Starter Section 5 My Sweet Family 教学设计- 2025-2026学年北师大版英语七年级上册

Starter-Section 5 My Sweet Family This section, "My Sweet Family" in the Starter Unit of Grade 7 English textbook (BNU 2024 version), focuses on the theme of family. It aims to introduce students to the English vocabulary related to family members, such as "father", "mother", "brother", "sister", "grandfather", "grandmother", etc. Through various activities like listening, speaking, reading, and writing, students will learn to describe their own families, including the appearance, occupation, and relationship of family members. The content also includes some simple sentence patterns for introducing family members, which helps students to improve their basic English communication skills in the context of family. 教学目标 A. Knowledge Objectives Students will be able to master the English words for family members, including their correct pronunciation and spelling. Students will learn and be able to use the sentence patterns for introducing family members, such as "This is my...", "That is my...", "These are my...", "Those are my...", "My... is a/an...", etc. Students will understand the usage of possessive adjectives like "my", "his", "her" when describing family members. B. Ability Objectives Students will be able to listen to conversations about family and get the key information accurately. Students will be able to introduce their own families and describe family members in English fluently and correctly in daily communication. Students will be able to read short passages about family and understand the main idea. Students will be able to write a simple passage to introduce their families, including at least 3 - 5 sentences. C. Emotional Objectives Through learning about family, students will cultivate a sense of love and responsibility for their families, and enhance their family values. Students will be more confident in using English to express themselves and communicate with others, and gradually develop an interest in learning English. 教学重难点 A. Teaching Key Points Mastery of family - member vocabulary: "father", "mother", "brother", "sister", "grandfather", "grandmother", "parent", "grandparent", etc. Proficiency in using sentence patterns for introducing family members, such as "This is...", "That is...", "These are...", "Those are...", "My... is...". Understanding and correct application of possessive adjectives related to family description. B. Teaching Difficult Points Distinguishing between singular and plural forms of family - member nouns and using corresponding sentence patterns correctly, for example, the difference between "This is my brother." and "These are my brothers.". Describing family members' characteristics, occupations, and relationships comprehensively and accurately in English, which requires students to combine different sentence patterns and vocabulary flexibly. Encouraging students to actively participate in classroom communication and express their true feelings about their families in English. A. Vocabulary Family members: father /'fɑːðə(r)/n. 父亲 mother /'mʌðə(r)/n. 母亲 brother /'brʌðə(r)/n. 兄弟 sister /'sɪstə(r)/n. 姐妹 grandfather /'ɡrænfɑːðə(r)/n. 祖父；外祖父 grandmother /'ɡrænmʌðə(r)/n. 祖母；外祖母 parent /'peərənt/n. 父（母）亲（常用复数 parents 表示 “父母”） grandparent /'ɡrænpeərənt/n. 祖父（母）；外祖父（母）（常用复数 grandparents 表示 “祖父母；外祖父母”） husband /'hʌzbənd/n. 丈夫 wife /waɪf/n. 妻子 son /sʌn/n. 儿子 daughter /'dɔːtə(r)/n. 女儿 uncle /'ʌŋkl/n. 叔；伯；舅；姑父；姨父 aunt /ɑːnt/n. 姑；姨；婶；伯母；舅母 cousin /'kʌzn/n. 堂（表）兄弟；堂（表）姐妹 Related words: family /'fæməli/n. 家庭；家人 photo /'fəʊtəʊ/n. 照片（复数形式为 photos） picture /'pɪktʃə(r)/n. 图片；照片 love /lʌv/v. & n. 爱；喜欢 wait /weɪt/v. 等待 happy /'hæpi/adj. 幸福的；快乐的 B. Sentence Patterns Introducing family members: This is my father. 这是我的父亲。 That is my mother. 那是我的母亲。 These are my brothers. 这些是我的兄弟。 Those are my sisters. 那些是我的姐妹。 Describing family members: My father is tall. 我的父亲很高。 My mother is a teacher. 我的母亲是一名教师。 My brother likes playing basketball. 我的兄弟喜欢打篮球。 My sister has long hair. 我的姐妹有长头发。 Asking about family members: Who's that man/woman/boy/girl? 那个男人 / 女人 / 男孩 / 女孩是谁？ He's/She's my... 他 / 她是我的…… Are these/those your...? 这些 / 那些是你的…… 吗？ Yes, they are. / No, they aren't. 是的，他们是。/ 不，他们不是。 C. Grammar This/That/These/Those: "This" and "That" are used to refer to singular objects or people. "This" is used for objects or people that are close, and "That" is used for those that are far. "These" and "Those" are used to refer to plural objects or people. "These" is used for plural things that are close, and "Those" is used for plural things that are far. Possessive Adjectives: "my", "your", "his", "her", "its", "our", "their" are possessive adjectives. They are used before nouns to show possession. For example, "my family", "his father", "her sister". 教学过程 A. Lead - in (5 minutes) Greet the students as usual: "Hello, everyone! How are you today?" And have a short free - talk with some students to create a relaxed atmosphere. Show a beautiful picture of a big family on the PPT and ask the students: "Look at this picture. What can you see?" Encourage them to answer in English. Then lead to the topic of this class - "My Sweet Family". B. Presentation (15 minutes) Vocabulary teaching Show pictures of different family members one by one on the PPT, and at the same time, teach the corresponding English words. For example, when showing a picture of a father, say "This is a father. Read after me, father." Repeat several times to help students remember the pronunciation. Do the same for "mother", "brother", "sister", "grandfather", "grandmother", etc. Use flashcards to review the words. Hold up a flashcard and ask students to quickly say the word. Then randomly call some students to come to the front of the class, show them a flashcard behind their backs, and let them guess the word by asking classmates for hints, like "Is it a family member?" "Is it a man?" etc. Sentence - pattern teaching After teaching the vocabulary, introduce the sentence patterns for introducing family members. Point to a picture of a family member on the PPT and say, "Look, this is my father. He is tall." Write the sentence on the blackboard and let students read it after you. Then change to other family - member pictures and use different sentence patterns such as "That is my mother. She is kind." "These are my brothers. They like playing football." "Those are my sisters. They are students." for practice. Divide the students into pairs. Each pair takes out some family - member cards (prepared in advance). One student holds up a card and the other uses the sentence pattern to introduce the family member on the card. Then they switch roles. Walk around the classroom to monitor and offer help if necessary. C. Practice (15 minutes) Listening practice Play a short dialogue recording about introducing family members on the PPT. Before playing, ask the students to look at the pictures on their textbooks related to the dialogue and predict what they will hear. After playing the first time, ask some simple questions, like "How many people are there in the family?" "Who are they?" Let the students listen to the recording again to check their answers. Play the recording a third time. This time, ask the students to listen carefully and fill in the blanks in the sentences on their worksheets, such as "This is my ______. He is a ______." Speaking practice Organize a "Family Show" activity. Ask each student to take out a photo of their own family. First, let them practice introducing their family members to their deskmates using the learned sentence patterns. Then invite several students to come to the front of the class and show their family photos to the whole class, introducing their families in detail. Encourage other students to ask questions if they are interested, like "What does your father do?" "Is your sister older than you?" etc. D. Production (5 minutes) Writing practice Ask the students to write a short passage about their families. Provide them with some writing hints on the PPT, such as "How many people are there in your family?", "Who are they?", "What do they look like?", "What do they do?" etc. Let them write at least 5 sentences. Walk around the classroom to offer guidance and help students correct their grammar and spelling mistakes. Sharing After the students finish writing, ask some of them to read their passages aloud to the class. The rest of the students listen carefully and can give some simple comments, like "I like your passage because it is very detailed." or "Your family sounds very happy." E. Summary and Homework (5 minutes) Summary Summarize the key points of this class with the students. Review the family - member vocabulary, sentence patterns for introducing family members, and the usage of possessive adjectives. Ask the students to recall and share what they have learned in this class. Homework Ask the students to make a family photo album. They need to stick their family photos in the album and write a short introduction about each family member under the photo in English. Encourage the students to tell their family stories in English to their parents at home. 教学反思 In this class, the use of pictures and real - life examples, such as family photos, can effectively arouse students' interest in learning and help them better understand and remember the vocabulary and sentence patterns related to family. However, in the future, more diverse teaching materials can be introduced, such as short videos about families from different cultures, to expand students' horizons. The group - work and pair - work activities in class can actively involve students in the learning process and improve their speaking and communication skills. But during the activities, some students may be too shy to express themselves, and more encouragement and individual guidance should be given to these students to build their confidence. In the writing practice part, some students still have difficulties in using correct grammar and spelling. In the following classes, more grammar - focused exercises and writing guidance should be carried out to improve students' writing ability. Overall, the teaching objectives of this class have been basically achieved. But continuous improvement and adjustment of teaching methods and strategies are needed according to students' actual learning situations to make the English class more effective and attractive. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $