Unit 2 We're Family! Section B（1a～1d）教学设计 2025-2026学年人教版（2024）七年级英语上册

Unit 2 We're Family!-Section B（1a-1d） This section focuses on further exploring the theme of family. It begins with activity 1a, where students are encouraged to talk about their own families in more detail, including the number of family members, their appearances, personalities, and family activities. Then, in 1b and 1c, students will read a passage about Lily's family photo. They need to label the people in the photo according to the text and judge the truth of some statements, which helps them improve their reading comprehension skills. Finally, in 1d, students are required to retell the information about Lily's family in their own words, promoting the application of the learned language. 教学目标 A. Knowledge Objectives Students will be able to master new words and phrases related to family description, such as "pink", "hat", "handsome", "knee", "at night", "in the middle", "grandchild", "grandchildren", "son", etc. They can understand and use sentence patterns for introducing family members, like "This is...", "He/She is...", "They are...". B. Ability Objectives Improve students' reading ability, including skimming for general information and scanning for specific details. Develop students' oral English skills by describing family members and retelling the text. Enhance students' writing ability to a certain extent, for example, being able to write a simple introduction to a family photo. C. Emotional Objectives Foster students' love for their own families and awareness of family importance. Cultivate students' cross - cultural communication awareness as they learn about Lily's Irish family. 教学重难点 A. Key Points New vocabulary and phrases for family description. Reading comprehension of the passage about Lily's family photo. Using proper language to describe family members. B. Difficult Points How to help students understand and use the new words and phrases in context. Guiding students to organize their thoughts and describe family members clearly and vividly. Encouraging students to actively participate in class activities and express their opinions bravely. A. New Words and Phrases pink /pɪŋk/adj. & n. 粉红色 (的) The little girl is wearing a pink dress. 这个小女孩穿着一条粉红色的连衣裙。 hat /hæt/n. 帽子 He always wears a black hat. 他总是戴着一顶黑色的帽子。 handsome /ˈhænsəm/adj. 英俊的 Her father is a handsome man. 她父亲是个英俊的男人。 knee /niː/n. 膝；膝盖 The baby is sitting on his mother's knee. 婴儿坐在妈妈的膝盖上。 at night 在夜晚 We often look at the stars at night. 我们经常在夜晚看星星。 in the middle 中间；中部 The teacher is standing in the middle of the classroom. 老师站在教室中间。 grandchild /ˈɡræntʃaɪld/n. (外) 孙子；(外) 孙女 My grandparents love their grandchildren very much. 我的祖父母非常爱他们的孙子孙女。 grandchildren /ˈɡrænˌtʃɪldrən/pl. (外) 孙子；(外) 孙女 （例句同上） son /sʌn/n. 儿子 She has a lovely son. 她有一个可爱的儿子。 B. Key Sentence Patterns This is my dad, Fred, on the left. 这是我的爸爸，弗雷德，在左边。 He's very handsome. 他非常英俊。 My little brother, Sam, is on his knee. 我的弟弟，萨姆，在他的膝盖上。 My mum, Jane, is on the right. 我的妈妈，简，在右边。 She always reads me a story at night. 她总是在晚上给我读故事。 My grandparents have three grandchildren: Sam, my cousin Lucy, and me. 我的祖父母有三个孙子孙女：萨姆，我的表妹露西，还有我。 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some family photos of famous people on the PPT, such as the royal family of the UK. Ask students some questions like "How many people are there in this family?" "Who are they?" to arouse students' interest and lead in the topic of this class. B. Pre - reading (10 minutes) New Words Teaching Present the new words one by one on the PPT, along with pictures to help students understand the meanings. For example, when teaching "pink", show a picture of a pink flower; when teaching "hat", show different kinds of hats. Let students read the words after the teacher for several times, paying attention to the pronunciation. Then, ask some students to read the words individually to check their pronunciation. Activity 1a Divide students into pairs. Ask them to talk about their own families according to the questions in 1a, such as "How many people are there in your family?", "Who are they and what are they like?", "What do they each like?", "What is fun about your family?" Walk around the classroom, listen to their conversations, and offer help if necessary. After a few minutes, invite some pairs to share their conversations with the whole class. C. While - reading (15 minutes) Skimming Present Lily's family photo on the PPT and tell students that they are going to read a passage about this photo. Let them skim the passage quickly and answer the question: "How many people are there in Lily's family?" Ask a student to answer the question and check the answer. Scanning Let students read the passage carefully again. For activity 1b, ask them to label the people in the photo according to the text. After they finish, check the answers together. Point to each person in the photo and ask students to say who they are. For example, point to Lily's dad and ask "Who is this?" Students should answer "This is Lily's dad, Fred." For activity 1c, let students read the statements and decide whether they are true or false according to the text. Check the answers one by one. For each false statement, ask students to correct it. For example, if the statement is "Lily's mother often plays tennis with her", students should correct it to "Lily's father often plays tennis with her." D. Post - reading (10 minutes) Activity 1d Ask students to retell the information about Lily's family in their own words. First, let them prepare for a while by looking at the labeled photo and the text. Then, invite several students to stand up and retell. Encourage other students to listen carefully and give some suggestions if there are mistakes or if the retelling can be improved. Group Discussion Divide students into groups of four or five. Give each group a family photo (it can be a photo from a magazine or a photo the teacher prepared in advance). Let them discuss and describe the people in the photo, using the words and sentence patterns they have learned. Walk around the groups, listen to their discussions, and give guidance. After the discussion, each group chooses a representative to come to the front of the class and introduce the family photo to the whole class. E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with students, including new words, phrases, and sentence patterns. Review how to describe family members and read a passage about a family photo. Homework Ask students to write a short passage about their own family photos. They should introduce each family member, including their names, appearances, personalities, and what they like to do. Tell students to bring their family photos to the next class and be ready to share their passages. 教学反思 After this class, students should have a better understanding of how to describe family members and read a passage related to family. However, there are still some aspects that need to be improved. During the teaching process, some students may have difficulty in pronouncing new words accurately. In the future, more time should be spent on word pronunciation drills. Also, when asking students to describe their families in 1a, some students may lack enough vocabulary to express their ideas vividly. Teachers can provide more adjectives about personalities and appearances in advance to enrich students' language. In the reading part, although most students can understand the main idea of the passage, some students may still have trouble in finding specific details quickly. More reading practice with different levels of difficulty should be arranged to improve students' reading skills. In the group discussion and retelling activities, some students may be too shy to speak in public. Teachers need to encourage these students more and create a more relaxed and friendly atmosphere in class to help them overcome their shyness and actively participate in class activities. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$