StarterSection6MyFamilyMembers1.ContentOverviewis...is...is...f"MyFamilyMembers"intheNorthChinaNormalUniversityEdition(2024)EnglishtextbookforGrade7focusesonhelpingstudentslearnaboutfamilyrelatedvocabularyandbasicsentencepatternsforintroducingfamilymembers.Throughvividpictures,interestingdialogues,andpracticalactivities,studentswillbeabletodescribetheirownfamiliesandunderstandtheimportanceoffamily.Thecontentincludesnotonlythenamesoffamilymemberssuchas"father","mother","brother","sister","grandfather","grandmother",butalsohowtousesentenceslike"Thisis...","Thatis...","He/Sheis...","Ishe/she...Yes,he/sheis./No,he/sheisn't."totalkaboutfamilymembers.教學目標2.1KnowledgeObjectivesStudentscanlisten,speak,readandwritethevocabularyrelatedtofamilymembers,including"father","mother","brother","sister","grandfather","grandmother","grandpa","grandma".Studentscanmasterthekeysentencepatternsforintroducingandinquiringaboutfamilymembers,suchas"Thisis...","Thatis...","He/Sheis...","Ishe/she...Yes,he/sheis./No,he/sheisn't."2.2AbilityObjectivesStudentscanusethelearnedvocabularyandsentencepatternstointroducetheirownfamilymembersaccuratelyandfluentlyinoralandwrittenforms.Studentscanimprovetheirlisteningandreadingprehensionskillsbyunderstandingdialoguesandtextsaboutfamilymembers.Studentscandeveloptheirmunicationskillsthroughgroupworkandpairworkactivities,expressingtheirideasandsharinginformationabouttheirfamilies.2.3EmotionalObjectivesStudentscanenhancetheirawarenessoffamilyvalues,cherishfamilyrelationships,andcultivateapositiveattitudetowardsfamilylife.StudentscanbuildconfidenceinusingEnglishtomunicateandexpressthemselves,andincreasetheirinterestinlearningEnglish.教學重難點3.1TeachingKeyPointsMasteringthevocabularyoffamilymembersandthecorrectpronunciationandspellingofthesewords.Usingthekeysentencepatternsproficientlytointroduceandtalkaboutfamilymembers.3.2TeachingDifficultPointsDistinguishingtheusageofdifferentsentencepatternsindifferentsituations,suchasthedifferencesbetween"Thisis..."and"Thatis...",andusingthemaccurately.Helpingstudentstoovereshynessandactivelyparticipateinclassroommunicationactivitiestoexpresstheirideasaboutfamilymembers.4.1Vocabularyfather/?fɑ?e?(r)/n.父親mother/?m?e?(r)/n.母親brother/?br?e?(r)/n.兄；弟sister/?s?st?(r)/n.姐；妹grandfather/?ɡr?nfɑ?e?(r)/n.（外）祖父grandmother/?ɡr?nm?e?(r)/n.（外）祖母grandpa/?ɡr?npɑ?/n.（口語）爺爺；外公grandma/?ɡr?nmɑ?/n.（口語）奶奶；外婆4.2SentencePatternsThisis...這是……Thatis...那是……He/Sheis...他/她是……Ishe/she...他/她是……嗎？Yes,he/sheis.是的，他/她是。No,he/sheisn't.不，他/她不是。教學過程5.1Warmingup(5minutes)GreetthestudentsasusualandthenplayashortEnglishsongaboutfamily,suchas"FamilySong".Whileplayingthesong,encouragethestudentstosingalongwiththemusic.Thiscancreateawarmandrelaxingatmosphereintheclassroomandquicklydrawthestudents'attentiontothetopicoffamily.Afterthesong,asksomesimplequestionsrelatedtothesong,like"Whatdidyouhearinthesong""Doyoulikeyourfamily"toarousestudents'interestandleadthemtothinkabouttheirfamilies.5.2Presentation(15minutes)UsePPTtoshowsomepicturesofdifferentfamilies,pointingtoeachfamilymemberandintroducingthecorrespondingEnglishwordsclearlyandslowly,forexample,"Lookatthispicture.Thisisafamily.Thisisthefather.Father,readafterme,/?fɑ?e?(r)/."Repeatthisprocessforeachfamilymembervocabulary,andletthestudentsreadaloudseveraltimestopracticepronunciation.Then,showsomefamilyphotosofthestudentsintheclass(withthepermissionofthestudentsinadvance).Pointtothephotosandusethesentencepatternstointroduce,"ThisisTom'sfather.Heistall.ThatisLily'smother.Sheisbeautiful.IssheLucy'ssisterYes,sheis."Letthestudentsgetfamiliarwiththeusageofthesentencepatterns.5.3Practice(15minutes)Pairwork:Dividethestudentsintopairs.Eachpairtakesoutapieceofpaperanddrawstheirownfamilytree.Then,theyintroducetheirfamilymemberstotheirpartnersusingthelearnedvocabularyandsentencepatterns.Forexample,"Thisismyfamilytree.Thisismygrandfather.Heisakindoldman.Thatismysister.Sheisastudent."Walkaroundtheclassroomtomonitorandofferhelpwhennecessary.Game"WhoAmI":Chooseseveralstudentstoetothefrontoftheclassroom.Eachstudentgetsacardwiththenameofafamilymemberwrittenonitwithoutshowingittoothers.Then,thestudentstartstodescribethefamilymemberonthecardusingsentenceslike"Iamaman.Iamold.Ihaveasonandadaughter."Theotherstudentsintheclassguesswhothefamilymemberis.Thisgamecannotonlystrengthenstudents'memoryofvocabularybutalsoimprovetheirabilitytouseEnglishtodescribe.5.4Production(5minutes)Groupwork:Dividethestudentsintogroupsoffourorfive.Eachgroupisrequiredtomakeashortvideoaboutintroducingtheirfamilies.Theycanuserealfamilyphotos,drawpictures,oractout.Eachmemberinthegroupshouldhaveachancetospeak.Aftertheyfinishshootingthevideo,playthevideosintheclassonebyone.Encouragethestudentstolistencarefullyandgivepositivements.5.5SummaryandHomework(5minutes)Summary:Summarizethekeypointsofthisclasswiththestudents,reviewthevocabularyoffamilymembersandtheimportantsentencepatternstogether.AskthestudentstorecallwhattheyhavelearnedandinvitesomestudentstosharetheirfeelingsabouttheirfamiliesinEnglish.Homework:Askthestudentstowriteashortpassageabouttheirfamilies,usingatleastfivesentencesandallthefamilymembervocabularytheyhavelearned.LetthestudentsmakeahandmadefamilyphotoalbumandwriteEnglishintroductionsundereachphoto.Theycanshareitwiththeirfamiliesandfriends.教學反思Afterteachingthislesson"MyFamilyMembers",Ihavethefollowingreflections.Intermsofteachingmethods,theuseofmultimediasuchasPPTandsongshaseffectivelyattractedstudents'attentionandmadetheclassmorevivid.ThegroupworkandpairworkactivitiesprovidedstudentswithmoreopportunitiestopracticespeakingEnglish,whichisbeneficialforimprovingtheirmunicationskills.However,duringthepairwork,Inoticedthatsomestudentswereabitshyandnotveryactiveinmunication.MaybeIshouldhavegivenmoreguidanceandencouragementinadvance,andalsosetmorespecifictasksandevaluationcriteriatomakethemmoreinvolved.Regardingtheteachingconte