Unit 2 Meet My Family!-Exploring the Topic-Thinking Skills教学设计 2025-2026学年仁爱科普版（2024）七年级英语上册

Unit 2 Meet My Family!-Exploring the Topic-Thinking Skills This lesson is from Unit 2 "Meet My Family!" of the Ren'ai Science Edition (2024) English textbook for Grade 7. It focuses on developing students' thinking skills, especially in organizing ideas about family activities. Students will learn how to use mind maps to present their thoughts clearly. By discussing family activities, they will not only enhance their language skills but also deepen their understanding of family life and the importance of spending time with family members. 教学目标 A. Knowledge Objectives Students will be able to master vocabulary related to family activities, such as "go shopping", "watch TV", "have a picnic", etc. Learn how to use simple present tense to describe regular family activities. For example, "My family often goes to the park on weekends." B. Ability Objectives Enable students to use mind maps to organize and express their ideas about family activities, improving their logical thinking and information - organizing abilities. Develop students' oral and written communication skills by describing family activities. They should be able to talk about their own family activities and understand others' descriptions. C. Emotional Objectives Cultivate students' awareness of family values and the importance of family time through the discussion of family activities. Encourage students to actively participate in class activities, enhancing their confidence in using English to express themselves. 教学重难点 A. Key Points Vocabulary and phrases related to family activities. Using mind maps to organize ideas about family activities. Applying the simple present tense correctly to describe family activities. B. Difficult Points How to help students create a complete and logical mind map to present their ideas about family activities. Guiding students to use rich and accurate language to describe family activities in oral and written forms. A. Vocabulary Family activities: go shopping, watch TV, have a picnic, play games, do housework, read books, etc. Frequency adverbs: always, usually, often, sometimes, seldom, never B. Grammar Simple present tense: Structure: Subject + verb (原形 or -s/-es) + object. For the third - person singular (he/she/it), the verb takes the -s or -es form. For example, "He plays basketball every day." For other subjects (I/you/we/they), the verb uses the base form, such as "We often go to school by bike." Usage: Used to describe habits, regular actions, or general truths. 教学过程 A. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different family activities on the PPT, such as a family having dinner together, playing in the park, etc. Ask students to look at the pictures and answer the question: "What are the families doing in the pictures?" Encourage them to answer in English. For example, a student may answer, "The family is having dinner." This activity aims to quickly attract students' attention, activate their prior knowledge about family activities, and create a relaxed English - learning atmosphere. B. Presentation (10 minutes) Vocabulary teaching Teach the new vocabulary and phrases related to family activities one by one. For each word or phrase, show its corresponding picture on the PPT and read it aloud several times, asking students to repeat after the teacher. For example, when teaching "go shopping", show a picture of a family in a supermarket, and say, "Look at this picture. The family is going shopping. G - o, go; s - h - o - p - p - i - n - g, shopping. Go shopping." Let students imitate the pronunciation and spelling. After teaching all the words and phrases, play a "Vocabulary Relay" game. Divide the students into several groups. The first student in each group says a family - activity word or phrase, and the next student in the same group has to say a different one. If a student can't say a new word within 5 seconds, the group is out. The last remaining group wins. This game helps students quickly remember the new vocabulary. Introduction to mind maps Draw a simple mind map on the blackboard with "Family Activities" in the center circle. Then, draw several branches and write some common family activities like "on weekends", "on holidays", and "in the evenings" on each branch. Under the "on weekends" branch, write "go shopping", "have a picnic", etc. Explain to students that a mind map can help us organize our thoughts clearly. Show some more examples of mind maps about family activities on the PPT, and briefly explain how to use them to present ideas. This step makes students understand what a mind map is and how it can be used in relation to family activities. C. Practice (15 minutes) Group work: Let students work in groups of four. Each group is given a piece of paper and asked to create a mind map about their own family activities. They can start with the center circle "My Family Activities" and then add branches according to different time periods or types of activities. While students are working, the teacher walks around the classroom, offering help and guidance. For example, if a group is not sure how to spell a certain word, the teacher can tell them; if a group has difficulty in coming up with more activities, the teacher can give some suggestions. After the groups finish creating their mind maps, ask each group to choose a representative to come to the front of the class and introduce their mind map to the whole class. The representative should point to the mind map and say something like, "This is our mind map about my family activities. In the center, we have 'My Family Activities'. On weekends, my family usually goes shopping. Sometimes we also have a picnic in the park. In the evenings, we often watch TV together..." Other students in the class can listen carefully and ask questions if they have any. This activity allows students to practice using the new vocabulary and organizing their ideas in a logical way, as well as improving their oral communication skills. D. Production (10 minutes) Writing task: Based on the mind map they created in the group work, ask students to write a short passage about their family activities. They should use the simple present tense and try to make their descriptions as detailed as possible. The teacher can write some guiding sentences on the blackboard, such as "My family is very busy. We have many activities together. On... we usually... Sometimes we...", to help students start writing. After students finish writing, ask them to exchange their passages with their deskmates. They should read each other's passages, check for grammar and spelling mistakes, and give some suggestions for improvement. Then, each student makes revisions according to their deskmate's suggestions. Finally, ask a few students to read their revised passages aloud to the class. This writing task helps students further consolidate the vocabulary and grammar they have learned, and also improves their writing skills and ability to express themselves in written English. E. Summary and Homework (5 minutes) Summary Summarize the key points of this lesson with the students. Review the new vocabulary related to family activities, the usage of simple present tense in describing family activities, and the importance of using mind maps to organize ideas. Ask students to recall what they have learned in this class. Praise the students for their good performance in class, especially those who actively participated in the group work and showed excellent presentations. Encourage all students to keep up the good work in future English learning. Homework Ask students to make a more detailed and beautiful mind map about family activities at home, and write a short passage under each branch to describe the activities in more detail. They can also add some pictures to their mind maps to make them more vivid. Ask students to share their mind maps and passages with their families in English, and listen to their families' opinions. This homework not only helps students review and consolidate what they have learned in class but also promotes communication between students and their families in English. 教学反思 In this lesson, the use of pictures and group work effectively aroused students' interest in learning. Most students actively participated in class activities, especially in the group work of creating mind maps. However, some students still had difficulty in coming up with rich ideas for family activities, which may be due to their limited life experience or lack of creativity. In future teaching, more examples and guidance can be provided to help these students expand their thinking. When teaching grammar, although the simple present tense is not very difficult, some students still made mistakes in the third - person singular form of verbs. More exercises and individual guidance should be given to strengthen their understanding and correct usage of grammar. The communication between students during the peer - review of writing was quite good. However, some students were not very brave to express their opinions. Teachers should encourage these students to be more active and confident in such communication, and create a more relaxed and friendly atmosphere for peer - review. Overall, this lesson achieved most of the teaching objectives. But there is still room for improvement in terms of further guiding students to think deeply and express themselves more accurately and vividly. In the next class, relevant review and reinforcement activities can be carried out to continuously improve students' language ability and thinking skills. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$