2023學(xué)年完整版七年級(jí)上冊(cè)Unit2ThisismysisterUnit2SectionB -

TeachingDesignDescriptionDuQingqing(杜清清)BackgroundinformationTitle:MyfamilyUnit:Unit2Thisismysister.(SectionB2a-2c)Textbook：Grade7,Book1publishedbyPeople’sEducationPressStudents:48juniorhighschoolstudents,Class7,Grade1Typeoflesson:ReadingTime&Date:9:30-10.00am,Friday,30thOct.,2023Teacher:DuQingqingSchool:NanchongHighSchoolAnalysisofTeachingContentsThislessonisareadinglessonofUnit2Thisismysister.(SectionB2a-2c)in“Goforit”publishedbyPeople'sEducationPress.ThecontentofthetextisbasedonJenny'stwofamilyphotos.Throughshowingthesetwopictures,tointroduceJenny'sfamilymembers.Besides,throughtalkingaboutJenny'spetCoco,emphasizingthatpetsarealsooneofthefamilymembers.Studentscanlearnhowtointroducetheirfamilymemberstoothers,andalsoincreasetheirfeelingstowardsfamilymembersandpets.AnalysisofStudentsThestudentsinthisclassaregenerallypoorinEnglish,andtheirEnglishlistening,speaking,readingandwritingskillsarenotverygood.Therefore,students’Englishlearningrequiresdetailedandclearguidancefromtheteacher.Forexample,teachingactivitiesandteachinginstructionsshouldtakeintoaccountthelearningbasisoflearning.However,duetotherelativelyyoungageofthefirstgradestudents,theirclassroomperformanceismoreactive.Therefore,teachersuseanimatedcharactersandvideostomobilizestudents'enthusiasmandinterestinEnglishlearningbasedontheagecharacteristicsofstudents.Teachersinthisclassshouldpayattentiontothesetwopoints,startingwiththemostbasicknowledge,andgraduallyarousestudents'thinking.Andstartfromtheirownfamilyphotos,introducetheirfamilymembers.TeachingObjectivesLanguageAbilityuseskimmingandscanningreadingskillstogettheinformation;4.1.2describethefamilymembersinthephoto.CulturalAwarenessbeawareoftherelationshipoffamilymembers;4.2.2enhancefeelingsforfamilymembers.ThinkingQuality4.3.1revisittherelationshipbetweenfamilymembers;4.3.2thinkcriticallyaboutthepositionofpetsinthefamily.LearningAbility4.4.1digdeepermeaningfromthetextthroughreflection;4.4.2userelationshipdiagramstodescriberelationshipsbetweencharacters.PersonalObjectivesgiveclearandeffectiveinstructions;involveasmanystudentsaspossibletoparticipateintheactivities.FocalPoints&DifficultPointsFocalPointsStudentsusereadingskillsofskimmingandscanningreadingtofinishdifferenttasks;Studentscanbeawareoftherelationshipoffamilymembers.DifficultPointsStudentscandescribethefamilymembersinthephoto;Studentscanfindkeyinformationbyskimmingandscanningreading.TeachingProceduresReview(8mins)TeachingDetails:ShowpicturesofXiaoXinandherfamily(8’)TheteachershowsthepicturesXiaoXinandasksstudents“Whoishe?”andthenusesXiaoXin’sfamiliespicturestohelpstudentstoreviewthekeysentencepatterns.-Whoishe?-He’s/Heis...-Whoisshe?-She’s/Sheis...-Whoarethey?-They’re/Theyare...DesignPurposes:Studentscanconsolidatethepreviouslylearnedwordsandsentencepatternsthroughthereproductionofpicturesandtheuseofsentencepatterns.Andhaveaclearerunderstandingoftheconnectionsbetweenfamilymembersbyanalyzingthefamilytree.TeachingInstruction:Hello,boysandgirls!Thankyouforbeinghere.Atfirst,pleaseturnaroundandsayhitoourteachers.OK,thankyouforyourcoroperation.TodayI’dliketointroduceaboytoyou.Hereisapictureofhim.Doyouknowwhoishe?Yes,he’sXiaoxin.OK,youknowwhoheis,anddoyouknowhisfamily?Howaboutthisgirl?Whoisshe?Yes,sheisXiaoXin’ssister,andhernameisXiaoKui.Look!ThisisXiaoXin.AndXiaoXinsayshellotoeveryone.Hi,boysandgirls!XiaoXinwantstointroduceXiaoKuitoyouguys.Hesays“Thisismysister!”Let’smoveon.Doyouknowwhoishe?Yes,heisXiaoXin’sfather.Andwhoisshe?Verygood!SheisXiaoXin’smother.Whoarethey?Yes,theyareXiaoXin’sparents.Lookattheman.Whoishe?Yes,heisXiaoXin’sgrandfather.Andwhoarethey?TheyareXiaoXin’sgrandfatherorgrandfathers?Yes,theyarehisgrandfathers.Let’smeetthemonebyone!(ShowpicturesofXiaoXin’sfamilytostudents,andrepeatthewords:brother,sister,father/dad,mother/mom,aunt,grandfather/grandpa,grandmother/grandma)Now,IamXiaoXin,youcanaskmewhoisheorwhoisshe,andIwillanswer.Understand?AndwhowantstobeXiaoXin?Okay,you,please.Weask,youaswer,Okay?Now,let’sbegin.Thankyouverymuch,thankyou.Bighandsforhim!Let’slookatthismindmap,thesearehisgrandparents,andthesearehisparents.Sheishisaunt.AndhereisXiaoXinandhissister.Finaly,wecangetXiaoXin’sFamilyTree.Lead-in(3mins)TeachingDetails:ShowJenny’sfamilyphotos(3’)Theteacherintroducesthesentencepattern"Hereis/are..."throughthedisplayoftwofamilyphotosofJenny,andfurtherexplained“aphotoofJenny'sfamily”tohelpstudentsunderstandtheuseofthepreposition"of".DesignPurposes:Toarousestudents'interestinthecontentofthearticlethroughviewingJenny’sfamilyphotos.Inaddition,thestudents'viewinglanguageabilityispracticedbyobservingpictures.TeachingInstruction:Next,Iwillshowyouaphoto.Look!HereisaphotoofJenny'sfamily.Andnow,herearetwophotosofJenny'sfamily.Here,wesayaphotoofJenny'sfamily,thatmeansaJenny'sfamilyphoto.Lookatthesetwopictures.Ihaveaquestionforyou,“HowmanyfamilymembersdoesJennyhave?”Eight?Maybe.Toanswerthisquestion,let’slookatthesephotosfirst.Pre-reading(2mins)TeachingDetails:Viewing(2’)Theteacherasksquestionsabouttheinformationinthepicturetoarousestudents’thinking.-Howmanypeopleinthisphoto?-Four.-Whoarethey?-Jenny'sgrandparents?parents?DesignPurposes:Toarousestudents'interestinthecontentofthearticlethroughviewing.Andhelpstudentsunderstandthecontentofthearticlebyanalyzingpictures.TeachingInstruction:Lookatthisphoto.Howmanypeopleinthisphoto?Yes,four.Twomenandtwowomen.Whoarethey?Yes,maybeJenny’sparentsandgrandparents.While-reading(10mins)Activity1.Skimming(2’)TeachingDetails:Studentsreadthesecondpartofthispassagetoanswerthequestion.-AretheyJenny'sgrandparentsorparents?-Yes,theyare.DesignPurposes:Studentspracticeusingthereadingskillofskimmingtoquicklygetthekeyinformationtoanswerthequestion.TeachingInstruction:Now,Iwillgiveyou30secondstoreadthisparttocheckyouranswer.Let’sbegin.Readthispartandfindwhoarethey.Okay,timeisup.Canyoutellmewhoarethey?Yes,theyareJenny’sgrandfather,grandmother,fatherandmother.(Let’slookatthisphotoagain.Thesetwopeoplearealittlebitold,sotheyareJenny’sgrandparents.AndthesetwopeopleareJenny’sparents.Activity2.Scanning(2’)TeachingDetails:StudentsreadthearticleagainandfindJenny’sgrandparentsandparents’names.DesignPurposes:Studentspracticeusingthereadingskillofscanningtoquicklygetthekeyinformationofthisarticle.TeachingInstruction:Next,pleasereadthispassageagaintofindtheirnames,Iwillgiveyou20seconds.Go！Okay,timeisup.What’sJenny’sgrandfather’sname?Doyouknow?Yes,wecan’tfindJenny’sgrandparents’name.Howaboutherparents.What’sJenny’sfather’sname?Yes,hisfather’snameisAlan.Andwhat’shermother’sname?Hermother’snameisMary.Viewing(2’)TeachingDetails:Theteacherasksquestionsabouttheinformationinthepicturetoarousestudents’thinking.-Howmanypeopleinthisphoto?-Four.-Whoarethey?-Jenny'sbrothers?sisters?cousins?-Whatelsecanyouseeinthephoto?-Adog.DesignPurposes:Studentspracticeusingthereadingskillofscanningtoquicklygetthekeyinformationofthisarticle.TeachingInstruction:Next,let’slookatthesecondpicture,“Howmanypeoplearethere?“Yes,Four.Twoboysandtwogirls.Andwhoarethey?Whatdoyouthink?Yes,maybetheyareJenny’sbrothersorsisters,maybeJenny’scousins.Activity3.Skimming(2’)TeachingDetails:Studentsreadthesecondpartofthispassagetoanswerthequestion.-AretheyJenny'sbrothers,sisterorcousin?-Yes,theyare.DesignPurposes:Studentspracticeusingthereadingskillofskimmingtoquicklygetthekeyinformationtoanswerthequestion.TeachingInstruction:Okay,nowIwillgiveyou30secondstoreadthispassageandfindtheanswer,whoarethey?Okay,go!Timeisup.So,whoarethey?Yes,theyareJenny’sbrothers,sisterandcousin.Andwhatelsecanyouseeinthephoto?Adog?Yes,wecanseeadoginthisphoto.Activity4.Scanning(2’)TeachingDetails:StudentsreadthearticleagainandfindJenny’sbrothers,sisterandcousin’snames.DesignPurposes:Studentspracticeusingthereadingskillofscanningtoquicklygetthekeyinformationofthisarticle.TeachingInstruction:Now,youneedtoreadthispassageagainandfindthesepeople’snames.Iwillgiveyou20seconds.Pleasefindtheirnames.Timeisup,howmanybrothersdoesCindyhave?One?Two?Orthree?Yes,two.Cindyhastwobrother.OneisBob,andoneisEric.Howaboutthesetwogirls?What’sJenny’ssister’sname?Yes,Cindy.AndJenny’scousin’snameisHelen.Lookatthelastsentence,“Cocoisinmyfamily,too.”WhoisCoco?DoyouknwowhoisCoco?Yes,thedog,andhernameisCoco.But“WhydoesJennysay“Cocoisinmyfamily,too”?”Why?Anyoneknows?Yes,JennylikesCocoverymuchandshethinksCocoisoneofherfamily.Post-reading(15mins)Activity5.Retelling(5’)TeachingDetails:StudentsretellthecontentofthearticlebasedonJenny'sfamilytreeandtwofamilyphotos.Theteacheraskstwoquestionstocheckstudents’understandingofthepassageandstudentsthinkcriticallyaboutthepositionofpetsinthefamily.DesignPurposes:Throughoraloutput,toensurethatstudentshaveacorrectunderstandingofthecontentofthearticle,andtofurtherimprovestudents'oralability.Throughansweringquestions,furtherimprovestudent’saffectiononpets.TeachingInstruction:Let’slookatthismindmaprighthere,nowwegetJenny'sFamilyTree.Lookattheleftsideofthefamilytree,theyareJenny’sgrandfather,fatherandbrothers.Allofthemaremen.Therefore,Alan,BobandErictheyaremalenames.Andontherightside,thereaereJenny’sgrandmother,mother,sisterandcousinHelen,therefore,theyareallfemales,andMary,CindyandHelenarefemalenames.Now,pleaseretellJenny’sfamilybasedonthisfamilytreeandtwofamilyphotos.Iwillgiveyou3’,youneedtointroduceJenny’sfamilytoyourpartner.Okay,timeisup,anyonewantstotry?Next,Iwanttoaskyoutwoquestions.“IsJennyinthesetwophotos?”And“HowmanyfamilymembersdoesJennyhaveinthetwophotos?”Eight?Yes,nine!Theyareeightpeopleandonedog!JennythinksCocoisalsoherfamily.Activity6.Titling(3’)TeachingDetails:Studentsthinkaboutthispassageandgivethepassageanothertitle.MyHappyFamilyJenny'sFamilyPhotosMyWonderfulFamiliesDesignPurposes:Throughtitlingthepassage,tohelpstudentshaveadeeperunderstandingaboutthispassage.TeachingInstruction:DoyouthinkMyFamilyisagoodtitle?Why?Canyougiveabettertitle?Anyideas?Okay,Iwanttosharesomemyideaswithyou.Forexample,MyHappyFamily.Jenny'sFamilyPhotos.MyWonderfulFamilies.Activity7.Presentation(5’)TeachingDetails:Studentsgiveapresentationandintroducetheirfamilyphotobasedonthestructureofthispassage.DesignPurposes:Students’speakingabilitycanbedevelopedthroughmakingapresentationoftheirownfamilyphoto.TeachingInstruction:Now,pleaseshowmeyourfamilyphotos!Showme!Okay,nowIwillgiveyou1minutetointroduceyourfamilytoyourpartner.Oneminute,go!Okay,timeisup.Anyonewantstointroduceyourfamilywithus?Okay!Please!Thankyou!Youhaveabigfamily!Playingavideo(2’)TeachingDetails:TheteacherplaysashortvideotoshowXiaoXin’sfamily’saffectionwitheachother.DesignPurposes:Studentscanenhancefeelingsforfamilymembersandrethinkthepositionsoftheirpetsinthefamily.TeachingInstruction:Doyouhavedogs?Cats?Orotherpets?Aretheyyourfamily?Now,IwanttoshowyouashortvideoaboutXiaoXinandhisdog.XiaoXinsaysXiaoBaiismyfamily,too.Andhereallylikeshisdog.Ihopeallofyouwouldloveyourpets.So,here,IwillexplainFAMILYasFamily,Animal,Mother,Iloveyou!Summary&Assignment(2mins)Assignment(2’)1.Writeadescriptionofyourfamilybasedonthephoto.2.PreviewforUnit31a-2d.DesignPurposes:Studentsareencouragedtocultivatetheirwritingskillsanddevel