资源简介

新外研版七年级上册Unit 3 Family Ties教学设计
Starting out & Understanding ideas
一、Teaching objectives：
1. Language competence：
Students will be able to master and use key vocabulary and expressions, like serve as, be absent from...
2. Cultural awareness：
Students will be able to perceive and understand the connotation of “silent love” and its deep roots in Chinese traditional family culture.
3. Thinking capacity：
Students can develop their critical thinking and evaluate the metaphor “love is like a mountain”.
4. Learning ability：
Students can utilize reading strategies such as skimming and scanning.
二、Teaching key and difficult points：
1. Guide students to comprehend the textual content and understand the profound meaning of “silent love”.
2. Help students learn and use key vocabulary and sentence structures to describe family relationship and emotions.
三、Teaching method
Task-based language teaching (TBLT).
Communicative language teaching (CLT)
四、Teaching procedures
Step 1 Lead in
1. Show three images (Sea, Tree, Mountain) from the text and ask, “Which picture best represents your family love Why ”
Step 2 Pre-reading
1. Show some pictures from Postmen in the Mountains and ask, “What can you see ”
“What’s relationship between them ”
Step 3 While-reading
1. Skimming.
①Read quickly and find out the following question
a) What’s film’s name
b) What’s the main idea
② Match the main idea of each paragraphs.
2. Scanning.
Students complete the tasks in pairs or groups.
Part 1：Complete a fact file (Name, Theme, Characters)
Part 2：Fill in a comparison table (Father’s love & Son’s new role)
Part 3：Describe the touching moment and its significance.
Part 4：Explain the meaning of “silent love” and the “mountain” metaphor.
Step 4 Post-reading
1. Group work：Choose 3 words to describe the father/son
2. Is your father’s love silent？Share your story.
Step 5 Summary and Assignment.
1. Summary：Recap the story and theme with students.
2. Self-evaluation：Use the three questions from the text:
Can you retell... Remember the words...
Understand “silent love”
Blackboard design
Film introduction
theme: a touching story between father and son
Main Plot
Silent love
Touching moments
Comments on the film
★Traditional Chinese father
Teaching reflection：
Success：
This lesson successfully integrates core competencies.
The theme is relatable, effectively motivating students.
The task-based approach allows students to master language through perception, practice and application.
Improvement：
To enhance sensory impact and emotional resonance, more diversified collaborative activities, such as role-playing the father and son’s conversation, could be introduced.
Unit 3 Family Ties
Understanding ideas (Grammar)
一、Teaching objectives
1. Language competence：
Students will be able to understand the meaning and function of possessive nouns.
2. Cultural awareness：
Students will be able to use possessive nouns to describe family relationships and precious family moments.
3. Thinking capacity：
Students can logically analyze family relationships and apply the correct possessive form to express them clearly.
4. Learning ability：
Students can consolidate and apply grammar rules through practice.
二、Teaching key and difficult points
1. Master the basic structures and usage of possessive nouns.
2. Differentiate between common ownership and individual ownership.
三、Teaching methods
Task-based Language Teaching (TBLT)
Communicative Approach
四、Teaching procedures
Step 1 Lead in
1. Show the example sentences (a-d) from the text “Silent love”
Step 2 Presentation
1. Based on the examples, guide students to discover and summarize the rules step by step.
2. Definition：What is a possessive noun？(“...的”)
3. Structure ：How do we form possessives for singular nouns (’s), regular plural nouns (’), and irregular plural nouns (’s)
4. Structure ：How do we express possession for inanimate objects？(of phrase.)
5. Special case：common vs individual ownership
6. Nuance：The double possessive (a friend of my father’s)
Step 3 Practice
1. Complete the sentences with the correct possessive form.
2. Look at the family tree and make sentences using possessive nouns.
3. Complete the passage “The Best Family Photo” using possessive nouns.
Step 4 Production
1. Describe your family moment. Write 3-5 sentences about it, using at least 3 different possessive nouns.
Step 5 Summary and Assignment.
1. Summary：Briefly review the key rules of possessive nouns with the students.
2. Self-evaluation：Guide students to use the questions on P12 for self-check.
3. Assignment：
Compulsory：Review and complete remaining exercises.
Optional：Polish the writing about your important family moment.
Step 6 Blackboard Design
Possessive nouns（名词所有格 “...的”）
Structure：1. ’s ，boy’s book
2. Plural noun (ending in s) + ’ → the students’ book
3. Inanimate Thing → of + n. →
★ Special Cases：
Common：Lily and Lisa’s father (one father)
Individual：Lily’s and Lisa’s bikes (2 bikes)
Double：a friend of my father’s (one of many friends)
Teaching reflection：
Success：
The lesson effectively connects grammar learning to the unit theme.
Improvements：
In future lessons, more interactive games (e.g. ‘chain of possession’) could be added to make practice more lively.
Unit 3 Family ties
Developing ideas — Listening & Speaking
一、Teaching objectives
1. Language competence：
Students can understand the main idea and specific details of the listening material about a family problem.
2. Cultural awareness：
Students will be able to understand the significance of Chinese saying “家和万事兴” (Harmony in the family leads to prosperity in all undertakings.)
3. Thinking Capacity：
Students can creatively imagine and construct logical dialogues to solve family issues.
4. Learning ability：
Students will be able to self-assess their pronunciation and communicative competence.
二、Teaching key and difficult points
1. Guide students to grasp the key information (problem, feeling, advice) from the listening material.
2. Cultivate students’ empathy and their ability to view problems from multiple perspectives.
三、Teaching methods
Communicative Language Teaching (CLT)
Task-based Language Teaching (TBLT)
Situational Teaching method
四、Teaching procedures
Step 1 Lead in
1. Show the questions from P3-P4：Do you face any problem in your family？Who can you turn to...
2. Encourage students to share simple family conflicts they know or have experienced.
Step 2 Pre-listening
1. Introduce the context：“Today we’ll listen to Tina’s call to a family hotline”.
2. Show the options for Question 1 (P4) Ask students to predict what Tina’s problem might be.
Step 3 While-listening
1. Listen to the dialogue and get the main idea.
2. Listen again and complete the chart (Problem, Feeling, Advice)
Step 4 Post - listening
1. Listen to the conversation between Tina and her mother and complete the blanks.
2. Discuss “Softening Language”. Analyze the phrases Tina uses (eg. “It’s a bit difficult to talk about.”, “I hope you’re not hurt.”) and why they’re effective.
3. Role - play the conversation.
4. Briefly practice the contrasting sounds /u:/ / / and /N/ to ensure clear communication.
Step 5 Summary & Assignment
1. Invite students to summarize what they have learnt.
2. Self - evaluation: Guide students to use the questions on Page 19 for self - check.
3. Assignment:
Compulsory: Write a short passage about how you solve in your family.
Optional: Practice the role - play conversation further and be ready to present it in the next class.
Step 6 Blackboard Design
Unit
Family Ties
★ show your needs:
Can you …
★ Show your feelings and reasons:
It’s a bit difficult to talk about.
I’m not a little … any more.
★ Use softening language
Teaching reflection:
1. Successes: The lesson is highly relevant to students’ lives. The focus on “softening language” provides students with practical communicative tools.
2. Improvement: For future lessons, providing more varied scenarios for role - play could cater to different interests.
Unit 3 Family Ties
Reading for Writing — Racing together
一、Teaching objectives
1. Language competence:
① Students can master and use key vocabulary and expressions from the text.
② Students can understand the story of John and Robert, including the sequence of events and the key message.
2. Cultural awareness:
Students can appreciate the deep meaning of unconditional family support and love.
3. Thinking Capacity:
Students will be able to analyze the narrative structure of the text (Who – What happens – What the writer thinks).
4. Learning ability:
Students can plan, draft, and check their writing based on a clear guide. (Writing steps.)
二、Teaching key and difficult points
1. Comprehend the story and analyze its structure and core message.
2. Internalize and apply the key vocabulary and sentences patterns in their own writing.
三、Teaching methods
Tasked - based language teaching (TBLT.)
Genre - based approach
四、Teaching procedures
Step 1. Lead in
1. Enjoy a video of two brothers on a bike.
2. Ask: What’s their relationship
What can you see from the video
Step 2. Pre - reading
1. Look at the title and pictures, and ask predict the relationship between the boys and what they’re doing.
Step 3. While - reading
1. Fast - reading:
Read the passage quickly and match the main ideas of each paragraph.
2. Careful - reading:
1) Read the passage carefully and complete guided tasks:
① Who
② What happens
③ Feelings.
2) Discuss: What do ‘some things’ refer to
What does writer think of them
What does powers mean in the last paragraph
Step 4. Post - reading
1. Language points.
2. Writing preparation:
① Step 1 & 2: Guide Ss to think about their own family support stories and complete the planning table.
② Step 3: Write their own short paragraph based on their plan.
③ Step 4: Check their writing using the checklist.
④ Step 5: Share their paragraphs with the class.
Step 5 Summary & Assignment:
Summary:
Recap the core message of the lesson: Family support and love are powerful.
Assignment:
Compulsory: Polish and finalize the writing about family support.
Optional: Create a simple illustration for your story.
Step 6 Blackboard design
Racing together
Who
John
Robert
What
At first: disease → lonely → play outside
Then: help → put in a trailer → pull
Now: often take part in
enjoy the time together
Love wins against life’s trouble.
Teaching reflection:
1. The story is highly touching and provides an excellent model for students’ writing.
2. For future classes, provide a wider range of example topics or a brainstorming.

展开更多......

收起↑