Unit 1 You and Me-Section B-1a-1d 教学设计 2025-2026学年人教版七年级英语上册

Unit 1 You and Me-Section B-1a-1d Position and Function in the Unit This unit focuses on “You and Me”, mainly dealing with personal information and interpersonal relationships. Section B serves as an expansion and extension of Section A. The 1a - 1d part specifically centers on family members' occupations and other relevant information. Through a variety of activities, it deepens students' understanding of family members and related topics, enriches their language expressions, and lays a solid foundation for the subsequent unit learning, enhancing students' ability to communicate in English in daily life. Content of the Teaching Material 1a: This part presents some words representing occupations, such as “teacher”, “doctor”, “worker”, etc., enabling students to have a preliminary acquaintance with these vocabularies. 1b: It is a listening exercise where students are required to match people with corresponding occupations, thus training their listening comprehension ability. 1c: Based on 1a and 1b, this is an oral activity. Students conduct dialogue practice according to the listening content to consolidate the learned occupation vocabularies and sentence patterns. 1d: It is a further extended listening task. Students listen to a relatively long conversation to obtain more information about people, their occupations, relationships, etc., cultivating students' ability to acquire key information and comprehensively use the language. 教学目标 Knowledge Objectives Students should be able to master the words related to occupations presented in 1a, such as “teacher”, “doctor”, “worker”, “driver”, “nurse”, etc. They can understand and use sentence patterns like “What does your father/mother do? He/She is a... ” to ask about and describe family members' occupations. Students are expected to learn and use some new words and phrases related to family relationships, such as “uncle”, “aunt”, “cousin”, etc. Ability Objectives Improve students' listening ability, especially the ability to catch key information about people's occupations and relationships in the listening materials. Develop students' speaking ability, enabling them to communicate fluently about family members' occupations and other related information in daily conversations. Enhance students' reading ability by reading relevant texts about family introductions to understand the main idea and detailed information. Cultivate students' writing ability, allowing them to write a simple passage to introduce their own family members' occupations. Emotional Objectives Foster students' interest in learning English and their enthusiasm for communicating in English. Promote students' awareness of family values and the importance of family members through learning about family - related content. Encourage students to respect different occupations and understand that every job contributes to society. 教学重难点 Teaching Key Points Mastering the words related to occupations and family relationships. Proficiency in using sentence patterns to ask about and describe family members' occupations. Improving students' listening, speaking, reading, and writing skills related to this topic. Teaching Difficult Points Helping students to accurately pronounce some new words, especially those with complex pronunciation, such as “engineer”, “policeman”. Guiding students to use the learned language knowledge flexibly in real - life communication situations, and overcoming the fear of speaking English. Teaching students how to write a well - organized and coherent passage to introduce family members' occupations, including proper use of grammar and sentence structures. Vocabulary Occupation Words: teacher, doctor, worker, driver, nurse, engineer, policeman, postman, farmer, businessman, etc. Family Relationship Words: uncle, aunt, cousin, grandfather, grandmother, father - in - law, mother - in - law, etc. Sentence Patterns Asking about Occupations: What does your father/mother do? What is your father's/mother's job? What do you want to be when you grow up? Answering about Occupations: He/She is a... My father/mother works as a... I want to be a... Grammar Points The third - person singular form of verbs in simple present tense when talking about others' occupations. For example, “He works in a hospital.” “She teaches English at school.” 教学过程 Step 1: Warming - up (5 minutes) Teacher: Hello, class! Nice to see you again. Before we start our new lesson, let's play a little game. I will show you some pictures of different people. You need to tell me what they are doing as quickly as possible. For example, if I show you a picture of a person standing in front of a blackboard and holding a book, you should say “He/She is a teacher.” Are you ready? (Show pictures one by one, such as a doctor in a white coat, a worker in a factory, etc.) Students: Answer according to the pictures. Step 2: Presentation (10 minutes) Teacher: Very good! Now, let's look at the words on the screen. (Show the occupation words on the PPT) These are the words we often use to describe different jobs. Read after me, please. (Read the words slowly and clearly, and let students repeat several times) Teacher: Next, let's learn how to ask about and answer people's occupations. Look at this dialogue. (Show the dialogue “A: What does your father do? B: He is a doctor.” on the PPT) Listen to me read it first, and then I will ask you to read it in pairs. (Read the dialogue, and then let students practice in pairs. Walk around the classroom to monitor and help) Teacher: Now, let's change the roles. One student asks about the mother's occupation, and the other answers. Start! (Let students practice again, and then invite some pairs to come to the front of the class to perform the dialogue) Step 3: Listening (10 minutes) Teacher: Well done, everyone! Now, let's do some listening exercises. Open your books to page... (Tell the page number). Look at 1b. There are some people and their occupations. Listen carefully and match the people with their correct occupations. Are you clear? (Play the recording for the first time. Students listen without writing) Teacher: Now, listen again and write down your answers. (Play the recording for the second time. Students write down their answers. Then check the answers together) Teacher: Let's move on to 1d. Listen to a longer conversation. This time, you need to answer some questions according to what you hear. First, look at the questions on the screen. (Show the questions on the PPT) Underline the key words in the questions. (Play the recording. Students listen and answer the questions. Check the answers after that) Step 4: Speaking (10 minutes) Teacher: OK, students. Now it's your turn to show your speaking skills. Look at 1c. Based on the listening content in 1b, make up your own dialogues with your partners. You can also add some other information, such as where the person works. For example, “A: What does your uncle do? B: He is a driver. He works in a bus company.” (Let students practice in pairs. Walk around and offer help if necessary. Then invite several pairs to show their dialogues to the class) Teacher: Great job! Now, let's think about your own family members. Discuss with your group members about your family members' occupations. Each of you should introduce at least two family members. Start! (Students discuss in groups. After a few minutes, ask some students to report to the class) Step 5: Summary and Homework (10 minutes) Teacher: Class, let's summarize what we have learned today. Who can tell me some of the occupation words we learned? (Invite students to answer. Then summarize the words and sentence patterns on the PPT) Teacher: Today, we learned how to ask about and describe family members' occupations. Remember to practice using these words and sentence patterns in your daily life. Now, for your homework, you need to write a short passage to introduce your family members' occupations. You can use the words and sentence patterns we learned today. Make sure to write at least 5 sentences. Is that clear? Students: Yes. Teacher: OK, class is over. See you next time! 2 / 37 学科网(北京)股份有限公司 学科网(北京)股份有限公司 $