Unit2We'reFamily!SectionBProject

Studentscanmasterthevocabularyrelatedtofamilyrelationships,suchasgrandfather,grandmother,uncle,aunt,cousin,etc.,andusethemcorrectlyinthecontext.

e.g.e.g.canunderstandandusethepossessivenouns(e.g.,myfather'sjob,mysister'shobby)andpresentsimpletense(e.g.,Myfatherlikesreading.Mysistergoestoschoolbybike.)todescribefamilymembers.

Studentscanunderstandthestructureandelementsofafamilytreeandbeabletocreateasimplefamilytreefortheirownfamilies.

1.TeachingKeyPoints

Thevocabularyandexpressionsrelatedtofamilyrelationships.

Howtomakeafamilytreecorrectlyanduseitasatooltointroducefamilymembers.

Thewritingandoralpresentationoffamilyintroductions.

2.TeachingDifficultPoints

HowtohelpstudentsaccuratelydescribeplexfamilyrelationshipsinEnglish.

Howtoguidestudentstoorganizetheirwritingideasandmaketheirfamilyintroductionsmorelogicalandvivid.

Howtoencouragestudentswithlowconfidencetoactivelyparticipateinclasspresentations.

Thisunitfocusesonthethemeof"family".Asanimportantpartofthisunit,theprojectinSectionBrequiresstudentstocreatetheirownfamilytreesandintroducetheirfamilies.Itisaprehensivepracticeactivitythatbinesthevocabulary,sentencepatterns,andgrammarknowledgelearnedinthisunit.Throughthisproject,studentscannotonlystrengthentheirlanguageskillsbutalsoenhancetheirunderstandingoffamilyrelationshipsandthesignificanceoffamily,whichisinlinewiththecurriculumstandard'srequirementofcultivatingstudents'prehensivelanguageapplicationabilityandpromotingtheiremotionalvalues.

Vocabulary:Studentshavealreadylearnedsomebasicfamilyrelatedvocabularyinpreviouslessons,suchasfather,mother,sister,brother,etc.Theyalsohaveacertainunderstandingofsomeadjectivesusedtodescribepeople,likekind,friendly,tall,short,etc.

my...is...atterns:Theycanusesimplesentencepatternstointroducefamilymembers,suchas"Thisismy...","He/Sheis...".Andtheyhaveabasicunderstandingofthepresentsimpletense,whichcanbeusedtodescribefamilymembers'generalsituations.

LearningAbilities:Seventhgradestudentsareintheprocessofdevelopingtheirlearningabilities.Theyhaveacertainabilitytoobserve,think,andimitate.Theyarealsomoreinterestedinactivitiesthatareclosetotheirreallife,liketalkingabouttheirownfamilies.

教學(xué)環(huán)節(jié)一Warmingup

Leadin

Activity:Showstudentssomepicturesofdifferentfamilies,includingnuclearfamilies,extendedfamilies,andsingleparentfamilies.Askstudentstoobservethepicturesandanswerthefollowingquestions:

Howmanypeoplearethereineachfamily?

Whoarethey?Canyounametheirrelationships?

Purpose:Thisactivitycanarousestudents'interestinthetopicoffamilyandreviewthebasicfamilyrelatedvocabularytheyhavelearnedbefore,layingafoundationforthefollowinglearning.

教學(xué)環(huán)節(jié)二TeachingProcedures

KnowledgePresentation

VocabularyTeaching:Presentsomenewvocabularyaboutfamilyrelationshipsthatstudentsmaynotbefamiliarwith,suchasgrandfather/grandpa,grandmother/grandma,uncle,aunt,cousin,nephew,niece.Usepicturesorreallifeexamplestohelpstudentsunderstandandrememberthesewords.Forexample,showapictureofafamilygatheringandpointtodifferentpeopletointroducetheirEnglishnames.

FamilyTreeStructureIntroduction:ShowstudentsasamplefamilytreeontheblackboardorPPT.Explainthestructureofthefamilytree,suchasthetoplevelrepresentstheoldestgeneration(usuallygrandparents),themiddlelevelrepresentsparents'generation,andthebottomlevelrepresentschildren'sgeneration.Also,explainhowtouselinestoconnectfamilymemberstoshowtheirrelationships.

Purpose:Letstudentsmasternewvocabularyandunderstandthebasicstructureofafamilytree,whichisnecessaryforthefollowingprojectimplementation.

GuidedPractice

Activity:Dividestudentsintosmallgroupsof45people.Giveeachgroupapieceoflargepaperandsomemarkers.Letthemstarttodrawasimplefamilytreeforafictionalfamilyaccordingtotheteacher'sdescription.Theteacherdescribesafamilylikethis:"Therearethreegenerationsinthisfamily.GrandpaTomandGrandmaMaryareatthetop.Theyhavetwosons,JohnandDavid.JohnismarriedtoLucy,andtheyhaveadaughternamedLily.DavidismarriedtoSarah,andtheyhaveasonnamedJack."Whilestudentsaredrawing,theteacherwalksaroundtheclassroomtoprovideguidanceandanswertheirquestions.

Purpose:Throughthisgroupactivity,studentscanpracticeusingthevocabularyoffamilyrelationshipsandunderstandhowtoconstructafamilytreeundertheteacher'sguidance.Atthesametime,itcanalsocultivatestudents'cooperationability.

IndependentPractice

Activity:Askstudentstogobacktotheirseatsandstarttomaketheirownfamilytrees.Theyneedtocollectinformationabouttheirownfamilies,includingthenamesoffamilymembers,theirrelationships,andsomebasicinformation.ThendrawafamilytreeonapieceofA4paper.Afterthat,theyshouldwritesomenotesnexttoeachfamilymember,suchastheirages,occupations,andhobbies.Theteacherencouragesstudentstobecreative,forexample,theycanusedifferentcolorstorepresentdifferentgenerationsoraddsomesmallpicturesoftheirfamilymembers.

Purpose:Thisindependentpracticeallowsstudentstoapplywhattheyhavelearnedtotheirownfamilies.Itcannotonlyimprovetheirhandsonabilitybutalsohelpthembetterunderstandtheirownfamilystructures.

Writing

ModelReading:Showstudentsasamplepassageoffamilyintroduction.Forexample:

"MynameisTom.Ihaveabigandhappyfamily.Mygrandfatheris65yearsold.Heisakindandfunnyman.Helikesfishinginhisfreetime.Mygrandmotheris62.Sheisveryniceandlovescookingdeliciousmealsforus.Myfatherisadoctor.Heisbusybutalwaysfindstimetoplaywithme.Mymotherisateacher.Sheisverypatientandhelpsmewithmyhomework.Ialsohavealittlesister.HernameisLily.Sheis8yearsoldandverycute.Shelikesdrawingpictures.Ilovemyfamilyverymuch."

Analyzethestructureofthispassagewithstudents,includingthebeginning(introducingoneselfandthefamilyingeneral),themiddle(describingeachfamilymemberonebyone),andtheend(expressingloveforthefamily).Also,pointoutsomekeysentencepatternsandgrammarused,suchaspossessivenouns,presentsimpletense.

WritingTask:Askstudentstowriteapassagetointroducetheirfamiliesbasedonthefamilytreestheyhavemade.Theyshouldfollowthestructureofthemodelpassageandusethevocabularyandgrammartheyhavelearned.Theteacherwalksaroundtoprovideguidance,helpstudentscorrectgrammarmistakes,andgivesomesuggestionsonhowtomakethewritingmorevivid.

Purpose:Throughmodelreadingandwritingpractice,studentscanlearnhowtoorganizetheirthoughtsanduseappropriatelanguagetointroducetheirfamiliesinwriting,improvingtheirwritingability.

Presentation

Activity:Askseveralstudentstoetothefrontoftheclassandpresenttheirfamilytreesandintroductions.Eachstudentshouldholdtheirfamilytreeandreadtheirpassagealoud.Afterthepresentation,otherstudentscanasksomequestions,suchas"Whatdoesyourfatherliketodoonweekends?"or"Howoldisyourgrandmother?"Thepresentingstudentshouldanswerthesequestions.

Purpose:Thispresentationactivitycanimprovestudents'oralexpressionabilityandconfidence.Atthesametime,throughtheinteractio