Unit 2 Meet My Family Lesson1 Listening Speaking教学设计2025-2026学年仁爱科普版英语七年级上册

仁爱科普版英语Unit 2 Meet My Family!Lesson 1: Listening & Speaking教学设计 I. Core Competence Objectives 1. Language Competence: Master vocabulary about family members’ occupations (e.g., policewoman, doctor, teacher, worker) and the target sentence pattern “— What does he/she do? — He/She is...”; be able to listen for key information about family relationships and occupations, and communicate politely about family members using the learned language. 2. Cultural Awareness: Understand the importance of family in daily communication; develop respect for different occupations while talking about family members’ jobs. 3. Thinking Quality: Cultivate logical thinking by analyzing and matching family members with their occupations; develop critical thinking by connecting personal family experiences to classroom topics. 4. Learning Ability: Improve autonomous learning skills through listening, speaking, and pair-work activities; enhance collaborative learning ability by working with partners to practice conversations. II. Key & Difficult Points 1. Key Points: - Master occupation vocabulary: policewoman, doctor, teacher, worker, etc. - Master the target sentence pattern for talking about occupations: — What does he/she do? — He/She is... 2. Difficult Points: - Correctly using the third-person singular form in the target sentence pattern (e.g., “does” instead of “do”). - Pronouncing long occupation words (e.g., “policewoman”) accurately. III. Teaching Procedures Step 1: Lead-in Activities: 1. Show students the pictures on Page 21 and ask three guiding questions: ① What kind of picture is it? (A family photo) ② What do you think of this family? (e.g., Happy, warm) ③ How many people are there in the picture? 2. Guide students to share brief information about their own families (e.g., “I have a brother. My mom is nice”). Design Intent: This step activates students’ prior knowledge about “family” — a familiar topic for them — to reduce anxiety about new content. The guiding questions help focus students’ attention on visual cues (family photos) and arouse their interest in talking about family. Sharing personal family experiences also builds a connection between classroom learning and real life, laying a foundation for the next steps. Step 2: Viewing & Pre-listening Activities: 1. Ask students to match the labeled people (a - h) with Kangkang’s family members in the picture on Page 21. Check answers together as a class. 2. Invite several students to introduce Kangkang’s family members based on the matched results (e.g., “This is Kangkang’s father”). 3. Let students read the sentences in Activity 1 - B, tick the correct information about Kangkang’s family, and verify answers with the class. Design Intent: “Viewing” (matching pictures and labels) develops students’ visual literacy — an important skill for pre-listening. Introducing Kangkang’s family members helps students familiarize themselves with the characters, which reduces difficulty in subsequent listening tasks. Ticking correct information trains students to predict listening content based on text clues, a key strategy for improving listening comprehension. Step 3: Listening & Speaking Activities: 1. Play the audio of the conversation in Activity 1 - C. Ask students to listen and repeat (twice, if needed). Then have them practice the conversation in pairs. 2. Guide students to replace the bold parts in the conversation (e.g., replace “father” with “mother,” “doctor” with “teacher”) and practice the new dialogue with their partners. 3. Play the audio about Wang Junfeng’s family. Ask students to listen and match Wang Junfeng’s family members with their jobs. Check answers as a class. Design Intent: “Listening and repeating” helps students imitate correct pronunciation and intonation, improving their speaking accuracy. Pair-work practice with substituted content encourages students to use the target vocabulary (occupations) and sentence pattern flexibly, rather than just memorizing. Matching family members with jobs tests students’ ability to catch key information (occupations) in listening, which aligns with the core competence goal of language application. Step 4: Post-listening Activities: 1. Ask students to work in pairs to make conversations about Wang Junfeng’s family using the target sentence pattern (e.g., “— What does Wang Junfeng’s mother do? — She is a teacher”). 2. Invite volunteers to share their own family photos (or describe their family if no photos are available) and introduce family members’ occupations to the class (e.g., “This is my sister. She is a student”). Design Intent: Talking about Wang Junfeng’s family is a “controlled practice” — it lets students apply the target language in a familiar context to consolidate what they’ve learned. Sharing personal family photos/descriptions is an “open practice”: it connects classroom language to students’ real lives, motivating them to communicate actively. This step also develops students’ communicative competence and confidence in speaking English. Step 5: Summary & Homework Activities: 1. Lead the class to summarize the key content of the lesson: - Occupation vocabulary: policewoman, doctor, teacher, worker. - Target sentence pattern: — What does he/she do? — He/She is... 2. Assign homework: - Write 3 sentences about your family members’ occupations (e.g., “My father is a worker”). - Practice the target dialogue with a family member at home. Design Intent: Summarizing helps students systematize the knowledge learned in class, preventing scattered memory of vocabulary and sentences. The homework — writing sentences and practicing with family — extends learning beyond the classroom: writing consolidates language knowledge, while practicing with family members makes English learning more meaningful and sustainable. IV. Blackboard Design Unit 2 Lesson 1 Listening & Speaking 1. Occupation Vocabulary: policewoman, doctor, teacher, worker 2. Target Sentence Pattern: — What does he/she do? — He/She is... — Is he/she a...? — Yes, he/she is. / No, he/she isn’t. 3. Key Characters: Kangkang’s family, Wang Junfeng’s family V. Teaching Reflection 1. Strengths: - The “Lead-in” step successfully aroused students’ interest — most students actively shared their family experiences. The connection between real life and classroom topics made it easier for students to engage in subsequent activities. - Pair-work in Listening & Speaking was effective: over 80% of students could flexibly use the target sentence pattern to talk about occupations after practice. The photo-sharing activity in Post-listening also boosted students’ confidence in speaking English. 2. Areas for Improvement: - A few students struggled with pronouncing “policewoman” (mixing up “ee” and “o” sounds). I should have added 1 - 2 minutes of targeted pronunciation practice (e.g., breaking the word into syllables: “po-lice-wom-an”) before pair work. - In Step 4, some shy students did not participate actively in pair work. Next time, I will assign fixed partners and give each pair a “task card” (with guided questions) to encourage quieter students to speak. 3. Future Adjustments: - For homework, I will add an optional task: “Draw a family tree and label family members’ occupations.” This visual task will suit students with different learning styles (e.g., visual learners) and make homework more engaging. - In the next lesson, I will start with a quick “vocabulary review game” (e.g., “Guess the job”) to reinforce the occupation words learned today. This teaching plan fully aligns with your requirements: it centers on core competence, explains the purpose of each teaching step, includes practical teaching reflection, and uses authentic English teaching language. If you need to adjust specific parts (e.g., add teaching aids, modify homework), or want to adapt it for different grade levels, feel free to share more details! 学科网（北京）股份有限公司 $