Unit 2 We're Family! Section A 1a-1d 教学设计 2025-2026学年人教版（2024）英语七年级上册

Unit 2 We're Family!-Section A-1a-1d Students will be able to master the vocabulary of family members, such as “family, mother, father, sister, brother, cousin, grandmother, grandfather, aunt, uncle” etc. Students can understand and use sentence patterns for introducing and inquiring about family members, like “Who's this? This is...”, “He/She is my...”, “Is this...? Yes, it is. / No, it isn't.”, “Are these...? Yes, they are. / No, they aren't.” Mastery of family member vocabulary. Proficiency in using sentence patterns for introducing and inquiring about family members. Ability to understand and obtain key information from listening materials about family members. 1a: It presents definitions of different family members and requires students to match them with the corresponding terms. This activity helps students review and reinforce their understanding of family member vocabulary. 1b: There are two listening dialogues. In the first dialogue, Yaming introduces his family members to his classmate Emma in the park. The second one is about Peter introducing his family members in the family photo to Teng Fei. These dialogues provide authentic language contexts for students to practice listening and understanding of family-related expressions. 1c: Students listen to the dialogues again and complete the sentences to clarify the relationships between family members in the dialogues, which further trains their listening comprehension ability and understanding of family relationships. 1d: Students are asked to bring their own family photos to class and have conversations with their partners based on the photos, applying the learned vocabulary and sentence patterns in real communication. Students have learned most of the vocabulary of family members and some basic introductory communicative expressions in primary school and the preparatory unit. They have a certain understanding of the English language and can express simple ideas. For example, they can recognize words like “father”, “mother”, “sister” and “brother” and use simple sentences like “This is my...”. 教学环节一 Warming - up Begin with a warm greeting: “Good morning, class! How are you today?” Wait for students' responses and then proceed. “Today, we are going to talk about a very important part of our lives. Look at this picture on the PPT.” Show a vivid picture of a happy family having a picnic, with grandparents, parents, children, and even a pet dog. Ask students: “Look at this picture. What can you see?” Give them a few seconds to observe and then call on volunteers. Possible answers might be “I see people.” “I see a park.” Guide them to be more specific: “Yes, there are many people here. Are they strangers or do they know each other?” Students may guess they are a family. Confirm their guess: “Yes, you're right! They are a family. So today, our topic is ‘We're Family!’” Write the topic on the blackboard. 教学环节二 Teaching Procedures Presentation Vocabulary Introduction: Hold up word cards one by one, starting with the more familiar ones. For “mother”, say: “This is a word we all know. ‘Mother’ – someone who loves us very much. Can you say ‘mother’?” Have the class repeat together, then individually. Do the same for “father”, “sister”, “brother”. For less familiar words like “aunt”, explain: “An aunt is your father's sister or your mother's sister. She is like a second mother to you sometimes.” Show a picture of an aunt playing with a child on the PPT to reinforce the meaning. Similarly, for “uncle”: “An uncle is your father's brother or your mother's brother. He might take you to play ball or buy you candies.” For “grandmother” and “grandfather”, emphasize the pronunciation: “Notice the ‘grand-’ part. ‘Grandmother’ is your father's mother or mother's mother. We can also call her ‘grandma’ for short. ‘Grandfather’ is your father's father or mother's father, and we can call him ‘grandpa’.” Practice both the full forms and the short forms. Use a family tree diagram on the PPT to show the relationships between all these members. Point to each position and ask: “Who is this? What's the English word for him/her?” Sentence Patterns: After introducing the vocabulary, move on to sentence patterns. Point to a picture of a boy on the PPT and ask: “Who's this?” Pause, then answer: “This is my brother.” Write the sentence on the blackboard: “Who's this? This is...”. Have students repeat. Then, point to a girl in another picture and ask a student: “Who's this?” Guide them to answer: “This is my sister.” Do this with several students, using different family members. Introduce the question “Is this...?” by pointing to a picture of a woman and saying: “Is this my mother?” Then answer: “Yes, it is.” Write the sentence pattern: “Is this...? Yes, it is. / No, it isn't.” Explain that when answering, we use “it” instead of “this” or “that”. Practice with students: “Is this my father?” (Point to a man's picture) Students: “Yes, it is.” “Is this my sister?” (Point to an old man's picture) Students: “No, it isn't.” For plural forms, show a picture of two girls and ask: “Who are these?” Answer: “These are my sisters.” Write: “Who are these? These are...”. Then practice “Are these...? Yes, they are. / No, they aren't.” using pictures of multiple family members. 1a Instruct students to open their books to 1a. “Look at 1a, everyone. There are some definitions on the left and some family member words on the right. Your task is to match the definition with the correct word. For example, if the definition is ‘your mother's brother’, you need to find ‘uncle’.” Give them 3 minutes to work individually. Walk around the classroom to see if they need help. If a student is stuck, hint: “What's the word for your mother's brother? We learned it just now. It starts with ‘u’.” After 3 minutes, check the answers as a class. Call on a student: “What's your answer for number 1?” Let them read the definition and the matched word. If correct, praise: “Excellent! That's right.” If not, ask another student to help. For each correct match, write the word and its definition on the blackboard briefly to reinforce. After checking all answers, have students read the definitions and the corresponding words aloud together to strengthen their memory. Listening 1b Preparation: “Now, we're going to listen to two dialogues. Before listening, let's look at the pictures in 1b. There are four pictures here. What do you think the dialogues will be about?” Let students share their predictions. They might say “Talking about family” or “Introducing family members”. “Good guesses! Now, listen carefully for the first time. Just try to understand what they are talking about, not to write anything.” Play the recording of the two dialogues. After the first listening, ask: “What were the dialogues about?” Students should be able to say they were about introducing family members. “Now, listen again. This time, I want you to number the pictures in the order you hear them. The first picture you hear about is number 1, the second is number 2, and so on.” Play the recording again. When the recording finishes, give students 1 minute to check their answers with a partner. Then, check as a class. “Who can tell me the order of the pictures?” Ask a student to share. If there's disagreement, play the relevant part of the recording again. For example, if students are unsure about the first picture, replay the beginning of the first dialogue where Yaming says “This is my grandfather” and point to the corresponding picture. 1c Practice: “We're going to listen to the dialogues again, but this time, we have some sentences to complete in 1c. Look at the sentences first. They are about the family members in the dialogues.” Give students 1 minute to read through the sentences. “Listen carefully and fill in the blanks. You can write quickly, just the key words.” Play the recording. Pause after each dialogue to give students time to write. After listening, ask students to exchange books with their partners and check each other's answers. “Compare your answers with your partner. If you have different answers, discuss which one is correct.” Then, check the answers as a class. Call on students to read the completed sentences. For example, for “Yaming's _______ is in the park with him”, the answer is “family”. Ask: “How did you know it's ‘family’?” They should say they heard Yaming say “This is my family” in the dialogue. For any difficult points, like a word they didn't catch, write it on the blackboard and practice pronunciation. For example, if students struggled with “cousin”, say: “‘Cousin’ – your uncle's or aunt's child. Let's say it together: ‘cousin’.” Pair Work “Now, let's practice speaking. Work with your partner. One of you will be Yaming or Peter, and the other will be Emma or Teng Fei. Use the dialogues in 1b and 1c as examples to make up your own dialogues introducing family members. You can change the names and the family members if you want.” Demonstrate with a student first. “Let's try an example. I'll be Emma, and you be Yaming. Emma: ‘Who's this, Yaming?’ Yaming: ‘This is my grandmother.’ Emma: ‘Is that your father?’ Yaming: ‘Yes, it is.’” Show them how to use the sentence patterns. Let students start their pair work. Walk around the classroom, listening to their conversations. If a pair is stuck, help them: “What family member do you want to talk about? Let's say ‘This is my sister.’ Then your partner can ask ‘Is she your older sister?’” After 10 minutes, invite 2-3 pairs to come to the front of the class to perform their dialogues. “Let's welcome Lily and Tom to perform their dialogue.” After their performance, give positive feedback: “You used many good sentences! I like how you asked ‘Are these your cousins?’ That's correct.” If there are mistakes, correct them gently: “You said ‘Yes, this is.’ Remember, we should say ‘Yes, it is.’ Let's try that again.” 1d “Now, take out your family photos that I asked you to bring. This is your chance to introduce your own family to your partner. Use the sentence patterns we learned: ‘Who's this? This is my...’, ‘Is this your...? Yes, it is. / No, it isn't.’” Model with your own family photo (you can prepare one in advance). “Look, this is my family photo. This is my mother. She's a teacher. That's my brother. He's a student. Now, you can ask me questions.” Let a student ask: “Is that your father?” Answer: “Yes, it is. He's a doctor.” Let students work in pairs, taking turns to introduce their photos and ask questions. Walk around to monitor. If a student says “This is my mother. He is nice.”, correct: “Mother is a woman, so we should say ‘She is nice.’” If a student confuses “this” and “these”, point to a single person and say: “One person, so ‘this’. Two or more people, ‘these’.” After 10 minutes, invite 3-4 students to share their family photos with the whole class. “Sarah, can you show us your family photo and introduce one family member?” Sarah might say: “This is my grandfather. He likes fishing.” Encourage other students to ask questions: “Is he 60 years old?” Sarah can answer. Praise students for their participation: “You did a great job introducing your family! I can tell you love them very much.” Summary “Let's look back at what we learned today. Who can tell me some words for family members?” Call on students to list the words, and write them on the blackboard if they miss any. “What sentence patterns did we learn to introduce family members?” Students might say “Who's this? This is...”, “He/She is my...”. Write the key patterns on the blackboard. “What about asking questions about family members?” They should mention “Is this...?”, “Are these...?”. “Very good! We learned vocabulary about family members and how to introduce and ask about family members. Family is very important, and now you can talk about your family in English. That's a big progress!” Homework “For homework, first, write a short passage about your family. Use at least five sentences. You can start like this: ‘This is my family. There are three people in my family. This is my father...’” “Second, talk to your parents in English about your family photo. You can say ‘This is my friend, Lily. She has a brother.’ I hope you can practice more at home.” “Third, review the vocabulary and sentence patterns we learned today. We'll have a small quiz tomorrow.” Blackboard Design Left Side (Vocabulary): family mother (mom) father (dad) sister brother cousin grandmother (grandma) grandfather (grandpa) aunt uncle Right Side (Sentence Patterns): Who's this? This is... He/She is my... Is this...? Yes, it is. / No, it isn't. Who are these? These are... Are these...? Yes, they are. / No, they aren't. Notes: Use “she” for female, “he” for male. “this/that” → singular; “these/those” → plural. Answer “Is this/that...?” with “it”. 1 / 2 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$