StarterSection 6 My Family Members 教学设计 -2025-2026学年北师大版英语七年级上册

Starter-Section 6 My Family Members 1. Content Overview This section of "My Family Members" in the North China Normal University Edition (2024) English textbook for Grade 7 focuses on helping students learn about family-related vocabulary and basic sentence patterns for introducing family members. Through vivid pictures, interesting dialogues, and practical activities, students will be able to describe their own families and understand the importance of family. The content includes not only the names of family members such as "father", "mother", "brother", "sister", "grandfather", "grandmother", but also how to use sentences like "This is...", "That is...", "He/She is...", "Is he/she... Yes, he/she is. / No, he/she isn't." to talk about family members. 教学目标 2.1 Knowledge Objectives Students can listen, speak, read and write the vocabulary related to family members, including "father", "mother", "brother", "sister", "grandfather", "grandmother", "grandpa", "grandma". Students can master the key sentence patterns for introducing and inquiring about family members, such as "This is...", "That is...", "He/She is...", "Is he/she... Yes, he/she is. / No, he/she isn't." 2.2 Ability Objectives Students can use the learned vocabulary and sentence patterns to introduce their own family members accurately and fluently in oral and written forms. Students can improve their listening and reading comprehension skills by understanding dialogues and texts about family members. Students can develop their communication skills through group work and pair work activities, expressing their ideas and sharing information about their families. 2.3 Emotional Objectives Students can enhance their awareness of family values, cherish family relationships, and cultivate a positive attitude towards family life. Students can build confidence in using English to communicate and express themselves, and increase their interest in learning English. 教学重难点 3.1 Teaching Key Points Mastering the vocabulary of family members and the correct pronunciation and spelling of these words. Using the key sentence patterns proficiently to introduce and talk about family members. 3.2 Teaching Difficult Points Distinguishing the usage of different sentence patterns in different situations, such as the differences between "This is..." and "That is...", and using them accurately. Helping students to overcome shyness and actively participate in classroom communication activities to express their ideas about family members. 4.1 Vocabulary father /ˈfɑːðə(r)/n. 父亲 mother /ˈmʌðə(r)/n. 母亲 brother /ˈbrʌðə(r)/n. 兄；弟 sister /ˈsɪstə(r)/n. 姐；妹 grandfather /ˈɡrænfɑːðə(r)/n. （外）祖父 grandmother /ˈɡrænmʌðə(r)/n. （外）祖母 grandpa /ˈɡrænpɑː/n. （口语）爷爷；外公 grandma /ˈɡrænmɑː/n. （口语）奶奶；外婆 4.2 Sentence Patterns This is... 这是…… That is... 那是…… He/She is... 他 / 她是…… Is he/she... 他 / 她是…… 吗？ Yes, he/she is. 是的，他 / 她是。 No, he/she isn't. 不，他 / 她不是。 教学过程 5.1 Warming-up (5 minutes) Greet the students as usual and then play a short English song about family, such as "Family Song". While playing the song, encourage the students to sing along with the music. This can create a warm and relaxing atmosphere in the classroom and quickly draw the students' attention to the topic of family. After the song, ask some simple questions related to the song, like "What did you hear in the song " "Do you like your family " to arouse students' interest and lead them to think about their families. 5.2 Presentation (15 minutes) Use PPT to show some pictures of different families, pointing to each family member and introducing the corresponding English words clearly and slowly, for example, "Look at this picture. This is a family. This is the father. Father, read after me, /ˈfɑːðə(r)/." Repeat this process for each family member vocabulary, and let the students read aloud several times to practice pronunciation. Then, show some family photos of the students in the class (with the permission of the students in advance). Point to the photos and use the sentence patterns to introduce, "This is Tom's father. He is tall. That is Lily's mother. She is beautiful. Is she Lucy's sister Yes, she is." Let the students get familiar with the usage of the sentence patterns. 5.3 Practice (15 minutes) Pair work: Divide the students into pairs. Each pair takes out a piece of paper and draws their own family tree. Then, they introduce their family members to their partners using the learned vocabulary and sentence patterns. For example, "This is my family tree. This is my grandfather. He is a kind old man. That is my sister. She is a student." Walk around the classroom to monitor and offer help when necessary. Game - "Who Am I": Choose several students to come to the front of the classroom. Each student gets a card with the name of a family member written on it without showing it to others. Then, the student starts to describe the family member on the card using sentences like "I am a man. I am old. I have a son and a daughter." The other students in the class guess who the family member is. This game can not only strengthen students' memory of vocabulary but also improve their ability to use English to describe. 5.4 Production (5 minutes) Group work: Divide the students into groups of four or five. Each group is required to make a short video about introducing their families. They can use real family photos, draw pictures, or act out. Each member in the group should have a chance to speak. After they finish shooting the video, play the videos in the class one by one. Encourage the students to listen carefully and give positive comments. 5.5 Summary and Homework (5 minutes) Summary: Summarize the key points of this class with the students, review the vocabulary of family members and the important sentence patterns together. Ask the students to recall what they have learned and invite some students to share their feelings about their families in English. Homework: Ask the students to write a short passage about their families, using at least five sentences and all the family member vocabulary they have learned. Let the students make a handmade family photo album and write English introductions under each photo. They can share it with their families and friends. 教学反思 After teaching this lesson "My Family Members", I have the following reflections. In terms of teaching methods, the use of multimedia such as PPT and songs has effectively attracted students' attention and made the class more vivid. The group work and pair work activities provided students with more opportunities to practice speaking English, which is beneficial for improving their communication skills. However, during the pair work, I noticed that some students were a bit shy and not very active in communication. Maybe I should have given more guidance and encouragement in advance, and also set more specific tasks and evaluation criteria to make them more involved. Regarding the teaching content, most students have mastered the family member vocabulary and basic sentence patterns, but in the production part, some students still made mistakes in the usage of sentence patterns when making videos. This indicates that more practice and real - life context application are needed in future teaching. Also, in the game "Who Am I", some students had difficulty describing accurately, which means I should strengthen the training of descriptive words related to family members in the following classes. In general, this lesson has achieved certain teaching goals, but there are still areas that need improvement. I will adjust my teaching methods and content according to the students' learning situation to make the English class more effective and interesting. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $