Unit3FamilytiesUnderstandingideas教學(xué)設(shè)計(jì)2024-2025學(xué)年英語(yǔ)七年級(jí)上冊(cè)

Unit3FamilytiesUnderstandingideas教學(xué)設(shè)計(jì)

I.Analysis

ofthetext

What

Thepassagedescribesastoryofayoungmanwhoinheritshisfather'sjobasapostman.Throughtheirjourneytogether,thesongraduallyunderstandsthehardshipsandsilentloveofhisfather.Thecorethemerevolvesaroundthetransferandunderstandingoffatherlylove,andthetraditionalwaythisloveisexpressedinChinesefamilies.

Why

TheauthoraimstoconveyanappreciationfortraditionalChinesefamilyvalues,particularlythedeepandimplicitexpressionoffatherlylove.Thestoryshowcasesthefather’sdeepcareforhisson,which,althoughnotopenlyshown,isassteadfastandenduringasamountain.Theauthorintendstomakereadersfeelthissilentlove,understandthefather’svitalroleintheson'sgrowth,andreflectontheirownfamilyrelationships.

How

Thepassageusesanarrativeapproach,depictingtheemotionaljourneybetweenthefatherandsonduringtheirwalkalongthemountainroad.Thestructureisclear,startingwiththesontakingoverhisfather'sjob,movingthroughthejourneywheremutualcareisshown,andculminatinginthedeepeningoftheiremotionalbond.Thelanguageemployscontrast,suchastheparisonbetweenthesoncarryingthefatheracrosstheriverandthefathercarryingthesoninthepast,enhancingemotionaldepth.Thepassagealsousesmetaphorandsymbolism,paringfatherlylovetoa"mountain,"highlightingitsstabilityandsubtlety.Thelanguageissimpleyetemotionallyresonant,makingitaccessibleformiddleschoolstudentswhilealsoevokinganemotionalresponse.

II.TeachingObjectives

Bytheendoftheclass,studentswillbeableto:

1.Understandtheconceptof"silentlove"aspresentedinthefilmPostmenintheMountainsandrelateittothebroaderthemeoffamilyrelationships.

2.Analyzetheemotionaldynamicsbetweenthefatherandsoninthestory,focusingonhowtheiractionsrevealdeeperfeelingsandtraditionalvalues.

3.Enhancetheircriticalthinkingskillsbyparingdifferentculturalexpressionsofparentallove,anddiscussinghowthesearedepictedinthetext.

4.Reflectontheirownfamilyrelationshipsandconsiderhowloveandcareareexpressedindifferentways,fosteringadeeperappreciationforthesubtleexpressionsofaffectionintheirownlives.

III.TeachingProcedures

Stage1:Prereading(BuildingContextandAnticipation)

Inthisstage,studentswillengagewithvisualstimulitoactivatetheirpriorknowledgeaboutfamilyrelationshipsandactivities.Byanalyzingimages,theywillbegintomakeconnectionsbetweenthevisualcontentandthethemesoftheupingreading.Thiswillbefollowedbyapredictiveexercisewherestudentsanticipatethecontentofthetextbasedonthetitleandvisuals,helpingthemtosetapurposeforreading.

Step1:Thelessonbeginswiththeteacherdisplayingseveralpicturesthatshowvariousfamilyactivities,suchascookingtogether,havingdinner,hiking,ordoinghomework.Theteacherasksthestudentsquestionslike:

Whataretherelationshipsbetweenthesepeople?

Whatiseachfamilydoinginthepictures?

Studentswillsharetheirobservations,andtheteacherwillguidethemtoreflectonthesignificanceofthesefamilyactivities.

Step2:Theteacherpromptsstudentstoconsiderthespecificroleseachfamilymemberplaysintheirownhouseholds.Theteacherasks,"Whatdoeseachpersoninyourfamilydo?"Theteacherthenintroducestheacronymfor"FAMILY"(FatherAndMotherILoveYou)tohighlighttheimportanceofeachfamilymember'scontribution.

Step3:Theteacherthenintroducesanexercisewherestudentslookatadditionalimagesandanswerquestionsdesignedtomakethemthinkmoredeeplyabouttheirfamilyrelationships.Theteacherasks:

"Whichpictureremindsyouofyourfather?"

"Howcanyoudescribeyourfatherandhisloveforyou?"

Usingwordssuchas"silent,""heart,""home,"and"love,"studentsdescribehowtheirfathersshowloveandcare.

Step4:Finally,theteacherintroducesthetitleofthereadingpassagetotheclassandencouragesstudentstopredictwhatthetextmightbeabout.

"Whatdoyouthinkthispassagewillbeabout?"

"Basedontheimageswe’veseen,whatthemesorscenariosmightthetextexplore?"

Studentsdiscusstheirpredictionsinpairsorsmallgroupsandthensharewiththewholeclass.

Stage2:Whilereading(DeepeningUnderstandingthroughTextualAnalysis)

Duringthisstage,studentswillfocusonextractingkeydetailsfromthetexttounderstandtheplexityoffamilyrelationships,particularlythefathersondynamic.Theywillbeginwithageneraloverviewtoensureprehensionofthemainideas,followedbyamoredetailedanalysiswheretheyexaminespecificsectionsofthetextinsmallgroups.Thisstageculminatesinaclassdiscussionwherestudentssharetheirinsightsanddeepentheirunderstandingthroughcollaborativelearning.

Step1:Studentswillskimthetexttogetageneralunderstandingofitscontent.Theywillbeaskedquestionssuchas,

“Whattexttypeisthispassage?”

"Whatisthemainideaofthispassage?"

"Whatkeyeventsoractionsaredescribed?"

Step2:Theteacherdividesthepassageintoseveralsections,focusingonhowtheauthordescribestherelationshipbetweenthefatherandson,andtheemotionsinvolved.Guidingquestionsmightinclude,"Howdoestheauthordepictthechangesintherelationshipbetweenthefatherandson?"and"Whatemotionsarehighlightedinthissection?"Studentswillthendiscusstheirfindingswithintheirgroupsandpreparetopresentthemtotheclass.

Step3:Studentsshowtheiranalysistotheclass,highlightinghowthetextportraysthefathersonrelationshipandtheemotionalundertones.Aftereachpresentation,theteacherprovidesfeedbackandencouragesotherstudentstoaskquestionsoraddtheirinsights.Theteacherconcludesthediscussionbysummarizingthekeypointsandthemesofthetext,ensuringthatallstudentshaveaclearunderstandingofthepassage’smainmessages.

Stage3:Postreading(ReflectingonThemesandApplyingLanguageSkills)

Inthisstage,studentswillconsolidatetheirunderstandingofthetextbyreflectingonthecharacteristicsofthefatherandsoninthestory.Theywillanalyzehowthesecharactersareportrayed,selectappropriatedescriptivewords,andjustifytheirchoices.Thiswillbefollowedbyapersonalreflectionwherestudentsexpresstheirinterestinwatchingthefilmbasedontheirunderstandingofthetext.Theywillparethesedepictionswiththeirownexperiences,fosteringpersonalconnectionswiththematerial.Additionally,theywillfocusonkeyvocabularyandexpressionsfromthetext,applyingtheseincontexttosolidifytheirlanguageskills.

Step1:Afterdiscussingtheoverallcontentofthetext,studentsareaskedtothinkcriticallyaboutthecharactersofthefatherandson.Theyareinstructedtochoosethreewordsthatbestdescribeeachcharacter,basedonthetext.Forexample,forthefather,theymightchoosewordslike"Hardworking,""Absent,"and"panionable,"andfortheson,wordslike"Responsible,""Supportive,"and"Understanding."Studentsarethenaskedtoprovidereasonsfortheirchoices,supportedbyevidencefromthetext.Theteacherremindsstudentsofthetip:"Actionsspeaklouderthanwords,"encouragingthemtofocusonthecharacters'actionsasabasisfortheirdescriptions.

Step2:Followingthisanalysis,theteacherpromptsstudentstoreflectonwhethertheywouldliketowatchthefilmafterreadingthereviewofthestory.Studentsaregiventheopportunitytoexpresstheirthoughtsbypletingsentencessuchas,"Yes,Iwanttowatchthefilmbecause__________"or"No,Idonotwanttowatchthefilmbecause__________."Thisactivityallowsstudentstoconnecttheirunderstandingofthetextwiththeirpersonalpreferencesandinterests,furtherreinforcingtheirengagementwiththematerial.

Step3:Theclassengagesinadiscussionfocusedonparingthedepictionoffatherlyloveinthetextwiththestuden