外研版（2024新版）七年级上册英语Unit 3Family ties单元整体教学设计.docx

1、外研版（2024新版）七年级上册英语Unit 3 Family ties单元整体教学设计单元教学目标【Language Abilities】1.Use words and expressions in the unit to talk about family.2.Use possessive nouns to describe your family moments.3.Describe the meaning of family.【Culture Awareness】1.Know the similarities and differences in family life in diff

2、erent countries or cultures.2.Understand the importance of family.【Quality of Thinking】1.Make predictions according to the pictures.2.Infer some implicit information based on the given materials.【Learning Abilities】1.Learn to explore learning in groups and complete the tasks.2.Be able to summarize t

3、he difficult points of learning after class.【Class Hour Division】Five periods第一课时Starting out&Reading第二课时Grammar第三课时Listening and Speaking第四课时Reading for writing第五课时Presenting ideas&Reflection单元教材分析本单元的主题是“人与社会”下的“社会服务与人际沟通”，归属于“和谐家庭与社区生活”这一子主题内容。本单元教材围绕家庭关系展开，内容包括：谈论家庭及家庭成员；描述家人在一起的温馨时刻；理解家庭存在的意义。旨

4、在让学生感受家庭的爱，热爱自己的家庭。课时分解第一课时Starting out&ReadingTeaching Objects【教学目标】1.Talk about family and family members. 2.Know how to write a film review. 3.Understand fathers love.Teaching Aids【教学工具】an English book，a tape recorder and CAITeaching Steps【教学过程】Step 1Lead in【导入】1.Ask the Ss to look at the picture

5、 on page 46 and answer the following questions.How many people are there in the picture?Whats the relationship among them?What are they doing?How do they feel?2.Let some Ss share their answers. Starting outPage 47，11.Ask the Ss to look at the pictures on page 47 and answer the question:What is each

6、family doing in the pictures?2.Let some Ss share their answers.3.Check the answers with the class.Picture a:They are having dinner together.Picture b:The father is accompanying his daughter doing her homework.Picture c:They are preparing food together.Picture d:They are go hiking together.4.Ask some

7、 Ss to share their answers to the question: What activities do you usually do with your family members?Page 47，21.Ask the Ss to look at the picture and answer the following questions.What does each person in your family do?What do you think the word “family” stands for?2.Let some Ss share their answ

8、ers.Understanding ideas（14）Step 2 Pre-task【准备任务】Page 48，11.Ask the Ss to look at the three pictures on page 48-49, and then ask them to figure out what it is on each picture.2.Check the answers with the class.Picture 1:It is a sea.Picture 2:It is a tree.Picture 3:It is a mountain.3.Let the Ss answer

9、 the following questions.Which picture reminds you of your father?How can you describe your father and his love for you?4.Give them some words as follows. silent heart quietly home care love5.Let some Ss say their answers.Step 3 While-task【过程任务】Page 48，21.Ask the Ss to read the film review and ask t

10、hem to answer the following question. What is the fathers love like according to the writer?2.Let some Ss say their answers.3.Check the right answer with the class.Page 50，31.Ask the Ss to read and tick the answers to the question: What does the film review include?2.Let some Ss say their answers.3.

11、Check the right answers with the class.4.Introduce the way to write a film review to the Ss as follows.Choose a movie.Write a brief introduction.Summarize the plot.Analyze the movie.Form an overall opinion.Page 50，41.Show the notes on page 50 to the Ss, and then let them guess what may be filled in

12、the blanks.2.Ask the Ss to complete the notes with the words from the passage.3.Check the answers with the class.Step 4Post-task【后续任务】Think and share1.Ask the Ss to choose three words to describe the father and the son each and give their reasons. 2.Give the Ss some prompts. For example, to make com

13、ments about a character, always look for what they do. Actions speak louder than words.3.Ask the Ss to answer the question: Do you want to watch the film after reading the review? Why or why not?4.Give the Ss some prompts.5.Let some Ss share their answers with the class.Step 5Language points【语言要点】1.

14、 remind 的用法作动词,意为“提醒;使想起”。常见用法:remind sb. to do sth.“提醒某人做某事”,remind sb. of sb./sth.“使某人想起某人/物”。例如:The sweet dumplings remind me of the happy days with my family.汤圆让我想起了和家人在一起的快乐时光。2.serve 的用法serve 可表示“任职”,还可表示“提供;接待;送交;端上(食物)”。常用短语:serve sth.tosb. /serve sb. sth.“给某人提供某物”。例如:The hotel serves breakf

15、ast from 7 am to 10 am.这家旅馆从7点到10点供应早餐。The restaurant often serves delicious food to customers.这家餐馆经常给顾客提供美味的食物。3. each 的用法(1)作形容词,意为“各自的”,修饰单数名词。例如:Each boy has a pair of socks.每个男孩子都有一双袜子。(2)作代词,意为“每个”,可与介词of 连用,作主语时,其谓语动词必须用第三人称单数形式。例如:Each of the boys has a pair of socks.这些男孩子每人都有一双袜子【拓展】辨析each与

16、every单词用法例句each强调一定范围内个别的人或物Each of the three answers is right.这三个答案每个都是正确的。every强调整体或全部Every one of these eggs I buy is bad.我买的这些鸡蛋全是坏的。4.辨析 carry , bring, take 和 get单词用法例句carry v. 拿，提，扛表示携带、搬运、运载,具有负重的意思,没有方向性。Please carry the bag for me.请帮我拿这个包。bring v.拿来，带来 指把人或物从别处带到说话者的地方。Bring the book to me

17、,please.请把书带给我。take v.拿走,带走指把人或物从说话者所在的地方带到别处。Take my schoolbag to the room.把我的书包带到房间。get v.去取来，去拿来指到某地去把某人或某物带来或拿来。Can you get me an apple?你能去给我拿个苹果吗?5. across和through辨析单词用法示例across作为介词,表示“横过;穿过”,指从物体表面的一边到另一边。例如过河、过桥等。go across the road穿过马路through作为介词,表示“穿过;通过”,指从物体的内部穿过。例如穿过山洞、森林等。go through the

18、tunnel穿过隧道6.care 的用法作名词,意为“小心;照料;忧虑,担心”;作动词,意为“关注;在意;愿意;照顾”。【拓展】(1)care 的派生词careful adj.小心的 careless adj.粗心的 carefully adv.细心地(2)care的短语take care of 照顾，照看 care about 在乎care for 关心 take care 小心，当心7. review 的用法作名词,意为“评审,检查;评论;回顾”。还可作动词,意为“回顾;复习”。例如:Pleasereview all the notes after class.请课后复习所有的笔记。8.m

19、arry 的用法(1)marry 作及物动词时，意为“结婚;嫁;娶”。marry sb.意为“和某人结婚”。例如:Im going to marry John.我要和约翰结婚了。(2)marry可作不及物动词。例如:He didnt marry until he was fifty.直到50岁他才结婚。【拓展】married adj.已婚的,be/get married 意为“已婚的,结婚了”,是固定结构。【注意】在表示“与结婚”时,介词应该用to,即“be/get married to sb.”。Step 6Summary【课堂小结】Ask the Ss to use the student

20、s self-assessment form to check what they have learned in this lesson.I can talk about family and family members.I can know how to write a film review. I can understand fathers love.Step 7Homework【家庭作业】1.Review the words, phrases and sentences.2.Do the exercises in students book.Teaching reflection【

21、教学反思】In this period, the teaching key point is the reading. We can ask the students to understand the passage by grasping the key words and sentences. After finishing the reading tasks, we can teach the students to summarize the content of the film review.第二课时GrammarTeaching Objects【教学目标】1.Master th

22、e usage of possessive nouns.2.Describe a family moment.Teaching Aids【教学工具】an English book，a tape recorder and CAITeaching Steps【教学步骤】Step 1Lead in【情景导入】1.Show the following sentence to the Ss, and then ask them to pay attention to the bold words.But now the son is taking over his fathers position.Al

23、ong the way, they start to see into each others hearts.2.Lead to the grammar possessive nouns.Understanding ideas（58）Step 2Pre-task【过程任务】Page 51，51.Ask the Ss to find more sentence with possessive nouns in the last reading passage.2.Let some Ss say their answers.3.Check the answers with the class as

24、 follows.It brings back the fathers memory of carrying the son on his back.He is happy about his sons growth.Step 3Grammar learning【语法任务】英语中表示所属关系常用以下两种表达方式：（1）在一些名词之后加s 表示有生命物的名词的所有格（2）用“of + 名词结构” 表示无生命的名词的所有格1.表示有生命的名词的所有格单数名词词尾加s，复数名词词尾如果没有s，也要加s。例如：Ivans home Marys nose womens smile名词复数词尾已有s，在词

25、尾加即可。例如：Students Union the workers struggle the girls toys2.表示无生命的名词的所有格（1）表示无生命物的所有关系多用“of + 名词”结构。the title of the novel the window of the housethe end of the road the subject of the sentence（2）有些表示时间、距离、国家、城市等无生命物的名词，也可以加s来构成所有格。one months vacationten minutes walkNew Yorks population3.并列名词的所有格在并列

26、的几个名词后面同时加上s，表示物体分别属于某人；在并列的几个名词的最后一个名词后加s，表示物体为几个人共同拥有。Lily and Lucys bedroom Lily和Lucy共同拥有一间卧室Lilys and Lucys bedrooms Lily和Lucy各自拥有一间卧室Step 4While-task【过程任务】Page 51，61.Show the family tree to the Ss,and ask them to make sentences using possessive nouns.2.Show the sentence to the Ss as follows.Tan

27、ia is Catherines grandmother.3.Let some Ss share their answers.Page 51，71.Ask the Ss to complete the diary using the correct form of the words in brackets.2.Let some Ss share their answers.3.Check the answers with the class.Step 5Post-task【后续任务】Page 52，81.Ask the Ss to work in pairs to write down a

28、family moment and share it with their partner. 2.Give the Ss some prompts as follows. l When was it?l Who was there?l What did you do?l How did you feel?3.Ask the Ss to use the words from the reading passage and the Useful expressions on page 52 to help them.4.Let some Ss share their family moments

29、with the class.Step 6Summary【课堂小结】Ask the Ss to use the students self-assessment form to check what they have learned in this lesson.I can master the usage of possessive nouns.I can describe a family moment.Step 7Homework【家庭作业】1.Review the words, phrases and sentences.2.Do the exercises in students

30、book.Teaching reflection【教学反思】Learning grammar is an important task in this period. We always learn grammar when we have learned enough language. Students can practise grammar by using what they have learned. Its important for them to master the usage of possessive nouns. We can give them some examp

31、les.第三课时Listening and SpeakingTeaching Objects【教学目标】1.Know who you can turn to in order to solve problems in your family. 2.Pronounce /u/, /, / correctly and remember the letters and letter combinations that represent them. 3. Talk about what you have learnt about family communication.Teaching Aids【

32、教学工具】an English book，a tape recorder and CAI Teaching Steps【教学步骤】Step 1Lead in【情景导入】1.Show the picture on page 53 to the Ss and ask them to answer the following question.What is the girl doing?2.Let some Ss say their answers.3.Check the answer with the class. Step 2Pre-task【准备任务】“Harmony in a family

33、 makes everything successful.” Its a famous Chinese saying.Who can you turn to in order to solve problems in your family? Step 3While-task【过程任务】Page 53,11.Show the three sentences on page 53 to the Ss, and make sure they understand the meanings of them.2.Ask the Ss to listen and choose the answer to

34、 the question: What is the speaker talking about?3.Check the right answer with the class.Phonetics in use1.Let the Ss read the words on page 53 freely, and then ask them to pay attention to the bold letters, and find the similarities of pronunciation in each column. 2.Play the recording and ask the

35、Ss to repeat them.3.Tell the pronunciation of /u/, /, /.4.Have the Ss read the words together.5.If possible, provide more target language materials for students to practise.Page 54,21.Show the chart on page 54 to the Ss, and then ask them to guess what may be filled in the blanks.2.Ask the Ss to lis

36、ten again and complete the chart.3.Check the answers with the class.Page 55,31.Show the conversation on page 55 to the Ss, and then ask them to guess what may be filled in the blanks.2.Ask the Ss to listen and complete the conversation.3.Check the answers with the class.4.Lead the Ss to learn the so

37、ftening language.5.Ask the Ss to listen again and talk about how Tina and her mother soften their language.Step 4Post-task【后续任务】Page 55,41.Show the problem to the Ss, then make sure they understand the problem.2.Ask the Ss to work in pairs to role-play Mike and his fathers conversation.3.Ask the Ss

38、to talk about what they have learnt about family communication in this section.Step 5Summary【课堂小结】Ask the Ss to use the students self-assessment form to check what they have learned in this lesson.I can know who I can turn to in order to solve problems in my family. I can pronounce /u/, /, / correct

39、ly and remember the letters and letter combinations that represent them.I can talk about what I have learnt about family communication.Step 6Homework【家庭作业】1.Review the words, phrases and sentences.2.Do the exercises in students book.Teaching reflection【教学反思】We can provide more explicit guidance on h

40、ow to use the right words and tone when talking to parents. Some students struggled to identify the key points in the conversation. The in-class practice was helpful, While it was not enough for all students to fully understand the lesson. We should have more interactive role-playing activities to r

41、einforce the learning.第四课时Reading for writingTeaching Objects【教学目标】1.Know the story about John and Robert Taylor.2.Write a short paragraph about your family members support.3.Feel the power of love.Teaching Aids【教学工具】an English book，a tape recorder and CAITeaching Steps【教学过程】Step 1Lead in【情景导入】Page

42、56,11.Ask the Ss to look at the three pictures on the Page 5657 and describe them.2.Let the Ss use the following words and expression to help them. family smile close to love enjoy important3.Ask some Ss to say their answers.4.Check the answers with the class.Step 2Pre-task【准备任务】Page 56,21.Ask the S

43、s to look at the title and pictures. Then ask them to predict the following answers to the questions.What race do they take part in?Why do they race together?Step 3While-task【过程任务】Page 56,21.Ask the Ss to read the story and answer the question: What is the story about?2.Let some Ss say their answers

44、.3.Check the answer with the class.Page 58,31.Show the notes to the Ss, and then ask them to guess what may be filled in the blanks.2.Ask the Ss to complete the notes with the words and expressions from the story. 3.Let some Ss say their answers.4.Check the answers with the class.Page 58,41.Ask the

45、Ss to read the story and answer the following questions.(1)What does “They” refer to in “They didnt win”?(2)What does “it” refer to in “He put Robert in a trailer and pulled it along withhis bike”?(3)Whats the meaning of “powers” in the last paragraph?2.Give the Ss some prompts.3.Let some Ss say the

46、ir answers and check the answers with the class. Step 4Post-task【后续任务】Page 58, Think and share1.Ask the Ss to answer the following questions.What really matters for the Taylor brothers?Do you think the Taylor brothers win? Why or why not?2.Give the Ss some prompts.3.Let some Ss say their answers. 4.Check the answers with the class.Page 59, 51.Ask the Ss to write a short paragraph about their family members support.2.Give them some prompts.Ask the