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北师大版英语七上Get Ready Topic C Your family 教学设计3一. 教材分析北师大版英语七上Get Ready Topic C Your family 单元的主题是家庭，通过本单元的学习，学生将能够掌握描述家庭成员的词汇，如parent, sibling, grandparent等，以及能够用英语简单介绍自己的家庭成员。
本单元的教学内容分为三个部分：Part A, Part B和Part C。
其中Part C是本单元的重点，通过听力活动、对话练习和任务型活动，让学生进一步巩固家庭成员的表达方式。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，对于描述家庭成员的概念也不陌生。
但是，如何运用英语进行有效的交流和表达还需要通过本节课的学习来进一步提高。
此外，学生可能对于一些家庭成员的词汇如aunt, uncle等还不够熟悉，需要在课堂上进行重点讲解和练习。
三. 教学目标1.学生能够掌握描述家庭成员的词汇和表达方式。
2.学生能够听懂并能够用英语进行简单的交流，介绍自己的家庭成员。
3.学生能够通过任务型活动，提高合作意识和语言运用能力。
四. 教学重难点1.重点：描述家庭成员的词汇和表达方式。
2.难点：如何运用英语进行有效的交流和表达。
五. 教学方法1.任务型教学法：通过任务型活动，让学生在实际操作中学会描述家庭成员，提高语言运用能力。
2.交际法：通过角色扮演、小组讨论等形式，让学生在交流中掌握家庭成员的表达方式。
3.直接法：通过图片、实物等直观教具，让学生直观地学习和掌握家庭成员的词汇。
六. 教学准备1.准备家庭成员的图片和实物，如全家福照片、家庭成员的手工制品等。
2.准备听力材料，如家庭成员的对话录音。
3.准备任务型活动的任务单，如家庭成员调查表。
七. 教学过程1.导入（5分钟）通过展示一张全家福照片，引导学生谈论自己的家庭成员，激发学生对本节课主题的兴趣。
2.呈现（10分钟）展示家庭成员的词汇卡片，如parent, sibling, grandparent等，让学生跟读并模仿。
Get Ready Topic C Your Family名词Nouns1. member成员e.g.: We interviewed each individual member of the community.2. aunt姑母；姨母；伯母；婶母；舅母e.g.: I have an aunt. She is my mum’s sister.3. grandma （外）祖母；奶奶；外婆e.g.: My grandma and grandpa are over 60 years old.4. grandpa （外）祖父；爷爷；外公e.g.: That’s my grandpa.5. uncle舅父；叔父；伯父；姑父；姨父e.g.: I’m going to visit my uncle.6. photo 照片e.g.: I’ll take a photo of you.7. week星期，周e.g.: What day of the week is it?8. man 成年男子，男人e.g.: I took the man with him to be his father.9. bike 自行车(=bicycle)e.g.: I usually go to work by bike.10. job工作e.g.: He’s trying to get a job.11. bus 公共汽车，巴士e.g.: I didn’t take the first bus.12. driver驾驶员，司机e.g.: It only takes one careless driver to cause an accident.13. doctor医生，大夫e.g.: Her father is a doctor.14. factory 工厂e.g.: The factory closed its doors for the last time in 2002.15. worker工人；工作者e.g.: She’s a good little worker.16. farmer农场主；农人e.g.: There once was a poor farmer who had four sons.17. nurse护士e.g.: I believe you have a complaint against one of our nurses.18. taxi出租车e.g.: I came home by taxi.19. medicine药e.g.: Prevention also plays a central role in traditional medicine.20. number数字，数e.g.: The number of new students decreased from 210 to 160 this year.21. tree树，树木e.g.: Look! It’s going up that tree.22. hospital医院e.g.: Sara’s grandpa works in a hospital.23. o’clock（表示整点）……点钟e.g.: He left between five and six o’clock.24. breakfast早餐e.g.: Joe’s breakfast time is before 7.25. dinner（中午或晚上吃的）正餐e.g.: It’s time for dinner.26. lunch午餐e.g.: I’m ready for some lunch.27. bedtime就寝时间e.g.: Susan’s bedtime is before 11.28. pencil铅笔e.g.: I’ll get a pencil and paper.29. boy男孩e.g.: I used to play here as a boy.30. cat猫e.g.: The cat stayed well out of range of the children.31. girl女孩，姑娘e.g.: She saved a little girl from falling into the water.32. dog狗e.g.: I took the dog for a walk.33. pen笔；钢笔e.g.: Please write in pen on both sides of the paper.34. cake蛋糕e.g.: She offered us five different kinds of cake.35. hat（带檐的）帽子e.g.: The hat is part of the school uniform.36. ball球e.g.: She just managed to keep the ball in play.37. cap帽子e.g.: She tucked her hair under the cap.38. bat蝙蝠；球拍e.g.: At dusk bats appear in vast numbers.动词Verbs1. have 有；吃；喝e.g.: He had a new car and a boat.2. love爱；热爱；喜爱e.g.: If you love each other, why not get married?3. ride骑（马、自行车）e.g.: I learnt to ride as a child.4. let让e.g.: Don’t let her upset you.5. jump跳，跃e.g.: She jumped down from the chair.6. get获得，得到e.g.: Where did you get that skirt?形容词Adjectives1. handsome 英俊的e.g.: The handsome man is my uncle.2. big年龄较大的；大的e.g.: Uncle Tim is Aunt May’s big brother.副词Adverbs1. really 确实，的确e.g.: What do you really think about it?代词Pronouns1. who 谁，什么人e.g.: Who is that woman?2. us我们e.g.: She gave us a picture as a wedding present.3. both两个都e.g.: They both love riding bikes.介词Prepositions1. of 属于（某人或某事）；关于（某人或某事）e.g.: Can’t you throw out that old bike of Tommy’s?2. over超过；在……的远端；在……的上面；遍及e.g.: She stayed in the town for over a month.3. before在……以前；在……前面e.g.: He arrived before me.4. after（时间）在……后e.g.: Ben’s Chinese class is after 9.冠词Articles1. an 一（人、事、物）e.g.: Listening is an important part of the job.数词Numbers1. thirty 三十2. forty四十3. fifty 五十4. sixty六十5. seventy七十6. eighty八十7. ninety九十8. hundred一百兼类词Words with Multiple Part of Speech1. cook n.厨师v.烹调e.g.: Where did you learn to cook?2. do v. & aux.做，干，办（某事）e.g.: We will do what we can to help.3. kind adj.体贴的；慈祥的；友好的n.种类e.g.: You’ve been very kind.4. only adj.仅有的；唯一的adv.只；仅e.g.: She’s their only daughter.5. work v.从事……工作；干活，劳动n.工作e.g.: He is working on a new novel.其他Others1. lot det.许多，大量e.g.: He knows a lot about Chinese medicine.短语Expressions1. a lot 大量，许多；很，非常e.g.: However you look at it, it’s going to cost a lot.。
北师大版英语七上Get Ready Topic C Your family 说课稿4一. 教材分析北师大版英语七上Get Ready Topic C Your family是一个以家庭为主题的学习单元。
本单元主要让学生学习家庭成员的称呼以及描述家庭成员的特征。
通过本单元的学习，学生能够掌握家庭成员的基本词汇，如father, mother, brother, sister 等，并能运用这些词汇描述自己的家庭成员。
此外，学生还能学习到如何用英语询问和回答关于家庭成员的问题。
二. 学情分析学生在进入七年级之前，已经学习了英语的基本语法和词汇，具备一定的英语听说读写能力。
但部分学生对英语学习的兴趣不高，学习积极性有待提高。
此外，学生对家庭成员的称呼和描述家庭成员的特征的理解可能存在一定的困难，需要教师在教学中进行针对性的引导和辅导。
三. 说教学目标1.知识目标：学生能够掌握家庭成员的基本词汇，如father, mother,brother, sister等，并能运用这些词汇描述自己的家庭成员。
2.能力目标：学生能够用英语询问和回答关于家庭成员的问题，提高自己的英语口语表达能力。
3.情感目标：通过学习本单元，学生能够增强对家庭的认识和理解，培养对家庭的热爱之情。
四. 说教学重难点1.重点：家庭成员的基本词汇，如father, mother, brother, sister等。
2.难点：如何运用这些词汇描述自己的家庭成员，以及如何用英语询问和回答关于家庭成员的问题。
五. 说教学方法与手段1.交际法：通过模拟真实的家庭场景，让学生在实际语境中运用所学词汇和句型，提高口语表达能力。
2.任务型教学法：通过完成各种任务，如小组讨论、角色扮演等，激发学生的学习兴趣，培养学生的合作意识。
3.直观教学法：利用图片、实物等直观教具，帮助学生更好地理解和记忆家庭成员的称呼和特征。
4.信息技术辅助教学：利用多媒体课件、网络资源等现代教育技术手段，提高课堂教学效果。
北师大版英语七上Get Ready Topic C Your family 教学设计1一. 教材分析北师大版英语七上Get Ready Topic C Your family 主要介绍了家庭成员的名称及相互关系，通过本课的学习，学生能够掌握家庭成员的英文表达，并能够运用所学知识进行简单的交流。
教材内容贴近学生的生活，有利于激发学生的学习兴趣，提高学生的学习积极性。
二. 学情分析七年级的学生已经具备了一定的英语基础，对于日常生活中常见的词汇和句型有一定的了解。
但部分学生英语学习积极性不高，缺乏学习动力。
因此，在教学过程中，教师需要关注学生的学习兴趣，创设有趣的教学活动，激发学生的学习热情。
三. 教学目标1.知识目标：学生能够掌握家庭成员的英文表达，了解家庭成员之间的关系。
2.能力目标：学生能够运用所学知识进行简单的交流，提高口语表达能力。
3.情感目标：培养学生关爱家庭，珍惜亲情的品质。
四. 教学重难点1.重点：家庭成员的英文表达及简单交流。
2.难点：家庭成员之间关系的表达。
五. 教学方法1.情境教学法：通过设定情境，让学生在实际语境中学习、运用英语。
2.互动教学法：引导学生积极参与课堂活动，提高学生的口语表达能力。
3.情感教学法：引导学生关注家庭，培养学生的家庭观念。
六. 教学准备1.准备相关图片，展示家庭成员及关系。
2.准备单词卡片，方便学生学习和记忆。
3.准备练习题，巩固所学知识。
七. 教学过程1.导入（5分钟）利用图片展示不同家庭场景，引导学生谈论自己的家庭，激发学生的学习兴趣。
2.呈现（10分钟）教师展示家庭成员的图片，并用英文介绍家庭成员及关系，如father, mother, sister, brother等。
同时，让学生跟读，确保学生正确掌握单词发音。
3.操练（15分钟）学生分组进行角色扮演，模拟家庭场景，用英文进行交流。
教师巡回指导，纠正发音并给予鼓励。
4.巩固（10分钟）教师出示单词卡片，学生抢答说出单词的英文及中文含义。
北师大版英语七上Get Ready Topic C Your Family 教学设计2一. 教材分析北师大版英语七上Get Ready Topic C Your Family主要让学生学习描述家庭成员的词汇和句型，以及如何询问和回答有关家庭成员的问题。
本节课的内容与学生的生活紧密相连，易于引起学生的兴趣和共鸣。
教材通过丰富的图片、情景对话和活动，帮助学生掌握相关词汇和句型，提高他们的口语表达能力。
二. 学情分析七年级的学生已经掌握了一定的英语基础知识，具备一定的听说读写能力。
他们对描述家庭成员的话题充满兴趣，容易产生共鸣。
但部分学生可能在口语表达方面还存在一定的困难，需要教师的引导和鼓励。
此外，学生对英语学习的积极性有待提高，教师应采用生动有趣的教学方法，激发他们的学习兴趣。
三. 教学目标1.知识目标：学生能够掌握描述家庭成员的词汇，如father, mother,brother, sister等；能够运用句型介绍自己的家庭成员，如“This is myfather/mother/brother/sister.”2.能力目标：学生能够在日常生活中用英语询问和回答有关家庭成员的问题，提高他们的口语表达能力。
3.情感目标：通过学习，学生能够增进对家庭的认识，更加珍惜和家人相处的时光。
四. 教学重难点1.重点：描述家庭成员的词汇和句型。
2.难点：如何运用所学词汇和句型进行实际交流。
五. 教学方法1.任务型教学法：通过设定各种真实的任务，让学生在完成任务的过程中运用所学知识。
2.情境教学法：创设生动有趣的情境，让学生在实际语境中学习英语。
3.游戏教学法：运用游戏活动，激发学生的学习兴趣，提高他们的参与度。
六. 教学准备1.准备相关家庭成员的图片，用于展示和练习。
2.准备录音设备，用于播放听力材料。
3.准备教案和课件，用于指导教学。
七. 教学过程1.导入（5分钟）利用图片展示不同家庭成员，如父亲、母亲、哥哥、姐姐等，引导学生猜测这些人物的关系。
Get Ready C Your Part Ⅰ（第一课时）This UnitLesson Focus•Family members, jobs, meals•Talking about people, time, and routine•Revision of personal pronouns•Revision of numbers 21100•Revision of consonants p, b, t, d, c, k and gWarmupExercise 1Purpose: to help students know the names of family members➢Bring in photos of your family. Ask“What's this?”Elicit a family photo.Point to your mother and say“This is my mum”. Then point to someone else in the photo and ask Who's this?”Ask students to guess your family members. Write the names of the family members on the board as your students say them. Make sure you get all the Key Words up on the board. If you feel your students are ready to do the exercise, you may skip this step.➢Go over the Key Words, reading them aloud or having students repeat after you. Direct students to the photos. Say Look at Kevin's family photos. Who's this?”and point to Kevin (labeled me). Elicit or provide It's Kevin. Then say "Read the text". Monitor students while they readthe text, offering clarification when necessary. Then say Who are the other people? Label the photos”. Do gone item as a class, for example, mum. If students need support, you may have them work in pairs.➢Go over the answers, having students say the names of the family members aloud. Check students' pronunciation of the Key Words. Answersa. grandpa;b. grandma;c. aunt;d. uncle;e. mum;f. dad;g. brother Expansion: Show What You Know!Ask students what other family members they know. Elicit or provide cousin, brother / sisterinlaw, niece, nephew, as well as child (Ten) , grandchild (ren) , parent (s) , grandparent (s) , husband and wife. Then have your students make a family tree. Let them be creative. They can cut out photos and attach them to the tree, draw their family members, or use objects to represent their family members. Then have them get in pairs or small groups and talk about their families, using the text as a model. ReadingExercise 2Purpose: to help students know the names of different jobs to plete a dialogue➢Bring in photos or pictures of the following professions: bus driver, cook, doctor, factory worker, farmer, nurse, taxi driver and teacher.Hold up the picture of the cook, for example, and ask What does hedo?”Elicit or provide He's a cook. Continue with the other Key Words.➢Point to the photo of doctor in Exercise 2. Ask What does he do?Elicit He's a say plete the dialogue with the Key Words”.Monitor students as they plete the dialogue. If students need support, you may have them work in pairs.➢Say Now listen to the dialogue and check your answers”. Play the dialogue the first time, pausing after each item if necessary, for students to check their answers.➢Have students say the answers aloud and write them on the board.Check students' pronunciation of the Key Words and correct any spelling errors.Answers1. doctor;2. cook;3. nurse;4. teacherExercise 3Purpose: to help students use the Key Words in a roleplay➢Hold up the Student Book and point to the pictures of Lili's family members, indicating one person, for example, her aunt. Say Hi. I'm Lili. That's my aunt. She's a maths teacher. If you feel your students are ready to do the exercise, you may skip this step.”➢Have students get into pairs. Say Now roleplay Lili in Exercise 2.Introduce the family members in the photo". Monitor closely, en de couraging students to say as much as they can about the family members. For more proficient students, let them be creative and even make up some information. As long as they are speaking and using the Key Words and Corns properly, let them continue. Make noge of any errors in form or pronunciation and y an "anonymous" feedback session at the en of the activity. Correct the errors as a class Expansion: Keep Talking!Ask students if they know of any other professions. As they say the jobs, write them on the board. Let them use a dictionary or puter if necessary. Alternately, have a petition. Have students get into groups to see how many jobs they can e up with. After a set length of time, tell them to stop. One member of the group should write the jobs on the board. The team with the most jobs wins.Exercise 4Purpose:to help students learn expressions and phrases to talk about family members➢Ask students to look at the dialogue in Exercise 2 again. Play the dialogue again, pausing after each line for students to repeat. You may do this several times if students need more controlled practice. Then have your class read the dialogue in two groups: one side of the class is Amy and the other is Lili. Then have them switch roles.➢Ask them to find the questions in the dialogue. Students should answer Who's that? What does he do? Is he your dad? Is that your mum? Write the questions on the board. Then ask them to find the answers to the questions. Students should answer That's my grandpa. He's a doctor.No, he's my uncle. Yeah, she's a nurse. Write the answers next to the appropriate questions.➢Direct students to the Key Expressions. Say Look at the Key Expressions and repeat after me”. Have students repeat the Key Expressions aloud after you.➢Hold up the Student Book and point to the Il pictures of Lili's family members, indicating one person, for example, her mum. Ask Who's she?”Elicit She's my (or Lili's)mum. Say“Now roleplay Lili and Amy.Ask and answer questions about Lili's family”.Have students get into pairs. Tell them to cover up the dialogue in Exercise 2. Make sure theycan't see the dialogue, but you may assist them in remembering the information by directing them to the photos in Exercise 2. Check students' pronunciation of the Key Expressions.Exercise 5Purpose: to help students use expressions and phrases to talk about family members.➢Direct students to the family tree. Say“This is Li Ming's family”. Ask two students to read the Example roleplay aloud for the class.➢Have students get into pairs. Say Look at Li Ming's family tree. Ask and answer questions about his family”. Monitor closely and offer assistance as needed. Check students' pronunciation of the Key Words and the Key Expressions.Exercise 6➢Note: Be sure to ask your students to bring in some family photos BEFORE you do this exercise. Don't forget to bring in your family photos!➢Hold up one of your family photos. Say This is my (dad). Can you guess his / her job?”.Make sure that students know your family member's job. Give students simple clues as they try to guess, for example, He / She works in a factory; He / She works with children;He / She works outside. Direct students to the list of jobs in Exercise 2 if they need support.➢Go over the plete list of jobs in Exercise 2. If they need more job vocabulary to talk about their families, provide it at this time. Then have them get into pairs or small groups and talk about their families using photos or the family tree they made in the Expansion activity.Monitor to make sure they are using the Key Words correctly and offer corrective feedback as needed. Have them switch pairs or make new groups and continue talking. Make note of any serious errors in form or pronunciation and do an anonymous”feedback session at the end of activity. Correct the errors as a class.➢At the end of the activity, ask a few students to tell the class what they remember about the other students' families.Expansion: Keep Talking!Note: Use this activity with your students if you have already done the Expansion activity in Exercise I with them. Have the students continue talking about other family members, for example, their cousins, inlaws, nieces, nephews, etc.。
and eighty.Then play the recording for the students to read after it.2.listeningPlay the dialogue for the first time . Say: Now listen to a dialogue and find out :What’s Sara making?Next please listen to the dialogue again and write down the ages of Snra’s family members. Fir st give an example, then check in class.3.Lead the students to read the statements in exercise 9 ask them to tell the meanings of the sentences Play the dialogue, ask the students to circle the correct answers, then check in pairs, then check in class and ask them to tell their reasons for each answer. 训练听大意的能力Step 4 Practice work in pairs to talk like the example in exercise10.First give an example.Say: we’ve known Sara’s family. Do you want toknow each other’s family members’ information:ages, jobs, likes, etc. Then ask them to work in pairsto talk like the example in exercise 10.运用数词和询问职业等句型来了解别人家庭情况Step 5 Homework 1.跟读录音2.写一篇介绍几家全家福的小短文3.预习Get Ready C Your family Period 3导学案板书设计Get Ready C Your family教学反思目标基本达成。
