资源简介

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 1 Section A 1a-1d
Overview
This unit marks a foundational chapter in the textbook and a significant step in students’ junior high school journey. Centred on the theme of “Human and Society”—specifically “Interpersonal Communication” and “Family Bonds and Social Belonging”—it guides students to explore the role of family as the core unit of society. Through relatable materials about family members and supplementary content from other perspectives, the unit encourages students to introduce their families, discuss family roles, and reflect on the values of love, support, and responsibility.
By engaging with conversations, family stories, and collaborative activities, students will learn to describe their family members. Additionally, the unit emphasises empathy and cultural awareness, inviting students to compare family traditions across cultures and reflect on their own roles within their families.
The unit incorporates diverse text types—such as dialogues, short essays, and even charts—to provide authentic and engaging learning experiences. Through these materials, students will not only improve their English proficiency in reading, writing, and speaking but also develop critical social-emotional skills, such as active listening and respectful communication. By the end of the unit, students will be able to articulate the importance of family in shaping their identity, build confidence in discussing personal and social topics, and apply these insights to foster stronger connections both at home and in their wider communities. Ultimately, “We Are Family” aims to nurture a sense of belonging and responsibility, empowering students to value their roots while growing into compassionate, socially aware individuals.
Teaching Aims
By the end of this unit, students will be able to:
1. introduce their family to others naturally and appropriately, ask or answer relevant information about their family according to the needs of daily communication, including age, appearance, personality, hobbies, the relationship with other family members and family fun;
2. identify the identity of the characters through observing the family photo and reading the relevant introduction, understand the composition of the family, the relationship between the characters and the characteristics of each family member; Be able to write a complete family introduction based on their own family photo, expressing love for the family;
3. listen and accurately read / / and / /, / / and /ɑ /, as well as common words containing these vowels, accurately pronounce the third-person singular forms of some common action verbs and the possessive forms of nouns, understand and master their pronunciation rules; be able to accurately read learned disyllabic words, distinguish between stressed and unstressed syllables;
4. understand the meaning, function and sentence structure of simple present tense containing real verbs, as well as the changes of real verbs when different persons are the subject, and can correctly use this structure to ask and answer information about family members;
5. summarize the different forms of noun possession and their meanings, correctly use noun possession to describe subordinate relationships in context, and pay attention to distinguish noun possession from the abbreviated form of the verb be;
6. understand the composition of Chinese and foreign families and family members, deeply understand the relationship between family members, and experience the importance of family affection and family bonds.
Framework Diagram of Unit Theme Content
Sections
Section 1 Section A 1a-1d
Section 2 Pronunciation 2a-2e
Section 3 Grammar Focus 3a-3c
Section 4 Section B 1a-2b
Section 5 Project 3a-3c
Section 6 Reading plus
Section 1 Section A 1a-1d
Content Analysis
The discourses in this unit are mainly composed of dialogues, in which different people introduce family relationships in various scenarios. The key learning content centres on two sets of dialogues:
Dialogue in the park: Yaming and his family accidentally bump into his classmate Emma in the park. Yaming then introduces his family members to Emma and also introduces Emma to his parents.
Dialogue at Peter’s home: When Teng Fei sees the family photo on the wall at Peter’s home, he curiously verifies his guesses about the identities of the people in the photo with Peter. Later, the two discuss the family members shown in the photo.
The two sets of dialogues in the listening text present the real communication scenarios of the textbook’s main characters outside of class. Through the process where the characters deepen their understanding of each other, learn about each other’s family situations and upbringing backgrounds, their friendship extends beyond the campus. This helps learners understand the role of “family topics” in building emotional connections in daily social interactions.
The dialogues focus on the core language function of “introducing others”, which is closely linked to what students have learned in Unit 1, forming the coherence of knowledge. Meanwhile, by relying on life-oriented scenarios, learners can master the practical communication skill of “introducing family relationships”—a high-frequency and useful ability that meets the needs of daily interpersonal communication.
The core content of the two sets of dialogues is highly consistent, both revolving around “introducing and discussing family members”. The theme is focused and close to daily life, making it easier for learners to concentrate on understanding and mastering relevant expressions.
The sentence structures are not complex, but the language content is very rich. They not only reinforce common family member terms (such as parents, sisters, brothers, uncles, aunts, grandparents), further consolidate the simple present tense with the linking verb “be” (learned in Unit 1), but also introduce one of this unit’s target grammar structures: the possessive case of nouns.
Learning Objectives
By the end of this section, students will be able to:
1. perceive character relationships in the video, complete exercises to clarify these relationships, finish a family tree, and master family member terms;
2. use listening strategies (e.g., observing relationships shown in pictures) to understand family introduction scenarios and grasp relevant communicative expressions and sentence patterns;
3. add their own family members to the family tree and introduce these members.
Focal and Difficult Points
Focal Points
Introduce family members in different ways in various scenarios.
Difficult Points
Accurately use the possessive case of nouns to introduce the same family member from different relational perspectives (e.g., introducing “Li Ming’s mother” as “my aunt”).
Procedures
Teaching Activities Learning Activities Purpose
Step 1 Warm-up and lead-in Ask students to try to introduce their family members. Play a video to lead in the topic and ask students to think: How many people are there in the family in the video T: How many people are there in this girl’s family T: What’s the relationship （关系） among them Can you put them in a family tree Watch the video to introduce the topic and think about how many people are in this family. S: There are 5 people in the family. S: They are… parents, grandparents. Think about the family relationships of the characters. To guide students to think, brainstorm, and perceive the target language naturally and stimulate learning interest.
Step 2 Presentation Ask students to finish the task in 1a: Match the definitions with family members. T: How many people are there in her family T: Who are they T: Who is she T: Who is he Complete task in 1a. Read the sentences and complete the blanks. S: There are … in her family. S: They are their parents. To help students sort out and master the unit’s target language.
Step 3 Practice 1. Guide students to finish task 1b: Listen to two conversations and number the pictures in the order they hear them. 2. Ask students to finish task 1c. 3. Guide students to think about how to introduce family members and talk about them with others. T: How can we introduce our family members to others How can we talk about our family with others T: Who are the people in your family 1. Complete part 1b of the book. 2. Complete the task in 1c. 3. Think about how to introduce family members and talk about them with others. S: This is … S: These are ... S: She is Introduce your family to your peers. To help students better grasp the focus of listening and cultivate their oral and application abilities.
Step 4 Show Time 1. Ask students to finish 1d: Bring a family photo, talk about the people in it with your partner and try to draw a family tree. 2. Guide students to think about the meaning of a family. Role-play the conversation. Complete the 1d part of the book. Make their own family tree and introduce it. 2. Think about the meaning of a family. S: Father and mother, I love you. To help students build the scaffolding for the dialogue.
Step 5 Homework Basic task: Draw a mind map based on your existing knowledge to summarise what you have learned today. Advanced task: Write a dialogue about your family (to be presented in class). Extended task: Show your family photos to classmates after class, make a family tree, and use it to introduce your family. Finish their homework. To help students consolidate what they have learned in class.
Blackboard Design
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