最新外研版七年级英语上册教案

外研社七年级上册英语教案一、教学目标。

1. 语言知识目标。

- 学生能够正确拼写并运用本单元的重点单词，如：hello, hi, goodbye, bye, name, nice, to, meet, too等。

- 掌握重点句型：Hello! / Hi! I'm...Nice to meet you. Nice to meet you, too. Goodbye. / Bye.2. 语言技能目标。

- 听：能听懂简单的问候和自我介绍的对话。

- 说：能够用所学的英语进行简单的问候、自我介绍和回应。

- 读：能正确朗读课文中的对话。

- 写：能够正确写出简单的自我介绍句子。

3. 情感态度目标。

- 培养学生学习英语的兴趣和积极参与课堂活动的意识。

- 让学生通过英语交流，增强跨文化交际意识。

4. 文化意识目标。

- 了解英语国家中常见的问候方式和社交礼仪。

二、教学重难点。

1. 教学重点。

- 重点单词和句型的掌握与运用。

- 学生能够自信、流利地进行简单的英语问候和自我介绍。

2. 教学难点。

- 学生对Nice to meet you. 和Nice to meet you, too. 的理解与正确使用。

- 让学生克服害羞心理，积极参与口语交流活动。

三、教学方法。

1. 情景教学法。

通过创设各种真实的情景，如开学第一天的见面场景，让学生在情景中学习和运用英语。

2. 任务驱动法。

布置各种任务，如小组内互相问候、自我介绍并互相介绍给其他小组等任务，促使学生积极参与。

3. 交际教学法。

鼓励学生之间用英语进行交流互动，提高学生的英语口语表达能力。

四、教学过程。

1. 导入（5分钟）- 教师走进教室，用热情的笑容和手势引起学生的注意，然后用英语说：“Hello, boys and girls! I'm your English teacher today. My name is...”同时在黑板上写下自己的名字。

- 引导学生用Hello或Hi回应老师，并鼓励个别学生尝试说出自己的名字。

Step4:Grammar:Pronouns代词
Step5: Circle the correct words.
1 Ms Wang is my / I Chinese teacher.
2 Jack's teacher asked their / them to bring a family photo to school tomorrow.
That's really a(n)ቤተ መጻሕፍቲ ባይዱ.. lesson!
语法：人称代词和物主代词
能力
目标
掌握人称代词和物主代词的语法功能；
能够正确使用人称代词和物主代词；
能够介绍初中的第一节课和上课老师；
能够谈论自己的收获。
情感
态度
通过学习人称代词和物主代词，可以介绍初中的第一节课和上课老师以及上课的收获，从而理解到初中学习生活的不同，增强自信心，更好融入初中生活阶段的学习，适应不同老师的教师风格。
3 When is we / our next English class?
4 Fang Wei is a new friend of mine / my at junior high.
Step6:Grammar：物主代词
Step7:Do exercise..
一、填空题
1.This is my book. ______ (它的) cover is blue.
Important things Making notes
in learning lesson Answer questions actively
......
语法：人称代词和物主代词
重点词汇：start to do sth.开始做某事

最新外研版七年级英语上册教案目标本教案旨在通过国内最新外研版七年级英语上册教材的教学活动，帮助学生提高听、说、读、写的能力，培养他们的英语语感和交际能力。

教学活动1. Unit 1 My New Classroom1.1. Activity 1: Introducing the Classroom- Get students to describe their new classroom using simple sentences.- Encourage peer interaction by having students ask and answer questions about each other's classrooms.1.2. Activity 2: Describing Classroom Objects- Teach students vocabulary related to classroom objects.- Ask students to describe the objects in their classroom using the new vocabulary.1.3. Activity 3: Drawing Classroom Layout- Have students work in pairs or small groups to draw a layout of their classroom.- Encourage them to use prepositions to describe the location of objects in their drawings.2. Unit 2 My New Teachers2.1. Activity 1: Guessing Game- Introduce the names and photos of the new teachers.- Have students guess the teachers' names based on the descriptions given.- Engage in whole class discussion to check the answers.2.2. Activity 2: Interviewing the Teachers- Ask students to prepare interview questions about the teachers' backgrounds and teaching experiences.- Pair students up and have them interview each other in role plays.2.3. Activity 3: Writing Teacher Profiles- Provide a template for students to write profiles of their favorite teacher.- Encourage students to use adjectives and descriptive language in their writing.3. Unit 3 My New Classmates3.1. Activity 1: Getting to Know Each Other- Encourage students to introduce themselves to their new classmates.- Use a variety of icebreaker activities to promote interaction and sharing.- Monitor and provide feedback on pronunciation and sentence structure.3.2. Activity 2: Surveying Class Interests- Have students create a survey to find out their classmates' hobbies and interests.- In pairs or small groups, students ask each other the survey questions and record the answers.3.3. Activity 3: Writing Classmate Profiles- Ask students to write short profiles of their classmates based on the survey results.- Provide guidance on organizing information and using appropriate language.4. Unit 4 My New School4.1. Activity 1: Sharing School Experiences- Lead a class discussion on students' previous school experiences.- Encourage students to talk about their likes and dislikes about their previous school.- Help students identify similarities and differences between their previous school and the new school.- Engage in pair or group discussions to share their findings.4.3. Activity 3: Writing a School Report- Guide students in writing a report about their new school.- Provide a structure and key points to include in the report.教学评价在每个单元结束时，通过以下方式对学生进行评价：- 口头问答：用简单问题考察学生对知识点的掌握程度。

课题外研版七年级上册英语Unit 3 Family Ties - Developing Ideas 教案课型新授时间课时 1 主备人一、教学目标1. 语言知识目标学生能够理解课文中的重点词汇和短语，如：silent, care, love, take over 等。

学生能够掌握现在进行时的用法，如：The son is taking over his father's position.2. 语言技能目标学生能够读懂关于父子亲情的电影评论，并获取关键信息。

学生能够运用所学词汇和句型描述父子关系和亲情。

3. 情感态度目标引导学生感受亲情的温暖和重要性，增强家庭观念。

培养学生对父母的感恩之情，学会珍惜家庭关系。

二、教学重难点1. 教学重点理解课文内容，掌握重点词汇和句型。

能够概括文章主旨，分析人物形象。

2. 教学难点现在进行时的正确运用。

对父子亲情的深入理解和表达。

三、教学方法任务型教学法、情景教学法、互动教学法四、教学过程（一）导入（5 分钟）1. 展示三张与父亲相关的图片，引导学生观察并回答问题：T: Look at the three pictures on the right and answer the questions. Which picture reminds you of your father?S1: The second picture reminds me of my father.T: Why?S1: Because my father is also serious sometimes.T: How can you describe your father and his love for you?S2: My father is kind and he always cares about me silently.T: Great! Let's see what the writer thinks about the father's love in the film.（二）阅读（20 分钟）1. 学生快速阅读电影评论，回答问题：What is the father's love like according to the writer?S3: The father's love is silent.T: Good. Can you find the sentences to support your answer?S3: "He is happy about his son's growth. But he just hides his care in his heart. He doesn't give hugs or kisses to his son. His love may be silent. But like a mountain, it is always there."2. 学生再次仔细阅读文章，完成Think and Share 中的任务。

Unit 1 A new start Lesson 6 Presenting ideas教学过程教学过程Remember！Add pictures to your poster.Step4:Practice and present your poster to the classStep5:V ote on the best three posters and the best three presentations?Step6:After completing this unit, I understand more about junior high school life.Step7:To express my understanding, I can...use words and expressions in the unit to talk about my school life:use pronouns to talk about my first lesson.describe my understanding of junior high.*1=excellent, 2=good, 3=not yetStep8:I still need to improve:______________Step9:Homework学生设计一张海报,介绍开学第一周的学校生活。

要求：(1)学生能够描述自己的初中学校生活，包括不同的课程和校园活动。

(2)学生能够描述遇到的各种困难和挑战，包括时间管理、学习方法。

(3)学生能够认识到独立思考、合理计划的重要性，为初中学校生活做好准备。

(4)学生能够尽可能多地使用本单元的核心词汇，尤其是生词。

(5)学生能够正确使用人称代词和物主代词。

板书设计Unit 1 A new start。

Unit 1 A new start Lesson 5 Understanding ideas教学过程教学过程How many people are there in the picture? Who are they?What do the parents give the girl?Step3:What can you do with a boat?Look at the picture,talk about what we meet.Look at the word and expressions and look up their meanings in adictionary.Studying at junior high is a journey.Let’s explore it.Step4:Reading the conversation and find out the meaning of the title.What is “journey”?What is the meaning of the title?Step5:Reading the conversation and answer these questions.( 1 ) What is their letter for?(2 )Is it the first paper boat from her parents?( 3 ) Did she remember (to have an idea ofsomething in one's mind) the first paper boat?( 4)What did they do with the first paperboat?Step6:Before reading the passage ,look at the timeline.Now,read the passage and complete the timeline.Step7:Complete the thinking map with the words and expressions from the passage.Step8:Answer the questions.1.What do “a pool”,”a river”and “the sea”stand for?2.What do you think Mia’s parents did protect her boat from wind?。

Unit 1 Nice to meet you教学流程图:教学步骤l （1课时）一、第一教学环节：情景创设、布置任务、激趣导入教师首先画出一个圆圈，让学生用英语猜测是什么并大声说出来；然后在添加一个象云朵一样的东西，让学生继续猜测，这个期间对于学生敢于想象的要给予语言鼓励或者是物质鼓励。

最后出现的是一个老师的形象，让学生慢慢意识到今天的主题。

同时进行小组的竞争。

这个阶段也就是进行课本的“Learning to learn ” 或者是“ Speak ing ” 阶段。

My n ame is …I am a …1 'm …years old. I am from …2 •教师出示动画片或者英语小flash短片（最好是有关自我介绍的），向学学生活动1 •学生认真观察，并随着老师的画画动脑筋，猜测这是什么，并积极举手发言，获得老师的奖品。

并有可能获得本组的加分（学生课前分好组，每节课要进行竞赛，看看哪一组上课最认真）2 •认真观看动画或课件，仔细听老师的介绍：My name is …I am a… I 'm …years old. I am from,跟随老师学习有关自我介绍的词。

3•继续听老师的介绍，然后回答老师的问题：What' syour name? My n ame isWhere are you from? I am from - Nice to meet you.Nice to meet you too.生进行介绍或播放课件，同时教学生 词和句型结构。

What ' s your n ame? My n ame is Where are you from? I am from … Nice to meet you. Nice to meet you too.4.学生认真理解教学“任务”，在自3.布置本堂课的教学“任务”，要求学己下定决心取得胜利的同时，与小求知欲和用语言解决任务的信心，尽量 用英文加上手势或者书面图片形式说 明，必要时可以用中文解释。

板书设计
Unit2 More than fun
Understanding ideas
1.tap on轻拍
2.stop doing意为“停止做”，注意stop doing是“停止
正在进行的行为"，
stop to do则是指“停下正在做的事情去做另一件事”
3.put...on...把......放在......上
Step6:Read the story .What is Emma’s adventure?
Step7:Read the passage and pay attention to the words in different forms.
Step8:Do you think Emma’s story was an adventure?.
1. What hobby do the pictures show?
2.What can you get from this hobby?
Now answer the questions.
Step3:The goals of this lesson.
Step4:Read the title of the passage and know the meaning of adventure.
The Emma’s story is an adventure,so we can divide the passage into three parts.
Step9:Read the passage and answer the questions.
Check your answers.
Step10:Complete the notes with the words and expressions from the story.

外研社版的七年级英语教案5篇外研社版的七年级英语教案1教学目标Teaching aims(教学目标)1.学会谈论自己和他人过去发生的事情和活动。

2. 能够熟练的运用本节课出现的动词短语。

教学重难点Language points(语言点)1.要求掌握以下句式： Where did you go on vacation?I went to the mountains.2.要求掌握以下词汇：动词词组(过去式形式)：went on vacation, stayed at home, went to the beach, went to the mountains, visited my uncle, went to summer camp, visited museums, went to New York City(本节课短语比较多，过去式变化也不简单，鼓励学生说出更多自己知道的描述过去事情的短语。

)Difficulties(难点)：用准确的过去式短语描述过去发生的事情教学过程Teaching steps(教学步骤)1. Warm-up and lead in(课堂热身和导入)(1)New term greetings (新学期问候)T: Hello everyone! Good to see all of you again. Did you enjoy your summer vacation?S: Yes!(师生之间的问好过后，让学生前后位、同桌之间互相问好)(2)Lead in(导入)T: Can you tell me about the activities you did during the summer vacation? Try to use verb phrases, for example, “watch TV”.S1: I went shopping.S2: I went to the movies with my friends.S3: I went swimming.(老师可以鼓励学生给出尽可能多的答案，并引导学生使用过去式)T: Wow. It sounds like you had a good time during the summer vacation! I’m sure you enjoyed yourselves very much. Now I want to know where you went on vacation.(教师把“Where did you go on vacation?”和 I went/…板书在黑板上) 教学设计说明：从贴近学生熟悉的话题入口，通过对学生暑假生活的了解及回顾，引出今天的重点内容。

3.成果分享：每个小组将选择一名代表来分享他们的讨论成果。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了如何用一般过去时态描述过去的生活，以及动词过去式的变化规则。通过实践活动和小组讨论，我们加深了对一般过去时态的理解。我希望大家能够掌握这些知识点，并在日常英语交流中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
-一般过去时态的运用：学生在构造句子时，可能会忘记使用一般过去时态，或是在句中使用不恰当。
-描述个人经历的能力：对于如何用英语描述自己的过去生活经历，学生可能会感到困难，需要教师引导和示范。
-阅读理解：提取课文关键信息，理解作者过去的经历，并能够用自己的话进行复述或回答问题。
举例说明：
-教学重点示例：
3.重点难点解析：在讲授过程中，我会特别强调一般过去时态的构成和动词过去式的变化这两个重点。对于难点部分，我会通过举例和比较来帮助大家理解。
（三）实践活动（用时10分钟）
1.分组讨论：学生们将分成若干小组，每组讨论一个与一般过去时态相关的实际问题，如“描述你上周末的活动”。
2.实验操作：为了加深理解，我们将进行一个简单的角色扮演活动。学生将模拟在不同的过去场景中使用英语进行交流。
-句子构造：学生可能会错误地构造句子如“I goes to the park every day in the past”，需要教师指出并纠正为“I went to the park every day in the past”。
-描述经历：教师可以通过提问和让学生分享个人经历的方式，引导学生如何用所学句型和词汇描述自己的过去。
五、教学反思
在今天的教学中，我发现学生们对一般过去时态的概念和应用有了初步的理解，但在实际运用中仍存在一些问题。首先，学生在动词过去式的变化上遇到了一些困难，尤其是不规则动词的变化。在今后的教学中，我需要更多地强调和练习这部分内容，帮助学生更好地掌握。

5. 简洁明了：板书内容简洁精炼，突出重点，方便学生快速把握关键信息。
6. 突出重点：通过加粗、颜色标注等方式，突出本节课的重点词汇短语和一般现在时用法。
7. 准确精炼：板书内容准确无误，概括性强，有助于学生形成完整的知识体系。
8. 艺术性和趣味性：板书设计采用图文并茂的形式，增加趣味性，激发学生的学习兴趣。
9. 激发学生学习兴趣和主动性：通过有趣的板书设计，吸引学生的注意力，鼓励他们积极参与课堂活动。
学生预习：
发放预习材料，引导学生提前了解Module 3 My school的学习内容，标记出有疑问或不懂的地方。
设计预习问题，激发学生思考，为课堂学习描述学校各部门和活动的词汇和短语做好准备。
教师备课：
深入研究教材，明确本节课的教学目标和重难点。
准备教学用具和多媒体资源，确保教学过程的顺利进行。
设计课堂互动环节，提高学生学习描述学校各部门和活动的词汇和短语的积极性。
2. 文化意识：通过学习本节课内容，学生能够了解不同国家的学校文化，增强对文化差异的敏感性，培养国际视野。
3. 思维品质：在课堂活动中，学生需要进行逻辑思维和批判性思维，如分析学校各部门的作用，评价学校活动的意义，从而提高思维品质。
4. 学习能力：本节课鼓励学生通过自主学习、合作学习和探究学习的方式，提高自主获取知识、处理信息和学习合作的能力。
1. 目的明确：本节课板书设计旨在帮助学生掌握描述学校各部门和活动的词汇和短语，以及一般现在时的用法。
2. 紧扣教学内容：板书内容围绕Module 3 My school，包括词汇和短语的学习、一般现在时的运用等。
3. 结构清晰：板书分为三个部分，分别为词汇短语、一般现在时用法和课堂活动。
4. 条理分明：每个部分都有明确的标题，内容按照由易到难的顺序排列，方便学生理解和记忆。

最新外研版七年级英语上册教案全册Unit 1 Nice to meet you .学习目标:1、学会的单词：单词表从Chinese 到China . (90页) 短语: be from = come from2、重点句型：My name is .... I’m …. You’re …. Are you …?3、能用be动词一般现在时形式并正确运用于自我介绍中。

课堂准备:1、试读本单元的单词，不会读的在单词下打―△‖.2、试读第2页Activity2单词,不会读的在单词下打―△‖.3、试读第3页Activity3的对话, 不会读的在单词下打―△‖, 同时试着完成第三页的5个句子的判断. 自学交流:1、be动词有哪三种不同形式？、、。

2、用be动词的正确形式填空：① My name Miss Li.②I Chinese.③He my friend.④We students.⑤What your name?⑥Where you from?合作探究:1、Chinese 是名词时,翻译为: ___________ ; 是形容词时翻译为: ___________2、be from 的同义词组为: ___________He is from China .(改为同义句) He ___________ China .3、what about 的同义词为: ___________4、Is Daming from Beijing ? 肯定回答: _________ 否定回答: _________巩固提高:Work in pairs. Ask and answer.(Activity5)A: What’s your name? B: My name is…A: Are you English?B: No,I’m …A:How old are you? B:I’m … years old .I’m in Class …A: Nice t o meet you,…B: Nice to meet you ,too.拓展延伸:单项选择：( )1. -Nice to meet you. - .A. Good morningB. You are welcomC. Nice to meet you, tooD. Goodbye( )2.H e from Beijing, I from Shanghai.A. is,isB. am, amC. is, amD. is, comes( )3. - Are you from Ch ina ? – Yes ,A. I’mB. I’m notC. I’ amD. I am( )4. – is Mary from? -She is from .A. Whe n, AmericanB. Where, AmericaC. What, England( )5. My sister is .A. twelve year oldB. twelve years oldC. twelve-years oldD. twelve-year-old( )6. (2011.长沙)-What about ______ a rest ?- OK. Let’s go out and have a walk .本课小结:我学会了：1、我能背本课的单词、短语和句子（听写）2、am、is are的用法（口诀）*老师,我想对您说:Unit 2 I’m Wang Lingling and I’m thirteen years old .学习目标:1、学会单词：从everyone 到all. (90页) 短语：be from = come from2、三个问句的灵活运用：What’s his/ her name? How old is he/ she? Where is he/ she from?3、能用be动词一般现在时形式并正确运用于自我介绍中; 人称代词和物主代词课堂准备:1、试读本单元的单词，不会读的在单词下打―△‖.2、试读第4页Activity1的句子,把句子按正确顺序排列.3、试读第4页Activity2的三段短文, 不会读的在单词下打―△‖,试着完成6个句子的判断.4、单项选择1）- are you? -I’m thirteen years old.A .WhatB . How C. How old2) Mike is from and he is .A. Chinese, ChinaB. America, AmericanC. English, England自学交流:1、Introduce yourself to the class.（自我介绍）: My name is… I’m a… I’m…years old. I’m from…2、Work in pairs. Ask and answer.（互相问答）A: What’s your name? B: My name is…A: Where are you from? B: I’m from… I’m…A: How old are you? B: I’m …years old.合作探究:1.不定代词everyone 意为:2.the capital of China意为: capital 还可以翻译为:3.探讨一下first name 和last name巩固提高:1. 互相问答: What’s his/ her name? How old is he/ she? Where is he/ she from?2. Writing(写):①Activity 5②Activity 6拓展延伸:一. 用be动词的适当形式填空：1.My mother ______ a teacher.2.Your sister ______ ten years old.3.His students ______ all in the classroom.4.You and I _____ good friends.5.Lucy ______ an English girl.She ______ in Class Two this year.6.You _______ our Chinese teacher this term.二. 用and衔接句子来介绍自己：My name’s … and I’m …本课小结:1、我背得了本课的单词、短语和句子2、我学会用and 衔接句子来介绍自己：My name’s … and I’m …Unit 3 Language in use学习目标:1、记住本模块全部单词(90页)2、重要句子：①I’m your teacher .② She’s my friend . ③He’s from Shanghai . ④My name is Li Daming . ⑤Her English name is Lucy .⑥His English name is Henry. ⑦Are you from America ? No, I’m not .3、能够正确使用be ,明了一般现在时态中be的用法；人称代词和物主代词与be 的运用.课堂准备:读熟单词并能记住本模块所有单词及重要句子自学交流:互相作自我介绍: I’m . This is .He’s my friend . I’m years old. He’s years old. We’reand we’re inClass .合作探究:1、1)先再复习一下系动词be (is, am, are) 动词的用法。

举例：针对语法难点，教师可以通过制作图表或动画，直观地展示一般现在时的构成和用法，并通过大量例句和练习帮助学生巩固。对于口语表达，教师可以组织角色扮演活动，让学生在模拟真实情境中进行练习，以提高他们的口语表达能力。
四、教学程
（一）导入新课（用时5分钟）
同学们，今天我们将要学习的是Module3 Unit1（3）关于家庭成员的内容。在开始之前，我想先问大家一个问题：“你们在日常生活中是如何向别人介绍自己的家庭成员的？”这个问题与我们将要学习的内容密切相关。通过这个问题，我希望能够引起大家的兴趣和好奇心，让我们一同探索如何用英语介绍家庭成员的奥秘。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解一般现在时在描述家庭成员及其活动中的应用。一般现在时是描述习惯性动作和普遍真理的时态，它在介绍家庭成员时非常重要。
2.案例分析：接下来，我们来看一个具体的对话案例。这个案例展示了如何使用一般现在时来介绍家庭成员，以及如何用它来描述他们的兴趣爱好。
6.写作：编写一段简短的文字，介绍自己的家庭成员及他们的特点。
本节课内容紧密结合教材，旨在提高学生在实际场景中运用英语进行交流的能力。
二、核心素养目标
Module3 Unit1（3）教案-外研版七年级英语上册，本节课的核心素养目标如下：
1.语言能力：通过学习家庭成员相关词汇和一般现在时，培养学生准确、流畅地用英语进行自我介绍和描述家庭成员的能力，提高学生的英语表达水平。
三、教学难点与重点
Module3 Unit1（3）教案-外研版七年级英语上册，以下为教学难点与重点：
1.教学重点
-词汇：家庭成员相关单词，如"family", "mother", "father", "sister", "brother"等，以及它们的基本用法。

外研版七年级上册英语教案(新版) Title: Unit 2: My SchoolObjectives:1. Students will be able to identify and describe school subjects.2. Students will practice using simple present tense to talk about their school life.3. Students will improve listening and speaking skills through group activities.Materials:1. Textbook2. Flashcards of school subjects3. Audio recording of a conversation about school4. Whiteboard and markersProcedure:Begin the lesson by showing flashcards of different school subjects. Ask students to name each subject and write them on the board. Engage students by asking which subjects they like and why. This encourages participation and helps them practice vocabulary related to school.Play the audio recording of a conversation between two students discussing their favorite subjects and daily school routines. Ask students to listen carefully and note key information. After the listening activity, conduct a short discussion about what they heard, prompting students to share their opinions.Divide the class into small groups and assign each group a specific school subject. Each group will create a short dialogue using the simple present tense to describe what they typically do in that subject. Allow groups time to prepare and practice their dialogues.After preparation time, have each group present their dialogue to the class. Encourage peer feedback and provide positive reinforcement for creativity and use of language. Conclude the lesson by summarizing the key points discussed and highlighting the importance of each school subject in their education.Assessment:Evaluate students based on their participation in discussions, group activities, and presentations. Provide feedback on their use of vocabulary and grammar.。

Step9:Talk about your family.
Make a conversation.
For example:
-How many people are they in your family?
-They are ... people in my family.
-Who are they?
通过学习和了解家庭生活与家人一起做活动的温馨画面，认识尊老爱幼，和睦共处的积极的价值观。
思维品质
通过学习，学生能够归纳和分析出family的含义，并表达自己的观点。
学习能力
1.学生能够积极主动学习家庭关系的内容，并且介绍自己的家庭情况。
2.通过对话练习，运用合作学习的方式，提高自己的学习能力。
教学重难点
Let's explore the meaning of the family.
Step4:Now,look at the pictures and answer the question.
What is each family do in the pictures?
Step5: What activities do you usually do with your family members?
教学过程
教学过程
教学过程
Step1：Look at the picture and talk about it.
Answer the questions.
1.What is the relationship between them?
2.Who are they ?
3.What do you think the family is like?
What do you usually do with your family?