Unit 2 Meet My Family (Lesson 1 Listening & Speaking)教学设计2025-2026学年仁爱科普版英语七年级上册

Unit 2 Meet My Family (Lesson 1: Listening & Speaking)教学设计 Ⅰ. Core Literacy Objectives 1. Language Competence - Master key vocabulary about family members (e.g., father, mother, sister, brother) and occupations (e.g., doctor, teacher, driver, farmer); read, pronounce, and use them correctly. - Understand and apply core sentence patterns for introducing families: "This is Kangkang's father/mother," "He/She is a (doctor/teacher)," and "How many people are there in your family?" - Improve listening and speaking skills: Extract family relationship and occupation information from listening materials, and use learned language to introduce family members in simple, coherent English. 2. Cultural Awareness - Recognize that "family" is a universal topic across cultures; understand that while family structures may vary slightly, respecting and caring for family is a shared value. - Learn to talk about family in a polite, warm way (e.g., using "This is..." instead of direct names when introducing others’ families), building positive communication habits. 3. Thinking Quality - Develop observational thinking: Analyze pictures (e.g., Kangkang’s family photo on P21) to identify family members and guess their occupations, training the ability to link visual cues to language. - Cultivate logical thinking: Organize family information (who they are + what they do) into clear introductions, avoiding messy or incomplete descriptions. 4. Learning Ability - Actively participate in pair work, role-plays, and picture discussions; gradually build confidence in using English to talk about personal topics (family). - Reflect on difficulties (e.g., mixing up occupation words, forgetting sentence structures) and ask teachers/peers for help, forming basic autonomous learning habits. Ⅱ. Key & Difficult Points 1. Key Points - Use learned vocabulary and sentence patterns to introduce family members and their occupations based on family photos. - Extract family relationship and occupation information from listening materials and pictures. 2. Difficult Points - Correctly matching occupation words (e.g., "doctor," "driver") to family members in listening and speaking tasks. - Speaking politely and naturally when discussing family, while building a sense of care and pride for one’s own family. Ⅲ. Teaching Aids - Multimedia (PPT with family photos, occupation pictures, and listening recordings) - Blackboard (for key words, sentences, and simple drawings) - Small stickers (as rewards for active students) Ⅳ. Teaching Procedures Step 1: Lead-in 1. Show the picture on P21 (Kangkang’s family photo) and ask 3 simple questions: ① "What kind of picture is this? (A family photo!)" ② "How many people are there in the picture? Let’s count together—1, 2, 3..." ③ "Are they family or friends? (Family!)" 2. Shift to students’ own lives: "Now, let’s talk about your family. How many people are there in your family? Raise your hand if you have 3 people in your family!" (Have a quick 2-minute chat with 2-3 students.) Design Intention: Starting with a familiar family photo (Kangkang’s) lowers students’ anxiety—they can answer questions easily by looking at the picture. Connecting to their own family lives makes the topic personal; students have real experiences to share, which sparks their interest in the lesson. Step 2: Viewing & Pre-listening 1. Task 1: "Look at the people labeled a-h on P21. Match them to Kangkang’s family members (e.g., a = Kangkang’s father)." Give students 3 minutes to work alone, then check answers as a class (ask students to point to the picture and say, "a is Kangkang’s father"). 2. Task 2: Use PPT to show close-ups of each family member (e.g., Kangkang’s mother) and introduce them: "This is Kangkang’s mother. She looks nice, right?" Repeat with 2-3 members to model the sentence pattern. 3. Task 3: Show the sentences in Part B on PPT. "Read these sentences silently, then tick the correct ones (e.g., ‘This is Kangkang’s sister’—yes or no?)." After students finish, read the sentences together and confirm answers. 4. Task 4: Ask a volunteer to "introduce Kangkang’s family" using the picture: "Let’s hear from Tom—tell us, ‘This is Kangkang’s...’" Help them if they get stuck. Design Intention: Viewing tasks (matching, ticking sentences) train students to get information from pictures, which prepares them for listening (they already know Kangkang’s family structure). Modeling the introduction and having students try it builds their confidence—they practice the key sentence pattern before moving to harder listening tasks. Step 3: Listening & Speaking 1. Play the recording of the conversation in Part C. "Listen first, then repeat after the recording—try to copy the tone!" Play it twice (first for listening, second for repeating). 2. Pair work: "Now, work with your desk partner. Practice the conversation in C. One of you is A, the other is B. I’ll walk around to help!" Give 4 minutes, and praise pairs who speak loudly (e.g., "Lily and Jack are doing great—clear voices!"). 3. Extension practice: "Let’s change the bold words! Instead of ‘Kangkang’s mother,’ say ‘Kangkang’s father.’ Let’s try together: ‘This is Kangkang’s father. Is he a teacher?’" Then let pairs practice the modified conversation. 4. Pre-listening prediction for Part A2: "Before we listen, guess—what do you think Wang Junfeng’s family does? Is his father a doctor? Talk to your partner!" (1 minute of discussion.) 5. Listening task: Play the recording for A2. "Listen and match Wang Junfeng’s family members to their jobs (e.g., father → driver)." Play it twice, then check answers by asking, "What’s Wang Junfeng’s father’s job?" 6. Introduction practice: "Use the listening answers to introduce Wang Junfeng’s family. For example: ‘Wang Junfeng’s father is a driver.’ Let’s hear from 2 students!" 7. Role play: "Now, pretend you’re Wang Junfeng and his friend. One asks, ‘Who’s that?’ The other answers, ‘That’s my father. He’s a driver.’" Give 3 minutes, then invite 1-2 pairs to act out in front of the class. Design Intention: Repeating the conversation helps students internalize the key句型 (sentence patterns) and improve pronunciation. Pair work and role play let them practice speaking in a low-pressure setting—they don’t have to speak alone until they’re ready. Predicting before listening makes the task easier (students know what to listen for), and linking listening to introduction practice follows the "listen → speak" learning sequence, which is natural for beginners. Step 4: Post-listening 1. Pair work: "Talk with your partner about Wang Junfeng’s family. Ask questions like, ‘Who’s Wang Junfeng’s mother?’ and answer, ‘She’s a teacher.’" Walk around to help students use the right sentences. 2. Class sharing: "Now, let’s talk about your family! Stand up and say one thing: ‘This is my mother. She’s a (teacher).’ You can use your own family’s jobs—no need to make it up!" Give stickers to students who share. Design Intention: Talking about Wang Junfeng’s family first reviews the listening content; students feel confident because they already know the answers. Then moving to their own family is the "real use" of the language—this follows the "learn from others → talk about yourself" logic, which helps students apply what they’ve learned to their daily lives. The sticker reward encourages shy students to participate. Step 5: Summary & Homework 1. Summary (5 minutes): - "Let’s review! What words do we use for family? (Father, mother...) What about jobs? (Doctor, teacher...)” - "What sentence do we use to introduce family? (This is my... He/She is a...)" - "Remember: Family is important—we should be proud of our families!" 2. Homework: ① Draw a picture of your family (simple is okay!). ② Write 2 sentences about your family (e.g., "This is my father. He’s a driver.") and read them to your parents tonight. ③ Listen to the recording of Part C again before tomorrow’s class. Design Intention: The summary is short and interactive—students don’t get bored, and it reinforces key knowledge. Homework combines drawing, writing, and listening: drawing makes it fun (good for younger students), writing practices sentence structure, and listening reviews pronunciation. Reading to parents connects classroom learning to home, letting families be part of the process. Ⅴ. Blackboard Design Unit 2 Meet My Family (Lesson 1) ☞ Family Members father, mother, sister, brother ☞ Occupations doctor, teacher, driver, farmer ☞ Key Sentences 1. This is Kangkang’s (father). 2. He/She is a (doctor). 3. How many people are there in your family? ☞ Tip: Be proud of your family! Ⅵ. Teaching Reflection This lesson focused on "family"—a topic students know well, so most were engaged from the start. The Lead-in worked well: when I asked about their own family size, even shy students raised their hands, and the picture-matching task in Step 2 helped them feel confident (they could see the answers, so no one felt left out). The Listening & Speaking part had both successes and challenges. Students loved the role play—when they pretended to be Wang Junfeng and his friend, many added small details (like smiling or pointing) which made the conversation more natural. However, some students struggled with occupation words: they mixed up "doctor" and "driver" when introducing families, and a few forgot to use past tense (though this lesson didn’t focus on it, it’s a sign I need to link new words to more visuals next time—maybe bring in small toy figures for each job). The Post-listening class sharing was a highlight: one student said, "This is my grandma. She’s a cook!" which was great—she used a word we didn’t teach, showing she was thinking beyond the textbook. But I spent a little too much time on the role play, so the homework explanation was rushed. Next time, I’ll set a timer for each activity (e.g., 4 minutes max for role play) to keep things on track. Overall, the lesson hit the core literacy goals: students used English to talk about family (language competence), learned to be polite when introducing others (cultural awareness), and organized information clearly (thinking quality). To improve, I’ll add more visual aids for tricky occupation words and manage time better—small changes that will help students learn more smoothly. 学科网（北京）股份有限公司 $