外研版（2024）七年级上册英语Unit 3 Family Ties 教学设计（英文版）.docx

1、外研版（2024）七年级上册英语Unit 3 Family Ties 教学设计Starting out is to explore family activities, inspire students to value family moments and prompt reflection on what family means. Key phrases and vocabulary include family activities, value family time, and familial roles. 1、教材导学This unit is centered on the to

2、pic of family, which belongs to the Social Services and Interpersonal communication thematic cluster of Human and Society, and the thematic contexts are about Harmonious Family and Community Life Theme:Human &SocietyUnderstanding ideas is to explore the silent love between father and son, highlighti

3、ng the growth and understanding in relationships. It also emphasizes the importance of empathy and communication in deepening familial bonds. Key vocabulary includes silent, care, love, and phrases like carry across, see into each others hearts, and tears quietly run down.Unit 3 Family TiesDevelopin

4、g ideas is to foster family harmony, enhance communication, and address family issues through shared experiences and thoughtful dialogue. This text emphasizes the importance of understanding and empathy in family relationships. Presenting ideas is to cultivate organizational skills, emotional intell

5、igence, and a deeper understanding of family values through engaging students in creating a family photo album.2、课标落实第一课时 ( Starting out )1. Study of the TextWhat: The text is centered around the concept of family, exploring its dynamics and the activities that families engage in together. It uses p

6、ictures as a visual aid to initiate discussion and reflection on family life. The text poses questions to prompt students to think about what they see in the pictures and to consider their own family experiences. It delves into the roles of family members and the meaning of the word family, encourag

7、ing a deeper understanding of familial bonds and relationships.How: The text employs a conversational and interactive approach, starting with direct questions to engage the reader. It utilizes simple and clear language, making it accessible and relatable, likely aimed at a younger audience or studen

8、ts in the early stages of learning English. The use of questions and pictures creates an interactive learning environment, encouraging students to think critically and make connections between the visual content and their own lives. The text also seems to be structured in a way that allows for easy

9、discussion, possibly in a classroom setting, with each section designed to facilitate thought and dialogue.Why: The authors intention appears to be twofold. Firstly, they aim to foster a sense of appreciation and understanding of family life and the diverse activities that families can engage in tog

10、ether. By prompting students to think about their own family experiences, the text encourages introspection and reflection on the importance of family bonds. Secondly, the text seeks to explore the deeper meaning of family, prompting students to consider what the word represents beyond just the peop

11、le in their immediate circle. This could be an attempt to instill values such as empathy, understanding, and the importance of relationships in a broader social context. Overall, the text conveys a positive and nurturing view of family, emphasizing the role of family in personal growth and developme

12、nt.2. Teaching ObjectivesBy the end of this lesson, we are able to:1. talk about some important family moments using present continuous tense;2. introduce our family simply (简单地) to the whole class;3. understand the support from our family and explore the meaning of family.3. Teaching ProcessTeachin

13、g ObjectivesTeaching ActivitiesEffectiveness Evaluation3. understand the support from our family and explore the meaning of family.Step 1: Lead-in1. Play a video clip titled Family members & tree with Chinese and English subtitles.2. Students watch the video and discuss their family members.The effe

14、ctiveness will be measured by the level of student engagement and their ability to initiate discussions about their family members, indicating their understanding and interest in the subjectPurpose: To engage students in the topic of family by visually introducing the concept and encouraging them to

15、 share their own family experiences, setting the stage for further exploration.1. talk about some important family moments using present continuous tense;Step 2: Discussion1. Students look at pictures and answer questions about what each family is doing in the pictures.2. Students discuss the activi

16、ties they usually do with their family members.Example questions: What is each family doing in the pictures? What activities do you usually do with your family members?The effectiveness will be assessed by observing how well students can use the present continuous tense correctly and by the depth of

17、 their descriptions of family activities, demonstrating their language proficiency.Purpose: To practice using the present continuous tense in a context that is relevant to students lives, focusing on describing family activities, which helps in reinforcing their language skills.1. talk about some im

18、portant family moments using present continuous tense;Step 3: Pair workStudents work in pairs to discuss family activities and what their family is doing in a photo.Example dialogue: What activities do you usually do with your family members? We usually.The effectiveness will be evaluated by the flu

19、ency and accuracy of the students conversations, as well as their ability to use the present continuous tense correctly in a real-life context.Purpose: To provide students with an interactive platform to practice conversational English, specifically focusing on the present continuous tense, and to e

20、ncourage peer-to-peer interaction and learning.3. understand the support from our family and explore the meaning of family.Step 4: Think and shareStudents watch the video and answer questions about what each person in the family does and what the word family stands for.Example questions: What does e

21、ach person in your family do? What does the word family stand for?The effectiveness will be determined by the thoughtfulness and depth of students responses, indicating their comprehension and ability to articulate the significance of family support and the meaning of family.Purpose: To encourage st

22、udents to reflect on the roles and contributions of family members, and to explore the deeper meaning of family, fostering a deeper understanding of the concept.2. introduce our family simply (简单地) to the whole class.Step 5: Group workStudents draw a family tree, introduce their family to their clas

23、smates, and talk about their family activities.The effectiveness will be assessed by the clarity, completeness, and creativity of the family trees, as well as the students ability to introduce their family and activities confidently.Purpose: To enable students to present information about their fami

24、ly in a structured and organized manner, enhancing their presentation skills and understanding of family dynamics.1. talk about some important family moments using present continuous tense;Step 6: ExerciseStudents complete a series of fill-in-the-blank exercises that require them to use the present

25、continuous tense in different contexts.Example sentences: Look! The little boy _ _ (swim) in the river. _ they _(have) a meeting now?The effectiveness will be measured by the accuracy of students responses to the exercises, demonstrating their mastery of the present continuous tense.Purpose: To rein

26、force and test students understanding and application of the present continuous tense in various sentence structures, ensuring they can use it correctly in different scenarios.Homework Required（必做）: Share your family photo with friends and talk about your family with them.Optional（选做）: Find more way

27、s to solve our family problems and share in groups.第2课时 ( Reading: Silent love)1. Study of the Text What: The text revolves around the theme of paternal love, specifically focusing on the relationship between a father and his son. It uses a film review of Postmen in the Mountains to illustrate the d

28、ynamics of their bond. The narrative explores the fathers silent yet profound love, conveyed through their interactions and the sons reflections on his fathers care. The text prompts readers to think about their own fathers and to describe their love in a similar manner.How: The text is structured i

29、n a narrative and descriptive format, beginning with questions that engage the readers personal experiences and emotions. It then transitions into a film review, using vivid imagery and emotive language to convey the storys emotional depth. The use of key words like silent, heart, quietly, home, car

30、e, and love helps to emphasize the central theme of silent, enduring love. The text employs the present tense to describe ongoing actions and the past tense to recount past events, creating a dynamic narrative flow. The language is clear and accessible, suitable for a general audience or students st

31、udying English.Why: The authors intent is to highlight the often unspoken and understated nature of a fathers love. By using the film as a medium, the text aims to evoke a sense of understanding and appreciation for the sacrifices and care that fathers provide. The emotional resonance of the films s

32、tory is meant to inspire readers to reflect on their own relationships with their fathers, encouraging introspection and empathy. The text also serves an educational purpose, teaching readers about the cultural representation of fatherhood in traditional Chinese society and the value of familial bon

33、ds. Ultimately, the text conveys a message of the enduring and powerful nature of love, even when it is expressed in silence.2.Teaching ObjectivesBy the end of this lesson, we will be able to:1. identify the elements and basic structure of a film review;2. sort out the story of love between the fath

34、er and son;3. evaluate the fathers love and discuss about parental love.Teaching ObjectivesTeaching ActivitiesEffectiveness Evaluation3. evaluate the fathers love and discuss about parental love.Step 1: Lead-in1. Students look at the three pictures provided and answer the questions: Which picture re

35、minds you of your father? and How can you describe your father and his love?2. Students use the words silent heart, home love, quietly, care, open, hug, and kiss to help articulate their thoughts.This step is effective as it engages students emotionally and prepares them to delve deeper into the the

36、me of the lesson.Purpose: To stimulate students initial thoughts and feelings about fatherly love, setting a personal and emotional context for the lesson.2. sort out the story of love between the father and son;Step 2： Pre-reading1. Students read the title Silent Love and predict what the passage m

37、ight be about.2. Students discuss the questions What is silent love? and Whose love is silent?This step is effective in stimulating curiosity and setting expectations, which can enhance comprehension and engagement with the text.Purpose: To activate students prior knowledge and encourage them to mak

38、e educated guesses about the content of the passage, thus preparing them for the reading activity.2. sort out the story of love between the father and son;Step 3: Fast readingStudents read the passage quickly and answer the question What is the fathers love like according to the writer?This activity

39、 is effective for a quick comprehension check, helping to determine if students have grasped the essence of the fathers love as depicted in the text.Purpose: To assess students understanding of the main idea of the text, ensuring they can identify the central theme of the fathers love.1. identify th

40、e elements and basic structure of a film review;2. sort out the story of love between the father and son;Step 4: Detailed reading1. Students read the passage quickly and identify specific elements such as the name of the film, characters in the film, and a touching moment.2. Students read for the el

41、ements and tick off the ones they find in the text.This step is effective in ensuring that students are not only understanding the general idea but also paying attention to the finer details, which is crucial for a deeper understanding of the text.Purpose: To encourage detailed analysis and attentio

42、n to specific details within the text, enhancing comprehension and retention.3. evaluate the fathers love and discuss about parental love.Step 5: Post-reading1. Students reflect on how they would feel if they were the son and discuss whether they would take over the fathers position.2. Students cons

43、ider emotions such as being unhappy, lonely, sad, missing the father, or needing company.This activity is effective in promoting emotional engagement and deeper understanding, as students are asked to consider the implications of the father-son relationship in the text.Purpose: To encourage personal

44、 reflection and empathy, allowing students to connect the text with their own emotions and experiences.3. evaluate the fathers love and discuss about parental love.Step 6: Group Work1. Students discuss whether their fathers love is silent or open and list some actions as examples.2. Students prepare

45、 to present their views on Fathers love may be silent. But like a mountain, it is always there.This step is effective in promoting peer interaction and mutual understanding, as students learn from each others perspectives and experiences.Step 7: Language points1. Students discuss the use of specific

46、 language points such as serve, be absent from, along the way, and bring back.2. Students use these expressions in context to enhance their understanding and application of the language.This activity is effective in solidifying language skills, as students learn to use these expressions in context,

47、which aids in language retention and application.Step 8: ExerciseStudents complete a series of single-choice questions related to possessive forms and other grammatical structures.Example Questions:_ T-shirt is clean.Last Sunday they went to _ school.What are _ hobbies?Lingling is _ friend.He is _ o

48、f _ friend.Is that _ dog?his step is effective in consolidating grammatical knowledge, as students are tested on their ability to correctly use possessive forms and other structures, which is crucial for accurate language use.Purpose: The group work can foster group discussion and collaboration, encouraging students to share and compare thei