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

该初中英语教学设计围绕Kangkang的家庭日常活动，聚焦家庭主题词汇（如“visit”“have dinner”）、句型及略读策略。通过展示家庭活动图片引导学生描述，自然引入文本，以思维导图为支架梳理家庭成员、活动及时间信息。 特色在于融合新课标核心素养，读中通过略读训练提升思维品质（快速抓段落主旨），读后小组用图片讨论描述家庭活动强化语言能力与合作学习能力。思维导图与小组任务结合助学生逻辑组织信息，教师可直接套用环节，高效落实词汇、阅读与文化意识培养。

Unit 2 Meet My Family!-Exploring the Topic-Theme Reading The Theme Reading in Unit 2 of Ren'ai Science Edition (2024) for Grade 7 English focuses on introducing Kangkang's family. It describes the daily activities of Kangkang's family members, such as what they do after work and on weekends. Through this text, students can learn about different family roles and the importance of family time. The text also provides a good opportunity for students to practice their reading skills, especially the skimming strategy, and to expand their vocabulary related to family and daily activities. 教学目标 1. Language Competence Students will be able to master the key vocabulary and phrases related to family activities, such as "visit", "have dinner", "set the table", "clean up", etc. They can use the learned language to describe family members' activities accurately and fluently. Students will be capable of using the skimming reading strategy to quickly obtain the main idea and key information of the text. 2. Cultural Awareness Students can understand the importance of family time in different cultures and respect the diversity of family cultures. They will realize the significance of family members' cooperation and participation in family activities. 3. Thinking Quality Through analyzing the text, students can improve their logical thinking ability, such as organizing information in a clear way. They can develop their critical thinking by evaluating the family activities described in the text and relating them to their own family experiences. 4. Learning Ability Students will learn how to use reading strategies independently, and gradually form the habit of self - directed learning. They can cooperate with their classmates in group activities, improving their communication and cooperation skills. 教学重难点 1. Key Points The skimming reading strategy, including quickly identifying the main idea and key information in the text, such as focusing on the first and last sentences of paragraphs, key words, etc. Key vocabulary and sentence patterns related to family activities, for example: "They are very busy most of the time. But after work, we do many things together." Understanding the overall structure and main content of the text about Kangkang's family activities. 2. Difficult Points Organizing and presenting information in a logical way when introducing family activities, for instance, using a thinking map to clearly show the relationship between family members and their activities. Applying the learned language and reading strategies flexibly in new situations, such as writing a passage about their own family activities based on the learned model. 1. Key Words Nouns: Saturday, basketball, noon, afternoon, parent, TV (television), chore, text, tree, weekend, dinner, food, table, job, son, bike (bicycle) Verbs: visit, eat, watch, go, live, ride Adjectives: busy, small Prepositions: on, for Pronouns: him, them, something Abbreviation: Mrs (Mrs.) Determiners: their, its Words with Multiple Parts of Speech: park (n. park; v. park the car), shop (v. go shopping; n. store), walk (v. walk; n. a walk), his (det. & pron.), some (det. & pron.), most (det., pron. & adv.), about (prep. & adv.), show (v. & n.), after (prep. & conj.), set (v. & n.), clean (v. & adj.), up (adv. & prep.), whose (det. & pron.), well (adv. & n.) 2. Key Phrases be busy on Saturdays play basketball in the morning help sb. (to) do sth. at noon in the afternoon watch TV do chores go to the park go shopping walk the dog live with sb. most of the time on weekends have dinner set the table clean up very much ride a bike 3. Key Sentence Patterns I'm busy on Saturdays. I play basketball with my father in the morning and help my mother cook at noon. We read and watch TV together. There are three people in his family: his parents and him. What's the text about? They are very busy most of the time. My grandparents don't live with us. My sister helps our grandparents set the table and I clean up with my father after dinner. -Is that man your teacher? -Yes, he is. -Michael, do you like singing? -Yes, I do. -Does he like playing the guitar? -Yes, he does. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different families doing various activities, such as having a picnic, watching TV together, and playing games. Ask students to describe what they see in the pictures briefly. For example: "Look at this picture. What are they doing? Yes, they are having a picnic in the park. How happy they look!" Then lead in the topic of today's class: "Today, we are going to learn about Kangkang's family and their activities. Let's see how they spend their family time." 2. Pre - reading (10 minutes) Brainstorming: Ask students to think about and share how they usually spend their family time. Write down their answers on the blackboard, such as "have dinner together", "go for a walk", "play games", etc. Prediction: Show the title of the text "My Family Time" and some pictures related to the text (if available). Let students predict what the text may be about. For example, ask: "From the title and these pictures, what do you think the text will talk about? Maybe it will talk about when Kangkang's family get together and what they do." 3. While - reading (15 minutes) First reading: Let students read the text quickly (skimming) and underline the main idea of each paragraph. Then ask them to write a proper title for the text if they think the given one is not suitable. Check the answers together. For example, the main idea of the first paragraph may be that Kangkang's parents are busy but they do things together after work. Second reading: Read the text again carefully. Ask students to mark "T" (True) or "F" (False) according to some statements related to the text. For example: Kangkang's mother is a doctor. (F) They often visit Kangkang's grandparents on weekends. (T) Third reading: Let students read the text once more and complete a thinking map. The thinking map can include columns for family members, their activities, and the time when the activities happen. After that, check the answers and ask some students to explain their thinking maps. 4. Post - reading (10 minutes) Group work: Divide students into groups of 4 - 5. Each group gets a set of pictures showing different family activities. Students need to discuss and describe these activities in their groups. Then each group chooses a representative to report to the whole class. Retelling: Based on the thinking map and the discussion in groups, ask students to retell Kangkang's family time. They can use their own words as much as possible while including the key information in the text. 5. Summary and Homework (5 minutes) Summary: Summarize the key points of this class with students, including the new words, phrases, sentence patterns, and the reading strategy. Emphasize the importance of family time. Homework: Require students to recite the new words and phrases. Let them retell Kangkang's family time fluently to their parents at home. Ask students to draw a thinking map of their own family time and write a short passage to introduce it. They can share it with their classmates in the next class. 教学反思 After this class, it is necessary to reflect on the teaching process. Consider whether the teaching objectives have been achieved. For example, if students can accurately use the learned vocabulary and sentence patterns to describe family activities and master the skimming reading strategy, it indicates that the teaching in terms of language competence has been effective. In terms of cultural awareness, observe if students can understand the importance of family time and respect different family cultures. Regarding thinking quality, check if students can organize information in a logical way when introducing family activities. For learning ability, see if students can use reading strategies independently and cooperate well in group activities. If students have difficulties in understanding the text or using the learned knowledge, think about whether the teaching methods are appropriate. Maybe more examples or more detailed explanations are needed. Also, consider if the time arrangement is reasonable. If the group work takes too much time, it may affect the summary and homework assignment part. Based on the reflection, adjustments can be made for future teaching to improve teaching effectiveness. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$