Unit 2 We're Family Section A (2a～2e) 教学设计 2026-2027学年英语人教版七年级上册

该初中英语教学设计聚焦家庭成员物品所有关系（Whose...?句型）和日常活动（Do/Does...?句型），通过复习家庭照片人物介绍句型（This is..., These are...），搭建从人物到物品的学习支架，衔接前后知识。 资料亮点在于采用听前预测（看图抓关键词）、听读结合（听力圈词+阅读表格梳理信息）及任务型口语输出（真实家庭照片问答），培养思维品质与语言能力，引导发现家人兴趣理解家庭陪伴意义，提升学生学习积极性，助力教师高效落实综合语言运用目标。

Unit 2 We're Family! Section A (2a~2e) 英语教案 —— We're Family!（人教版七年级上册 2026-2027学年） 课题 Unit 2 We're Family! Section A (2a~2e) 学科 英语 年级 七年级（上册） 教材版本 人教版（2024） 课时 Section A 听说读综合课 课型 听力+阅读+口语+语言点课 教学方法 PPP五步教学法、看图预测、听读结合、角色扮演、任务型口语输出 教学用具 多媒体课件、听力材料、家庭物品照片、练习单 学情分析 学生已在 1a~1d 学习家庭成员称谓和家庭照片介绍，能够使用 This is..., These are..., Is this...? Are these...? 等句型介绍人物。本课进一步转向家庭成员拥有的物品和日常活动，学生需要在听读材料中理解 Whose...?, Do/Does...? 结构，并用家庭物品照片表达所有关系和兴趣爱好。 教学目标 ①语言能力：能听懂并读懂关于家庭物品和活动的对话，掌握 Whose...?, Do/Does...? 及 welcome, spend, fish 等语言点。②文化意识：发现家人的兴趣特点，理解家庭陪伴和尊重家人的意义。③思维品质：通过听力圈词、阅读表格、问答归纳和角色扮演，提升信息梳理与逻辑表达能力。④学习能力：掌握看图预测、听读定位关键词和用表格整理家庭信息的策略。 教学重难点 重点：掌握 fish, really, chess, basketball, garden, sport, piano, erhu, welcome, spend 等词汇和 Whose are they? / It’s... / They’re... / Do/Does...? 句型。难点：区分所有关系单复数表达，正确使用 spend time doing sth. 与 Do/Does 问答描述家庭成员活动。 一、教学过程 Step 1 Warm-up（复习导入+学习目标呈现）（4 min） 1a Unit topic and video lead-in（1 min） 【教师活动】T: Good morning, class! Today we continue Unit 2 We're Family! We will talk about things family members have and activities they do. 教师呈现单元主题并播放导入视频。 【学生活动】Ss: We will talk about family members, their things and their activities. 【过渡语】Let’s review how to introduce people in a photo. 【知识点】本课从家庭成员扩展到家庭成员拥有的物品和兴趣活动。 Unit 2 We're Family 单元主题截图 1b Review sentence patterns（3 min） 【教师活动】T: Look at the family photo. Who are the people in the photo? Use This is..., That is..., These are..., Those are..., He is..., She is..., They are... 教师带学生复习人物介绍句型。 【学生活动】Ss: This is... That is... These are... Those are... He is... She is... They are... 【过渡语】Good. Now we can ask about people. Next, we will ask about things. 【知识点】复习指示代词和 be 动词句型，为后续询问物品所有关系做准备。 【重点强调】单复数搭配：This/That 搭配 is；These/Those 搭配 are；He/She 搭配 is；They 搭配 are。 家庭照片人物介绍句型复习截图 Step 2 Presentation（知识呈现：看图预测+2a听力+2b阅读归纳）（15 min） 2a Look and guess before listening（3 min） 【教师活动】T: Look and guess. Who are the two boys? Where are they? What can you see in the picture? 教师引导学生看图预测对话内容。 【学生活动】Ss: They are Peter and Teng Fei. They are at Teng Fei’s home. We can see a piano, a stool, fishing rods and ping-pong bats. 【过渡语】These things tell us what the conversation may be about. 【知识点】看图预测关键词：Peter, Teng Fei, home, piano, stool, fishing rods, ping-pong bats。 【判断技巧】听前预测：先观察地点、人物和物品，可以预测对话主题，降低听力难度。 听前看图预测 Peter 与 Teng Fei 对话截图 2b Listen and choose the main idea（2 min） 【教师活动】T: Listen to the conversation and choose the best answer: They are talking about how to play the piano, whose the things are, or what Peter and Teng Fei will do? 教师播放音频并核对主旨。 【学生活动】Ss: They are talking about whose the things are. 【过渡语】Now listen again and circle the coloured words you hear. 【知识点】主旨题答案为 B. whose the things are，说明本课核心是询问物品归属。 听力主旨选择题截图 2c 2a Listen and circle the coloured words（4 min） 【教师活动】T: Listen to the conversation and circle the coloured words you hear. 教师引导学生圈出 Come in, old, week, a lot of, really 等听力词。 【学生活动】Ss: Teng Fei: Hi, Peter! Come in. 【学生活动】Ss: Peter: Thanks. Oh, these ping-pong bats are nice. Whose are they? 【学生活动】Ss: Teng Fei: Well, this is my ping-pong bat, and the old one is my grandpa’s. 【学生活动】Ss: Peter: Do you often play ping-pong together? 【学生活动】Ss: Teng Fei: Yes, we play every week. My grandpa loves sport. 【学生活动】Ss: Peter: Whose fishing rods are those? 【学生活动】Ss: Teng Fei: They’re my father’s. He spends a lot of time fishing. 【学生活动】Ss: Peter: Hey, do you play the piano? 【学生活动】Ss: Teng Fei: No, I don’t. It’s my mother’s piano. She can play it really well! 【知识点】2a 听力原文包含核心信息：ping-pong bats, my grandpa’s old one, play every week, fishing rods, my father’s, spends a lot of time fishing, my mother’s piano, play it really well。 【听力技巧】圈词定位：听到 Whose are they? 后注意所有者；听到 Do you...? 后注意活动频率或能力描述。 2a 听力圈词前半段截图 2a 听力圈词后半段截图 2d 2b Read and complete the table（4 min） 【教师活动】T: Read the conversation and complete the table about Teng Fei’s family. Find each thing and each activity. 教师指导学生从对话中提取物品和活动。 Family member Thing Activity Teng Fei ping-pong bat play ping-pong Teng Fei’s grandpa old ping-pong bat play ping-pong Teng Fei’s father fishing rods go fishing Teng Fei’s mother the piano play the piano 【学生活动】Ss: Teng Fei has/uses ping-pong bat and the activity is play ping-pong. 【学生活动】Ss: Teng Fei’s grandpa has/uses old ping-pong bat and the activity is play ping-pong. 【学生活动】Ss: Teng Fei’s father has/uses fishing rods and the activity is go fishing. 【学生活动】Ss: Teng Fei’s mother has/uses the piano and the activity is play the piano. 【知识点】2b 阅读表格训练学生梳理 Teng Fei 家庭成员、物品与活动：grandpa—old ping-pong bat—play ping-pong；father—fishing rods—go fishing；mother—the piano—play the piano。 2b 阅读表格任务截图 2e Read again: ownership and activities（2 min） 【教师活动】T: Read again and answer: How can we ask about ownership? How can we ask about activities? 教师引导学生归纳 Whose 与 Do/Does 问答。 【学生活动】Ss: We ask ownership with Whose...?. We ask activities with Do/Does + subject + verb...? 【过渡语】These two question types will help us role-play and talk about family things. 【知识点】所有关系问答用 Whose... is/are...?；活动问答用 Do/Does + 主语 + 动词原形。 【理解要点】两类问答：Whose 问“谁的”；Do/Does 问“是否做某事”。回答时要分别说所有者和活动情况。 Whose 所有关系问答归纳截图 Do Does 活动问答归纳截图 Step 3 Practice（操练巩固：2c角色扮演+2d照片问答+语言点+练习）（18 min） 3a 2c Listen again and role-play（4 min） 【教师活动】T: Listen to the conversation again. Then role-play it. Pay attention to intonation and ownership words. 教师组织学生分角色朗读。 【学生活动】Ss: Teng Fei: Hi, Peter! Come in. 【学生活动】Ss: Peter: Thanks. Oh, these ping-pong bats are nice. Whose are they? 【学生活动】Ss: Teng Fei: Well, this is my ping-pong bat, and the old one is my grandpa’s. 【学生活动】Ss: Peter: Do you often play ping-pong together? 【学生活动】Ss: Teng Fei: Yes, we play every week. My grandpa loves sport. 【学生活动】Ss: Peter: Whose fishing rods are those? 【学生活动】Ss: Teng Fei: They’re my father’s. He spends a lot of time fishing. 【学生活动】Ss: Peter: Hey, do you play the piano? 【学生活动】Ss: Teng Fei: No, I don’t. It’s my mother’s piano. She can play it really well! 【知识点】2c 角色扮演帮助学生在语境中操练 Whose are they? This is my... They’re my father’s. Do you...? Yes/No... 等表达。 2c 完整对话角色扮演截图 3b Ownership sentence frame（2 min） 【教师活动】T: Look at the ownership table. How do we ask and answer? 教师用表格归纳所有关系表达。 提问 回答 Whose + 可数名词复数 / 单数 + be 动词 + 主语? This is my/your/his/her... They’re 人名 / 称呼 + 's. Whose are they? They’re my father’s. Whose guitar is it? It’s my brother’s. 【学生活动】Ss: Whose are they? They’re my father’s. Whose guitar is it? It’s my brother’s. 【知识点】名词所有格 's 用于表示“某人的”；单数物品用 It’s...；复数物品用 They’re... 3c Activity sentence frame（2 min） 【教师活动】T: Look at the activity question table. When do we use do or does? 教师讲解 Do/Does 与主语搭配。 提问 肯定回答 否定回答 Do/Does + 主语 + 动词原形（活动内容）+ 其他? Yes, 主语 + do/does. No, 主语 + don’t/doesn’t. Do you play the piano? Yes, I do. No, I don’t. Does she play the erhu well? Yes, she does. No, she doesn’t. 【学生活动】Ss: Do you play the piano? No, I don’t. Does she play the erhu well? Yes, she does. 【知识点】Do 用于 I/you/we/they 等主语；Does 用于 he/she/it 或单个人名；Does 后动词用原形。 【易错提示】Does 后动词原形：Does she plays 是错误表达；正确说法是 Does she play...? 回答可用 Yes, she does. 3d Look at Li Xin’s family and activities（2 min） 【教师活动】T: Look at Li Xin’s family and her family activities. Who can you see? What things do they have? 教师引导学生观察 Li Xin 家庭照片和物品。 【学生活动】Ss: We can see Li Xin and her family. We can see an erhu, a basketball, books, Chinese chess, plants and flowers. 【过渡语】Now use the photos to ask and answer. 【知识点】Li Xin 家庭活动词块：often play basketball, read a lot, like Chinese chess, play the erhu well, like gardening, love animals。 Li Xin 家庭成员与活动观察截图 3e 2d Use the photos to talk about Li Xin’s family（4 min） 【教师活动】T: Use the photos to talk about Li Xin’s family. Ask about ownership and activities. 教师组织学生根据示例进行问答。 often play basketball read a lot like Chinese chess play the erhu well like gardening love animals 【学生活动】Ss: A: Whose erhu is this? 【学生活动】Ss: B: It’s Li Xin’s erhu. 【学生活动】Ss: A: Does she play the erhu well? 【学生活动】Ss: B: Yes, she does. 【学生活动】Ss: A: Look at this basketball. Whose basketball is this? 【学生活动】Ss: B: It’s Li Xin’s father’s basketball. 【学生活动】Ss: A: Does he often play basketball after work? 【学生活动】Ss: B: Yes, he does. He plays it every Friday afternoon. 【学生活动】Ss: A: That sounds cool. 【学生活动】Ss: A: What’s this? Whose Chinese chess is it? 【学生活动】Ss: B: It’s Li Xin’s grandpa’s. 【学生活动】Ss: A: Does he like Chinese chess very much? 【学生活动】Ss: B: Yes, he does. He plays chess with his friends. 【学生活动】Ss: A: He must be good at it. 【学生活动】Ss: A: Whose books are these? 【学生活动】Ss: B: They’re Li Xin’s mother’s books. 【学生活动】Ss: A: Does she read a lot in her free time? 【学生活动】Ss: B: Yes, she does. Reading is her favorite hobby. 【学生活动】Ss: A: Whose plants and flowers are these? 【学生活动】Ss: B: They are Li Xin’s grandma’s. 【学生活动】Ss: A: Does she like gardening? 【学生活动】Ss: B: Sure. She waters them every day. 【学生活动】Ss: A: The flowers look really beautiful. 【知识点】2d 口语活动整合 Whose... 和 Does...?：询问物品归属，再询问家庭成员是否从事相应活动。 2d Li Xin 家庭照片口语任务截图 Li Xin 父亲篮球与爷爷象棋对话截图 Li Xin 母亲读书与奶奶园艺对话截图 3f 2e Pair work: your family things and activities（3 min） 【教师活动】T: Bring some photos of things your family members have. In pairs, ask and answer questions about who owns each of them and what activities your family do. 教师组织学生迁移到自己的家庭物品照片。 【学生活动】Ss: A: Look at this guitar. Whose guitar is it? 【学生活动】Ss: B: It’s my brother’s. 【学生活动】Ss: A: Does he play the guitar every weekend? 【学生活动】Ss: B: Yes, he does. He plays it really well. 【学生活动】Ss: A: That’s amazing. I love music too. 【学生活动】Ss: A: These beautiful storybooks look nice. Whose books are they? 【学生活动】Ss: B: They are my mother’s. 【学生活动】Ss: A: Does she read a lot in her free time? 【学生活动】Ss: B: Sure. She reads books for an hour every night. 【学生活动】Ss: A: I also like reading storybooks after school. 【知识点】2e 输出任务要求学生用真实家庭物品照片交流所有关系和家庭活动，核心句式为 Whose... is/are...? It’s... / They’re... Does he/she...? Yes, he/she does. 2e 吉他家庭物品对话示例截图 2e 故事书家庭物品对话示例截图 3g Language Point 1: welcome（2 min） 【教师活动】T: Read the language point: Welcome. It can be an interjection, adjective, verb and noun. 教师讲解 welcome 的四种用法。 【学生活动】Ss: Welcome to our new school! 【学生活动】Ss: My English teacher is very welcome in our class. 【学生活动】Ss: We welcome our new classmates warmly. 【学生活动】Ss: We gave our foreign friend a warm welcome. 【知识点】welcome 可作感叹词“欢迎”、形容词“受欢迎的”、动词“欢迎；迎接”、名词“欢迎；接待”。 welcome 语言点讲解截图 3h Language Point 2: spend（2 min） 【教师活动】T: Read: He spends a lot of time fishing. Spend can mean 花费 time or money. Its subject is usually a person. 教师讲解 spend 结构。 【学生活动】Ss: I spend two hours doing my homework every day. 【学生活动】Ss: She spends a lot of money buying cute books. 【学生活动】Ss: My dad spends lots of time on his garden. 【学生活动】Ss: Tom spends 50 yuan on this basketball. 【知识点】spend time/money doing sth. 表示花时间/金钱做某事；spend time/money on sth. 表示在某物上花时间/金钱。 【重点强调】spend 主语：spend 的主语通常是人；本课句子 He spends a lot of time fishing. 中 He 是主语，fishing 是动名词。 spend 语言点讲解截图 3i Language Point 3: fish（2 min） 【教师活动】T: Fish can be a verb, a countable noun or an uncountable noun. 教师讲解 fish 的词性和 go fishing。 【学生活动】Ss: My grandpa often goes fishing on weekends. 【学生活动】Ss: There are many fish in the lake. 【学生活动】Ss: I like eating fish for dinner. 【知识点】fish 作不及物动词表示“钓鱼”，go fishing 表示去钓鱼；作可数名词表示鱼，数量时单复数同形；作不可数名词表示鱼肉。 fish 语言点讲解截图 3j Exercises: multiple choice（2 min） 【教师活动】T: Finish the multiple-choice exercises. 教师带学生运用 really, gardening, spend doing, Does 判断答案。 【学生活动】Ss: 1．The boy has lots of bad habits (习惯). I ________ don’t know how to help him. A．really B．else C．together D．across → A 【学生活动】Ss: 2．Li Xin’s family like ________. They have many plants and flowers. A．gardening B．playing basketball C．reading books D．playing chess → A 【学生活动】Ss: 3．Teng Fei’s father spends a lot of time ________. A．fish B．fishes C．fishing D．to fish → C 【学生活动】Ss: 4．— ________ she play the erhu well? — Yes, she does. A．Do B．Does C．Is D．Are → B 【知识点】选择题巩固 really, gardening, spends time doing, Does... do...? 等本课重点。 选择题练习截图 3k Exercises: complete the sentences（2 min） 【教师活动】T: Complete the sentences. Pay attention to Chinese chess, Does spend, Whose and together. 教师带学生完成汉译英句子。 【学生活动】Ss: 1．他非常喜欢中国象棋。 He likes playing ________ ________ so much. → Chinese chess 【学生活动】Ss: 2．你的父亲花很多时间钓鱼吗？不。 ________ your father ________ a lot of time fishing? No, he doesn’t. → Does; spend 【学生活动】Ss: 3．那些是谁的钓鱼竿？ ________ fishing rods are those? → Whose 【学生活动】Ss: 4．Emma和她的家人在一起玩得很高兴。 Emma and her family have fun playing _________. → together 【知识点】完成句子巩固 Chinese chess, Does... spend..., Whose fishing rods, play together 等表达。 完成句子练习及答案截图 Step 4 Production（拓展输出：家庭物品与活动问答）（5 min） 4a Pair work with real family photos（5 min） 【教师活动】T: Work in pairs. Use photos of things your family members have. Ask: Whose... is it? Whose... are they? Does he/she...? 教师鼓励学生结合真实家庭物品进行问答展示。 【学生活动】Ss: A: Whose basketball is this? B: It’s my father’s. A: Does he play basketball after work? B: Yes, he does. He plays it every Friday. 【过渡语】Good family conversations help us know our family members better. 【知识点】输出环节要求学生迁移 2e 任务，用家庭物品照片自然表达所有关系和活动。 【判断技巧】完整问答链：先问物品是谁的，再问这个人是否做相关活动，回答时补充频率或评价会更自然。 Step 5 Summary & Homework（总结与作业）（3 min） 5a Summary: key words and expressions（2 min） 【教师活动】T: Let’s summarize the key words and expressions. 教师带学生回顾 Summary 内容。 【学生活动】Ss: Key words: fish, really, chess, basketball, garden, sport. Expressions: Whose are they? My grandpa loves sport. Hey, do you play the piano? Do you often play ping-pong together? 【知识点】本课 Summary：关键词 fish, really, chess, basketball, garden, sport；重点表达 Whose are they? My grandpa loves sport. Hey, do you play the piano? Do you often play ping-pong together? Summary 重点词汇与表达截图 5b Homework: review and preview（1 min） 【教师活动】T: Homework: Review the keywords and sentence structures in today’s lesson. Preview the next lesson. 教师布置复习和预习任务。 【学生活动】Ss: Students record the homework and review Whose..., Do/Does..., welcome, spend and fish. 【过渡语】Please practise the pair work with your family photos after class. 【知识点】Homework 要求学生复习本课关键词、句型结构并预习下一课。 Homework 作业截图 二、板书设计（三栏式） Key Vocabulary（重点词汇） Grammar Focus（语法聚焦） Useful Expressions（重点句式） fish / really / chess basketball / garden / sport piano / erhu / ping-pong bat fishing rods / welcome / spend Whose + 名词 + be + 主语? It’s my brother’s. They’re my father’s. spend time doing sth. Whose are they? Whose guitar is it? Do you play the piano? Does she play the erhu well? Activities: play ping-pong go fishing play the piano play basketball read a lot like gardening Do + you/they + 动词原形? Does + he/she + 动词原形? Yes, he/she does. No, I don’t. My grandpa loves sport. He spends a lot of time fishing. She can play it really well. That sounds cool. Unit 2 We're Family! Section A 2a~2e Talk about family things and activities 三、教学反思 1. Warming up 中 This/That/These/Those 复习是否为 Whose 物品归属表达做好铺垫？ 2. Look and guess 听前预测是否帮助学生抓住 piano, fishing rods, ping-pong bats 等关键信息？ 3. 主旨题中学生能否判断对话主要谈论 whose the things are，而不是如何弹钢琴？ 4. 2a 圈词活动是否训练学生准确辨认 old, every week, a lot of, really 等关键词？ 5. 2b 表格是否帮助学生梳理家庭成员、物品和活动三类信息？ 6. Whose 所有关系问答中，学生能否区分 It’s... 和 They’re...？ 7. Do/Does 活动问答中，学生是否掌握 Does 后动词用原形的规则？ 8. 2d Li Xin 家庭照片活动是否让学生充分操练 erhu, basketball, Chinese chess, books, plants and flowers？ 9. welcome, spend, fish 三个语言点是否结合课件例句讲透，并能迁移到练习？ 10. 2e 真实家庭物品照片问答是否提升学生描述家人兴趣爱好的积极性和流利度？ 学科网（北京）股份有限公司 $