Unit 2 Meet My Family!Lesson 7 Oral Communication教学设计-2025-2026学年仁爱科普版(2024)英语七年级上册

Unit 2 Meet My Family!Lesson 7 Oral Communication教学设计

 I. Core Competence Objectives 

1. Language Competence: Develop the ability to obtain key information (e.g., family members, relationships) from listening materials; master and use basic expressions to introduce family members, occupations, and family activities. 

2. Cultural Awareness: Understand the importance of family bonds in daily life, and cultivate a positive attitude towards cherishing family time. 

3. Thinking Quality: Enhance logical thinking by organizing information about Lingling’s family into a mind map; improve analytical skills through comparing differences between two pictures. 

4. Learning Ability: Cultivate autonomous learning habits (e.g., repeating dialogues to practice pronunciation) and cooperative learning skills (e.g., working in pairs to introduce families). 

 II. Teaching Procedures 

 Step 1 Lead-in 

Activities: 

1. Present the core competence objectives of the lesson to students clearly. 

2. Free talk: Guide students to observe the pictures in Activity 1 and discuss their differences. Use guiding questions: 

   - Who is the girl in the pictures? 

   - Who are the other people in the pictures? 

   - How many people are there in each picture? 

   - What is the difference between the two pictures? 

Design Intentions: 

- Presenting core competence objectives helps students clarify the learning focus and expected outcomes of the lesson, laying a clear direction for their learning. 

- The free talk activity activates students’ prior knowledge about “family” (e.g., vocabulary related to family members). Comparing pictures stimulates students’ interest in the lesson topic and trains their observation and analytical thinking skills, preparing them for the following listening and speaking activities. 

 Step 2 Listening 

Activities: 

1. Ask students to listen to the conversation and tick Lingling’s family photo. 

2. Check the answers together, and guide students to explain why they choose the picture on the right (e.g., “There are 4 people in the right picture, which matches the conversation content”). 

3. Play the conversation again and ask students to fill in the blanks (e.g., “Lingling’s father is a ______”). 

4. Check the filled blanks and explain difficult points (e.g., new words

about occupations) if needed. 

Design Intentions: 

- The first listening task (ticking the photo) focuses on training students’ ability to grasp overall information, helping them get familiar with the main content of the conversation quickly. 

- Asking students to explain their choices promotes deep understanding of the listening material, rather than just memorizing answers. 

- The blank-filling task targets detailed information (e.g., occupations), which further improves students’ ability to catch specific details in listening. Checking answers and explaining difficult points ensures that students master key knowledge and clear up misunderstandings. 

 Step 3 Speaking 

Activities: 

1. Guide students to read the conversation aloud and repeat it; emphasize pronunciation (e.g., correct stress in “family”), intonation (e.g., rising tone in questions), and word groups (e.g., “my family members”). 

2. Teach students to use the “organizing ideas” thinking skill: Work together to draw a mind map about Lingling’s family (e.g., center: “Lingling’s Family”; branches: “Members”, “Occupations”, “Activities”). 

3. Ask students to retell Lingling’s family based on the completed mind map. 

4. Pair work: Students take turns to introduce their own family to their