资源简介

Unit 3 Family ties
单元教学目标
【Language Abilities】 1.Use words and expressions in the unit to talk about family. 2.Use possessive nouns to describe your family moments. 3.Describe the meaning of family.
【Culture Awareness】 1.Know the similarities and differences in family life in different countries or cultures. 2.Understand the importance of family.
【Quality of Thinking】 1.Make predictions according to the pictures. 2.Infer some implicit information based on the given materials.
【Learning Abilities】 1.Learn to explore learning in groups and complete the tasks. 2.Be able to summarize the difficult points of learning after class.
【Class Hour Division】 Five periods
第一课时 Starting out&Reading
第二课时 Grammar
第三课时 Listening and Speaking
第四课时 Reading for writing
第五课时 Presenting ideas&Reflection
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 out&Reading
Teaching Objects　【教学目标】
1.Talk about family and family members.
2.Know how to write a film review.
3.Understand fathers’ love.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学过程】
★Step 1　Lead in【导入】
1.Ask the Ss to look at the picture on page 46 and answer the following questions.
①How many people are there in the picture
②What’s the relationship among them
③What are they doing
④How do they feel
2.Let some Ss share their answers.
Starting out
Page 47，1
1.Ask the Ss to look at the pictures on page 47 and answer the question:What is each family doing in the pictures
2.Let some Ss share their answers.
3.Check the answers with the class.
Picture a:They are having dinner together.
Picture b:The father is accompanying his daughter doing her homework.
Picture c:They are preparing food together.
Picture d:They are go hiking together.
4.Ask some Ss to share their answers to the question: What activities do you usually do with your family members
Page 47，2
1.Ask the Ss to look at the picture and answer the following questions.
①What does each person in your family do
②What do you think the word “family” stands for
2.Let some Ss share their answers.
Understanding ideas（1—4）
★Step 2 Pre-task【准备任务】
Page 48，1
1.Ask the Ss to look at the three pictures on page 48-49, and then ask them to figure out what it is on 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 mountain.
3.Let the Ss answer the following questions.
①Which picture reminds you of your father
②How can you describe your father and his love for you
4.Give them some words as follows.
silent heart quietly home care love
5.Let some Ss say their answers.
★Step 3 While-task【过程任务】
Page 48，2
1.Ask the Ss to read the film review and ask them to answer the following question. What is the father’s love like according to the writer
2.Let some Ss say their answers.
3.Check the right answer with the class.
Page 50，3
1.Ask the Ss to read and tick the answers to the question: What does the film review include
2.Let some Ss say their answers.
3.Check the right answers with the class.
4.Introduce the way to write a film review to the Ss as follows.
①Choose a movie.
②Write a brief introduction.
③Summarize the plot.
④Analyze the movie.
⑤Form an overall opinion.
Page 50，4
1.Show the notes on page 50 to the Ss, and then let them guess what may be filled in the blanks.
2.Ask the Ss to complete the notes with the words from the passage.
3.Check the answers with the class.
★Step 4　Post-task【后续任务】
Think and share
1.Ask the Ss to choose three words to describe the father and the son each and give their reasons.
2.Give the Ss some prompts. For example, to make comments about a character, always look for what they do. Actions speak louder than words.
3.Ask the Ss to answer the question: Do you want to watch the film after reading the review Why or why not
4.Give the Ss some prompts.
5.Let some Ss share their answers with the class.
★Step 5　Language points【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. to do sth.“提醒某人做某事”,remind sb. of sb./sth.“使某人想起某人/物”。例如:
The sweet dumplings remind me of 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.to
sb. /serve sb. sth.“给某人提供某物”。例如:
The hotel serves breakfast from 7 am to 10 am.这家旅馆从7点到10点供应早餐。
The restaurant often serves delicious food to customers.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 boy has a pair of socks.每个男孩子都有一双袜子。
(2)作代词,意为“每个”,可与介词of 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 of the boys has a pair of socks.这些男孩子每人都有一双袜子
【拓展】辨析each与every
单词 用法 例句
each 强调一定范围内个别的人或物 Each of 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 one of these eggs I buy is bad.我买的这些鸡蛋全是坏的。
4.辨析 carry , bring, take 和 get
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 for 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 book to 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 schoolbag to the room.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 you get me an apple 你能去给 我拿个苹果吗
5. across和through辨析
单词 用法 示例
across 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。 go across the road穿过马路
through 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。 go through the tunnel穿过隧道
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 of 照顾，照看 care about 在乎
care for 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 notes 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 going to marry John.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to,即“be/get married to sb.”。
★Step 6　Summary　【课堂小结】
Ask the Ss to use the students' self-assessment form to check what they have learned in this lesson.
I can talk about family and family members.
I can know how to write a film review.
I can understand fathers’ love.
★Step 7　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this period, the teaching key point is the reading. We can ask the students to understand the passage by grasping the key words and sentences. After finishing the reading tasks, we can teach the students to summarize the content of the film review.
第二课时　Grammar
Teaching Objects　【教学目标】
1.Master the usage of possessive nouns.
2.Describe a family moment.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【情景导入】
1.Show the following sentence to the Ss, and then ask them to pay attention to the bold words.
①But now the son is taking over his father’s position.
②Along the way, they start to see into each other’s hearts.
2.Lead to the grammar possessive nouns.
Understanding ideas（5—8）
★Step 2　Pre-task【过程任务】
Page 51，5
1.Ask the Ss to find more sentence with possessive nouns in the last reading passage.
2.Let some Ss say their answers.
3.Check the answers with the class as follows.
It brings back the father’s memory of carrying the son on his back.
He is happy about his son’s growth.
★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“of + 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 home Mary’s nose women’s smile
名词复数词尾已有s，在词尾加’即可。例如：
Students’ Union the workers’ struggle the girls’ toys
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“of + 名词”结构。
the title of the novel the window of the house
the end of the road the subject of 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。
one month’s vacation
ten minutes’ walk
New York’s population
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 bedroom Lily和Lucy共同拥有一间卧室
Lily’s and Lucy’s bedrooms Lily和Lucy各自拥有一间卧室
★Step 4　While-task【过程任务】
Page 51，6
1.Show the family tree to the Ss,and ask them to make sentences using possessive nouns.
2.Show the sentence to the Ss as follows.
Tania is Catherine’s grandmother.
3.Let some Ss share their answers.
Page 51，7
1.Ask the Ss to complete the diary using the correct form of the words in brackets.
2.Let some Ss share their answers.
3.Check the answers with the class.
★Step 5　Post-task【后续任务】
Page 52，8
1.Ask the Ss to work in pairs to write down a family moment and share it with their partner.
2.Give the Ss some prompts as follows.
When was it
Who was there
What did you do
How did you feel
3.Ask the Ss to use the words from the reading passage and the Useful expressions on page 52 to help them.
4.Let some Ss share their family moments with the class.
★Step 6　Summary　【课堂小结】
Ask the Ss to use the students’ self-assessment form to check what they have learned in this lesson.
I can master the usage of possessive nouns.
I can describe a family moment.
★Step 7　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
Learning grammar is an important task in this period. We always learn grammar when we have learned enough language. Students can practise grammar by using what they have learned. It’s important for them to master the usage of possessive nouns. We can give them some examples.
第三课时　Listening and Speaking
Teaching Objects　【教学目标】
1.Know who you can turn to in order to solve problems in your family.
2.Pronounce /u /, / /, / / correctly and remember the letters and letter combinations that represent them.
3. Talk about what you have learnt about family communication.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【情景导入】
1.Show the picture on page 53 to the Ss and ask them to answer the following question.
What is the girl doing
2.Let some Ss say their answers.
3.Check the answer with the class.
★Step 2　Pre-task【准备任务】
“Harmony in a family makes everything successful.” It’s a famous Chinese saying.Who can you turn to in order to solve problems in your family
★Step 3　While-task【过程任务】
Page 53,1
1.Show the three sentences on page 53 to the Ss, and make sure they understand the meanings of them.
2.Ask the Ss to listen and choose the answer to the question: What is the speaker talking about
3.Check the right answer with the class.
Phonetics in use
1.Let the Ss read the words on page 53 freely, and then ask them to pay attention to the bold letters, and find the similarities of pronunciation in each column.
2.Play the recording and ask the Ss to repeat them.
3.Tell the pronunciation of /u /, / /, / /.
4.Have the Ss read the words together.
5.If possible, provide more target language materials for students to practise.
Page 54,2
1.Show the chart on page 54 to the Ss, and then ask them to guess what may be filled in the blanks.
2.Ask the Ss to listen again and complete the chart.
3.Check the answers with the class.
Page 55,3
1.Show the conversation on page 55 to the Ss, and then ask them to guess what may be filled in the blanks.
2.Ask the Ss to listen and complete the conversation.
3.Check the answers with the class.
4.Lead the Ss to learn the softening language.
5.Ask the Ss to listen again and talk about how Tina and her mother soften their language.
★Step 4　Post-task【后续任务】
Page 55,4
1.Show the problem to the Ss, then make sure they understand the problem.
2.Ask the Ss to work in pairs to role-play Mike and his father’s conversation.
3.Ask the Ss to talk about what they have learnt about family communication in this section.
★Step 5　Summary　【课堂小结】
Ask the Ss to use the students’ self-assessment form to check what they have learned in this lesson.
I can know who I can turn to in order to solve problems in my family.
I can pronounce /u /, / /, / / correctly and remember the letters and letter combinations that represent them.
I can talk about what I have learnt about family communication.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
We can provide more explicit guidance on how to use the right words and tone when talking to parents. Some students struggled to identify the key points in the conversation. The in-class practice was helpful, While it was not enough for all students to fully understand the lesson. We should have more interactive role-playing activities to reinforce the learning.
第四课时　Reading for writing
Teaching Objects　【教学目标】
1.Know the story about John and Robert Taylor.
2.Write a short paragraph about your family members’ support.
3.Feel the power of love.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学过程】
★Step 1　Lead in【情景导入】
Page 56,1
1.Ask the Ss to look at the three pictures on the Page 56—57 and describe them.
2.Let the Ss use the following words and expression to help them.
family smile close to love enjoy important
3.Ask some Ss to 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 to look at the title and pictures. Then ask them to predict the following answers to the questions.
①What race do they take part in
②Why do they race together
★Step 3　While-task【过程任务】
Page 56,2
1.Ask the Ss to read the story and answer the question: What is the story about
2.Let some Ss say their answers.
3.Check the answer with the class.
Page 58,3
1.Show the notes to the Ss, and then ask them to guess what may be filled in the blanks.
2.Ask the Ss to complete the notes with the words and expressions from the story.
3.Let some Ss say their answers.
4.Check the answers with the class.
Page 58,4
1.Ask the Ss to read the story and answer the following questions.
(1)What does “They” refer to in “They didn't win”
(2)What does “it” refer to in “He put Robert in a trailer and pulled it along with
his bike”
(3)What's the meaning of “powers” in the last paragraph
2.Give the Ss some prompts.
3.Let some Ss say their answers and check the answers with the class.
★Step 4　Post-task【后续任务】
Page 58, Think and share
1.Ask the Ss to answer the following questions.
①What really matters for the Taylor brothers
②Do you think the Taylor brothers win Why or why not
2.Give the Ss some prompts.
3.Let some Ss say their answers.
4.Check the answers with the class.
Page 59, 5
1.Ask the Ss to write a short paragraph about their family members’ support.
2.Give them some prompts.Ask them to do as follows.
①When did your family members support each other Think of a moment.
②Complete the table.
Who were the family members
What happened At first Then At last
What do you think of the family members
③Write your paragraph with the help of the table.
④Check your paragraph as follows.
Did you describe your family members’ support
Did you use the words and expressions from the reading passage
Did you write your comments
⑤Share your paragraph with the class.
★Step 5　Language points【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 you up 接你
(3)拿起;提起 pick up the phone 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+doing sth.想要做某事
例如:I feel like watching different kinds of 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
(doing) sth.意为“完成(做)某事”。例如:
Let’s go home together after finishing watching the football game.看完足球比赛后我们一起回家吧。
4.matter 的用法
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 wrong with ...一般用于关心某人
5. power 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 phone is out of power.我的手机没电了。
★Step 6　Summary　【课堂小结】
Ask the Ss to use the students’ self-assessment form to check what they have learned in this lesson.
I can know the story about John and Robert Taylor.
I can write a short paragraph about my family members’ support.
I can feel the power of love.
★Step 7　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
The theme of today’s lesson was “writing a short paragraph about your family members’ support,” aiming to help students express family emotions in English. In class, I guided students to think about the ways their family members support them and shared their own experiences. The students actively participated, and their writings were rich in content and sincere in emotion. However, some students still need to improve their abilities of using grammar and vocabulary. Overall, this lesson achieved the desired effect and enhanced the students’ writing skills.
第五课时　Presenting ideas&Reflection
Teaching Objects　【教学目标】
1.Make a photo album about your family.
2.Talk about what you understand about the meaning of family.
Teaching Aids　【教学工具】
an English book，a tape recorder and CAI
Teaching Steps　【教学步骤】
★Step 1　Lead in【情景导入】
1.Show a photo album about your family to the Ss, and then ask them to answer the question. What kind of photos do I use
2.Ask the Ss to share their family photos with the class.
★Step 2　Pre-task【准备任务】
Tell the Ss that today they are going to make a photo album about their family.
★Step 3　While-task【过程任务】
1.Ask the Ss to think about their family and look at their family photos and decide on which photos to use.
(1)family activities (2)family traditions (3) loving moments
2.Ask the Ss to organise their ideas with the help of the following outline and create their family photo albums including at least three photos. And ask them to use the following language tips or find useful expressions or sentences from this unit.
Description of the photo:
—This photo shows...
—...are in the photo.
—You can see...
—We are smiling happily.
Importance of the photo:
—It was a very happy / sad / ... moment.
—We are always close to each other.
—During the holiday, we...
—We shared our feelings with each other.
—For the first time, ...
How it helps to understand the meaning of family:
—This photo warms my heart.
— Now I know...
—To me, ... is the language of love.
3.Ask the Ss to practise and present their photo albums to the class.
★Step 4　Post-task【后续任务】
1.Ask the Ss to vote on the best photo album and the best presentation.
2.Ask the Ss to talk about what they have understood on the meaning of family using the following mind map.
3.Ask the Ss to check whether they have achieved their learning goals.
4.Let the Ss write down what they still need to improve.
★Step 5　Summary　【课堂小结】
Ask the Ss to use the students’ self-assessment form to check what they have learned in this lesson.
I can make a photo album about my family.
I can talk about what I understand about the meaning of family.
★Step 6　Homework【家庭作业】
1.Review the words, phrases and sentences.
2.Do the exercises in students’ book.
Teaching reflection　【教学反思】
In this period, we should ask the students to summarize the aspects they need to make a photo album about their family. Then let them write what they have understood on the meaning of family.

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