Unit 1 Family Lesson 2 Family Together 教学设计 2025-2026学年北师大版（2024）七年级英语上册

该初中英语教学设计聚焦“家庭活动”主题，围绕词汇如watch TV、have dinner及句型We often... together等核心语言点展开，通过图片导入激发兴趣，自然衔接新知呈现与情境操练，形成由感知到表达的学习支架，帮助学生逐步构建语言能力与情感体验的联结。 本资料亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在角色扮演环节中，学生用所学句型讨论家庭旅行计划，既锻炼了真实语境下的语言输出能力，又潜移默化培养家国情怀与跨文化沟通意识；小组合作阅读短文时引导学生圈画关键词和句式结构，提升信息提取与逻辑分析能力，体现思维品质发展。教师可直接套用此设计开展高效课堂，学生则在贴近生活的活动中增强语言应用信心，实现知识内化与情感共鸣的双重收获。

Unit 1 Family-Lesson 2 Family Together "Family Together" is the second lesson in Unit 1 of the 2024 Beijing Normal University Edition English textbook for Grade 7. This lesson continues the exploration of the family theme. It mainly focuses on family activities and the warm atmosphere of family gatherings. By describing common family activities such as watching TV, having dinner, and going on trips, students are guided to further feel the warmth of family and the importance of family affection. The teaching content includes learning relevant vocabulary and phrases about family activities, understanding and using sentence patterns to describe family activities, and improving students' comprehensive language skills through listening, speaking, reading, and writing exercises. The textbook provides real - life language situations through dialogues and short passages, which is conducive to students' learning and application of language. 教学目标 1. Knowledge Objectives Students are able to master vocabulary and phrases related to family activities, such as: watch TV, have dinner, go on a trip, play games, read books, do homework, etc. Students can understand and use the following sentence patterns to describe family activities: We often... together. My family likes to... Sometimes we... 2. Ability Objectives Listening: Students can understand simple dialogues and short passages about family activities and obtain key information. Speaking: Students can fluently describe the things their families do together and express their feelings using the learned vocabulary and sentence patterns. Reading: Students can correctly read the texts in the textbook, understand the general idea of the texts, and master reading skills. Writing: Students can write a short passage about their family activities with simple sentences according to the given hints. 3. Emotional Objectives Strengthen students' sense of belonging and identification with the family, and let students experience the happiness of family reunions and common activities. Cultivate students' awareness and habits of caring for family members and actively participating in family activities. Improve students' teamwork and interpersonal skills through group cooperation and communication. 教学重难点 1. Teaching Key Points Key vocabulary: Vocabulary related to family activities, such as watch TV, have dinner, go on a trip, etc. Key sentence patterns: Sentence patterns for describing family activities, like "We often... together.", "My family likes to...", etc. Key skills: Improving students' listening, speaking, reading, and writing skills in the context of family activities. 2. Teaching Difficult Points Difficult vocabulary: Some words with similar meanings and easy to be confused, such as "take a trip" and "go on a trip". Difficult sentence patterns: Using complex sentence structures to express family activities, such as "When we have dinner together, we always talk about our day." Difficult skills: Helping students to express their ideas and feelings about family activities vividly and accurately in English, and improving their ability to use English in real - life communication. 1. Vocabulary watch TV have dinner go on a trip play games read books do homework clean the house wash clothes cook meals 2. Sentence Patterns We often watch TV together in the evening. My family likes to go on a trip during holidays. Sometimes we play games after dinner. On weekends, we usually clean the house together. My parents and I often read books in the study. 教学过程 1. Warming - up (5 minutes) Greet the students as usual. Show some pictures of different families doing various activities, such as having a picnic, watching a movie, etc. on the PPT. Ask students to look at the pictures and answer the question: "What are these families doing?" Encourage students to express their ideas freely in English. For example, students may answer, "They are having a picnic." "They are watching a movie." 2. Presentation (12 minutes) New vocabulary teaching Teach the vocabulary related to family activities one by one. Use pictures, real - object demonstrations (if possible), and actions to help students understand the meaning. For example, when teaching "watch TV", turn on a small TV model in the classroom and act as if watching TV. Let students repeat the words several times to ensure correct pronunciation. Write the new words and phrases on the blackboard: watch TV, have dinner, go on a trip, play games, read books, do homework. Explain the usage and some collocations of these words briefly. For example, "go on a trip" is often followed by a place name, like "go on a trip to Beijing". New sentence pattern teaching Present the sentence patterns for describing family activities on the PPT: "We often... together.", "My family likes to...", "Sometimes we...". Explain the meaning and usage of these sentence patterns. Give some examples: "We often have dinner together at 7 o'clock." "My family likes to go on a trip to the beach in summer." "Sometimes we play games in the park on weekends." Let students imitate and make their own sentences. Invite several students to share their sentences with the class. 3. Listening (8 minutes) Play the recording of the dialogue in the textbook for the first time. Let students listen carefully and answer the general question: "What family activities are mentioned in the dialogue?" Play the recording again. This time, ask students to listen more carefully and fill in a form on the PPT. The form includes columns such as "Family members", "Activities", and "Time". Check the answers with the whole class. Explain some difficult points in the listening material, such as weak pronunciation and 连读现象. 4. Speaking (10 minutes) Group work: Divide the students into groups of 4 - 5. Each group is given a set of pictures showing different family activities. Ask students to describe the pictures in their groups using the learned vocabulary and sentence patterns. For example, "In this picture, the family is having a big dinner together. They look very happy." Role - play: Prepare some cards with different family activity scenarios written on them, such as "Your family is going on a trip. Discuss where to go and what to take." "Your family is having a weekend at home. Talk about the activities you plan to do." Each group draws a card and does a role - play according to the scenario. Encourage students to use as much English as possible during the role - play. Invite several groups to come to the front of the class and show their role - plays. After each group finishes, let the other students ask questions or give comments. 5. Reading (5 minutes) Let students read a short passage about a family's weekend activities in the textbook quickly. Ask them to find out the main idea of the passage and answer the question: "What did the family do on the weekend?" Then, let students read the passage again carefully. This time, ask them to underline the new words and phrases they have learned in the passage and circle the sentence patterns used to describe family activities. Explain some difficult sentences in the passage, such as "Although they were tired, they had a great time together." Help students understand the meaning and grammar structure. 6. Summary and Homework (5 minutes) Summary Review the new vocabulary and sentence patterns learned in this class with the students. Ask students to recall the family activities they have talked about and the English expressions they have used. Summarize the key points of listening, speaking, and reading in this class, and emphasize the importance of using English to describe family life. Homework Ask students to write a short passage about their own family's favorite activity. They should use at least 3 sentence patterns and 5 new words learned in this class. Let students share their writing with their parents at home and read it aloud to their parents in English. 教学反思 In this teaching process, through various teaching methods and activities, students were actively involved in classroom learning, and certain teaching effects were achieved. The teaching content was closely related to students' real - life experiences. Starting from familiar family activities such as watching TV, having dinner, and going on a trip, it stimulated students' learning interest and resonance. Students actively participated in discussions and shared their family activity experiences in class, creating a lively classroom atmosphere. A variety of teaching means were used, such as pictures, recordings, group work, role - plays, etc., making the teaching process vivid and attractive. These teaching means not only helped students better understand and master new knowledge but also cultivated students' various language skills and comprehensive application abilities, such as listening, speaking, reading, writing, and teamwork skills. During the teaching process, attention was paid to guiding students' autonomous learning and thinking. Through questioning, group discussions, and other methods, students' thinking was stimulated, allowing them to learn through exploration, which cultivated students' problem - solving ability and innovative thinking. For example, in the group discussion and role - play sessions, students actively thought, put forward various views and ideas about family activities, and tried to express them in English, effectively improving their language application ability and self - confidence. The teaching links were reasonably designed with natural transitions. From warming - up to the presentation of new knowledge, practice, consolidation, and expansion, each link was closely centered around the teaching objectives and was interlocked. In different teaching links, teaching strategies and methods were adjusted in a timely manner according to students' learning situations and feedback to ensure the smooth progress of the teaching process and the achievement of teaching objectives. However, there were also some areas that could be improved. For example, in the speaking activity, some students were still a bit shy and did not actively participate. In future teaching, more encouragement and guidance should be given to these students to make them more actively involved in classroom communication. In addition, the time control in some group activities could be more accurate to ensure that each student has sufficient time to express themselves. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $