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Unit 2 We’re Family!
Section B (1a~1d)
一、教學內容分析
本課時為閱讀課，內容涉及一篇短文。短文的小作者Lily通過一張全家福照片向我們介紹了她的家庭，介紹了家人的外貌、年齡、愛好、生活習慣等。本課時學生將進一步學習如何使用相關表達介紹全家福中的家庭成員，描述家人的特征、生活習慣以及家人之間相處的點點滴滴；學習在閱讀過程中抓住關鍵詞去文中尋找有用信息，通過文章的細節信息進行推理判斷的閱讀技巧。
二、語篇分析
【What】 本課時包含一篇短文。短文的小作者Lily通過一張全家福照片向我們介紹了她的家庭，介紹了家人的外貌、年齡、愛好、生活習慣等。 【Why】 本課時的短文為我們呈現了一個充滿愛的愛爾蘭家庭。學生通過閱讀短文可以積累一些新詞匯，進一步學習多角度介紹家人的方法，學生還可以從Lily對自己家庭的介紹中，感受到家庭的幸福美好，從而推及自身，更加熱愛自己的家庭、熱愛生活。 【How】 本課時的短文共分三個段落，采用了“總—分—總”的結構。第一段開門見山、引出話題。第二段從外表特征到內在行為品格多角度對家人展開介紹，用到了描述人物特征的形容詞，如“handsome，beautiful，kind”等，用到了介紹生活習慣的動詞短語，如“play tennis，reads me a story”等，涉及到體現方位順序的表達方式，如“on the left，on his knee，in the middle”等。最后一段通過對爺爺奶奶語言行為的描述，很好地體現了來自長輩對小輩的愛，能夠使學生感受到這是一個幸福美好、充滿愛的大家庭，從而激發學生對自己家庭生活的熱愛。
三、學情分析
學生已經在本單元Section A中學習了一些談論和介紹家庭成員的詞匯和句型，這為本課的學習打下了語言基礎。七年級的學生活潑好動，好奇心強，容易被外界事物吸引，本節課通過一幅幅生動的圖片，展開對教師本人家庭的介紹，吸引學生的注意力，為閱讀掃清生詞障礙。但他們在理解、分析、推斷、判斷等方面的水平還不是很高，所以本節課側重了對學生閱讀策略的指導，可以幫助學生快速準確捕獲文本中的重點信息、理解文本內容。設置了一些拓展性的問題，幫助學生深挖文本背后的東西，引發學生的深度思考，提升學生的思維品質。
四、教學目標
通過本課時的學習，學生能夠： 在了解老師家庭成員的語境中學習更多描述家人特征、生活習慣的主題詞匯； 讀懂介紹家庭成員的語篇，運用利用關鍵詞檢索信息的閱讀技巧，對文章細節信息進行推理判斷； 3. 運用目標語言，描述自己家人的特征、生活習慣以及家人之間相處的點點滴滴； 4. 加深對家人的了解，感受家庭的幸福美好，從而更加熱愛自己的家庭、熱愛生活。
五、教學重難點
【重點】 讀懂介紹家庭成員的語篇，運用利用關鍵詞檢索信息的閱讀技巧，對文章細節信息進行推理判斷； 運用目標語言，描述自己家人的特征、生活習慣以及家人之間相處的點點滴滴。 【難點】 訓練學生通過閱讀策略，快速捕捉文本關鍵信息；通過對細節信息的理解進行推理判斷；通過由淺入深的問題鏈，引發對文本的深度思考，逐步提升思維品質；在課堂活動的過程中，加深對家人的了解，感受家庭的幸福美好，從而更加熱愛自己的家庭、熱愛生活。
六、教學活動設計
環節一：看圖片，進行討論，回顧舊知識，導入新課。（3 mins） 教師呈現自己家人的圖片，給出語言支架，引導學生圍繞自己家人的相關情況展開問答。
教學活動 活動層次 效果評價
Students look at the pictures and talk about the teacher’s family. 應用實踐之內化與運用 觀察學生的口語表達情況，了解學生對Section A所學句型的掌握情況。
環節設計意圖：通過問答活動，回顧舊知識，同時自然過渡到新課的學習。
環節二：呈現圖片，在語境中，學習語言知識。（7 mins） 教師繼續呈現自己家人的圖片，對圖片中人物的外貌、生活習慣等進行介紹，引導學生在語境中感知新詞的含義。
教學活動 活動層次 效果評價
2. Students look at the photos and know about the teacher’s family. 學習理解之感知與注意、獲取與梳理 教師在介紹自己家庭時注意和學生進行簡單互動，觀察學生對講述內容是否理解，配以肢體語言輔助教學。
3. Students try to answer the questions about their own families. 應用實踐之內化與運用 觀察學生回答問題情況，糾正口語表達的錯誤，對有困難的學生提供指導和幫助。
環節設計意圖: 通過展示教師自己的家庭，吸引學生的學習興趣，幫助學生感知理解本課新詞匯的含義，為后續閱讀掃清生詞障礙。口語活動，幫助學生在運用的過程中鞏固所學語言。
環節三：觀察情景圖，預測短文內容。（3 mins） 教師呈現短文對應的情景圖，讓學生看圖片思考并回答問題。
教學活動 活動層次 效果評價
Students look at the picture. Think and answer the questions about Lily’s family. 學習理解之感知與注意、獲取與梳理 觀察學生回答問題的表現，學生運用所學語言描述人物外表時，教師可以提供必要的幫助。
環節設計意圖: 通過此活動，讓學生利用圖片預測短文內容，培養學生讀圖的能力。
環節四：閱讀短文，完成閱讀任務。（25 mins） 教師基于短文設置問答、標注、判斷、朗讀等一系列任務鏈，指導學生逐步完成。
教學活動 活動層次 效果評價
Students read the passage and label the names of Lily’s family members. Students read again and circle T for true or F for False. Students read the passage again. Match the people with the features and activities. 學習理解之獲取與梳理、概括與整合 應用實踐之分析與判斷 觀察學生完成任務情況，加強閱讀策略的指導,對有困難的學生提供指導幫助，了解學生對語篇信息的獲取情況。
Students read the text again. Think about the three questions and try to answer. Students observe the picture carefully, and answer the two questions. 應用實踐之描述與闡釋、分析與判斷 教師鼓勵學生大膽用英語表達自己的思想，注意啟發引導學生深度思考問題。
環節設計意圖: 通過一系列的任務鏈，幫助學生獲取文本關鍵信息，學習閱讀策略，引導學生深度思考，提升學生思維品質。
環節五：開展讀后活動，引導學生聯系實際生活，介紹自己家庭的有關情況。（7 mins） 學生讀后朗讀，提升口語水平。然后輪流描述1b的圖片，介紹Lily的家庭。最后展示自己的全家福照片，介紹家人的基本情況。重點介紹自己最喜歡的一位家庭成員，講一講他們之間的故事。
教學活動 活動層次 效果評價
Students read the text loudly. Students take turns to describe the photo in 1b. Students show their family photos and introduce their family members. Students say something about their favourite family member. 應用實踐之描述與闡釋、內化與運用 遷移創新之批判與評價 觀察學生是否能運用正確的語言表達自己的觀點看法，提供必要的指導和幫助，鼓勵學生積極參與課堂活動，了解學生對本節課目標語言的運用情況。
環節設計意圖: 通過對自己家庭相關情況的展示介紹，訓練學生口語表達能力，同時加深學生對自己家人的了解，感受家庭的幸福美好，從而更加熱愛自己的家庭、熱愛生活。
作業與拓展 1. Read the passage we learnt on Page 32. 2. Write down something about your family in your diary.(共23張PPT)
Unit 2 We’re Family!
Section B
(1a~1d)
七年級上冊人教版（2024）
Learning objectives
通過本課時的學習，學生能夠：
1. 在了解老師家庭成員的語境中學習更多描述家人特征、生活習慣
的主題詞匯；
2. 讀懂介紹家庭成員的語篇，運用利用關鍵詞檢索信息的閱讀技巧，
對文章細節信息進行推理判斷；
3. 運用目標語言，描述自己家人的特征、生活習慣以及家人之間相
處的點點滴滴；
4. 加深對家人的了解，感受家庭的幸福美好，從而更加熱愛自己的
家庭、熱愛生活。
重點
重點
Review and talk
Look at my family again and talk about them.
—Who is / are ...
—He’s / She’s / They’re ...
—Whose ... is this / are these
—It’s / They’re ...
—Does she / he ...
—Yes, ... She / He likes / spends / plays ...
—Do they ...
—Yes, ... They like / play / read ...
Look and learn
Look at other photos of my family.
This is my uncle, my mother’s brother. Look! He is handsome.
handsome /'h ns m/ 英俊的
knee /ni / 膝蓋
son /s n/ 兒子
His son, Qiangqiang, is on his knees.
Look and learn
They’re my grandparents.
Qiangqiang and I are their grandchildren.
Look! In the middle is Qiangqiang.
grandchild /'ɡr nt a ld/ （外）孫子 / 女
pl. grandchildren /'ɡr n't ldr n/
Look at other photos of my family.
中間；中部
Look and learn
Look at the one with a hat.
She’s my aunt, Qiangqiang’s mother.
She always reads Qiangqiang a story
hat /h t/ 帽子
Look at other photos of my family.
在夜晚
at night.
Let’s discuss
This is my family.
Can you say something about your family
1. How many people are there in your family
2. Who are they and what are they like
3. What do they each like
4. What is fun about your family
Look, guess and say
1. How many people are there in her family
2. Who are they
3. What are they like
This is Lily’s family.
The girl with the pink hat is Lily.
Six.
They’re Lily, Lily’s mother, Lily’s father, Lily’s grandparents and Lily’s brother.
Hi, I’m Lily from lreland. I love my big family. Here’s a photo of us. I’m the one with the pink hat.
This is my dad, Fred, on the left. He’s very handsome. He often plays tennis with me. My little brother, Sam, is on his knee. Sam is seven, and he really likes chess. My mum, Jane, is on the right. She’s beautiful and kind. She always reads me a story at night. My grandparents, Jack and Sarah, are in the middle. They’re my dad’s parents. They have a dog. His name is Oscar.
My grandparents have three grandchildren: Sam, my cousin Lucy, and me. They often say I’m their favourite grandchild, but I think they say the same thing to all of us!
Read and label
Read the passage and label the names of Lily’s family members.
Fred
Lily
Sarah
Jack
Jane
Sam
Oscar
Find the key words. Then search for useful information around them.
Read and circle
Read again and circle T for true or F for False.
1. Fred is Jack and Sarah’s son.
2. Lily’s father likes tennis.
3. Oscar is Lily’s pet dog.
4. Lily is Lucy’s cousin.
5. Lily thinks she is her grandparents’ favourite grandchild.
T F
T F
T F
T F
T F
When we judge a sentence, underline the key words. Put them into the pare the sentence(s) with that / those in the passage. Find out if we can create logical links between them.
Read and circle
1. Fred is Jack and Sarah’s son.
T F
This is my dad, Fred, on the left. ... My grandparents, Jack and Sarah, are in the middle.
My dad (Fred) is my grandparents’ (Jack and Sarah’s) son.
2. Lily’s father likes tennis.
T F
This is my dad, Fred, on the left. ... He often plays tennis with me.
My (Lily’s) dad likes tennis.
Pay attention to
frequency adverbs
Read and circle
3. Oscar is Lily’s pet dog.
T F
They’re my dad’s parents. They have a dog. His name is Oscar.
Oscar is Lily’s grandparents’ dog.
Find out what the pronoun refers to
4. Lily is Lucy’s cousin.
T F
My grandparents have three grandchildren: Sam, my cousin Lucy, and me.
Lucy is Lily’s cousin.
Read and circle
5. Lily thinks she is her grandparents’ favourite grandchild.
T F
They often say I’m their favourite grandchild, but I think they say the same thing to all of us!
Lily doesn’t think so.
Pay attention to
adversative conjunction
Read and match
Read again. Match the people with the features and activities.
Lily’s father
Lily’s mother
Lily’s brother
Lily’s grandparents
beautiful
kind
handsome
read stories
have a dog
like chess
play tennis
Read and think
1. What season is it in the photo Why
2. Why does Lily mention Oscar when she
introduces her family
3. Why does Lily think her grandparents
say the same thing to all of them
It’s autumn. Because we can see it from their clothes and the yellow leaves.
Because her family love the pet dog. It becomes a member of the family.
Because her grandparents love all of them.
Observe, think and say
1. Whose hand is this
Where does he / she put his / her hand
This is Lily’s mother’s / ... hand.
She puts her hand on her daughter’s arm.
2. Why do they put their hands this way
/ ...
Because they are a family. And they love
each other.
Read
Hi, I’m Lily from lreland. I love my big family. Here’s a photo of us. I’m the one with the pink hat.
This is my dad, Fred, on the left. He’s very handsome. He often plays tennis with me. My little brother, Sam, is on his knee. Sam is seven, and he really likes chess. My mum, Jane, is on the right. She’s beautiful and kind. She always reads me a story at night. My grandparents, Jack and Sarah, are in the middle. They’re my dad’s parents. They have a dog. His name is Oscar.
My grandparents have three grandchildren: Sam, my cousin Lucy, and me. They often say I’m their favourite grandchild, but I think they say the same thing to all of us!
Read aloud and pay attention to the intonation.
Let’s describe
Take turns to describe the photo in 1b.
A: This is Lily’s father. His name is Fred. He’s handsome, and he often plays tennis.
B: And this is her mother ...
Show and say
Can you show us your family photo and introduce your family members to us
This is my family. Look! In the middle are my grandparents. The one with a ... hat is my ... And this is my ... He is ... I sit on my father’s knee. I have a ... He is only ... years old.
Show and say
Who do you like best in your family Can you say something about him / her
In my family, I love my mother best. She is tall / thin / beautiful / ... She is ... years old. She likes ... She gets up early and makes ... for me every day. And we often ... at night / on weekends / ... She says I’m her favourite ...
make a judgment.
memorize the new words.
2
1
After learning this lesson,
I can
Underline key words. Put them into the pare and create logical links.
hat, handsome, at night, in the middle, grandchild, son
Summary
use reading strategy.
Find out key words, and search for useful information around them.
3
Homework
1. Read the passage we learnt on Page 32.
2. Write down something about your family in your diary.
Bye-bye!

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