Unit 2 We're Family! Section B 1a-1d 教学设计 2025-2026学年人教版七年级英语上册

Unit 2 We're Family! Section B 1a-1d 教学设计 1a serves as an initial discussion - based activity. It encourages students to talk to each other about their families in more detail. The questions provided, such as "How many people are there in your family?", "Who are they and what are they like?", and "What do they each like?" prompt students to think about and share various aspects of their family members. This not only helps them review and expand on the vocabulary related to family members but also gives them an opportunity to express personal opinions about their family members' personalities and hobbies. For example, students might say, "My father is friendly and he likes fishing in his free time." or "My little sister is very cute and she loves drawing pictures." 1d could potentially be an extension activity. It might ask students to introduce Lily's family to their partners based on what they have read and listened to. This activity combines reading, listening, and speaking skills. Students need to recall the information about Lily's family members, organize their thoughts, and then communicate this information to their peers. It also helps them practice using the simple present tense to describe others' family situations, such as "Lily's dad is very handsome and he often plays tennis with her." 教学目标 0. Improve listening skills. Students should be able to understand descriptions of family members, pick out key information such as names, appearances, personalities, and hobbies from listening materials, and complete relevant tasks based on the information they hear. 0. Develop reading skills. They can read texts about family - related topics, understand the overall meaning, and extract detailed information about each family member. They should also be able to summarize the main ideas of the text and understand the relationships between different family members described in the text. 0. Enhance speaking skills. Students are expected to use the learned vocabulary and sentence patterns to introduce their own families and describe other people's families. They can communicate with their peers, ask relevant questions about family members, and give clear and accurate answers. Their speaking should be fluent and with appropriate intonation and pronunciation. 0. Cultivate writing skills. Although not the main focus in this section, students can be guided to write short descriptions of family members using the correct grammar and vocabulary they have learned, which paves the way for more in - depth writing tasks in the future. 教学重难点 0. Mastering the new vocabulary related to family appearance, personality, and activities. These words are essential for students to describe family members more vividly and accurately. 0. Understanding and using sentence patterns to describe family members. These sentence patterns are the building blocks for students to communicate about family in English. 0. Improving students' listening, reading, and speaking skills in the context of family - related topics. Through a series of activities from listening to speaking, students should gradually become more proficient in using English to deal with family - related information. 0. Strengthening the correct usage of the simple present tense when describing family - related habits and activities. This is crucial for students to express family - related information in a grammatically correct way. 0. Appearance - related Words: 9. "pink" /p k/ (adj. & n.) - can be used to describe a color. In the context of family, it could be used to describe something a family member is wearing, like "I'm the one with the pink hat." 9. "hat" /h t/ (n.) - an item of clothing worn on the head. It is a common accessory that can be used to describe a family member's appearance. 9. "handsome" / h ns m/ (adj.) - used to describe a good - looking man. For example, "This is my dad, Fred, on the left. He’s very handsome." 0. Body - part and Location Words: 10. "knee" /ni / (n.) - the joint between the thigh and the lower leg. In the text, "My little brother, Sam, is on his knee." 10. "in the middle" - indicates a central position. "My grandparents, Jack and Sarah, are in the middle." 0. Family - member - related Words: 11. "grandchild" / r nt a ld/ (n.) - a child of one's son or daughter. "My grandparents have three grandchildren: Sam, my cousin Lucy, and me." 11. "grandchildren" / gr n t ldr n/ (pl.) - the plural form of "grandchild". 11. "son" /s n/ (n.) - a male child of a person or couple. Although not directly used in the given text example, it is an important family - member word. 0. Time - related Phrase: 12. "at night" - refers to the period of darkness between sunset and sunrise. "She always reads me a story at night." 教学过程 I. Warm - up (5 minutes) 1. Teacher's Family Introduction: Begin the class by showing the students a photo of your own family. Use the questions from 1a, such as "How many people are there in my family?", "Who are they and what are they like?", and "What do they each like?" to introduce your family members. For example, "This is my family photo. There are four people in my family. My father is a doctor. He is very serious but also kind - hearted. He likes reading books in his spare time. My mother is a teacher. She is very friendly and loves cooking delicious meals for us. My little brother is naughty but very cute. He likes playing football." This personal sharing not only catches students' attention but also sets a good example for the following activities. 1. Brainstorming on Family - related Words: After the introduction, start a brainstorming activity. Write the word "Family" on the board and ask students to call out as many family - related words as they can think of. These words can include family - member names, adjectives to describe family members (like "kind", "funny", "handsome"), and activities that family members do together (such as "play games", "watch TV"). Write down all the words they mention on the board. This activity helps activate students' prior knowledge related to families and warms them up for the upcoming learning tasks. II. Pre - reading (1a) (10 minutes) 1. Pair - work Discussion: Divide the students into pairs. Give each pair a set of questions similar to those in 1a. Let them take turns asking and answering these questions about their own families. Encourage them to use as much detail as possible. For example, when answering "What are your family members like?", they can say, "My mother is very patient. She always listens to my problems carefully and gives me good advice. My father is hard - working. He goes to work early every day to support our family." Walk around the classroom, listening to their conversations and providing guidance when necessary, such as correcting grammar mistakes or suggesting more vivid expressions. 2. Sharing in Class: After the pair - work, select a few pairs to share their conversations with the whole class. The rest of the students listen carefully and can ask questions if they are interested in certain aspects of the shared families. This sharing activity not only gives students a chance to practice speaking but also exposes them to different family situations and enriches their vocabulary related to family descriptions. III. While - reading (1b) (10 minutes) 1. Introduction to Lily's Family and Prediction: Show the students a picture of Lily's family (if available in the textbook materials) or describe it briefly. Then, introduce Lily's family background, such as "Lily is from Ireland and she has a big and happy family. Let's predict what we might learn about her family from the passage." Encourage students to make guesses based on the picture and their own experiences. For example, they might say, "Maybe Lily's parents have interesting jobs." or "There might be some funny stories about her little brother." 2. Reading Strategies Guidance: Before students start reading, give them some reading strategies. Explain that they can first skim the passage quickly to get a general idea, and then read it more carefully to find specific information. For example, when skimming, they should focus on the first and last paragraphs and any headings or bold - faced words. When reading carefully, they can underline important information about each family member, such as their names, appearances, personalities, and hobbies. 3. Reading and Marking the Photo: Let students read the passage in 1b. As they read, ask them to mark the people in the photo according to the description in the text. They can write the names of family members next to the corresponding figures in the photo and note down some key characteristics. After they finish reading and marking, check the answers together. For example, ask, "Who is on the left in the photo? What's his name and what's he like?" This activity helps students improve their reading comprehension and the ability to match text information with visual materials. IV. Post - reading (1c) (10 minutes) 1. True or False Exercise: Present a set of true or false statements related to the passage in 1c. For example, "Lily's father is a tennis player." (False), "Sam is seven years old and likes chess." (True). Let students read the statements carefully and then refer back to the passage to determine whether each statement is true or false. They can work individually first and then discuss their answers in pairs. After that, go through the answers as a class, asking students to explain why they think a statement is true or false. This exercise helps students review the details of the passage and improve their reading - based reasoning skills. 2. Group Discussion on Family - related Topics: Divide the students into small groups. Give each group a family - related topic to discuss, such as "What makes a family happy?" or "How do family members support each other?" Encourage them to use examples from Lily's family in the passage or their own families. Each group selects a representative to report their discussion results to the whole class. This group - discussion activity promotes students' critical thinking and communication skills, and also deepens their understanding of family values. V. Speaking Practice (1d) (10 minutes) 1. Modeling the Description of a Family Photo: First, show the students a family photo (it can be your own or a sample photo). Model how to describe the photo using the language and information they have learned. For example, "Look at this photo. This is my friend's family. In the middle are her grandparents. They look very kind. On the left is her father. He is tall and handsome. He likes playing basketball. Next to him is her mother. She is beautiful and always smiles. She loves reading books. And this little girl is my friend. She is cute and likes dancing." Use vivid expressions and correct grammar to make the description engaging. 2. Student - led Family Photo Descriptions: Then, ask the students to take out their own family photos (if they have brought them) or use the photos provided by the teacher. In pairs, they take turns describing their family photos to their partners. They should include information about who the people are, what they look like, and what they like to do. Walk around the classroom to monitor their conversations, offer encouragement, and correct any language mistakes. After the pair - work, invite some students to come to the front of the class and show their family photos while describing them to the whole class. The rest of the students listen and can ask questions or give compliments. This speaking practice allows students to apply what they have learned to real - life situations and boosts their confidence in using English to talk about their families. 学科网(北京)股份有限公司 $$