【新教材】人教版（2024）七年级上册英语Unit 2 We're Family!教案（9课时）

第第页【新教材】人教版（2024）七年级上册英语Unit2We'reFamily!教案SectionA1a-1d课题SectionA1a-1d课型讲授听说课课时1总课时教材分析Thisinitiallisteningandspeakinglessonfocusesonbasicfamilymembervocabularyandsimplefamily-introductiondialogues.Itintegratespicturematching,listeningandoraltaskstolayafoundationforstudents’dailyfamilytopiccommunication.学情分析Seventh-gradestudentsarenewtofamily-themedEnglishlearning.Theyhavebasicorallearningenthusiasmbutmasternorelatedvocabulary,lackingsimpleskillstointroducefamilymembersinEnglish.核心素养（教学）目标Languagecompetence:Mastercorefamilymemberwordsandbasicintroductionsentencepatterns,finishlisteningtasksaccuratelyandmakesimplefamilyintroductions.Thinkingquality:Classifydifferentfamilymembersandformclearlogicforintroducingfamily.Culturalawareness:UnderstandWesternsimplefamilycognitionandwarmfamilyvalues.Learningability:BuildoralEnglishconfidenceanddevelopactivelisteningandspeakinglearninghabits.德育安全Lovefamilymembers;maintainorderlyclassroomlearning.教学重点难点Keypoints:Masterfamilyvocabularyandcorefamily-introductionsentences.Difficultpoints:Capturelisteningdetailsandusesentencesflexiblyfororalcommunication.教法学法Situationalteaching,audiolistening,imitationpracticeandpairwork.教学准备Listeningaudio,PPTandfamilyphotos.教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithrelaxeddailyEnglishgreetingstoactivatetheclassroomatmosphere.First,reviewtheinterpersonalintroductionknowledgeofUnit1throughrandomstudentquestioningandpairdialoguestoconsolidatestudents’basicoralexpressionfoundation.Thentheteachershowswarmfamilyphotosandaskssimpleguidingquestions,suchas“Whoaretheyinyourfamily?”.Combinedwithstudents’reallife,theteachernaturallyleadstotheunitthemeoffamily,stimulatesstudents’learninginterest,andclarifiesthelearningtaskofmasteringfamilyintroductionexpressionsinthislesson.Step2:Pre-listeningVocabularyTeachingTheteacherdisplayscorefamilymembervocabularyin1aonPPT,includingfather,mother,parentsandotherbasicwords.Theteacherdemonstratesstandardpronunciationandintonationwordbyword,andexplainsthecorrespondingfamilyrelationswithvividpictures.Studentscarryoutmulti-formreadingpracticeincludingcollectivereading,groupreadingandindividualreadingtoconsolidatewordmemorization.Aftervocabularylearning,studentscompletethe1apicturematchingtaskindependently.Theteacherchecksanswersuniformlytoensureallstudentscanrecognizeandpronouncenewwordscorrectly,eliminatinglisteningbarriers.Step3:While-listeningTaskTrainingThisstepfocusesoncompleting1band1clisteningtasks.Beforeplayingtheaudio,theteacherclearlyexplainsthetaskrequirements,requiringstudentstofocusonidentifyingcorrespondingfamilymembersandmatchingcorrectpictures.Forthefirstaudioplayback,studentslistentograspthegeneralideaofthedialogueandunderstandthebasicsceneoffamilyintroduction.Forthesecondplayback,studentsfinishindependentmatchingandjudgmenttasks.Afterlistening,theteacheranalyzeskeylisteningclues,replayskeydialoguesegments,andguidesstudentstosummarizelisteningskillsforcapturingfamilyinformation.Step4:Post-listeningOralImitation&DrillsTheteacherextractsandsummarizescorefamily-introductionsentencepatternsfromthelisteningmaterialanddemonstratesnaturaloraltone.Studentsfirstimitatethelisteningdialoguesrepeatedlytostandardizepronunciationandsentencefluency.Thenpairedinteractivepracticeiscarriedout.Studentstaketurnstointroducetheirhypotheticalorrealfamilymemberswithtargetsentences.Theteacherpatrolstheclassroom,correctswrongpronunciationandrigidsentencecollocationsintime,andencouragesshystudentstotaketheinitiativetospeakEnglishandexpressthemselvesbravely.Step5:SituationalConsolidation&EmotionalInfiltrationTheteachersystematicallysummarizesthenewvocabularyandsentencepatternslearnedinthislesson.Combinedwiththe1dclassroomactivityrequirements,a“ShowMyFamily”situationalsharinggameisheld.StudentssimplyintroducetheirfamilymembersinEnglish.Duringtheactivity,theteacherinfiltratesmoraleducation,guidingstudentstofeelthewarmthoffamily,learntocareforandrespectfamilymembers,andestablishtheawarenessoflovingtheirfamily.Randomspotchecksareconductedtoteststudents’flexibleknowledgeapplicationability.Step6:Summary&HomeworkTheteacherandstudentsjointlyreviewthekeyknowledgeofthislesson,sortingoutcorefamilyvocabularyandbasicintroductionsentencepatterns,andemphasizingthekeypointsoforalexpression.Layeredhomeworkisassigned.Basichomework:Readandmemorizenewwordsandkeysentencesproficiently.Extendedhomework:UseEnglishtointroduceyourfamilymemberstoyourdeskmateafterclass.Theteacheraffirmsstudents’positiveclassroomperformanceandencouragesthemtoaccumulatedailyEnglishexpressions.【BlackboardDesign】Unit2We'reFamily!SectionA1a-1dKeyVocabulary:father,mother,parents,familyKeySentences:Thisismyfather/mother.Thesearemyparents.Ihaveawarmfamily.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasterbasicfamilyvocabularyandsimpleintroductionsentences,andactivelyparticipateinlisteningandoralpractice.Thesituationalsharingactivityeffectivelystimulatesstudents’interest.However,afewstudentshaveinaccuratewordpronunciation.Futureteachingwillstrengthenrepeatedimitationandindividualtargetedcorrection.SectionAPronunciation课题SectionAPronunciation课型讲授听说课课时1总课时教材分析Thispronunciationlessonfocusesonthecorrectpronunciationoffamily-relatedwordsandthepluralending/s/sound.Itteachesnaturalsentenceintonation,standardizingstudents’oralpronunciationforfamilyintroductiondialogues.学情分析Seventhgradershavelearnedbasicfamilyvocabularyandsentences.Theyoftenmispronouncepluralendingsandlacknaturalintonation,resultinginstiffandnon-standardoralexpressionindailycommunication核心素养（教学）目标Languagecompetence:Masterstandardpronunciationoffamilywordsandthe/s/pluralsound,andreadsentenceswithcorrectintonation.Thinkingquality:Summarizepronunciationrulesanddistinguishrightandwrongsounds.Culturalawareness:Developgentleandpoliteoraltonesinfamilytopiccommunication.Learningability:FormthehabitofimitatingstandardpronunciationandpracticingoralEnglishrepeatedlyandindependently.德育安全Practiceearnestly;abidebyclassroomdisciplinesstrictly.教学重点难点Keypoints:Masterwordpronunciationandregularplural/s/endingsounds.Difficultpoints:Graspnaturalsentenceintonationandfluentoralreadingrhythm.教法学法Demonstrationteaching,soundcomparison,imitationdrillsandcorrection教学准备Standardaudio,PPTandphoneticcards.教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithsimpledailyEnglishgreetings.Studentsreviewfamilyvocabularyandintroductorysentenceslearnedinpreviouslessonsthroughcollectivereadingandindividualreading.Theteacherobservesandrecordscommonphoneticproblemsinstudents’reading,includingunclearpluralendings,wrongwordstressandflatsentenceintonation.TheteacherexplainsthatstandardpronunciationisthefoundationofconfidentEnglishspeaking,andleadsstudentstocarryouttargetedpronunciationtraininginthislessontostandardizetheiroralexpressionoffamilytopics.Step2:PhoneticKnowledgePresentationTheteacherdisplayscorefamilywordsandkeysentencesonPPT,markingphoneticsymbols,stresspositionsandintonationtrendsclearly.Theteacherfocusesondemonstratingthestandardpronunciationofsinglefamilywords,explainingmouthshapeandtonguepositionskills.Thentheteacheremphasizesthepronunciationruleofregularpluralending/s/,distinguishingthedifferencebetweenvoicedandunvoicedpronunciation.Meanwhile,theteacherteachesnaturalrisingandfallingintonationofdeclarativesentencesforfamilyintroduction,helpingstudentsbuildintuitiveandcorrectphoneticcognition.Step3:LayeredImitationDrillsProgressivelayeredimitationtrainingiscarriedoutfromsinglewordstocompletesentences.Firstly,playthestandardaudiorepeatedly,andstudentsfollowtoimitatewordpronunciationandpluralendingsounds.Theteachercorrectsindividualerrorsintimeandguidesstudentstofeelsyllablerhythm.Afterwordtraining,proceedtosentenceimitation.Studentspracticetargetintroductorysentencesrepeatedlytomatchcorrectpronunciationwithnaturalintonation.Variousreadingformsincludinggroupreading,rowreadingandindividualreadingensurefull-classparticipationandstandardizedpronunciation.Step4:ErrorComparison&RuleSummaryTheteacherliststypicalpronunciationproblemsexistinginstudents’dailypractice,especiallywrongpluralendingsoundsandrigidsentenceintonation.Studentsdiscussingroupstocomparewrongandstandardpronunciationandsummarizesimplephoneticrules.Apronunciationjudgmentgameislaunched.Theteacherreadssentenceswithnon-standardpronunciationrandomly,andstudentsjudgeandcorrectthemimmediately.Thisactivitystrengthensstudents’phoneticdiscriminationabilityandconsolidatestheirmasteryofpronunciationrules.Step5:SituationalPhoneticApplicationIntegratepronunciationtrainingwithrealcommunicationscenarios.Organizepairinteractivepractice.Studentstaketurnstointroducetheirfamilymemberswithstandardpronunciation,correctpluralsoundsandnaturalintonation.Theteacherpatrolstheclassroomtosuperviseandguide,focusingoncheckingstudents’oralfluencyandtonalauthenticity.Excellentstudentsareselectedtomakeclassroomdemonstrationstosetexamplesforthewholeclassanddriveoveralloralstandardization.Step6:Summary&HomeworkTheteacherandstudentsjointlyreviewthekeyphoneticpointsofthislesson,includingfamilywordpronunciation,plural/s/rulesandsentenceintonationskills.Theteacheremphasizestheimportanceofpersistentimitationfororalstandardization.Layeredhomeworkisassigned.Basichomework:Followstandardaudiotoimitatepronunciationfor10minutesdaily.Extendedhomework:Recordyourreadingoffamilywordsandsentences.TheteacherencouragesstudentstokeeppracticingtoimprovetheiroralEnglishlevelsteadily.【BlackboardDesign】Unit2We'reFamily!PronunciationKeyWords&Soundsfather/ˈfɑːðə(r)/mother/ˈmʌðə(r)/PluralRule:/s/clearendingsoundSentenceIntonation:Natural&steadySentence:Thesearemyparents.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasterstandardpronunciationoffamilywordsandplural/s/rulesthroughimitationanddrills.Phoneticcomparisonactivitieseffectivelyimprovetheirphoneticawareness.However,afewstudentsstillhaveunstablepluralendingpronunciation.Futureteachingwilladdmoretargetedrepeateddrillstosolidifyphoneticskills.SectionA2a-2e课题SectionA2a-2e课型讲授听说课课时1总课时教材分析Thissectionfocusesonextendedfamilymembervocabularyandcoredialoguesforidentifyingfamilyrelations.Itintegrateslistening,readingandrole-playtaskstocultivatestudents’abilitytodescribefamilymembersincompleteEnglishsentences.学情分析Seventhgradershavemasteredbasicfamilywordsandsimpleintroductorysentences.Theyareactiveinclassbutconfusedaboutsimilarfamilytermsandlackcoherentdialogueexpressioninfamilytopiccommunication.核心素养（教学）目标Languagecompetence:Masterextendedfamilyvocabularyandmasterkeydialoguepatternstoaskandintroducefamilymembers.Thinkingquality:Distinguishdifferentfamilyrelationshipsandformlogicaldialoguethinking.Culturalawareness:UnderstandwarmfamilyvaluesinEnglishdailycommunication.Learningability:Improvelisteningandreadingskillsanddevelopactiveoralexpressionandcooperativelearninghabits德育安全Begratefultofamily;keepsafeclassinteraction教学重点难点Keypoints:Masternewfamilyvocabularyandcompletefamilyintroductiondialogues.Difficultpoints:Distinguishsimilarfamilywordsandusedialoguesflexiblyinrealscenarios.教法学法Situationalteaching,audiolistening,cooperativelearningandrole-play教学准备Listeningaudio,PPTandfamilypicturecards教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithwarmEnglishgreetings.Studentsreviewbasicfamilyvocabularyandsimpleintroductorysentenceslearnedbeforethroughcollectivereadingandrandomoralquestioning.Theteacherorganizessimplepairsharingforstudentstointroducetheirparentsandotherfamilymembers,activatingpreviousknowledgereserves.Combinedwithstudents’sharing,theteacherpointsoutthatmorefamilywordsandcompletedialoguesareneededfordetailedintroduction,andnaturallyleadstothenewlessonofSectionA2a-2efamilydialoguelearning.Step2:Pre-listeningNewKnowledgeTeachingTheteacherdisplaysnewextendedfamilyvocabularyin2aonPPT,suchasgrandfather,grandmother,brotherandsister.Theteacherdemonstratesstandardpronunciation,explainsthemeaningandcorrespondingfamilyrelationswithvividpictures,anddistinguisheseasilyconfusedsimilarwords.Studentspracticereadinginvariousformstoconsolidatevocabularymemorization.Afterthat,studentsfinishthe2amatchingtaskindependentlytoconnectwordswithpictures.Theteacherchecksanswersandeliminatesvocabularyandgrammarbarriersforsubsequentlisteninganddialoguelearning.Step3:While-listeningTaskTrainingTheteacherlaunchesstandardizedlisteningtrainingfor2btasks.Beforeplayingtheaudio,theteacherclarifiestaskrequirements,requiringstudentstofocusonidentifyingfamilymembersinthedialogueandcompletematchingtasks.Thefirstaudioplaybackhelpsstudentsgraspthegeneraldialoguecontextandunderstandthesceneofintroducingfamilymembers.Thesecondplaybackallowsstudentstofinishtasksindependently.Afterlistening,theteacheranalyzeskeylisteningclues,replayskeydialoguesegments,andguidesstudentstosummarizeskillsofcapturingfamilyrelationshipinformationinlisteningmaterials.Step4:ReadingImitation&Role-playBasedonthe2c-2edialoguetexts,theteachercarriesoutlayeredreadingandoralpractice.Firstly,studentsreadthedialoguessilentlytosortoutthecompletelogicofaskingandintroducingfamilymembers.Thenimitativereadingisconductedingroupandindividualformstostandardizepronunciationandintonation.Afterstudentsarefamiliarwiththetexts,pairrole-playactivitiesareorganized.Studentstaketurnstoactasdifferentroles,simulaterealfamilyintroductionscenarios,andusecompletesentencesforinteractivecommunication.Theteacherpatrolstocorrectwrongexpressionsandincoherentsentencesintime.Step5:SituationalConsolidation&EmotionalSublimationTheteachersummarizesthecorevocabularyanddialoguepatternslearnedinthislesson.Afun“IntroduceMyFamily”situationalactivityisheldtohelpstudentsflexiblyapplyknowledge.StudentsactivelysharetheircompletefamilyinformationinEnglish.Meanwhile,theteacherinfiltratesmoraleducation,guidingstudentstounderstandthewarmthoffamily,cherishfamilyloveandbegratefultotheirrelatives.TheteacherselectsoutstandingstudentstodemonstrateandencouragesallstudentstospeakEnglishbravely.Step6:Summary&HomeworkTheteacherandstudentsjointlyreviewthekeyknowledgeofthelesson,sortingoutextendedfamilyvocabularyandcompletefamilyintroductiondialoguestructures.Theteacheremphasizesthediscriminationskillsofsimilarfamilywordsandflexibledialogueapplication.Layeredhomeworkisassigned.Basichomework:Readandrecite2a-2edialoguesproficiently.Extendedhomework:MakeashortEnglishdialoguetointroduceyourwholefamily.Theteacheraffirmsstudents’classroomperformanceandencouragescontinuousoralpractice.【BlackboardDesign】Unit2We'reFamily!SectionA2a-2eKeyVocabulary:grandfather,grandmother,brother,sisterKeySentences:—Who’she/she?—He/Sheismy...Thesearemyfamilymembers.Ilovemybigfamily.【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasternewfamilyvocabularyandbasicdialoguepatternsandparticipateactivelyinrole-playactivities.Theiroralexpressionconfidenceisgreatlyimproved.However,afewstudentsmixupsimilarfamilywords.Futureteachingwilladdtargetedcomparisonexercisestostrengthenknowledgediscriminationandflexibleapplication.SectionAGrammarFocus课题SectionAGrammarFocus课型讲授听说课课时1总课时教材分析Thisgrammarlessonsystematicallyconcludesdemonstrativepronounsandfamilysentencestructures.Itfocusesonsingularandpluralsentencetransformation,consolidatingcoregrammarfordescribingandintroducingfamilymembersaccurately.学情分析Seventhgradershavelearnedbasicfamilyvocabularyanddialogues.However,theyoftenconfusesingularandpluralformsandmisusedemonstrativepronounsinpracticaloralandwrittenexpressions核心素养（教学）目标Languagecompetence:Mastertheusageofthis,that,these,thoseandmastersingularandpluralfamilyintroductionsentencetransformationrules.Thinkingquality:Developinductiveandcomparativethinkingtodistinguishdifferentpronounusages.Culturalawareness:MaintainsincereandgratefulattitudestowardsfamilyinEnglishexpression.Learningability:Formthehabitofsummarizinggrammarrulesandcorrectingerrorsindependently.德育安全Cherishfamilylove;followclassroomrulesstrictly.教学重点难点Keypoints:Masterdemonstrativepronounsandsingle-pluralsentencestructures.Difficultpoints:Distinguishandflexiblyapplysingularandpluralsentencesindifferentscenarios.教法学法Ruleinduction,caseanalysis,errorcorrectionandlayeredpractice教学准备GrammarPPTandexerciseworksheets教学过程设计复备栏Step1:Warming-up&GrammarLead-inTheteacherstartstheclasswithdailyEnglishgreetings.Studentsreviewfamilyvocabularyandintroductorydialogueslearnedinpreviouslessonsthroughpairdialoguesandcollectivereading.Theteacherobservesstudents’expressionsandrecordstypicalgrammaticalmistakes,suchasincorrectsingle-pluralmatchingandconfuseddemonstrativepronounusage.Theteacherpointsoutthatstandardizedgrammarrulescanmakefamilyintroductionmoreaccurate,naturallyintroducingthesystematicgrammarlearningofthislesson.Step2:GrammarObservation&RuleInductionTheteacherdisplaysallclassicsentencesinGrammarFocusonPPT.Guidestudentstoobserveandclassifysentencesbysingularandpluralformsanddifferentdemonstrativepronouns.Theteachersystematicallysortsouttheusagedifferencesbetweensingularpronounsthis/thatandpluralpronounsthese/those,explainingtheirrespectiveapplicablescenariosfornearandfarobjects.Combinedwithtypicalexamples,theteachersummarizesthetransformationrulesbetweensingularandpluralfamilyintroductionsentences,helpingstudentsbuildaclearandsystematicgrammarframework.Step3:TypicalErrorAnalysisTheteacherlistscommongrammaticalerrorsinstudents’dailypracticeandoralcommunication,includingmixingupsingularandpluralpronouns,mismatchingsubjectsandpredicates,andwrongsentencetransformation.Studentsdiscussingroupstojudgesentencecorrectnessandanalyzeerrorcauses.Grouprepresentativessharetheiranalysisresults.Theteachersupplementsandsummarizeseffectivediscriminationskills,helpingstudentsthoroughlyunderstandgrammarrulesandeliminatecommonexpressionerrors.Step4:LayeredGrammarConsolidationProgressivegrammarexercisesaredesignedtoconsolidateknowledge.Basicexercisesincludepronounfillingandsentencematchingtostrengthenstudents’memoryofpronounformsandsimplecollocations.Advancedexercisescoversingle-pluralsentenceconversionanderrorcorrection,requiringstudentstoflexiblyapplygrammarrulesindependently.Theteacherpatrolstocheckstudents’exerciseconditions,givestargetedguidancetounderachievingstudents,andcorrectsindividualerrorsinatimelymanner.Step5:SituationalGrammarApplicationIntegrategrammarknowledgeintorealsituationalpractice.Theteachershowsdifferentfamilyphotoswithnearandfarviews.Studentsusecorrespondingdemonstrativepronounsandsingle-pluralsentencestointroducefamilymembersinthepictures.Randomquestioningandinteractiveevaluationarecarriedouttoteststudents’flexibleapplicationability.Meanwhile,moraleducationisinfiltratedtoguidestudentstocherishfamilyaffectionandexpressgratitudetofamilymembersbravely.Step6:Summary&LayeredHomeworkTheteacherandstudentsjointlyreviewthecoregrammarpointsofthislesson,sortingoutdemonstrativepronounusagesandsingle-pluralsentencetransformationrules.Keyanddifficultknowledgeisemphasizedagaintodeepenstudents’memory.Layeredhomeworkisassigned.Basichomework:Finishgrammarexercisesandsortouterrorexamples.Extendedhomework:Writeeightcorrectsentenceswithdifferentdemonstrativepronouns.TheteacherencouragesstudentstoapplygrammarrulesflexiblyindailyEnglishexpression.【BlackboardDesign】Unit2We'reFamily!GrammarFocusDemonstrativePronounsSingular:this/thatPlural:these/thoseKeySentences:Thisismy.../Thesearemy...Thatismy.../Thosearemy...【布置作业】学生完成《能力培养与测试》本课时对应练习，要求学生认真完成，巩固所学知识。

教学反思Moststudentsmasterdemonstrativepronounusagesandsingle-pluralsentencetransformationrulesthroughinductionandexercises.Theirgrammaraccuracyisimprovedobviously.However,somestudentsstillmakemistakesinfarandnearpronoundistinction.Futureteachingwilladdmoresituationaldrillstostrengthenflexibleapplication.SectionB1a-1d课题SectionB1a-1d课型讲授听说课课时1总课时教材分析Thislisteningandspeakinglessonsupplementsnewfamilyandfriendvocabulary.Itfocusesonidentifyingpeopleinpicturesandfinishingtargetedlisteningtasks,consolidatingdemonstrativepronounsandfamilydescriptivesentencepatterns.学情分析Seventh-gradestudentshavegraspedbasicfamilywordsandsingle-pluralsentencerules.Theyareactiveinoralpracticebutstrugglewithflexibleuseofnewwordsandaccuratelisteninginformationcapture.核心素养（教学）目标Languagecompetence:Masternewfamilyandfriendvocabulary,finishlisteningtasksaccurately,andmakefluentoralintroductionsofrelativesandfriends.Thinkingquality:Classifydifferentfamilyandfriendrolesandformlogicaldescriptivethinking.Culturalawareness:ExperiencewarmfamilyandfriendshipvaluesinEnglishscenarios.Learningability:Improvelisteningcomprehensionandsituationaloralexpressionskillsthroughcooperativepractice.德育安全Cherishfamilyandfriendship;keepgoodclassroomorder教学重点难点Keypoints:Masternewvocabularyandcompletelisteningandmatchingtaskscorrectly.Difficultpoints:Usetargetsentencesflexiblytodescriberelativesandfriendsinrealcommunication.教法学法Audiolistening,situationalinteraction,pairworkandintensivedrills.教学准备Listeningaudio,PPTandwordcards.教学过程设计复备栏Step1:Warming-up&Lead-inTheteacherstartstheclasswithrelaxingdailyEnglishgreetings.Firstly,reviewthecoregrammarandvocabularyofSectionA,includingdemonstrativepronounsandbasicfamilymemberwords.Theteacherorganizesquickpairdialogues,allowingstudentstointroducetheirfamilymemberswithsingleandpluralsentences.Thisactivityhelpsstudentsconsolidatepreviousknowledgeandactivatetheirlanguagesense.Thentheteachershowspicturesofmixedfamilymembersandfriends,raisingquestionstoguidestudentstodistinguishdifferentroles,whichnaturallyleadstothenewlisteningandspeakinglessonofSectionB1a-1d.Step2:Pre-listeningVocabularyTeachingTheteacherdisplaysnewcorevocabularyin1aonPPT,includingnewwordsaboutkinshipandfriends.Theteacherdemonstratesstandardpronunciation,intonationandwordstressonebyone,andexplainswordmeaningsandusagescenarioswithvividpictureexamples.Studentspracticepronunciationthroughcollectivereading,groupreadingandindividualreadingtoeliminatevocabularybarriers.Afterfullymemorizingnewwords,studentscompletethe1apicturematchingtaskindependently.Theteacherchecksanswersuniformlytoensureeverystudentcanrecognizeandusenewwordsproficientlybeforelisteningtraining.Step3:While-listeningHierarchicalTrainingTheteachercarriesoutstandardizedlisteningtrainingfor1band1ctasks.Beforeplayingtheaudio,theteacherclearlystatesthetaskrequirements,requiringstudentstofocusonkeyinformationsuchascharactersandrelationshipsinthedialogue.Forthefirstaudioplayback,studentslistencarefullytograspthegeneralideaoftheshortdialoguesandunderstandthebasiccommunicationcontent.Forthesecondplayback,studentscompletematchingandjudgmenttasksindependently.Afterlistening,theteacheranalyzeskeylisteningclues,replaysdifficultdialoguesegments,andguidesstudentstosummarizeeffectivelisteningskillsfordistinguishingfamilyandfriendrelationships.Step4:Post-listeningImitation&OralDrillsBasedonthelisteningdialogues,theteachersummarizespracticaloralsentencepatternsfordescribingpeople.Studentsfirstimitatethestandardaudiorepeatedlytocorrectpronunciationandintonation,andfeelthenaturalrhythmofdailyconversationalEnglish.Then,pairedinteractivepracticeislaunched.Studentstaketurnstodescribetheirfamilymembersandfriendswithnewlylearnedwordsandsentences.Theteacherpatrolsthewholeclassroom,givestargetedguidancetostudentswithweakoralability,correctswrongsentencecollocations,andencouragesshystudentstoparticipateinoralpracticebravely.Step5:SituationalConsolidation&ValueInfiltrationTheteachersystematicallysummarizesthenewvocabularyandcommunicativesentenceslearnedinthislesson.Combinedwiththe1dactivityrequirements,a“DescribeMyPeople”situationalgameisheld.StudentsrandomlychoosetointroducetheirrelativesorfriendsinEnglish,realizingflexibleknowledgeapplication.Duringtheactivity,theteacherinfiltratesmoraleducation,guidingstudentstocherishfamilyaffectionandfriendship,treatrelativesandfriendssincerely,