Unit 2 Family ties B Family members (Speaking) 教学设计 2025-2026学年沪教版（五四学制）（2024）六年级英语上册

该初中英语教学设计聚焦家庭成员主题，核心知识点包括家庭成员词汇、外貌性格形容词、职业词汇及句型“This is my...”, “He/She is...”, “My... is a/an + occupation”。课堂导入通过家庭主题短视频展示家人活动并提问，连接学生生活经验，学习支架从闪卡、图片教词汇，板书讲解句型，到结对、小组活动练习，层层递进。 该资料特色是以真实生活为载体，通过多样化活动提升语言能力与学习能力。如结对介绍家庭照片、小组制作家谱、角色扮演家庭聚会对话，提供充分口语实践，作业结合写作与家庭互动强化运用。帮助学生提升口语表达与家庭情感认知，为教师提供可操作的活动设计与反思方向。

Unit 2 Family ties-B Family members (Speaking) This lesson is from Unit 2 "Family ties" of the 2024 Shanghai Education Edition (Five - Four Academic System) English textbook for Grade Six. The main theme of this unit is family, and this speaking part focuses on family members. Students will learn to describe their family members, including their appearances, personalities, and occupations. Through various speaking activities, students are expected to improve their oral English skills and express their love and understanding for their families. The content is closely related to students' real - life experiences, which can stimulate their enthusiasm for learning and communication. 教学目标 Students can master the vocabulary related to family members, such as father, mother, sister, brother, grandfather, grandmother, uncle, aunt, cousin, etc. Students are able to use adjectives to describe family members' appearances (e.g., tall, short, thin, fat, beautiful, handsome) and personalities (e.g., kind, friendly, strict, funny). Students can learn and use sentence patterns like "This is my...", "He/She is...", "My... is a/an + occupation". 教学重难点 Mastery of family member vocabulary and relevant descriptive adjectives. Proficiency in using sentence patterns to introduce family members. Carrying out speaking activities to practice oral English. 4.1 Vocabulary Family members: father/dad/daddy, mother/mom/mummy, sister, brother, grandfather/grandpa, grandmother/grandma, uncle, aunt, cousin, nephew, niece, etc. Descriptive adjectives for appearance: tall, short, medium - height, thin, fat, slim, beautiful, pretty, handsome, young, old, long - haired, short - haired, curly - haired, straight - haired, etc. Descriptive adjectives for personality: kind, friendly, strict, patient, funny, humorous, outgoing, quiet, shy, etc. Occupations: doctor, teacher, worker, driver, farmer, businessman, nurse, engineer, artist, etc. 4.2 Sentence Patterns Introduction: This is my... Description of appearance: He/She is tall/short/thin... He/She has long/short/curly hair. Description of personality: He/She is kind/friendly/strict... Introduction of occupation: My... is a/an + occupation. For example, My father is a doctor. 教学过程 5.1 Warming - up (5 minutes) Greet the students as usual. Then, play a short video about a happy family. The video can show family members doing different activities together, such as having a picnic, celebrating birthdays, etc. After watching the video, ask students some simple questions, like "What did you see in the video?" "How do you feel about this family?" This can quickly arouse students' interest and lead them into the topic of family. 5.2 Presentation (10 minutes) Use flashcards to teach new vocabulary of family members. Show each flashcard one by one and let students repeat after the teacher, for example, "This is a flashcard of 'father'. Follow me, father." Make sure students can pronounce each word correctly. Then, show some pictures of people with different appearances and personalities. Teach students relevant descriptive adjectives. For instance, show a picture of a tall man and say, "Look at this man. He is tall. Repeat after me, tall." Do the same for other adjectives. Write some key sentence patterns on the blackboard, such as "This is my...", "He/She is...", "My... is a/an + occupation", and explain their usage with examples. Let students read the sentence patterns aloud several times. 5.3 Practice (15 minutes) Pair work: Ask students to work in pairs. Each student shows a photo of their family (if they don't have a real photo, they can draw a simple picture of their family). They take turns to introduce their family members to their partners according to the sentence patterns and vocabulary they just learned. For example, "This is my mother. She is beautiful and kind. She is a teacher." The partner listens carefully and can ask some simple questions, like "What does your mother look like?" "What does she do?" Group work: Divide students into groups of four or five. Each group gets a piece of paper with a big family tree drawn on it. Students need to fill in the names of their own family members in the corresponding positions of the family tree and then introduce their family trees to the group members. Encourage them to use as many descriptive words as possible. For example, "This is my grandfather. He is old but very healthy. He is a kind and funny man. He used to be a farmer." 5.4 Production (10 minutes) Individual presentation: Invite several students to come to the front of the class and introduce their families to the whole class. They can bring their family photos or the family tree they filled in during group work. After each presentation, the other students can ask questions. The teacher gives positive feedback and praise to encourage students to express themselves more bravely. Role - play: Set up a situation of a family gathering. Divide students into several groups. Each group assigns roles of different family members. They need to create a dialogue based on the situation, such as talking about their work, study, or sharing some interesting things that happened recently. Then, each group performs their dialogue in front of the class. This activity can further improve students' language application ability and their understanding of family relationships. 5.5 Summary and Homework (5 minutes) Summary: Summarize the key points of this lesson with students, including new vocabulary, sentence patterns, and the importance of family. Ask students to recall what they have learned in this class and share their feelings about family. Homework: Ask students to write a short passage about their families, using at least five sentences they learned in this class. Let students make a more detailed family tree at home and introduce it to their parents in English. 教学反思 After this 45 - minute speaking class, generally, most students can actively participate in various activities and show a certain degree of improvement in their oral English ability. The use of flashcards, pictures, and real - life examples in the presentation part makes the new knowledge more vivid and easier for students to understand. Pair work and group work provide students with sufficient opportunities to practice speaking, and students can learn from each other during the process. However, there are also some areas that need improvement. Some students still have difficulty using appropriate adjectives to describe family members accurately. For example, they may misuse adjectives or use very simple and repetitive words. In future teaching, more exercises and guidance in this aspect are needed. Also, a few shy students are still reluctant to speak in front of the whole class during individual presentation. The teacher should pay more attention to these students and encourage them to be more confident, such as giving them more chances to practice in small groups first and gradually guiding them to show themselves in a larger group. Overall, this lesson has achieved certain teaching goals, but continuous improvement and adjustment are required to better meet the learning needs of all students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$