?Yes,wehavefathers,mothers,brothers,sisters,andsoon.Today,we'regoingtolearnhowtotalkaboutourfamilyinEnglish.Let'sgetstarted!

2.展示目標(biāo)詞匯

①First,let'slookatsomenewwords.Onthescreen,youcanseepicturesofdifferentfamilymembers.CanyouguesswhattheyareinEnglish?(Pointtoeachpictureandaskforstudents'answers)Excellent!Thesearefather,mother,brother,sister,andsoon.

②Now,let'spracticepronouncingthesewords.Followme:father,mother,brother,sister...(Studentsrepeataftertheteacher)

3.學(xué)習(xí)目標(biāo)句型

①Now,let'slearnsomesentencestotalkaboutourfamily.Lookatthescreenandyou'llseetwosentences:"Thisismy..."and"Who'sthis?"Canyouguesswhattheymean?Yes,weuse"Thisismy..."tointroducesomeone,and"Who'sthis?"toaskaboutsomeone.

②Let'spracticeusingthesesentences.I'llshowyousomepicturesoffamilymembers,andyoutrytomakesentenceswith"Thisismy...".Forexample,Ishowyouapictureofafather,andyousay,"Thisismyfather."(Studentstaketurnspracticing)

4.課文內(nèi)容探究

①Now,let'slookatthetext.OpenyourbookstopageXX.ReadthedialoguebetweenZoomandZipcarefully.Whataretheytalkingabout?Yes,they'retalkingabouttheirfamilies.

②Let'sdiscussthedialogueingroups.Whatfamilymembersdoyouseeinthedialogue?Howdotheydescribetheirfamilies?(Studentsworkingroupsandsharetheirfindings)

5.課堂活動(dòng)

①Welldone!Now,let'shaveafunactivity.Ingroups,you'lldrawafamilytreeandlabeleachfamilymember.Youcanusethenewwordsandsentenceswe'velearned.(Studentsworkingroupsanddrawtheirfamilytrees)

②Afteryoufinish,let'sshareyourfamilytreeswiththeclass.Onememberfromeachgroupwillpresentyourfamilytreeandtellusaboutyourfamily.(Studentspresenttheirfamilytrees)

6.練習(xí)鞏固

①Greatjob,everyone!Now,let'sdosomeexercisestoconsolidatewhatwe'velearned.I'llgiveyouaworksheetwithsomequestionsaboutfamilymembers.Trytoanswerthequestionsusingthesentenceswe'vepracticed.(Studentsworkindividuallyandhandintheirworksheets)

②I'llcheckyouranswersandgiveyoufeedback.(Teachercheckstheworksheetsandprovidesfeedback)

7.總結(jié)與作業(yè)

①Welldone,everyone!Today,we'velearnedhowtotalkaboutourfamiliesinEnglish.Remembertopracticeusingthenewwordsandsentencesathome.

②Foryourhomework,Iwantyoutowriteashortparagraphaboutyourfamily.Usethesentencesandwordswe'velearnedtoday.Makesuretoincludeatleastthreefamilymembers.(Studentswritetheirparagraphs)

8.結(jié)束語

That'sallfortoday'sclass.Thankyouforyourhardworkandparticipation.Remembertopracticeandreviewwhatwe'velearned.Seeyounexttime!Goodbye!學(xué)生學(xué)習(xí)效果在完成Unit2"We'reFamily"SectionA(2a～2e)的學(xué)習(xí)后，學(xué)生們?nèi)〉昧艘韵聨追矫娴娘@著效果：

1.語言能力提升：學(xué)生能夠準(zhǔn)確地識(shí)別和發(fā)音家庭成員的英語稱呼，如father,mother,brother,sister等，并且在口語交流中能夠流暢地使用這些詞匯。

2.句型應(yīng)用能力：通過課堂練習(xí)和小組討論，學(xué)生能夠熟練運(yùn)用"Thisismy..."和"Who'sthis?"這兩個(gè)句型，介紹自己的家庭成員，并能夠就家庭成員進(jìn)行簡(jiǎn)單的問答。

3.聽力理解能力：學(xué)生在聽力練習(xí)中，能夠理解并提取對(duì)話中的關(guān)鍵信息，如家庭成員的稱呼和簡(jiǎn)單描述，這對(duì)于提高他們的聽力理解能力有顯著幫助。

4.閱讀理解能力：通過閱讀課文對(duì)話，學(xué)生能夠理解對(duì)話的主旨大意，識(shí)別對(duì)話中的關(guān)鍵信息，并且在老師的引導(dǎo)下，能夠分析對(duì)話中的語言結(jié)構(gòu)和語法用法。

5.寫作能力：學(xué)生在完成家庭作業(yè)時(shí)，能夠運(yùn)用所學(xué)的詞匯和句型，寫出一個(gè)關(guān)于自己家庭的短文，這不僅鍛煉了他們的寫作能力，也增強(qiáng)了他們的語言運(yùn)用能力。

6.文化意識(shí)增強(qiáng)：通過學(xué)習(xí)家庭成員的英語稱呼，學(xué)生對(duì)于不同文化背景下的家庭結(jié)構(gòu)有了更深的了解，這有助于他們建立跨文化交流的意識(shí)。

7.思維品質(zhì)培養(yǎng)：在小組討論和角色扮演活動(dòng)中，學(xué)生被鼓勵(lì)嘗試不同的表達(dá)方式和句型，這激發(fā)了他們的創(chuàng)造性思維和邏輯思維。

8.學(xué)習(xí)能力提高：學(xué)生在自主學(xué)習(xí)與合作學(xué)習(xí)的過程中，學(xué)會(huì)了如何監(jiān)控自己的學(xué)習(xí)過程，提高了自我管理和學(xué)習(xí)策略的使用，這對(duì)于他們的終身學(xué)習(xí)具有重要意義。教學(xué)反思Today'sclassonUnit2"We'reFamily"SectionA(2a～2e)wasquiteengaging,andIbelievethestudentsbenefitedalotfromtheactivitieswecarriedout.However,therearealwaysareasforimprovement,andIwanttoreflectonwhatwentwellandwhatcouldbedonedifferentlynexttime.

Firstly,I'mgladtoseethatthestudentswereveryresponsiveduringthevocabularyintroductionpart.TheywereeagertoguesstheEnglishnamesforfamilymembersandwerequicktopickupthecorrectpronunciation.Thisindicatesthattheuseofvisualaids,suchaspicturesandrealia,waseffectiveinhelpingthemvisualizeandrememberthenewwords.

Thepracticeofthetargetsentences"Thisismy..."and"Who'sthis?"alsoseemedtogosmoothly.Thestudentswereabletousethesesentencestointroducetheirownfamilymemberswithconfidence.Inoticedthattheywerequitecreativeincomingupwithdifferentwaystodescribetheirfamilies,whichwasgreatfortheirlanguageproductionskills.

However,Ididnoticethatsomestudentswerestillstrugglingwiththepronunciationofcertainfamilymembernames,particularly'brother'and'sister'.IthinkIneedtospendabitmoretimeonphonicsandperhapsusesomemoreinteractiveactivitiestohelpthemwiththis.Perhapsagamewheretheyhavetomatchthecorrectpronunciationwiththecorrespondingfamilymembercouldbefunandeffective.

Intermsofthedialogueexploration,Ifeelthatthegroupworkwasbeneficialforthestudentstodiscussandunderstandthecontent.Theywereabletoidentifythefamilymembersmentionedandthestructureofthedialogue.ButIwonderifIcouldhavepushedthemfurthertoanalyzethedialoguemoredeeply.Maybenexttime,Icanincorporatemorecriticalthinkingquestionstochallengetheirunderstandingandmaketheactivitymoreinteractive.

Theclassactivitywherestudentsdrewtheirfamilytreeswasahit.Theyenjoyedthiscreativetaskanditgavethemachancetopersonalizetheirlearning.Yet,Inoticedthatsomestudentswereabitshytopresenttheirworktotheclass.Ineedtofindwaystocreateamoreinclusiveenvironmentwhereallstudentsfeelcomfortablesharingtheirthoughtsandwork.

Regardingtheexercisesandconsolidationpart,Ithinktheworksheetwasagoodwaytoassesstheirunderstanding.However,IfeelthatIcouldhaveincludedavarietyofexercisestocatertodifferentlearningstyles.Somestudentsmightbenefitfrommorewritingpractice,whileothersmightneedmorespeakingorlisteningactivities.

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