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教学设计
课 题 Unit3 Family Matters Starting out & Understanding Ideas 学 科 英语 班 级 Class 授课教师
单 元目 标 1 语言能力目标能够理解与家庭生活有关的语篇要义，听懂并运用所学知识谈论与家庭关系有关的话题，运用所学语言知识描述家庭成员的外貌变化，向家庭成员表达歉意，恰当地使用不同时态叙述家庭往事。2 文化意识目标能够自觉传承中国家庭的优良传统，正确认识中外家庭观念和生活方式的异同，深入理解良好家庭关系的重要意义，不断丰富现代家庭观的基本内涵，形成正确的人生观、价值观。3 思维品质目标能够正确判断语篇中人物的观点和态度，评价不同人物的观点；能够概括与总结良好家庭关系的基本特征；能够联系自身实际，合理选择解决家庭矛盾的有效途径，积极探索构建现代和谐家庭的新方式。4 学习能力目标能够通过了解与家庭生活有关的内容，激发英语学习的兴趣；能够多渠道获取英语学习资源；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。
重 点 阅读文章，初步了解不同国家的家庭文化，快速获取细节信息,并对信息进行概括归纳。
难 点 掌握戏剧的文体特征、基本要素和常见阅读方法。
教 学方 法 Interactive Reading Approach & Scanning
教学内容与过程 Step1 Warming up教师带领学生观看视频，了解美国的家庭生活，初步导入单元主题。 第一步：播放视频，请学生通过画面和对白尝试回答以下问题。 第二步：学生分组展开讨论，对视频中的家庭生活作出评价。Watch the video and answer the questions. 1 What is the video mainly about 2 How do you feel about the family 参考答案 1 It’s about an American family welcoming Grandpa and exchanging presents with him. 2 Students’ own answers. 教学提示 教师在播放视频前，可与学生明确观看视频的具体任务及要求，请学生带着任务观看视频，获取并记录关键信息。教师也可根据学生的实际情况灵活处理视频播放的次数，可以通过字幕帮助学生更好地理解视频内容。 Step2 Starting out 教师引导学生谈论不同国家的家庭生活，激活已有的语言、 背景知识，激发对话题的兴趣，引发学生对家庭生活主题的初步思考。 第一步：学生分组看图片，并辨识各个图片分别体现了哪类家庭，简单介绍及评价这些家庭生活。 第二步：请学生联系自身情况，谈谈与哪种家庭生活或成员关系更能产生共鸣，并简要说明原因。 第三步：全班分享讨论结果，并请部分小组分享更多与家庭生活相关的故事。 第四步（适合程度较好的班级或学生）：学生联系自身情况，对比自己与图片中的家庭生活，初步思考中外家庭生活与家庭观念的异同。Look at the pictures and answer the questions. 1 What do you already know about these families Which family do you relate to most Give your reasons. 2 What other family stories do you know Step3 Understanding ideas Activity 1 Before-reading教师在读前活动帮助学生提前熟悉话题，激活背景知识。第一步：请学生根据自身情况独立完成勾选，并对所列内容进行适当补充。第二步：请个别学生分享答案，其他学生进行评价或补充。第三步：对全班的作答情况进行统计，了解班级学生愿意与父母交流的主要领域及不愿与父母谈及的话题，请学生对健康家庭关系的构建有初步的思考。Tick the things you would ask your parents about for advice.___school studies___friendship troubles___joining an after-school club___getting a new hairstyle___shopping for new clothes and shoes___choosing your future area of studyActivity 2 Scanning第一步：学生分组带着问题快速阅读课文，找到文章的主要内容。第二步：小组内核对答案，各组交流有效的戏剧阅读方法和技巧。Read the play and find out what conflict the son has with his father.○参考答案The son wants to have a career in music after graduating from senior high school, while his father wants him to go to university and become a lawyer.Activity 2 ReadingⅠ.Reading for main idea.学生独立阅读五个标题，根据对课文内容的理解选出合适的标题。Choose another suitable title for the play and give your reasons. 1 The Secret to a Happy Family2 A Generation Gap3 A Dream Job4 Grandfather’s Advice5 My Career, My ChoiceⅡ.Reading for detail information.学生分组活动，请各小组根据戏剧的文体特征，将三个标签填入导演手记的正确位置，并补全导演手记中的内容。Add the tags to the director’s notes.○参考答案Setting1 a table and two chairs Characters Plot2 focus on his band3 have a career in music (when he leaves school)4 go to university5 be a lawyer6 are respected by others7 play music8 have two options for his futureActivity 3 After-reading（Discussion）教师引导学生在深入理解课文的要义、主要信息和意图的同时，联系自身实际，在真实语境中运用所学知识，实现知识和思维能力的迁移。1 If you were in a similar situation to the son, what would you do Why 2 What conflicts have you had with your parents How did you solve them Activity 4 Homework 学生根据手记内容分组排演戏剧，或改换语篇类型，以故事的形式复述课文内容。 备注教学设计
课 题 Unit3 Family Matters Using language（1） 学 科 英语 班 级 Class 授课教师
教 学目 标 1 带领学生学习英语的基本时态，使学生能够理解不同时态的形式、意义与语用功能，并在具体语境中正确运用时态；2 通过复习时态，并与相关汉语进行比较，从而进一步加深对英语的理解，进一步培养起对英语学习的兴趣。
重 点 认识英语五种不同时态的基本形式、意义与语用功能。
难 点 在具体语境中正确运用时态。
教 学方 法 Teach grammar in real situations. Learn grammar through practice.
教学内容与过程 Step1 Review: tensesTask1： 学生分组讨论句中粗体部分的语用功能。请个别学生分享答案，其他学生进行补充。Look at the sentences from the reading passage. Decide which tense each is in and match the tenses to what they describe.a Grandfather and Father, seated at the table, are playing chess.b Lawyers help people and are respected by others.c ... you said that you wanted to be a professional football player.d ... you have found the career that suits your talents.e ... you will have two options for your future.1 Something that started in the past and is affecting the present.2 Something that is currently taking place.3 Something that is certain to take place in the future.4 Something that was completed in the past.5 Something that happens regularly in the present.○参考答案1–d–E 2–a–D 3–e–C 4–c–B 5–b–ATask2：请学生为句子的时态匹配相应的时间轴，并在课文中找到更多各个时态的例句。讨论这些时态还有哪些语用功能，并举例说明。Now match the sentences to the correct timelines and find more examples of these tenses in the reading passage.Step2 Presenting时态讲解教师结合课文内容，讲解英语中常见时态的形式、意义和语用功能。1 一般现在时形式：主语 + am / is / are；主语 + do / does功能：用来描述 1）现在存在的特征或状态；2）经常发生的或习惯性动作；3）客观事实或普遍真理。例句：1）The lion is a large animal of the cat family. 2）They walk to school every day. 3）Light travels faster than sound.2 一般过去时形式：主语 + did；主语 + was / were功能：用来描述 1）过去某个时间发生的动作或产生的状态；2）过去经常发生的或习惯性动作。例句：1）I got up at 6:30 yesterday.2）My father was very busy last week.3 一般将来时形式：主语 + will / shall + do；主语 + am / is / are + going to do；主语 + am / is / are + to do；主语 + am / is / are + doing功能：用来描述 1）将来要发生的动作或产生的状态；2）计划、打算、决心去做某事；3）即将发生或肯定要发生某事。例句：1）He will come tomorrow.2） Mary and Jane are going to see the film tonight.3） You are to hand in your papers by 10 o’clock.4 现在进行时形式：主语 + am / is / are + doing功能：用来描述 1）此时此刻正在进行的动作；2）当前一段时间正在进行的动作。例句：1）We are waiting for you now.2）We are making model planes these days.5 现在完成时形式：主语 + have / has + done功能：用来描述 1）过去发生的动作对现在产生的结果、影响；2）过去的动作或状态持续到现在。例句：1）He has lost his wallet.2） She has been busy with her work since last week.Step3 Consolidation教师通过全家人策划祖母生日派对的对话，引导学生在真实的语境中运用已学语法知识，加深对时态的理解。第一步：学生分组活动，各小组阅读语篇，理解语篇大意，用动词或动词短语的正确形式补全对话。第二步：请个别小组分角色朗读完整的对话，全班核对答案。Complete the dialogue with the correct form of the words and expressions in brackets.Dad: Adam, Sally, come here. Mum 1________ (have) something to tell you.Adam: Coming!Sally: Coming!Mum: I 2 ________(call) Grandma yesterday and invited her to our house this Sunday.We 3________ (throw) her a big birthday party! So, we each need to choose a present.Adam: I know – I 4________ (give) her a new tea set. She 5________ (like) drinking tea!Mum: Good choice. What about you, Sally Sally: I 6________ (think of) making a scarf for her.Mum: Good idea. I’m sure Grandma 7________ (love) it. Oh, 8 ________you 9 ________(finish) the guest list yet, dear Dad: Yes, I have, and I’m working on the invitations. Mum: OK. So we still need to prepare food and drinks. I’ll make a checklist.○参考答案1 has2 called3 will throw / are going to throw4 will give / am going to give5 likes6 am thinking of7 will love8 have9 finishedStep4 Practice 第一步：学生分组活动，各小组根据表格内容，讨论生日派对的各项准备工作，尽可能多地使用所学时态。第二步：学生思考并讨论清单里还可以添加哪些派对准备工作事项，鼓励学生用恰当的时态继续描述准备工作的情况。Look at the checklist for Grandma’s birthday party and talk about the preparations. Use as many of the tenses in Activity 1 as possible.○参考答案They have decided to throw a party to celebrate Grandma’s birthday. They have all chosen presents for Grandma. Dad drew up the guest list on Wednesday, and he is now making the invitations. Mum will prepare food and drinks for the party on Sunday morning. Step5 Homework以表格形式总结所学时态。 备注教学设计
课 题 Unit3 Family Matters -Using language（2） 学 科 英语 班 级 Class 授课教师
教 学目 标 1. 引导学生运用恰当的词汇和表达描述家人的外貌；2. 带领学生听录音，使学生能够听懂与家庭生活相关的对话，并学会在与家人的交流中表达歉意；3. 引导学生思考家庭成员间的关系，能够做到家庭成员之间互相关爱、以诚相待，共同营造和谐的家庭氛围。
重 点 在说的方面培养学生良好的语感，正确的语音语调，进行问答，复述的语言表达能力。
难 点 教师引导学生把握录音中对话的关键信息，关注用英语进行道歉的表达方式。
教 学方 法 Discussion, listening skills.
教学内容与过程 Step1 Warming up: Useful expressions & speakingTask 1 : 教师引导学生学习描写外貌的词汇和表达，并在真实的话题语境下恰当地使用这些词汇和表达，传递意图和情感态度。第一步：请学生独立看学生用书左侧的两张照片，尝试描述照片中人物的外貌特征。第二步：请学生阅读文本，然后分组讨论文本下方的问题，注意使用恰当的时态，并体会其语用功能。Read the email and answer the questions.1 What did Penny’s dad look like ten years ago 2 What does Penny’s mum look like now and why 3 How does Penny look different now compared to ten years ago ○参考答案1 He was quite thin and pale. He had red, bushy hair and a square jaw.2 She looks almost the same as she did ten years ago, with smooth skin and straight black hair, because jogging has kept her slim and fit.3 Her hair has got a lot longer and she wears it in a ponytail. She also has freckles on her cheeks now.Task 2 : 引导学生分类整理 Task 1 描写外貌的词汇和表达，并拓展更多相关表达，构建话题下的词汇语义网。Underline the words and expressions used to describe appearances in Task 1 and put them into the table. Add any more you can think of.参考答案：Task 3 : 鼓励学生在真实的语境中运用所学语言知识，两人一组，按要求描述各自家庭成员外貌的变化，尽可能多地使用上述表格所填写的词汇和表达。Work in pairs and describe how your family members’ physical appearances have changed.My mother was / had... Now she is / has got...Step2 Before-listening学生分组讨论这六张图片分别表现的情感态度，做好听前准备。教师带领学生听录音，理解对话的主旨大意和对话人物的情感态度。Listen to the conversation and choose the feelings that the speakers express.Step3 While-listening Task1. 根据听到的信息完成填空。如有需要，可再次播放录音，请学生边听录音边做笔记，记录对话中用于道歉的表达方式。Listen again and complete Alice’s journal entry.Task2. 第一步：请学生分组讨论对话中与家人道歉的方式，提醒学生同时关注道歉时的语气和情感态度。第二步：全班分享讨论结果，并根据日记内容和笔记模仿与还原情景对话。Now talk about how Alice’s mother makes an apology. Listen again if necessary.Step4 After-listening: make a dialogue教师鼓励学生运用前面活动中所学的语言知识，将“听”与“说”的技能结合起来，借助学生用书所提供的话题情境和实用表达，编演新的对话，向家人表达歉意。第一步：学生两人一组，根据活动任务进行分工，编演对话。提醒学生运用前面活动中所学的语言知识，以及学生用书第 82 页和第 85 页提供的实用表达。第二步：请几组学生展示成果，其他小组进行补充或评价。Work in pairs. Act out the conversation to apologise to a family member. Student A: Turn to Page 82. Student B: Turn to Page 85.Step5 Homework学生两人一组，讨论日常生活中需要道歉的情景，自创情境，编演对话。Work in pairs. Think about another situation in which you need to make an apology and have a similar conversation. 备注教学设计
课 题 Unit3 Family Matters --Developing ideas 学 科 英语 班 级 Class 授课教师
教 学目 标 1 引导学生理解课文内容，复述 Brownlee 兄弟的故事，掌握新闻特写的基本特征和常见的阅读方法；2 引导学生联系自身实际，加深对单元主题意义的理解，正确认识家人之间的亲情与相互支持的关系形成正确的家庭观、价值观和人生观；3 引导学生通过文本学习和复述，初步了解回忆类故事的基本内容、文体特征和写作手法，能够运用所学知识简单记述一段难忘的家庭往事。
重 点 掌握新闻特写的基本特征和常见的阅读方法
难 点 根据提示信息复述故事
教 学方 法 Task-based Approach.Group Work.
教学内容与过程 Step1 Leading-in学生分组活动，各小组看学生用书中描述家庭成员关系的单词和短语，明确其描述的家庭成员关系的特点，并找出适用于描述自己与家庭成员关系的单词和短语。Look at the words and expressions and choose the ones that can be applied to your relationship with your family members.Step2 Predict请学生阅读课文标题，看图片并预测课文中两兄弟的关系，为阅读活动预热。Now look at the title of the passage and the picture. Predict which of the words and expressions above can be applied to the brothers’ relationship.Step3 Scanning for main idea学生快速阅读课文，选出文章的主旨大意。Choose the main message of the passage.1 Love and competition between the Brownlee brothers make them successful athletes.2 People have different opinions about Alistair Brownlee‘s actions in the triathlon final.3 For Alistair Brownlee, family love is more important than winning the triathlon final.Step4 Reading for details教师利用此活动引导学生梳理新闻特写的基本要素，总结与复述 Brownlee 兄弟的故事并作出评价，实现所学内容的内化与迁移。请学生独立回顾课文内容，根据提示和新闻特写的基本要素回答问题，梳理文章信息。Work in groups. Talk about the Brownlee brothers’ story.1. Answer the questions to help retell the story○参考答案1 They are Alistair Brownlee and Jonny Brownlee.2 It happened during the final part of the 2016 World Triathlon Series.3 It happened in Mexico.4 Alistair pulled his younger brother Jonny towards the finish line when he found Jonny about to fall onto the track. He then pushed Jonny over the line.5 Because his brother was in trouble, and he had to help.Step5 Talking第一步：学生分组讨论与评价 Alistair Brownlee 的行为，并分享从课文中学到的知识。第二步：各小组按照学生用书上的指导步骤组织自己的语言和观点。第三步：请各组派代表复述课文内容，并分享自己的观点，其他学生进行补充或展开自由讨论。教师提醒学生恰当地运用本单元复习的各种时态。第四步：各小组联系自身实际，讨论如何营造良好的家庭氛围、构建和谐的家庭关系。Have the Ss to organize words following the steps below.（1）Retell the story of the Brownlee brothers.（2）Give your opinions on Alistair’s actions.（3）End by saying what you have learnt from the story.Then, share your ideas with the class.Step6 After-reading: writing about a family memory第一步：请学生回顾自己的生活经历，选择一段难忘的家庭往事并填写表格，完成对文章主要内容的整理。第二步：请学生独立完成写作，并在写作中使用所给出的实用表达。Think of a special family memory of your own and complete the table.Now write a short story about this memory. Use the expressions in the box to help you. Last summer, … / In 2015, … / Many years ago, … I was at… It made me feel so… I remember this because… I learnt that…Step7 Homework完成以上作文并上交。 备注教学设计
课 题 Unit3 Family Matters --Presenting ideas 学 科 英语 班 级 Class 授课教师
教 学目 标 1 引导学生对家庭生活、家庭成员关系等话题有更深入的理解；2 引导学生掌握短信等非连续性文本的阅读方法与策略；3 引导学生恰当运用所学知识与技能，表达自己对家庭关系、亲情等话题的观点，形成正确的家庭观。
重 点 能够按照一定的顺序安排组织起一篇文章；能够根据提示有组织地介绍自己的观点。
难 点 完成故事写作；向别人展示（陈述）观点。
教 学方 法 Cooperative learning. Debating.
教学内容与过程 Step1 Leading-inActivity 1教师带领学生阅读短信，引导学生判断人物关系，体会不同人物关系在交流态度、语气等方面的差异。第一步：学生分组活动，请各小组阅读三条短信，讨论短信中人物交流的态度和语气，确定三条短信所反映的人物关系。第二步：请部分小组分享讨论结果并说明原因，其他小组进行补充或展开讨论。第三步（适合程度较好的班级或学生）：学生总结三条短信中交流态度、语气等方面的差异，并对其进行评价，然后反思自己与家人的相处方式。Read the messages and decide who sent each one: Stuart’s friend, his teacher or his mother. Give your reasons.教学提示教师应引导学生借助短信中话语的用词和语气，正确理解多模态语篇中的文字与非文字信息，理解非连续性文本所传递的意义和说话者的意图。Step2 Presenting ideas教师引导学生结合自身实际，反思自己对待家庭成员的态度，正确理解单元主题意义。第一步：学生分组讨论格言的意思，正确理解其内涵。第二步：在理解格言的内涵的基础上，学生阐述自己的观点，并联系自身实际进行举例说明。Read the messages again. Think about the saying “Home is where you are loved the most and act the worst”. 1 What does the saying mean 2 Do you agree with it Give examples to support your opinion.Useful expressions I think it means that… In my opinion, … Young people should respect… because… As an example, I often…Present your idea to the class.Step3 Presentation教师引导学生结合自身实际，分享自己的观点，正确理解单元主题意义。第一步：根据讨论结果，学生分组确认汇报内容的结构并列出展示提纲，为最后的小组展示做准备。第二步：小组内部分工，选派一名代表进行汇报展示，其他成员帮助该学生完善汇报内容，并使用学生用书中提供的实用表达。第三步：各小组分享对上述活动格言的理解，其他小组进行评价。Step4 Reflection of this unitTeacher guides students to recall what they’ve learned in this unit. Then, students try to complete “Reflection” in the textbook.Step5 Homework课后练习 备注

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