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中小学教育资源及组卷应用平台
人民教育出版社 七年级上册教学设计
Unit 2 We are family Section 6 Reading plus
Content Analysis
What
This lesson is a reading reinforcement. The text presented is the family bond in names. The content mainly introduces the name of Alan from England, the names of his grandfather and father, and the name of his mother. It introduces each person’s surname, given name, middle name, full name, and the corresponding tradition and reasons.
Why
The passage introduces the surname, given name, middle name, full name, relevant traditions and the reasons behind them of each member of the Allen family in England, so that we can understand the origin of foreign names, cultivate cultural awareness, understand the cultural differences and respect them.
How
The discourse is presented in a hierarchical structure. The first paragraph introduces the greeting and personal details, including the speaker’s name and nationality. It then delves into the culture of names, explaining that there are given names, middle names, and surnames. The second paragraph introduces Alan’s grandfather and his father’s names, noting that both have the same given name to show genuine respect, and explains how they address each other to distinguish between the two. The third paragraph discusses Grandma Alan’s former and current names, explaining that in Britain, women often adopt their husband’s surname. The final paragraph presents the author’s perspective, suggesting that names reflect family ties and posing the question: How do we view names
Learning Objectives
By the end of this section, students will be able to:
1. predict the relationship between characters through titles and pictures;
2. get the main contents and details of the passage;
3. express their opinions and ideas about the content of the passage;
4. understand and speak about the cultural differences between Chinese names and foreign names.
Focal and Difficult Points
Focal Points
Guide students to look at pictures and read the title to guess the relationship between characters and the general meaning of the passage, and then guide them to learn how to identify key words and develop learning strategies.
Difficult Points
Compare Chinese and foreign naming cultures and cultivate students’ cross-cultural awareness and international perspective.
Procedures
Teaching Activities Learning Activities Purpose
Step 1 Warm-up and lead-in Ask students to take turns to talk about their Chinese names and explain the meanings behind them. Talk about their own names and explain the meanings behind them with their peers. S: My name is... My brother’s name is... We have the same character... To create a context for students’ subsequent learning.
Step 2 Interaction 1. Ask students to observe the family photo (on page 76) and guess the relationship between them. T: What is the relationship between these people Can you guess 2. Guide students to read the title, the picture, the first sentence of the first and last paragraphs, to get the main idea. These questions will help them: What’s this passage about What’s the type of the passage How many paragraphs are there Which one is the correct structure of the passage Tip: Ask students to observe Alan and the English teacher’s names and summarise the difference between English names and Chinese names. 3. Ask students to find out the names of the family members, and then think about the origin and function of middle names. 1. Observe the family photo and guess the relationship between them. S: Maybe they are family. 2. Read the title, the picture, and the first sentence of the first and last paragraphs to get the main idea. Read the second paragraph carefully and find out the names of Alan’s father and pare the similarities and differences between their names. 3. Find out the names of the family members, and then think about the origin and function of middle names. To guide students to analyse the passage from the whole to the details and fully understand the content and implied meaning of the passage.
Step 3 Practice 1. Ask students to discuss with group members the differences in the culture of Chinese and English names. 2. Ask students to talk about the meaning of the title and the sentence “Names show family ties”. 1. Discuss the different cultures of Chinese and English names with your group members. 2. Talk about the meaning of the title and the sentence “Names show family ties”. S: It means that names hold a family together, tying them closer and encouraging them to care for and support each other. To help students apply the learned knowledge of name culture to real life and develop a deep understanding of this culture.
Step 4 Report Provide some guided questions and encourage students to report their family information. Offer the passage structure, rules and evaluation standards to help students organise their reports. Report their own family trees to the class and introduce them according to the teacher’s questions and rules. To offer context for students to practice what they have learned about name culture.
Step 5 Homework Must do: Listen and repeat the passage. Choose to do: Surf the Internet for more information about English names and Chinese names. Finish their homework. To help students consolidate what they have learned.
Blackboard Design
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