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Unit 3 Family ties-Presenting ideas教学设计
This unit, "Family ties", falls within the "Social Services and Interpersonal communication" thematic cluster of "Human and Society", with the thematic context being "Harmonious Family and Community Life". The "Presenting ideas" section focuses on cultivating students' abilities in organizing thoughts, expressing emotions, and understanding family values. Through creating a family photo album, students are expected to deepen their understanding of family relationships and the significance of family. They will use the language knowledge learned in this unit to describe family activities, traditions, and loving moments, thus enhancing their language application skills and emotional intelligence.
教学目标 Students will be able to master and use relevant vocabulary and phrases about family, such as "family activities", "family traditions", "loving moments", etc.Students can correctly use possessive nouns (e.g. Olivia’s, this year’s and my grandmother’s) to describe family members and family moments.Students will have a good command of key sentence patterns for describing family photos, like "This photo was taken when...", "In this picture, we were...".
教学重难点 Enable students to use the core vocabulary and sentence patterns of this unit to accurately describe family photos from three aspects: description of the photo, importance of the photo, and how it helps to understand the meaning of family.Guide students to correctly use possessive nouns in real - life situations.Help students successfully complete the production of a family photo album.
A. Vocabulary
Family members: father, mother, son, daughter, grandfather, grandmother, uncle, aunt, cousin, etc.
Family activities: have a picnic, watch TV together, play games, celebrate festivals, etc.
Adjectives related to family feelings: loving, warm, happy, harmonious, etc.
B. Grammar - Possessive Nouns
The general form: add ’s to singular nouns, e.g. Tom’s book; for plural nouns ending with -s, just add an apostrophe, e.g. the teachers’ office; for irregular plural nouns, add ’s, e.g. children’s toys.
Usage: used to show possession, origin, or relationship, such as "This is my sister’s room." "It is a photo of my family’s trip."
C. Sentence Patterns
Describing the time of the photo: This photo was taken in + year/month/seasons... / This photo was taken when I was... years old.
Describing people and activities in the photo: In this picture, my parents are... / Here is a photo of my family having a big dinner.
Expressing the importance of the photo: This photo is very important to me because... / It reminds me of the happy time we spent together.
教学过程
A. Lead - in (5 minutes)
Show students some pictures of different families celebrating the Mid - Autumn Festival. Ask them to observe the pictures carefully and then answer questions like "What can you see in the pictures " "What are the family members doing " "How do you feel when you see these pictures "
After students’ answers, introduce the project - based learning task of this class: "Make a meaningful family photo album!" Explain that through this task, they can review the knowledge about family they have learned in this unit and also express their love and understanding of their families.
B. Pre - making Guidance (10 minutes)
Vocabulary review
Review the vocabulary related to family activities, traditions, and loving moments learned in this unit. Write some key words on the blackboard, such as "picnic", "birthday party", "help each other", etc. Let students recall and make sentences with these words. For example, "We often have a picnic in the park on weekends."
Group work: Divide students into groups of four. Each group is given a set of cards with different family - related words. Students in the group need to classify these words into "family activities", "family traditions", and "loving moments" categories. Then, each group selects a representative to report the classification results to the whole class.
Grammar review - Possessive Nouns
Use some simple examples on the PPT to review the formation and usage of possessive nouns. For example, show pictures of two boys, Tom and Jack, and their bags. Say, "This is Tom’s bag. That is Jack’s bag." Then ask students to make similar sentences using other family - related objects.
Drill: Give students some sentences with blanks, such as "This is ______ (Lily) doll. These are the ______ (students) books." Let them fill in the blanks with the correct forms of possessive nouns. Check the answers together.
C. Photo Selection and Information Writing (10 minutes)
Ask students to take out the family photos they brought in advance. Instruct them to select 3 - 5 photos that can best represent their family activities, traditions, or loving moments.
Distribute a piece of paper to each student. On the paper, there are columns for "When", "Where", "What", and "Who". Guide students to write relevant information about each selected photo in the corresponding columns. For example, if a student chooses a photo of a family birthday party, he/she may write "When: last Sunday", "Where: at home", "What: had a birthday party for my grandfather", "Who: my whole family". Walk around the classroom to offer help and guidance.
D. Album Making (12 minutes)
Provide students with some materials for making photo albums, such as colored paper, glue, scissors, etc.
Demonstrate how to make a simple photo album on the blackboard. First, fold the colored paper into several pages. Then, paste the selected photos on each page. Next to each photo, write a short description using the information they have just written.
Students start to make their own family photo albums. Encourage them to be creative, such as adding some decorations, drawings, or stickers related to their family themes. During the process, students can communicate with their group members for advice and inspiration.
E. Presentation and Evaluation (8 minutes)
Presentation
Ask several students to come to the front of the class and present their family photo albums. Each student should introduce at least two photos in their albums, including the description of the photos, the importance of the photos, and how they reflect the meaning of family.
While the student is presenting, other students listen carefully and take notes. After the presentation, the presenter can answer some questions from the audience.
Evaluation
Distribute an evaluation form to each student. The evaluation form includes aspects such as the content of the photo album (relevance of photos, accuracy of information), language use (correctness of grammar and vocabulary), and presentation skills (fluency, voice, body language).
Students evaluate the presentations of their classmates based on the evaluation form. Then, select a few students to share their evaluation results and give some suggestions for improvement. Finally, the teacher gives a comprehensive evaluation, emphasizing the strengths and areas for improvement of the students' presentations.
教学反思
Presentation
Ask several students to come to the front of the class and present their family photo albums. Each student should introduce at least two photos in their albums, including the description of the photos, the importance of the photos, and how they reflect the meaning of family.
While the student is presenting, other students listen carefully and take notes. After the presentation, the presenter can answer some questions from the audience.
Evaluation
Distribute an evaluation form to each student. The evaluation form includes aspects such as the content of the photo album (relevance of photos, accuracy of information), language use (correctness of grammar and vocabulary), and presentation skills (fluency, voice, body language).
Students evaluate the presentations of their classmates based on the evaluation form. Then, select a few students to share their evaluation results and give some suggestions for improvement. Finally, the teacher gives a comprehensive evaluation, emphasizing the strengths and areas for improvement of the students' presentations.
VI. Teaching Reflection
Positive aspects
The lead - in activity of showing Mid - Autumn Festival family pictures successfully aroused students' interest in the topic of family and smoothly introduced the project - based learning task of making a family photo album.
Through vocabulary review, grammar review, photo selection, and information writing, students were well - prepared for making the photo album. The step - by - step guidance in each stage helped students to complete the tasks more easily.
The presentation and evaluation part provided students with opportunities to practice oral English and develop their critical thinking and evaluation abilities. Students actively participated in the evaluation process, which enhanced their awareness of self - improvement.
Areas for improvement
In the photo selection and information writing stage, some students had difficulties in choosing representative photos and writing accurate information. In the future, more time could be allocated for individual guidance at this stage.
During the album - making process, although students were encouraged to be creative, some students still followed the teacher's demonstration too closely. In the next class, more inspiration sources, such as excellent sample photo albums from other students or from the Internet, could be provided to stimulate students' creativity.
In the evaluation part, the evaluation form could be more detailed and specific to better guide students' evaluation. Also, more time could be given for students to have in - depth discussions about the evaluation results.
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