Teaching content

Unit 3 Family ties  Understanding ideas I

主备人

章东凤

参备人

徐杨,李玉,刘利杰

使用年级

七年级

集体备课时间：2024.11.5

使用时间：2024.11.7

Analysis  

of  the

Teaching  

Material

What:The passage   describes a story of a young man who inherits his father's job as a postman.   Through their journey together, the son gradually understands the hardships   and silent love of his father. The core theme revolves around the transfer   and understanding of fatherly love, and the traditional way this love is   expressed in Chinese families.

How:The author aims to   convey an appreciation for traditional Chinese family values, particularly   the deep and implicit expression of fatherly love. The story showcases the   father’s deep care for his son, which, although not openly shown, is as   steadfast and enduring as a mountain. The author intends to make readers feel   this silent love, understand the father’s vital role in the son's growth, and   reflect on their own family relationships.

Why:The   passage uses a narrative approach, depicting the emotional journey between   the father and son during their walk along the mountain road. The structure   is clear, starting with the son taking over his father's job, moving through the   journey where mutual care is shown, and culminating in the deepening of their   emotional bond. The language employs contrast, such as the comparison between   the son carrying the father across the river and the father carrying the son   in the past, enhancing emotional depth. The passage also uses metaphor and   symbolism, comparing fatherly love to a "mountain," highlighting   its stability and subtlety. The language is simple yet emotionally resonant,   making it accessible for middle school students while also evoking an   emotional response.

Analysis of  the

Target  Students

1.学生特点:

年龄与发展阶段:七年级学生通常在12至13岁左右，正处于青春期初期,这个阶段的孩子在身体、情感和认知上都有显著的变化。

社会情感发展:他们可能开始意识到家庭关系的复杂性，对家庭问题有自己的看法,但可能缺乏解决问题的有效策略。

英语能力:学生可能基础英语知识掌握不够牢固,在表达复杂情感和讨论深层次问题时可能遇到困难。

2.学习需求:

语言技能:需要提升在英语中表达情感、需求和意见的能力，以及理解他人观点的技巧。

情感教育:学习如何以健康的方式处理情绪,以及如何在家庭中建立良好的沟通模式。

解决问题的能力:掌握解决家庭问题的基本步骤,如识别问题、寻找解决方案、协商和达成共识。

Teaching  

objectives

Language Skills:

Students will be able to use vocabulary and expressions   related to family activities and relationships.

Students will be able to describe family moments using the   present continuous tense correctly.

Thinking Skills:

Students will develop critical thinking skills through   analyzing family relationships and identifying the importance of empathy and   communication.

Cultural Awareness:

Students will understand and appreciate the significance   of family ties across cultures.

Emotional Intelligence:

Students will reflect on the   meaning of family and the support they receive from their families.

Teaching key points & difficult points

1.Understand the concept of   "silent love" as presented in the film Postmen in the Mountains and   relate it to the broader theme of family relationships.

2.Analyze the emotional   dynamics between the father and son in the story, focusing on how their   actions reveal deeper feelings and traditional values.

3.Enhance their critical   thinking skills by comparing different cultural expressions of parental love,   and discussing how these are depicted in the text.

4.Reflect on their own family relationships and consider   how love and care are expressed in different ways, fostering a deeper   appreciation for the subtle expressions of affection in their own lives.

Teaching

and

learning  methods

Teaching methods:

Task-based approach, the communicative   approach

1.Individual learning;     2. Cooperation

Teaching Procedures

Stage 1: Pre-reading (Building Context and Anticipation)

In this stage, students will engage with visual stimuli to   activate their prior knowledge about family relationships and activities. By   analyzing images, they will begin to make connections between the visual   content and the themes of the upcoming reading. This will be followed by a   predictive exercise where students anticipate the content of the text based   on the title and visuals, helping them to set a purpose for reading.

Step1: The lesson begins with the teacher displaying several   pictures that show various family activities, such as cooking together,   having dinner, hiking, or doing homework. The teacher asks the students   questions like:

1)          What are the relationships between these people?

2)          What is each family doing in the pictures?

Students will share their observations, and the teacher   will guide them to reflect on the significance of these family activities.

Step2: The teacher prompts students to consider the specific   roles each family member plays in their own households. The teacher asks,   "What does each person in your family do?" The teacher then   introduces the acronym for "FAMILY" (Father And Mother I Love You)   to highlight the importance of each family member's contribution.

Step3: The teacher then introduces an exercise where students   look at additional images and answer questions designed to make them think   more deeply about their family relationships. The teacher asks:

1)          "Which picture reminds you of your father?"

2)          "How can you describe your father and his love for   you?"

Using words such as "silent," "heart,"   "home," and "love," students describe how their fathers   show love and care.

Step4: Finally, the teacher introduces the title of the reading   passage to the class and encourages students to predict what the text might   be about.

1)          "What do you think this passage will be about?"

2)          "Based on the images we’ve seen, what themes or   scenarios might the text explore?"

Students discuss their predictions in pairs or small   groups and then share with the whole class.

Stage2: While-reading (Deepening Understanding through   Textual Analysis)

During this stage, students will focus on extracting key   details from the text to understand the complexity of family relationships,   particularly the father-son dynamic. They will begin with a general overview   to ensure comprehension of the main ideas, followed by a more detailed   analysis where they examine specific sections of the text in small groups.   This stage culminates in a class discussion where students share their   insights and deepen their understanding through collaborative learning.

Step1: Students will skim the text to get a general   understanding of its content. They will be asked questions such as,

1)          “What text type is this passage?”

2)          "What is the main idea of this passage?"

3)          "What key events or actions are described?"

Step2: The teacher divides the passage into several sections   ,focusing on how the author describes the relationship between the father and   son, and the emotions involved. Guiding questions might include, "How   does the author depict the changes in the relationship between the father and   son?" and "What emotions are highlighted in this section?"   Students will then discuss their findings within their groups and prepare to   present them to the class.

Step3: Students show their analysis to the class, highlighting   how the text portrays the father-son relationship and the emotional   undertones. After each presentation, the teacher provides feedback and   encourages other students to ask questions or add their insights. The teacher   concludes the discussion by summarizing the key points and themes of the   text, ensuring that all students have a clear understanding of the passage’s   main messages.

Stage3: Post-reading (Reflecting on Themes and Applying   Language Skills)

In this stage, students will consolidate their   understanding of the text by reflecting on the characteristics of the father   and son in the story. They will analyze how these characters are portrayed,   select appropriate descriptive words, and justify their choices. This will be   followed by a personal reflection where students express their interest in   watching the film based on their understanding of the text. They will compare   these depictions with their own experiences, fostering personal connections   with the material. Additionally, they will focus on key vocabulary and   expressions from the text, applying these in context to solidify their language   skills.

Step1: After discussing the overall content of the text,   students are asked to think critically about the characters of the father and   son. They are instructed to choose three words that best describe each   character, based on the text. For example, for the father, they might choose   words like "Hard-working," "Absent," and   "Companionable," and for the son, words like   "Responsible," "Supportive," and   "Understanding." Students are then asked to provide reasons for   their choices, supported by evidence from the text. The teacher reminds   students of the tip: "Actions speak louder than words," encouraging   them to focus on the characters' actions as a basis for their descriptions.

Step2: Following this analysis, the teacher prompts students to   reflect on whether they would like to watch the film after reading the review   of the story. Students are given the opportunity to express their thoughts by   completing sentences such as, "Yes, I want to watch the film because   ________" or "No, I do not want to watch the film because   ________." This activity allows students to connect their understanding   of the text with their personal preferences and interests, further   reinforcing their engagement with the material.

Step3: The class engages in a discussion focused on comparing   the depiction of fatherly love in the text with the students' own experiences   of family relationships. Questions such as, "How does the father’s love   in the text compare to how love is expressed in your family?" and   "In your family, how do your parents show their care and   affection?" guide the discussion. Students share personal stories and   draw parallels between the text and their own lives, helping them to connect   emotionally and intellectually with the material.

IV.Assignment (Extending Learning Beyond the Classroom)

In this final stage, students will be assigned tasks that   extend their learning beyond the classroom. These tasks are designed to   reinforce the lesson's themes and encourage further exploration of the   material in different contexts.

Must-do:

Please go online to research more information about the   touching moments in this movie and then share them with us in the next   lesson.

Optional:     

Watch the film after class and write down your review.

Step9: Assessment

Formative Assessment: Observe students' participation in   class discussions, pair work, and the creative task.

Summative Assessment: Evaluate the essay homework for   fluency, accuracy, and depth of reflection on family values.

板书设计（Board   Plan）:

                Unit   3 Family ties  Understanding ideas I

重点单词：

silent不作声的     mountain高山   road 马路  handsome   英俊的    strict严格的   follow跟着   postman 邮递员       touching 感人的    serve 供职  area 区域

absent 缺席的 seldom 很少，不常     position 职位

重点句子：

It’s a touching story about the love between   father and son.

这是一个关于父子之间爱的感人故事。

He was often absent from home and the son seldom   saw him.

她经常不在家，儿子很少见到他。

It brings back the father’s memory of carrying   the son on his back.

这让父亲想起了以前背着儿子的情景。

His love may be silent. But like a mountain, it   is always there.

他的爱或许是沉默的。但却如山一般始终存在。