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 4 Section B 1a-2b
Content Analysis
What
The reading text in this part mainly talks about an Irish girl named Lily who introduces her family through a family photo. Although Section A also involved a family photo, it mainly focused on confirming the identities of the people in it and was presented in the form of an oral text. The reading text here also has obvious oral language features and is told in the first person, but it gives a more comprehensive and complete introduction to the family photo.
Why
The discourse uses Irish girl Lily’s family introduction and personalised storytelling to convey family love. This helps readers connect with the text—Lily’s descriptions of family members trigger reflections on their own families. Through this, readers learn the discourse framework and practical sentence patterns (for identity, occupation, and relationships), laying the groundwork for real-scene language reuse. Culturally, the text provides materials for comparing Chinese and foreign family cultures. Readers gain insights into foreign family traits—such as structure, interaction styles, and customs. These contrast with Chinese culture, guiding readers to reflect on cultural differences and build cross-cultural tolerance.
How
This reading text adopts a general-particular-general structure and consists of three paragraphs in total. The first paragraph gives an overview of the speaker’s identity and the basic information about the photo. The second paragraph introduces the family members in the photo one by one. The relevant detailed information includes each member’s age, appearance, personality, hobbies, etc., and it also describes the interactions among family members (e.g., “We often go hiking together”).
Learning Objectives
By the end of this section, students will be able to:
learn about the basic information of Lily’s family members and can retell it;
sort out the methods, order, and extensible aspects of introducing family members;
3. use positional relationships to introduce family members from more dimensions and develop written expressions.
Focal and Difficult Points
Focal Points
Sort out the methods, order, and extensible aspects of introducing family members.
Difficult Points
Use positional relationships to introduce family members from more dimensions and form written expressions.
Procedures
Teaching Activities Learning Activities Purpose
Step 1 Warm-up and lead-in Play a video to introduce the topic and ask students to think about the following questions: Can you describe your family members How are families different And then finish task 1a Tell each other more about your families. Watch the video and think about how to describe a family photo. S: There are... people in my family. They are... My mother is... my father is... my brother/sister is... Complete task 1a. To introduce the theme of this lesson, guide students to think, conduct brainstorming, and stimulate their interest in learning.
Step 2 Comprehension 1. Show the family photo and ask students to try to talk about it. Show students some key words. T: Look at this picture and predict: Who are they 2. Ask students to read and summarise the main idea of each paragraph, and then label the people in the photo. 3. Ask students to read again and finish task 1c. Circle T for True or F for False. Look at the photo, learn the key words, and guess the relationships between the people in it. S: Maybe they are grandfather, grandmother, father, mother, brother and sister. 2. Read the passage, summarise the main idea of each paragraph, and then label the people in the photo. 3. Complete task 1c. To help students comprehend the main idea and the detailed information of the passage.
Step 3 Practice Ask students to read the passage first, then draw a family tree, try to describe it, and finally retell the text by filling in the blanks (Task 1b). Read the passage first, then draw a family tree, try to describe it, and finally retell the text by filling in the blanks (Task 1b). To develop students’ oral communication skills and ability to apply what they’ve learned in practice.
Step 4 Interaction 1. Ask students to complete the introduction below with the information about Hu Xiao’s family (2a). Then have them read and think: How does Hu Xiao introduce her family photo 2. Ask students to list keywords to describe each of their family members. Then, have them use a family photo to introduce their family (based on the keywords). 3. Ask students to introduce their family members in groups, and record details about their classmates’ family members. 1. Complete the introduction below with the information about Hu Xiao’s family (2a). Read and think: How does Hu Xiao introduce her family photo 2. List keywords to describe each of their family members. Then introduce them with a family photo. 3. Introduce their family members in groups and record details about other people’s family members. To guide students to analyse the passage’s structure, and consolidate their use of target vocabulary and key sentence patterns.
Homework Basic task: Create a mind map to summarise what you have learned today. Advanced task: Introduce your family to your friends with your family tree. Extension task: Pretend to be a character in the text of 1b and write a letter to a friend introducing the character’s family. Finish their homework. To help students apply what they have learned.
Blackboard Design
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