Unit3Familytiesgrammar课件-外研版英语七年级上册

Unit3FamilytiesLesson2Thebestfamilyphoto(Grammar)What语篇讲述了一次别具一格的拍全家福经历。“我”家每年春节都会拍全家福，可今年父亲因在国外参与高铁建设而无法到场，于是“我们”借助社交媒体开启线上会议，完成了这张“特殊”的全家福拍摄。Why语篇通过叙述这次特别的全家福拍摄，传递出家人间深切的关怀与紧密的联结。一张全家福，不仅是家庭珍贵时刻的见证，更诠释了家人无论相聚还是分离，爱与亲情始终不渝的真谛，让读者感受到家庭情感的深厚与坚韧。How语篇以第一人称“我”的视角展开，灵活运用名词所有格等语法点，生动地讲述了这次特殊全家福拍摄的故事，通过温暖笑脸的呈现，以及表达作者感受的句子，使读者感受到温馨的远距离家庭合照画面以及家庭的温暖氛围。第二课时语篇分析单元整体学习目标1.识别、理解名词所有格的形式和使用方法。2.能理解相关话题语篇，掌握在语境中对名词所有格的使用。3.运用名词所有格迁移创造，在语言结构支撑之下，介绍自己家庭的温暖瞬间。1、理解、分析家庭成员之间的故事，举例阐释家庭生活瞬间，以及维护家庭情感的方式。2、学会处理家庭关系，并运用目标语言表达自己对家庭关系的重要意义的认识。3、设计家庭故事卡片，并讲述自己家庭成员之间互相支持的故事。4、制作家庭影集，并创编家庭故事，完成班级展示项目，树立正确的家庭观念。第二课时学习目标第二课时学习目标第二课时教学重难点1.识别、理解名词所有格的形式和使用方法。2.能理解相关话题语篇，掌握在语境中对名词所有格的使用。3.运用名词所有格迁移创造，在语言结构支撑之下，介绍自己家庭的温暖瞬间。解决策略：充分理解名词所有格的使用方法，输出前给与例句示范和讲解，进行分解操练。教学重点教学难点第二课时活动设计学习理解迁移创新应用实践What

are

the

benefits

ofhobbies?单元问题链设计Lesson1Silentlove：1.Whatisyourfamilylike?2.Howdoyoushowloveinyourfamily?Lesson2Thebestfamilyphoto:1.

Whatimportantfamilymomentsdoyouhave?Lesson3-4：Problemparents:

1.Whatcommunicationproblemsdoyouhaveinyourfamily?2.Howtoformagoodrelationshipwithyourfamily?

Lesson5-6：Racingtogether:

1.Whatarethesupportingmomentsinyourfamily?2.Howdoyousupporteachotherinyourfamily?Lesson7：Writeaboutfamilysupport:

1.Howdoyouintroduceyourfamilysupportingmoments?

Lesson8：Makingafamilyalbum:

1.Howtomakeafamilyalbum?第二课时问题链设计以英语学习活动观为依据，设计有层次性的问题链，引导学生对主题意义的理解。5.Howdoesthewriterdescribethelovingfamilymoments?4.Whydoesthewriterthinkitisthebestfamilyphoto?3.Whatdoesthefamilyphotoshow?2.Whydotheytakeafamilyphotolikethis?1.Whatcanyouseeinthepicture?Whatisspecialforit?6.Whatareyourlovingfamilymoments?Describeonefamilymoment.学习理解应用实践迁移创新Reviewandthink.ThemeItisaboutthelovebetweenfatherandson.ThestoryThesonistakingoverhisfather’spositionasthepostman.Thefathergoeswithhimonhisfirstdayofwork.Alongtheway,theystarttoseeintoeachother’shearts.AtouchingmomentThesoncarrieshisfatheracrossacoldriver.ltbringsbackthefather’smemoryofcarryingthesononhisback.Tearsquietlyrundownthefather’sface.设计意图：重现上节课内容，链接新知，引出本单元语法重点名词所有格。Retellthestoryandthink:Alongtheway,whathappentothem?Theystarttoseeeachother’shearts.possesivenoun:名词所有格Canyoufindmorepossessivenounsinthepassage?名词+’sCanyoufindmoresentenceswith

this

structureinthe

reading

passage?Readthesentencesandsummarisethegrammarrules.名词所有格，意为“……的”，表示所属关系。设计意图：引出本单元语法重点，名词所有格，在例句中理解、体会语法的形式和表意功能。Itbringsbackthefather’smemoryofcarryingthesononhisback.Heishappyabouthisson’sgrowth.Moresentences设计意图：呈现更多含有名词所有格的例句，进一步感知名词所有格的形式和功能。OtherexamplesHere

are

the

two

boys’

photos.

It’s

his

first

time

to

go

tothe

villagers’

houses.以-s结尾的复数名词的所有格加’。设计意图：引导学生在语境中感知名词所有格的其他使用形式。TaniaisCatherine’sgrandmother.Lookatthefamilytreeandmakesentencesusingpossessivenouns.·grandparent·grandfather(grandpa)·grandmother(grandma)·uncle·aunt·parent ·father(dad)·mother(mum)·husband·wife·son·daughter·brother·sister·cousin设计意图：利用课本中的家谱图，让学生练习使用名词所有格。ThebestfamilyphotoWhatcanyouseeinthepicture?Whatisspecialaboutit?Icanseeafamilyphoto.It’sonascreen.Activity7Readandunderstand设计意图：观察图片，引入文章,引导学生在语境中感知名词所有格的形式和功能。Completethediaryusingthecorrectformofthewordsinbrackets.(P51/7)ThebestfamilyphotoMum,mysisterZihanandme.Wethreearesittinginfrontof________(Mum)computer.WearewaitingforDadtocallin.Everyyear,wetakeafamilyphototogetherduringtheSpringFestival.Butthis________(year)photoisdifferent.Dadisabroadforbuildingahigh-speedrailway.Howcanwekeepourfamilytradition?“Let’shaveavideocall!”Itis________(Zihan)idea.“Hello!Let’stakethephototogether!”It’s_______(Dad)voice.“One,two,three-cheese!”Thephotocomesonthescreen:foursmilingfaces.Ithinkitisour_______(family)bestphoto.Weareafamily,togetherorfaraway.Mum’syear’sZihan’sDad’s设计意图：学生完成活动7，完成短文填空，练习名词所有格在语境中的使用方法。family’sWhydotheytakeafamilyphotolikethis?Whatdoesthefamilyphotoshow?ReadandanswerMum’syear’sfamily’sZihan’sDad’sBecausethedadisworkingabroad.Itisasymbolofloveinthefamily./Itshowsloveinthefamily.设计意图：学生细读文章，引导学生读取语篇中的核心信息。Readthediaryagainandtakenotes.Itwasduringthisyear’sSpringFestival.Thewriter,hersister,hermotherandherfather.Theyhaveanonlinemeetingandtheytookafamilyphoto.Theyfeelhappy.设计意图：引导学生梳理语篇的关键信息，学习使用结构图梳理，为后续迁移做准备。Howdoesthewriterdescribethislovingfamilymoment?AlovingfamilymomentWhenisit?Whoisthere?Whatdotheydo?Howdotheyfeel?Thinkandanswer1.Whydoesthewriterthinkitisthebestfamilyphoto?设计意图：引导学生思考作者对该家庭合照的定义，引出alovingfamilymoment的概念。Apossibleanswer:Becauseitisaspecialmomentforherfamily.Herdadisabsentfromhomeduringthisyear’sSpringFestival,buttheystilltakeaphotoonlinetokeepherfamilytradition.Allofthemfeelveryhappy.2.Doyouhaveanyunforgettablelovingfamilymoments?Drawandwriteaboutalovingfamilymoment.Thenshareitwiththeclass.ApictureofalovingfamilymomentWhereisit?Whoisthere?Whatdoyoudo?Howdoyoufeel?...witha...faceForyears,...Itisabout...Itbringsbackmymemoryof...Ithinkitisourfamily’sbestphoto.I’mhappyabout......’slovemaybe...Usefulexpressions设计意图：引导学生思考、画出并介绍自己的lovingfamilymoment，提供语法支架。1.Example:listenandlearnfromtheexample.2.Workinpairs,readandlearnfromtheexample.Hi,everyone.Lookatmypicture.Itisaboutalovingmomentbetweenmygrandmaandme.Look!Thisisme.ThisisGrandma.WeareatGrandma'shouseinthecountryside.Grandmamakesaheartwithcornontheground.Andbirdscometoeatit.Theymakeaheart,forme!Thephotobringsbackmymemoryofthewonderfulmoment.I'mhappyaboutit.设计意图：给予介绍家庭瞬间的范例，学生听范例、读范例，学习其中的语言知识，为模仿输出做准备。Hi,everyone.Lookatmypicture.Itisaboutalovingmoment______!Thisis______(who).Thisis______(who).Weareat________(where)!__________(what)Thephotobr