Unit 2 Family ties-A Family relations (Viewing and listening)教学设计-2025-2026学年沪教版（五四学制）英语六年级上册

该初中英语教学设计聚焦“家庭关系”主题，围绕家庭成员词汇（如father, mother, cousin等）及描述句型（This is my..., He/She is my...等）展开。通过展示著名家庭图片提问导入，结合图片、发音练习与家庭树讲解，搭建从词汇学习到语境应用的学习支架。 资料亮点在于多模态输入输出结合，利用家庭日常视频和家庭树听力材料训练语言能力，小组合作制作并展示家庭树活动提升学习能力，助力学生生动表达家庭情况，为教师提供分层指导与活动组织思路，有效提升课堂互动与语言应用实效。

Unit 2 Family tiesA Family relations (Viewing and listening) This unit focuses on the theme of family ties. In this part, students will explore family relations through viewing and listening activities. They will be exposed to various family members' names and descriptions in English, as well as different family structures. The materials may include a video about a typical family's daily life and a listening passage introducing a family tree. By engaging in these activities, students are expected to understand the importance of family and the relationships within it, and at the same time, improve their language skills related to family topics. 教学目标 Students will be able to master the vocabulary related to family members, such as father, mother, sister, brother, grandfather, grandmother, uncle, aunt, cousin, etc. They can understand and use sentence patterns to describe family relations, like "This is my...", "He/She is my...", "There are... people in my family." Students will be familiar with the intonation and pronunciation of words and sentences in the context of family relations. 教学重难点 1. Key Points The vocabulary of family members and the correct usage of sentence patterns to describe family relations. Training students' listening and viewing skills to accurately obtain information about family relations. 2. Difficult Points Helping students distinguish between different family members' relationships clearly, especially for some complex family structures like step - family or extended family. Guiding students to express their own family situations vividly and fluently in English, overcoming language barriers and shyness. 1. Vocabulary Family members: Father/dad/daddy/papa Mother/mom/mummy/mama Sister Brother Grandfather/grandpa/granddad Grandmother/grandma/granny Uncle Aunt Cousin Nephew Niece Son Daughter Related words: Family tree Relative Love Care 2. Sentence Patterns This is my + family member. He/She is my + family member. There are + number + people in my family. They are... My + family member + is + description (e.g. kind, tall, funny). 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of famous families, such as the royal family of the UK or a well - known movie star's family, on the PPT. Ask students some simple questions like "Do you know who they are?" "How many people are there in this family?" to arouse students' interest and lead in the topic of family. 2. Pre - viewing and listening (10 minutes) Vocabulary teaching: Present the new words about family members on the PPT one by one. Teach students the pronunciation of each word, for example, when teaching "father", read it slowly /ˈfɑːðə(r)/, and ask students to repeat several times. Use body language or simple pictures to help students understand the meaning. For "grandfather", show a picture of an old man and say "This is a grandfather. He is your father's father." Let students practice reading the words in pairs, and the teacher walks around the classroom to correct their pronunciation if necessary. Introduction of family tree: Draw a simple family tree on the blackboard with some blanks. Explain to students that a family tree is a diagram that shows the relationships among family members. Point to the top of the tree and say "This is the oldest generation. Usually, it's grandparents." Then point to the middle part and say "This is the parents' generation. Here are father and mother." And then to the bottom part "These are children, like brother and sister." Let students guess the English words for different positions in the family tree according to the explanation. 3. Viewing (10 minutes) Show a short video about a family's daily life. Before playing the video, give students some guiding questions, such as "How many people are there in this family?" "What are the family members doing?" Play the video for the first time. Students watch the video carefully and try to answer the questions in their minds. Play the video again. This time, ask students to write down some key information they see in the video, such as the names of family members they hear or the activities family members are engaged in. After the video, ask students to share their answers. Invite several students to stand up and report what they have seen in the video. The teacher can give some positive feedback like "Well done! You observed very carefully." 4. Listening (10 minutes) Present a listening passage about a family tree on the PPT. Let students look at the family tree on the PPT first and get familiar with the names of family members on it. Play the listening material for the first time. Students just listen and try to get a general idea of the content. Play the listening material again. This time, ask students to fill in the blanks in the family tree on the PPT according to what they hear. For example, the listening passage may say "Tom's father is John, and his mother is Mary." Students need to write John and Mary in the corresponding positions on the family tree. Check the answers with the whole class. Let students correct their mistakes if there are any. 5. Post - viewing and listening (10 minutes) Group work: Divide students into groups of 4 - 5. Each group is required to create their own family tree. They can use the new words and sentence patterns they have learned. Each member in the group needs to introduce one part of their family tree to the group, for example, "This is my family tree. My father is a doctor. His name is David." After the group work, invite some groups to come to the front of the class and show their family trees to the whole class. Each group member takes turns to introduce their part of the family tree. The rest of the students listen carefully and can ask some questions if they are interested. Summary: Summarize the key points of this class, including the new vocabulary of family members, the sentence patterns used to describe family relations, and the importance of family. Ask students to review these knowledge points after class. 教学反思 After this class, it is necessary to reflect on the teaching process. In the vocabulary teaching part, most students can master the pronunciation and meaning of new words through vivid pictures and repeated practice. However, for some students with weak foundation, more individual guidance may be needed. During the viewing and listening activities, students show great enthusiasm. But some students may have difficulty in catching all the key information. In the future, more practice in listening and viewing skills should be provided, such as teaching students some listening strategies like predicting and taking notes. The group work activity promotes students' communication ability, but some groups may not be well - organized. Next time, it is better to give more specific instructions and time limits for group work. Overall, through this class, students have a basic understanding of family relations in English, but there is still room for improvement in teaching methods and students' language proficiency. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$