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

这是一份【新教材】人教版（2024）七年级上册英语Unit 2 We're Family! 教案（9课时）（表格式），共25页。
【新教材】人教版（2024）七年级上册英语Unit 2 We're Family! 教案 Section A 1a-1d Section A Pronunciation Section A 2a-2e Section A Grammar Focus Section B 1a-1d Section B 2a-2b Section B Project Section B Reading Plus Unit 2 Topic Writing 课题 Section A 1a-1d课型讲授听说课课时1总课时教材分析This initial listening and speaking lesson focuses on basic family member vocabulary and simple family-introduction dialogues. It integrates picture matching, listening and oral tasks to lay a foundation for students’ daily family topic communication.学情分析Seventh-grade students are new to family-themed English learning. They have basic oral learning enthusiasm but master no related vocabulary, lacking simple skills to introduce family members in English.核心素养 （教学） 目标Language competence: Master core family member words and basic introduction sentence patterns, finish listening tasks accurately and make simple family introductions. Thinking quality: Classify different family members and form clear logic for introducing family. Cultural awareness: Understand Western simple family cognition and warm family values. Learning ability: Build oral English confidence and develop active listening and speaking learning habits.德育安全Love family members; maintain orderly classroom learning.教学重点难点Key points: Master family vocabulary and core family-introduction sentences. Difficult points: Capture listening details and use sentences flexibly for oral communication.教法学法Situational teaching, audio listening, imitation practice and pair work.教学准备Listening audio, PPT and family photos.教学过程设计复备栏Step 1: Warming-up & Lead-in The teacher starts the class with relaxed daily English greetings to activate the classroom atmosphere. First, review the interpersonal introduction knowledge of Unit 1 through random student questioning and pair dialogues to consolidate students’ basic oral expression foundation. Then the teacher shows warm family photos and asks simple guiding questions, such as “Who are they in your family?”. Combined with students’ real life, the teacher naturally leads to the unit theme of family, stimulates students’ learning interest, and clarifies the learning task of mastering family introduction expressions in this lesson. Step 2: Pre-listening Vocabulary Teaching The teacher displays core family member vocabulary in 1a on PPT, including father, mother, parents and other basic words. The teacher demonstrates standard pronunciation and intonation word by word, and explains the corresponding family relations with vivid pictures. Students carry out multi-form reading practice including collective reading, group reading and individual reading to consolidate word memorization. After vocabulary learning, students complete the 1a picture matching task independently. The teacher checks answers uniformly to ensure all students can recognize and pronounce new words correctly, eliminating listening barriers. Step 3: While-listening Task Training This step focuses on completing 1b and 1c listening tasks. Before playing the audio, the teacher clearly explains the task requirements, requiring students to focus on identifying corresponding family members and matching correct pictures. For the first audio playback, students listen to grasp the general idea of the dialogue and understand the basic scene of family introduction. For the second playback, students finish independent matching and judgment tasks. After listening, the teacher analyzes key listening clues, replays key dialogue segments, and guides students to summarize listening skills for capturing family information. Step 4: Post-listening Oral Imitation & Drills The teacher extracts and summarizes core family-introduction sentence patterns from the listening material and demonstrates natural oral tone. Students first imitate the listening dialogues repeatedly to standardize pronunciation and sentence fluency. Then paired interactive practice is carried out. Students take turns to introduce their hypothetical or real family members with target sentences. The teacher patrols the classroom, corrects wrong pronunciation and rigid sentence collocations in time, and encourages shy students to take the initiative to speak English and express themselves bravely. Step 5: Situational Consolidation & Emotional Infiltration The teacher systematically summarizes the new vocabulary and sentence patterns learned in this lesson. Combined with the 1d classroom activity requirements, a “Show My Family” situational sharing game is held. Students simply introduce their family members in English. During the activity, the teacher infiltrates moral education, guiding students to feel the warmth of family, learn to care for and respect family members, and establish the awareness of loving their family. Random spot checks are conducted to test students’ flexible knowledge application ability. Step 6: Summary & Homework The teacher and students jointly review the key knowledge of this lesson, sorting out core family vocabulary and basic introduction sentence patterns, and emphasizing the key points of oral expression. Layered homework is assigned. Basic homework: Read and memorize new words and key sentences proficiently. Extended homework: Use English to introduce your family members to your deskmate after class. The teacher affirms students’ positive classroom performance and encourages them to accumulate daily English expressions. 【Blackboard Design】 Unit 2 We're Family! Section A 1a-1d Key Vocabulary: father, mother, parents, family Key Sentences: This is my father/mother. These are my parents. I have a warm family. 【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Most students master basic family vocabulary and simple introduction sentences, and actively participate in listening and oral practice. The situational sharing activity effectively stimulates students’ interest. However, a few students have inaccurate word pronunciation. Future teaching will strengthen repeated imitation and individual targeted correction. 课题Section A Pronunciation 课型讲授听说课课时1总课时教材分析This pronunciation lesson focuses on the correct pronunciation of family-related words and the plural ending /s/ sound. It teaches natural sentence intonation, standardizing students’ oral pronunciation for family introduction dialogues.学情分析Seventh graders have learned basic family vocabulary and sentences. They often mispronounce plural endings and lack natural intonation, resulting in stiff and non-standard oral expression in daily communication核心素养 （教学） 目标Language competence: Master standard pronunciation of family words and the /s/ plural sound, and read sentences with correct intonation. Thinking quality: Summarize pronunciation rules and distinguish right and wrong sounds. Cultural awareness: Develop gentle and polite oral tones in family topic communication. Learning ability: Form the habit of imitating standard pronunciation and practicing oral English repeatedly and independently.德育安全Practice earnestly; abide by classroom disciplines strictly.教学重点难点Key points: Master word pronunciation and regular plural /s/ ending sounds. Difficult points: Grasp natural sentence intonation and fluent oral reading rhythm.教法学法Demonstration teaching, sound comparison, imitation drills and correction教学准备Standard audio, PPT and phonetic cards.教学过程设计复备栏Step 1: Warming-up & Lead-in The teacher starts the class with simple daily English greetings. Students review family vocabulary and introductory sentences learned in previous lessons through collective reading and individual reading. The teacher observes and records common phonetic problems in students’ reading, including unclear plural endings, wrong word stress and flat sentence intonation. The teacher explains that standard pronunciation is the foundation of confident English speaking, and leads students to carry out targeted pronunciation training in this lesson to standardize their oral expression of family topics. Step 2: Phonetic Knowledge Presentation The teacher displays core family words and key sentences on PPT, marking phonetic symbols, stress positions and intonation trends clearly. The teacher focuses on demonstrating the standard pronunciation of single family words, explaining mouth shape and tongue position skills. Then the teacher emphasizes the pronunciation rule of regular plural ending /s/, distinguishing the difference between voiced and unvoiced pronunciation. Meanwhile, the teacher teaches natural rising and falling intonation of declarative sentences for family introduction, helping students build intuitive and correct phonetic cognition. Step 3: Layered Imitation Drills Progressive layered imitation training is carried out from single words to complete sentences. Firstly, play the standard audio repeatedly, and students follow to imitate word pronunciation and plural ending sounds. The teacher corrects individual errors in time and guides students to feel syllable rhythm. After word training, proceed to sentence imitation. Students practice target introductory sentences repeatedly to match correct pronunciation with natural intonation. Various reading forms including group reading, row reading and individual reading ensure full-class participation and standardized pronunciation. Step 4: Error Comparison & Rule Summary The teacher lists typical pronunciation problems existing in students’ daily practice, especially wrong plural ending sounds and rigid sentence intonation. Students discuss in groups to compare wrong and standard pronunciation and summarize simple phonetic rules. A pronunciation judgment game is launched. The teacher reads sentences with non-standard pronunciation randomly, and students judge and correct them immediately. This activity strengthens students’ phonetic discrimination ability and consolidates their mastery of pronunciation rules. Step 5: Situational Phonetic Application Integrate pronunciation training with real communication scenarios. Organize pair interactive practice. Students take turns to introduce their family members with standard pronunciation, correct plural sounds and natural intonation. The teacher patrols the classroom to supervise and guide, focusing on checking students’ oral fluency and tonal authenticity. Excellent students are selected to make classroom demonstrations to set examples for the whole class and drive overall oral standardization. Step 6: Summary & Homework The teacher and students jointly review the key phonetic points of this lesson, including family word pronunciation, plural /s/ rules and sentence intonation skills. The teacher emphasizes the importance of persistent imitation for oral standardization. Layered homework is assigned. Basic homework: Follow standard audio to imitate pronunciation for 10 minutes daily. Extended homework: Record your reading of family words and sentences. The teacher encourages students to keep practicing to improve their oral English level steadily. 【Blackboard Design】 Unit 2 We're Family! Pronunciation Key Words & Sounds father /ˈfɑːðə(r)/ mother /ˈmʌðə(r)/ Plural Rule: /s/ clear ending sound Sentence Intonation: Natural & steady Sentence: These are my parents. 【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Most students master standard pronunciation of family words and plural /s/ rules through imitation and drills. Phonetic comparison activities effectively improve their phonetic awareness. However, a few students still have unstable plural ending pronunciation. Future teaching will add more targeted repeated drills to solidify phonetic skills. 课题 Section A 2a-2e课型讲授听说课课时1总课时教材分析This section focuses on extended family member vocabulary and core dialogues for identifying family relations. It integrates listening, reading and role-play tasks to cultivate students’ ability to describe family members in complete English sentences.学情分析Seventh graders have mastered basic family words and simple introductory sentences. They are active in class but confused about similar family terms and lack coherent dialogue expression in family topic communication.核心素养 （教学） 目标Language competence: Master extended family vocabulary and master key dialogue patterns to ask and introduce family members. Thinking quality: Distinguish different family relationships and form logical dialogue thinking. Cultural awareness: Understand warm family values in English daily communication. Learning ability: Improve listening and reading skills and develop active oral expression and cooperative learning habits德育安全Be grateful to family; keep safe class interaction教学重点难点Key points: Master new family vocabulary and complete family introduction dialogues. Difficult points: Distinguish similar family words and use dialogues flexibly in real scenarios.教法学法Situational teaching, audio listening, cooperative learning and role-play教学准备Listening audio, PPT and family picture cards教学过程设计复备栏Step 1: Warming-up & Lead-in The teacher starts the class with warm English greetings. Students review basic family vocabulary and simple introductory sentences learned before through collective reading and random oral questioning. The teacher organizes simple pair sharing for students to introduce their parents and other family members, activating previous knowledge reserves. Combined with students’ sharing, the teacher points out that more family words and complete dialogues are needed for detailed introduction, and naturally leads to the new lesson of Section A 2a-2e family dialogue learning. Step 2: Pre-listening New Knowledge Teaching The teacher displays new extended family vocabulary in 2a on PPT, such as grandfather, grandmother, brother and sister. The teacher demonstrates standard pronunciation, explains the meaning and corresponding family relations with vivid pictures, and distinguishes easily confused similar words. Students practice reading in various forms to consolidate vocabulary memorization. After that, students finish the 2a matching task independently to connect words with pictures. The teacher checks answers and eliminates vocabulary and grammar barriers for subsequent listening and dialogue learning. Step 3: While-listening Task Training The teacher launches standardized listening training for 2b tasks. Before playing the audio, the teacher clarifies task requirements, requiring students to focus on identifying family members in the dialogue and complete matching tasks. The first audio playback helps students grasp the general dialogue context and understand the scene of introducing family members. The second playback allows students to finish tasks independently. After listening, the teacher analyzes key listening clues, replays key dialogue segments, and guides students to summarize skills of capturing family relationship information in listening materials. Step 4: Reading Imitation & Role-play Based on the 2c-2e dialogue texts, the teacher carries out layered reading and oral practice. Firstly, students read the dialogues silently to sort out the complete logic of asking and introducing family members. Then imitative reading is conducted in group and individual forms to standardize pronunciation and intonation. After students are familiar with the texts, pair role-play activities are organized. Students take turns to act as different roles, simulate real family introduction scenarios, and use complete sentences for interactive communication. The teacher patrols to correct wrong expressions and incoherent sentences in time. Step 5: Situational Consolidation & Emotional Sublimation The teacher summarizes the core vocabulary and dialogue patterns learned in this lesson. A fun “Introduce My Family” situational activity is held to help students flexibly apply knowledge. Students actively share their complete family information in English. Meanwhile, the teacher infiltrates moral education, guiding students to understand the warmth of family, cherish family love and be grateful to their relatives. The teacher selects outstanding students to demonstrate and encourages all students to speak English bravely. Step 6: Summary & Homework The teacher and students jointly review the key knowledge of the lesson, sorting out extended family vocabulary and complete family introduction dialogue structures. The teacher emphasizes the discrimination skills of similar family words and flexible dialogue application. Layered homework is assigned. Basic homework: Read and recite 2a-2e dialogues proficiently. Extended homework: Make a short English dialogue to introduce your whole family. The teacher affirms students’ classroom performance and encourages continuous oral practice. 【Blackboard Design】 Unit 2 We're Family! Section A 2a-2e Key Vocabulary: grandfather, grandmother, brother, sister Key Sentences: — Who’s he/she? — He/She is my... These are my family members. I love my big family. 【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Most students master new family vocabulary and basic dialogue patterns and participate actively in role-play activities. Their oral expression confidence is greatly improved. However, a few students mix up similar family words. Future teaching will add targeted comparison exercises to strengthen knowledge discrimination and flexible application.课题 Section A Grammar Focus课型讲授听说课课时1总课时教材分析This grammar lesson systematically concludes demonstrative pronouns and family sentence structures. It focuses on singular and plural sentence transformation, consolidating core grammar for describing and introducing family members accurately.学情分析Seventh graders have learned basic family vocabulary and dialogues. However, they often confuse singular and plural forms and misuse demonstrative pronouns in practical oral and written expressions核心素养 （教学） 目标Language competence: Master the usage of this, that, these, those and master singular and plural family introduction sentence transformation rules. Thinking quality: Develop inductive and comparative thinking to distinguish different pronoun usages. Cultural awareness: Maintain sincere and grateful attitudes towards family in English expression. Learning ability: Form the habit of summarizing grammar rules and correcting errors independently.德育安全Cherish family love; follow classroom rules strictly.教学重点难点Key points: Master demonstrative pronouns and single-plural sentence structures. Difficult points: Distinguish and flexibly apply singular and plural sentences in different scenarios.教法学法Rule induction, case analysis, error correction and layered practice教学准备Grammar PPT and exercise worksheets教学过程设计复备栏Step 1: Warming-up & Grammar Lead-in The teacher starts the class with daily English greetings. Students review family vocabulary and introductory dialogues learned in previous lessons through pair dialogues and collective reading. The teacher observes students’ expressions and records typical grammatical mistakes, such as incorrect single-plural matching and confused demonstrative pronoun usage. The teacher points out that standardized grammar rules can make family introduction more accurate, naturally introducing the systematic grammar learning of this lesson. Step 2: Grammar Observation & Rule Induction The teacher displays all classic sentences in Grammar Focus on PPT. Guide students to observe and classify sentences by singular and plural forms and different demonstrative pronouns. The teacher systematically sorts out the usage differences between singular pronouns this/that and plural pronouns these/those, explaining their respective applicable scenarios for near and far objects. Combined with typical examples, the teacher summarizes the transformation rules between singular and plural family introduction sentences, helping students build a clear and systematic grammar framework. Step 3: Typical Error Analysis The teacher lists common grammatical errors in students’ daily practice and oral communication, including mixing up singular and plural pronouns, mismatching subjects and predicates, and wrong sentence transformation. Students discuss in groups to judge sentence correctness and analyze error causes. Group representatives share their analysis results. The teacher supplements and summarizes effective discrimination skills, helping students thoroughly understand grammar rules and eliminate common expression errors. Step 4: Layered Grammar Consolidation Progressive grammar exercises are designed to consolidate knowledge. Basic exercises include pronoun filling and sentence matching to strengthen students’ memory of pronoun forms and simple collocations. Advanced exercises cover single-plural sentence conversion and error correction, requiring students to flexibly apply grammar rules independently. The teacher patrols to check students’ exercise conditions, gives targeted guidance to underachieving students, and corrects individual errors in a timely manner. Step 5: Situational Grammar Application Integrate grammar knowledge into real situational practice. The teacher shows different family photos with near and far views. Students use corresponding demonstrative pronouns and single-plural sentences to introduce family members in the pictures. Random questioning and interactive evaluation are carried out to test students’ flexible application ability. Meanwhile, moral education is infiltrated to guide students to cherish family affection and express gratitude to family members bravely. Step 6: Summary & Layered Homework The teacher and students jointly review the core grammar points of this lesson, sorting out demonstrative pronoun usages and single-plural sentence transformation rules. Key and difficult knowledge is emphasized again to deepen students’ memory. Layered homework is assigned. Basic homework: Finish grammar exercises and sort out error examples. Extended homework: Write eight correct sentences with different demonstrative pronouns. The teacher encourages students to apply grammar rules flexibly in daily English expression. 【Blackboard Design】 Unit 2 We're Family! Grammar Focus Demonstrative Pronouns Singular: this / that Plural: these / those Key Sentences: This is my... / These are my... That is my... / Those are my... 【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Most students master demonstrative pronoun usages and single-plural sentence transformation rules through induction and exercises. Their grammar accuracy is improved obviously. However, some students still make mistakes in far and near pronoun distinction. Future teaching will add more situational drills to strengthen flexible application. 课题 Section B 1a-1d课型讲授听说课课时1总课时教材分析This listening and speaking lesson supplements new family and friend vocabulary. It focuses on identifying people in pictures and finishing targeted listening tasks, consolidating demonstrative pronouns and family descriptive sentence patterns.学情分析Seventh-grade students have grasped basic family words and single-plural sentence rules. They are active in oral practice but struggle with flexible use of new words and accurate listening information capture.核心素养 （教学） 目标Language competence: Master new family and friend vocabulary, finish listening tasks accurately, and make fluent oral introductions of relatives and friends. Thinking quality: Classify different family and friend roles and form logical descriptive thinking. Cultural awareness: Experience warm family and friendship values in English scenarios. Learning ability: Improve listening comprehension and situational oral expression skills through cooperative practice.德育安全Cherish family and friendship; keep good classroom order教学重点难点Key points: Master new vocabulary and complete listening and matching tasks correctly. Difficult points: Use target sentences flexibly to describe relatives and friends in real communication.教法学法Audio listening, situational interaction, pair work and intensive drills.教学准备Listening audio, PPT and word cards.教学过程设计复备栏Step 1: Warming-up & Lead-in The teacher starts the class with relaxing daily English greetings. Firstly, review the core grammar and vocabulary of Section A, including demonstrative pronouns and basic family member words. The teacher organizes quick pair dialogues, allowing students to introduce their family members with single and plural sentences. This activity helps students consolidate previous knowledge and activate their language sense. Then the teacher shows pictures of mixed family members and friends, raising questions to guide students to distinguish different roles, which naturally leads to the new listening and speaking lesson of Section B 1a-1d. Step 2: Pre-listening Vocabulary Teaching The teacher displays new core vocabulary in 1a on PPT, including new words about kinship and friends. The teacher demonstrates standard pronunciation, intonation and word stress one by one, and explains word meanings and usage scenarios with vivid picture examples. Students practice pronunciation through collective reading, group reading and individual reading to eliminate vocabulary barriers. After fully memorizing new words, students complete the 1a picture matching task independently. The teacher checks answers uniformly to ensure every student can recognize and use new words proficiently before listening training. Step 3: While-listening Hierarchical Training The teacher carries out standardized listening training for 1b and 1c tasks. Before playing the audio, the teacher clearly states the task requirements, requiring students to focus on key information such as characters and relationships in the dialogue. For the first audio playback, students listen carefully to grasp the general idea of the short dialogues and understand the basic communication content. For the second playback, students complete matching and judgment tasks independently. After listening, the teacher analyzes key listening clues, replays difficult dialogue segments, and guides students to summarize effective listening skills for distinguishing family and friend relationships. Step 4: Post-listening Imitation & Oral Drills Based on the listening dialogues, the teacher summarizes practical oral sentence patterns for describing people. Students first imitate the standard audio repeatedly to correct pronunciation and intonation, and feel the natural rhythm of daily conversational English. Then, paired interactive practice is launched. Students take turns to describe their family members and friends with newly learned words and sentences. The teacher patrols the whole classroom, gives targeted guidance to students with weak oral ability, corrects wrong sentence collocations, and encourages shy students to participate in oral practice bravely. Step 5: Situational Consolidation & Value Infiltration The teacher systematically summarizes the new vocabulary and communicative sentences learned in this lesson. Combined with the 1d activity requirements, a “Describe My People” situational game is held. Students randomly choose to introduce their relatives or friends in English, realizing flexible knowledge application. During the activity, the teacher infiltrates moral education, guiding students to cherish family affection and friendship, treat relatives and friends sincerely, and establish positive interpersonal values in study and life. Step 6: Summary & Layered Homework The teacher and students jointly review the key knowledge of the lesson, sorting out new vocabulary and core descriptive sentence patterns, and emphasizing key listening and oral expression points. Layered homework is arranged for students at different levels. Basic homework: Read and memorize new words and dialogue sentences proficiently. Extended homework: Record a short English introduction of your family and friends. The teacher affirms students’ positive performance and encourages them to practice English in daily life. 【Blackboard Design】 Unit 2 We're Family! Section B 1a-1d Key Words: cousin, friend, people, family Key Sentences: This is my cousin/friend. These are my family and friends. I love my family and friends. 【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Most students master new vocabulary and basic dialogue expressions and finish listening tasks smoothly. Situational oral practice greatly improves their expression confidence. However, a few students cannot distinguish relationship words accurately. Future teaching will strengthen targeted discrimination drills to enhance knowledge application accuracy. 课题 Section B 2a-2b课型讲授听说课课时1总课时Textbook AnalysisThis lesson focuses on reading and writing about family introductions. It enriches students’ relational vocabulary, integrates detailed family description skills, and cultivates their ability to read and write short descriptive passages independently学情分析Seventh graders have mastered basic family words and simple sentences. They have preliminary reading ability but lack logical text organization and standardized expression for short family descriptive writing核心素养 （教学） 目标Language competence: Master new reading vocabulary and detailed family description sentences, understand short passages, and write complete family introduction paragraphs. Thinking quality: Sort out text structure and form logical thinking for describing family members. Cultural awareness: Appreciate warm family emotions and harmonious family culture. Learning ability: Develop intensive reading skills and form good habits of imitative writing and autonomous revision.德育安全Be grateful to family; abide by classroom rules strictly教学重点难点Key points: Grasp passage details and master family description sentence patterns. Difficult points: Organize coherent sentences to complete logical and standardized short family writing教法学法Guided intensive reading, group discussion, imitative writing and evaluation教学准备Reading handouts, PPT and exercise sheets教学过程设计复备栏Step 1: Warming-up & Lead-in The teacher starts the class with warm English greetings. Students review unit core vocabulary and demonstrative pronoun sentence patterns through collective reading and random oral quizzes. The teacher organizes short pair sharing, allowing students to briefly introduce their family members and cousins with learned sentences. This activity activates students’ prior knowledge and language reserves. Then the teacher raises guiding questions about how to write a clear and complete family introduction, naturally leading students to the reading and writing learning of Section B 2a-2b and clarifying classroom learning goals. Step 2: Pre-reading Auxiliary Learning The teacher displays new key vocabulary and fixed collocations in the 2a-2b reading text on PPT. The teacher demonstrates standard pronunciation, explains word meanings and practical usage in descriptive sentences one by one, and combines picture scenarios to help students understand. After vocabulary consolidation, students finish the 2a pre-reading prediction task independently to sort out basic ideas for describing family members. The teacher briefly introduces simple reading and writing tips to eliminate language barriers for subsequent intensive reading and writing training. Step 3: While-reading Hierarchical Training Hierarchical reading tasks are designed to improve students’ comprehensive reading competence. First, skimming practice requires students to read the text quickly to grasp the main idea and find out the core theme of the passage. Then intensive reading training is carried out. Students read the text carefully, mark key information about family composition and descriptive details, and complete text blank-filling and detail judgment tasks. The teacher patrols to guide students to accurately locate effective information and master basic skills of sorting out text logic. Step 4: Post-reading Analysis & Discussion After completing reading tasks, the teacher checks answers uniformly and analyzes key and difficult sentences in the passage. The teacher summarizes the standard writing framework of family introduction: starting with overall family introduction, then describing specific members and ending with emotional expression. Group discussions are organized for students to sort out useful sentence patterns and share their understanding of text writing logic. The teacher guides students to accumulate high-quality expressions and lays a solid foundation for subsequent independent writing output. Step 5: Imitation Writing & Classroom Evaluation Based on the text structure and learned sentence patterns, the teacher carries out targeted imitative writing training. Students try to write a short paragraph to introduce their own family, focusing on accurate vocabulary, correct sentence structure and coherent logic. The teacher emphasizes writing norms such as spelling and punctuation. After independent writing, typical works are selected for classroom display and evaluation. The teacher affirms advantages, modifies inappropriate expressions, and helps students standardize their writing habits. Step 6: Summary & Layered Homework The teacher and students jointly review the key knowledge of the lesson, including new vocabulary, reading skills and family introduction writing framework. The teacher stresses the key points of logical descriptive writing again to deepen students’ memory. Layered homework is assigned. Basic homework: Read and recite the 2b passage fluently. Extended homework: Write a complete short passage to introduce your family. The teacher encourages students to observe life and apply English knowledge flexibly. 【Blackboard Design】 Unit 2 We're Family! Section B 2a-2b Key Words: family, cousin, parents, grandparents Key Sentences: This is a photo of my family. These are my ... This is my ... I have a happy and warm family. 【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Most students master text details and basic family writing structures through reading and imitation training. Their passage organization ability is improved steadily. However, a few students have single sentence expressions. Future teaching will enrich sentence accumulation and strengthen personalized writing guidance. 课题 Section B Project课型讲授听说课课时1总课时教材分析This project lesson serves as a comprehensive unit summary. It integrates all family vocabulary, demonstrative pronouns and descriptive sentences, guiding students to apply integrated language skills to finish practical family presentation tasks.学情分析Seventh graders have acquired basic family language knowledge. They love creative and cooperative activities but lack abilities to integrate scattered knowledge and complete complete, systematic English output independently核心素养 （教学） 目标Language competence: Integrate unit vocabulary and sentence patterns to finish family introduction projects with accurate grammar and fluent expressions. Thinking quality: Sort out task logic and organize descriptive content reasonably. Cultural awareness: Understand the warmth and value of diverse family cultures. Learning ability: Enhance cooperative learning ability and flexible comprehensive language application competence德育安全Value family love; cooperate safely and politely.教学重点难点Key points: Integrate unit knowledge to complete family project making and oral presentation. Difficult points: Use correct single-plural forms and pronouns for coherent family introduction教法学法Project-based learning, group cooperation, situational display and evaluation教学准备PPT, family photos and colored card paper教学过程设计复备栏Step 1: Warming-up & Unit Review The teacher starts the class with warm daily English greetings to activate the classroom atmosphere. Firstly, the teacher guides students to comprehensively review the core knowledge of Unit 2, including all family member vocabulary, demonstrative pronouns and single-plural conversion sentence patterns. Quick oral quizzes and casual pair dialogues are organized for students to introduce their family members freely. The teacher gives timely feedback to correct minor grammatical errors in students’ expressions. This step helps students consolidate scattered knowledge and lay a solid foundation for integrated project application. Step 2: Project Task Explanation The teacher clarifies the core project theme of this lesson: “Make and Introduce Your Family Photo Poster”. The teacher shows standard sample works, clearly explaining task requirements, production steps and time arrangement. Students are required to paste or draw family members on the card paper, match with correct English introductions, and use accurate pronouns and sentence structures. The teacher sorts out available key sentences and vocabulary for students’ reference, helping them avoid spelling and grammar mistakes and clarify creative ideas quickly. Step 3: Group Cooperative Creation The teacher divides students into several learning groups and guides reasonable work division within each group. Some students are responsible for layout design and decoration, some for sorting out written introduction content, and others for checking grammar accuracy. Group members communicate actively, share their family information, and help each other polish sentences. The teacher patrols each group, provides targeted guidance for students with weak foundation, corrects wrong pronoun usage and single-plural errors, and ensures every student participates in cooperative learning. Step 4: Project Display & Peer Evaluation After the creation time ends, each group selects a representative to come to the platform for display and introduction. Students introduce their family posters fluently, showing family members with standard English sentences. After each display, peer evaluation is carried out from three dimensions: language accuracy, content completeness and poster creativity. The teacher makes comprehensive comments, affirms students’ advantages, summarizes common mistakes, and supplements better expression methods to optimize students’ language output. Step 5: Knowledge Summary & Emotional Sublimation The teacher systematically summarizes the whole unit knowledge system, emphasizing the correct usage of demonstrative pronouns and standard single-plural sentence transformation in practical application. Combined with the family poster project, moral education is infiltrated. The teacher guides students to feel the warmth of family, learn to respect and care for family members, and develop a grateful attitude towards life and family, realizing the integration of language learning and emotional education. Step 6: Class Summary & Homework The teacher reviews students’ overall performance in group cooperation and project display, praises students’ positive participation and creative performance. Layered homework is assigned. Basic homework: Sort out and recite all unit key sentences and vocabulary. Extended homework: Polish your family poster introduction and share it with your parents in English. The teacher encourages students to keep applying English knowledge in real life. 【Blackboard Design】 Unit 2 We're Family! Section B Project Project: My Family Poster Show Key Pronouns: this, that, these, those Key Sentences: This is my... / These are my... I have a happy family. 【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Students actively participate in group creation and on-stage display, which effectively consolidates unit knowledge and improves their comprehensive language application ability. Most students use target sentences correctly. A few students still make occasional single-plural errors. Future teaching will strengthen situational integrated drills to enhance accuracy. 课题 Section B Reading Plus课型讲授听说课课时1总课时学情分析Seventh graders have mastered basic family member words and simple introductory sentences. They love theme-based reading but lack skills to analyze long passages and summarize cross-cultural family features independently核心素养 （教学） 目标Language competence: Grasp new family-related vocabulary and passage details, and retell family stories fluently. Thinking quality: Sort out text logic and summarize different family characteristics. Cultural awareness: Understand diverse global family cultures and respect different family forms. Learning ability: Master skimming and scanning skills and develop independent extensive reading habits德育安全Love family members; maintain safe classroom learning教学重点难点Key points: Capture key reading information and master family descriptive expressions. Difficult points: Analyze passage logic and retell cross-cultural family content coherently教法学法Guided reading, cooperative discussion, comparative analysis and retelling教学准备Reading handouts, PPT and family pictures教学过程设计复备栏Step 1: Warming-up & Lead-in The teacher starts the class with warm daily greetings. Students review unit core knowledge, including family member vocabulary and basic family introduction sentences through quick oral sharing. Each student briefly talks about their own family members in one or two simple sentences. The teacher gives timely feedback and corrects improper expressions. Then the teacher raises guiding questions about foreign family structures and family stories, arousing students’ curiosity about cross-cultural family themes and naturally leading to today’s extended reading lesson. Step 2: Pre-reading Auxiliary Learning The teacher displays new key words and phrases in the Reading Plus material, focusing on words related to family types, family relationships and daily family behaviors. The teacher demonstrates standard pronunciation, explains word meanings and practical collocations, and combines simple sentences to help students fully understand usage rules. After vocabulary consolidation, the teacher briefly introduces the text background of diverse global family cultures. Meanwhile, the teacher reviews basic reading skills, requiring students to focus on both main ideas and key details to prepare for intensive reading. Step 3: Layered In-reading Training Progressive reading tasks are designed to improve students’ reading competence. First, skimming training: students read the passage quickly within limited time, grasp the overall theme, and find out the main family types and core content of the text. Then intensive reading is carried out: students read carefully, mark key information such as family members, living habits and cultural features, and finish detail judgment and blank-filling tasks. The teacher patrols to guide students to accurately locate effective information and solve individual reading difficulties in time. Step 4: Post-reading Discussion & Retelling After finishing all reading tasks, the teacher checks answers uniformly and analyzes key and difficult sentences in the passage. Group discussion activities are organized for students to compare the similarities and differences between Chinese and foreign family cultures, exchange their understanding of diverse family forms, and sort out useful descriptive sentences. Later, the teacher guides students to comb the text structure. With the help of key vocabulary and logical clues, students attempt to retell the passage in groups, which effectively improves their text generalization and oral expression abilities. Step 5: Cultural Expansion & Emotional Sublimation The teacher further expands cross-cultural family knowledge, helping students understand that families have diverse forms but share the same warmth and love everywhere. The teacher emphasizes that students should respect different cultural customs and family concepts. Combined with the unit theme, moral education is infiltrated into teaching, guiding students to cherish family love, care for their parents and relatives, and develop a grateful attitude towards family and life in daily life. Step 6: Summary & Layered Homework The teacher and students jointly summarize the new vocabulary, reading skills and cross-cultural family knowledge learned in this lesson. The teacher sorts out the text logic and core themes again to deepen students’ reading gains. Layered homework is assigned. Basic homework: Read the passage fluently and memorize key new words. Extended homework: Write a short paragraph to share your warm family story. The teacher encourages students to observe life and apply English knowledge flexibly. 【Blackboard Design】 Unit 2 We're Family! Reading Plus Key Words: family, relative, warm, love, diverse Reading Skills: Skim for main idea; Scan for key details Theme: Diverse families, same warm love Sentence Tip: I love my warm family. 【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Most students actively engage in reading activities and master new vocabulary and basic cross-cultural family knowledge. Group discussions enrich their cultural cognition. However, some students lack coherence in passage retelling. Future teaching will strengthen logical training and comprehensive language output practice.  课题 Unit 2 Topic Writing课型讲授听说课课时1总课时教材分析This writing lesson focuses on introducing family members via family photos. It practices demonstrative pronouns, personal pronouns and position prepositions, guiding students to describe relatives’ looks and hobbies to form complete family-introduction passages学情分析Grade seven students know basic family words but misuse demonstrative pronouns and prepositions frequently. They can write separate sentences yet cannot arrange member information logically when introducing a whole family group核心素养 （教学） 目标Language competence: Master target pronouns and prepositions to write full articles introducing family members’ appearance and hobbies. Thinking quality: Follow photo layout order to introduce family from general overview to individual details. Cultural awareness: Understand the value of family love and cherish family affection. Learning ability: Accumulate useful sentences and improve imitative writing via picture observation and group discussion德育安全Cherish family; respect every family member教学重点难点Key points: Master pronouns, prepositions and descriptive sentences for looks. Difficult points: Sort member order reasonably and write smooth, well-organized family introduction essays教法学法Sentence accumulation, picture analysis, outline sorting and guided imitation writing教学准备PPT, family photos, worksheets and sample composition教学过程设计复备栏Step1 Warming-up & Lead-in (8 mins) The teacher greets students and shows different family photos for oral practice. Students use this/these to name family roles and tell positions with on the right/ in the middle. After short oral sharing, the teacher shows Tom White’s family photo and puts forward today’s writing task: finish an article introducing Tom’s whole family. Students clarify learning goals and get ready for sentence accumulation. Step2 Useful Sentence Accumulation (12 mins) The teacher splits writing sentences into opening, body and closing parts on PPT. Each sentence is read aloud, with key points highlighted: usage of this/these, position prepositions and appearance descriptions. Students read in chorus, group and individually to memorize fixed expressions. Three English proverbs about family are presented to enrich language reserve. Short blank-filling exercises consolidate phrases for later writing output. Step3 Sample Analysis & Writing Outline (15 mins) The teacher displays Tom’s sample writing alongside his family photo. Teachers and students analyze the passage together and conclude three-step writing framework: open with the whole family photo, introduce each member’s position, look and hobbies in body, end with feelings about family love. The clear outline is written on the blackboard. Students discuss in pairs to mark essential writing information and share discussion results with classmates. Step4 Guided Imitative Writing (15 mins) Students start draft writing following the task: introduce Tom White’s family according to the given photo and name list. While writing, the teacher moves around to offer individual tutoring, correcting common mistakes of pronoun misuse and wrong preposition collocation in time. After most drafts are finished, typical writings are shown on screen; the teacher praises excellent expressions and explains universal errors for whole-class revision. Step5 Revision & Expanded Practice (10 mins) Students revise their drafts with peer and teacher suggestions to polish sentence order and wording. The extended task asks students to bring their own family photos and write a short introduction of their real family. Outstanding articles are read aloud in class. Meanwhile, moral education is blended, guiding students to love their families and get along harmoniously with relatives. Step6 Summary & Layered Homework (10 mins) Teacher and students review core pronouns, prepositions and three-part writing structure, stressing error-prone grammar points again. Two-level homework is arranged. Basic homework: Copy core sentences and recite the sample passage. Extended homework: Write a short composition based on your own family photo. The teacher encourages students to apply learnt knowledge into daily sharing. Blackboard Design Unit2 Family Introduction Writing 1.Key: this/these, prepositions(on the right/in the middle) 2.Structure: Opening: Here is a photo of my family. Body: Member + position + look + hobby End: We love and help each other. 3.Sentence: He has short black hair. 【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Most students master core phrases and basic writing structure and finish family introduction smoothly. Several students still confuse singular and plural demonstrative pronouns. Future lessons will add targeted sentence drills and short writing exercises to improve their writing accuracy and logical organization.