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中小学教育资源及组卷应用平台
人民教育出版社 七年级上册教学设计
Unit 2 We are family Section 2 Pronunciation 2a-2e
Content Analysis
The dialogue depicts the situation where Peter is invited to Teng Fei’s home as a guest. Some items in Teng Fei’s living room arouse Peter’s interest, and the two naturally start talking about which family member these items belong to.
Through Teng Fei’s introduction of these items (including ping-pong bats, fishing rods, a piano, etc.), Peter gets some understanding of the hobbies of Teng Fei’s family members. Judging from the content of the conversation, the listening dialogue mainly introduced the identities and relationships of different family members, while this dialogue extends to the daily hobbies and interesting activities of family members. The scope of the topic gradually expands, and the content of the expression is also richer.
In terms of the discourse composition, this dialogue adopts a “material–driven” approach to expand content: Teng Fei takes specific items (such as ping-pong bats, fishing rods, and a piano) as the starting point for communication, and through introducing these objects, he indirectly conveys information about his family members’ hobbies, enabling Peter to form a basic understanding of them.
Compared with the listening dialogue — which centres its content on clarifying the identities and interpersonal relationships of various family members — this dialogue shows a clear expansion in content structure. It extends the discussion from the basic “family relationship framework” to the more detailed “daily hobbies and interesting activities of family members”. This structural design not only realises the gradual broadening of the topic scope but also enriches the expressive content of the dialogue, making the presentation of family-related information more comprehensive and vivid.
Learning Objectives
By the end of this section, students will be able to:
1. master letters and letter combinations for / :/, / /, / / and /ɑ /, and distinguish “s” pronunciation rules and stressed syllables;
2. use listening strategies (guessing dialogue scenes in the pictures) to understand family-introduction dialogues, and grasp related vocabulary and sentence patterns about items and activities.
Focal and Difficult Points
Focal Points
Sort out and learn phonetic knowledge as well as sentence patterns for introducing items and activities.
Difficult Points
Apply the learned phonetic knowledge and introduction sentence patterns to conduct role-play conversations.
Procedures
Teaching Activities Learning Activities Purpose
Step 1 Lead in 1. Let students put pictures of their family members on the family tree and introduce these members. 2. Guide students to pronounce /i/ /i:/ /e/ / / and guide them to try to learn some new ones. 1. Show your family tree and introduce your family members. 2. Follow the teacher to practice the pronunciation of the vowels in Unit 1. To help students review and stimulate their interest in learning.
Step 2 Presentation Ask students to watch a video and study the examples to learn how the target vowels are pronounced. 1. Ask students to finish Task 1: Listen and repeat. 2. Ask students to finish Task 2: Read each word and place it in the correct phonetic box. 3. Ask students to finish Task 3: Listen and repeat. Notice the stressed syllables. Watch the video and observe the examples to learn how vowels are pronounced. 1. Complete Task 1: Listen and repeat. 2. Complete Task 2: Read each word and place it in the correct phonetic box. 3. Complete Task 3 Listen and repeat. Notice the stressed syllables. To help students master pronunciation rules through watching videos and analysing letter combinations.
Step 3 Listening 1. Ask students to look at the picture on page 29 and answer the questions to predict the content of the listening. 2. Ask students to listen to the conversation and circle the words they hear. 3. Ask students to read the conversation and complete the table about Teng Fei’s family. Then they draw a mind map about Teng Fei’s family. 4. Ask students to listen to the conversation again and then role-play it. 5. Ask students to think about what aspects the dialogue mainly talks about. 1. Look at the picture and answer questions to complete the prediction of the content of the listening. 2. Listen to the conversation and circle the words they hear. 3. Read the conversation and complete the table about Teng Fei’s family. Then they draw a mind map about Teng Fei’s family. 4. Listen to the conversation again and then role-play it. 5. Think about what aspects the dialogue mainly talks about. To guide students to observe pictures before reading and listening, extract key information for prediction, and lower the difficulty of reading and listening.
Step 4 Make a conversation Ask students to complete task 2e. T: Introduce your survey to the class. T: Family is a place where different people live together with love! Complete task 2e. S: I have a big family; there are four people in my family… To help students put what they have learned about the family into use.
Step 5 Homework Basic task: 1. Copy the words in the pronunciation table on page 29 (four times each). 2. Review the four phonetic symbols / /, / /, / /, /ɑ / and write more words containing these vowels. Advanced task: Go home and investigate your family’s favourite belongings and make a sentence with “It’s/They are family member +’s + item”. Extension task: Show photos to your friends after class and introduce your family items and activities. Finish their homework. To help students consolidate what they have learned.
Blackboard Design
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