Unit 2 Meet My Family!Lesson 8 Reading for Writing教案-2025-2026学年仁爱科普版英语七年级上册

Unit 2 Meet My Family!Lesson 8 Reading for Writing I. Core Competence Objectives 1. Language Competence: Understand the structure of the text My Family; master family-related vocabulary and useful expressions ; apply these expressions to draft and revise a family-themed essay. 2. Cultural Awareness: Recognize the importance of family bonds through discussing and writing about family life, and develop a positive attitude towards their own families. 3. Thinking Quality: Learn to analyze the text structure (introduction → family members → family activities → feelings) and归纳 (summarize) key points of each paragraph; use mind maps and outlines to organize ideas logically for writing, improving systematic thinking. 4. Learning Ability: Independently complete reading tasks and collaborate with peers to revise drafts; reflect on their own writing process and adjust learning strategies based on peer feedback. II. Teaching Procedures Step 1 Lead-in 1. Show students the learning objectives of this class. 2. Conduct a free talk about the topic "My Family" with questions: - Do you have a big family or a small family? - How many people are there in your family? - What do they do? - What do your family usually do together? - What do you think of your family? Design Intent Showing the class objectives first helps students set clear learning goals and stay focused throughout the lesson. The free talk is closely linked to the "family" theme—by asking daily-life questions, it activates students’ existing knowledge of family vocabulary and personal experiences. This not only reduces their anxiety about new tasks but also builds a natural connection to the following reading activity, laying a foundation for understanding the text. Step 2 Reading 1. Ask students to read the title My Family and brainstorm how the text might be organized. 2. Have students read the text in Activity 1 and complete the mind map in Activity 1. 3. Guide students to analyze the text structure and identify key points of each paragraph: - Para 1: Introduction (Let me tell you about my family). - Para 2: Number of family members (There are... people in my family). - Para 3: Family activities (My family do many things together). - Para 4: Feelings towards family (I love my family). 4. Help students make an outline based on the text structure and key points. 5. Ask students to read the text again and underline useful expressions . Design Intent Starting with the title to brainstorm text organization trains students to predict text content—an important reading strategy that improves their active thinking. Completing the mind map helps them visualize the text’s key information, making abstract content concrete. Analyzing the text structure and extracting key points develops their ability to "break down" and "summarize" texts, which is essential for later writing (since they need to apply the same structure to their own essays). Underlining useful expressions ensures they accumulate language materials for writing, bridging reading and writing effectively. Step 3 Writing 1. Ask students to draw a personal mind map about "My Family" (including their family members, family activities, and their feelings). 2. Guide students to draft an essay about their family in Activity 3, using the text outline and useful expressions. 3. Arrange pair work: Students discuss their drafts with partners and revise them. 4. Have students write their final draft in their exercise books. Design Intent Drawing a personal mind map helps students organize their own ideas—different from the reading text, this step encourages them to connect to their real lives, making writing more authentic. Drafting with the help of the text outline and expressions reduces their difficulty in starting to write, while pair work promotes collaborative learning. Peers’ feedback allows students to find problems in their drafts that they might not notice themselves, improving their revision ability and sense of participation. Step 4 Evaluating 1. Invite each student to ask their partner to rate their final draft . 2. Students edit their drafts again based on the rating and partner’s suggestions. 3. Call 2–3 students to present their final draft to the whole class, and give brief comments. Design Intent Peer rating makes evaluation more interactive and student-centered—students are not just "writers" but also "evaluators," which helps them understand the criteria for a good essay (structure, language, content). Re-editing after rating ensures that students actually apply feedback to improve their work. Public presentation boosts their confidence in expressing themselves in English; teacher comments further affirm their strengths and point out minor improvements, motivating them to engage in future writing tasks. Step 5 Summary & Homework 1. Summarize the key content of the class with students: (1) The structure of a family-themed text; (2) Useful expressions for talking/writing about family; (3) Steps for writing (mind map → draft → revise → final draft). 2. Assign homework: (1) Polish the final draft and decorate it with family drawings; (2) Read the polished essay to their family members at home. Design Intent The summary helps students review and consolidate what they learned in class, forming a systematic understanding of the "reading-for-writing" process. The homework combines language practice (polishing the draft) with emotional connection (reading to family)—decorating with drawings makes the task more interesting, and reading to family strengthens the link between English learning and real life, enhancing their sense of achievement in using English. III. Blackboard Design - Useful Expressions: 1. Let me tell you about my family. 2. There are... people in my family. 3. My family do many things together. 4. I love my family. - Writing Steps: Mind Map → Draft → Peer Revision → Final Draft IV. Teaching Reflection This lesson focuses on "reading for writing," and most students successfully connected reading (analyzing text structure, collecting expressions) to writing (organizing ideas, drafting). The mind map and outline were effective tools—over 80% of students could use the "introduction → family members → activities → feelings" structure in their drafts, showing improved thinking quality. However, there were two areas to improve: First, a few students struggled with choosing specific words to describe family activities. In future lessons, I should provide more specific vocabulary lists before writing. Second, during pair revision, some quiet students barely spoke—next time, I will assign clear roles to ensure everyone participates. Overall, the lesson achieved the core competence goals, but individual support and group role design need to be strengthened to meet the needs of all students. 学科网（北京）股份有限公司 $