Unit 2 We’re Family!Section A(1a−Pronunciation 2)教学设计 2025-2026学年人教版（2024）七年级英语上册

Unit 2 We’re Family!Section A(1a−Pronunciation 2)教学设计 【Teaching Content】 Learning terms for family members. 【Key Competencies】 1. Enable students to master terms for family members and their related definitions. 2. Enable students to understand the content of two dialogues through listening comprehension and sort pictures accordingly. 3. Enable students to complete sentences by listening to the recording again and understand family relationships. 4. Master the recognition, reading, and spelling rules of the vowels /ɜː/, /ə/, /ʌ/, and /ɑː/. 【Key and Difficult Points】 Key Points: Enabling students to master terms for family members and their related definitions, and understand family relationships through listening comprehension and oral expression. Difficult Points: Training students' listening comprehension and oral expression abilities. 【Teaching Procedures】 Step 1 Lead-in 1. Greet students and sing a song about family. 2. Ask students to say the words related to family that they know, and tell them that more family-related words will be learned in this lesson. Design Purpose: Create a relaxed classroom atmosphere through singing to stimulate students' interest in the family theme; naturally connect old and new knowledge by leveraging students' existing family vocabulary, laying the groundwork for learning the new lesson. Step 2 Complete 1a 1. Show pictures of family members and introduce the word "husband". 2. Match definitions with family members (Section 1a). 3. Ask students to read the definitions and match them with the correct family members. 4. Check the answers. The answers are: 1. D; 2. A; 3. B; 4. E; 5. C. Design Purpose: Intuitively present vocabulary through pictures to help students establish a connection between words and images, deepening memory; matching exercises allow students to understand vocabulary definitions in context and consolidate their mastery of family member terms. Step 3 Complete 1b 1. Look at the two pictures in 1b and discuss them. 2. Listen to two dialogues and number the pictures in the order they are heard (Section 1b). Play the recording twice, and students number the pictures. 3. Check answers with the whole class. The answers are: Picture 1 is numbered 1; Picture 2 is numbered 2. Design Purpose: The picture discussion环节 guides students to predict dialogue content, cultivating their observation and reasoning abilities; listening and sorting exercises specifically train students' ability to capture key information, and playing the recording twice ensures students have enough time to understand and respond. Step 4 Complete 1c 1. Listen to the recording again and complete the sentences (Section 1c). Play the recording, and students fill in the blanks. Discuss answers in pairs, then check with the whole class. The answers are: (1) Emma is Yaming’s classmate. (2) Yaqi is Yaming’s sister. (3) Helen is Peter’s sister. (4) David is Peter’s cousin. (5) Jim is Peter’s brother. 2. Students listen to the recording and repeat, practicing reading the recording script. 3. Encourage students to role-play the dialogues in 1b. Design Purpose: Cloze exercises deepen students' understanding of family relationships and strengthen their ability to capture listening details; repetition training helps students correct pronunciation and develop a sense of language; role-play allows students to apply the learned dialogues in practice, improving the fluency of oral expression. Step 5 Complete 1d 1. Bring a family photo to class and talk about the people in it (Section 1d). Demonstrate a dialogue with a student using target structures: A: Is this/Are these your ...? B: Yes, .../No, ... A: Who’s/Who’re ...? B: He’s/She’s/They’re... 2. Students practice in pairs, using their own family photos for dialogue practice. 3. Invite several pairs to present their dialogues to the class. Design Purpose: Conducting exercises with students' real family photos closely connects language learning with real life, enhancing the practicality and interest of learning; the demonstration dialogue provides a language scaffold for students, reducing the difficulty of expression; the presentation环节 enhances students' confidence in expression and exercises their ability to communicate in public. Step 6 Complete Pronunciation 1-3 1. Introduce the pronunciation methods of the vowels /ɜː/, /ə/, /ʌ/, and /ɑː/, and provide students with more opportunities to imitate. 2. Play the recording and ask students to listen and repeat. 3. Ask several students to read the content in Pronunciation 1, and correct their mistakes if any. 4. Focus on the stressed syllables in the given words, listen to the recording and repeat, and practice reading the words aloud. Design Purpose: Systematically explain vowel pronunciation rules to help students establish correct phonetic concepts; directly improve students' pronunciation accuracy through imitation, reading, and error correction; stress practice enhances students' perception of English phonetic rhythm and improves their pronunciation and intonation abilities. Step 7 Summary 1. Review the vocabulary and sentence structures learned in this lesson. 2. Encourage students to use these expressions in real-life situations. Design Purpose: Strengthen students' memory and understanding by reviewing and organizing the core knowledge of the lesson; guide students to extend classroom learning to daily life, cultivating the awareness of applying what they have learned. Step 8 Homework Write a short paragraph about your family, including at least three family members and your relationships with them. Design Purpose: Consolidate the family member vocabulary and relationship expressions learned in this lesson through written expression, transform oral input into written output, and deepen students' thinking and expression abilities regarding family relationships. 【Blackboard Design】 Unit 2 We’re Family! Section A: What is your family like? (1a−Pronunciation 2) Members of the family: grandmother, aunt, uncle, cousin, grandfather Structures: A: Is this/Are these your ...? B: Yes, .../No, ... A: Who’s/Who’re ...? B: He’s/She’s/They’re... Pronunciations: /ɜː/ her, girl, turn /ə/ sister, summer, doctor /ʌ/ duck, hut, much /ɑː/ dark, march, heart 【Teaching Reflection】 In this lesson, students have gained a preliminary understanding and practical experience of family member terms and their relationships. Through various activities such as vocabulary matching, listening practice, role-playing, and pronunciation drills, most students have successfully mastered the key vocabulary like "grandmother", "uncle", "cousin" and the target sentence structures such as "Is this/Are these your ...?" and "Who’s/Who’re ...?". However, during the teaching process, it was observed that some students still faced difficulties in listening comprehension and oral expression. They struggled to quickly catch key information from the recordings and felt hesitant when practicing dialogues with partners. Additionally, a few students paid insufficient attention to pronunciation and stress, leading to inaccuracies in their intonation, especially when pronouncing vowels like /ɜː/, /ə/, /ʌ/, and /ɑː/. In future teaching, more targeted training on listening and speaking skills will be provided. For example, designing more listening activities with varied difficulty levels and organizing more interactive speaking tasks to encourage students to use the learned language in real contexts. Meanwhile, greater emphasis will be placed on guiding students to focus on pronunciation details and stress patterns, with more model readings, imitation exercises, and individual feedback to help them improve their overall pronunciation and intonation abilities. 学科网（北京）股份有限公司 $$