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外研版（2024）七年级上册（2024）Unit 3 Family ties教案及反思
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这是一份外研版（2024）七年级上册（2024）Unit 3 Family ties教案及反思，共20页。
Starting ut is t explre family activities, inspire students t value family mments and prmpt reflectin n what "family" means. Key phrases and vcabulary include "family activities," "value family time," and "familial rles."
1、教材导学
This unit is centered n the tpic f "family", which belngs t the "Scial Services and Interpersnal cmmunicatin" thematic cluster f "Human and Sciety", and the thematic cntexts are abut " Harmnius Family and Cmmunity Life"
Theme:
Human &Sciety
Understanding ideas is t explre the silent lve between father and sn, highlighting the grwth and understanding in relatinships. It als emphasizes the imprtance f empathy and cmmunicatin in deepening familial bnds. Key vcabulary includes "silent," "care," "lve," and phrases like "carry acrss," "see int each ther's hearts," and "tears quietly run dwn."
Unit 3 Family Ties
Develping ideas is t fster family harmny, enhance cmmunicatin, and address family issues thrugh shared experiences and thughtful dialgue. This text emphasizes the imprtance f understanding and empathy in family relatinships.
Presenting ideas is t cultivate rganizatinal skills, emtinal intelligence, and a deeper understanding f family values thrugh engaging students in creating a family pht album.
2、课标落实
第一课时 ( Starting ut )
1. Study f the Text
What: The text is centered arund the cncept f family, explring its dynamics and the activities that families engage in tgether. It uses pictures as a visual aid t initiate discussin and reflectin n family life. The text pses questins t prmpt students t think abut what they see in the pictures and t cnsider their wn family experiences. It delves int the rles f family members and the meaning f the wrd "family," encuraging a deeper understanding f familial bnds and relatinships.
Hw: The text emplys a cnversatinal and interactive apprach, starting with direct questins t engage the reader. It utilizes simple and clear language, making it accessible and relatable, likely aimed at a yunger audience r students in the early stages f learning English. The use f questins and pictures creates an interactive learning envirnment, encuraging students t think critically and make cnnectins between the visual cntent and their wn lives. The text als seems t be structured in a way that allws fr easy discussin, pssibly in a classrm setting, with each sectin designed t facilitate thught and dialgue.
Why: The authr's intentin appears t be twfld. Firstly, they aim t fster a sense f appreciatin and understanding f family life and the diverse activities that families can engage in tgether. By prmpting students t think abut their wn family experiences, the text encurages intrspectin and reflectin n the imprtance f family bnds. Secndly, the text seeks t explre the deeper meaning f "family," prmpting students t cnsider what the wrd represents beynd just the peple in their immediate circle. This culd be an attempt t instill values such as empathy, understanding, and the imprtance f relatinships in a brader scial cntext. Overall, the text cnveys a psitive and nurturing view f family, emphasizing the rle f family in persnal grwth and develpment.
2. Teaching Objectives
By the end f this lessn, we are able t:
1. talk abut sme imprtant family mments using present cntinuus tense;
2. intrduce ur family simply (简单地) t the whle class;
3. understand the supprt frm ur family and explre the meaning f family.
3. Teaching Prcess
第2课时 ( Reading: Silent lve)
1. Study f the Text
What: The text revlves arund the theme f paternal lve, specifically fcusing n the relatinship between a father and his sn. It uses a film review f "Pstmen in the Muntains" t illustrate the dynamics f their bnd. The narrative explres the father's silent yet prfund lve, cnveyed thrugh their interactins and the sn's reflectins n his father's care. The text prmpts readers t think abut their wn fathers and t describe their lve in a similar manner.
Hw: The text is structured in a narrative and descriptive frmat, beginning with questins that engage the reader's persnal experiences and emtins. It then transitins int a film review, using vivid imagery and emtive language t cnvey the stry's emtinal depth. The use f key wrds like "silent," "heart," "quietly," "hme," "care," and "lve" helps t emphasize the central theme f silent, enduring lve. The text emplys the present tense t describe nging actins and the past tense t recunt past events, creating a dynamic narrative flw. The language is clear and accessible, suitable fr a general audience r students studying English.
Why: The authr's intent is t highlight the ften unspken and understated nature f a father's lve. By using the film as a medium, the text aims t evke a sense f understanding and appreciatin fr the sacrifices and care that fathers prvide. The emtinal resnance f the film's stry is meant t inspire readers t reflect n their wn relatinships with their fathers, encuraging intrspectin and empathy. The text als serves an educatinal purpse, teaching readers abut the cultural representatin f fatherhd in traditinal Chinese sciety and the value f familial bnds. Ultimately, the text cnveys a message f the enduring and pwerful nature f lve, even when it is expressed in silence.
2.Teaching Objectives
By the end f this lessn, we will be able t:
1. identify the elements and basic structure f a film review;
2. srt ut the stry f lve between the father and sn;
3. evaluate the father’s lve and discuss abut parental lve.
第3课时 ( Grammar Fcus)
1. Study f the Text
What: The text is fcused n the theme f family relatinships and the dynamics within a family. It explres the cncept f familial rles and the bnds that tie family members tgether. The narrative includes a reading passage that discusses the use f pssessive nuns in the cntext f a family tree, and a diary entry that describes a family mment. The text als encurages students t share their wn family mments, using the vcabulary and expressins prvided.
Hw: The text uses a mix f instructinal and narrative techniques. It starts with a grammar exercise, identifying rules frm sentences in a reading passage. This is fllwed by a practical applicatin, where students create sentences using a family tree. The text als includes a diary entry that mdels the use f pssessive nuns and ther key phrases. Finally, students are prmpted t write abut their wn family mments, using the prvided vcabulary and expressins.
Why: The authr aims t deepen students' understanding f family dynamics and the imprtance f family in ne's life. By integrating grammar lessns with persnal reflectins, the text nt nly teaches language skills but als fsters emtinal literacy. The text cnveys a psitive message abut the value f family cnnectins, encuraging students t appreciate and celebrate their familial relatinships.
2. Teaching Objectives
By the end f this lessn, we will be able t:
1. use wrds and expressins in the unit t talk abut family;
2. categrize the rules f pssessive nuns.
3. learn t use pssessive nuns crrectly.
3. Teaching Prcess
第4课时 ( Family cmmuniatin: Listening & Speaking)
1.Study f the Text
What: The text explres the theme f family relatinships and cmmunicatin, fcusing n hw t address and reslve cnflicts within the family. It highlights the imprtance f harmny in the family and the rle f cmmunicatin in maintaining it. The text uses examples f teenagers with "prblem parents" t illustrate cmmn issues and suggests ways t imprve family interactins.
Hw: The text is structured in an instructinal frmat, utilizing a cmbinatin f dialgues, examples, and advice. It begins with a discussin n the significance f family harmny, fllwed by a listening exercise that invlves identifying the main tpic f a speaker's discussin. The text als includes a chart cmpletin activity t analyze specific family prblems and their slutins, and a cnversatin cmpletin task that demnstrates hw t sften language in family discussins. The use f dialgues and rle-play activities encurages active learning and applicatin f the cncepts discussed. The language is straightfrward and cnversatinal, emplying everyday vcabulary and expressins. Key phrases and expressins are highlighted t aid understanding and applicatin. The text primarily uses the present tense, reflecting nging situatins and advice, and ccasinally the future tense in the cntext f suggested actins.
Why: The authr's intent is t educate readers n the value f effective family cmmunicatin and the impact it can have n reslving family cnflicts. By presenting real-life examples and ffering practical advice, the text aims t empwer readers with the skills t imprve their family relatinships. The text cnveys a psitive message abut the ptential fr grwth and understanding within families, encuraging readers t engage in pen and respectful dialgue. The educatinal value lies in prmting empathy, understanding, and practive cmmunicatin as essential tls fr fstering strng family ties.
2.Teaching Objectives
By the end f this lessn, we will be able t:
1. get infrmatin abut the prblem between Tina and her mther;
2. summarize the sftening language thrugh listening;
3. give advice abut family cmmunicatin in family relatinships.
3.Teaching Prcess
第5课时 ( Reading fr writing: Racing Tgether)
1. Study f the Text
What: The text revlves arund the theme f family supprt and the emtinal bnds that hld families tgether. It tells the stry f Jhn and Rbert Taylr, brthers wh vercme challenges tgether, particularly fcusing n the brtherly lve and teamwrk that enables them t participate in bike races despite Rbert's physical limitatins.
Hw: The text is presented in a narrative style, interspersed with reflective questins and exercises that guide readers t engage with the material. Key phrases and expressins frm the stry are prvided t aid in describing the pictures and summarizing the narrative. The text uses simple sentence structures and present tense t recunt events, making it accessible and relatable. It als emplys past tense t describe past events and feelings, adding depth t the strytelling.
Why: The authr's intent is t highlight the imprtance f family supprt and lve in vercming life's challenges. By shwcasing the Taylr brthers' stry, the text cnveys a message f resilience and the pwer f familial bnds. The text encurages readers t appreciate the rle f family in prviding emtinal supprt and t reflect n their wn experiences f family unity. The narrative aims t inspire readers t value and cherish the lve and supprt within their wn families, reinfrcing the idea that lve and unity can triumph ver adversity.
2. Teaching Objectives
By the end f this lessn, we will be able t:
1. srt ut the stry f family supprt between Jhn and Rbert;
2. understand that lve is mre imprtant than races;
3. write a shrt paragraph abut ur family supprt.
3.Teaching Prcess
第6课时 ( Presenting ideas: Making a pht album abut yur family)
1.Study f the Text
What: The text is a guide n hw t create a family pht album, fcusing n the theme f capturing and reflecting n family mments. It emphasizes the imprtance f family activities, traditins, and lving mments, aiming t help students understand the significance f family thrugh visual strytelling.
Hw: The text is instructinal, prviding a step-by-step prcess fr selecting, rganizing, and presenting family phts. It uses an utline frmat t help students structure their pht album, suggesting language tips and expressins fr describing the phts and their significance. The text emplys the present tense fr general instructins and the past tense fr recalling specific mments. The language is simple and clear, suitable fr students t fllw and apply.
Why: The authr's intent is t fster a deeper appreciatin fr family relatinships and t encurage students t express their understanding f family thrugh creative means. By creating a pht album, students are prmpted t reflect n their family experiences and the emtins assciated with them. The text cnveys a psitive view f family, emphasizing the rle f lve and shared experiences in binding a family tgether. It als aims t imprve students' language skills by encuraging them t use descriptive language and pssessive nuns t articulate their thughts and feelings abut family.
2.Teaching Objectives
By the end f this lessn, we will be able t:
1. learn hw t intrduce a family pht;
2. make a family pht album by deciding three family phts and intrducing them;
3. share the pht album in the class and vte n the best ne.
3.Teaching Prcess
Teaching Objectives
Teaching Activities
Effectiveness Evaluatin
3. understand the supprt frm ur family and explre the meaning f family.
Step 1: Lead-in
1. Play a vide clip titled "Family members & tree" with Chinese and English subtitles.
2. Students watch the vide and discuss their family members.
The effectiveness will be measured by the level f student engagement and their ability t initiate discussins abut their family members, indicating their understanding and interest in the subject
Purpse: T engage students in the tpic f family by visually intrducing the cncept and encuraging them t share their wn family experiences, setting the stage fr further explratin.
1. talk abut sme imprtant family mments using present cntinuus tense;
Step 2: Discussin
1. Students lk at pictures and answer questins abut what each family is ding in the pictures.
2. Students discuss the activities they usually d with their family members.
Example questins: "What is each family ding in the pictures?" "What activities d yu usually d with yur family members?"
The effectiveness will be assessed by bserving hw well students can use the present cntinuus tense crrectly and by the depth f their descriptins f family activities, demnstrating their language prficiency.
Purpse: T practice using the present cntinuus tense in a cntext that is relevant t students' lives, fcusing n describing family activities, which helps in reinfrcing their language skills.
1. talk abut sme imprtant family mments using present cntinuus tense;
Step 3: Pair wrk
Students wrk in pairs t discuss family activities and what their family is ding in a pht.
Example dialgue: "What activities d yu usually d with yur family members?" "We usually..."
The effectiveness will be evaluated by the fluency and accuracy f the students' cnversatins, as well as their ability t use the present cntinuus tense crrectly in a real-life cntext.
Purpse: T prvide students with an interactive platfrm t practice cnversatinal English, specifically fcusing n the present cntinuus tense, and t encurage peer-t-peer interactin and learning.
3. understand the supprt frm ur family and explre the meaning f family.
Step 4: Think and share
Students watch the vide and answer questins abut what each persn in the family des and what the wrd "family" stands fr.
Example questins: "What des each persn in yur family d?" "What des the wrd 'family' stand fr?"
The effectiveness will be determined by the thughtfulness and depth f students' respnses, indicating their cmprehensin and ability t articulate the significance f family supprt and the meaning f family.
Purpse: T encurage students t reflect n the rles and cntributins f family members, and t explre the deeper meaning f family, fstering a deeper understanding f the cncept.
2. intrduce ur family simply (简单地) t the whle class.
Step 5: Grup wrk
Students draw a family tree, intrduce their family t their classmates, and talk abut their family activities.
The effectiveness will be assessed by the clarity, cmpleteness, and creativity f the family trees, as well as the students' ability t intrduce their family and activities cnfidently.
Purpse: T enable students t present infrmatin abut their family in a structured and rganized manner, enhancing their presentatin skills and understanding f family dynamics.
1. talk abut sme imprtant family mments using present cntinuus tense;
Step 6: Exercise
Students cmplete a series f fill-in-the-blank exercises that require them t use the present cntinuus tense in different cntexts.
Example sentences: "Lk! The little by ____ ___________ (swim) in the river." "____ they _________(have) a meeting nw?"
The effectiveness will be measured by the accuracy f students' respnses t the exercises, demnstrating their mastery f the present cntinuus tense.
Purpse: T reinfrce and test students' understanding and applicatin f the present cntinuus tense in varius sentence structures, ensuring they can use it crrectly in different scenaris.
Hmewrk
Required（必做）:
Share yur family pht with friends and talk abut yur family with them.
Optinal（选做）:
Find mre ways t slve ur family prblems and share in grups.
Teaching Objectives
Teaching Activities
Effectiveness Evaluatin
3. evaluate the father’s lve and discuss abut parental lve.
Step 1: Lead-in
1. Students lk at the three pictures prvided and answer the questins: "Which picture reminds yu f yur father?" and "Hw can yu describe yur father and his lve?"
2. Students use the wrds "silent heart," "hme lve," "quietly," "care," "pen," "hug," and "kiss" t help articulate their thughts.
This step is effective as it engages students emtinally and prepares them t delve deeper int the theme f the lessn.
Purpse: T stimulate students' initial thughts and feelings abut fatherly lve, setting a persnal and emtinal cntext fr the lessn.
2. srt ut the stry f lve between the father and sn;
Step 2： Pre-reading
1. Students read the title "Silent Lve" and predict what the passage might be abut.
2. Students discuss the questins "What is silent lve?" and "Whse lve is silent?"
This step is effective in stimulating curisity and setting expectatins, which can enhance cmprehensin and engagement with the text.
Purpse: T activate students' prir knwledge and encurage them t make educated guesses abut the cntent f the passage, thus preparing them fr the reading activity.
2. srt ut the stry f lve between the father and sn;
Step 3: Fast reading
Students read the passage quickly and answer the questin "What is the father’s lve like accrding t the writer?"
This activity is effective fr a quick cmprehensin check, helping t determine if students have grasped the essence f the father's lve as depicted in the text.
Purpse: T assess students' understanding f the main idea f the text, ensuring they can identify the central theme f the father's lve.
1. identify the elements and basic structure f a film review;
2. srt ut the stry f lve between the father and sn;
Step 4: Detailed reading
1. Students read the passage quickly and identify specific elements such as the name f the film, characters in the film, and a tuching mment.
2. Students read fr the elements and tick ff the nes they find in the text.
This step is effective in ensuring that students are nt nly understanding the general idea but als paying attentin t the finer details, which is crucial fr a deeper understanding f the text.
Purpse: T encurage detailed analysis and attentin t specific details within the text, enhancing cmprehensin and retentin.
3. evaluate the father’s lve and discuss abut parental lve.
Step 5: Pst-reading
1. Students reflect n hw they wuld feel if they were the sn and discuss whether they wuld take ver the father’s psitin.
2. Students cnsider emtins such as being unhappy, lnely, sad, missing the father, r needing cmpany.
This activity is effective in prmting emtinal engagement and deeper understanding, as students are asked t cnsider the implicatins f the father-sn relatinship in the text.
Purpse: T encurage persnal reflectin and empathy, allwing students t cnnect the text with their wn emtins and experiences.
3. evaluate the father’s lve and discuss abut parental lve.
Step 6: Grup Wrk
1. Students discuss whether their father’s lve is silent r pen and list sme actins as examples.
2. Students prepare t present their views n "Father’s lve may be silent. But like a muntain, it is always there."
This step is effective in prmting peer interactin and mutual understanding, as students learn frm each ther's perspectives and experiences.
Step 7: Language pints
1. Students discuss the use f specific language pints such as "serve," "be absent frm," "alng the way," and "bring back."
2. Students use these expressins in cntext t enhance their understanding and applicatin f the language.
This activity is effective in slidifying language skills, as students learn t use these expressins in cntext, which aids in language retentin and applicatin.
Step 8: Exercise
Students cmplete a series f single-chice questins related t pssessive frms and ther grammatical structures.
Example Questins:
"________ T-shirt is clean."
"Last Sunday they went t ___________ schl."
"What are _________ hbbies?"
"Lingling is _________ friend."
"He is ______ f ______ friend."
"Is that _______ dg?"
his step is effective in cnslidating grammatical knwledge, as students are tested n their ability t crrectly use pssessive frms and ther structures, which is crucial fr accurate language use.
Purpse: The grup wrk can fster grup discussin and cllabratin, encuraging students t share and cmpare their perceptins f fatherly lve; Language pints are t reinfrce language learning by fcusing n specific vcabulary and phrases, enhancing students' linguistic cmpetence; The exercise is t reinfrce grammar rules and sentence structures thrugh practice, ensuring students can apply what they have learned.
Hmewrk
Required（必做）:
Read the passage ludly and crrectly, and pay attentin t the imprtant wrds and expressins.
Optinal（选做）:
Make a film pster fr the father and sne based n the elements listed in activity 3 n page 50.
Teaching Objectives
Teaching Activities
Effectiveness Evaluatin
2. categrize the rules f pssessive nuns.
3. learn t use pssessive nuns crrectly.
Step 1: Presentatin
1. Intrduce the cncept f pssessive nuns by shwing examples such as "Tm's rm" and "parents' rm". Discuss the rules fr frming pssessive nuns in different cases (singular and plural nuns).
2. Engage students in a discussin abut hw t express shared and individual wnership using pssessive frms. Fr example, "Tm and Jim’s rm" fr shared wnership and "Tm’s and Jim’s rms" fr individual wnership.
Assess whether students can crrectly identify and use pssessive frms in sentences by bserving their respnses during discussins and thrugh a quick quiz.
Purpse: T prvide students with a clear understanding f the rules and usage f pssessive nuns, enabling them t crrectly express wnership in different cntexts.
1. use wrds and expressins in the unit t talk abut family;
3. learn t use pssessive nuns crrectly.
Step 2: Practice
1. Have students lk at a family tree and create sentences using pssessive nuns t describe relatinships, such as "Tania is Catherine’s grandmther" and "Jim is Catherine’s father".
2. Cmplete a diary entry using the crrect frm f pssessive nuns frm the prvided brackets, such as "mum’s", "family", "year’s", and "Zihan’s".
Evaluate students' ability t use pssessive nuns crrectly in cntext by checking their cmpleted sentences and prviding feedback.
Purpse: T reinfrce the understanding and applicatin f pssessive nuns in cntext, helping students practice frming sentences with pssessive frms based n given scenaris.
1. use wrds and expressins in the unit t talk abut family;
3. learn t use pssessive nuns crrectly.
Step 3: Prductin
Students will create their wn sentences using pssessive nuns, applying the rules learned in previus steps. They can chse t describe their wn pssessins r thse f thers.
Review the sentences created by students t determine if they have crrectly used pssessive frms and if their sentences are cherent and cntextually apprpriate.
Purpse: T encurage students t independently apply the cncept f pssessive nuns in their wn sentences, demnstrating their grasp f the grammar rule and its practical use.
1. use wrds and expressins in the unit t talk abut family;
3. learn t use pssessive nuns crrectly.
Step 4: Exercise
1. Cmplete sentences with the crrect pssessive frm f the wrds in brackets, such as "This is ________ (Kate) cat" and "These are _______ (I) bks".
2. Engage in a dialgue where students identify the wners f items using pssessive nuns, fr example, "Whse caps are these?" and "They’re my _____________ (grandparents)".
Assess students' mastery f pssessive nuns by checking their cmpleted exercises and bserving their perfrmance in dialgues, ensuring they can accurately use pssessive frms in bth written and spken English.
Purpse: T slidify students' understanding f pssessive nuns thrugh practical exercises that require them t fill in the blanks with the crrect frms, and t practice using pssessive nuns in cnversatinal cntexts.
Hmewrk
Required（必做）:
Finish crrespndent exercise n yur bk.
Optinal（选做）:
Share yur family pht with friends and talk abut yur family with them.
Teaching Objectives
Teaching Activities
Effectiveness Evaluatin
3. give advice abut family cmmunicatin in family relatinships.
Step 1: Lead-in
1. Students engage in a discussin abut whm they can turn t fr slving family prblems, pssibly mentining family members, friends, r prfessinals.
2. Students discuss the rle f family htlines, cnsidering what kind f supprt and assistance they can prvide.
3. Students think and say if they knw what family htlines can d fr them, using the prmpt "D yu knw what the family htlines can d fr us?"
This step is effective in engaging students by relating the tpic t their persnal experiences, fstering a sense f relevance and readiness t explre the subject further.
Purpse: T stimulate initial thughts and set the stage fr the lessn's theme, fcusing n family supprt systems and the utility f htlines.
1. get infrmatin abut the prblem between Tina and her mther;
Step 2: Befre Listening 1
1. Students lk at a picture and describe what they see, discussing the activities and emtins depicted.
2. Based n the picture, students make predictins abut the cntent f the listening material, using the prmpt "What are they ding? What can yu see in the picture?"
This step is effective in stimulating curisity and setting expectatins fr the listening material, enhancing students' engagement and cmprehensin.
Purpse: T prepare students fr the listening activity by activating their visual and predictive skills, which helps in fcusing their attentin n the upcming cntent.
1. get infrmatin abut the prblem between Tina and her mther;
Step 3: First Listening 1
Students listen t a speaker discussing the cncept f "prblem parents" and chse the crrect statement frm the ptins prvided: a) "Prblem parents" bring "prblem children". b) There are mre and mre "prblem parents". c) "Prblem parents" need a gd talk.
This step is effective in gauging students' cmprehensin f the key cncepts and their ability t differentiate between varius perspectives n "prblem parents."
Purpse: T assess students' understanding f the main idea f the listening material and their ability t discern between different viewpints presented.
1. get infrmatin abut the prblem between Tina and her mther;
3. give advice abut family cmmunicatin in family relatinships.
Step 4: Secnd Listening 1
Students listen t a cnversatin between Tina and her mther, and cmplete a chart with the prvided infrmatin abut their prblems, feelings, and advice.
This step is effective in ensuring that students are nt nly listening fr the main idea but als fcusing n the finer details, which is crucial fr a thrugh understanding f the cnversatin.
Purpse: T enhance students' listening skills by requiring them t extract specific details frm the cnversatin, which helps in develping their attentin t detail and nte-taking abilities.
3. give advice abut family cmmunicatin in family relatinships.
Step 5: Befre Listening 2
Students think and share their advice fr Tina if she asks fr help, cnsidering the prblems and feelings discussed in the previus listening activity
This step is effective in prmting active engagement with the material and encuraging students t think beynd the text, applying their insights t real-life scenaris.
Purpse: T encurage students t reflect n the situatin presented in the listening material and apply their understanding t ffer practical advice, fstering critical thinking and empathy.
1. get infrmatin abut the prblem between Tina and her mther;
Step 6: First Listening 2
Students listen t a cnversatin and cmplete it by filling in the missing parts, fcusing n the dialgue between Tina and her mther.
This step is effective in deepening students' engagement with the listening material and testing their ability t recall and use language in cntext, which is essential fr language acquisitin.
Purpse: T further develp students' listening skills by requiring them t nt nly cmprehend the cnversatin but als actively participate in recnstructing it, enhancing their understanding and recall.
2. summarize the sftening language thrugh listening;
3. give advice abut family cmmunicatin in family relatinships.
Step 7: Pst-listening
1. Students listen and summarize the listening material, extracting examples f sfter language used, such as "I hpe...".
2. Students write dwn useful expressins and discuss hw Tina and her mther sften their language, cnsidering phrases like "I’m srry, but..." and "It’s difficult t talk abut...".
3. Grup wrk t act ut the family htline with family prblems.
This step is effective in encuraging students t reflect n the language used in the material and apply it in their wn speech, enhancing their cmmunicative cmpetence.
Step 8: Language pints
1. Students learn and practice the use f "dress up as," "nt…anymre," and "pick sb. up," using examples frm the text.
2. Students apply these language pints in varius cntexts, such as describing smene's utfit r expressing a change in a habit.
This step is effective in reinfrcing language learning by prviding targeted practice with key language pints, which aids in retentin and applicatin.
Step 9: Exercise
Students cmplete a series f single-chice questins t test their understanding f the language pints cvered in the lessn, such as the crrect use f "pick sb. up" and the pssessive frm f "children."
This step is effective in prviding a clear measure f students' understanding and ability t use the language pints, allwing fr targeted feedback and further instructin.
Purpse: The Pst-listening activities reinfrce learning frm the listening material by summarizing key pints and fcusing n language use, which helps in cnslidating understanding and imprving language skills. Language pints fcus n specific language structures and phrases, ensuring that students can use them crrectly in different situatins, which is crucial fr accurate language use. The exercise assesses students' mastery f the language pints thrugh a fcused exercise, ensuring that they can apply what they have learned accurately.
Hmewrk
Required（必做）:
Write the new wrds n page 54-page 55 n yur ntebk, each ne fr fur times.
Optinal（选做）:
Ask 3 classmates abut their family prblems and give suggestins.
Teaching Objectives
Teaching Activities
Effectiveness Evaluatin
1. srt ut the stry f family supprt between Jhn and Rbert;
Step 1: Lead-in & Pre-reading
1. Shw students three pictures and ask them t describe what they see using prvided wrds and expressins such as "family lve," "smile," "clse t," "enjy," and "imprtant."
2. Encurage students t discuss what they can see in the pictures and what the peple in the pictures are ding.
Assess whether students can accurately describe the pictures and initiate a discussin abut family relatinships and emtins by bserving their respnses and the depth f their descriptins.
Purpse: T engage students in active bservatin and discussin, setting the cntext fr the reading material and stimulating their interest in the tpic f family and lve.
1. srt ut the stry f family supprt between Jhn and Rbert;
Step2: Fast-reading
1. Instruct students t lk at the title "The Lve Between Brthers" and the pictures, then answer questins like "What is the stry abut?" and "What can yu see? What are they ding?"
2. Discuss the relatinship between the tw bys and the main theme f the stry based n the visual and textual cues.
Evaluate students' predictins and their ability t extract infrmatin frm visual cues by checking their answers t the questins and discussing their thught prcess.
Purpse: T develp students' ability t make predictins and gather infrmatin frm titles and pictures, enhancing their reading cmprehensin skills.
1. srt ut the stry f family supprt between Jhn and Rbert;
Step 3: Detailed reading
1. assign students t read the text and cmplete the ntes by filling in the blanks with apprpriate wrds frm the text, such as "clse t," "lnely," "pulled," "first," "the time," and "lve between them."
2. Discuss the stry's details, including wh the characters are, what happens t them, and the writer's pinin n their actins, using questins like "Wh is in the stry?" and "What happened?"
Assess students' cmprehensin by checking their cmpleted ntes and their ability t discuss the stry's details accurately.
Purpse: T deepen students' understanding f the text by fcusing n specific details and encuraging them t analyze the characters and events in the stry.
1. srt ut the stry f family supprt between Jhn and Rbert;
2. understand that lve is mre imprtant than races;
Step 4: Pst-reading
1. Prmpt students t think and share their thughts n questins like "What really matters fr the Taylr brthers?" and "D yu think the Taylr brthers win? Why r why nt?"
2. Encurage students t read between the lines and understand the writer's implied message abut the imprtance f family supprt, using the details prvided in the text.
Evaluate students' ability t analyze the stry's deeper meaning and their capacity t express their thughts clearly by assessing their cntributins t the discussin.
Purpse: T encurage critical thinking and reflectin n the stry's deeper meaning, fstering a deeper appreciatin fr the values f family and supprt.
3. write a shrt paragraph abut ur family supprt.
Step 5: Pre-writing
Guide students t write a paragraph abut family supprt, fcusing n structure, cntent, and grammar, using the prvided structure: "Wh is in the stry?", "What happened?", "At first", "Then", "At last", "Nw", "What des the writer think f them?"
Assess students' ability t plan and structure their writing by reviewing their utlines and prviding feedback n their rganizatin and clarity.
Purpse: T prepare students fr writing by guiding them thrugh the prcess f rganizing their thughts and structuring their writing effectively.
3. write a shrt paragraph abut ur family supprt.
Step 6: While-writing
1. Encurage students t recall a mment when their family members supprted each ther and think abut the details, using prmpts like "When did yur family member supprt each ther?"
2. Have students cmplete their writing utline, detailing wh the family members were, what happened, and their thughts n the family members, using the prvided utline.
Evaluate students' ability t develp their writing by checking their utlines and discussing their ideas and the clarity f their plans.
Purpse: T help students develp their writing by fcusing n specific mments and rganizing their ideas in a clear and lgical manner.
3. write a shrt paragraph abut ur family supprt.
Step 7: Pst-writing
1. Instruct students t edit their drafts accrding t a checklist, ensuring they have described family supprt, used wrds and expressins frm the reading passage, and written their cmments, using questins like "Did yu describe yur family members' supprt?"
2. Encurage students t share their paragraphs with the class and prvide feedback, using prmpts like "What d yu think f the family members?"
Assess students' final drafts fr cmpleteness, use f language, and clarity f expressin by reviewing their wrk and discussing their revisins.
Step 8: Language pints
Review key language pints such as "finish," "be clse t," "each ther," "nt…at all," "jin," "take part in," "refuse," and "matter," prviding examples and explanatins frm the text, like "Jhn and Rbert Taylr finished the schl bike race."
Assess students' grasp f the language pints by bserving their use f the terms in writing and speaking, and prviding feedback n their accuracy.
Step 9: Exercise
Administer a series f exercises, including multiple-chice questins, t test students' understanding f the language pints and their ability t apply them in different cntexts, like "Why des the wman refuse _______ the tea?"
Evaluate students' perfrmance n the exercises t determine their mastery f the language pints and their ability t use them crrectly.
Purpse: Pst-writing activities refine students' writing thrugh self-editing and peer review, imprving their writing skills and cnfidence in sharing their wrk. These language pints reinfrce students' understanding f key vcabulary and phrases, enhancing their language prficiency and ability t use these terms crrectly in cntext. And the exercise cnslidates students' learning thrugh practice, ensuring they can apply their knwledge f language pints in varius situatins.
Hmewrk
Required（必做）:
Finish the writing task n page 59, edit yur writing in yur grup and hand in it in this week.
Optinal（选做）:
Discuss with yur family abut family members’ supprt and feel the family ties.
Teaching Objectives
Teaching Activities
Effectiveness Evaluatin
1. learn hw t intrduce a family pht;
Step 1: Chse family phts
1. Instruct students t think abut their family and lk at their family phts t decide which nes t use fr their pht album.
2. Encurage students t select phts that represent family activities, traditins, and lving mments.
Assess whether students can select apprpriate phts that reflect the essence f their family and explain the significance f their chices.
Purpse: T engage students in reflecting n their family experiences and selecting meaningful phts that capture significant aspects f their family life.
1. learn hw t intrduce a family pht;
2. make a family pht album by deciding three family phts and intrducing them;
Step2: Organize ideas and create a family album
1. Students rganize their pht selectin and thughts using an utline that prmpts them t describe the pht, its imprtance, and its rle in understanding family dynamics.
2. Students are encuraged t use expressive language such as "This pht shws..." and "It was a very happy/mment" t enrich their descriptins.
3. Students are prmpted with questins like "D yu still remember this pht?" and "Hw des this pht help t understand the meaning f family?" t guide their writing.
Assess the clarity, emtinal resnance, and use f descriptive language in students' pht album intrductins.
Purpse: T help students create a cherent and meaningful family pht album that effectively cmmunicates the imprtance f family and the mments they share.
2. make a family pht album by deciding three family phts and intrducing them;
3. share the pht album in the class and vte n the best ne.
Step 3: Practice and present yur family pht album
Students rehearse presenting their family pht album, fcusing n cnveying the stries behind the phts and the emtins they evke.
Evaluate students' presentatin skills, including their ability t cnnect with the audience, maintain interest, and effectively cmmunicate the significance f their family phts.
Purpse: T develp students' public speaking skills and their ability t engage an audience thrugh persnal strytelling.
3. share the pht album in the class and vte n the best ne.
Step 4: Vte fr the best!
Students participate in a demcratic prcess t vte fr the "best family pht album" and "best presentatin," cnsidering criteria such as emtinal impact and strytelling.
Assess the level f engagement and the thughtfulness f students' vting decisins, reflecting their understanding f what makes a cmpelling family pht album.
Step 5: Reflectin
1. Students reflect n their learning experience, identifying key insights abut family dynamics and the imprtance f lve in binding a family tgether.
2. Students express their understanding using phrases like "Lve binds family tgether" and "We need t..." t articulate the secrets f a happy family.
3. Students identify areas fr imprvement and set gals fr enhancing their understanding and expressin f family values.
Assess the depth f students' reflectins and their ability t set realistic gals fr future learning.
Step 6: Exercise
1. Students cmplete exercises that test their understanding f pssessive nuns, verb tenses, and vcabulary related t family and emtins.
2. Students apply their knwledge t sentence cmpletin tasks, demnstrating their grasp f language structures and vcabulary.
Evaluate students' perfrmance n the exercises, fcusing n their accuracy and ability t crrectly apply language rules and vcabulary.
Purpse: Thrugh vting, students fster a sense f cmmunity and mutual appreciatin amng students, while als encuraging them t critically evaluate different presentatins.
The reflectin helps students cnslidate learning and prmte self-reflectin, encuraging students t cntinue grwing in their understanding f family and cmmunicatin skills. And the exercise reinfrces and assess students' language skills, ensuring they can accurately use the cncepts and vcabulary taught in the unit.
Hmewrk
Required（必做）:
Review Unit 3, rganize yur ntebk, and clean up yur prblem bk.
Optinal（选做）:
Chse mre family phts and add them t yur album.
Starting ut is t explre family activities, inspire students t value family mments and prmpt reflectin n what "family" means. Key phrases and vcabulary include "family activities," "value family time," and "familial rles."
1、教材导学
This unit is centered n the tpic f "family", which belngs t the "Scial Services and Interpersnal cmmunicatin" thematic cluster f "Human and Sciety", and the thematic cntexts are abut " Harmnius Family and Cmmunity Life"
Theme:
Human &Sciety
Understanding ideas is t explre the silent lve between father and sn, highlighting the grwth and understanding in relatinships. It als emphasizes the imprtance f empathy and cmmunicatin in deepening familial bnds. Key vcabulary includes "silent," "care," "lve," and phrases like "carry acrss," "see int each ther's hearts," and "tears quietly run dwn."
Unit 3 Family Ties
Develping ideas is t fster family harmny, enhance cmmunicatin, and address family issues thrugh shared experiences and thughtful dialgue. This text emphasizes the imprtance f understanding and empathy in family relatinships.
Presenting ideas is t cultivate rganizatinal skills, emtinal intelligence, and a deeper understanding f family values thrugh engaging students in creating a family pht album.
2、课标落实
第一课时 ( Starting ut )
1. Study f the Text
What: The text is centered arund the cncept f family, explring its dynamics and the activities that families engage in tgether. It uses pictures as a visual aid t initiate discussin and reflectin n family life. The text pses questins t prmpt students t think abut what they see in the pictures and t cnsider their wn family experiences. It delves int the rles f family members and the meaning f the wrd "family," encuraging a deeper understanding f familial bnds and relatinships.
Hw: The text emplys a cnversatinal and interactive apprach, starting with direct questins t engage the reader. It utilizes simple and clear language, making it accessible and relatable, likely aimed at a yunger audience r students in the early stages f learning English. The use f questins and pictures creates an interactive learning envirnment, encuraging students t think critically and make cnnectins between the visual cntent and their wn lives. The text als seems t be structured in a way that allws fr easy discussin, pssibly in a classrm setting, with each sectin designed t facilitate thught and dialgue.
Why: The authr's intentin appears t be twfld. Firstly, they aim t fster a sense f appreciatin and understanding f family life and the diverse activities that families can engage in tgether. By prmpting students t think abut their wn family experiences, the text encurages intrspectin and reflectin n the imprtance f family bnds. Secndly, the text seeks t explre the deeper meaning f "family," prmpting students t cnsider what the wrd represents beynd just the peple in their immediate circle. This culd be an attempt t instill values such as empathy, understanding, and the imprtance f relatinships in a brader scial cntext. Overall, the text cnveys a psitive and nurturing view f family, emphasizing the rle f family in persnal grwth and develpment.
2. Teaching Objectives
By the end f this lessn, we are able t:
1. talk abut sme imprtant family mments using present cntinuus tense;
2. intrduce ur family simply (简单地) t the whle class;
3. understand the supprt frm ur family and explre the meaning f family.
3. Teaching Prcess
第2课时 ( Reading: Silent lve)
1. Study f the Text
What: The text revlves arund the theme f paternal lve, specifically fcusing n the relatinship between a father and his sn. It uses a film review f "Pstmen in the Muntains" t illustrate the dynamics f their bnd. The narrative explres the father's silent yet prfund lve, cnveyed thrugh their interactins and the sn's reflectins n his father's care. The text prmpts readers t think abut their wn fathers and t describe their lve in a similar manner.
Hw: The text is structured in a narrative and descriptive frmat, beginning with questins that engage the reader's persnal experiences and emtins. It then transitins int a film review, using vivid imagery and emtive language t cnvey the stry's emtinal depth. The use f key wrds like "silent," "heart," "quietly," "hme," "care," and "lve" helps t emphasize the central theme f silent, enduring lve. The text emplys the present tense t describe nging actins and the past tense t recunt past events, creating a dynamic narrative flw. The language is clear and accessible, suitable fr a general audience r students studying English.
Why: The authr's intent is t highlight the ften unspken and understated nature f a father's lve. By using the film as a medium, the text aims t evke a sense f understanding and appreciatin fr the sacrifices and care that fathers prvide. The emtinal resnance f the film's stry is meant t inspire readers t reflect n their wn relatinships with their fathers, encuraging intrspectin and empathy. The text als serves an educatinal purpse, teaching readers abut the cultural representatin f fatherhd in traditinal Chinese sciety and the value f familial bnds. Ultimately, the text cnveys a message f the enduring and pwerful nature f lve, even when it is expressed in silence.
2.Teaching Objectives
By the end f this lessn, we will be able t:
1. identify the elements and basic structure f a film review;
2. srt ut the stry f lve between the father and sn;
3. evaluate the father’s lve and discuss abut parental lve.
第3课时 ( Grammar Fcus)
1. Study f the Text
What: The text is fcused n the theme f family relatinships and the dynamics within a family. It explres the cncept f familial rles and the bnds that tie family members tgether. The narrative includes a reading passage that discusses the use f pssessive nuns in the cntext f a family tree, and a diary entry that describes a family mment. The text als encurages students t share their wn family mments, using the vcabulary and expressins prvided.
Hw: The text uses a mix f instructinal and narrative techniques. It starts with a grammar exercise, identifying rules frm sentences in a reading passage. This is fllwed by a practical applicatin, where students create sentences using a family tree. The text als includes a diary entry that mdels the use f pssessive nuns and ther key phrases. Finally, students are prmpted t write abut their wn family mments, using the prvided vcabulary and expressins.
Why: The authr aims t deepen students' understanding f family dynamics and the imprtance f family in ne's life. By integrating grammar lessns with persnal reflectins, the text nt nly teaches language skills but als fsters emtinal literacy. The text cnveys a psitive message abut the value f family cnnectins, encuraging students t appreciate and celebrate their familial relatinships.
2. Teaching Objectives
By the end f this lessn, we will be able t:
1. use wrds and expressins in the unit t talk abut family;
2. categrize the rules f pssessive nuns.
3. learn t use pssessive nuns crrectly.
3. Teaching Prcess
第4课时 ( Family cmmuniatin: Listening & Speaking)
1.Study f the Text
What: The text explres the theme f family relatinships and cmmunicatin, fcusing n hw t address and reslve cnflicts within the family. It highlights the imprtance f harmny in the family and the rle f cmmunicatin in maintaining it. The text uses examples f teenagers with "prblem parents" t illustrate cmmn issues and suggests ways t imprve family interactins.
Hw: The text is structured in an instructinal frmat, utilizing a cmbinatin f dialgues, examples, and advice. It begins with a discussin n the significance f family harmny, fllwed by a listening exercise that invlves identifying the main tpic f a speaker's discussin. The text als includes a chart cmpletin activity t analyze specific family prblems and their slutins, and a cnversatin cmpletin task that demnstrates hw t sften language in family discussins. The use f dialgues and rle-play activities encurages active learning and applicatin f the cncepts discussed. The language is straightfrward and cnversatinal, emplying everyday vcabulary and expressins. Key phrases and expressins are highlighted t aid understanding and applicatin. The text primarily uses the present tense, reflecting nging situatins and advice, and ccasinally the future tense in the cntext f suggested actins.
Why: The authr's intent is t educate readers n the value f effective family cmmunicatin and the impact it can have n reslving family cnflicts. By presenting real-life examples and ffering practical advice, the text aims t empwer readers with the skills t imprve their family relatinships. The text cnveys a psitive message abut the ptential fr grwth and understanding within families, encuraging readers t engage in pen and respectful dialgue. The educatinal value lies in prmting empathy, understanding, and practive cmmunicatin as essential tls fr fstering strng family ties.
2.Teaching Objectives
By the end f this lessn, we will be able t:
1. get infrmatin abut the prblem between Tina and her mther;
2. summarize the sftening language thrugh listening;
3. give advice abut family cmmunicatin in family relatinships.
3.Teaching Prcess
第5课时 ( Reading fr writing: Racing Tgether)
1. Study f the Text
What: The text revlves arund the theme f family supprt and the emtinal bnds that hld families tgether. It tells the stry f Jhn and Rbert Taylr, brthers wh vercme challenges tgether, particularly fcusing n the brtherly lve and teamwrk that enables them t participate in bike races despite Rbert's physical limitatins.
Hw: The text is presented in a narrative style, interspersed with reflective questins and exercises that guide readers t engage with the material. Key phrases and expressins frm the stry are prvided t aid in describing the pictures and summarizing the narrative. The text uses simple sentence structures and present tense t recunt events, making it accessible and relatable. It als emplys past tense t describe past events and feelings, adding depth t the strytelling.
Why: The authr's intent is t highlight the imprtance f family supprt and lve in vercming life's challenges. By shwcasing the Taylr brthers' stry, the text cnveys a message f resilience and the pwer f familial bnds. The text encurages readers t appreciate the rle f family in prviding emtinal supprt and t reflect n their wn experiences f family unity. The narrative aims t inspire readers t value and cherish the lve and supprt within their wn families, reinfrcing the idea that lve and unity can triumph ver adversity.
2. Teaching Objectives
By the end f this lessn, we will be able t:
1. srt ut the stry f family supprt between Jhn and Rbert;
2. understand that lve is mre imprtant than races;
3. write a shrt paragraph abut ur family supprt.
3.Teaching Prcess
第6课时 ( Presenting ideas: Making a pht album abut yur family)
1.Study f the Text
What: The text is a guide n hw t create a family pht album, fcusing n the theme f capturing and reflecting n family mments. It emphasizes the imprtance f family activities, traditins, and lving mments, aiming t help students understand the significance f family thrugh visual strytelling.
Hw: The text is instructinal, prviding a step-by-step prcess fr selecting, rganizing, and presenting family phts. It uses an utline frmat t help students structure their pht album, suggesting language tips and expressins fr describing the phts and their significance. The text emplys the present tense fr general instructins and the past tense fr recalling specific mments. The language is simple and clear, suitable fr students t fllw and apply.
Why: The authr's intent is t fster a deeper appreciatin fr family relatinships and t encurage students t express their understanding f family thrugh creative means. By creating a pht album, students are prmpted t reflect n their family experiences and the emtins assciated with them. The text cnveys a psitive view f family, emphasizing the rle f lve and shared experiences in binding a family tgether. It als aims t imprve students' language skills by encuraging them t use descriptive language and pssessive nuns t articulate their thughts and feelings abut family.
2.Teaching Objectives
By the end f this lessn, we will be able t:
1. learn hw t intrduce a family pht;
2. make a family pht album by deciding three family phts and intrducing them;
3. share the pht album in the class and vte n the best ne.
3.Teaching Prcess
Teaching Objectives
Teaching Activities
Effectiveness Evaluatin
3. understand the supprt frm ur family and explre the meaning f family.
Step 1: Lead-in
1. Play a vide clip titled "Family members & tree" with Chinese and English subtitles.
2. Students watch the vide and discuss their family members.
The effectiveness will be measured by the level f student engagement and their ability t initiate discussins abut their family members, indicating their understanding and interest in the subject
Purpse: T engage students in the tpic f family by visually intrducing the cncept and encuraging them t share their wn family experiences, setting the stage fr further explratin.
1. talk abut sme imprtant family mments using present cntinuus tense;
Step 2: Discussin
1. Students lk at pictures and answer questins abut what each family is ding in the pictures.
2. Students discuss the activities they usually d with their family members.
Example questins: "What is each family ding in the pictures?" "What activities d yu usually d with yur family members?"
The effectiveness will be assessed by bserving hw well students can use the present cntinuus tense crrectly and by the depth f their descriptins f family activities, demnstrating their language prficiency.
Purpse: T practice using the present cntinuus tense in a cntext that is relevant t students' lives, fcusing n describing family activities, which helps in reinfrcing their language skills.
1. talk abut sme imprtant family mments using present cntinuus tense;
Step 3: Pair wrk
Students wrk in pairs t discuss family activities and what their family is ding in a pht.
Example dialgue: "What activities d yu usually d with yur family members?" "We usually..."
The effectiveness will be evaluated by the fluency and accuracy f the students' cnversatins, as well as their ability t use the present cntinuus tense crrectly in a real-life cntext.
Purpse: T prvide students with an interactive platfrm t practice cnversatinal English, specifically fcusing n the present cntinuus tense, and t encurage peer-t-peer interactin and learning.
3. understand the supprt frm ur family and explre the meaning f family.
Step 4: Think and share
Students watch the vide and answer questins abut what each persn in the family des and what the wrd "family" stands fr.
Example questins: "What des each persn in yur family d?" "What des the wrd 'family' stand fr?"
The effectiveness will be determined by the thughtfulness and depth f students' respnses, indicating their cmprehensin and ability t articulate the significance f family supprt and the meaning f family.
Purpse: T encurage students t reflect n the rles and cntributins f family members, and t explre the deeper meaning f family, fstering a deeper understanding f the cncept.
2. intrduce ur family simply (简单地) t the whle class.
Step 5: Grup wrk
Students draw a family tree, intrduce their family t their classmates, and talk abut their family activities.
The effectiveness will be assessed by the clarity, cmpleteness, and creativity f the family trees, as well as the students' ability t intrduce their family and activities cnfidently.
Purpse: T enable students t present infrmatin abut their family in a structured and rganized manner, enhancing their presentatin skills and understanding f family dynamics.
1. talk abut sme imprtant family mments using present cntinuus tense;
Step 6: Exercise
Students cmplete a series f fill-in-the-blank exercises that require them t use the present cntinuus tense in different cntexts.
Example sentences: "Lk! The little by ____ ___________ (swim) in the river." "____ they _________(have) a meeting nw?"
The effectiveness will be measured by the accuracy f students' respnses t the exercises, demnstrating their mastery f the present cntinuus tense.
Purpse: T reinfrce and test students' understanding and applicatin f the present cntinuus tense in varius sentence structures, ensuring they can use it crrectly in different scenaris.
Hmewrk
Required（必做）:
Share yur family pht with friends and talk abut yur family with them.
Optinal（选做）:
Find mre ways t slve ur family prblems and share in grups.
Teaching Objectives
Teaching Activities
Effectiveness Evaluatin
3. evaluate the father’s lve and discuss abut parental lve.
Step 1: Lead-in
1. Students lk at the three pictures prvided and answer the questins: "Which picture reminds yu f yur father?" and "Hw can yu describe yur father and his lve?"
2. Students use the wrds "silent heart," "hme lve," "quietly," "care," "pen," "hug," and "kiss" t help articulate their thughts.
This step is effective as it engages students emtinally and prepares them t delve deeper int the theme f the lessn.
Purpse: T stimulate students' initial thughts and feelings abut fatherly lve, setting a persnal and emtinal cntext fr the lessn.
2. srt ut the stry f lve between the father and sn;
Step 2： Pre-reading
1. Students read the title "Silent Lve" and predict what the passage might be abut.
2. Students discuss the questins "What is silent lve?" and "Whse lve is silent?"
This step is effective in stimulating curisity and setting expectatins, which can enhance cmprehensin and engagement with the text.
Purpse: T activate students' prir knwledge and encurage them t make educated guesses abut the cntent f the passage, thus preparing them fr the reading activity.
2. srt ut the stry f lve between the father and sn;
Step 3: Fast reading
Students read the passage quickly and answer the questin "What is the father’s lve like accrding t the writer?"
This activity is effective fr a quick cmprehensin check, helping t determine if students have grasped the essence f the father's lve as depicted in the text.
Purpse: T assess students' understanding f the main idea f the text, ensuring they can identify the central theme f the father's lve.
1. identify the elements and basic structure f a film review;
2. srt ut the stry f lve between the father and sn;
Step 4: Detailed reading
1. Students read the passage quickly and identify specific elements such as the name f the film, characters in the film, and a tuching mment.
2. Students read fr the elements and tick ff the nes they find in the text.
This step is effective in ensuring that students are nt nly understanding the general idea but als paying attentin t the finer details, which is crucial fr a deeper understanding f the text.
Purpse: T encurage detailed analysis and attentin t specific details within the text, enhancing cmprehensin and retentin.
3. evaluate the father’s lve and discuss abut parental lve.
Step 5: Pst-reading
1. Students reflect n hw they wuld feel if they were the sn and discuss whether they wuld take ver the father’s psitin.
2. Students cnsider emtins such as being unhappy, lnely, sad, missing the father, r needing cmpany.
This activity is effective in prmting emtinal engagement and deeper understanding, as students are asked t cnsider the implicatins f the father-sn relatinship in the text.
Purpse: T encurage persnal reflectin and empathy, allwing students t cnnect the text with their wn emtins and experiences.
3. evaluate the father’s lve and discuss abut parental lve.
Step 6: Grup Wrk
1. Students discuss whether their father’s lve is silent r pen and list sme actins as examples.
2. Students prepare t present their views n "Father’s lve may be silent. But like a muntain, it is always there."
This step is effective in prmting peer interactin and mutual understanding, as students learn frm each ther's perspectives and experiences.
Step 7: Language pints
1. Students discuss the use f specific language pints such as "serve," "be absent frm," "alng the way," and "bring back."
2. Students use these expressins in cntext t enhance their understanding and applicatin f the language.
This activity is effective in slidifying language skills, as students learn t use these expressins in cntext, which aids in language retentin and applicatin.
Step 8: Exercise
Students cmplete a series f single-chice questins related t pssessive frms and ther grammatical structures.
Example Questins:
"________ T-shirt is clean."
"Last Sunday they went t ___________ schl."
"What are _________ hbbies?"
"Lingling is _________ friend."
"He is ______ f ______ friend."
"Is that _______ dg?"
his step is effective in cnslidating grammatical knwledge, as students are tested n their ability t crrectly use pssessive frms and ther structures, which is crucial fr accurate language use.
Purpse: The grup wrk can fster grup discussin and cllabratin, encuraging students t share and cmpare their perceptins f fatherly lve; Language pints are t reinfrce language learning by fcusing n specific vcabulary and phrases, enhancing students' linguistic cmpetence; The exercise is t reinfrce grammar rules and sentence structures thrugh practice, ensuring students can apply what they have learned.
Hmewrk
Required（必做）:
Read the passage ludly and crrectly, and pay attentin t the imprtant wrds and expressins.
Optinal（选做）:
Make a film pster fr the father and sne based n the elements listed in activity 3 n page 50.
Teaching Objectives
Teaching Activities
Effectiveness Evaluatin
2. categrize the rules f pssessive nuns.
3. learn t use pssessive nuns crrectly.
Step 1: Presentatin
1. Intrduce the cncept f pssessive nuns by shwing examples such as "Tm's rm" and "parents' rm". Discuss the rules fr frming pssessive nuns in different cases (singular and plural nuns).
2. Engage students in a discussin abut hw t express shared and individual wnership using pssessive frms. Fr example, "Tm and Jim’s rm" fr shared wnership and "Tm’s and Jim’s rms" fr individual wnership.
Assess whether students can crrectly identify and use pssessive frms in sentences by bserving their respnses during discussins and thrugh a quick quiz.
Purpse: T prvide students with a clear understanding f the rules and usage f pssessive nuns, enabling them t crrectly express wnership in different cntexts.
1. use wrds and expressins in the unit t talk abut family;
3. learn t use pssessive nuns crrectly.
Step 2: Practice
1. Have students lk at a family tree and create sentences using pssessive nuns t describe relatinships, such as "Tania is Catherine’s grandmther" and "Jim is Catherine’s father".
2. Cmplete a diary entry using the crrect frm f pssessive nuns frm the prvided brackets, such as "mum’s", "family", "year’s", and "Zihan’s".
Evaluate students' ability t use pssessive nuns crrectly in cntext by checking their cmpleted sentences and prviding feedback.
Purpse: T reinfrce the understanding and applicatin f pssessive nuns in cntext, helping students practice frming sentences with pssessive frms based n given scenaris.
1. use wrds and expressins in the unit t talk abut family;
3. learn t use pssessive nuns crrectly.
Step 3: Prductin
Students will create their wn sentences using pssessive nuns, applying the rules learned in previus steps. They can chse t describe their wn pssessins r thse f thers.
Review the sentences created by students t determine if they have crrectly used pssessive frms and if their sentences are cherent and cntextually apprpriate.
Purpse: T encurage students t independently apply the cncept f pssessive nuns in their wn sentences, demnstrating their grasp f the grammar rule and its practical use.
1. use wrds and expressins in the unit t talk abut family;
3. learn t use pssessive nuns crrectly.
Step 4: Exercise
1. Cmplete sentences with the crrect pssessive frm f the wrds in brackets, such as "This is ________ (Kate) cat" and "These are _______ (I) bks".
2. Engage in a dialgue where students identify the wners f items using pssessive nuns, fr example, "Whse caps are these?" and "They’re my _____________ (grandparents)".
Assess students' mastery f pssessive nuns by checking their cmpleted exercises and bserving their perfrmance in dialgues, ensuring they can accurately use pssessive frms in bth written and spken English.
Purpse: T slidify students' understanding f pssessive nuns thrugh practical exercises that require them t fill in the blanks with the crrect frms, and t practice using pssessive nuns in cnversatinal cntexts.
Hmewrk
Required（必做）:
Finish crrespndent exercise n yur bk.
Optinal（选做）:
Share yur family pht with friends and talk abut yur family with them.
Teaching Objectives
Teaching Activities
Effectiveness Evaluatin
3. give advice abut family cmmunicatin in family relatinships.
Step 1: Lead-in
1. Students engage in a discussin abut whm they can turn t fr slving family prblems, pssibly mentining family members, friends, r prfessinals.
2. Students discuss the rle f family htlines, cnsidering what kind f supprt and assistance they can prvide.
3. Students think and say if they knw what family htlines can d fr them, using the prmpt "D yu knw what the family htlines can d fr us?"
This step is effective in engaging students by relating the tpic t their persnal experiences, fstering a sense f relevance and readiness t explre the subject further.
Purpse: T stimulate initial thughts and set the stage fr the lessn's theme, fcusing n family supprt systems and the utility f htlines.
1. get infrmatin abut the prblem between Tina and her mther;
Step 2: Befre Listening 1
1. Students lk at a picture and describe what they see, discussing the activities and emtins depicted.
2. Based n the picture, students make predictins abut the cntent f the listening material, using the prmpt "What are they ding? What can yu see in the picture?"
This step is effective in stimulating curisity and setting expectatins fr the listening material, enhancing students' engagement and cmprehensin.
Purpse: T prepare students fr the listening activity by activating their visual and predictive skills, which helps in fcusing their attentin n the upcming cntent.
1. get infrmatin abut the prblem between Tina and her mther;
Step 3: First Listening 1
Students listen t a speaker discussing the cncept f "prblem parents" and chse the crrect statement frm the ptins prvided: a) "Prblem parents" bring "prblem children". b) There are mre and mre "prblem parents". c) "Prblem parents" need a gd talk.
This step is effective in gauging students' cmprehensin f the key cncepts and their ability t differentiate between varius perspectives n "prblem parents."
Purpse: T assess students' understanding f the main idea f the listening material and their ability t discern between different viewpints presented.
1. get infrmatin abut the prblem between Tina and her mther;
3. give advice abut family cmmunicatin in family relatinships.
Step 4: Secnd Listening 1
Students listen t a cnversatin between Tina and her mther, and cmplete a chart with the prvided infrmatin abut their prblems, feelings, and advice.
This step is effective in ensuring that students are nt nly listening fr the main idea but als fcusing n the finer details, which is crucial fr a thrugh understanding f the cnversatin.
Purpse: T enhance students' listening skills by requiring them t extract specific details frm the cnversatin, which helps in develping their attentin t detail and nte-taking abilities.
3. give advice abut family cmmunicatin in family relatinships.
Step 5: Befre Listening 2
Students think and share their advice fr Tina if she asks fr help, cnsidering the prblems and feelings discussed in the previus listening activity
This step is effective in prmting active engagement with the material and encuraging students t think beynd the text, applying their insights t real-life scenaris.
Purpse: T encurage students t reflect n the situatin presented in the listening material and apply their understanding t ffer practical advice, fstering critical thinking and empathy.
1. get infrmatin abut the prblem between Tina and her mther;
Step 6: First Listening 2
Students listen t a cnversatin and cmplete it by filling in the missing parts, fcusing n the dialgue between Tina and her mther.
This step is effective in deepening students' engagement with the listening material and testing their ability t recall and use language in cntext, which is essential fr language acquisitin.
Purpse: T further develp students' listening skills by requiring them t nt nly cmprehend the cnversatin but als actively participate in recnstructing it, enhancing their understanding and recall.
2. summarize the sftening language thrugh listening;
3. give advice abut family cmmunicatin in family relatinships.
Step 7: Pst-listening
1. Students listen and summarize the listening material, extracting examples f sfter language used, such as "I hpe...".
2. Students write dwn useful expressins and discuss hw Tina and her mther sften their language, cnsidering phrases like "I’m srry, but..." and "It’s difficult t talk abut...".
3. Grup wrk t act ut the family htline with family prblems.
This step is effective in encuraging students t reflect n the language used in the material and apply it in their wn speech, enhancing their cmmunicative cmpetence.
Step 8: Language pints
1. Students learn and practice the use f "dress up as," "nt…anymre," and "pick sb. up," using examples frm the text.
2. Students apply these language pints in varius cntexts, such as describing smene's utfit r expressing a change in a habit.
This step is effective in reinfrcing language learning by prviding targeted practice with key language pints, which aids in retentin and applicatin.
Step 9: Exercise
Students cmplete a series f single-chice questins t test their understanding f the language pints cvered in the lessn, such as the crrect use f "pick sb. up" and the pssessive frm f "children."
This step is effective in prviding a clear measure f students' understanding and ability t use the language pints, allwing fr targeted feedback and further instructin.
Purpse: The Pst-listening activities reinfrce learning frm the listening material by summarizing key pints and fcusing n language use, which helps in cnslidating understanding and imprving language skills. Language pints fcus n specific language structures and phrases, ensuring that students can use them crrectly in different situatins, which is crucial fr accurate language use. The exercise assesses students' mastery f the language pints thrugh a fcused exercise, ensuring that they can apply what they have learned accurately.
Hmewrk
Required（必做）:
Write the new wrds n page 54-page 55 n yur ntebk, each ne fr fur times.
Optinal（选做）:
Ask 3 classmates abut their family prblems and give suggestins.
Teaching Objectives
Teaching Activities
Effectiveness Evaluatin
1. srt ut the stry f family supprt between Jhn and Rbert;
Step 1: Lead-in & Pre-reading
1. Shw students three pictures and ask them t describe what they see using prvided wrds and expressins such as "family lve," "smile," "clse t," "enjy," and "imprtant."
2. Encurage students t discuss what they can see in the pictures and what the peple in the pictures are ding.
Assess whether students can accurately describe the pictures and initiate a discussin abut family relatinships and emtins by bserving their respnses and the depth f their descriptins.
Purpse: T engage students in active bservatin and discussin, setting the cntext fr the reading material and stimulating their interest in the tpic f family and lve.
1. srt ut the stry f family supprt between Jhn and Rbert;
Step2: Fast-reading
1. Instruct students t lk at the title "The Lve Between Brthers" and the pictures, then answer questins like "What is the stry abut?" and "What can yu see? What are they ding?"
2. Discuss the relatinship between the tw bys and the main theme f the stry based n the visual and textual cues.
Evaluate students' predictins and their ability t extract infrmatin frm visual cues by checking their answers t the questins and discussing their thught prcess.
Purpse: T develp students' ability t make predictins and gather infrmatin frm titles and pictures, enhancing their reading cmprehensin skills.
1. srt ut the stry f family supprt between Jhn and Rbert;
Step 3: Detailed reading
1. assign students t read the text and cmplete the ntes by filling in the blanks with apprpriate wrds frm the text, such as "clse t," "lnely," "pulled," "first," "the time," and "lve between them."
2. Discuss the stry's details, including wh the characters are, what happens t them, and the writer's pinin n their actins, using questins like "Wh is in the stry?" and "What happened?"
Assess students' cmprehensin by checking their cmpleted ntes and their ability t discuss the stry's details accurately.
Purpse: T deepen students' understanding f the text by fcusing n specific details and encuraging them t analyze the characters and events in the stry.
1. srt ut the stry f family supprt between Jhn and Rbert;
2. understand that lve is mre imprtant than races;
Step 4: Pst-reading
1. Prmpt students t think and share their thughts n questins like "What really matters fr the Taylr brthers?" and "D yu think the Taylr brthers win? Why r why nt?"
2. Encurage students t read between the lines and understand the writer's implied message abut the imprtance f family supprt, using the details prvided in the text.
Evaluate students' ability t analyze the stry's deeper meaning and their capacity t express their thughts clearly by assessing their cntributins t the discussin.
Purpse: T encurage critical thinking and reflectin n the stry's deeper meaning, fstering a deeper appreciatin fr the values f family and supprt.
3. write a shrt paragraph abut ur family supprt.
Step 5: Pre-writing
Guide students t write a paragraph abut family supprt, fcusing n structure, cntent, and grammar, using the prvided structure: "Wh is in the stry?", "What happened?", "At first", "Then", "At last", "Nw", "What des the writer think f them?"
Assess students' ability t plan and structure their writing by reviewing their utlines and prviding feedback n their rganizatin and clarity.
Purpse: T prepare students fr writing by guiding them thrugh the prcess f rganizing their thughts and structuring their writing effectively.
3. write a shrt paragraph abut ur family supprt.
Step 6: While-writing
1. Encurage students t recall a mment when their family members supprted each ther and think abut the details, using prmpts like "When did yur family member supprt each ther?"
2. Have students cmplete their writing utline, detailing wh the family members were, what happened, and their thughts n the family members, using the prvided utline.
Evaluate students' ability t develp their writing by checking their utlines and discussing their ideas and the clarity f their plans.
Purpse: T help students develp their writing by fcusing n specific mments and rganizing their ideas in a clear and lgical manner.
3. write a shrt paragraph abut ur family supprt.
Step 7: Pst-writing
1. Instruct students t edit their drafts accrding t a checklist, ensuring they have described family supprt, used wrds and expressins frm the reading passage, and written their cmments, using questins like "Did yu describe yur family members' supprt?"
2. Encurage students t share their paragraphs with the class and prvide feedback, using prmpts like "What d yu think f the family members?"
Assess students' final drafts fr cmpleteness, use f language, and clarity f expressin by reviewing their wrk and discussing their revisins.
Step 8: Language pints
Review key language pints such as "finish," "be clse t," "each ther," "nt…at all," "jin," "take part in," "refuse," and "matter," prviding examples and explanatins frm the text, like "Jhn and Rbert Taylr finished the schl bike race."
Assess students' grasp f the language pints by bserving their use f the terms in writing and speaking, and prviding feedback n their accuracy.
Step 9: Exercise
Administer a series f exercises, including multiple-chice questins, t test students' understanding f the language pints and their ability t apply them in different cntexts, like "Why des the wman refuse _______ the tea?"
Evaluate students' perfrmance n the exercises t determine their mastery f the language pints and their ability t use them crrectly.
Purpse: Pst-writing activities refine students' writing thrugh self-editing and peer review, imprving their writing skills and cnfidence in sharing their wrk. These language pints reinfrce students' understanding f key vcabulary and phrases, enhancing their language prficiency and ability t use these terms crrectly in cntext. And the exercise cnslidates students' learning thrugh practice, ensuring they can apply their knwledge f language pints in varius situatins.
Hmewrk
Required（必做）:
Finish the writing task n page 59, edit yur writing in yur grup and hand in it in this week.
Optinal（选做）:
Discuss with yur family abut family members’ supprt and feel the family ties.
Teaching Objectives
Teaching Activities
Effectiveness Evaluatin
1. learn hw t intrduce a family pht;
Step 1: Chse family phts
1. Instruct students t think abut their family and lk at their family phts t decide which nes t use fr their pht album.
2. Encurage students t select phts that represent family activities, traditins, and lving mments.
Assess whether students can select apprpriate phts that reflect the essence f their family and explain the significance f their chices.
Purpse: T engage students in reflecting n their family experiences and selecting meaningful phts that capture significant aspects f their family life.
1. learn hw t intrduce a family pht;
2. make a family pht album by deciding three family phts and intrducing them;
Step2: Organize ideas and create a family album
1. Students rganize their pht selectin and thughts using an utline that prmpts them t describe the pht, its imprtance, and its rle in understanding family dynamics.
2. Students are encuraged t use expressive language such as "This pht shws..." and "It was a very happy/mment" t enrich their descriptins.
3. Students are prmpted with questins like "D yu still remember this pht?" and "Hw des this pht help t understand the meaning f family?" t guide their writing.
Assess the clarity, emtinal resnance, and use f descriptive language in students' pht album intrductins.
Purpse: T help students create a cherent and meaningful family pht album that effectively cmmunicates the imprtance f family and the mments they share.
2. make a family pht album by deciding three family phts and intrducing them;
3. share the pht album in the class and vte n the best ne.
Step 3: Practice and present yur family pht album
Students rehearse presenting their family pht album, fcusing n cnveying the stries behind the phts and the emtins they evke.
Evaluate students' presentatin skills, including their ability t cnnect with the audience, maintain interest, and effectively cmmunicate the significance f their family phts.
Purpse: T develp students' public speaking skills and their ability t engage an audience thrugh persnal strytelling.
3. share the pht album in the class and vte n the best ne.
Step 4: Vte fr the best!
Students participate in a demcratic prcess t vte fr the "best family pht album" and "best presentatin," cnsidering criteria such as emtinal impact and strytelling.
Assess the level f engagement and the thughtfulness f students' vting decisins, reflecting their understanding f what makes a cmpelling family pht album.
Step 5: Reflectin
1. Students reflect n their learning experience, identifying key insights abut family dynamics and the imprtance f lve in binding a family tgether.
2. Students express their understanding using phrases like "Lve binds family tgether" and "We need t..." t articulate the secrets f a happy family.
3. Students identify areas fr imprvement and set gals fr enhancing their understanding and expressin f family values.
Assess the depth f students' reflectins and their ability t set realistic gals fr future learning.
Step 6: Exercise
1. Students cmplete exercises that test their understanding f pssessive nuns, verb tenses, and vcabulary related t family and emtins.
2. Students apply their knwledge t sentence cmpletin tasks, demnstrating their grasp f language structures and vcabulary.
Evaluate students' perfrmance n the exercises, fcusing n their accuracy and ability t crrectly apply language rules and vcabulary.
Purpse: Thrugh vting, students fster a sense f cmmunity and mutual appreciatin amng students, while als encuraging them t critically evaluate different presentatins.
The reflectin helps students cnslidate learning and prmte self-reflectin, encuraging students t cntinue grwing in their understanding f family and cmmunicatin skills. And the exercise reinfrces and assess students' language skills, ensuring they can accurately use the cncepts and vcabulary taught in the unit.
Hmewrk
Required（必做）:
Review Unit 3, rganize yur ntebk, and clean up yur prblem bk.
Optinal（选做）:
Chse mre family phts and add them t yur album.
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