外研版七年级上册Unit 3 Family Ties教学设计

新外研版七年级上册Unit3FamilyTies教学设计

Startingout&Understandingideas

一、Teachingobjectives：

1.Languagecompetence：

Studentswillbeabletomasterandusekeyvocabularyandexpressions,

likeserveas,beabsentfrom...

2.Culturalawareness：

Studentswillbeabletoperceiveandunderstandtheconnotationof

“silentlove“anditsdeeprootsinChinesetraditionalfamilyculture.

3.Thinkingcapacity：

Studentscandeveloptheircriticalthinkingandevaluatethemetaphor

“loveislikeamountain^^.

4.Learningability：

Studentscanutilizereadingstrategiessuchasskimmingandscanning.

二、Teachingkeyanddifficultpoints：

1.Guidestudentstocomprehendthetextualcontentandunderstandthe

profoundmeaningof"silentlove”.

2.Helpstudentslearnandusekeyvocabularyandsentencestructuresto

describefamilyrelationshipandemotions.

三、Teachingmethod

Task-basedlanguageteaching(TBLT).

Communicativelanguageteaching(CLT)

四、Teachingprocedures

Step1Leadin

1.Showthreeimages(Sea,Tree,Mountain)fromthetextandask,

“Whichpicturebestrepresentsyourfamilylove?Why?^^

Step2Pre-reading

1.ShowsomepicturesfromPostmenintheMountainsandask,“What

canyousee?”

"What'srelationshipbetweenthem?^^

Step3While-reading

1.Skimming.

①Readquicklyandfindoutthefollowingquestion

a)What'sfilm'sname?

b)What'sthemainidea?

②Matchthemainideaofeachparagraphs.

2.Scanning.

Studentscompletethetasksinpairsorgroups.

Part1：Completeafactfile(Name,Theme,Characters)

Part2：Fillinacomparisontable(Father'slove&Son'snewrole)

Part3：Describethetouchingmomentanditssignificance.

Part4：Explainthemeaningof“silentlove”andthe“mountain”

metaphor.

Step4Post-reading

1.Groupwork：Choose3wordstodescribethefather/son

2.Isyourfather\lovesilent?Shareyourstory.

Step5SummaryandAssignment.

1.Summary：Recapthestoryandthemewithstudents.

2.Self-evaluation：Usethethreequestionsfromthetext:

Canyouretell...?Rememberthewords...?

Understand"silentlove”?

Blackboarddesign

Filmintroduction

theme:atouchingstorybetweenfatherandson

MainPlot

Silentlove

Touchingmoments

Commentsonthefilm

★TraditionalChinesefather

Teachingreflection：

Success：

Thislessonsuccessfullyintegratescorecompetencies.

Thethemeisrelatable,effectivelymotivatingstudents.

Thetask-basedapproachallowsstudentstomasterlanguagethrough

perception,practiceandapplication.

Improvement：

Toenhancesensoryimpactandemotionalresonance,morediversified

collaborativeactivities,suchasrole-playingthefatherandson's

conversation,couldbeintroduced.

Unit3FamilyTies

Understandingideas(Grammar)

,、Teachingobjectives

1.Languagecompetence：

Studentswillbeabletounderstandthemeaningandfunctionof

possessivenouns.

2.Culturalawareness：

Studentswillbeabletousepossessivenounstodescribefamily

relationshipsandpreciousfamilymoments.

3.Thinkingcapacity：

Studentscanlogicallyanalyzefamilyrelationshipsandapplythecorrect

possessiveformtoexpressthemclearly.

4.Learningability：

Studentscanconsolidateandapplygrammarrulesthroughpractice.

二、Teachingkeyanddifficultpoints

1.Masterthebasicstructuresandusageofpossessivenouns.

2.Differentiatebetweencommonownershipandindividualownership.

三、Teachingmethods

Task-basedLanguageTeaching(TBLT)

CommunicativeApproach

四、Teachingprocedures

Step1Leadin

1.Showtheexamplesentences(a-d)fromthetext“Silentlove”

Step2Presentation

1.Basedontheexamples,guidestudentstodiscoverandsummarizethe

rulesstepbystep.

2.Definition：Whatisapossessivenoun?("…的”)

3.Structure1：Howdoweformpossessivesforsingularnouns('s),regular

pluralnouns('),andirregularpluralnouns('s)?

4.Structure2：Howdoweexpresspossessionforinanimateobjects?(of

phrase.)

5.Specialcase：commonvsindividualownership

6.Nuance：Thedoublepossessive(afriendofmyfather's)

Step3Practice

1.Completethesentenceswiththecorrectpossessiveform.

2.Lookatthefamilytreeandmakesentencesusingpossessivenouns.

3.Completethepassage“TheBestFamilyPhoto,,usingpossessive

nouns.

Step4Production

1.Describeyourfamilymoment.Write3-5sentencesaboutit,usingat

least3differentpossessivenouns.

Step5SummaryandAssignment.

1.Summary：Brieflyreviewthekeyrulesofpossessivenounswiththe

students.

2.Self-evaluation：GuidestudentstousethequestionsonP12for

self-check.

3.Assignment：

Compulsory：Reviewandcompleteremainingexercises.

Optional：Polishthewritingaboutyourimportantfamilymoment.

Step6BlackboardDesign

Possessivenouns(名词所有格”...的”)

Structure：1.'s,boy'sbook

2.Pluralnoun(endingins)+'—thestudents,book

3.InanimateThing一of+n.1

★SpecialCases：

Common：LilyandLisa'sfather(onefather)

Individual：Lily'sandLisa'sbikes(2b汰es)

Double：afriendofmyfather^(oneofmanyfriends)

Teachingreflection：

Success：

Thelessoneffectivelyconnectsgrammarlearningtotheunittheme.

Improvements：

Infuturelessons,moreinteractivegames(e.g."chainofpossession')

couldbeaddedtomakepracticemorelively.

Unit3Familyties

Developingideas—Listening&Speaking

一、Teachingobjectives

1.Languagecompetence：

Studentscanunderstandthemainideaandspecificdetailsofthelistening

materialaboutafamilyproblem.

2.Culturalawareness：

StudentswillbeabletounderstandthesignificanceofChinesesaying

“家和万事兴“(Harmonyinthefamilyleadstoprosperityinall

undertakings.)

3.ThinkingCapacity：

Studentscancreativelyimagineandconstructlogicaldialoguestosolve

familyissues.

4.Learningability：

Studentswillbeabletoself-assesstheirpronunciationand

communicativecompetence.

二、Teachingkeyanddifficultpoints

1.Guidestudentstograspthekeyinformation(problem,feeling,advice)

fromthelisteningmaterial.

2.Cultivatestudents1empathyandtheirabilitytoviewproblemsfrom

multipleperspectives.

三、Teachingmethods

CommunicativeLanguageTeaching(CLT)

Task-basedLanguageTeaching(TBLT)

SituationalTeachingmethod

四、Teachingprocedures

Step1Leadin

1.ShowthequestionsfromP3-P4：Doyoufaceanyprobleminyour

family?Whocanyouturnto...?

2.Encouragestudentstosharesimplefamilyconflictstheyknoworhave

experienced.

Step2Pre-listening

1.Introducethecontext：”Todaywe'lllistentoTina'scalltoafamily

hotline,,.

2.ShowtheoptionsforQuestion1(P4)Askstudentstopredictwhat

Tina'sproblemmightbe.

Step3While-listening

1.Listentothedialogueandgetthemainidea.

2.Listenagainandcompletethechart(Problem,Feeling,Advice)

Step4Post-listening

1.ListentotheconversationbetweenTinaandhermotherandcomplete

theblanks.

2.Discuss"SofteningLanguage”.AnalyzethephrasesTinauses(eg."It's

abitdifficulttotalkabout.","Ihopeyou'renothurt.^^)andwhythey're

effective.

3.Role-playtheconversation.

4.Brieflypracticethecontrastingsounds/u://u/and/N/toensureclear

communication.

Step5Summary&Assignment

1.Invitestudentstosummarizewhattheyhavelearnt.

2.Self-evaluation:GuidestudentstousethequestionsonPage19for

self-check.

3.Assignment:

Compulsory:Writeashortpassageabouthowyousolveinyourfamily.

Optional:Practicetherole-playconversationfurtherandbereadyto

presentitinthenextclass.

Step6BlackboardDesign

Unit

FamilyTies

★showyourneeds:

Canyou...

★Showyourfeelingsandreasons:

It'sabitdifficulttotalkabout.

I'mnotalittle...anymore.

★Usesofteninglanguage

Teachingreflection:

1.Successes:Thelessonishighlyrelevanttostudents5lives.Thefocuson

“softeninglanguage“providesstudentswithpracticalcommunicative

tools.

2.Improvement:Forfuturelessons,providingmorevariedscenariosfor

role-playcouldcatertodifferentinterests.

Unit3FamilyTies

ReadingforWriting-Racingtogether

一、Teachingobjectives

1.Languagecompetence:

①Studentscanmasterandusekeyvocabularyandexpressionsfromthe

text.

②StudentscanunderstandthestoryofJohnandRobert,includingthe

sequenceofeventsandthekeymessage.

2.Culturalawareness:

Studentscanappreciatethedeepmeaningofunconditionalfamily

supportandlove.

3.ThinkingCapacity:

Studentswillbeabletoanalyzethenarrativestructureofthetext(Who

Whathappens-Whatthewriterthinks).

4.Learningability:

Studentscanplan,draft,andchecktheirwritingbasedonaclearguide.

(Writingsteps.)

二、Teachingkeyanddifficultpoints

1.Comprehendthestoryandanalyzeitsstructureandcoremessage.

2.Internalizeandapplythekeyvocabularyandsentencespatternsintheir

ownwriting.

三、Teachingmethods

Tasked-basedlanguageteaching(TBLT.)

Genre-basedapproach

四、Teachingprocedures

Step1.Leadin

1.Enjoyavideooftwobrothersonabike.

2.Ask:What'stheirrelationship?

Whatcanyouseefromthevideo?

Step2.Pre-reading

1.Lookatthetitleandpictures,andaskpredicttherelationshipbetween

theboysandwhatthey'redoing.

Step3.While-reading

1.Fast-reading:

Readthepassagequicklyandmatchthemainideasofeachparagraph.

2.Careful-reading:

1)Readthepassagecarefullyandcompleteguidedtasks:

①Who

②Whathappens

③Feelings.

2)Discuss:Whatdo'somethings5referto?

Wh