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

该教案聚焦七年级英语Unit 3 Family ties的核心词汇与句型，以“家庭成员介绍”为主线，通过图片导入、游戏操练、对话练习、听力训练和阅读理解层层递进，构建从感知到输出的学习支架，帮助学生实现语言知识的内化与迁移。 本教案亮点突出，融合语言能力、文化意识与思维品质三大核心素养。例如，在Step 2中设计词汇匹配游戏，激发兴趣并强化记忆，体现语言能力的实践性；在Step 1引入多元文化家庭图片，引导学生关注不同国家的家庭结构，培养跨文化意识；在Step 4阅读活动中设置细节问题链，促进学生分析文本信息，发展批判性思维。教师可直接使用此设计开展教学，既提升课堂互动效率，又助力学生形成积极的情感态度与正确的价值观。

教学设计 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（Presenting ideas） 教学目标 1. Knowledge Aims Students will be able to master the key vocabulary related to family, such as “family ties”, “relative”, “cousin”, “aunt”, “uncle”, etc. Students can understand and use basic sentence patterns like “Who is he/she? He/She is my...” and “How do you describe your family?”. 2. Ability Aims Develop students' listening and speaking skills by listening to dialogues about family and engaging in conversations to introduce their own families. Improve students' reading ability through reading passages about family, and enhance their writing ability by describing their families in written form. 3. Emotional Aims Foster students' love and sense of responsibility for their families, and help them cherish family relationships. Raise students' awareness of different cultural backgrounds regarding family structures and concepts, enhancing their cross - cultural communication awareness. 重难点 1. Teaching Key Points Core vocabulary acquisition: Teachers need to assist students in accurately understanding and memorizing vocabulary related to family members through various means such as picture display, real - object demonstration, and context creation. Mastery of basic sentence patterns: Teachers should arrange role - playing, question - answer exercises and other activities to enable students to practice and master relevant sentence patterns in real - life contexts. 2. Teaching Difficult Points Accurate expression of family member relationships: Students may easily confuse the names of different family members. Teachers can use family tree diagrams to visually display family member relationships, helping students distinguish and remember. Flexible application of sentence patterns: Students may mechanically memorize sentence patterns and be unable to adapt them flexibly. Teachers can design diverse exercises, such as filling in the blanks, sentence rewriting, etc., to let students practice in authentic language environments and improve their ability to use sentence patterns. Understanding of cultural differences: Students may not be familiar with family relationships in different cultural backgrounds and may make inappropriate expressions. Teachers can introduce the family structures of different cultures, enabling students to understand and respect cultural differences, so as to express their own family relationships more accurately. 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) Greet the students as usual. Then, show some pictures of different families on the PPT, including big families, small families, and families with different cultural backgrounds. Ask students some simple questions like “What can you see in the pictures?” and “Do you have a happy family?”. Encourage students to answer freely. Design intention: This part aims to arouse students' interest in the topic of family, create a relaxed learning atmosphere, and lead to the theme of this class smoothly. Step 2: Presentation (10 minutes) Present the new words related to family members one by one on the PPT, such as “father”, “mother”, “grandfather”, “grandmother”, “brother”, “sister”, “uncle”, “aunt”, “cousin”. Pronounce each word clearly and ask students to repeat after the teacher several times. Use pictures to help students understand the meaning of each word. For example, show a picture of a man and say “This is a father. Father is also called dad or daddy.”. Do the same for other words. Then, play a vocabulary - matching game. Divide the class into two groups. Show some pictures of family members on one side of the PPT and the English words on the other side. Each group sends a representative to come to the front of the class and match the pictures with the words as quickly as possible. The group that finishes first and correctly wins. Design intention: Through vivid picture display and interesting games, students can quickly and accurately master the new vocabulary related to family members, which is conducive to the subsequent learning of sentence patterns and text. Step 3: Practice (15 minutes) Write the sentence pattern “Who is he/she? He/She is my...” on the blackboard. Explain the usage of this sentence pattern, that is, it is used to ask about the identity of a person and introduce family members. Take an example: Point to a picture of a girl on the PPT and ask “Who is she?”. Then answer “She is my sister.”. Let students practice this sentence pattern in pairs. One student points to a picture of a family member and asks, and the other answers. Walk around the classroom to monitor and provide guidance. After that, introduce another sentence pattern “How many people are there in your family? There are...” Write it on the blackboard. Explain its meaning and usage. Use a real - life example, like “I have a family of four. There are my father, my mother, my little brother and me.”. Let students ask and answer in pairs about the number of people in their families. Design intention: By means of example explanation and pair - work practice, students can master these two important sentence patterns for introducing family members and the number of family members, laying a foundation for their oral and written expressions about family. Tell students that they will listen to a dialogue about two students introducing their families. Before playing the audio, show some questions on the PPT, such as “How many people are there in Tom's family?”, “Who are they?”, “What does Tom's father do?”. Play the audio for the first time. Let students listen carefully without writing anything. Then play the audio again, and ask students to listen and answer the questions. Check the answers together. For the questions that students answer wrong, play the relevant parts of the audio again to help them understand. Design intention: Through listening practice, students' listening comprehension ability can be trained. At the same time, they can further understand the application of vocabulary and sentence patterns in real - life dialogues about family. Step 4: Oral Practice & Consolidation (15 minutes) Present a short passage about a family on the PPT. The passage can introduce the members of the family, their hobbies and some family activities. Ask students to read the passage quickly and answer some general questions, like “What is the main idea of this passage?” and “How does the author feel about his/her family?”. Then, ask students to read the passage carefully again and answer some detailed questions, such as “What are the hobbies of the author's parents?”, “What family activities do they often do?”. Let students share their answers in groups first, and then invite some representatives to report to the whole class. Design intention: The reading activity can improve students' reading speed and comprehension ability. By answering different types of questions, students can not only understand the overall content of the passage but also pay attention to the details, which is beneficial for their in - depth understanding of the text about family. Step 5: Summary & Homework (5 minutes) Summarize the key vocabulary and sentence patterns learned in this class with the students. Write them on the blackboard again to reinforce students' memory. Assign homework: Ask students to write a short passage about their families, including the introduction of family members, family activities they often do and their feelings about their families. The passage should be at least 80 words. They can also decorate their written work with some drawings related to their families. Design intention: The summary part can help students review and consolidate the knowledge learned in this class. The homework assignment can further train students' writing ability and deepen their understanding of family. At the same time, the requirement of adding drawings can increase students' interest in completing homework. 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $