中小学教育资源及组卷应用平台 人民教育-出卷网- 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 ... ...
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