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

Unit 2 We're Family!-Section B（2a-2b） This section is a writing - focused part in Unit 2 "We're Family!". It mainly guides students to describe their family members. Activity 2a presents a short introduction to Hu Xiao's family, including basic information such as the appearance, personality and hobbies of each family member. Students are required to select appropriate words or phrases to complete the introduction, which helps them get familiar with the writing structure and key words for describing family. Activity 2b asks students to imitate the short passage in 2a and introduce their own families using a family photo. It also provides key sentence patterns for students to refer to during writing, aiming to cultivate students' ability to express family - related information in English. 教学目标 Students can master key words and phrases for describing family members' appearance, personality and hobbies, such as "handsome", "beautiful", "kind", "clever", "like doing sth.", "love to do sth." etc. Students are able to use the key sentence patterns to describe family members, for example, "My dad is... He likes...", "My mother is... She loves to...". Students understand the writing structure of introducing family, usually in a "general - specific - general" way. 教学重难点 1. Key Points Key words and phrases for describing family members. Key sentence patterns for writing family introductions. The writing structure and logic of family - related descriptions. 2. Difficult Points How to guide students to use vivid and accurate words to describe family members' characteristics. How to help students organize their thoughts and write a complete and coherent passage. 1. Key Words Appearance: handsome, beautiful, tall, short, fat, thin Personality: kind, clever, funny, quiet, active Hobbies: play football, play basketball, go hiking, read books, watch TV, draw pictures 2. Key Phrases like doing sth. (enjoy a certain activity habitually) love to do sth. (have a strong preference for an activity) on one's knee (sitting on someone's knee) in the middle (in the central position) next to (beside) 3. Key Sentence Patterns My + family member is + adj. (description of appearance or personality). He/She likes + V - ing. / He/She loves to + V. (description of hobbies). There are + number + people in my family. (introduction of the number of family members). 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous people's families on the PPT, such as the Obama family, the Beckham family. Ask students to name the family members they know in the pictures and briefly describe them. For example, "This is David Beckham. He is a famous football player. His wife is Victoria Beckham. She is very beautiful and is also a famous singer." This activity can arouse students' interest and lead in the topic of family. 2. Pre - writing (10 minutes) Activity 2a Distribute the handouts with the incomplete passage about Hu Xiao's family. Let students read the passage quickly and try to understand the general idea. Explain the words and phrases in the box, such as "handsome", "kind", "play chess", "go shopping" etc. Make sure students know their meanings and usages. Ask students to choose the appropriate words or phrases from the box to complete the passage. Walk around the classroom to offer help if necessary. After students finish, ask several students to read their completed passages aloud. Check the answers together and explain any mistakes or misunderstandings. Analyze the structure of the passage with students. Point out that it first gives a general introduction of the family, then describes each family member specifically, and finally concludes with the love among family members. 3. While - writing (20 minutes) Activity 2b Ask students to take out their own family photos. First, let them describe their family members to their partners briefly, using the words and sentence patterns they just learned. The partner can ask some questions to get more details. Then, ask students to start writing their own family introductions. Remind them to follow the structure of the passage in 2a, and use the key words and sentence patterns. Provide some guidance on the blackboard, such as: Paragraph 1: General introduction of the family (How many people are there in your family? Who are they?) Paragraph 2: Specific description of each family member (appearance, personality, hobbies) Paragraph 3: Conclusion (How do you feel about your family?) Walk around the classroom during students' writing process. Observe their writing, give one - to - one guidance, correct grammar mistakes, and encourage them to use more vivid words. 4. Post - writing (10 minutes) Peer - review Pair up the students. Let them exchange their writing works. Ask them to read their partners' passages carefully and check for grammar mistakes, spelling mistakes, and whether the content is complete and coherent. They can use a red pen to mark the mistakes and write down some simple comments, such as "Good job! Your description of your father is very vivid." or "There is a grammar mistake here. You should use 'likes' instead of 'like'." Share and show Select several students to come to the front of the classroom and share their family introductions. They can hold their family photos and read their passages at the same time. After each student shares, let the other students give some applause and comments. The teacher also gives positive feedback and encouragement, emphasizing the good points and also giving some suggestions for improvement. 教学反思 After this class, students should have a better understanding of how to describe their family members in English. Most students are able to use the key words, phrases and sentence patterns to write a short passage about their families. However, there are still some aspects that need improvement. Some students may still have difficulties in using the correct verb forms, especially when expressing hobbies with "like" or "love". In future classes, more exercises on verb forms should be provided. When it comes to describing family members' personalities and appearances, some students' descriptions are a bit monotonous. Teachers can provide more adjectives and examples in class to enrich students' vocabulary. In the peer - review part, some students may not be very serious. Teachers can give more specific guidance on how to conduct peer - review effectively in the future, such as setting clear review criteria and asking students to fill in a review form. Overall, this class has achieved most of the teaching objectives, but continuous improvement and adjustment are needed to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$