资源简介

Unit 3 Family ties（Developing ideas）
课程基本信息
学科 英语 年级 七年级 学期 秋季
课题 Unit 3 Family ties（Developing ideas）
教科书 书 名：外研版新标准英语教材 出版社：外语教学与研究出版社 出版日期：2024 年 7 月
教学目标
By the end of the lesson, students will be able to 1. get to understand what family members ’ support is through a game. 2. obtain the things happened and Robert’s feelings by reading a story and then summarize the writing tips. 3. write a story about family members ’ support using the writing tips obtained. 4. analyze the writer’s idea towards family love and support and form a deeper understanding of this topic.
教学重难点
教学重点： 1. To guide students to form a deeper understanding of support. 2. To get students to know how to write a story about family members ’ support. 教学难点： 1. To guide students to form a writing idea and obtain the structure for writing about the topic. 2. To make students understand the meaning of support and the writer’s ideas.
教学过程
教学目标 学生活动 效果评价
Get to understand what family members ’ support is through a game. Activity 1 Play a game Students read and listen to a series of family stories and judge if they show family members ’ support. Students judge and say “support” or “not support” . Observe students ’ answers to see if they get to know the meaning of family members ’ support gradually.
Activity 2 Summarize and share Students summarize their understanding of what family members ’ support is and share their family members ’ support. Observe how students summarize what family members ’ support is and share their own story to judge students ’ understanding of this topic.
设计意图： To arouse students ’ interests at the beginning of the lesson and lead into the topic of writing through a game. The game is also aimed to guide students to form the understanding of the meaning of family members ’ support gradually. Summarizing what family members ’ support is can help the teacher check their understanding and talking about their own stories helps students get a brief idea of what they can write about this topic.
Obtain the things happened and Robert’s feelings by reading a story and then summarize the writing tips. Activity 3 Look and predict Students predict according to the title and the pictures of the reading material. (1) Who needed support (2) Why did he need support Activity 4 Read and check Students read and check if their prediction is right. They read and highlight the answers of the following questions about things happened in the story. (1) Who needed support Why did he need support (2) How did John support him (3) What happens now Then students get the first writing tip: write about things happened before, when and after support. Activity 5 Think, pair and share Students read and analyze what the sentences the teacher highlighted are about. Then they think about and talk about Robert’s feelings in the story. Questions: (1) How did Robert feel at first (2) How did Robert feel then (3) How does he feel now Observe students ’ prediction to see if they can get information through viewing and thinking. Observe students ’ degree of understanding things happened in the story through their answers to the questions. Observe if students can understand Robert’s feelings based on their sharing.
Then students get the second writing tip: write aboutfeelings before, when and after support. Activity 6 Think and summarize Students try to summarize how to write according to previous learning process and form the checklist for writing. Observe if students know how to write based on their summary.
设计意图： To guide students to learn how to write about family members ’ support from the story. Reading for what happened in a time order and analyzing Robert’s feelings can help students get the writing tips, which are also part of the checklist for writing. Summarizing how to write based on what students have learned previously forms the checklist for writing, which also leads to the understanding of the fact that reading can support writing.
Write a story about family members ’ support using the writing tips obtained. Activity 7 Write and check Students choose one writing card from the two writing cards of different levels and write the story. After writing, students exchange their work with their partner, check according to the checklist and stick the cards in the circles. Activity 8 Read and check Students read one writing sample for the writing card A and check together with the teacher; then check another writing sample for the writing card B and check by themselves. Observe whether students can write about this topic by judging their works and the number of the supporting cards can tell students ’ ability of evaluating to some degree. Observe students ’ evaluation to see if they know how to evaluate according to the checklist.
设计意图： To apply what they have learned about writing in their own family story writing. Two writing cards are designed for students of different levels, which can assure that students can have an option and complete the writing task successfully. Pair check helps them cultivate the ability of evaluating and they can learn from each other, further developing their understanding of family members ’ support. Checking together with the teacher is aimed to set an example for students ’ evaluation, which provides a foundation for their own evaluation.
Analyze writer’s towards love the idea family and Activity 9 Read and think Students move back to the story, especially the beginning and the ending of the story. They read for the writer’s ideas, think and answer the question: What does the writer want to tell us Observe students ’ understanding of deep meaning of family members ’ support by seeing their analysis of the writer’s ideas.
support and form a deeper understanding of this topic.
设计意图： Reading for the writer’s idea is aimed to make students get to know the importance of family love and family members ’ support. It can drive them to think about their own ideas about this topic, which can be added to their own writing in the homework.
作业： Choose one or two tasks from each box.
设计意图： Since the main purpose of this lesson is reading for writing, homework is also divided into reading and writing tasks. For reading tasks, students can choose from two tasks of different levels. Task One helps students review the basic information of the story while Task Two promotes students ’ further thinking on the story. As for the wring tasks, the purposes for these two tasks are similar to those of reading tasks. Task One is to guide students to revise their writing while Task Two encourages students to think and add their own thoughts in writing. For students, such homework meets the different needs of different students.
板书设计：

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