Unit 2 We're Family! Section A 1a-1d 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-1d 教学设计 In 1a, students are presented with pictures of different family members and a list of corresponding words like "father", "mother", "sister", "brother", "grandfather", "grandmother", "grandparent", "parent", "cousin", "uncle", "aunt". They need to match the words with the pictures, which helps them visually recognize and associate family member terms with their representations, laying the foundation for further learning about family relationships. The listening activities in 1b and 1c are designed to improve students' listening comprehension skills in the context of family. In 1b, students listen to a conversation and sequence the pictures according to what they hear, while in 1c, they complete sentences based on the listening content. These activities not only train students to pick up key information from spoken English but also enhance their understanding of how to use the learned family vocabulary in sentences. 教学目标 0. Students should be able to master and correctly pronounce and spell vocabulary related to family members, including "father (dad)", "mother (mom)", "parents", "grandmother (grandma)", "grandfather (grandpa)", "grandparents", "sister", "brother", "cousin", "uncle", "aunt". 0. Understand and be able to use sentence patterns for introducing family members, such as "This is my...", "These are my...", "He/She is my...", "They are my...", and also be familiar with possessive forms like "my father's brother", "my mother's sister" to describe family relationships. 0. Develop listening skills. Students should be able to understand simple conversations about family members, identify key information such as who is being talked about and their relationships, and complete related listening tasks like sequencing pictures and filling in sentences accurately. 教学重难点 0. Differentiating between similar family terms. For example, students may have trouble clearly distinguishing between "uncle" (father's brother or mother's brother) and "cousin" (child of uncle or aunt), or between "grandfather" and "grandmother". Also, in some cultures, there are more specific terms for elder or younger siblings, while English uses "brother" and "sister" generally, which might cause confusion. 0. Using correct grammar in the context of family introductions. For instance, correctly using singular and plural forms, such as "This is my father." vs. "These are my parents." and using possessive forms accurately to describe family relationships can be challenging for seventh - grade students who are still in the early stages of grammar learning. 0. Overcoming shyness and language barriers to actively communicate about family in English. Some students may be reluctant to speak in public or may be worried about making mistakes, so it is important to create a supportive and encouraging classroom environment to help them overcome these difficulties. 1. Vocabulary 0. Core Family Members: 7. "father" (n.) - male parent, can also be called "dad" in an informal way. For example, "My father is a doctor." "Dad often takes me to the park on weekends." 7. "mother" (n.) - female parent, and "mom" is an informal equivalent. e.g., "My mother loves cooking delicious meals for us." "Mom, can I go to the party tonight?" 7. "sister" (n.) - a female sibling. "I have an older sister. She is very kind." 7. "brother" (n.) - a male sibling. "My little brother likes playing video games." 0. Extended Family Members: 8. "grandfather" (n.) - the father of one's father or mother, can be called "grandpa" informally. "My grandfather likes telling stories about his youth." 8. "grandmother" (n.) - the mother of one's father or mother, and "grandma" is a more casual term. e.g., "Grandma makes the best cookies." 8. "grandparent" (n.) - either a grandfather or a grandmother, used in the plural form "grandparents" to refer to both. "My grandparents live in a small village." 8. "parent" (n.) - a father or a mother, and in plural "parents" means both father and mother. "My parents support me in everything I do." 8. "cousin" (n.) - the child of one's aunt or uncle. "I have many cousins, and we often play together during holidays." 8. "uncle" (n.) - the brother of one's father or mother, or the husband of one's aunt. "My uncle is a businessman." 8. "aunt" (n.) - the sister of one's father or mother, or the wife of one's uncle. "My aunt teaches English in a primary school." 1. Sentence Patterns for Introducing Family Members 0. Simple Introduction: 9. "This is my...". Used to introduce a single family member. For example, "This is my mother." "This is my little brother." 9. "These are my...". For introducing multiple family members. e.g., "These are my parents." "These are my grandparents." 0. Describing Relationships: 10. "He/She is my...". "He is my father." "She is my sister." 10. "They are my...". "They are my cousins." "They are my aunts." 10. Using possessive forms: "He is my father's brother, my uncle." "She is my mother's sister, my aunt." 2. Listening and Speaking Skills 0. Listening: 11. When listening to conversations about family members, focus on key words such as family member names, relationship - indicating words (like "brother", "sister"), and action words related to family activities. For example, if the conversation is "My brother likes playing basketball.", students should be able to pick out "brother" and "playing basketball". 11. Practice listening for specific information, like who is being talked about first, what their relationship is to the speaker, and any details about them. 0. Speaking: 12. When introducing family members, use clear pronunciation and proper intonation. Stress the important words, such as the family member's name. For example, when saying "This is my GRANDFATHER.", stress "GRANDFATHER". 12. Use appropriate body language, like pointing to the relevant person in the family photo when introducing them, to make the introduction more vivid and engaging. 教学过程 I. Warm - up (5 minutes) 1. Greeting and Song: Start the class by greeting students cheerfully, "Good morning/afternoon, dear students! How are you today?" Then, play a lively family - themed song like "Family Song" by The Learning Station. Encourage students to sing along if they can. This not only creates a pleasant and relaxed classroom atmosphere but also quickly immerses students in the family - related context, preparing them for the upcoming learning content. 1. Brainstorming: After the song, ask students, "Think about your own families. Who are the members in your family? Share the names of family members you know in English." Write their answers on the blackboard. This activity helps activate students' prior knowledge about family vocabulary and gets them engaged in the topic right from the start. II. Presentation (10 minutes) 1. Vocabulary Introduction (1a): Display pictures of different family members on the PPT, one by one. For each picture, ask students if they know the English word for it. For example, when showing a picture of a father, ask, "Do you know how to say this family member in English?" If students answer correctly, praise them; if not, clearly pronounce the word "father" and ask students to repeat after you several times. Then, present the definitions on the screen and ask students to match the definitions with the corresponding family member pictures in 1a. Walk around the classroom to offer assistance. After they finish, check the answers together as a class. 2. Cultural Note: Briefly introduce some cultural differences in family terms. For example, point out that in English, "uncle" can refer to both father's brother and mother's brother, while in Chinese, there are different specific terms. This helps students be aware of cross - cultural aspects while learning the vocabulary. III. Pre - listening (5 minutes) 1. Picture Discussion (1b): Show the two pictures in 1b on the big screen. Divide students into pairs. Each pair discusses the following questions: "Where are the people in the pictures? What are they doing? Who do you think the people in the pictures are?" After a few minutes, invite some pairs to share their ideas with the class. This pre - listening activity helps students predict the content of the upcoming listening materials, which is beneficial for improving their listening comprehension. 2. Listening Tips: Before playing the recording, give students some simple listening tips, such as listening for key words like family member names and paying attention to the order of the information mentioned. IV. While - listening (10 minutes) 1. First Listening: Play the recording of the two conversations in 1b for the first time. Ask students to listen carefully and number the pictures in the order they hear. After the recording, ask students to compare their answers with their partners. Then, check the answers as a class and clarify any misunderstandings. 2. Second Listening: Play the recording again. This time, ask students to complete the sentences in 1c. Remind them to listen for specific details about the relationships between the people. After they finish filling in the blanks, ask them to check their answers in pairs. Finally, go through the answers together, explaining any difficult points. V. Post - listening (10 minutes) 1. Role - play: Select several pairs of students to come to the front of the class and role - play the conversations in 1b. They can use the pictures as a reference. Encourage other students to listen carefully and watch attentively. After each pair finishes the role - play, give them positive feedback and also point out any areas for improvement, such as pronunciation, intonation, or the use of expressions. 2. Question and Answer: Based on the conversations in 1b and 1c, ask students some comprehension questions, like "Who is Yaming's sister? How do you know?" or "Who are Peter's cousins?" This helps reinforce students' understanding of the listening content and also trains their ability to recall and analyze information. VI. Speaking Practice (10 minutes) 1. Model Conversation (1d): Bring a big family photo of your own or a famous family photo. Use it to model a conversation with a student in front of the class. For example: Teacher: "Is this your family photo?" Student: "Yes, it is." Teacher: "Who's this?" Student: "He's my father." Teacher: "What does your father do?" Student: "He's a doctor." 2. Group Work: Divide students into groups of four. Each student in the group takes turns to show their own family photo (if they have brought one; if not, they can describe a made - up family photo). The other group members ask questions using the sentence patterns learned, like "Is this your...? Who's...? What does... do?" Encourage students to ask follow - up questions to get more details. Walk around the groups, providing guidance and joining in the conversations if necessary. 3. Presentation: Select a few groups to come to the front and present their conversations to the whole class. The rest of the class listens and can ask additional questions if they are interested in the family being introduced. VII. Summary (5 minutes) 1. Recap: Briefly summarize the key points of this class, including the new family member vocabulary, the sentence patterns for introducing family members and asking about family relationships, and the listening skills practiced. Write the important words and sentence patterns on the blackboard again for students to copy down if they need to. 2. Homework Assignment: Assign homework to students. They need to write a short passage about their own families. They should include information about at least three family members, using the vocabulary and sentence patterns learned in class. Also, they can draw a simple family tree next to the passage to show the relationships between family members. This homework helps students further practice and consolidate what they have learned in class. 学科网（北京）股份有限公司 $$