Unit 2 We’re Family! Lesson 1 Section A 1a-1d, Pronunciation教学设计2026-2027学年人教版英语七年级上册

该初中英语教学设计聚焦“家庭”主题，核心知识点包括亲属词汇、/ɜː/ /ə/ /ʌ/ /ɑː/发音及家庭介绍句型。通过单元开篇全家福图片提问导入，激活学生家庭认知，构建从词汇学习到听力理解再到口语输出的学习支架。 资料亮点在于融合文化意识与思维品质，如结合中国三胎家庭结构图片渗透文化，对比中英亲属称谓培养跨文化认知，通过听力标记亲属标签、分析对话判断人物关系发展思维。角色扮演和家庭照片交流提升语言能力，作业写信促进知识迁移，助力学生情感与语言共发展，为教师提供情境化、阶梯式教学方案。

新人教七上教案 Unit 2 We’re Family! Lesson 1 Opening Page, Section A 1a-1d, Pronunciation Basic Course Information Item Details Subject English Grade Grade Seven Semester Autumn Semester Topic Unit 2 We’re Family! Lesson 1 Opening Page, Section A 1a-1d, Pronunciation Teaching Objectives 1. Students can skillfully use English kinship terms, and identify syllables and word stress through these words. 2. Students can distinguish contexts and interpersonal relationships based on key words and record important information while listening. 3. Students can recognize and pronounce words containing phonemes /ɜː/, /ə/, /ʌ/ and /ɑː/ in sentences introducing family members, and classify words by their phonemes. 4. Students can introduce or ask about family relationships with family photos and express warm family feelings. Teaching Content The opening picture of this unit shows a three-generation Chinese family taking an outdoor group photo. Everyone stands on the grass with relaxed postures and bright smiles, fully showing harmony and warmth within a family, which matches the theme of the unit. The family has two children, reflecting the changes in Chinese family structure after the implementation of the two-child policy. Activities 1a to 1d revolve around two listening dialogues, with the core communicative function of introducing others. · The first dialogue takes place outdoors. Yaming introduces his family to his classmate Emma and introduces Emma to his family, followed by mutual greetings. It contains words for pronunciation practice, which can be sorted to practice words with /ɜː/, /ə/, /ʌ/ and /ɑː/. · The second dialogue happens at Peter’s home. Teng Fei raises questions and Peter gives answers. Both dialogues are set in daily scenarios about talking about family members, with natural language matching the topics and contexts. They provide authentic language environment for students to master relevant expressions. By imitating and reading disyllabic words in the dialogues, students can recognize word syllables and stress. Teaching Procedures Time Allocation Students’ Activities Activity Design Purposes 1 min 1. Look at the opening picture and answer questions about the type of photo. Lead students into the unit theme quickly and start discussions about family. 10 mins 2. Answer more questions about the picture (e.g., people’s relationships, feelings about the family), then talk about their own family members. 3. Discuss kinship terms and sense syllables & stress by reading aloud. 4. Match kinship words with their English definitions. 5. Think about the differences between Chinese and English terms for family members. 6. Summarize the forms and usages of possessive nouns. 2. Activate prior knowledge of family and strengthen emotional connection with families through question chains. 3. Help students perceive the structure of disyllabic words and stress positions via vocabulary reading. 4. Help students notice differences between Chinese and English kinship expressions with matching exercises. 5. Cultivate cross-cultural awareness about family titles. 6. Guide independent exploration of possessive rules and develop analytical thinking. 5 mins 7. Look at the pictures and guess the topics and locations of the conversations. Train students’ skills to observe and analyze pictures for prediction. 9 mins 8. Listen to two dialogues and sort the corresponding pictures. 9. Listen again and mark kinship labels on the photos. 10. Fill in blanks about people’s relationships with listening notes. 8–10. Help students grasp the general context through gist listening; form the habit of taking down key details while listening. 15 mins 11. Circle sentences where Yaming introduces his family. 12. Read words with /ə/, /ʌ/, /ɑː/ from the dialogue and sort given words by phonemes. 13. Find evidence from the script to judge whether Teng Fei knows Peter’s family well. 14. Read highlighted words loudly to further experience syllables and stress. 15. Compare the two pictures in aspects such as family composition, family size and follow-up plans of the speakers. 16. Give reasons to explain whether Peter’s family is happy. 17. Share opinions about their own happy families. 18. Role-play: act as Peter and introduce his family to Teng Fei. 19. Look at classmates’ family photos and ask about their family members. 11. Focus on declarative sentence patterns used for family introduction. 12. Analyze the pronunciation rules of vowels and consolidate phoneme classification through practice. 13. Focus on general and special questions for asking family information to build language scaffolds for output. 14. Help students use stress correctly and communicate smoothly in oral reading. 15–16. Explore what makes a warm family and appreciate family love. 17. Deepen emotional recognition of family through picture comparison and multi-dimensional analysis. 18–19. Apply target sentence patterns in new scenes to improve oral communication competence. Homework Draw your family group photo and write a letter to Emma, a foreign exchange student who will stay with you. Introduce your family including the number of family members, family structure, relationships, personalities and your opinions on a happy family. Homework Purpose Create a new communicative task to help students transfer and apply thematic vocabulary and target sentence patterns. Meanwhile, let students experience the warmth of family, understand the value of kinship and learn to contribute to a happy family. 学科网（北京）股份有限公司 $