Unit 1 Family Speaking Workshop 教学设计- 2025-2026学年北师大版英语七年级上册

Unit 1 Family-Speaking Workshop This Speaking Workshop centers on the theme of "Family". It provides students with various interactive activities to practice describing family members, their relationships, appearances, and daily routines. The materials include dialogues, picture prompts, and role-play scenarios that guide students to use core vocabulary (e.g., father, mother, brother, sister, uncle, aunt, occupation words) and sentence patterns (e.g., "This is my...", "He/She is a...", "He/She likes..."). Through collaborative tasks, students will develop the ability to introduce their own families and inquire about others' family members in English. 教学目标 Knowledge Objectives: Master key vocabulary related to family members and occupations: father, mother, parent, brother, sister, sibling, uncle, aunt, cousin, doctor, teacher, engineer, etc. Grasp basic sentence patterns for introducing family members: "This is my...", "His/Her name is...", "He/She is... years old", "He/She works as a...", "He/She likes...". Understand how to ask and answer questions about family: "How many people are there in your family?", "Who is he/she?", "What does your father/mother do?". Skill Objectives: Be able to introduce family members fluently using the learned vocabulary and sentence patterns. Be able to conduct simple conversations about family with classmates. Develop listening and speaking skills through interactive activities like role-plays and pair work. Cultural Awareness Objectives: Understand the differences and similarities in family structures between Chinese and Western cultures. Cultivate respect for diverse family forms and enhance family awareness. 教学重难点 Key Points: Correct pronunciation and usage of family - related vocabulary. Flexible application of sentence patterns for introducing family members and their occupations. Difficult Points: Using possessive adjectives (my, your, his, her) correctly in conversations. Maintaining a smooth dialogue when asking follow - up questions about family details. Distinguishing and using similar terms like "brother" vs. "cousin", "uncle" vs. "father". Vocabulary: Family members: father, mother, parents, brother, sister, siblings, son, daughter, grandfather, grandmother, grandparents, uncle, aunt, cousin. Occupations: doctor, teacher, engineer, driver, farmer, nurse, student, worker. Descriptive words: young, old, tall, short, kind, funny, hard - working. Sentence Patterns: Introduction: "This is my father. His name is Tom." Description: "She is 35 years old. He is a teacher." Preferences: "My mother likes cooking. My brother likes playing football." Questions: "How many people are there in your family?" "What does your father do?" "Who is that girl?" Responses: "There are four people in my family." "He is a doctor." "She is my sister." 教学过程 Stage 1: Warm - up & Lead - in (5 minutes) Activity 1: Song "Family Song" Play a simple English song about family. Ask students to clap along and sing if they can. The lyrics include words like "father", "mother", "brother", and "sister". Purpose: Arouse students' interest, create a relaxed learning atmosphere, and review basic family - related vocabulary. Teacher's Words: "Good morning, everyone! Let's start our class with a song. Listen carefully and tell me what words you hear about family." Stage 2: Presentation of New Language (10 minutes) Activity 1: Introduce the Teacher's Family Show students photos of the teacher's family members. Introduce them using the target sentence patterns: "This is my mother. Her name is Linda. She is a doctor. She likes reading." Activity 2: Vocabulary and Sentence Pattern Drills Display flashcards with pictures of family members and occupations. Read the words aloud, and ask students to repeat. Practice sentence patterns: "This is my...", "He/She is a...". Ask individual students to describe the flashcards. Purpose: Present new vocabulary and sentence patterns in a real context, ensuring students understand their meanings and usage. Teacher's Words: "Look at this photo. This is my father. He is an engineer. Now, who can tell me what this is? (Holding up a flashcard of a sister) Yes, 'sister'. Please say: 'This is my sister.'" Stage 3: Controlled Practice (10 minutes) Activity 1: Pair Work - Describe the Picture Give each pair a picture of a family (different from the ones shown before). Students take turns describing the family members using the patterns: "This is...", "He/She is a...". Activity 2: Fill - in - the - blank Dialogues Provide short dialogues with blanks. For example: A: How many people are there in your family? B: There are ______ people. A: Who is that? B: That is my ______. He is a ______. Students work in pairs to complete and practice the dialogues. Purpose: Let students practice using the new language in a controlled way, focusing on accuracy. Teacher's Words: "Work with your partner. Take this picture and describe the family. Remember to use 'This is...' and 'He/She is a...'. I'll walk around to help you." Stage 4: Communicative Practice (15 minutes) Activity 1: "My Family Tree" Sharing Ask students to draw a simple family tree on a piece of paper, including 3 - 4 family members and their basic information (name, occupation, hobby). Then, in groups of 3 - 4, each student introduces their family tree to the group. Activity 2: Role - play - "Meeting a New Friend" Scenario: Two students meet for the first time and talk about their families. They can use questions like "How many people are there in your family?" "What does your mother do?" to interact. Provide a sample dialogue: A: Hi, I'm Lily. Nice to meet you. B: Hi, Lily. I'm Tom. Nice to meet you too. A: How many people are there in your family, Tom? B: There are three people: my father, my mother, and me. A: What does your father do? B: He is a teacher. What about your family? A: ... Purpose: Encourage students to use the language freely in real - life - like situations, improving their fluency and communication skills. Teacher's Words: "Now it's time to talk about your own family! First, draw your family tree. Then, share it with your group. After that, let's do a role - play. Imagine you're making a new friend and want to know about each other's families." Stage 5: Summary and Homework (5 minutes) Summary: Review the key vocabulary and sentence patterns with the whole class. Ask 2 - 3 students to briefly introduce their families in front of the class to check their mastery. Homework: Introduce one family member to their parents in English. Prepare a short speech (3 - 5 sentences) about their family for the next class. Draw a picture of their favorite family activity and write 2 sentences about it. Teacher's Words: "Today we've learned how to talk about our families. Who can tell me one thing you learned? Great! For homework, please practice introducing your family to your parents. I'm looking forward to your speeches next class." 教学反思 Strengths: The warm - up song effectively aroused students' interest. The use of real photos (teacher's family) and picture prompts made the language input more vivid and relatable. The step - by - step practice from controlled to communicative activities helped students build confidence in speaking. Group work and pair work promoted interaction among students, creating a lively class atmosphere. Weaknesses: Some students were still hesitant to speak in front of the class, especially those with weaker English foundations. The time allocated for the role - play activity was a bit tight, and some pairs didn't have enough time to fully practice. A few students confused possessive adjectives (e.g., using "he" instead of "his"). Improvement Suggestions: In future classes, more individual speaking opportunities should be provided for shy students, such as starting with short answers and gradually increasing the length. The role - play activity can be simplified into shorter dialogues to ensure all pairs can finish on time. Design more targeted exercises to practice possessive adjectives, like matching games or fill - in - the - blank exercises with emphasis on this point. Also, provide more positive feedback to encourage students to speak boldly. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $