Unit 2 We're Family Section A 1a-1d教学设计 2024-2025学年人教版（2024）七年级英语上册

Unit 2 We’re Family Instruction Design Section A 1a-1d 1. The analysis of the text. 【What】There are two dialogues in this lesson. The dialogues are mainly about Yaming, a Chinese student, introducing his family in the park, and Peter, a British student, introducing his family photo to Teng Fei. 【How】The text of this lesson has two dialogues introducing their family members. Some functional expressions are included, like greeting, introducing, ask and clarify identity. 【Why】It aims to make the learners have a deeper understanding of the content of the theme picture, be able to identify the scenes, tell the identity of the characters, the relationship between the characters and relevant information, and actively participate in the study of this unit. 2. The analysis of students. 【Strength】Students have learned related content in primary school. 【Weakness】It’s challenging for them to organize the information in a family tree and output complete sentences. 3. Aims of teaching. 【Language competence】 (1)Identify words of family members; (2)Make up conversations to introduce family members; 【Thinking ability】 Improve the thinking ability by putting information into the family tree; 【Cultural awareness】 Identify the definitions of family members; 【Learning strategy】 Learn to use the mind map to classify the information; 4. Process of instruction. Teacher activities Students activities Evaluation 1. Lead in Today, let’s move on to the second unit titled We’re Family. Here is the task of the class: Introduce your family photo to class. 1. Students get themselves familiar with the task. 1.Students can identify the task of the class. Purpose of the design: By presenting the authentic task, students are able to identify the target of the class and get motivated. 2.Identify the family members. Firstly, look at the theme picture and answer the questions: 1.Who are in the photo? 2.What do you think of the family? 2.Students look at the theme picture and answer the questions. 1.Who are in the photo? Mother, father, grandmother, grandfather, sister and me. 2.What do you think of the family? They all wear smiles./They hold each other and stay close. They are happy./They love each other. /They live in a harmonious family. 2.Students can observe and get the target information from the picture. 3.1a Do you know how to call your family members? Match the definitions with members of the family. 3.Students look through the definitions and match. 3.Students can figure out how to call the family members. 4.1b Now, let’s learn something about our friends’ family. Look at the two pictures. What can you see in the pictures? What are they doing? 4.Students name the people and things in the pictures. They are greeting each other. Peter is introducing his family. 4.Students can tell the details in the two photos. 5.1b Listen and number the pictures in the order you hear them. 1c Listen again and complete the sentences. 5.Students listen and number the pictures by the key words and then catch the details to fill in the blanks. 5.Students can catch the key words in the audio and complete the two tasks. Purpose of the design: Through the listening tasks, students can learn to identify the family members by observation and listening to the key words in the audio. 6.Practice 1.Listen again and fill in the blanks. 6.Students listen and try to catch the key words. Yaming: Morning, Ella. Ella : Oh, hi, Yaming! Glad to see you here in the park! Yaming: Me too. Ella, these are my parents. Dad and Mum, this is my classmate, Ella. Mr & Mrs Wang: Nice to meet you, Ella. Ella :Nice to meet you too, Mr and Mrs Wang. Yaming: And this is my sister, Yaqi. Ella : Hi, Yaqi! Yaqi : Hi, Ella! Teng Fei: Is this your family photo, Peter? Peter : Yes, it is. Teng Fei: Are these your parents? Peter : Yes, they are. Teng Fei: Who's he? Peter : He's my father's brother, my uncle. And this is my aunt. Teng Fei: Who's she? Peter : She's my sister, Helen. Teng Fei: Is this your brother? Peter : No, it's my cousin, David. This is my brother, Jim. Teng Fei: Who are they? Peter : They're my grandparents. They're my father's parents. Teng Fei: What a happy family! 6.Students can fill in the blanks to complete the sentences with proper words. 7. Make a family tree of Peter’s family. 7.Students make Peter’s family tree by the script in the conversation. 7.Students can identify the relationship among Peter’s family and make the family tree. 8.Introduce Peter’s family based on the family tree in your own words. 8.Students work in pairs to introduce Peter’s family. 8.Students can introduce Peter’s family by complete sentences. 9.Production 1d Bring a family photo to class and talk about the people in it. 9.Students present their family photos and introduce their family members with the target language learned in the class. 9.Students can introduce their family members fluently with proper expressions. And then evaluate their performance by the assessment checklist. Purpose of the design: Students can consolidate the target language by listening to fill in the blanks, as well as introducing Peter’s family with the help of the mind map. Blackboard design Unit 2 We’re Family Section A 1a-1d -Who’s he/she? -He/She is... -Who are they? -They are ... This/That is ... These are ... 学科网（北京）股份有限公司 $$