Unit 2 We are family. Section A (2a～2e) 教学设计 -2025-2026学年人教版（2024）七年级英语上册

新人教版七年级上册英语Unit 2 We are family. Section A (2a-2e) - Period 2教学设计 Lesson Type: Listening and Reading 1. Core Literacy Goals 1.1 Language Competence - Develop the ability to recognize and use vocabulary related to daily objects. - Master the use of the -'s genitive case to accurately discuss ownership in oral and written communication. - Be able to understand and respond to conversations about family and personal belongings. 1.2 Thinking Quality - Enhance the ability to summarize and categorize information (e.g., sorting family members’ belongings) through hands-on tasks. - Cultivate logical thinking by connecting listening content to real-life scenarios (e.g., predicting conversation topics based on pictures). 1.3 Cultural Awareness - Foster an awareness of exploring and sharing family members’ hobbies and daily activities, promoting understanding of family relationships and shared experiences. - Encourage respect for diverse family lifestyles by discussing different family members’ preferences. 1.4 Learning Ability - Develop the skill to apply learned knowledge (e.g., -'s genitive, Whose questions) to solve practical communication problems in contextualized practice. - Improve collaborative learning skills through pair work and group activities (e.g., role-play, photo discussions). 2. Teaching Important and Difficult Points Important Points: Using the -'s genitive to talk about ownership; understanding and using Whose questions for inquiries. Difficult Points: Applying the -'s genitive and Whose questions correctly in real-life communication; distinguishing between possessive adjectives (e.g., my, her) and possessive pronouns (e.g., mine, hers). 3. Teaching Methods Situational Teaching Method, Task-based Teaching Method 4. Teaching Materials PPT, textbook, blackboard, multimedia computer 5. Teaching Procedures 5.1 Warming-up (5 mins) - Activity: Ask students to complete a family tree worksheet (pre-prepared) individually, then check answers with the whole class (call 2-3 students to share their family trees). - Design Purpose: Review vocabulary related to family members (e.g., father, sister) from previous lessons, activate students’ prior knowledge, and create a familiar learning atmosphere to smoothly transition into the new topic. 5.2 Pre-listening (7 mins) - Activity 1: Display the picture in 2a on the screen. Guide students to observe the picture carefully, then ask the following questions for group discussion (3 students per group, 3 mins): ① Who are the people in the picture? (e.g., Zhang Xinyu and her family) ② Where are they? (e.g., at home) ③ What objects can you see in the picture? (e.g., a bag, a pen) ④ What do you think they are talking about? (e.g., whose bag/pen it is) - Activity 2: Invite 2-3 groups to share their discussion results. - Design Purpose: Train students’ visual observation skills; stimulate their curiosity about the listening content through prediction; help students build connections between the picture and the upcoming conversation, reducing anxiety for the listening task and laying a foundation for understanding the listening material. 5.3 While-listening (12 mins) - Activity 1: Play the recording of 2a once. Ask students to circle the words they hear (from the given word list in the textbook, e.g., bag, pen, sister’s). After listening, check answers by asking students to read out the circled words. - Design Purpose: Focus students’ attention on key vocabulary related to objects and ownership, training their ability to catch specific information in listening. - Activity 2: Play the recording again. Ask students to complete the table in 2b (columns: “Item” and “Owner”). After finishing, let students exchange worksheets with their deskmates to check, then confirm the correct answers with the whole class. - Design Purpose: Guide students to extract and organize detailed information (which item belongs to whom) from the listening material, improving their ability to process and categorize listening information. - Activity 3: Play the recording a third time. Ask students to read aloud after the tape, paying attention to pronunciation, intonation, and pauses. - Design Purpose: Help students familiarize themselves with the structure and rhythm of the conversation; improve their pronunciation and intonation; deepen their understanding of the conversation content. 5.4 Post-listening (15 mins) - Activity 1: Ask students to read the conversation in 2a silently, then discuss in pairs: “What is the function of each sentence in the conversation?” (e.g., “Whose bag is this?” is for inquiry; “It’s my sister’s.” is for answering ownership). Invite 1-2 pairs to share. - Design Purpose: Help students understand the communicative function of sentences in the conversation, rather than just memorizing words and structures, laying a foundation for flexible use. - Activity 2: Pair work - Role-play the conversation in 2a. Give 3 mins for practice, then invite 2-3 pairs to perform in front of the class. Provide positive feedback (e.g., “You spoke clearly!” “Your role-play is natural!”). - Design Purpose: Provide students with opportunities to practice oral English in a simulated context; enhance their confidence in using the target language ( -'s genitive, Whose questions) for communication. - Activity 3: Display the photos in 2a again. Ask students to talk about Zhang Xinyu’s family in pairs (e.g., “This is Zhang Xinyu’s family. The bag is her sister’s. Does her brother like books?”). - Design Purpose: Connect the listening content to a broader topic (talking about a family), helping students apply the learned structures to describe family-related situations. - Activity 4: Ask students to take out photos of their family members’ belongings (pre-assigned homework). Guide them to ask and answer following the example in 2d (e.g., S1: “Whose watch is this?” S2: “It’s my father’s.” S1: “Does your father like it?” S2: “Yes, he does.”). - Design Purpose: Link classroom learning to real life; allow students to use the target language to talk about their own family, improving their ability to apply knowledge in practical scenarios. 5.5 Summary (3 mins) - Guide students to summarize the key points of the lesson by asking questions: ① How can we introduce a family member and their belongings? (e.g., “This is my mother. The scarf is hers.”) ② What structures do we use to talk about ownership? (e.g., “Whose... is this? It’s...’s.”) - Design Purpose: Help students sort out and consolidate the knowledge learned in the lesson, forming a clear knowledge framework. 5.6 Homework (2 mins) 1. Recite the conversation in 2a fluently. 2. Complete the exercises on “-'s genitive and Whose questions” in the workbook. 3. (Optional) Talk to your family members about their favorite belongings and write 3 short sentences about them (e.g., “My mother’s favorite bag is red.”). - Design Purpose: Reinforce the key knowledge through recitation and exercises; the optional task encourages students to extend learning to daily life, enhancing the connection between classroom and real life. 6. Blackboard Design Unit 2 We are family (Section A 2a-2e) Key Structures: - Whose... is this? — It's...'s. (e.g., Whose pen is this? — It's Tom's.) - Does he/she...? — Yes, he/she does. — No, he/she doesn't. (e.g., Does she like the bag? — Yes, she does.) Key Vocabulary: - Object words: bag, pen, watch, scarf - Family words: father, sister, brother 7. Teaching Reflection This lesson focused on developing students’ core literacy through listening and speaking activities. Overall, most students actively participated in group discussions, role-plays, and photo-sharing tasks—especially the role-play part, which significantly boosted their confidence in speaking English. Most students successfully mastered the use of the -'s genitive to talk about ownership and could correctly respond to Whose questions, meeting the language competence and learning ability goals. However, there were two main areas to improve. First, some students still confused possessive adjectives (e.g., “her”) with possessive pronouns (e.g., “hers”) when answering questions (e.g., saying “It’s her” instead of “It’s hers”). In future lessons, I will design more contrastive practice activities (e.g., filling in blanks with “her/hers” or “my/mine”) to help them distinguish these two types of pronouns. Second, a few students struggled to catch key information during the first listening of 2a. Next time, I will play the recording at a slightly slower speed for the first time, then play it at normal speed to help students gradually adapt, better supporting students with lower listening proficiency. Additionally, the optional homework (talking to family and writing sentences) received positive feedback from some students—they reported that it made English learning more “useful” in daily life. In subsequent lessons, I will design more such real-life-related tasks to further enhance students’ learning motivation and cultural awareness of family communication. 学科网（北京）股份有限公司 $