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 This section in Unit 2 of the new 2024 PEP English textbook for Grade 7 focuses on the theme of "family". It contains two short dialogues. The first dialogue occurs when Yaming and his family meet Emma in the park. Yaming introduces his parents and sister to Emma, using expressions like "This is my sister." and "These are my parents." while also incorporating previously learned greetings such as "Morning.", "Hi.", and "Nice to meet you." The second dialogue takes place between Teng Fei and Peter. Teng Fei sees Peter's family photo and asks about the people in it, with sentences like "Is this / Are these...?", "Who’s he / Who’s she / Who’re they?", and corresponding answers like "Yes, it is / they are. / No, ...", "She’s / He’s / They’re ...". These dialogues are highly relevant to students' real - life experiences. They simulate common scenarios in daily life, teaching students how to introduce their own family members to others and how to talk about each other's family members. This helps students recognize family members and clarify the relationships among them. By learning these two dialogues, students can accumulate vocabulary related to family members and common sentence patterns for discussing family members, laying a solid foundation for subsequent discussions about family members' preferences, living habits, and comprehensive family introductions. 教学目标 1. Language Knowledge Objectives Students should be able to master the vocabulary related to family members, such as "grandmother", "grandfather", "father", "mother", "sister", "brother", "cousin", "uncle", "aunt", "child", "wife", "husband", etc. They are required to learn and use sentence patterns for introducing and inquiring about family members, like "This is...", "These are...", "Is this...?", "Are these...?", "Who’s...?", "Who’re...?" and their corresponding answers. 2. Language Skill Objectives Listening: Students can understand the main ideas and key information about family member introductions and inquiries in the dialogues. They are able to capture specific details such as names and relationships of family members. Speaking: Students can use the learned vocabulary and sentence patterns to introduce their own family members and ask about others' family members in a clear and fluent manner. They can also carry out simple conversations about family with their partners. 3. Affective Objectives Through the study of this section, students can enhance their awareness of family affection and cherish the relationships within their families. They can also improve their cross - cultural communication awareness by understanding the similarities and differences in family concepts between China and Western countries. 4. Learning Strategy Objectives Cognitive strategy: Students learn to observe, compare, and summarize the usage of vocabulary and sentence patterns related to family. Cooperative learning strategy: They can cooperate with their partners in pair - work or group - work activities, actively participate in discussions, and jointly complete learning tasks. 教学重难点 1. Teaching Key Points Mastery of family - member - related vocabulary and correct pronunciation. Proficiency in using sentence patterns for introducing and inquiring about family members in different situations. 2. Teaching Difficult Points Distinguishing the usage of singular and plural forms in sentence patterns, such as the difference between "This is..." and "These are...", "Is this...?" and "Are these...?" Understanding and applying the correct responses to different questions about family members, especially the negative responses. 1. Vocabulary Family member terms: "grandmother" (n.): One's father's or mother's mother. Synonym: "grandma". Example: My grandmother is very kind. "grandfather" (n.): One's father's or mother's father. Synonym: "grandpa". Example: My grandfather likes to read newspapers. "father" (n.): A male parent. Synonyms: "dad", "daddy", "papa". Example: My father is a doctor. "mother" (n.): A female parent. Synonyms: "mom", "mummy", "mama". Example: My mother cooks delicious meals for us. "sister" (n.): A female sibling. Example: I have a younger sister. "brother" (n.): A male sibling. Example: My brother is good at playing basketball. "cousin" (n.): The child of one's aunt or uncle. Example: My cousin and I often play together. "uncle" (n.): The brother of one's father or mother, or the husband of one's aunt. In Chinese, it has different specific translations depending on the family relationship, but in English, it is a general term. Example: My uncle is a businessman. "aunt" (n.): The sister of one's father or mother, or the wife of one's uncle. Example: My aunt lives in another city. "child" (n., pl. "children"): A young human being below the age of puberty or below the legal age of majority. Example: The child is playing in the garden. "wife" (n.): A married woman, especially in relation to her spouse. Example: His wife is a teacher. "husband" (n.): A married man, especially in relation to his spouse. Example: My neighbor's husband is very helpful. 2. Sentence Patterns Introduction patterns: "This is...": Used to introduce a single person. Example: This is my classmate, Tom. "These are...": Used to introduce multiple people. Example: These are my friends, Lily and Lucy. Question and answer patterns for identification: "Is this...?": To ask if a single person is someone. Positive answer: "Yes, it is." Negative answer: "No, it isn't." Example: - Is this your brother? - Yes, it is. "Are these...?": To ask if multiple people are certain individuals. Positive answer: "Yes, they are." Negative answer: "No, they aren't." Example: - Are these your parents? - No, they aren't. Question and answer patterns for inquiring about identity: "Who’s...?": To ask about the identity of a single person. Answer: "He’s / She’s...". Example: - Who’s she? - She’s my sister. "Who’re...?": To ask about the identity of multiple people. Answer: "They’re...". Example: - Who’re they? - They’re my grandparents. 教学过程 Step 1: Lead - in (5 minutes) Teacher: Good morning, class! Before we start our new lesson, let's first look at a beautiful picture. (Show a picture of a big family gathering) Look at this picture. What can you see? Yes, it's a big family. Now, think about these questions: How many people are there in the picture? What do you think their relationships are? Discuss with your partners for one minute. Students: (Discuss in pairs) Teacher: Okay, time's up. Who wants to share your ideas? (Invite some students to answer) Very good! You all have great observations. Now, let's watch a short video. This video is also about a family. After watching, please tell me what the video is mainly about. (Play a video about a family's daily life) Students: (Watch the video carefully) Teacher: So, what did you see in the video? (Call on students to answer) Right, it shows a warm and happy family. Today, we are going to learn Unit 2 We're Family! Section A 1a - 1d. In this class, we will learn how to introduce our family members and ask about others' families in English. Step 2: Pre - listening (10 minutes) Teacher: First, let's look at Activity 1a on page XX. Here are some definitions about family members. Please match them with the correct words. You can work alone. (Give students a few minutes to complete the task) Students: (Complete the matching task in 1a) Teacher: Let's check the answers together. (Go through the answers one by one) Well done! Now, I want to tell you something about the differences between Western and Chinese cultures regarding family members. In Chinese, we have very specific names for different family members, like "伯伯", "叔叔", "舅舅", etc. But in English, they are all called "uncle". Can you think of any other similar differences? Discuss with your partner for two minutes. Students: (Discuss in pairs) Teacher: Time's up. Who would like to share your findings? (Invite students to share) Great! Now, let's look at the first picture in Activity 1b. Where are they? Who are they? Please think about it and be ready to answer. Students: (Think and answer) Teacher: Very good. And what about the second picture? Where are they? What can you see? Students: (Answer the questions) Step 3: While - listening (15 minutes) Teacher: Now, let's listen to the first dialogue in Activity 1b. Listen carefully and answer these questions: Who are talking in the dialogue? What are they doing? (Play the recording for the first time) Students: (Listen and try to answer the questions) Teacher: Let's check the answers. Who can tell me? (Call on students to answer) Good. Now, listen to the dialogue again and fill in the blanks in your books. (Play the recording for the second time) Students: (Listen and fill in the blanks) Teacher: Let's check the filled - in blanks together. (Go through the answers) Well done! Now, let's move on to the second dialogue in Activity 1c. Listen carefully. This time, I want you to answer the questions: Is this Peter's father? Are these Peter's grandparents? (Play the recording for the first time) Students: (Listen and answer the questions) Teacher: Check the answers. Correct. Now, listen again and repeat after the recording sentence by sentence. Pay attention to your pronunciation and intonation. (Play the recording for the second time) Students: (Listen and repeat) Step 4: Post - listening (10 minutes) Teacher: Now, let's do some pair - work. Take out your own family photos. Use the sentence patterns we learned, such as "This is...", "These are...", "Is this...?", "Are these...?", "Who’s...?", "Who’re...?" to introduce your family members to your partner and ask about your partner's family members. You can start like this: Hi, [partner's name]. Look, this is my family photo. Then introduce your family members one by one. (Students start to do pair - work) Students: (Carry out pair - work, introduce and ask about family members) Teacher: (Walk around the classroom, listen to students' conversations, and offer help if necessary) Okay, time's up. Who wants to come to the front and introduce your family to the whole class using the sentences we learned? (Invite some students to come to the front and share) Students: (Come to the front and introduce their families) Teacher: Wonderful! You all did a great job. Now, let's summarize what we have learned today. Who can tell me the important words and sentence patterns? (Call on students to summarize) Step 5: Summary and Homework (5 minutes) Teacher: Today, we have learned a lot about family. We learned new words about family members and important sentence patterns for introducing and asking about family members. Remember to practice using these words and sentences in your daily life. Now, for your homework: First, copy the new words three times and make a sentence for each word. Second, introduce your family to your parents in English when you get home. Students: (Take notes of the homework) 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $