【新课标】Unit 2 We are family Section 2 Pronunciation 2a-2e 教案—人教版英语七年级上册

中小学教育资源及组卷应用平台 人民教育-出卷网- 七年级上册教学设计 Unit 2 We are family Section 2 Pronunciation 2a-2e Content Analysis The dialogue depicts the situation where Peter is invited to Teng Fei’s home as a guest. Some items in Teng Fei’s living room arouse Peter’s interest, and the two naturally start talking about which family member these items belong to. Through Teng Fei’s introduction of these items (including ping-pong bats, fishing rods, a piano, etc.), Peter gets some understanding of the hobbies of Teng Fei’s family members. Judging from the content of the conversation, the listening dialogue mainly introduced the identities and relationships of different family members, while this dialogue extends to the daily hobbies and interesting activities of family members. The scope of the topic gradually expands, and the content of the expression is also richer. In terms of the discourse composition, this dialogue adopts a “material–driven” approach to expand content: Teng Fei takes specific items (such as ping-pong bats, fishing rods, and a piano) as the starting point for communication, and through introducing these objects, he indirectly conveys information about his family members’ hobbies, enabling Peter to form a basic understanding of them. Compared with the listening dialogue — which centres its content on clarifying the identities and interpersonal relationships of various family members — this dialogue shows a clear expansion in content structure. It extends the discussion from the basic “family relationship framework” to the more detailed “daily hobbies and interesting activities of family members”. This structural design not only realises the gradual broadening of the topic scope but also enriches the expressive content of the dialogue, making the presentation of family-related information more comprehensive and vivid. Learning Objectives By the end of this section, students will be able to: 1. master letters and letter combinations for / :/, / /, / / and /ɑ /, and distinguish “s” pronunciation rules and stressed syllables; 2. use listening strategies (guessing dialogue scenes in the pictures) to understand family-introduction dialogues, and grasp related vocabulary and sentence patterns about items and activities. Focal and Difficult Points Focal Points Sort out and learn phonetic knowledge as well as sentence patterns for introducing items and activities. Difficult Points Apply the learned phonetic knowledge and introduction sentence patterns to conduct role-play conversations. Procedures Teaching Activities Learning Activities Purpose Step 1 Lead in 1. Let students put pictures of their family members on the family tree and introduce these members. 2. Guide students to pronounce /i/ /i:/ /e/ / / and guide them to try to learn some new ones. 1. Show your family tree and introduce your family members. 2. Follow the teacher to practice the pronunciation of the vowels in Unit 1. To help students review and st ... ...