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外研版（2024）七年级上册（2024）Unit 3 Family ties教学设计
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这是一份外研版（2024）七年级上册（2024）Unit 3 Family ties教学设计，共19页。教案主要包含了教学目标，教学工具，教学过程，准备任务，过程任务，后续任务，语言要点，课堂小结等内容，欢迎下载使用。
单元教材分析
本单元的主题是“人与社会”下的“社会服务与人际沟通”，归属于“和谐家庭与社区生活”这一子主题内容。本单元教材围绕家庭关系展开，内容包括：谈论家庭及家庭成员；描述家人在一起的温馨时刻；理解家庭存在的意义。旨在让学生感受家庭的爱，热爱自己的家庭。
课时分解
第一课时 Starting ut&Reading
Teaching Objects 【教学目标】
1.Talk abut family and family members.
2.Knw hw t write a film review.
3.Understand fathers’ lve.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学过程】
★Step 1 Lead in【导入】
1.Ask the Ss t lk at the picture n page 46 and answer the fllwing questins.
①Hw many peple are there in the picture?
②What’s the relatinship amng them?
③What are they ding?
④Hw d they feel?
2.Let sme Ss share their answers.
Starting ut
Page 47，1
1.Ask the Ss t lk at the pictures n page 47 and answer the questin:What is each family ding in the pictures?
2.Let sme Ss share their answers.
3.Check the answers with the class.
Picture a:They are having dinner tgether.
Picture b:The father is accmpanying his daughter ding her hmewrk.
Picture c:They are preparing fd tgether.
Picture d:They are g hiking tgether.
4.Ask sme Ss t share their answers t the questin: What activities d yu usually d with yur family members?
Page 47，2
1.Ask the Ss t lk at the picture and answer the fllwing questins.
①What des each persn in yur family d?
②What d yu think the wrd “family” stands fr?
2.Let sme Ss share their answers.
Understanding ideas（1—4）
★Step 2 Pre-task【准备任务】
Page 48，1
1.Ask the Ss t lk at the three pictures n page 48-49, and then ask them t figure ut what it is n each picture.
2.Check the answers with the class.
Picture 1:It is a sea.
Picture 2:It is a tree.
Picture 3:It is a muntain.
3.Let the Ss answer the fllwing questins.
①Which picture reminds yu f yur father?
②Hw can yu describe yur father and his lve fr yu?
4.Give them sme wrds as fllws.
silent heart quietly hme care lve
5.Let sme Ss say their answers.
★Step 3 While-task【过程任务】
Page 48，2
1.Ask the Ss t read the film review and ask them t answer the fllwing questin. What is the father’s lve like accrding t the writer?
2.Let sme Ss say their answers.
3.Check the right answer with the class.
Page 50，3
1.Ask the Ss t read and tick the answers t the questin: What des the film review include?
2.Let sme Ss say their answers.
3.Check the right answers with the class.
4.Intrduce the way t write a film review t the Ss as fllws.
①Chse a mvie.
②Write a brief intrductin.
③Summarize the plt.
④Analyze the mvie.
⑤Frm an verall pinin.
Page 50，4
1.Shw the ntes n page 50 t the Ss, and then let them guess what may be filled in the blanks.
2.Ask the Ss t cmplete the ntes with the wrds frm the passage.
3.Check the answers with the class.
★Step 4 Pst-task【后续任务】
Think and share
1.Ask the Ss t chse three wrds t describe the father and the sn each and give their reasns.
2.Give the Ss sme prmpts. Fr example, t make cmments abut a character, always lk fr what they d. Actins speak luder than wrds.
3.Ask the Ss t answer the questin: D yu want t watch the film after reading the review? Why r why nt?
4.Give the Ss sme prmpts.
5.Let sme Ss share their answers with the class.
★Step 5 Language pints【语言要点】
1. remind 的用法
作动词,意为“提醒;使想起”。常见用法:remind sb. t d sth.“提醒某人做某事”,remind sb. f sb./sth.“使某人想起某人/物”。例如:
The sweet dumplings remind me f the happy days with my family.汤圆让我想起了和家人
在一起的快乐时光。
2.serve 的用法
serve 可表示“任职”,还可表示“提供;接待;送交;端上(食物)”。常用短语:serve sth.t
sb. /serve sb. sth.“给某人提供某物”。例如:
The htel serves breakfast frm 7 am t 10 am.这家旅馆从7点到10点供应早餐。
The restaurant ften serves delicius fd t custmers.这家餐馆经常给顾客提供美味的食物。
3. each 的用法
(1)作形容词,意为“各自的”,修饰单数名词。例如:
Each by has a pair f scks.每个男孩子都有一双袜子。
(2)作代词,意为“每个”,可与介词f 连用,作主语时,其谓语动词必须用第三人称单数形式。例如:
Each f the bys has a pair f scks.这些男孩子每人都有一双袜子
【拓展】辨析each与every
4.辨析 carry , bring, take 和 get
5. acrss和thrugh辨析
6.care 的用法
作名词,意为“小心;照料;忧虑,担心”;作动词,意为“关注;在意;愿意;照顾”。
【拓展】
(1)care 的派生词
careful adj.小心的 careless adj.粗心的 carefully adv.细心地
(2)care的短语
take care f 照顾，照看 care abut 在乎
care fr 关心 take care 小心，当心
7. review 的用法
作名词,意为“评审,检查;评论;回顾”。还可作动词,意为“回顾;复习”。例如:Please
review all the ntes after class.请课后复习所有的笔记。
8.marry 的用法
(1)marry 作及物动词时，意为“结婚;嫁;娶”。marry sb.意为“和某人结婚”。例如:
I'm ging t marry Jhn.我要和约翰结婚了。
(2)marry可作不及物动词。例如:He didn't marry until he was fifty.直到50岁他才结婚。
【拓展】married adj.已婚的,be/get married 意为“已婚的,结婚了”,是固定结构。
【注意】在表示“与……结婚”时,介词应该用t,即“be/get married t sb.”。
★Step 6 Summary 【课堂小结】
Ask the Ss t use the students' self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
In this perid, the teaching key pint is the reading. We can ask the students t understand the passage by grasping the key wrds and sentences. After finishing the reading tasks, we can teach the students t summarize the cntent f the film review.
第二课时 Grammar
Teaching Objects 【教学目标】
1.Master the usage f pssessive nuns.
2.Describe a family mment.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【情景导入】
1.Shw the fllwing sentence t the Ss, and then ask them t pay attentin t the bld wrds.
①But nw the sn is taking ver his father’s psitin.
②Alng the way, they start t see int each ther’s hearts.
2.Lead t the grammar pssessive nuns.
Understanding ideas（5—8）
★Step 2 Pre-task【过程任务】
Page 51，5
1.Ask the Ss t find mre sentence with pssessive nuns in the last reading passage.
2.Let sme Ss say their answers.
3.Check the answers with the class as fllws.
It brings back the father’s memry f carrying the sn n his back.
He is happy abut his sn’s grwth.
★Step 3 Grammar learning【语法任务】
英语中表示所属关系常用以下两种表达方式：
（1）在一些名词之后加’s 表示有生命物的名词的所有格
（2）用“f + 名词结构” 表示无生命的名词的所有格
1.表示有生命的名词的所有格
单数名词词尾加’s，复数名词词尾如果没有s，也要加’s。例如：
Ivan’s hme Mary’s nse wmen’s smile
名词复数词尾已有s，在词尾加’即可。例如：
Students’ Unin the wrkers’ struggle the girls’ tys
2.表示无生命的名词的所有格
（1）表示无生命物的所有关系多用“f + 名词”结构。
the title f the nvel the windw f the huse
the end f the rad the subject f the sentence
（2）有些表示时间、距离、国家、城市等无生命物的名词，也可以加’s来构成所有格。
ne mnth’s vacatin
ten minutes’ walk
New Yrk’s ppulatin
3.并列名词的所有格
在并列的几个名词后面同时加上’s，表示物体分别属于某人；在并列的几个名词的最后一个名词后加’s，表示物体为几个人共同拥有。
Lily and Lucy’s bedrm Lily和Lucy共同拥有一间卧室
Lily’s and Lucy’s bedrms Lily和Lucy各自拥有一间卧室
★Step 4 While-task【过程任务】
Page 51，6
1.Shw the family tree t the Ss,and ask them t make sentences using pssessive nuns.
2.Shw the sentence t the Ss as fllws.
Tania is Catherine’s grandmther.
3.Let sme Ss share their answers.
Page 51，7
1.Ask the Ss t cmplete the diary using the crrect frm f the wrds in brackets.
2.Let sme Ss share their answers.
3.Check the answers with the class.
★Step 5 Pst-task【后续任务】
Page 52，8
1.Ask the Ss t wrk in pairs t write dwn a family mment and share it with their partner.
2.Give the Ss sme prmpts as fllws.
When was it?
Wh was there?
What did yu d?
Hw did yu feel?
3.Ask the Ss t use the wrds frm the reading passage and the Useful expressins n page 52 t help them.
4.Let sme Ss share their family mments with the class.
★Step 6 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
Learning grammar is an imprtant task in this perid. We always learn grammar when we have learned enugh language. Students can practise grammar by using what they have learned. It’s imprtant fr them t master the usage f pssessive nuns. We can give them sme examples.
第三课时 Listening and Speaking
Teaching Objects 【教学目标】
1.Knw wh yu can turn t in rder t slve prblems in yur family.
2.Prnunce /uː/, /ʊ/, /ʌ/ crrectly and remember the letters and letter cmbinatins that represent them.
3. Talk abut what yu have learnt abut family cmmunicatin.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【情景导入】
1.Shw the picture n page 53 t the Ss and ask them t answer the fllwing questin.
What is the girl ding?
2.Let sme Ss say their answers.
3.Check the answer with the class.
★Step 2 Pre-task【准备任务】
“Harmny in a family makes everything successful.” It’s a famus Chinese saying.Wh can yu turn t in rder t slve prblems in yur family?
★Step 3 While-task【过程任务】
Page 53,1
1.Shw the three sentences n page 53 t the Ss, and make sure they understand the meanings f them.
2.Ask the Ss t listen and chse the answer t the questin: What is the speaker talking abut?
3.Check the right answer with the class.
Phnetics in use
1.Let the Ss read the wrds n page 53 freely, and then ask them t pay attentin t the bld letters, and find the similarities f prnunciatin in each clumn.
2.Play the recrding and ask the Ss t repeat them.
3.Tell the prnunciatin f /uː/, /ʊ/, /ʌ/.
4.Have the Ss read the wrds tgether.
5.If pssible, prvide mre target language materials fr students t practise.
Page 54,2
1.Shw the chart n page 54 t the Ss, and then ask them t guess what may be filled in the blanks.
2.Ask the Ss t listen again and cmplete the chart.
3.Check the answers with the class.
Page 55,3
1.Shw the cnversatin n page 55 t the Ss, and then ask them t guess what may be filled in the blanks.
2.Ask the Ss t listen and cmplete the cnversatin.
3.Check the answers with the class.
4.Lead the Ss t learn the sftening language.
5.Ask the Ss t listen again and talk abut hw Tina and her mther sften their language.
★Step 4 Pst-task【后续任务】
Page 55,4
1.Shw the prblem t the Ss, then make sure they understand the prblem.
2.Ask the Ss t wrk in pairs t rle-play Mike and his father’s cnversatin.
3.Ask the Ss t talk abut what they have learnt abut family cmmunicatin in this sectin.
★Step 5 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 6 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
We can prvide mre explicit guidance n hw t use the right wrds and tne when talking t parents. Sme students struggled t identify the key pints in the cnversatin. The in-class practice was helpful, While it was nt enugh fr all students t fully understand the lessn. We shuld have mre interactive rle-playing activities t reinfrce the learning.
第四课时 Reading fr writing
Teaching Objects 【教学目标】
1.Knw the stry abut Jhn and Rbert Taylr.
2.Write a shrt paragraph abut yur family members’ supprt.
3.Feel the pwer f lve.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学过程】
★Step 1 Lead in【情景导入】
Page 56,1
1.Ask the Ss t lk at the three pictures n the Page 56—57 and describe them.
2.Let the Ss use the fllwing wrds and expressin t help them.
family smile clse t lve enjy imprtant
3.Ask sme Ss t say their answers.
4.Check the answers with the class.
★Step 2 Pre-task【准备任务】
Page 56,2
1.Ask the Ss t lk at the title and pictures. Then ask them t predict the fllwing answers t the questins.
①What race d they take part in?
②Why d they race tgether?
★Step 3 While-task【过程任务】
Page 56,2
1.Ask the Ss t read the stry and answer the questin: What is the stry abut?
2.Let sme Ss say their answers.
3.Check the answer with the class.
Page 58,3
1.Shw the ntes t the Ss, and then ask them t guess what may be filled in the blanks.
2.Ask the Ss t cmplete the ntes with the wrds and expressins frm the stry.
3.Let sme Ss say their answers.
4.Check the answers with the class.
Page 58,4
1.Ask the Ss t read the stry and answer the fllwing questins.
(1)What des “They” refer t in “They didn't win”?
(2)What des “it” refer t in “He put Rbert in a trailer and pulled it alng with
his bike”?
(3)What's the meaning f “pwers” in the last paragraph?
2.Give the Ss sme prmpts.
3.Let sme Ss say their answers and check the answers with the class.
★Step 4 Pst-task【后续任务】
Page 58, Think and share
1.Ask the Ss t answer the fllwing questins.
①What really matters fr the Taylr brthers?
②D yu think the Taylr brthers win? Why r why nt?
2.Give the Ss sme prmpts.
3.Let sme Ss say their answers.
4.Check the answers with the class.
Page 59, 5
1.Ask the Ss t write a shrt paragraph abut their family members’ supprt.
2.Give them sme prmpts.Ask them t d as fllws.
①When did yur family members supprt each ther? Think f a mment.
②Cmplete the table.
③Write yur paragraph with the help f the table.
④Check yur paragraph as fllws.
Did yu describe yur family members’ supprt?
Did yu use the wrds and expressins frm the reading passage?
Did yu write yur cmments?
⑤Share yur paragraph with the class.
★Step 5 Language pints【语言要点】
1. pick up 的用法
(1)捡起;拾起 pick up the litter 捡起垃圾
(2)开车来接;搭载 pick yu up 接你
(3)拿起;提起 pick up the phne 接电话
【注意】pick up后接代词作宾语时,必须将代词放在pick与up 之间。
2. feel like 的用法
feel like 表示“摸起来像……;感觉像……;有……的感觉”。常见用法:
(1)feel like+ding sth.想要做某事
例如:I feel like watching different kinds f films.我想要看不同类型的电影。
(2)feel like+sth.感觉像
例如:It feels like spring.感觉像春天。
3. finish 的用法
作动词,意为“完成;结束;吃完,用尽”,其后接名词、代词或动名词作宾语，finish
(ding) sth.意为“完成(做)某事”。例如:
Let’s g hme tgether after finishing watching the ftball game.看完足球比赛后我们一起回家吧。
4.matter 的用法
5. pwer 的用法
作动词，意为“给……提供动力”;还可作名词,意为“权力;能力;动力;能量;电力供应”。例如:My phne is ut f pwer.我的手机没电了。
★Step 6 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
The theme f tday’s lessn was “writing a shrt paragraph abut yur family members’ supprt,” aiming t help students express family emtins in English. In class, I guided students t think abut the ways their family members supprt them and shared their wn experiences. The students actively participated, and their writings were rich in cntent and sincere in emtin. Hwever, sme students still need t imprve their abilities f using grammar and vcabulary. Overall, this lessn achieved the desired effect and enhanced the students’ writing skills.
第五课时 Presenting ideas&Reflectin
Teaching Objects 【教学目标】
1.Make a pht album abut yur family.
2.Talk abut what yu understand abut the meaning f family.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【情景导入】
1.Shw a pht album abut yur family t the Ss, and then ask them t answer the questin. What kind f phts d I use?
2.Ask the Ss t share their family phts with the class.
★Step 2 Pre-task【准备任务】
Tell the Ss that tday they are ging t make a pht album abut their family.
★Step 3 While-task【过程任务】
1.Ask the Ss t think abut their family and lk at their family phts and decide n which phts t use.
(1)family activities (2)family traditins (3) lving mments
2.Ask the Ss t rganise their ideas with the help f the fllwing utline and create their family pht albums including at least three phts. And ask them t use the fllwing language tips r find useful expressins r sentences frm this unit.
Descriptin f the pht:
—This pht shws...
— in the pht.
—Yu can see...
—We are smiling happily.
Imprtance f the pht:
—It was a very happy / sad / ... mment.
—We are always clse t each ther.
—During the hliday, we...
—We shared ur feelings with each ther.
—Fr the first time, ...
Hw it helps t understand the meaning f family:
—This pht warms my heart.
— Nw I knw...
—T me, ... is the language f lve.
3.Ask the Ss t practise and present their pht albums t the class.
★Step 4 Pst-task【后续任务】
1.Ask the Ss t vte n the best pht album and the best presentatin.
2.Ask the Ss t talk abut what they have understd n the meaning f family using the fllwing mind map.
3.Ask the Ss t check whether they have achieved their learning gals.
4.Let the Ss write dwn what they still need t imprve.
★Step 5 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 6 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
In this perid, we shuld ask the students t summarize the aspects they need t make a pht album abut their family. Then let them write what they have understd n the meaning f family.
【Language Abilities】
1.Use wrds and expressins in the unit t talk abut family.
2.Use pssessive nuns t describe yur family mments.
3.Describe the meaning f family.
【Culture Awareness】
1.Knw the similarities and differences in family life in different cuntries r cultures.
2.Understand the imprtance f family.
【Quality f Thinking】
1.Make predictins accrding t the pictures.
2.Infer sme implicit infrmatin based n the given materials.
【Learning Abilities】
1.Learn t explre learning in grups and cmplete the tasks.
2.Be able t summarize the difficult pints f learning after class.
【Class Hur Divisin】
Five perids
第一课时
Starting ut&Reading
第二课时
Grammar
第三课时
Listening and Speaking
第四课时
Reading fr writing
第五课时
Presenting ideas&Reflectin
单词
用法
例句
each
强调一定范围内个别的人或物
Each f the three answers is right.这三个答案每个都是正确的。
every
强调整体或全部
Every ne f these eggs I buy is bad.我买的这些鸡蛋全是坏的。
单词
用法
例句
carry v. 拿，
提，扛
表示携带、搬运、运载,具有负重的
意思,没有方向性。
Please carry the bag fr me.请帮我
拿这个包。
bring v.拿来，带来
指把人或物从别处带到说话者的
地方。
Bring the bk t me ,please.请把书
带给我。
take v.拿走,带走
指把人或物从说话者所在的地方
带到别处。
Take my schlbag t the rm.把
我的书包带到房间。
get v.去
取来，去拿来
指到某地去把某人或某物带来或
拿来。
Can yu get me an apple?你能去给
我拿个苹果吗?
单词
用法
示例
acrss
作为介词,表示“横过;穿过”,指从物体表
面的一边到另一边。例如过河、过桥等。
g acrss the rad穿过马路
thrugh
作为介词,表示“穿过;通过”,指从物体的
内部穿过。例如穿过山洞、森林等。
g thrugh the tunnel穿过隧道
I can talk abut family and family members.
I can knw hw t write a film review.
I can understand fathers’ lve.
I can master the usage f pssessive nuns.
I can describe a family mment.
I can knw wh I can turn t in rder t slve prblems in my family.
I can prnunce /uː/, /ʊ/, /ʌ/ crrectly and remember the letters and letter cmbinatins that represent them.
I can talk abut what I have learnt abut family cmmunicatin.
Wh were the family members?
What happened?
At first
Then
At last
What d yu think f the family members?
matter
词性及汉语意思
用法
v.重要,要紧，有关系
尤指对某人自己或对发生之事,重要，主要用于否定句、疑问句或条件句中，多用it做主语
n.事情;事态;关乎……的问题
What’s the matter＝What’s wrng with ...一般用于关心某人
I can knw the stry abut Jhn and Rbert Taylr.
I can write a shrt paragraph abut my family members’ supprt.
I can feel the pwer f lve.
I can make a pht album abut my family.
I can talk abut what I understand abut the meaning f family.
单元教材分析
本单元的主题是“人与社会”下的“社会服务与人际沟通”，归属于“和谐家庭与社区生活”这一子主题内容。本单元教材围绕家庭关系展开，内容包括：谈论家庭及家庭成员；描述家人在一起的温馨时刻；理解家庭存在的意义。旨在让学生感受家庭的爱，热爱自己的家庭。
课时分解
第一课时 Starting ut&Reading
Teaching Objects 【教学目标】
1.Talk abut family and family members.
2.Knw hw t write a film review.
3.Understand fathers’ lve.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学过程】
★Step 1 Lead in【导入】
1.Ask the Ss t lk at the picture n page 46 and answer the fllwing questins.
①Hw many peple are there in the picture?
②What’s the relatinship amng them?
③What are they ding?
④Hw d they feel?
2.Let sme Ss share their answers.
Starting ut
Page 47，1
1.Ask the Ss t lk at the pictures n page 47 and answer the questin:What is each family ding in the pictures?
2.Let sme Ss share their answers.
3.Check the answers with the class.
Picture a:They are having dinner tgether.
Picture b:The father is accmpanying his daughter ding her hmewrk.
Picture c:They are preparing fd tgether.
Picture d:They are g hiking tgether.
4.Ask sme Ss t share their answers t the questin: What activities d yu usually d with yur family members?
Page 47，2
1.Ask the Ss t lk at the picture and answer the fllwing questins.
①What des each persn in yur family d?
②What d yu think the wrd “family” stands fr?
2.Let sme Ss share their answers.
Understanding ideas（1—4）
★Step 2 Pre-task【准备任务】
Page 48，1
1.Ask the Ss t lk at the three pictures n page 48-49, and then ask them t figure ut what it is n each picture.
2.Check the answers with the class.
Picture 1:It is a sea.
Picture 2:It is a tree.
Picture 3:It is a muntain.
3.Let the Ss answer the fllwing questins.
①Which picture reminds yu f yur father?
②Hw can yu describe yur father and his lve fr yu?
4.Give them sme wrds as fllws.
silent heart quietly hme care lve
5.Let sme Ss say their answers.
★Step 3 While-task【过程任务】
Page 48，2
1.Ask the Ss t read the film review and ask them t answer the fllwing questin. What is the father’s lve like accrding t the writer?
2.Let sme Ss say their answers.
3.Check the right answer with the class.
Page 50，3
1.Ask the Ss t read and tick the answers t the questin: What des the film review include?
2.Let sme Ss say their answers.
3.Check the right answers with the class.
4.Intrduce the way t write a film review t the Ss as fllws.
①Chse a mvie.
②Write a brief intrductin.
③Summarize the plt.
④Analyze the mvie.
⑤Frm an verall pinin.
Page 50，4
1.Shw the ntes n page 50 t the Ss, and then let them guess what may be filled in the blanks.
2.Ask the Ss t cmplete the ntes with the wrds frm the passage.
3.Check the answers with the class.
★Step 4 Pst-task【后续任务】
Think and share
1.Ask the Ss t chse three wrds t describe the father and the sn each and give their reasns.
2.Give the Ss sme prmpts. Fr example, t make cmments abut a character, always lk fr what they d. Actins speak luder than wrds.
3.Ask the Ss t answer the questin: D yu want t watch the film after reading the review? Why r why nt?
4.Give the Ss sme prmpts.
5.Let sme Ss share their answers with the class.
★Step 5 Language pints【语言要点】
1. remind 的用法
作动词,意为“提醒;使想起”。常见用法:remind sb. t d sth.“提醒某人做某事”,remind sb. f sb./sth.“使某人想起某人/物”。例如:
The sweet dumplings remind me f the happy days with my family.汤圆让我想起了和家人
在一起的快乐时光。
2.serve 的用法
serve 可表示“任职”,还可表示“提供;接待;送交;端上(食物)”。常用短语:serve sth.t
sb. /serve sb. sth.“给某人提供某物”。例如:
The htel serves breakfast frm 7 am t 10 am.这家旅馆从7点到10点供应早餐。
The restaurant ften serves delicius fd t custmers.这家餐馆经常给顾客提供美味的食物。
3. each 的用法
(1)作形容词,意为“各自的”,修饰单数名词。例如:
Each by has a pair f scks.每个男孩子都有一双袜子。
(2)作代词,意为“每个”,可与介词f 连用,作主语时,其谓语动词必须用第三人称单数形式。例如:
Each f the bys has a pair f scks.这些男孩子每人都有一双袜子
【拓展】辨析each与every
4.辨析 carry , bring, take 和 get
5. acrss和thrugh辨析
6.care 的用法
作名词,意为“小心;照料;忧虑,担心”;作动词,意为“关注;在意;愿意;照顾”。
【拓展】
(1)care 的派生词
careful adj.小心的 careless adj.粗心的 carefully adv.细心地
(2)care的短语
take care f 照顾，照看 care abut 在乎
care fr 关心 take care 小心，当心
7. review 的用法
作名词,意为“评审,检查;评论;回顾”。还可作动词,意为“回顾;复习”。例如:Please
review all the ntes after class.请课后复习所有的笔记。
8.marry 的用法
(1)marry 作及物动词时，意为“结婚;嫁;娶”。marry sb.意为“和某人结婚”。例如:
I'm ging t marry Jhn.我要和约翰结婚了。
(2)marry可作不及物动词。例如:He didn't marry until he was fifty.直到50岁他才结婚。
【拓展】married adj.已婚的,be/get married 意为“已婚的,结婚了”,是固定结构。
【注意】在表示“与……结婚”时,介词应该用t,即“be/get married t sb.”。
★Step 6 Summary 【课堂小结】
Ask the Ss t use the students' self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
In this perid, the teaching key pint is the reading. We can ask the students t understand the passage by grasping the key wrds and sentences. After finishing the reading tasks, we can teach the students t summarize the cntent f the film review.
第二课时 Grammar
Teaching Objects 【教学目标】
1.Master the usage f pssessive nuns.
2.Describe a family mment.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【情景导入】
1.Shw the fllwing sentence t the Ss, and then ask them t pay attentin t the bld wrds.
①But nw the sn is taking ver his father’s psitin.
②Alng the way, they start t see int each ther’s hearts.
2.Lead t the grammar pssessive nuns.
Understanding ideas（5—8）
★Step 2 Pre-task【过程任务】
Page 51，5
1.Ask the Ss t find mre sentence with pssessive nuns in the last reading passage.
2.Let sme Ss say their answers.
3.Check the answers with the class as fllws.
It brings back the father’s memry f carrying the sn n his back.
He is happy abut his sn’s grwth.
★Step 3 Grammar learning【语法任务】
英语中表示所属关系常用以下两种表达方式：
（1）在一些名词之后加’s 表示有生命物的名词的所有格
（2）用“f + 名词结构” 表示无生命的名词的所有格
1.表示有生命的名词的所有格
单数名词词尾加’s，复数名词词尾如果没有s，也要加’s。例如：
Ivan’s hme Mary’s nse wmen’s smile
名词复数词尾已有s，在词尾加’即可。例如：
Students’ Unin the wrkers’ struggle the girls’ tys
2.表示无生命的名词的所有格
（1）表示无生命物的所有关系多用“f + 名词”结构。
the title f the nvel the windw f the huse
the end f the rad the subject f the sentence
（2）有些表示时间、距离、国家、城市等无生命物的名词，也可以加’s来构成所有格。
ne mnth’s vacatin
ten minutes’ walk
New Yrk’s ppulatin
3.并列名词的所有格
在并列的几个名词后面同时加上’s，表示物体分别属于某人；在并列的几个名词的最后一个名词后加’s，表示物体为几个人共同拥有。
Lily and Lucy’s bedrm Lily和Lucy共同拥有一间卧室
Lily’s and Lucy’s bedrms Lily和Lucy各自拥有一间卧室
★Step 4 While-task【过程任务】
Page 51，6
1.Shw the family tree t the Ss,and ask them t make sentences using pssessive nuns.
2.Shw the sentence t the Ss as fllws.
Tania is Catherine’s grandmther.
3.Let sme Ss share their answers.
Page 51，7
1.Ask the Ss t cmplete the diary using the crrect frm f the wrds in brackets.
2.Let sme Ss share their answers.
3.Check the answers with the class.
★Step 5 Pst-task【后续任务】
Page 52，8
1.Ask the Ss t wrk in pairs t write dwn a family mment and share it with their partner.
2.Give the Ss sme prmpts as fllws.
When was it?
Wh was there?
What did yu d?
Hw did yu feel?
3.Ask the Ss t use the wrds frm the reading passage and the Useful expressins n page 52 t help them.
4.Let sme Ss share their family mments with the class.
★Step 6 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
Learning grammar is an imprtant task in this perid. We always learn grammar when we have learned enugh language. Students can practise grammar by using what they have learned. It’s imprtant fr them t master the usage f pssessive nuns. We can give them sme examples.
第三课时 Listening and Speaking
Teaching Objects 【教学目标】
1.Knw wh yu can turn t in rder t slve prblems in yur family.
2.Prnunce /uː/, /ʊ/, /ʌ/ crrectly and remember the letters and letter cmbinatins that represent them.
3. Talk abut what yu have learnt abut family cmmunicatin.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【情景导入】
1.Shw the picture n page 53 t the Ss and ask them t answer the fllwing questin.
What is the girl ding?
2.Let sme Ss say their answers.
3.Check the answer with the class.
★Step 2 Pre-task【准备任务】
“Harmny in a family makes everything successful.” It’s a famus Chinese saying.Wh can yu turn t in rder t slve prblems in yur family?
★Step 3 While-task【过程任务】
Page 53,1
1.Shw the three sentences n page 53 t the Ss, and make sure they understand the meanings f them.
2.Ask the Ss t listen and chse the answer t the questin: What is the speaker talking abut?
3.Check the right answer with the class.
Phnetics in use
1.Let the Ss read the wrds n page 53 freely, and then ask them t pay attentin t the bld letters, and find the similarities f prnunciatin in each clumn.
2.Play the recrding and ask the Ss t repeat them.
3.Tell the prnunciatin f /uː/, /ʊ/, /ʌ/.
4.Have the Ss read the wrds tgether.
5.If pssible, prvide mre target language materials fr students t practise.
Page 54,2
1.Shw the chart n page 54 t the Ss, and then ask them t guess what may be filled in the blanks.
2.Ask the Ss t listen again and cmplete the chart.
3.Check the answers with the class.
Page 55,3
1.Shw the cnversatin n page 55 t the Ss, and then ask them t guess what may be filled in the blanks.
2.Ask the Ss t listen and cmplete the cnversatin.
3.Check the answers with the class.
4.Lead the Ss t learn the sftening language.
5.Ask the Ss t listen again and talk abut hw Tina and her mther sften their language.
★Step 4 Pst-task【后续任务】
Page 55,4
1.Shw the prblem t the Ss, then make sure they understand the prblem.
2.Ask the Ss t wrk in pairs t rle-play Mike and his father’s cnversatin.
3.Ask the Ss t talk abut what they have learnt abut family cmmunicatin in this sectin.
★Step 5 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 6 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
We can prvide mre explicit guidance n hw t use the right wrds and tne when talking t parents. Sme students struggled t identify the key pints in the cnversatin. The in-class practice was helpful, While it was nt enugh fr all students t fully understand the lessn. We shuld have mre interactive rle-playing activities t reinfrce the learning.
第四课时 Reading fr writing
Teaching Objects 【教学目标】
1.Knw the stry abut Jhn and Rbert Taylr.
2.Write a shrt paragraph abut yur family members’ supprt.
3.Feel the pwer f lve.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学过程】
★Step 1 Lead in【情景导入】
Page 56,1
1.Ask the Ss t lk at the three pictures n the Page 56—57 and describe them.
2.Let the Ss use the fllwing wrds and expressin t help them.
family smile clse t lve enjy imprtant
3.Ask sme Ss t say their answers.
4.Check the answers with the class.
★Step 2 Pre-task【准备任务】
Page 56,2
1.Ask the Ss t lk at the title and pictures. Then ask them t predict the fllwing answers t the questins.
①What race d they take part in?
②Why d they race tgether?
★Step 3 While-task【过程任务】
Page 56,2
1.Ask the Ss t read the stry and answer the questin: What is the stry abut?
2.Let sme Ss say their answers.
3.Check the answer with the class.
Page 58,3
1.Shw the ntes t the Ss, and then ask them t guess what may be filled in the blanks.
2.Ask the Ss t cmplete the ntes with the wrds and expressins frm the stry.
3.Let sme Ss say their answers.
4.Check the answers with the class.
Page 58,4
1.Ask the Ss t read the stry and answer the fllwing questins.
(1)What des “They” refer t in “They didn't win”?
(2)What des “it” refer t in “He put Rbert in a trailer and pulled it alng with
his bike”?
(3)What's the meaning f “pwers” in the last paragraph?
2.Give the Ss sme prmpts.
3.Let sme Ss say their answers and check the answers with the class.
★Step 4 Pst-task【后续任务】
Page 58, Think and share
1.Ask the Ss t answer the fllwing questins.
①What really matters fr the Taylr brthers?
②D yu think the Taylr brthers win? Why r why nt?
2.Give the Ss sme prmpts.
3.Let sme Ss say their answers.
4.Check the answers with the class.
Page 59, 5
1.Ask the Ss t write a shrt paragraph abut their family members’ supprt.
2.Give them sme prmpts.Ask them t d as fllws.
①When did yur family members supprt each ther? Think f a mment.
②Cmplete the table.
③Write yur paragraph with the help f the table.
④Check yur paragraph as fllws.
Did yu describe yur family members’ supprt?
Did yu use the wrds and expressins frm the reading passage?
Did yu write yur cmments?
⑤Share yur paragraph with the class.
★Step 5 Language pints【语言要点】
1. pick up 的用法
(1)捡起;拾起 pick up the litter 捡起垃圾
(2)开车来接;搭载 pick yu up 接你
(3)拿起;提起 pick up the phne 接电话
【注意】pick up后接代词作宾语时,必须将代词放在pick与up 之间。
2. feel like 的用法
feel like 表示“摸起来像……;感觉像……;有……的感觉”。常见用法:
(1)feel like+ding sth.想要做某事
例如:I feel like watching different kinds f films.我想要看不同类型的电影。
(2)feel like+sth.感觉像
例如:It feels like spring.感觉像春天。
3. finish 的用法
作动词,意为“完成;结束;吃完,用尽”,其后接名词、代词或动名词作宾语，finish
(ding) sth.意为“完成(做)某事”。例如:
Let’s g hme tgether after finishing watching the ftball game.看完足球比赛后我们一起回家吧。
4.matter 的用法
5. pwer 的用法
作动词，意为“给……提供动力”;还可作名词,意为“权力;能力;动力;能量;电力供应”。例如:My phne is ut f pwer.我的手机没电了。
★Step 6 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 7 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
The theme f tday’s lessn was “writing a shrt paragraph abut yur family members’ supprt,” aiming t help students express family emtins in English. In class, I guided students t think abut the ways their family members supprt them and shared their wn experiences. The students actively participated, and their writings were rich in cntent and sincere in emtin. Hwever, sme students still need t imprve their abilities f using grammar and vcabulary. Overall, this lessn achieved the desired effect and enhanced the students’ writing skills.
第五课时 Presenting ideas&Reflectin
Teaching Objects 【教学目标】
1.Make a pht album abut yur family.
2.Talk abut what yu understand abut the meaning f family.
Teaching Aids 【教学工具】
an English bk，a tape recrder and CAI
Teaching Steps 【教学步骤】
★Step 1 Lead in【情景导入】
1.Shw a pht album abut yur family t the Ss, and then ask them t answer the questin. What kind f phts d I use?
2.Ask the Ss t share their family phts with the class.
★Step 2 Pre-task【准备任务】
Tell the Ss that tday they are ging t make a pht album abut their family.
★Step 3 While-task【过程任务】
1.Ask the Ss t think abut their family and lk at their family phts and decide n which phts t use.
(1)family activities (2)family traditins (3) lving mments
2.Ask the Ss t rganise their ideas with the help f the fllwing utline and create their family pht albums including at least three phts. And ask them t use the fllwing language tips r find useful expressins r sentences frm this unit.
Descriptin f the pht:
—This pht shws...
— in the pht.
—Yu can see...
—We are smiling happily.
Imprtance f the pht:
—It was a very happy / sad / ... mment.
—We are always clse t each ther.
—During the hliday, we...
—We shared ur feelings with each ther.
—Fr the first time, ...
Hw it helps t understand the meaning f family:
—This pht warms my heart.
— Nw I knw...
—T me, ... is the language f lve.
3.Ask the Ss t practise and present their pht albums t the class.
★Step 4 Pst-task【后续任务】
1.Ask the Ss t vte n the best pht album and the best presentatin.
2.Ask the Ss t talk abut what they have understd n the meaning f family using the fllwing mind map.
3.Ask the Ss t check whether they have achieved their learning gals.
4.Let the Ss write dwn what they still need t imprve.
★Step 5 Summary 【课堂小结】
Ask the Ss t use the students’ self-assessment frm t check what they have learned in this lessn.
★Step 6 Hmewrk【家庭作业】
1.Review the wrds, phrases and sentences.
2.D the exercises in students’ bk.
Teaching reflectin 【教学反思】
In this perid, we shuld ask the students t summarize the aspects they need t make a pht album abut their family. Then let them write what they have understd n the meaning f family.
【Language Abilities】
1.Use wrds and expressins in the unit t talk abut family.
2.Use pssessive nuns t describe yur family mments.
3.Describe the meaning f family.
【Culture Awareness】
1.Knw the similarities and differences in family life in different cuntries r cultures.
2.Understand the imprtance f family.
【Quality f Thinking】
1.Make predictins accrding t the pictures.
2.Infer sme implicit infrmatin based n the given materials.
【Learning Abilities】
1.Learn t explre learning in grups and cmplete the tasks.
2.Be able t summarize the difficult pints f learning after class.
【Class Hur Divisin】
Five perids
第一课时
Starting ut&Reading
第二课时
Grammar
第三课时
Listening and Speaking
第四课时
Reading fr writing
第五课时
Presenting ideas&Reflectin
单词
用法
例句
each
强调一定范围内个别的人或物
Each f the three answers is right.这三个答案每个都是正确的。
every
强调整体或全部
Every ne f these eggs I buy is bad.我买的这些鸡蛋全是坏的。
单词
用法
例句
carry v. 拿，
提，扛
表示携带、搬运、运载,具有负重的
意思,没有方向性。
Please carry the bag fr me.请帮我
拿这个包。
bring v.拿来，带来
指把人或物从别处带到说话者的
地方。
Bring the bk t me ,please.请把书
带给我。
take v.拿走,带走
指把人或物从说话者所在的地方
带到别处。
Take my schlbag t the rm.把
我的书包带到房间。
get v.去
取来，去拿来
指到某地去把某人或某物带来或
拿来。
Can yu get me an apple?你能去给
我拿个苹果吗?
单词
用法
示例
acrss
作为介词,表示“横过;穿过”,指从物体表
面的一边到另一边。例如过河、过桥等。
g acrss the rad穿过马路
thrugh
作为介词,表示“穿过;通过”,指从物体的
内部穿过。例如穿过山洞、森林等。
g thrugh the tunnel穿过隧道
I can talk abut family and family members.
I can knw hw t write a film review.
I can understand fathers’ lve.
I can master the usage f pssessive nuns.
I can describe a family mment.
I can knw wh I can turn t in rder t slve prblems in my family.
I can prnunce /uː/, /ʊ/, /ʌ/ crrectly and remember the letters and letter cmbinatins that represent them.
I can talk abut what I have learnt abut family cmmunicatin.
Wh were the family members?
What happened?
At first
Then
At last
What d yu think f the family members?
matter
词性及汉语意思
用法
v.重要,要紧，有关系
尤指对某人自己或对发生之事,重要，主要用于否定句、疑问句或条件句中，多用it做主语
n.事情;事态;关乎……的问题
What’s the matter＝What’s wrng with ...一般用于关心某人
I can knw the stry abut Jhn and Rbert Taylr.
I can write a shrt paragraph abut my family members’ supprt.
I can feel the pwer f lve.
I can make a pht album abut my family.
I can talk abut what I understand abut the meaning f family.
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