Unit 3 Family ties Understanding ideas 教案-2024-2025学年外研版（2024）英语七年级上册

教学设计 课题 Unit 3 Family ties Understanding ideas 课时 1 教学目标 Language Ability: Comprehend family-related texts using keywords (e.g., ancestor, sibling) and identify main ideas in listening/speaking materials. Cultural Awareness: Explore cultural meanings behind family traditions (e.g., festivals, rituals) and recognize global family dynamics. Thinking Quality: Analyze text structures (cause-effect, problem-solution) to infer family relationships and emotional contexts. Learning Ability: Develop skimming & scanning skills for family-themed articles and summarize information effectively. 重难点 Key Points: Reading strategies (predicting, inferring), listening for specific family details, and summarizing text . Difficult Points: Distinguishing between literal & implied meanings in family narratives, interpreting cultural metaphors (e.g., "family tree"), and integrating multi-source information (audio-visual + text) accurately. 教学环节 学习活动 新课教学 1. Greetings and Warm - up (5 minutes) Teacher: Good morning/afternoon, dear students! How’s your day going so far? I’m really excited to explore the world of family ties with you today. Before we jump into our main content, let’s play a little game. I’ll say a word related to family, and you quickly tell me another word that comes to your mind. For example, if I say “father,” you might say “mother.” Ready? Brother. Student 1: Sister. Teacher: Excellent! Aunt. Student 2: Uncle. Teacher: Great job! Family. Student 3: Love. Teacher: That’s a wonderful association! This little game shows that you already have a good sense of family - related concepts. Now, let’s get started with our lesson “Understanding Ideas” about family ties. 2. Lead - in (8 minutes) Teacher: Look at the pictures on the screen. (Show various pictures of different families in different situations, such as a family having a meal together, a family celebrating a birthday, a family helping each other with chores) What can you see in these pictures? Talk to your partner next to you for one minute and share your observations. (Students discuss with their partners) Teacher: Okay, time’s up. Who’d like to share what you talked about? Student 4: I saw a family eating together, and they looked very happy. Teacher: That’s a great observation. And? Student 5: There was a picture of a family cleaning the house together. They seemed to be working as a team. Teacher: Exactly! These pictures tell us that families do many things together, and there are all kinds of interactions within a family. Now, think about your own family. What are some special things your family does together? Raise your hand and share with the class. Student 6: My family goes on a picnic every month. We enjoy the food and play games there. Teacher: That sounds like a lot of fun! It’s a great way to strengthen family ties. Any other examples? Student 7: We watch movies together on weekends and have popcorn. Teacher: Lovely! These shared activities are important parts of family life, and they help us understand the concept of family ties better. 3. Pre - reading (10 minutes) Teacher: Now, we’re going to read a passage about family ties. But before that, let’s learn some new words and phrases that will help us understand the text. (Show the words and phrases on the screen, such as “bond,” “cherish,” “cooperate,” “sacrifice,” and explain their meanings with examples) For example, “bond” means a close connection. The bond between a mother and her child is very strong. Repeat the words after me. Bond... Students: Bond... Teacher: Cherish... Students: Cherish... Teacher: Good. Now, I’ll give you a few minutes to copy these words and phrases into your notebooks and try to make your own sentences using them. (Students write the words and make sentences) Teacher: Let’s check some of your sentences. Who wants to share? Student 8: I cherish the time I spend with my grandparents. Teacher: Perfect! That’s a great use of the word. Another student? Student 9: My family members always cooperate when we clean the house. Teacher: Well done! These words and phrases will be very useful when we read the passage. 4. Reading Process (25 minutes) Skimming (5 minutes) Teacher: Now, it’s time to read the passage. First, I want you to skim through the text quickly. Skimming means looking through the text fast to get the main idea. Don’t read every word carefully. Just look at the title, headings, and the first and last sentences of each paragraph. You have 3 minutes. After that, I’ll ask you what the passage is mainly about. (Students skim the passage) Teacher: Okay, stop. Can someone tell me the main idea of the passage? Student 10: The passage is about different ways families show their love and how important family ties are. Teacher: That’s right! You did a great job skimming the text. Skimming helps us get a general understanding of the text before we read it in detail. Scanning (8 minutes) Teacher: Next, we’ll do some scanning. Scanning means looking for specific information in the text. I’ll give you some questions, and you need to find the answers in the passage as quickly as possible. (Show the questions on the screen, such as “What are some activities families do together according to the passage?” “Who usually makes sacrifices in a family?”) You have 5 minutes to find the answers. Start! (Students scan the text to find the answers) Teacher: Time’s up. Let’s answer the questions one by one. For the first question, who can tell me? Student 11: The passage says families eat meals together, celebrate festivals together, and help each other with problems. Teacher: Correct! And for the second question? Student 12: Parents usually make sacrifices in a family, like giving up their free time to take care of their children. Teacher: Well done! Scanning helps us find specific details in the text, which is very useful for understanding the passage better. In - depth Reading and Comprehension (12 minutes) Teacher: Now, let’s read the passage again, but this time, read it more carefully. While reading, think about the following questions: What do you think is the most important factor that strengthens family ties? How do the examples in the passage help you understand family ties? Discuss these questions with your group members for 5 minutes. (Students read the passage carefully and discuss in groups) Teacher: (Walk around the classroom, listen to the discussions, and offer help if needed) Okay, time’s up. Which group wants to share your thoughts? Group 1 Representative: We think communication is the most important factor. In the passage, it shows that when families talk to each other, they understand each other better, and this makes their relationship stronger. Teacher: That’s a very good point. Can you give an example from the passage? Group 1 Representative: When the family members share their daily experiences at the dinner table, they get to know each other’s feelings and thoughts. Teacher: Excellent! Another group? Group 2 Representative: We believe that doing things together, like celebrating festivals, is the most important. It creates happy memories, and these memories strengthen the family ties. Teacher: Great thinking! Your analysis helps us understand the passage more deeply. 5. Post - reading Activities (15 minutes) Role - play (7 minutes) Teacher: Let’s do a role - play activity. I’ll give each group a family - related situation card. For example, one card might say “A family is having a discussion about where to go on vacation.” Another could be “A family is solving a problem about a sibling’s quarrel.” You need to act out the situation in English, using the words and ideas from the passage we just read. You have 3 minutes to prepare, and then each group will perform in front of the class. (Distribute the situation cards, and students prepare in groups) Teacher: Alright, Group 1, it’s your turn to perform. Group 1: (Act out the family discussion about vacation. They use sentences like “I think we should go to the beach because we can enjoy the sunshine and play in the water.” “But I prefer the mountains. It’s more peaceful there.”) Teacher: Well done, Group 1! Your acting was great, and you used the English very well. Now, Group 2. Group 2: (Perform the scene of solving the sibling quarrel. They say things like “We should respect each other’s opinions. Let’s find a solution that makes both of us happy.”) Teacher: Excellent! Your role - plays show that you really understand the ideas about family ties. Discussion and Opinion Sharing (8 minutes) Teacher: Now, let’s have a class discussion. Do you think family ties are as strong in modern society as they were in the past? Why or why not? Share your opinions with the class. You can use examples from your own life or what you’ve read and seen. Student 13: I think family ties are still strong. For example, my family members always support me when I have difficulties, just like in the old days. Teacher: That’s a positive view. Any different opinions? Student 14: I feel that family ties may be a little weaker nowadays because many people are too busy with their work and studies. They don’t have enough time to spend with their families. Teacher: That’s an interesting point. What do other students think? Let’s have a lively discussion. (Students continue to share their opinions and discuss with each other) 6. Summary and Homework (7 minutes) Summary (3 minutes) Teacher: Let’s summarize what we’ve learned today. We learned some new words and phrases related to family ties. We practiced skimming and scanning to understand a passage about family ties. Through role - plays and discussions, we expressed our understanding of family ties and shared different opinions. Who can briefly tell me one important thing you learned today? Student 15: I learned that doing things together and communicating are important for strong family ties. Teacher: Great! Another student? Student 16: I understood how to find information in a passage by skimming and scanning. Teacher: Excellent! These are all very valuable things we’ve learned. Homework (4 minutes) Teacher: For homework, I want you to write a short essay about your own family ties. You can include answers to the following questions: What makes your family special? How do you and your family members strengthen your family ties? Use at least 5 new words or phrases we learned today. Also, you can draw a small picture related to your family essay. Hand in your homework next class. Do you have any questions about the homework? Students: (Ask questions if they have any) Teacher: Alright, class. That’s all for today. I hope you’ll keep thinking about family ties and cherish your families. Have a great day, and see you next time! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$