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【人教2024版七上英语精彩课堂（单元解读+备课素材+教案）
Unit 2 Section A
Unit 2　We're Family!
教材导学　　　　　　　　　
课标落实　　　　　　　　　　　　　　　　　　　　　　　　　
Section A　What is your family like
导入一　视频导入
　　The teacher asks students to watch a video about introducing family members. And the teacher asks students how many members are mentioned and who they are. Then lead into the new lesson.
导入二　情境导入
　　Create a context: The most beautiful family selection. Ask students to introduce their families. Then lead into the new lesson.
导入三　问题导入
　　The teacher asks students questions, such as “What does family mean to you ” “Who is your favourite family member ” and “Why ”, and then invites some students to answer them. Then lead into the new lesson.
导入四　图片导入
　　T: Look at the picture. This is Robert's family tree. Who are these people Let's find out. Then lead into the new lesson.
活动设计　　　　　　　　　　　　　　　　　　　　　　　　　
活动1b　Practise
　　让学生模仿磁带或老师的语音语调,以提高学生的英语会话水平。
活动1d, 2a　Role-play
让学生表演介绍全家福和询问家庭成员的情景剧。
　　(分角色表演,强化巩固有关介绍他人和询问他人身份的句型。)
　　Step 1　让学生提前准备家庭照片,让学生充分发挥自主能动性编写对话。
　　Step 2　随机让学生展示他们的对话。
　　Step 3　老师根据学生的展示,写下本课时要学习的重点短语和句型。如:
1.—Who's/Who're…
—She's/He's/They're…
—Is this/Are these your…
—Yes,…/No,…
2.Does he/she…
He/She likes…
　　Step 4　老师带领学生进行总结,让学生理解关键句型的表达和强调第三人称单数的正确用法。
听说训练　　　　　　　　　　　　　　　　　　　　　　　　　
听录音,选出正确选项。(听力原文: Section A, 2a)
(　　)1.Whose black ping-pong bat is that
A.Peter's.　　　　　　
B.Teng Fei's.　　　　　　
C.Teng Fei's grandpa's.
(　　)2.What does Teng Fei's grandpa like
A.Animals. B.Music. C.Sport.
(　　)3.What's the relationship between the speakers
A.Classmates.
B.Teacher and student.
C.Father and son.
◎Key: 1.C　2.C　3.A
语法探究　　　　　　　　　　　　　　　　　　　　　　　　　
探究一　一般现在时中动词的第三人称单数形式
　　【观察】
Teng Fei's grandpa loves sport.
Teng Fei's father has a fishing rod.
—Does your mother have a piano 　—Yes, she does./No, she doesn't.
【探究】
1.当主语是第三人称单数时,谓语动词通常要进行一些变化,一般在后面加上“-s”。有些动词的第三人称单数形式是特殊的,如have变成has, be变成is。
2.含实义动词的一般疑问句的结构是:Do/Does+主语+动词原形+其他
回答是:Yes, 主语+do/does./No, 主语+don't/doesn't.
探究二　所属关系的表示
【观察】
Teng Fei's father has a fishing rod.
This is Kate's cat.
They're my grandparents'.
【探究】
1.形容词性物主代词表示所属关系
e.g. my watch, our school ID cards, your ruler, his dictionary, her notebook, its eyes
2.名词所有格表示所属关系
(1)单数名词的所有格是直接在名词后加“'s”。
e.g. Tom's English book, Lucy's phone number
(2)以-s结尾的复数名词的所有格是在复数名词后加“'”。
e.g. Teachers' Day, his sisters' class
(3)不以-s结尾的复数名词的所有格是在复数名词后加“'s”。
e.g. Women's Day, the children's schoolbags
3.介词of 表示无生命事物的所属关系,相当于汉语中的“的”。
e.g. a map of China, the door of the room, the photo of her family
Section A　What is your family like
第一课时[(1a-1d)&Pronunciation]
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: 1a is the English definitions of words of kinship. 1b-1c create the context through illustrations and listening exercises to introduce kinship, introduce the unit topic, and ask students to choose the right picture and find out the right kinship. 1d is a simple question and answer task about kinship. In the phonetic part, students should distinguish between two groups of vowels: / / and / /, / / and /ɑ /, and have a basic understanding of the pronunciation of the stressed syllables.
Why: There are two dialogues in this lesson. The first one is a conversation between Ella and Yaming and Yaming's family, which is a greeting and about introducing the family. The second one is a conversation between Teng Fei and Peter, which is about introducing the family through a photo. Students should choose the right pictures through observing and listening and learn to introduce their own family members and understand other people's family relationships.
How: The two dialogues are close to life, and the language structure and vocabulary are simple. The core sentence patterns include “This is…” “There are…” “Who's he ” and so on. Students should pay attention to phonetic knowledge like long and short vowels and the stress of words.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.know about Yaming's and Peter's family members from the listening materials;
2.use the simple present tense to show their families in conversations;
3.pronounce / /, / /, / / and /ɑ / correctly;
4.be aware of the word stress and syllables in English.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To know about Yaming's and Peter's family members from the listening materials. Step 1　Lead-in 1.Greeting. 2.Think and share: What is family Family means living with family members and loving each other. 3.Learn about family and cultural differences through the picture of the family tree. Culture Focus: 在英语国家中,grandfather既可指“爷爷”,也可指“外公”; grandmother既可指“奶奶”,也可指“外婆”; sister既可指“姐姐”,也可指“妹妹”; brother既可指“哥哥”,也可指“弟弟”。 Step 2　Work on 1a Match the definitions with members of the family. ◎Key: (1)D　(2)A　(3)B　(4)E　(5)C Step 3　Listening(1b & 1c) 1.Look at the pictures in 1b and answer the questions. Picture 1: Who are they Where are they ◎Key: They are a girl and a family. They are in a park. Picture 2: What can you see What are they doing Observe how well stu-dents answer questions and know about their vocabulary and existed sentence patterns about family based on their performance. Observe whether stu-dents can observe the different characters in the pictures to choose the right answers during the prediction and listening process, and judge students' under-standing of the main idea of the listening materials.
◎Key: I can see two boys and a family photo. They are talking about the photo. Listening Tip: Before listening, observe the picture carefully. 2.1b: Listen to two conversations and number the pictures in the order you hear them. ◎Key: 1; 2 3.1c: Listen again and complete the sentences. ◎Key: (1)classmate　(2)sister　(3)sister (4)cousin　(5)brother 4.Role-play the conversations. 5.Draw Yaming's or Peter's family tree. Observe whether stu-dents can write the correct words through listening, and judge students' mastery of the pronunciation and spelling of the target words.
Purpose To activate students' vocabulary and existed sentence patterns for introducing the family. To develop students' observation and judgment skills through pictures and prediction tasks. To help students perceive the content of the conversation as a whole and develop students' abilities to accurately obtain and record key information.
2.To use the simple present tense to show students' families in conver-sations.　 Step 4　Group work(1d) Bring a family photo, talk about the people in it and try to draw a family tree. Useful expressions: A: Is this/Are these your… B: Yes,…/No,… A: Who's/Who're… B: He's/She's/They're… Observe students discuss-ing how to introduce their own families and learn about other people's families, and whether they can use the target language in listening to ask and answer questions.
Purpose To guide students to learn and internalize key expressions, paving the way for further application of what they have learned in real-life situations.
3.To pronounce / /, / /, / / and /ɑ / correctly. 4.To be aware of the word stress and syllables in English. Step 5　Pronunciation 1.Work on 1. Listen and repeat the vowels. Let students get to know the pronunciation tips. Summarize the letters and letter combinations that sound like the vowels / /, / /, / / and /ɑ /. Exercise:“Find a Friend”—Find common sounds for letters or letter combinations. 2.Work on 2 and 3. Listen and repeat. Notice the stressed syllables. 3.Let students get to know the pronunciation tips. 4.Let students underline the syllables and mark out the stressed syllables. Observe whether stu-dents can correctly grasp the essentials of pronunciation and read aloud the vowel sounds / /, / /, / / and /ɑ /, as well as words. Observe whether stu-dents can pronounce and distinguish the letters/groups of letters of the above vowels, and give guidance and feedback.
Purpose To guide students to pay attention to the learning of phonetic symbols and the stressed syllables, clarify the pronunciation essentials of the vowels, and help students lay a good foundation for pronunciation through repeated reading and observation.
Homework Required: Role-play after class and imitate the conversation between classmates and parents. Optional: After class, exchange family photos with classmates, introduce them and ask questions about families.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第二课时(2a-2e)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The content is the listening and speaking part. 2a is a conversation about the belongings of the family, and students are asked to listen and circle the coloured words. 2b is a reading task that asks students to identify the family's belongings and favourite activities and fill in the table. 2c asks students to listen, imitate, and act out the dialogue in 2a. 2d asks students to look at pictures and use what they have learned to talk about Li Xin's family, the things they own and their activities. 2e is a speaking exercise that asks students to ask questions about their family's belongings and activities.
Why: The listening discrimination, reading practice, and speaking practice in 2a-2c are all based on the conversation in 2a. Through these exercises, students can learn to ask questions about personal items and activities, improve their listening and discernment skills, find details in reading and express themselves better. 2d and 2e allow students to gradually learn to express their family's items' ownership and activities on their own and have a dialogue with others.
How: The background of the dialogue is visiting a classmate's house, and the content is about asking about the owners of objects and activities. The conversation is close to everyday life and is more colloquial. The core sentence patterns include “Who are they ” “They're my father's.” and so on. Students should pay attention to the correct use of the tense and pronouns in speaking.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.talk about the owner of objects by using “'s”;
2.feel the love in Teng Fei's and Li Xin's families;
3.use the simple present tense to talk about some activities.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To talk about the owner of objects by using “'s”. Step 1　Lead-in 1.Greeting. 2.Create a situation: The most beautiful family selection. Teng Fei is going to join in the most beautiful family selection. He sends us a photo. Let's look at the photo and get to know about it. Step 2　Work on 2a 1.Listen to the conversation and circle the coloured words you hear. ◎Key: Come in.; black; week; a lot of; really 2.Listen and number the pictures.(详见备课资源)　 ◎Key: 1—ping-pong bats; 2—fishing rods; 3—piano Step 3　Work on 2b Read the conversation and complete the table about Teng Fei's family. Tip: 教师检查学生答案时,要求学生给出如案例所示句子而不是短语,强化学生在句中使用名词所有格和一般现在时。 e.g. The ping-pong bat is Teng Fei's. He plays ping-pong. Judge students' abilities of distinguishing pronun-ciation and details based on the answers selected by them. Observe whether stu-dents can write the correct answers and judge the comprehen-siveness and accuracy of the information they have obtained.
Purpose To introduce the topic and create situations to activate students' use of vocabulary and sentence patterns about introducing families. To help students perceive the content of the conversation as a whole, and develop students' abilities to accurately obtain, sort out and record key information.
2.To feel the love in Teng Fei's and Li Xin's families. Step 4　Speaking 1.Role-play the conversation. Tip: 教师可以提问“What do you think of Teng Fei's family ”来助力后续的情感升华。 2.Pair-work on 2d. Teng Fei joins in the most beautiful family selection successfully. His classmate Li Xin also wants to join in the selection. She has a photo of her family. How do you feel when you see the photo Can you help her to introduce her family Students use the photos to talk about Li Xin's family. e.g. A: Whose erhu is this B: It's Li Xin's erhu. A: Does she play the erhu well B: Yes, she does. A: … 3.Think and say: What do you think of Li Xin's family She has a 　　　　family. A warm family makes everything successful! 家和万事兴! Understand students' comprehension of the content of the text and their vocabulary. Observe whether stu-dents can use the target sentence patterns to introduce other people's families and give help.　
Purpose To guide students to use key sentence patterns and pave the way for further application of what they have learned in real-life situations. To let students learn to love their family.
3.To use the simple present tense to talk about some activities. Step 5　Group work Work on 2e to introduce your family. 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. Useful expressions: ·Whose…are those ·Do you… ·They are my father's. ·It's my mother's piano. Observe the groups' discussions to know how students get to know each other, and what family members have and their hobbies and activities, and add more expressions if necessary.
Purpose To strengthen students' communication skills and improve their self-confidence.
Homework Required: Talk to other students in English after class and introduce each other's family. Optional: Learn about your family's interests.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



第三课时(Grammar Focus)
Study of the Text　　　　　　　　　　　　　　　　　　　　　　　　　
What: The content is the grammar of Section A. 3a shows the general interrogative sentences with its affirmative and negative answers, the presentation of the third person singular form of verbs in the simple present tense and the possessive form of words. 3b and 3c are fill-in-the-blank exercises about the third person singular form of verbs and the possessive form of words. 3d is a speaking practice about asking about families with the general question sentences.
Why: By reading the sentences in the table, students can summarize the rules of the general interrogative sentences and the answers, understand the third person singular form of verbs and the use of the possessive form of words. The written practice allows students to further consolidate the third person singular form of verbs and the possessive form of words through reading and word discrimination. The speaking practice lets students become more proficient in the use of the general interrogative sentences.
How: The text in this lesson is in the form of dialogues and paragraphs. The content of the text is simple and close to life. The core sentence patterns include “Do/Does sb do… ” “This is…” “These are…” and so on. Students need to understand the context to pick the correct words when they work on 3c, and the verbs should be in the right form.
Teaching Objectives　　　　　　　　　　　　　　　　　　　　　　　　　
By the end of this lesson, students will be able to:
1.learn about the general interrogative sentences and the affirmative and negative answers;
2.use the third person singular form of verbs correctly in the simple present tense;
3.know about the possessive form('s) of words;
4.express their love for their family.
Teaching Process　　　　　　　　　　　　　　　　　　　　　　　　　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To learn about the general interrogative sentences and the affirmative and negative answers. Step 1　Lead-in 1.Greeting. 2.Create a situation: The most beautiful family selection. The host is asking some questions. Let's have a look. Step 2　Work on 3a 1.Let students read the sentences on PPT and answer. —What questions are they —General questions. Can you see the verb “be” Can you find the verbs How to answer these questions Can you find out the rules 2.Students chant to memorize the rules. Judge whether students understand the meaning of the questions based on their answers and explain the questions in time. Understand students' observation ability, and judge whether students have fully grasped the pattern of the general question sentences according to their answers and make supplements in time.
Purpose To guide students to learn professional vocabulary about grammar and learn to summarize and deepen their memory of the pattern of the general question sentences through simple recitation.
2.To use the third person singular form of verbs correctly in the simple present tense. Step 3　Work on 3c 1.Find the rules. Students look at the pictures of Teng Fei's family and describe them. Students look at the description, underline the verbs and circle the subjects. Ask students: How do the verb forms change with the subjects Can you find out the rules Tip: 让学生先思考,发现规律,不要直接呈现。教师介绍一般现在时中动词的第三人称单数形式和实义动词怎么变第三人称单数形式。 2.Exercise. 3.3c: Complete the passage with the correct forms of the verbs in the box. ◎Key: has; makes; looks; likes; talk; play; are　 Observe whether stu-dents can correctly and comprehensively summarize the rules and apply them to the reading exercise, and guide students to identify and choose the correct words through the context.
Purpose To guide students to discover grammatical patterns through observation, improve reading and comprehension skills, and correctly write the third person singular form of verbs.
3.To know about the possessive form('s) of words. Step 4　Work on 3b 1.Find out the rules. Students read the sentences with the possessive form of words. Ask students: Can you translate What can you find Tip: 教师介绍单复数名词的所有格和表示共同拥有的所有格。用图片区分三种用法。 2.3b: Complete the sentences with the correct possessive form('s) of the words in brackets. ◎Key: (1)Kate's　(2)Peter and Emma's (3)brothers'　(4)grandparents'　(5)Teng Fei's Observe whether stu-dents master the three types of possessive form of words and use them correctly in the exercise, and provide timely help.
Purpose To guide students to distinguish the three types of possessive form of words and use them correctly in reading.
4.To express stu-dents' love for their family. Step 5　Group work 1.Students join in the most beautiful family interview. 2.Level A: Introduce your family. Useful expressions: 　Hello. I'm…/My name is… 　I have a sister/brother… 　My mother/father has/loves… 　My grandparents have… 3.Level B: Ask and answer questions about each other's family. Useful expressions: 　Do you have any sisters or brothers 　Does your father play any sport 　Does your mother like music Review: A warm family makes everything successful! Observe students' parti-cipation and the content of group discussions and instruct students to use the grammar knowledge they have got in this class correctly.
Purpose In practical application, students can internalize what they have learned and lay the foundation for real-life communication in the future.
Homework Required: Write a paragraph about your family using the correct forms of verbs and the possessive form of words. Optional: Use the possessive form of words correctly and look for the owners of the classroom objects.
Teaching Reflection　　　　　　　　　　　　　　　　　　　　　　　　　



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