Unit 3 Family ties Starting out 教案 2025-2026学年外研版（2024）英语七年级上册

课程基本信息

学科

英语

年级

七年级

学期

秋季

课题

Unit 3 Family ties（Starting out）

教学目标

1.1 Language Abilities

Students are able to use words and expressions related to family, such as “father”, “mother”, “brother”, “sister”, “grandparent”, “uncle”, “aunt”, “cousin” etc., to talk about their own families and family members.

They can use possessive nouns correctly to describe family moments, like “my family’s trip to the beach” or “my parents’ love for me”.

Enable students to describe simple family activities and relationships in English, improving their speaking and writing skills in this aspect.

1.2 Culture Awareness

Guide students to notice the similarities and differences in family life across different countries or cultures, for example, the different ways of family gatherings in Western and Eastern cultures.

Foster students' understanding of the universal importance of family in people's lives, regardless of cultural backgrounds.

1.3 Quality of Thinking

Train students to make predictions about family-related topics according to given pictures. For instance, when showing a picture of a family standing in front of a new house, students can predict what the family might be doing or feeling.

Cultivate students' ability to infer implicit information from family-related materials, such as understanding the relationship between family members from a short dialogue.

1.4 Learning Abilities

Encourage students to explore learning in groups. They can cooperate with their group members to complete tasks like discussing family activities or making a family tree, which helps

improve their teamwork skills.

Teach students how to summarize the difficult points they encounter during learning after class, so as to enhance their self-directed learning ability.

重难点

2.1 Teaching Key Points

Mastery of vocabulary related to family members and common family activities.

Correct usage of possessive nouns in sentences.

Be able to describe family members and family moments simply and clearly.

2.2 Teaching Difficult Points

Differentiating and correctly using some similar family relationship terms, such as “uncle” (including father’s brother, mother’s brother, father’s sister’s husband, mother’s sister’s husband) in English.

Applying possessive nouns accurately in various sentence structures and contexts.

Overcoming shyness and expressing family-related ideas fluently in English during speaking activities.

教学过程

教学环节

学习活动（包含设计意图）

Step 1: Warming-up & Lead-in (5 minutes)

Activity: Show some pictures of different families doing various activities, like having a dinner together, playing games, or going on a trip.

Teacher's Instruction: “Boys and girls, look at these pictures carefully. Can you tell me what each family is doing? And also, think about whether your family has similar activities.”

Student's Task: Observe the pictures and raise hands to answer the teacher's questions.

Design Intent: This activity aims to arouse students' interest in the topic of family, activate their prior knowledge about family life, and create a relaxed and familiar atmosphere for the following learning. By asking students to relate the pictures to their own families, it helps to engage them in the class actively.

Step 2:

Activity: Present flashcards with words of family members one by one,

Presentation (10 minutes)

such as “father”, “mother”, “brother”, “sister”, “grandfather”, “grandmother”, “uncle”, “aunt”, “cousin”. Pronounce each word clearly and ask students to repeat after the teacher several times. Then, show some pictures of family relationships and ask students to match the words with the corresponding pictures.

Teacher's Instruction: “Now, class, look at this flashcard. This is ‘father’. Follow me, ‘father’. Good. Now, let's match the words with the pictures on the screen. Who can come to the blackboard and do the matching?”

Student's Task: Listen carefully to the pronunciation, repeat the words, and participate in the matching activity either on the blackboard or in their seats by raising hands to answer.

Design Intent: Visual aids like flashcards and pictures can help students remember new words more easily. The repetition of pronunciation helps students master the correct pronunciation of these family-related words. The matching activity can not only strengthen students' memory of vocabulary but also help them understand the relationships between different family members, which is fundamental for the following learning of describing family.

Step 3: Practice (15 minutes)

Activity: Divide students into groups of four or five. Give each group a set of cards with different family activities written on them, such as “have a picnic”, “watch TV together”, “celebrate birthdays”, “help with housework”. Ask group members to discuss which activities their families often do, and choose one or two activities to share with the whole class.

Teacher's Instruction: “OK, everyone. Now you are in groups. Discuss with your group members which family activities on these cards your families often do. Then, each group needs to choose one or two activities to share with us. Remember to use English to express your ideas.” Walk around each group, listen to their discussions, and offer necessary help and guidance.

Student's Task: Participate actively in group discussions, express their own opinions about family activities, and select representatives to share the group's