Unit 1 Family Reading Club1&2 教学设计2025-2026学年北师大版（2024）七年级英语上册

Unit 1 Family-Reading Club1&2 1. Content Overview This unit focuses on the theme of "Family". Reading Club 1&2 aims to help students further understand family members through reading materials. Students will encounter texts that describe family members' appearances, personalities, hobbies, and jobs. By reading these texts, they can learn relevant vocabulary and sentence patterns, and at the same time, feel the love and connection within the family. The reading materials also provide opportunities for students to practice reading skills such as skimming, scanning, and detailed reading. 教学目标 2.1 Knowledge Objectives Students can master key vocabulary related to family members, such as "grandparent", "grandfather (grandpa)", "grandmother (grandma)", "uncle", "aunt", "parent", "father (dad)", "mother (mum)", "husband", "wife", "daughter", "son", "brother", "sister", "cousin", as well as adjectives to describe people like "funny", "caring", "polite", "patient", etc. Students can understand and use important sentence patterns for introducing family members, such as "This is...", "I have... in my family.", "He/She is...", "What does he/she look like?", "What are his/her hobbies?", etc. Students can be familiar with the usage of pronouns in the context of describing family. 2.2 Ability Objectives Improve students' reading ability, including skimming to get the main idea, scanning for specific information, and detailed reading to understand the text comprehensively. Develop students' oral English ability by introducing their own family members based on the reading content. Cultivate students' writing ability to describe their families simply. 2.3 Emotional Objectives Raise students' awareness of the importance of family and enhance their love for family members. Encourage students to share their family stories and experiences, and promote communication and cooperation among students. 教学重难点 3.1 Key Points Mastery of family - related vocabulary and key sentence patterns. Use reading skills to understand the text about family members. Be able to introduce family members in English fluently. 3.2 Difficult Points Differentiate and correctly use some similar sentence patterns, such as the difference between "What does he/she look like?" and "What is he/she like?". Use pronouns accurately when describing family members to avoid confusion. Guide students to deeply understand the emotional connotations in the texts about family and express their own feelings about family. 4.1 Vocabulary Family members: grandparent, grandfather (grandpa), grandmother (grandma), uncle, aunt, parent, father (dad), mother (mum), husband, wife, daughter, son, brother, sister, cousin Descriptive adjectives: funny, caring, polite, patient, kind, strict, etc. Other related words: same, together, fun, hobby, job, age, etc. 4.2 Sentence Patterns Introduction: This is my... / These are my... Quantity: I have... in my family. Appearance: What does he/she look like? He/She is tall/short/fat/thin... with... hair/eyes. Personality: What is he/she like? He/She is kind/polite/funny... Hobbies: What are his/her hobbies? He/She likes... (doing sth.) Jobs: What does he/she do? He/She is a/an... 4.3 Grammar - Pronouns Personal pronouns: I, you, he, she, it, we, they (subject form); me, you, him, her, it, us, them (object form) Possessive pronouns: my, your, his, her, its, our, their (adjective form); mine, yours, his, hers, its, ours, theirs (noun form) 教学过程 5.1 Warming - up (5 minutes) Greet the students and play the song "Let's All Get Together". While playing the song, ask students to listen carefully and think about the feelings of being with family. After the song, have a short discussion with students: "How do you feel when you are with your family? What do you usually do together?" Encourage several students to share their ideas. 5.2 Pre - reading (10 minutes) Show some pictures of different families on the PPT, including pictures of family members. Point to the pictures and review the vocabulary of family members with students, such as "Who can tell me who this is?" and ask students to answer "This is a grandfather." Present some simple sentences about family members on the PPT, like "This is my mother. She is kind." and ask students to read after the teacher and imitate the sentences to describe other family members in the pictures. Introduce the reading topic - "Let's read about Jack's family and see what kind of family he has." 5.3 While - reading (15 minutes) Skimming: Give students 2 minutes to quickly read the text about Jack's family. Ask them to get the main idea of the text and answer the question: "What is the main idea of this passage?" (Answer: It mainly introduces Jack's family members.) Scanning: Let students read the text again and ask them to find specific information. Set some questions, such as "How many people are there in Jack's family?", "What are Jack's parents' jobs?", etc. Give students 3 minutes to scan the text and find the answers. Then check the answers together. Detailed reading: Read the text sentence by sentence with students. Explain new words and phrases, such as "caring" (showing kindness and concern), "patient" (able to wait calmly without getting angry). Analyze key sentence patterns, for example, when meeting the sentence "What does his sister look like?", explain the usage of this sentence pattern for asking about appearance. Also, pay attention to the usage of pronouns in the text. After each paragraph, ask some detailed questions to help students understand the text better, like "Why does Jack think his grandfather is funny?" Give students about 5 minutes for this part. Group discussion: Divide students into groups of 4 - 5. Ask them to discuss in groups: "Which family member in Jack's family do you like best? Why?" Each group chooses a representative to share their group's discussion results after 5 minutes. 5.4 Post - reading (10 minutes) Language focus practice: Design some exercises on vocabulary and sentence patterns. For vocabulary, give some descriptions and ask students to write down the corresponding family member words. For sentence patterns, provide some blanks and ask students to fill in the correct forms. For example: "______ (This / These) is my uncle. He is a ______ (work / worker)." Give students 3 minutes to do the exercises and then check the answers. Oral presentation: Ask students to introduce their own families briefly according to what they have learned from the reading. They can talk about their family members' basic information, appearances, personalities, hobbies, etc. Encourage students to use as many new words and sentence patterns as possible. Give each student about 1 - 2 minutes to prepare and then ask several students to come to the front of the class to make the presentation. Summary: Summarize the key points of this reading class, including important vocabulary, sentence patterns, and reading skills. Emphasize the importance of family again. 5.5 Homework (5 minutes) Ask students to write a short passage about their families, with at least 5 - 6 sentences. They should describe their family members' basic information, at least one characteristic or hobby of each family member. Let students listen to the reading text again after class to improve their listening ability. 教学反思 After this class, overall, students showed great interest in the topic of family. The warming - up activity of playing the song effectively created a good atmosphere and aroused students' enthusiasm. In the pre - reading part, the review of vocabulary and simple sentence patterns through pictures laid a good foundation for students' reading. However, there are also some areas that need improvement. In the while - reading part, although students actively participated in group discussions, some students still had difficulty expressing their opinions accurately in English. This indicates that more speaking practice opportunities should be provided in future classes. When explaining grammar points like pronouns, some students seemed a bit confused. Maybe more vivid examples and additional exercises are needed. In the post - reading oral presentation, some students were a little nervous. In the future, more encouragement and guidance can be given to help them build confidence. For the homework, it is necessary to carefully check students' writing to find out their problems in using words and sentence patterns and provide targeted feedback. In conclusion, through continuous reflection and improvement of teaching methods, the teaching effect of English classes can be continuously enhanced to better meet the learning needs of 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 $