人教版（2024）七年级上册英语Unit 2 We're Family!教案

第第页人教版（2024）七年级上册英语Unit2We'reFamily!教案SectionA(1a~1d)课题Unit2We'reFamily!SectionA(1a~1d)学科英语年级七年级（上册）教材版本人教版（2024）课时SectionA听说课课型词汇+听力+口语交际课教学方法PPP五步教学法、看图预测、听力任务、角色扮演、情境对话教学用具多媒体课件、视频、家庭照片、听力材料、练习单学情分析学生在Unit1已学习介绍自己与朋友的基本表达，具备简单问候和人物介绍基础。本课进入家庭主题，学生熟悉家庭成员概念，但需要掌握cousin,aunt,uncle,grandmother,grandfather等英语亲属称谓与汉语称谓差异，并在听说任务中准确使用Thisis...,Theseare...,Isthis...?Arethese...?Whois/are...?等句式。教学目标①语言能力：掌握家庭成员词汇和核心句型，能介绍家庭成员并询问人物关系。②文化意识：理解中英文亲属称谓差异，体会家庭陪伴与亲情价值。③思维品质：通过看图预测、听力排序、补全信息和对话分析，提升信息判断与逻辑表达能力。④学习能力：掌握看图预判听力内容、记录关键信息和借助照片进行口语表达的学习策略。教学重难点重点：掌握grandmother,grandfather,cousin,aunt,uncle,parents,grandparents等词汇，能使用Isthis/Aretheseyour...?Who’s/Who’re...?He’s/She’s/They’re...介绍家庭成员。难点：在听力中辨认人物关系，并区分Thisis与Theseare、Isthis与Arethese的单复数用法。一、教学过程Step1Warm-up（复习导入+学习目标呈现）（4min）1aUnittopic:We'reFamily!（1min）【教师活动】T:Goodmorning,class!TodaywewillstartUnit2We'reFamily!Lookatthetitleandthink:Whoareinafamily?教师呈现单元主题，引导学生进入家庭话题。【学生活动】Ss:Father,mother,brother,sister,grandmotherandgrandfatherareinafamily.【过渡语】Familyisawarmtopic.Let’swatchandthinkaboutfamilymembers.【知识点】本单元主题为We'reFamily!，本课聚焦家庭成员词汇、人物关系询问和家庭照片介绍。1bWatchthevideo（1min）【教师活动】T:Watchthevideoandpayattentiontofamilymembers.教师播放视频导入家庭主题。【学生活动】Ss:Studentswatchthevideoandgetreadytonamefamilymembers.【过渡语】Nowlookatthepeopleandsaywhotheyare.【知识点】视频导入帮助学生建立family主题语境，激活已有词汇。1cWhoarethey?（2min）【教师活动】T:Whoarethey?Pleaselookandsay:grandmother,grandfather,brother,sister,motherandfather.教师引导学生认读家庭成员词汇。【学生活动】Ss:grandmother,grandfather,brother,sister,mother,father.【过渡语】Thesewordswillhelpusunderstandthelisteningconversations.【知识点】基础家庭成员词汇：grandmother,grandfather,brother,sister,mother,father。【发音注意】grand-发音：grandmother和grandfather中grand-不要漏读；brother与mother的-ther发音接近，但开头音不同。Step2Presentation（知识呈现：看图预测+1a词汇匹配+文化差异）（15min）2aLookandsay:familyphoto（3min）【教师活动】T:Lookatthephoto.Whatistherelationshipofthepeopleinthephoto?Whatdoyouthinkofthefamily?Whoarethepeopleinyourfamily?教师组织学生看图回答三个问题。【学生活动】Ss:Theyarefamily.It’sahappyfamily.Myfather,mymother,mygrandma,mygrandpaandme.【过渡语】Good.Afamilycanmeanloveandhappiness.【知识点】看图预测问题帮助学生进入听力主题：relationship,happyfamily,familymembers。【理解要点】看图预测：听前先看人物、地点和动作，可以帮助预测听力内容和人物关系。2bFamilymeanslove（2min）【教师活动】T:Readthesentence:Familymeanslovetome.Whatdoesfamilymeantoyou?教师引导学生理解家庭情感价值。【学生活动】Ss:Familymeanslovetome.Myparentsandgrandparentslovemeverymuch.Wearehappyeveryday.【过渡语】Next,let’slearnmorefamilywordsthroughdefinitions.【知识点】家庭主题不仅是词汇学习，也包含love,happiness,parentsandgrandparents等情感表达。2c1aMatchthedefinitionswithmembersofthefamily（4min）【教师活动】T:Readthedefinitionsandmatchthemwithfamilymembers.Payattentiontomum’sordad’s,auntanduncle’schild,grandmother’shusband.教师带领学生完成1a匹配。定义家庭成员答案1.yourmum’sordad’smothergrandmotherD2.yourauntanduncle’schildcousinA3.yourmum’sordad’ssisterauntB4.yourgrandmother’shusbandgrandfatherE5.yourmum’sordad’sbrotheruncleC【学生活动】Ss:1.yourmum’sordad’smother→grandmother(D)【学生活动】Ss:2.yourauntanduncle’schild→cousin(A)【学生活动】Ss:3.yourmum’sordad’ssister→aunt(B)【学生活动】Ss:4.yourgrandmother’shusband→grandfather(E)【学生活动】Ss:5.yourmum’sordad’sbrother→uncle(C)【过渡语】SomeEnglishfamilywordsaredifferentfromChinesefamilywords.【知识点】1a新增和巩固词汇：cousin,aunt,uncle,grandmother,grandfather；通过亲属定义理解人物关系。【判断技巧】定义找关键词：mum’sordad’smother指grandmother；auntanduncle’schild指cousin；mum’sordad’sbrother指uncle。2dCulturefocus:auntanduncle（2min）【教师活动】T:InChinese,wehavemanydifferentwordsforrelatives.InEnglish,auntandunclecovermanyrelatives.教师讲解aunt与uncle的中英文称谓差异。【学生活动】Ss:Auntcanmean姑母、姨母、伯母、婶母、舅母.Unclecanmean舅父、叔父、伯父、姑父、姨父.【过渡语】ThewordcousinisalsodifferentfromChinese.【知识点】英语中aunt概括父母一辈除母亲外的女性长辈；uncle概括父母一辈除父亲外的男性长辈。2eCulturefocus:cousin（2min）【教师活动】T:Chinesehas堂哥,表姐,堂弟andmore.Englishusesoneword:cousin.教师讲解cousin的范围。【学生活动】Ss:Cousinmeansall表、堂兄弟姐妹.Itdoesnotshowfather’ssideormother’sside,ageorgender.【过渡语】Nowlet’slearngrandmotherandgrandfather.【知识点】cousin指代同辈所有表、堂兄弟姐妹，不区分父系母系、年龄和性别。【知识拓展】中英文称谓差异：汉语亲属称谓划分细致，英语亲属称谓更概括；学习时要从关系理解，而不是逐字对应。2fCulturefocus:grandmotherandgrandfather（2min）【教师活动】T:InEnglish,grandmothercanmean奶奶or外婆,andgrandfathercanmean爷爷or外公.教师讲解祖辈称谓。【学生活动】Ss:Grandmothermeans父母二人的妈妈.Grandfathermeans父母二人的父亲.【过渡语】Withthesewords,wecanunderstandthelisteningconversationsbetter.【知识点】grandmother不区分奶奶和外婆；grandfather不区分爷爷和外公；口语中可用grandma和grandpa。Step3Practice（操练巩固：听力1b-1c+对话分析+语言点+练习）（18min）3aListeningprediction:twoscenes（2min）【教师活动】T:Lookatthetwopictures.Wherearethey?Whataretheydoing?教师引导学生听前预测两段对话场景。【学生活动】Ss:Theyareinapark.EmmawithacameraisgreetingYaming’sfamily.Theyaretalkingwitheachotherwarmly.They’reathome.PeterisintroducinghisfamilyphototoTengFei.【过渡语】Nownumberthepicturesintheorderyouhearthem.【知识点】听前预测场景：公园里Emma见到Yaming家人；家里Peter向TengFei介绍家庭照片。3b1bListenandnumberthepictures（2min）【教师活动】T:Listentotwoconversationsandnumberthepicturesintheorderyouhearthem.教师播放两段对话并要求学生排序。【学生活动】Ss:Thefamilyphotopictureis1.Theparkpictureis2.【过渡语】Listenagainandcompletethesentences.【知识点】1b听力排序训练学生把听到的场景和图片对应起来，答案为2、1。3c1cListenagainandcompletethesentences（3min）【教师活动】T:Listenagain.Completethesentenceswithfamilyrelationshipwords.教师提醒学生关注classmate,sister,cousin,brother等关键词。句子答案EmmaisYaming’s______________.classmateYaqiisYaming’s______________.sisterHelenisPeter’s_______________.sisterDavidisPeter’s_______________.cousinJimisPeter’s_________________.brother【学生活动】Ss:EmmaisYaming’s______________.→classmate【学生活动】Ss:YaqiisYaming’s______________.→sister【学生活动】Ss:HelenisPeter’s_______________.→sister【学生活动】Ss:DavidisPeter’s_______________.→cousin【学生活动】Ss:JimisPeter’s_________________.→brother【知识点】1c听力填空答案：EmmaisYaming’sclassmate;YaqiisYaming’ssister;HelenisPeter’ssister;DavidisPeter’scousin;JimisPeter’sbrother。【听力技巧】抓人物关系：听到thisis/theseare/he’s/she’s/they’re后，通常会出现人物身份或亲属关系。3dConversation1:greetingYaming’sfamily（3min）【教师活动】T:Listenagainandcheckyouranswers.ReadConversation1andunderlinehowYamingintroduceshisparentsandsister.教师带读第一段对话。【学生活动】Ss:YaMing:Morning,Emma.【学生活动】Ss:Emma:Oh,hi,YaMing!Gladtoseeyouhereinthepark!【学生活动】Ss:YaMing:Metoo.Emma,thesearemyparents.DadandMum,thisismyclassmate,Emma.【学生活动】Ss:Mr&MrsWang:Nicetomeetyou,Emma.【学生活动】Ss:Emma:Nicetomeetyoutoo,MrandMrsWang.【学生活动】Ss:YaMing:Andthisismysister,Yaqi.【学生活动】Ss:Emma:Hi,Yaqi!【学生活动】Ss:Yaqi:Hi,Emma!【知识点】Conversation1核心句：Thesearemyparents.Thisismyclassmate,Emma.Thisismysister,Yaqi.介绍多个人用Theseare，介绍单个人用Thisis。3eConversation2:Peter’sfamilyphoto（3min）【教师活动】T:ReadConversation2.FindthequestionsandanswersaboutPeter’sfamilyphoto.教师引导学生识别Isthis,Arethese,Who’s,Whoarethey的问答。【学生活动】Ss:TengFei:Isthisyourfamilyphoto,Peter?【学生活动】Ss:Peter:Yes,itis.【学生活动】Ss:TengFei:Aretheseyourparents?【学生活动】Ss:Peter:Yes,theyare.【学生活动】Ss:TengFei:Who’she?【学生活动】Ss:Peter:He’smyfather’sbrother,myuncle.Andthisismyaunt.【学生活动】Ss:TengFei:Who’sshe?【学生活动】Ss:Peter:She’smysister,Helen.【学生活动】Ss:TengFei:Isthisyourbrother?【学生活动】Ss:Peter:No,it’smycousin,David.Thisismybrother,Jim.【学生活动】Ss:TengFei:Whoarethey?【学生活动】Ss:Peter:They’remygrandparents.They’remyfather’sparents.【学生活动】Ss:TengFei:Whatahappyfamily!【知识点】Conversation2核心信息：Peter’suncleishisfather’sbrother;Helenishissister;Davidishiscousin;Jimishisbrother;grandparentsarehisfather’sparents。3fLet’slearnmore:introduceandaskaboutfamilymembers（3min）【教师活动】T:Howcanweintroducefamilymembers?Howcanweaskaboutfamilymembers?教师引导学生归纳介绍与询问句型。【学生活动】Ss:Thesearemyparents.【学生活动】Ss:Thisismysister.【学生活动】Ss:Thisismybrother,Jim.【学生活动】Ss:Heismyfather’sbrother,myuncle.【学生活动】Ss:Sheismysister,Helen.【学生活动】Ss:Theyaremygrandparents.【学生活动】Ss:Whoishe/she?【学生活动】Ss:Whoarethey?【学生活动】Ss:Aretheseyourparents?【学生活动】Ss:Isthisyourbrother?功能核心句式介绍家庭成员Thesearemyparents.

Thisismysister.

Thisismybrother,Jim.

Heismyfather’sbrother,myuncle.

Sheismysister,Helen.

Theyaremygrandparents.询问家庭成员Whoishe/she?

Whoarethey?

Aretheseyourparents?

Isthisyourbrother?【过渡语】Nowwecanusetheseexpressionstotalkaboutafamilyphoto.【知识点】介绍家庭成员：Thisis.../Theseare.../Heis.../Sheis.../Theyare...；询问家庭成员：Whoishe/she?Whoarethey?Isthis...?Arethese...?3g1dOralpractice:talkaboutafamilyphoto（3min）【教师活动】T:Bringafamilyphototoclassandtalkaboutthepeopleinit.UseIsthis/Aretheseyour...?Who’s/Who’re...?Yes.../No...He’s/She’s/They’re...教师组织学生进行1d家庭照片对话。【学生活动】Ss:A:Look!Thisismyfamilyphoto.【学生活动】Ss:B:Wow,it’snice.Isthisyourgrandfather?【学生活动】Ss:A:Yes,heis.【学生活动】Ss:B:Who’sthatoldwomannexttohim?【学生活动】Ss:A:She’smygrandmother.Theylovemeverymuch.【学生活动】Ss:A:Arethesetwoboysyourcousins?【学生活动】Ss:B:No,theyaren’t.They’remybrothers.【学生活动】Ss:A:Who’rethemanandwomanbehindyou?【学生活动】Ss:B:They’remyparents.Andthatgirlismyaunt’sdaughter,mycousin.【知识点】1d口语任务要求学生借助家庭照片询问和介绍人物身份，重点使用单复数一致的问答结构。【易错提示】this与these：this指单个人或单个物品，对应用Isthis...?；these指多个人或多个物品，对应用Arethese...?。3hLanguagePoint:Isthis/Aretheseyour...?（3min）【教师活动】T:Readthelanguagepoint.Isthisyour...?comesfromThisismy...Aretheseyour...?comesfromThesearemy...教师讲解一般疑问句及回答。【学生活动】Ss:Isthis/Aretheseyour...?这是你的……吗?【学生活动】Ss:Isthis/Aretheseyour...?是Thisis/Thesearemy...的一般疑问句形式。【学生活动】Ss:肯定回答：Yes,itis./Yes,theyare.【学生活动】Ss:否定回答：No,itisn't./No,theyaren't.【学生活动】Ss:Isthisyouraunt?Yes,itis.No,itisn't.【学生活动】Ss:Aretheseyourcousins?Yes,theyare.No,theyaren't.【知识点】Languagepoint：单数用Isthis...?并用it回答；复数用Arethese...?并用they回答。陈述句一般疑问句肯定回答否定回答Thisismyaunt.Isthisyouraunt?Yes,itis.No,itisn't.Thesearemycousins.Aretheseyourcousins?Yes,theyare.No,theyaren't.【重点强调】回答代词：Isthis...?的回答不用this，而用it；Arethese...?的回答不用these，而用they。3iExercises:multiplechoice（2min）【教师活动】T:Finishthemultiple-choiceexercises.Usethedefinitionsoffamilymembers.教师带学生完成选择题并核对答案。【学生活动】Ss:1．DavidisPeter’s________.HeisPeter’suncle’sson.

A．brotherB．cousinC．fatherD．grandfather→B【学生活动】Ss:2．Yourmother’ssisterisyour________.

A．auntB．uncleC．cousinD．grandmother→A【学生活动】Ss:3．Yourfather’sbrotherisyour________.

A．auntB．uncleC．cousinD．grandfather→B【学生活动】Ss:4．Yourmum’sfatherisyour________.

A．grandfatherB．grandmotherC．uncleD．cousin→A【知识点】选择题巩固cousin,aunt,uncle,grandfather的定义和人物关系判断。3jExercises:completethesentences（2min）【教师活动】T:Completethesentences.PayattentiontoArethese,Theseare,Whataandfamilyphoto.教师带学生完成汉译英句子。【学生活动】Ss:1．这是你的父母吗?

________________your________?→Arethese;parents【学生活动】Ss:2．这是我的祖父母。

________________my______________.→Theseare;grandparents【学生活动】Ss:3．多么幸福的一个家庭啊！

________________happyfamily!→Whata【学生活动】Ss:4．这是你的全家福吗，杰克?

Isthisyour________________,Jack?→familyphoto【知识点】完成句子巩固Aretheseyourparents?Thesearemygrandparents.Whatahappyfamily!Isthisyourfamilyphoto?等重点表达。Step4Production（拓展输出：家庭照片问答展示）（5min）4aPairwork:shareyourfamilyphoto（5min）【教师活动】T:Workinpairs.Useyourfamilyphotoandaskeachother:Isthisyour...?Aretheseyour...?Who’s...?Who’re...?Thenintroducethepeople.教师巡视并纠正单复数、代词和称谓使用。【学生活动】Ss:A:Isthisyourgrandmother?B:Yes,itis.A:Aretheseyourparents?B:Yes,theyare.A:Who’she?B:He’smybrother.【过渡语】Talkingaboutfamilyphotoshelpsususethelanguageinreallife.【知识点】输出任务将家庭成员词汇、1d句型和语言点整合到真实照片介绍中，训练连贯口语表达。【判断技巧】口语自查：问单个人用Isthis/Who’s；问多个人用Arethese/Who’re；回答时用it或they。Step5Summary&Homework（总结与作业）（3min）5aSummary:keywordsandexpressions（2min）【教师活动】T:Let’ssummarizethekeywordsandexpressions.教师带学生回顾Summary内容。【学生活动】Ss:Keywords:cousin,aunt,uncle,grandmother,grandfather.Expressions:Isthis/Aretheseyour...?Who’s/Who’re...?He’s/She’s/They’re...【知识点】本课Summary：重点词汇cousin,aunt,uncle,grandmother,grandfather；重点表达Isthis/Aretheseyour...?Who’s/Who’re...?He’s/She’s/They’re...5bHomework:shareandpreview（1min）【教师活动】T:Homework:Shareyourfamilyphotowithyourdeskmateusingthesentenceswelearnedtoday.Previewthenextlesson.教师布置家庭照片分享和预习任务。【学生活动】Ss:Studentsrecordthehomeworkandpreparetoshareafamilyphoto.【过渡语】Pleasepractisethedialoguewithyourrealfamilyphotoafterclass.【知识点】Homework要求学生用本课句型分享家庭照片并预习下一课。二、板书设计（三栏式）KeyVocabulary（重点词汇）GrammarFocus（语法聚焦）UsefulExpressions（重点句式）grandmother/grandfather

mother/father

brother/sister

cousin/aunt/uncle

parents/grandparentsThisismy...

Thesearemy...

Isthisyour...?

Aretheseyour...?

单数it；复数theyWho’she/she?

Who’rethey?

He’smy...

She’smy...

They’remy...aunt:父母一辈除母亲外女性长辈

uncle:父母一辈除父亲外男性长辈

cousin:表、堂兄弟姐妹Yes,itis.

No,itisn’t.

Yes,theyare.

No,theyaren’t.Thisismyfamilyphoto.

Whatahappyfamily!

Theylovemeverymuch.Unit2We'reFamily!SectionA1a~1dTalkaboutpeopleinafamilyphoto三、教学反思1.视频导入是否有效激活学生对father,mother,brother,sister等家庭成员词汇的已有认知？2.Lookandsay看图预测是否帮助学生理解familyphoto、happyfamily和familymembers主题？3.1a定义匹配中，学生能否根据mum’sordad’s、auntanduncle’schild等关键词判断亲属关系？4.aunt,uncle,cousin,grandmother,grandfather的中英文称谓差异讲解是否清楚？5.1b听力排序中，学生能否根据park与familyphoto两个场景快速定位对话顺序？6.1c听力填空中，学生是否能准确捕捉classmate,sister,cousin,brother等人物关系词？7.Conversation1和Conversation2原文跟读是否帮助学生掌握Thisis与Theseare的真实语境？8.1d家庭照片口语活动中，学生能否正确使用Isthis/Arethese和Who’s/Who’re？9.LanguagePoint中it和they的回答代词是否讲透，学生是否还会用this/these回答？10.课堂练习与Homework是否能促使学生把本课句型迁移到真实家庭照片介绍中？SectionAPronunciation课题Unit2We'reFamily!SectionA(Pronunciation1~3)学科英语年级七年级（上册）教材版本人教版（2024）课时SectionA语音课课型Pronunciation+辨音训练课教学方法PPP五步教学法、听音模仿、发音示范、辨音归纳、朗读训练教学用具多媒体课件、音频、音标卡、词汇练习单学情分析学生已学习家庭主题词汇和一般现在时表达，但对元音发音、词尾-s/-es/'s的读音和双音节单词重音规律掌握不够系统，朗读时容易把长短元音混淆，或忽略弱读音/ə/与重音位置。本课需要通过听音、模仿、对比和辨音练习帮助学生形成语音规则意识。教学目标①语言能力：掌握/ɜː/、/ə/、/ʌ/、/ɑː/四类元音和's/-s/-es词尾发音规则，能准确朗读相关词汇和句子。②文化意识：感知中英语音体系差异，养成主动开口模仿的习惯。③思维品质：通过听音对比和规则归纳，发展语音辨析与分类思维。④学习能力：能借助音标、字母组合和重音标记自主整理语音现象。教学重难点重点：掌握/ɜː/、/ə/、/ʌ/、/ɑː/的发音部位、字母组合规律、例词朗读，以及's/-s/-es在不同结尾音后的读音。难点：区分/ɜː/与/ə/、/ʌ/与/ɑː/，判断词尾读/s//z//ɪz//ts//dz/，并准确读出双音节单词重音。一、教学过程Step1Warm-up（复习导入+学习目标呈现）（4min）1a44Englishphonemes（2min）【教师活动】T:Englishhas44phonemes.Howmanyvowelsandconsonantsarethere?教师呈现44个英语音素分类，帮助学生建立语音学习框架。【学生活动】Ss:Thereare20vowelsand24consonants.【过渡语】Todaywewillfocusonvowels,finalsoundsandwordstress.【知识点】英语共有44个音素，其中元音20个，辅音24个。1bVowelsandconsonantsoverview（2min）【教师活动】T:Readthevowelandconsonantgroups.Vowelsareclearandvoiced;consonantshelpvowelsformsyllables.教师讲解元音和辅音基本特点。【学生活动】Ss:Longvowelsinclude[ɑ:][ɔ:][ɜ:][i:][u:].Shortvowelsinclude[ʌ][ɒ][ə][ɪ][ʊ][e][æ].【过渡语】Nowlet’slistenandrepeatfourimportantvowels.【知识点】元音发音时气流通过口腔不受阻碍，声音响亮清晰；辅音辅助元音构成音节并区分单词读音。【理解要点】元音与辅音：本课重点是四个元音/ɜː/、/ə/、/ʌ/、/ɑː/，还要学习词尾音和重音。Step2Presentation（知识呈现：四类元音发音规则）（16min）2aListenandrepeat:长元音/ɜː/（4min）【教师活动】T:Listenandrepeat.Payattentionto/ɜː/.长元音；舌尖轻抵下齿下方，舌中部抬起，双唇自然放松，发音拉长约2秒。教师示范口型、舌位、时长和声带振动。【学生活动】Ss:Studentsrepeat/ɜː/:girl,bird,skirt,first;turn,nurse,purple,burn;her,term,verb.音素发音要点字母/组合规律例词/ɜː/长元音；舌尖轻抵下齿下方，舌中部抬起，双唇自然放松，发音拉长约2秒。ir常发/ɜː/；ur在重读音节中多发/ɜː/；er在部分重读音节中发/ɜː/。girl,bird,skirt,first;turn,nurse,purple,burn;her,term,verb【学生活动】Ss:her.Thisishernewnotebook.【学生活动】Ss:girl.Thegirllikesdrawingpictures.【学生活动】Ss:turn.It'syourturntosingasong.【过渡语】Good.Compare/ɜː/withtheothersoundsandkeepthemouthshapeclear.【知识点】/ɜː/发音规则：长元音；舌尖轻抵下齿下方，舌中部抬起，双唇自然放松，发音拉长约2秒。字母组合规律：ir常发/ɜː/；ur在重读音节中多发/ɜː/；er在部分重读音节中发/ɜː/。【发音注意】长元音/ɜː/：先听清音，再模仿舌位和口型；长元音要拉长，短元音要短促，弱读音要轻。2bListenandrepeat:弱读音/ə/（4min）【教师活动】T:Listenandrepeat.Payattentionto/ə/.短而轻的弱读音；舌头放平，口腔开合小，双唇放松，声音轻柔模糊。教师示范口型、舌位、时长和声带振动。【学生活动】Ss:Studentsrepeat/ə/:sister,summer,teacher,worker;doctor,actor,mirror;about,sofa,autumn.音素发音要点字母/组合规律例词/ə/短而轻的弱读音；舌头放平，口腔开合小，双唇放松，声音轻柔模糊。er/or在非重读音节末尾弱读/ə/；a/o/u在轻读音节常弱读/ə/。sister,summer,teacher,worker;doctor,actor,mirror;about,sofa,autumn【学生活动】Ss:sister.Mysistergetsupearlyeveryday.【学生活动】Ss:summer.Wewillgotravellinginsummer.【学生活动】Ss:doctor.Myuncleisafamousdoctor.【过渡语】Good.Compare/ə/withtheothersoundsandkeepthemouthshapeclear.【知识点】/ə/发音规则：短而轻的弱读音；舌头放平，口腔开合小，双唇放松，声音轻柔模糊。字母组合规律：er/or在非重读音节末尾弱读/ə/；a/o/u在轻读音节常弱读/ə/。【发音注意】弱读音/ə/：先听清音，再模仿舌位和口型；长元音要拉长，短元音要短促，弱读音要轻。2cListenandrepeat:短元音/ʌ/（4min）【教师活动】T:Listenandrepeat.Payattentionto/ʌ/.短元音；舌尖抵下齿根部，舌中部微抬，口腔打开中等，短促有力。教师示范口型、舌位、时长和声带振动。【学生活动】Ss:Studentsrepeat/ʌ/:duck,hut,much,cup,bus;some,love,mother.音素发音要点字母/组合规律例词/ʌ/短元音；舌尖抵下齿根部，舌中部微抬，口腔打开中等，短促有力。字母u在重读闭音节多发/ʌ/；字母o部分单词发/ʌ/。duck,hut,much,cup,bus;some,love,mother【学生活动】Ss:duck.Thelittleduckswimsintheriver.【学生活动】Ss:hut.Wehadarestinthesmallhut.【学生活动】Ss:much.Thereisn'tmuchmilkinthebottle.【过渡语】Good.Compare/ʌ/withtheothersoundsandkeepthemouthshapeclear.【知识点】/ʌ/发音规则：短元音；舌尖抵下齿根部，舌中部微抬，口腔打开中等，短促有力。字母组合规律：字母u在重读闭音节多发/ʌ/；字母o部分单词发/ʌ/。【发音注意】短元音/ʌ/：先听清音，再模仿舌位和口型；长元音要拉长，短元音要短促，弱读音要轻。2dListenandrepeat:长元音/ɑː/（4min）【教师活动】T:Listenandrepeat.Payattentionto/ɑː/.长元音；舌后部压低，口腔充分打开，双唇自然张大，发音充分拉长。教师示范口型、舌位、时长和声带振动。【学生活动】Ss:Studentsrepeat/ɑː/:dark,march,park,car,star;heart.音素发音要点字母/组合规律例词/ɑː/长元音；舌后部压低，口腔充分打开，双唇自然张大，发音充分拉长。ar多数情况下重读发/ɑː/；ear在特定单词中读/ɑː/。dark,march,park,car,star;heart【学生活动】Ss:dark.Don'tgooutinthedarknightalone.【学生活动】Ss:march.Wemarchalongtheroadhappily.【学生活动】Ss:heart.Keepawarmhearttohelpothers.【过渡语】Good.Compare/ɑː/withtheothersoundsandkeepthemouthshapeclear.【知识点】/ɑː/发音规则：长元音；舌后部压低，口腔充分打开，双唇自然张大，发音充分拉长。字母组合规律：ar多数情况下重读发/ɑː/；ear在特定单词中读/ɑː/。【发音注意】长元音/ɑː/：先听清音，再模仿舌位和口型；长元音要拉长，短元音要短促，弱读音要轻。Step3Practice（操练巩固：词尾发音+重音+语言点+辨音练习）（18min）3aPronunciation2:Listenandrepeatfinalsounds（4min）【教师活动】T:Listenandrepeat:likes,loves,watches,lets,reads;walks,plays,closes,gets,finds;Mike’s,Ella’s,Alice’s,Kate’s,Fred’s.教师带读并要求学生注意词尾发音。【学生活动】Ss:likes,loves,watches,lets,reads;walks,plays,closes,gets,finds;Mike’s,Ella’s,Alice’s,Kate’s,Fred’s.条件发音例词清辅音后/s/likes/laɪks/;walks/wɔːks/浊辅音、元音后/z/loves/lʌvz/;plays/pleɪz/;Ella’s/ˈeləz/;Fred’s/fredz//s//z//ʃ//tʃ//dʒ/后/ɪz/watches/ˈwɒtʃɪz/;closes/ˈkləʊzɪz/;Alice’s/ˈælɪsɪz//t/后/ts/lets/lets/;gets/ɡets/;Kate’s/keɪts//d/后/dz/reads/riːdz/;finds/faɪndz/【过渡语】Thefinallettersdoesnotalwayssoundthesame.【知识点】's/-s/-es的发音取决于单词原形最后一个音素：清辅音后/s/；浊辅音和元音后/z/；/s//z//ʃ//tʃ//dʒ/后/ɪz/；/t/后/ts/；/d/后/dz/。【判断技巧】词尾-s发音：先判断原词最后一个音，再决定-s/-es/'s的读音，不要只看字母。3bPronunciation3:stressedsyllables（3min）【教师活动】T:Listenandrepeat.Noticethestressedsyllables.教师用●•和•●标记引导学生辨别双音节单词重音。【学生活动】Ss:funny,mother,uncle,cousin,grandpa:firstsyllablestressed.begin,about,report,because,idea:secondsyllablestressed.重音模式例词音标●•第一音节重读funny,mother,uncle,cousin,grandpa/ˈfʌni//ˈmʌðə(r)//ˈʌŋkl//ˈkʌzn//ˈɡrænpɑː/•●第二音节重读begin,about,report,because,idea/bɪˈɡɪn//əˈbaʊt//rɪˈpɔːt//bɪˈkɒz//aɪˈdɪə/【教师活动】T:Pleaseclaponceonthestressedsyllableandreadeachwordagain.教师组织学生用击掌方式强化重读音节。【学生活动】Ss:FUN-ny,MOTH-er,UN-cle,COU-sin,GRAND-pa;be-GIN,a-BOUT,re-PORT,be-CAUSE,i-DE-a.【知识点】双音节单词重音有不同位置：funny,mother,uncle,cousin,grandpa为第一音节重读；begin,about,report,because,idea为第二音节重读。3cLanguagePoint:turn（3min）【教师活动】T:Readthelanguagepoint:turncanbeaverbandanoun.教师讲解turn的动词和名词用法。【学生活动】Ss:Turnyourheadtotheleft.【学生活动】Ss:Turnrightatthepark.【学生活动】Ss:Leavesturnyellowinautumn.【学生活动】Ss:It’syourturn.词词性含义例句turnv.转动；转弯；变得Turnyourheadtotheleft.

Turnrightatthepark.

Leavesturnyellowinautumn.turnn.轮流；次序It’syourturn.【知识点】turn可作动词，表示转动、转弯、变得；也可作名词，表示轮流、次序。3dExercises:voweldiscrimination（4min）【教师活动】T:Choosethewordwithadifferentvowelsound.教师带学生根据/ɜː//ə//ʌ//ɑː/发音规律辨音。【学生活动】Ss:1．A．sisterB．doctorC．summerD．turn→D【学生活动】Ss:2．A．girlB．turnC．workerD．bird→C【学生活动】Ss:3．A．darkB．marchC．heartD．year→D【学生活动】Ss:4．A．overB．morningC．doctorD．summer→B【学生活动】Ss:5．A．rulerB．duckC．usD．much→A【知识点】辨音练习帮助学生区分sister/doctor/summer/turn，girl/turn/worker/bird，dark/march/heart/year，over/morning/doctor/summer，ruler/duck/us/much等词的元音差异。3eExercises:final-ssounddiscrimination（4min）【教师活动】T:Choosethewordwithadifferentfinal-ssound.教师带学生用词尾发音规则判断答案。【学生活动】Ss:1．A．sweetsB．friendsC．catsD．biscuits→B【学生活动】Ss:2．A．bagsB．savesC．dogsD．maps→D【学生活动】Ss:3．A．sharksB．monkeysC．capsD．giraffes→B【学生活动】Ss:4．A．rulesB．chipsC．giraffesD．tricks→A【学生活动】Ss:5．A．studentsB．needsC．spendsD．goods→A【知识点】词尾发音练习巩固/s/、/z/、/ɪz/、/ts/、/dz/的判断。Step4Production（拓展输出：语音归类朗读）（5min）4aClassifyandreadaloud（5min）【教师活动】T:Workingroups.Putthewordsintosoundgroupsandreadthemaloud:/ɜː/,/ə/,/ʌ/,/ɑː/,/s/,/z/,/ɪz/,/ts/,/dz/.教师组织学生小组归类并朗读。【学生活动】Ss:Group1readsgirl,bird,turn,her.Group2readssister,doctor,summer.Group3readsduck,much,love.Group4readsdark,march,heart.【过渡语】ClearpronunciationmakesourEnglishmorenatural.【知识点】输出任务要求学生把发音规则迁移到词汇归类和朗读中，形成主动整理语音现象的习惯。【重点强调】朗读步骤：先看字母组合，再判断音素；先慢读清楚，再连读句子。Step5Summary&Homework（总结与作业）（3min）5aSummary:Pronunciation（2min）【教师活动】T:Let’ssummarize.Whatsoundsdidwelearn?Whatfinalsoundsdidwelearn?教师带学生回顾本课语音项目。【学生活动】Ss:Welearned/ɜː/,/ə/,/ʌ/,/ɑː/,final's/-s/-essoundsandstressedsyllables.【知识点】本课Summary：四类元音/ɜː/、/ə/、/ʌ/、/ɑː/；词尾's/-s/-es发音；双音节单词重音。5bHomework:reviewandpreview（1min）【教师活动】T:Homework:Reviewthepronunciationsofthevowelsintoday’slesson.Previewthenextlesson.教师布置复习和预习任务。【学生活动】Ss:Studentsrecordthehomeworkandpractisethevowelsoundsafterclass.【知识点】Homework要求学生复习本课元音发音并预习下一课。二、板书设计（三栏式）Vowels（元音）FinalSounds（词尾音）Stress&Language（重音与语言点）/ɜː/:girl,bird,turn,her

/ə/:sister,summer,doctor

/ʌ/:duck,hut,much

/ɑː/:dark,march,heart清辅音后：/s/likes,walks

浊辅音/元音后：/z/loves,plays

/s//z//ʃ//tʃ//dʒ/后：/ɪz/watches,closes●•funny,mother,uncle,cousin,grandpa

•●begin,about,report,because,idea长元音要拉长：/ɜː//ɑː/

短元音要短促：/ʌ/

弱读音要轻：/ə//t/+s→/ts/:lets,gets,Kate’s

/d/+s→/dz/:reads,findsturnv.转动；转弯；变得

turnn.轮流；次序

It’syourturn.Unit2We'reFamily!SectionAPronunciation1~3Listen,classifyandreadaloud三、教学反思1.44个音素分类导入是否帮助学生建立语音学习整体框架？2./ɜː/发音中，学生是否能区分ir,ur,er在重读音节中的发音？3./ə/弱读音是否讲清楚，学生能否在sister,summer,doctor中读轻读短？4./ʌ/与/ɑː/的短长、口型和时长对比是否充分？5.Practice例词和句子是否做到先词后句、由慢到快？6.'s/-s/-es词尾发音规则是否帮助学生准确判断/s//z//ɪz//ts//dz/？7.双音节单词重音练习中，学生是否能读出funny与begin的重音差异？8.turn的动词和名词用法是否结合例句讲清楚？9.两组辨音练习是否暴露学生易混点，并及时纠正？10.小组归类朗读是否促进学生主动整理语音规律并大胆开口？SectionA((2a~2e)课题Unit2We'reFamily!SectionA(2a~2e)学科英语年级七年级（上册）教材版本人教版（2024）课时SectionA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Thisis...,Theseare...,Isthis...?Arethese...?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Whosearethey?/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spendtimedoingsth.与Do/Does问答描述家庭成员活动。一、教学过程Step1Warm-up（复习导入+学习目标呈现）（4min）1aUnittopicandvideolead-in（1min）【教师活动】T:Goodmorning,class!TodaywecontinueUnit2We'reFamily!Wewilltalkaboutthingsfamilymembershaveandactivitiestheydo.教师呈现单元主题并播放导入视频。【学生活动】Ss:Wewilltalkaboutfamilymembers,theirthingsandtheiractivities.【过渡语】Let’sreviewhowtointroducepeopleinaphoto.【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。1bReviewsentencepatterns（3min）【教师活动】T:Lookatthefamilyphoto.Whoarethepeopleinthephoto?UseThisis...,Thatis...,Theseare...,Thoseare...,Heis...,Sheis...,Theyare...教师带学生复习人物介绍句型。【学生活动】Ss:Thisis...Thatis...Theseare...Thoseare...Heis...Sheis...Theyare...【过渡语】Good.Nowwecanaskaboutpeople.Next,wewillaskaboutthings.【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。Step2Presentation（知识呈现：看图预测+2a听力+2b阅读归纳）（15min）2aLookandguessbeforelistening（3min）【教师活动】T:Lookandguess.Whoarethetwoboys?Wherearethey?Whatcanyouseeinthepicture?教师引导学生看图预测对话内容。【学生活动】Ss:TheyarePeterandTengFei.TheyareatTengFei’shome.Wecanseeapiano,astool,fishingrodsandping-pongbats.【过渡语】Thesethingstelluswhattheconversationmaybeabout.【知识点】看图预测关键词：Peter,TengFei,home,piano,stool,fishingrods,ping-pongbats。【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。2bListenandchoosethemainidea（2min）【教师活动】T:Listentotheconversationandchoosethebestanswer:Theyaretalkingabouthowtoplaythepiano,whosethethingsare,orwhatPeterandTengFeiwilldo?教师播放音频并核对主旨。【学生活动】Ss:Theyaretalkingaboutwhosethethingsare.【过渡语】Nowlistenagainandcirclethecolouredwordsyouhear.【知识点】主旨题答案为B.whosethethingsare，说明本课核心是询问物品归属。2c2aListenandcirclethecolouredwords（4min）【教师活动】T:Listentotheconversationandcirclethecolouredwordsyouhear.教师引导学生圈出Comein,old,week,alotof,really等听力词。【学生活动】Ss:TengFei:Hi,Peter!Comein.【学生活动】Ss:Peter:Thanks.Oh,theseping-pongbatsarenice.Whosearethey?【学生活动】Ss:TengFei:Well,thisismyping-pongbat,andtheoldoneismygrandpa’s.【学生活动】Ss:Peter:Doyouoftenplayping-pongtogether?【学生活动】Ss:TengFei:Yes,weplayeveryweek.Mygrandpalovessport.【学生活动】Ss:Peter:Whosefishingrodsarethose?【学生活动】Ss:Teng