Unit 3 Family ties（developing ieas）课件-2024-2025学年外研版（2024）英语七年级上册

Unit 3 Racing Together Reading for Writing（第2课时） 通过分析例句特点，归纳名词所有格及其他language points的用法。 1 2 3 Learning aims 变式朗读课文，巩固Racing Together故事山。 At the end of the class, we are able to: (You are the best!) 获取与梳理语篇中第一节课的信息，内话语言，write a paragraph about your family support。 4 全班展示自己的写作并评价！ Do exercise。 学习理解 学习理解 应用实践 迁移创新 评价量表evaluation criterion 评价任务 评价标准 小组得分（组长负责） （第 组） 一、变式朗读课文，巩固Racing Together故事山。(指向目标1) 比较准确地朗读课文。(自评) 1.站起来回答问题规则： 1号得1分、2号得2分、 3号得3分、4号得4分。(一颗星=一分，1题1星) 二、通过分析例句特点，归纳名词所有格及其他language points的用法。(指向目标2) 准确的归纳名词所有格用法。(生互评＋师评) 三、获取与梳理语篇中第一节课的信息，内话语言，write a paragraph about your family support。(指向目标3) 准确用记叙文写作要素进行写作。(自评，小组互评+师评) 四、全班展示自己的写作并评价！Do exercise。(指向目标4) 准确流畅的进行表述表述，准确的做题。(自评，生互评，小组互评+师评) A>=30✮ B>=20✮ C<15✮ 3 Ending Falling Action Climax Rising Action Beginning narration 记叙文 Story Mountain Ending Falling Action Climax Rising Action Beginning Can you divide the story into five parts? Review(指向目标1） 故事山介绍 Beginning: Introduce the characters and setting. This part grabs the reader's attention. Rising Action: Events and problems that build up to the climax. It makes the story exciting. Climax: The most exciting or important moment in the story. It's the turning point. Falling Action: Events that happen after the climax, leading to solving problems. Ending: The final part where the problems are solved and the story ends. 4 Read and retell the story. (指向目标1） Who is in the story? John and Robert Taylor. They are brothers and are always 1_______ each other. What happened? At first Robert cannot move at all. He often feels ²______. Then John put Robert in a trailer and ³______ it along with his bike. For the ⁴_____ time, Robert felt like the other kids. Now They often take part in bike races. They enjoy ⁵________ together. At last They finished the school bike race. They didn't win, but they smiled happily. What does the writer think of them? The ⁶_________________ powers their bike. And love always wins. close to lonely pulled first the time love between them Grammar(指向目标2） Read these sentences and summarize what they have in common. 1.John saw Robert’s sad face and wanted to help. 2.It is hard for John to pull Robert’s trailer. 3.Jack's grandfather took him to plant crops. The shoes of Jack got dirty, but he was happy. 4.Mrs. Li is Lucy and Lily's mother. 5.These are Lucy's and Lily's bags. 1)若两人共同拥有某物， 则用A and B's 2)若两人分别拥有某物， 则用A's and B's 753提醒修改方法：【1】移开最上方带图片的原形，可看见被隐藏的文本框原形；点击图片-右键-更换图片；【2】动画-自定义动画-选择窗格-隐藏无需修改的动画，只显示需要修改的，最后修改完毕记得点击全部显示。【不会修改可看视频教程】 名词所有格的分类 构成 适用范围 例子 加's 所有者 + 's + 物 所有者有生命 My father's car 复数s加' 所有者复数 + ' + 物 所有者有生命 teachers' office 加of 物 + of + 所有者 所有者无生命 the door of my room 双重所有格 物 + of + 所有者's 所有者的一个/部分 a friend of my father's Let's sum up (指向目标2） Can you finish the work by five o’clock? 你五点之前能完成工作吗？ Don’t forget to turn off the lights when you finish doing your experiment. 实验做完后，你要记得关灯。 finish v. 完成 Language Points point point point 1.John and Robert Taylor finished the school bike race. (教材56页 2) Finish在此处作动词，意为“完成，结束”。 常见短语为：finish doing sth. 完成、结束做某事。 (指向目标2） Read these sentences and summarize what they have in common. She and Linda became very close. 她和琳达变得很亲密。 She is very close to her father. 她和父亲关系很亲密。 be close to (距离)近，紧靠；(关系)亲近，亲密 Language Points point point point 2. They are always close to each other. (教材56页 2) close在此处作形容词，意为“接近的；亲近的，亲密的”。 常见短语为：be close to sb. 与某人很亲密。 (指向目标2） They looked each other and laughed. 他们彼此看了看便笑了起来。 They were always supportive of each other. 他们总是互相帮助。 each other 互相，彼此 Language Points point point point 2. They are always close to each other. (教材56页 2) Each other意为“互相，彼此”，等同于one another. (指向目标2） Tom said that he did not have any money at all. 汤姆说他一点钱也没有。 The outcome didn’t surprise me at all. 这一结果完全在我的意料之中。 not…at all 完全不，从未 Language Points point point point 3. But Robert has a serious disease and cannot move at all. (教材56页 2) Not… at all意为“一点也不”，表示完全不同意或否定某种情况。 (指向目标2） I want to join the art club. 我想加入美术社团。 She likes to join us in a walk. 她喜欢和我们一起散步。 join v. 加入；参加 Language Points point point point 4. He wanted to join the other kids. (教材56页 2) Join在此处作动词，意为“加入和某人一起（做某事）”，常见短语为：join sb. (in doing sth.)/(in sth.)加入某人一起做某事。此外，join还表示“加入（进入）某个组织、社团”。 (指向目标2） Can I join in/take part in the game? 我可以参加这个游戏吗？ Really? I’d like to take part in. 真的吗？我也要参加。 take part in 加入；参加 Language Points point point point 5. Now the brothers often take part in bike races together. (教材57页 2) Take part in 意为“参与某项活动” 。join in和take part in常互换使用。 (指向目标2） The car refuses to start. 汽车发动不起来。 I refused to take part in anything that is illegal. 我拒绝参加任何非法的活动。 Refuse is collectd twice a week. 垃圾每星期清扫两次。 refuse v. 拒绝 Language Points point point point 6. But John refuses to race without his brother. (教材57页 2) Refuse在此处作动词，意为“拒绝”，常见搭配为：refuse to do sth. 拒绝做某事；refuse sth. 拒绝某事或某物。此外，refuse也可作名词， 意为“垃圾，废物” 。 (指向目标2） It doesn’t matter if anyone believes us or not. 不管是否有人相信我们都没关系。 -I’m sorry. -抱歉。 -It doesn't matter.  -不要紧。 What’s the matter? 出什么事了？ This is just a matter of wording. 这只是个措辞的问题。 matter v. 重要；要紧 point point point 5. For the Tayor brothers, the result doesn’t really matter.(教材57页 2) Language Points Matter作动词表示“要紧、事关重大”。此外， matter也可作名词 “事情”、“一个...的问题”、“物质”。 (指向目标2） Language Points point point point 1. John saw Robert's sad face and wanted to help. One day, he found a way out 2.I must find a way out! 3.He could think of no way out. way out   出路，摆脱困境的办法 (指向目标2） Language Points point point point 1. John saw Robert's sad face and wanted to help. One day, he found a way out 2.I must find a way out! way out   出路，摆脱困境的办法 (指向目标2） Language Points point point point 1.It is hard for John to pull Robert's trailer. 2. It is hard to lift stones this size. 3.It was hard to finish the marathon, but it felt good. it is hard to do sth.   做……·很辛苦 (指向目标2） 写作目标 Write a passage about family support. 结构清晰，内容合理，语句通顺，语法正确； 书写规范，60词左右。 本单元以“家庭纽带”为话题，要求学生能够写一篇文章说明自己家庭中的互相支持。 家庭是什么？你的家人之间是如何互相支撑的。为探索家庭的意义，请写一篇文章阐述你家庭中互相支持的时刻或事迹。 写作任务 写作要求 (指向目标3） Let’s review the structure! Who is in the story? __________________________. What happened? At first __________________________. Then __________________________. At last __________________________. Now __________________________. What does the writer think of them? __________________________. Rising Action Character Beginning Climax Ending Comment from the writer Pre-writing (指向目标3） Step 1 Think of a moment. (回忆某个时刻。) When did your family member support each other? 教师随机邀请部分学生简短分享。 Pre-writing (指向目标3） Step 2 Finish your outline.（完成提纲） Who were the family members? __________________________. What happened? At first __________________________. Then __________________________. At last __________________________. Now __________________________. What do you think of the family members? __________________________. Rising Action 教师提示学生写作中要注意时态使用以及代词使用。 Character Beginning Climax Ending Comment from the writer While-writing (指向目标3） Simple past tense 一般过去时 主+动词过去式+… Who were the family members? __________________________. What happened? At first __________________________. Then __________________________. At last __________________________. Now __________________________. What do you think of the family members? __________________________. Step 3 Draft your writing according to your outline. I love my family and we always support each other. One day, … At first, … Then, … At last, … and now… I think he/she… Tip: 英语中代词指代五大原则 一致性原则 清晰度原则 近指原则 先行词原则 上下文原则 While-writing (指向目标3） Write a short paragraph about your family members' support. Who were the family members? What happened? At first Then Now At last What do you think of the family members? I love my family and we always support each other.Last Wednesday, my sister, my parents, and I went on a picnic in the park. At first, we were all very excited and had a great time playing games. Then, it started to rain, and we had to quickly pack up and run for shelter. Now, we are back home, safe and sound, but a little wet. At last, we decided to have a cozy indoor movie night instead. I think the family members are very adaptable and supportive of each other, even when things don't go as planned. (指向目标3） 根据故事山，总结出文中所需包含的点 Rating items Scores 1 2 3 4 5 Have a nice handwriting. Use the appropriate tense. Use correct grammar and sentence structure. Include a clear structure: Beginning rising action climax falling action ending Describe your family members' support clearly. Write your own comments. Post-writing Checklist 20-25 Excellent writer 15-19 Great writer 0-15 Writer needs improving (指向目标4） Rating items Scores 1 2 3 4 5 Have a nice handwriting. Use the appropriate tense. Use correct grammar and sentence structure. Include a clear structure: Beginning rising action climax falling action ending Describe your family members' support clearly. Write your own comments. Post-writing peer evaluation Share your passage with the class！ (指向目标4） 2. Why does the woman refuse _______(drink) the tea? 3. After she finished ______( read)the story, wrote a review for her school newspaper. 4. The two brothers are really close ___ (介词）each other. 5.He could think of no----------- (出路） 一、单项选择题 1._____Day(教师节） is coming. I will buy some flowers for Miss Wu. Exercise Teachers' to drink reading to  way out (指向目标4） 评价内容 评价标准 小组得分（组长负责） （第 组） 一、变式朗读课文，巩固Racing Together故事山。(指向目标1) 比较准确地朗读课文。(自评) 1.站起来回答问题规则： 1号得1分、2号得2分、 3号得3分、4号得4分。(一颗星=一分,1题1星) 二、通过分析例句特点，归纳名词所有格及其他language points的用法。(指向目标2) 准确的归纳名词所有格用法。(生互评＋师评) 三、获取与梳理语篇中第一节课的信息，内话语言，write a paragraph about your family support。全班展示自己的写作并评价！(指向目标3) 准确用记叙文写作要素进行写作。(自评，小组互评+师评) 四、全班展示自己的写作并评价！Do exercise。(指向目标4) 准确流畅的进行表述表述，准确的做题。(自评，生互评，小组互评+师评) A>=30✮ B>=20✮ C<15✮ How many stars did you get in this class?/the group winner 28 Basic 在作业本上继续修改写作，并在本周内上交。 课后与家人讨论，了解大家感受到来自家庭支持的时刻，感悟亲情纽带。 课后征得家人同意，从家里带几张家庭的照片，并预习“Presenting ideas”. Improving Extend 必做 选做 选做 Thank you! null 130146.93 $$