【新教材】外研版（2024）七年级上册英语Unit 3 Family ties教案

第第页【新教材】外研版（2024）七年级上册英语\o"Unit3Familyties"Unit3Familyties教案授课日期授课班级课题Unit3:FamilyTies1stPeriod:StartingOut&UnderstandingIdeas（ReadingClass）教学目标LanguageKnowledgeMasterfamily-relatedvocabulary(e.g.,silentlove,care,hearts,carry)andphrases.UnderstandthestructureandcontentofthefilmreviewSilentLoveaboutfather-sonrelationships.ReadingSkillsDeveloppre-readingpredictionskills.Enhancewhile-readingskillstoextractmainideasanddetails.Improvepost-readinganalysisandpersonalconnectionskills.CulturalAwarenessAppreciatetheculturalmeaningof“silentlove”infamilyrelationships.LearningAbilityLearnindependentlythroughreadingstrategies;collaborateindiscussions.教学重点ComprehendthefilmreviewSilentLoveanditsmessageaboutfather-sonrelationships.Usereadingstrategiestoextractmainideasanddetails.教学难点Interpretingthedeepculturalandemotionalsignificanceof“silentlove”.Connectingthefilmreviewtopersonalfamilyexperienceseffectively.教学过程1.Lead-in（5minutes）Activity:FamilyLoveSharingTeachershowsashortvideoclipofaheart-warmingfamilymoment(e.g.,afatherandsonhiking).Ask:“Whatkindoflovedoyouseeinthisclip?Howdofamilymembersshowlove—throughwordsoractions?”Invitestudentstoshare(e.g.,“Iseesilentlove—theydon’tsaymuchbutsupporteachother.”).Transition:“Today,we’llreadafilmreviewaboutsilentlovebetweenafatherandson.Let’sexplorehowloveisshownthroughactions!”DesignIntent:Activatepriorknowledgeaboutfamilylove,connecttothefilmreview’stheme.2.Pre-reading（8minutes）Activity1:Predict&VocabPrepShowtextbook“Understandingideas”title“SilentLove”andpictures(fatherandsononajourney).Ask:“Whatdoyouthinkthefilmisabout?Whyisitcalled‘SilentLove’?”Teachkeyvocabfromthereview:silent,care,hearts,carry,memory(writedefinitions/simpleexamples).DesignIntent:Buildpredictionskills,pre-teachtrickywordsforreadingsuccess.3.While-reading（18minutes）Activity1:FirstRead—MainIdeaStudentsreadthefilmreviewSilentLovequickly.Answer:“What’sthemainidea?(Afatherandson’sjourneythatshowssilent,action-basedlove.)”Discuss:“Howdoesthetitle‘SilentLove’fitthestory?Thefather’sloveisshownthroughactions,notwords.”Activity2:SecondRead—DetailsExtractionRe-readthereviewslowly.Completetextbooktasks:Readandtick:Identifyelements(filmname,characters,touchingmoment,storyending)→Tick:name,characters,touchingmoment,ending.Completethenotes:Fillinblankswithlove,takes,hearts,carries,father’s,run(guidestudentstofindthesewordsinthetext).Checkanswers,clarify:“Whyisthesoncarryingthefatheratouchingmoment?Itreversestheirrolesandshowstheson’sunderstanding.”DesignIntent:Improvedetail-reading,reinforcevocabularyandcomprehension.4.Post-reading（12minutes）Activity1:DeepAnalysisDiscusstextbook“Thinkandshare”questions:“Choosethreewordstodescribethefather/son—why?”(e.g.,Father:silent(nohugs,butcares),supportive(walkswithson);Son:thoughtful(carriesfather),understanding(seesfather’slove)).“Wanttowatchthefilm?Why?”(e.g.,“Yes—toseemoresilentlovemomentsandunderstandthefather-sonbond.”).Encourageconnectingtothe“Learningtothink”tip:“Actions(likecarryingacrosstheriver)showdeeperfeelingsthanwords—howdoesthatmakethestoryrelatabletoyourfamily?”Activity2:PersonalConnectionAsk:“Canyouthinkofa‘silentlove’momentinyourfamily?Sharehowlovewasshownthroughactions.”Pairsshare,then2-3pairspresent(e.g.,“Mymompacksmylunchsilentlyeverymorning—that’shersilentlove.”).DesignIntent:Promotecriticalthinking,connecttexttopersonalfamilyexperiences.5.Summary（3minutes）Teacherrecaps:“Today,wereadatouchingfilmreviewaboutsilentlove!Welearnednewfamily-relatedwords,usedreadingstrategiestofindmainideasanddetails,andtalkedabouthowloveinfamiliesisoftenshownthroughactions.Remember,familytiesarestrengthenedbythesesilent,caringmoments!”6.Homework（4minutes）Basic:Writea3-sentencesummaryofthefilmreview,includingthethemeofsilentlove.Improving:Drawacomicstripofa“silentlove”momentinyourfamilyandwriteashortdescriptionusing3unitwords.Advanced:Writealettertoafamilymember,expressinggratitudefortheir“silentlove”actions(e.g.,“Dad,thankyouforfixingmybike—yoursilentcaremeansalot.”).DesignIntent:Reinforcereadingcomprehension,extendtowriting/creativity.板书设计教学反思授课日期授课班级课题Unit3:FamilyTies2ndPeriod:GrammarFocus(PossessiveNouns&ContinuousTense)教学目标LanguageAbilityUnderstandandsummarizegrammarrulesofpossessivenounsandpresentcontinuoustensefromthereadingpassage.Usepossessivenounsandpresentcontinuoustensecorrectlytocompletesentencesandpassages.Applythesegrammarpointstowriteaboutalovingfamilymoment,followingtextbooktasks.CulturalAwarenessRecognizehowgrammarisusedtodescribefamilyrelationshipsandmomentsacrosscultures.ThinkingQualityDevelopanalyticalskillsbyidentifyingandsummarizinggrammarrules.Enhanceapplicationskillsbyusinggrammarindifferentfamily-relatedcontexts.LearningAbilityLearngrammarindependentlythroughtextanalysis;practicewritingandspeakingcollaboratively.教学重点Masterpossessivenouns(e.g.,Mum’s,family’s)andpresentcontinuoustense(e.g.,istakingover,aresitting).Completetextbookgrammartasks:sentencecompletion,passagewriting,andfamilymomentdescription.教学难点Usingpossessivenounscorrectly(especiallywithpluralandirregularnouns).Applyingpresentcontinuoustensenaturallyinwritingaboutfamilymoments.教学过程1.Lead-in（5minutes）Activity:FamilyGrammarObservationTeacherwritestwosentencesontheboard:“Thesonistakingoverhisfather’sposition.”“WethreearesittinginfrontofMum’scomputer.”Ask:“Whatgrammarfeaturesdoyounotice?(possessivenouns:father’s,Mum’s;presentcontinuous:istakingover,aresitting)”Invitestudentstoidentifygrammarpoints.Linktotextbook:“Today,we’llfocusonpossessivenounsandpresentcontinuoustense—howtousetheminwritingaboutfamily!”DesignIntent:Activatepriorgrammarknowledge,connecttolesson’sgrammarfocus.2.Presentation（10minutes）Activity1:SummarizeGrammarRulesOpentextbook“Readthesentencesfromthereadingpassageandsummarisethegrammarrules”.Sentences:(a)Butnowthesonistakingoverhisfather’sposition.(b)Alongtheway,theystarttoseeintoeachother’shearts.Studentsworkinpairstoanalyze:PresentContinuousTense:subject+am/is/are+verb-ing(describesactionshappeningnoworaroundnow).PossessiveNouns:Add’stoasingularnoun(father’s)orpluralnounendingin-s(parents’)toshowownership.Sharefindings,teachersupplementsrules(e.g.,irregularpluralnouns:children’s).DesignIntent:Developinductivelearning,understandgrammarrules.3.Practice（15minutes）Activity1:SentenceCompletionwithPossessiveNounsDotextbook“Lookatthefamilytreeandmakesentencesusingpossessivenouns”.Example:“TaniaisCatherine’sgrandmother.”Studentscreatesentences(e.g.,“MaryisCatherine’smother.”,“JoshisNickandTony’sfather.”).Activity2:PassageWritingwithPresentContinuous&PossessiveNounsCompletetextbook“Completethepassageusingthecorrectformofthewordsinbrackets”(Thebestfamilyphotopassage).Guidestudentstousepresentcontinuous(e.g.,“aresitting”)andpossessivenouns(e.g.,“Mum’s”,“family’s”).DesignIntent:Practicegrammarincontext,reinforcecorrectusage.4.Production:WriteAboutFamilyMoments（10minutes）Activity:Draw&WriteAboutFamilyMomentsUsetextbook“Drawandwriteaboutalovingfamilymoment...”Studentsdrawafamilymoment,thenwriteaboutitusingpossessivenounsandpresentcontinuoustense.Example:“WearesittinginDad’scar.It’sourfamily’sfavoritetrip!Dadisdriving,andwearesinging.”Encourageusingusefulexpressions(e.g.,“Ithinkitisourfamily’sbestmoment”,“...’slovemaybe...”).DesignIntent:Applygrammartoreal-lifewriting/drawing,practicecommunication.5.Summary（3minutes）Teacherrecaps:“Today,wemasteredpossessivenounsandpresentcontinuoustense!Use’sforownershipandam/is/are+verb-ingforactionshappeningnow.Weusedthemtowriteaboutlovelyfamilymoments—perfectforsharingourfamilyties!”6.Homework（4minutes）Basic:Write5sentencesaboutyourfamilyusingpossessivenounsandpresentcontinuoustense(e.g.,“Mysister’sfriendsarevisitingourfamily’shome.”).Improving:Writeashortparagraph(3-4sentences)aboutafamilymember’sactionusingthetwogrammarpoints.Advanced:Createa“FamilyGrammarPoster”withexamplesofpossessivenounsandpresentcontinuoustensefromyourwriting.DesignIntent:Reinforcegrammarskills,extendtowritingandcreativity.板书设计教学反思授课日期授课班级课题Unit3:FamilyTies3rdPeriod:DevelopingIdeas(FamilyCommunication&Listening)教学目标LanguageAbilityUnderstandlisteningmaterialsaboutfamilyproblemsandcommunicationsolutions.Usetargetlanguage(e.g.,familyhotline,softenlanguage,problemparents)todiscussfamilycommunication.Completetextbooklisteningtasks:problemidentification,chartcompletion,conversationfilling,androle-play.CulturalAwarenessRecognizetheimportanceofeffectivecommunicationinsolvingfamilyproblemsacrosscultures.ThinkingQualityEnhancelisteningskills(extractingmainproblems,feelings,advice)andcriticalthinking(analyzingcommunicationstrategies).LearningAbilityDevelopindependentlisteningstrategiesandcollaborativespeakingskills(role-play).教学重点ComprehendlisteningcontentaboutTina’sfamilyproblemandcommunicationsolutions.Uselistening-learnedlanguagetodiscussandrole-playfamilycommunication.教学难点Capturingdetailedinformationinlisteningtasks(e.g.,Tina’smother’sjob,feelings).Naturallyusingsoftenedlanguageinfamilycommunicationrole-plays.教学过程1.Lead-in（5minutes）Activity:FamilyProblemSharingTeacherasks:“Familyharmonyisimportant,butproblemshappen.Whodoyouturntowhenthere’safamilyproblem?Aparent?Relative?Hotline?”Invitestudentstoshare(e.g.,“Italktomysister—wesolveproblemstogether.”).Linktotextbook:“Today,we’lllistentoTina’sfamilyproblemandlearnhowcommunicationhelps—let’sstartlistening!”DesignIntent:Activatepriorknowledgeaboutfamilyproblem-solving,connecttolisteningtheme.2.Pre-listening（8minutes）Activity1:Predict&VocabPrepLookattextbook“Developingideas”tasks(familyhotline,Tina’sproblem).Predict:“WhatmightTina’sproblembe?Maybeabouthermother’sjoborbehavior?”Teachkeyvocabulary:familyhotline,problemparents,softenlanguage,conversation(writedefinitions/examples).DesignIntent:Buildbackgroundknowledge,pre-teachtrickywordsforlisteningsuccess.3.While-listening（18minutes）Activity1:FirstListen—ProblemIdentificationPlaythefamilyhotlineaudio(“Listentothefamilyhotline.WhatproblemdoesTinahavewithhermother?”).Studentschoose:a)Motherdoesn’thelpwithhomework/b)Motherwearsqueen’sdresstopickherup/c)Motherwon’tbuynewclothes→Answer:b).Discuss:“WhyisthisaproblemforTina?Shefeelsembarrassed.”Activity2:SecondListen—ChartCompletionPlayaudioagainfortextbook“Listenagainandcompletethechart”task.Guidestudentstofill:Problem:Tina’smotherisanactressatatheater,dressesasqueen,Tinadislikesthis,motherpicksherupinqueen’sdress.Feeling:Tinaisnothappyaboutthis.Advice:Haveagoodconversationwithhermother.Checkanswers,clarify:“Howdoesthehotlineadvicehelpsolvetheproblem?”Activity3:ThirdListen—ConversationFillingPlaytheinterviewaudio.Completetextbook“Listenandcompletetheconversation”:time,difficult,like,before,angryDiscuss:“HowdoTinaandhermotherusesoftenedlanguage?(e.g.,“It’sabitdifficulttotalkabout...”).”DesignIntent:Improvelisteningcomprehensionatdifferentlevels,reinforcefamily-communicationlanguage.4.Post-listening（12minutes）Activity:Role-Play&DiscussionUsetextbook“Workinpairs.Role-playMikeandhisfather’sconversation.”Modeldialoguewithsoftenedlanguage:“Dad,Iknowyou’rebusy,but...(shareproblemgently).”Pairsrole-play,focusingonusingsoftenedlanguage(e.g.,“I’msorry,but...”,“It’sabithardtosay...”).Discuss:“Whatdidyoulearnaboutfamilycommunication?Whyissoftenedlanguageimportant?”DesignIntent:Applylistening-learnedlanguage,practicespeakingwithempathy.5.Summary（3minutes）Teacherrecaps:“Today,welistenedtoTina’sfamilyproblemandlearnedhowcommunication—especiallysoftenedlanguage—helps!Familyproblemscanbesolvedbytalkingopenlyandgently.Remember,goodcommunicationstrengthensfamilyties!”6.Homework（4minutes）Basic:Writea3-sentencesummaryofTina’sproblemandhowitwassolved.Improving:Recordashortaudio(1-2minutes)role-playingafamilycommunicationscenario,usingsoftenedlanguage.Advanced:Createa“FamilyCommunicationTips”posterwith3strategiesfromthelesson(e.g.,“Usesoftenedlanguage:‘I’msorry,but...’”).DesignIntent:Reinforcelistening/speakingskills,extendtowriting/creativity.板书设计教学反思授课日期授课班级课题Unit3:FamilyTies4thPeriod:ReadingforWriting(Reading)教学目标LanguageAbilityMasterfamily-relatedvocabularyandexpressions(e.g.,closeto,lonely,enjoy,lovepowers)fromthestory.ComprehendthestoryRacingTogether,extractingmainideasaboutbrotherlysupportandfamilylove.Completetextbooktasks:note-taking,question-answering,and“Thinkandshare”discussions.CulturalAwarenessUnderstandthevalueofsiblingsupportandsharedfamilyexperiences.ThinkingQualityDevelopreadingcomprehensionskills(extractingdetails,interpretingthemes).Enhanceanalyticalthinkingbyconnectingthestorytopersonalfamilyrelationships.LearningAbilityLearnindependentlythroughtextanalysis;collaborateindiscussions.教学重点Comprehendthestoryaboutbrotherlyloveandsupport.Usereadingstrategiestoextractdetailsandinterpretthestory’stheme.教学难点Interpretingthethemeof“lovepowers”anditssignificanceinfamilyties.Connectingthestory’smessagetopersonalsiblingorfamilyexperiences.教学过程1.Lead-in（5minutes）Activity:SiblingMemorySharingTeacherasks:“Siblingscanbegreatsupporters!What’satimeyourbrother/sisterhelpedyouoryouhelpedthem?”Invite3-4studentstoshare(e.g.,“Mysisterhelpedmestudyforatest—wepreparedtogether!”).Linktotextbook:“Today,we’llreadastoryabouttwobrothers,JohnandRobert,andhowtheirlovehelpsthem‘racetogether’—let’sexplore!”DesignIntent:Activatepersonalsiblingexperiences,connecttothestory’stheme.2.Pre-reading（8minutes）Activity1:PredictStoryContentShowtextbook“Readingforwriting”title“RacingTogether”andpictures.Ask:“Whatdoyouthinkthestoryisabout?Brothersracing?Onehelpingtheother?”Teachkeyvocabulary:closeto,lonely,enjoy,lovepowers(writedefinitions/examples).DesignIntent:Buildpredictionskills,pre-teachkeyvocabularyforreadingsuccess.3.While-reading（18minutes）Activity1:FirstRead—MainIdeaStudentsreadthestoryRacingTogetherquickly.Answer:“What’sthemainidea?(JohnhelpshisdisabledbrotherRobertjoinactivities,showingbrotherlyloveandsupport.)”Discuss:“Howdoesthetitle‘RacingTogether’fit?Theyracebikestogether,symbolizingtheirsharedjourney.”Activity2:SecondRead—DetailExtractionRe-readthestoryslowly.Completetextbooktasks:Completethenoteswithwordsfromthestory:closeto2.lonely3.pulls4.first5.time6.loveAnswerquestionsaboutstoryelements:“Whatdoes‘it’referto?”→PullingRobert’strailerwithhisbike.“Whatdo‘They’referto?”→JohnandRobert(thebrothers).“What’sthemeaningof‘powers’?”→Drives,motivatestheirbike(andtheirbond).DesignIntent:Improvedetail-readingandinterpretation,reinforcevocabulary.4.Post-reading（12minutes）Activity1:“ThinkandShare”DiscussionsDotextbook“Thinkandshare”questions:“WhatreallymattersfortheTaylorbrothers?(Spendingtimetogether,supportingeachother—morethanwinning.)”“DoyouthinktheTaylorbrotherswin?Whyorwhynot?(Yes—becauselovewins,andtheysharejoy,whichismoreimportantthanraces.)”Encourageconnectingtothe“Learningtothink”tip:“Readbetweenthelines—howdodetails(likeRobert’ssmile)showthethemeoflove?”DesignIntent:Promotecriticalthinking,connecttexttoreal-lifefamilyvalues.5.Summary（3minutes）Teacherrecaps:“Today,wereadtheheartwarmingstoryofJohnandRobert!Theirbrotherlyloveandsupportshowhowfamilytieshelpusovercomechallenges.Welearnednewvocabularyandsawthatloveandsharedexperiencesmattermorethanwinning.Remember,familylove‘powers’ourbestmoments!”6.Homework（4minutes）Basic:Writea3-sentencesummaryofRacingTogether,highlightingbrotherlylove.Improving:Drawacomicstripofakeyscenefromthestoryandwritedialogueusing3unitwords.Advanced:Writeashortlettertoyoursibling,expressinggratitudefortheirsupport(e.g.,“Thankyouforalwaysbeingthere—yourlovepowersourbond,likeJohnandRobert!”).DesignIntent:Reinforcereadingcomprehension,extendtowriting/creativity.板书设计教学反思授课日期授课班级课题Unit3:FamilyTies5thPeriod:ReadingforWriting(Writing)教学目标LanguageAbilityUsethewritingprocess(brainstorming,organizing,drafting,revising)towriteaboutfamilymembers’support.Incorporateunit-relatedvocabularyandexpressions(e.g.,support,closeto,enjoy,lovepowers)intowriting.Followtextbooksteps:planningwithatable,drafting,self-checking,andsharing.CulturalAwarenessValuetheroleofmutualsupportinstrengtheningfamilyties.ThinkingQualityDevelopwritingplanningskills(structuringcontentwithexamplesandreflections).Enhanceself-editingskillsbycheckingagainstunitcriteria.LearningAbilityLearntowriteaboutfamilysupportstep-by-stepusingtextbookguidance;collaborateinpeersharing.教学重点Planandwriteaparagraphaboutfamilymembers’support,includingexamplesandpersonalreflections.Useunit-relatedlanguageeffectivelyinwriting.教学难点Writingacoherent,detailedparagraphthatincludesspecificexamplesoffamilysupport.Integratingunitvocabularyandexpressionsnaturallyintothewriting.教学过程1.Lead-in（5minutes）Activity:FamilySupportRecallTeacherasks:“Lastclass,wereadaboutJohnandRobert’sbrotherlysupport.Howdoesyourfamilysupporteachother?Shareaquickexample!”Invite3-4studentstoshare(e.g.,“Myparentssupportmebyhelpingwithhomework;Isupportmysisterbylisteningtoherproblems.”).Linktotextbook:“Today,we’llwriteaparagraphaboutyourfamily’ssupport—followingthetextbook’sstepstoplananddraft!”DesignIntent:Recappriorreading,activatewritingcontent.2.Pre-writing:Planning（10minutes）Activity1:BrainstormwithStep1Opentextbook“Writeashortparagraphaboutyourfamilymembers’support”Step1:“Howdoyourfamilymemberssupporteachother?Thinkofexamples.”Studentsbrainstormexamples(e.g.,“Mymomsupportsmydadbycheeringathisraces;mydadsupportsmebyhelpingwithsportspractice.”).Activity2:OrganizewithStep2TableCompletetextbookStep2table:Who:Listfamilymembers(e.g.,parents,sister).What:Writethreesupportexamples(e.g.,“MomhelpsDadprepareforwork;Dadattendsmysportsgames;Ilistentomysister’sstories.”).Whatdoyouthink:Addreflections(e.g.,“They’realwaysthere—oursupportmakesusclose.”).Remindstudentstouseunitlanguage(e.g.,“closeto”,“lovepowers”).DesignIntent:Practiceplanning,organizeideaswithunit-relatedlanguage.3.While-writing:Drafting（15minutes）Activity:WritetheParagraphFollowtextbookStep3:“Writeyourparagraphwiththetable’shelp.”Studentsdraft,usingsentenceconnectors(e.g.,“First...”,“Also...”,“Inmyopinion...”)tolinkideas.Example:“Myfamilymembers—mom,dad,andsister—supporteachotherinmanyways.First,momhelpsdadprepareforwork,showinghercare.Also,dadattendsmysportsgames,cheeringmeon.Isupportmysisterbylisteningtoherstories.Oursupportmakesusclose,andIthinklovepowersourfamilybond.”Teachercirculates,providingfeedback(e.g.,“Addaunitwordlike‘closeto’toshowyourrelationship.”).DesignIntent:Practicewritingwithstructureandunit-relatedlanguage.4.Post-writing:Revising&Sharing（8minutes）Activity1:Self-CheckDotextbookStep4:“Check:Describesupport?Useunitwords?Writecomments?”Studentsself-edit,ensuringallcriteriaaremet.Activity2:PeerSharingFollowtextbookStep5:“Shareyourparagraphwiththeclass.”Pairsexchangeparagraphs,givefeedback(e.g.,“Youincludedgreatexamples—addareflectiononwhysupportmatters.”).DesignIntent:Developself-editingskills,promotepeerlearning.5.Summary（3minutes）Teacherrecaps:“Today,wewroteparagraphsaboutfamilysupport!Planningwithatableandusingunitlanguagehelpedstructureourideas.Sharingandrevisingimprovedourwriting.Remember,writingaboutfamilytieshelpsusvalueandsharethesepreciousbonds!”6.Homework（4minutes）Basic:Polishyourin-classparagraph,addingonemoreunit-relatedword(e.g.,“enjoy”).Improving:Writeashortpoemaboutfamilysupport,using3unitwords.Advanced:Createa“FamilySupportCollage”withpicturesandyourparagraph,explaininghowsupportstrengthensties.DesignIntent:Reinforcewritingskills,extendtocreativeapplication.板书设计教学反思授课日期授课班级课题Unit3:FamilyTies6thPeriod:PresentingIdeas(FamilyPhotoAlbum)教学目标LanguageAbilityUseunit-relatedvocabularyandexpressions(e.g.,lovingmoments,familytraditions,warmmyheart)todescribefamilyphotos.Presentafamilyphotoalbumconfidently,followingthetextbookoutline(description,importance,familymeaning).Completetextbooksteps:photoselection,albumcreation,presentation,andvoting.CulturalAwarenessUnderstandthevalueoffamilymemoriesandtraditionsinshapingfamilyties.ThinkingQualityDevelopcreativethinkinginselectinganddescribingphotos.Enhancepublic-speakingskillsbypresentingthealbumtotheclass.LearningAbilityLearncollaborativelyingroups(orindividually)tocreatethealbum;practiceself-expressionandpeerassessment.教学重点Createafamilyphotoalbumwithdescriptions,importance,andfamilymeaning.Presentthealbumusingstructuredlanguagefromthetextbook.教学难点Selectingmeaningfulphotosandarticulatingtheirsignificanceclearly.Deliveringanengaginganddetailedpresentation.教学过程1.Lead-in（5minutes）Activity:FamilyPhotoSharingTeachershowsapersonalfamilyphoto(e.g.,aholidaypicture)andshares:“Thisphotoremindsmeoffamilytraditions—wetraveleveryyear!What’saspecialfamilyphotoyouhave?”Invite3-4studentstosharephotostories(e.g.,“Myfamily’sLunarNewYearphoto—wecooktogether,atradition!”).Linktotextbook:“Today,we’llcreatefamilyphotoalbumsandpresentthem—let’susethetextbooktoguideus!”DesignIntent:Activateinterestinfamilyphotosandtraditions,setthestagefortheproject.2.Step1:SelectPhotos（10minutes）Activity:ChooseMeaningfulPhotosOpentextbook“Presentingideas”section.ExplainStep1:“Thinkaboutfamily,lookatphotos,decidewhichtouse(familyactivities,traditions,lovingmoments).”Studentsselect3photos(realorimagined)andnotetheirthemes(e.g.,“Familypicnic(activity),Christmasdinner(tradition),grandma’sbirthday(lovingmoment)”).DesignIntent:Practiceselectingcontent,recallunitthemes.3.Step2:CreateAlbum（15minutes）Activity:Organize&DescribePhotosFollowtextbookStep2:“Organiseideaswiththeoutline:Description,Importance,Meaningoffamily.”Studentscreatealbumpages,usingunitlanguage:Description:“Thisphotoshows...Wearesmilinghappily.”Importance:“Itbringsbackthememoryof...Wearealwaysclose.”Meaningoffamily:“Thisphotowarmsmyheart.Lovealwayswins.”Encourageaddingpersonaltouches(e.g.,“Tearsquietlyrandown...’sface”foremotionalmoments).DesignIntent:Developcreativityandcontentorganization,applyunitlanguage.4.Step3:PresentAlbum（10minutes）Activity:Practice&PresentDotextbookStep3:“Practiseandpresentyouralbumtotheclass.”Studentspracticepresenting,usingstructuredlanguage:Introduction:“Letmesharemyfamilyphotoalbum—fullofloveandtraditions!”Eachphoto:Describe,explainimportance,connecttofamilymeaning.Conclusion:“Thesephotosshowwhyfamilytiesmatter—lovealwayswins!”Eachstudent/grouppresents,teacherprovidesfeedback(e.g.,“Cleardescription!Addonetraditiondetailtostrengthenmeaning.”).DesignIntent:Improvepublic-speakingskills,reinforceunitlanguage.5.Step4:Vote（5minutes）Activity:VoteforBestAlbums/PresentationsFollowtextbookStep4:“Voteonthebestthreephotoalbumsandpresentations.”Studentsvote,explainingchoices(e.g.,“Thisalbumhaduniquetraditionsandtouchingdescriptions.”).DesignIntent:Promotepeerassessment,recognizegoodwork.6.Summary（3minutes）Teacherrecaps:“Today,wecreatedbeautifulfamilyphotoalbums!Youusedunitwordstosharememories,traditions,andlove.Presentingtaughtushowtocommunicatefamilytieseffectively.Remember,familyphotosaretreasuresthatkeepourbondsstrong!”7.Homework（2minutes）Optional:Writeashortreflection:“Whatdidyoulearnfromcreatingandpresentingthefamilyphotoalbum?”DesignIntent:Reinforcelearningthroughreflection,extendthetask.板书设计教学反思授课日期授课班级课题Unit3:FamilyTies7thPeriod:Review&Reflection教学目标LanguageAbilityRecallunitvocabulary,grammar(possessivenouns,continuoustense),andexpressionsaboutfamily.Completetextbookreflectiontasks:summarizingfamily“secrets”,self-assessment,andidentifyingimprovementareas.CulturalAwarenessAppreciatethediverseelementsthatcontributetoahappyfamily(love,communication,traditions).ThinkingQualityDevelopmetacognitiveskillsbysummarizingunitlearningsandreflectingonpersonalprogress.LearningAbilityLearntoindependentlyreflectonlearningprocessesandsetimprovementgoals.教学重点Reviewunitcontent(vocabulary,grammar,skillsrelatedto