资源简介

优点英语
Book 1 Unit 3 Family matters教学设计
单元主题 本单元的主题语境是“人与自我”，涉及的主题语境内容为家庭生活。本单元通过全家欢迎祖父的到来、妥善解决父子间的矛盾、共同筹备祖母的生日派对、十年间家人外貌的变化、母女间的诚恳道歉、兄弟间的相互帮助、难忘的家庭往事等多模态语篇，从不同角度对单元主题进行建构，从祖孙、父子、母女、兄弟等多个人物关系呈现家庭生活，引发学生对家庭生活与个人角色、家人关系和血脉亲情的思考，最终形成“珍视亲情、珍爱家庭”的良好品格，实现立德树人的根本任务，帮助学生形成正确的价值观。
单元目标 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。 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。 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。 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。
Starting out板块教学设计 （建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Viewing + Speaking
主题语境 人与自我——家庭生活
内容分析 本板块包含了一段与家庭主题相关的视频，呈现了祖父与家人相互交换礼物的家庭生活场景；还包括四幅不同国家与家庭生活主题相关的漫画、影视作品图片。
教学目标 学生能够通过观看视频和图片初步了解不同国家的家庭生活和家庭文化； 学生能够简单描述和评价自己的家庭生活，引发对家庭生活主题的初步思考。
教学重点 引导学生听懂视频内容，了解图片内容。
教学难点 如何通过视频和图片让学生理解家庭概念及关系，从而引发对家庭相关话题的思考。
教学策略 视听教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T shows the video, organises the activity and checks answers. Ss watch the video and answer the questions. Better understand family relationships through the content of the video.
Activity 2 T invites students to look at the pictures and think about the questions. Ss look at the four pictures and answer the questions. Better understand family relationships through the understanding of the pictures.
Understanding ideas板块教学设计 （建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自我——家庭生活
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为戏剧，讲述了父亲与儿子由于立场不同，就儿子的未来职业规划产生分歧和冲突，并最终由祖父调和的故事。
教学目标 学生能够读懂剧本，理解文章大意，并根据文章内容准确理解标题的含义，为文章选择另一个合适的标题； 学生能通过语篇学习掌握戏剧的文体特征、基本要素和常见阅读方法； 学生能够正确看待并妥善解决日常生活中的家庭矛盾，树立正确的家庭观。
教学重点 引导学生准确理解文章大意及文章标题。
教学难点 引导学生理解戏剧的基本特征及正确看待家庭矛盾、树立正确的家庭观。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T has Ss list the things that they would ask their parents about for advice. Ss list the things that they would ask their parents about for advice, and tick those in the textbook. Prepare Ss for reading.
Activity 2 1. T has Ss read the play and find out what conflict the son has with his father. 2. T asks Ss to pay attention to the major components of a play. Ss read the play and find out the conflict. Train the reading skill of getting key information.
Activity 3 T asks Ss to choose a suitable title in Activity 3 and give reasons. Ss choose the suitable title and explain their choices. Read for main idea.
Activity 4 T asks Ss to add the tags to the appropriate places. Ss add the tags. Understand the main features of a play.
T has Ss read the play again and complete the notes. Ss read the play again and complete the notes. Read for important details of a play.
Think & Share T has Ss discuss the questions in groups and share their opinions. Ss discuss the questions in groups and share their opinions in class. 1. Further explore the topic and the unit theme. 2. Improve Ss’ critical thinking and problem-solving ability. 3. Apply what Ss have learnt in real-life context.
Using language板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Grammar + Vocabulary + Listening + Speaking
主题语境 人与自我——家庭生活
内容分析 本板块语法部分是对英语常见时态的复习，结合课文内容复习英语中常见时态的形式、意义和语用功能，并通过一家人为祖母筹备生日派对的真实情境引导学生运用语法；词汇部分用电子邮件的形式呈现描述外貌的词汇和表达，帮助学生描述家庭成员的外貌及变化；听说部分的内容是母女间的一段对话，表现母女间的情感交流，引导学生注重与家庭成员的积极交流。通过真实的语境，加深学生对单元主题的理解，提高学生的综合语言运用能力和交际能力，引导学生关爱家人、珍视亲情，正确处理与家人的关系，形成正确的家庭观。
教学目标 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； 学生能够运用恰当的主题词汇和表达描述家人的外貌； 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； 学生能够思考家庭成员间的关系，关爱家庭成员，共同营造和谐的家庭氛围。
教学重点 如何帮助学生理解归纳并掌握不同时态的形式、意义与语用功能； 如何让学生学会运用恰当的词汇和表达描述家人的外貌； 如何引导学生听懂与家庭生活相关的对话，学会在与家人的交流中表达歉意。
教学难点 如何通过阅读和听力的输入，加深学生对家庭生活这一话题的理解，进一步思考与家庭成员间的关系。
教学策略 任务型教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to look at the sentences from the reading passage and pay attention to the tenses. 2. T asks Ss to discuss the tenses of the sentences and do the matching activity. 3. T asks Ss to match the sentences to the correct timelines and find more examples of these tenses in the reading passage. 1. Ss read the sentences. 2. Ss discuss in groups about the tenses and finish the matching activity. 3. Ss match the sentences to the timelines and find more examples of these tenses in the reading passage. Review the form, meaning and function of the main tenses.
Activity 2 1. T asks Ss to read the dialogue and get the main idea. 2. T has Ss complete the dialogue with the correct form of the words and expressions in brackets. Ss read the dialogue and complete it with the correct form of the words and expressions provided. Practice the using of tenses in real context.
Activity 3 T asks Ss to look at the checklist and talk about the preparations. Invite Ss to use as many of the tenses in Activity 1 as possible. Ss talk about the preparations by using the proper tenses. Use the tenses in real-life situations.
Activity 4 1. T invites Ss to look at the two pictures and try to describe the appearances of the people in them. 2. T invites Ss to read the email and answer the questions in Activity 4. 1. Ss look at the two pictures and try to describe the people in them. 2. Ss read the email and answer the three questions. Understand the topic-related words in real context.
Activity 5 1. T has Ss read the email again and underline the words and expressions to describe appearances. 2. T asks Ss to put the underlined words and expressions into the correct columns of the table. 1. Ss read the email again and underline the words and expressions. 2. Ss put the words and expressions into the table accordingly. Categorise the words and expressions describing the physical appearance.
Activity 6 1. T asks Ss to work in pairs and describe how the physical appearances of their family members have changed. T provides help to students when necessary. 2. T invites some pairs to share their descriptions in class. 1. Ss work in pairs and describe how the physical appearances of their family members have changed. 2. Some pairs share their descriptions in class. Use the words and expressions in real-life communicative context.
Activity 7 1. T has Ss look at the pictures in Activity 7 and talk about what feelings they represent. 2. T gets Ss to listen to the conversation and choose the feelings that the speakers express. Before Activity 7, T can choose to introduce the content of “Did You Know ” to help Ss better understand the background knowledge and the topic of this section. 1. Ss look at the pictures and discuss what feelings they represent. 2. Ss listen to the conversation and choose the feelings. Have Ss learn to understand the main idea of the listening material.
Activity 8 1. T gets Ss to listen to the conversation again and complete Alice’s journal entry. 2. T asks Ss to talk about how Alice’s mother makes an apology. Ask Ss to pay attention to the stress on particular words. 1. Ss listen to the conversation again and complete Alice’s journal entry. 2. Ss talk about how Alice’s mother makes an apology. 1. Have Ss learn to understand the details of the listening material. 2. Have Ss learn the way of making an apology.
Activity 9 T has Ss work in pairs and act out the conversation to apologise to a family member. T provides help to Ss when necessary. Ss act out the conversation in pairs. Practise using the expressions about making apologies in the fixed scene.
Activity 10 T has Ss carry out a similar conversation to make an apology in another situation. Provide help to Ss when necessary. Ss think about another situation and have a similar conversation. Practise using the expressions about making apologies in topic-related real-life context.
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自我——家庭生活
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为新闻特写，记录了在2016年世界铁人三项系列赛墨西哥站的比赛中，来自英国的Brownlee兄弟共同演绎的一段“铁人兄弟、相扶共济”的动人佳话。读写部分呈现了一篇日记，记录了一段难忘的家庭回忆。通过这一板块的学习，学生能够加深对家庭生活、家人关系和亲情的理解，形成正确的家庭观、价值观和人生观，并且初步掌握回忆类故事的基本内容、文体特征和写作方法。
教学目标 学生能够理解课文内容，掌握新闻特写的基本特征和阅读方法； 学生能够联系自身实际，加深对单元主题意义的理解，正确认识家人之间的关系； 学生能够初步了解回忆类故事的基本内容、文体特征和写作手法，并简单记述一段难忘的家庭往事。
教学重点 如何阅读新闻特写，理解语篇内容； 如何以回忆类故事的文体，简单记述一段难忘的家庭往事。
教学难点 如何联系自身实际，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。
教学策略 P-W-P模式，多媒体演绎法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T invites Ss to look at the words and expressions, and choose those that can be applied to their relationship with their family members. 2. T invites Ss to look at the picture and the title, and predict which words and expressions can be applied to the brothers’ relationship in the feature story. T can ask Ss to pay attention to the structure and main components of feature stories. 1. Ss look at the words and expressions, and choose the ones that can be applied to their relationship with family members. 2. Ss look at the picture and the title, and predict which words and expressions can be applied to the brothers’ relationship in the feature story. 1. Activate Ss’ theme-related background knowledge. 2. Predict the content of a passage through title and pictures.
Activity 2 T asks Ss to read the feature story and choose the main message. Ss read the feature story and choose the main message. Guess the main idea of the passage according to the title of it.
Think & Share T has Ss discuss the questions in groups and share their opinions. Ss discuss the questions in groups and share their opinions in class. 1. Further explore the topic and the unit theme. 2. Improve Ss’ critical thinking and problem-solving ability. 3. Apply what Ss have learnt in real-life context.
Activity 3 1. T invites Ss to work in groups and answer questions about the Brownlee brothers’ story. 2. T asks Ss to organise their words, and share their stories and ideas with the class. Ss work in groups to answer questions about the Brownlee brothers’ story. Ss work in groups to organise their words, and share their stories and ideas with the class. 1. Help Ss understand the structure and main components of feature stories. 2. Ask Ss to summarise the story of the Brownlee brothers and give comments. 3. Further develop Ss’ understanding of the unit theme and help them apply what they’ve learnt in real-life context.
Activity 4 T has Ss read the journal entry and answer the questions. Ss read the journal entry and answer the questions. Provide sample passage for Ss to understand the structure and main components of a family memory story.
Activity 5 1. T asks Ss to think of a special family memory and answer the questions. 2. T has Ss write a short story about the memory based on their answers. Remind them to use the expressions provided in Student’s Book. 1. Ss think of their special family memories and complete the table. 2. Ss write their stories based on the table. Provide scaffolding for Ss to organise materials and complete their own writing.
Activity 6 T invites Ss to share their stories with the class. Ss share their stories with the class. Provide opportunities for Ss to present their writing and do evaluation.
Presenting ideas & Reflection板块教学设计 （Presenting ideas & Reflection部分建议总时长40–45分钟， 教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自我——家庭生活
内容分析 Presenting ideas板块呈现了三条反映不同人物关系的短信，旨在引导学生通过体会人物在交流态度、语气等方面的差异，反思自己对待家庭成员的态度，促进学生对所学内容的复习与掌握，并在真实的情境下加以综合运用，引导学生妥善处理家庭关系，正确扮演家庭角色，从而形成正确的家庭观，进一步加深对单元主题意义的理解，发展学生的思维品质，完成对所学内容的迁移和创新。 Reflection板块引导学生回顾本单元所学，及时对自己的学习行为和效果做出评估和判断，反思并改进。
教学目标 学生能够更深入地理解家庭生活、家庭成员关系等话题； 学生能够掌握短信等非连续性文本的阅读方法与策略； 学生能够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； 学生能够对自己的学习行为和效果做出评估和分析，并进行改进。
教学重点 引导学生更深入地理解家庭生活、家庭成员关系等话题； 引导学生掌握短信等非连续性文本的阅读方法与策略。
教学难点 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； 引导学生学会对自己的学习行为和效果做出评估和分析。
教学策略 多媒体演绎法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 T presents three text messages and invites Ss to guess who sent each one to Stuart. Ss read the text messages and guess who sent each one to Stuart. 1. Activate Ss’ background knowledge and get them prepared. 2. Present the genre of text message and get Ss to understand the difference in attitudes, tones, etc.
Activity 2 T leads Ss to think about the saying “Home is where you are loved the most and act the worst”. Ss read the text messages again and think about the saying. Lead Ss to think about their relationships with family members and deepen their understanding of the unit theme.
Activity 3 T has Ss share their opinions in groups. Remind them to use the useful expressions provided in Student’s Book. Ss share their opinions about the saying in groups. Encourage Ss to express their opinions and correctly understand the unit theme.
Activity 4 T invites Ss to present their ideas to the class. Ss present their ideas to the class.
Reflection
1. T asks Ss to recall what they’ve learnt in this unit. 2. T asks Ss to complete “Reflection” in Student’s Book. Ss rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. Rate performance, review the unit, and think about ways to improve.
Project板块教学设计 （此部分教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自我——家庭生活
内容分析 本板块要求学生制订一个家庭成员共同参与、欢度家庭美好时光的出游计划，帮助学生深入理解良好家庭关系的重要意义，不断增进家人之间的感情。学生在教师的指导下，综合运用本单元所学知识，开展自主合作，有效完成开放型任务，进一步挖掘家庭生活的主题意义，发展综合语言运用能力。
教学目标 学生能够了解家庭出游计划的基本内容，并自主选择合适的方法制订计划； 学生能够综合运用本单元所学知识，制订具体的家庭出游计划； 学生能够增进家庭成员间的感情，加深对良好家庭关系的重要意义的理解，形成正确的家庭观。
教学重点 引导学生了解家庭出游计划的基本内容和制订方法。
教学难点 引导学生综合运用本单元所学知识，制订具体的家庭出游计划； 引导学生加深对良好家庭关系的重要意义的理解，形成正确的家庭观。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate 1. In the previous class, T divides the class into groups of 4–6 and asks Ss to collect activities for a family day out. 2. T also has Ss find out which activities collected are on offer in their local area. 1. Ss work in groups to collect different types of activities for a family day out. 2. Ss look at some websites and brochures to find out which activities are on offer in their local area. Get Ss prepared for in-class activities, and develop their ability of individual learning and exploring.
Plan 1. T gets Ss to choose one or more of the activities and plan a family day out individually. 2. T encourages Ss to discuss their plans in groups and make improvement. 1. Ss work individually to make a plan for a family day out. 2. Ss work in groups to discuss their plans and make improvement. 1. Understand the main components of a family day out plan. 2. Get Ss to evaluate and improve their work in groups.
Create T encourages Ss to adjust their plans and make a detailed itinerary. Ss adjust their plans accordingly and make a detailed itinerary. Understand and apply the structure of a detailed itinerary in real-life context.
Present 1. T has Ss share their itineraries in groups and comment on the work of others. 2. T has Ss vote for two best itineraries for each group and present them in class. T can encourage Ss to carry out their plans after class. 1. Ss share their work in groups and comment on others’ work. 2. Ss vote for two excellent itineraries in each group and present them in class. Practise skills in presentation, and have Ss learn from each other.
优点英语Book 1 Unit 3 Family matters教学设计
单元主题 本单元的主题语境是“人与自我”，涉及的主题语境内容为家庭生活。本单元通过全家欢迎祖父的到来、妥善解决父子间的矛盾、共同筹备祖母的生日派对、十年间家人外貌的变化、母女间的诚恳道歉、兄弟间的相互帮助、难忘的家庭往事等多模态语篇，从不同角度对单元主题进行建构，从祖孙、父子、母女、兄弟等多个人物关系呈现家庭生活，引发学生对家庭生活与个人角色、家人关系和血脉亲情的思考，最终形成“珍视亲情、珍爱家庭”的良好品格，实现立德树人的根本任务，帮助学生形成正确的价值观。
单元目标 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。 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。 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。 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。
Starting out板块教学设计 （建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型 Viewing + Speaking
主题语境 人与自我——家庭生活
内容分析 本板块包含了一段与家庭主题相关的视频，呈现了祖父与家人相互交换礼物的家庭生活场景；还包括四幅不同国家与家庭生活主题相关的漫画、影视作品图片。
教学目标 学生能够通过观看视频和图片初步了解不同国家的家庭生活和家庭文化； 学生能够简单描述和评价自己的家庭生活，引发对家庭生活主题的初步思考。
教学重点 引导学生听懂视频内容，了解图片内容。
教学难点 如何通过视频和图片让学生理解家庭概念及关系，从而引发对家庭相关话题的思考。
教学策略 视听教学法、交际教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T shows the video, organises the activity and checks answers. Ss watch the video and answer the questions. Better understand family relationships through the content of the video.
Activity 2 T invites students to look at the pictures and think about the questions. Ss look at the four pictures and answer the questions. Better understand family relationships through the understanding of the pictures.
Understanding ideas板块教学设计 （建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自我——家庭生活
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为戏剧，讲述了父亲与儿子由于立场不同，就儿子的未来职业规划产生分歧和冲突，并最终由祖父调和的故事。
教学目标 学生能够读懂剧本，理解文章大意，并根据文章内容准确理解标题的含义，为文章选择另一个合适的标题； 学生能通过语篇学习掌握戏剧的文体特征、基本要素和常见阅读方法； 学生能够正确看待并妥善解决日常生活中的家庭矛盾，树立正确的家庭观。
教学重点 引导学生准确理解文章大意及文章标题。
教学难点 引导学生理解戏剧的基本特征及正确看待家庭矛盾、树立正确的家庭观。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 T has Ss list the things that they would ask their parents about for advice. Ss list the things that they would ask their parents about for advice, and tick those in the textbook. Prepare Ss for reading.
Activity 2 1. T has Ss read the play and find out what conflict the son has with his father. 2. T asks Ss to pay attention to the major components of a play. Ss read the play and find out the conflict. Train the reading skill of getting key information.
Activity 3 T asks Ss to choose a suitable title in Activity 3 and give reasons. Ss choose the suitable title and explain their choices. Read for main idea.
Activity 4 T asks Ss to add the tags to the appropriate places. Ss add the tags. Understand the main features of a play.
T has Ss read the play again and complete the notes. Ss read the play again and complete the notes. Read for important details of a play.
Think & Share T has Ss discuss the questions in groups and share their opinions. Ss discuss the questions in groups and share their opinions in class. 1. Further explore the topic and the unit theme. 2. Improve Ss’ critical thinking and problem-solving ability. 3. Apply what Ss have learnt in real-life context.
Using language板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Grammar + Vocabulary + Listening + Speaking
主题语境 人与自我——家庭生活
内容分析 本板块语法部分是对英语常见时态的复习，结合课文内容复习英语中常见时态的形式、意义和语用功能，并通过一家人为祖母筹备生日派对的真实情境引导学生运用语法；词汇部分用电子邮件的形式呈现描述外貌的词汇和表达，帮助学生描述家庭成员的外貌及变化；听说部分的内容是母女间的一段对话，表现母女间的情感交流，引导学生注重与家庭成员的积极交流。通过真实的语境，加深学生对单元主题的理解，提高学生的综合语言运用能力和交际能力，引导学生关爱家人、珍视亲情，正确处理与家人的关系，形成正确的家庭观。
教学目标 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； 学生能够运用恰当的主题词汇和表达描述家人的外貌； 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； 学生能够思考家庭成员间的关系，关爱家庭成员，共同营造和谐的家庭氛围。
教学重点 如何帮助学生理解归纳并掌握不同时态的形式、意义与语用功能； 如何让学生学会运用恰当的词汇和表达描述家人的外貌； 如何引导学生听懂与家庭生活相关的对话，学会在与家人的交流中表达歉意。
教学难点 如何通过阅读和听力的输入，加深学生对家庭生活这一话题的理解，进一步思考与家庭成员间的关系。
教学策略 任务型教学法、交际教学法、听说教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to look at the sentences from the reading passage and pay attention to the tenses. 2. T asks Ss to discuss the tenses of the sentences and do the matching activity. 3. T asks Ss to match the sentences to the correct timelines and find more examples of these tenses in the reading passage. 1. Ss read the sentences. 2. Ss discuss in groups about the tenses and finish the matching activity. 3. Ss match the sentences to the timelines and find more examples of these tenses in the reading passage. Review the form, meaning and function of the main tenses.
Activity 2 1. T asks Ss to read the dialogue and get the main idea. 2. T has Ss complete the dialogue with the correct form of the words and expressions in brackets. Ss read the dialogue and complete it with the correct form of the words and expressions provided. Practice the using of tenses in real context.
Activity 3 T asks Ss to look at the checklist and talk about the preparations. Invite Ss to use as many of the tenses in Activity 1 as possible. Ss talk about the preparations by using the proper tenses. Use the tenses in real-life situations.
Activity 4 1. T invites Ss to look at the two pictures and try to describe the appearances of the people in them. 2. T invites Ss to read the email and answer the questions in Activity 4. 1. Ss look at the two pictures and try to describe the people in them. 2. Ss read the email and answer the three questions. Understand the topic-related words in real context.
Activity 5 1. T has Ss read the email again and underline the words and expressions to describe appearances. 2. T asks Ss to put the underlined words and expressions into the correct columns of the table. 1. Ss read the email again and underline the words and expressions. 2. Ss put the words and expressions into the table accordingly. Categorise the words and expressions describing the physical appearance.
Activity 6 1. T asks Ss to work in pairs and describe how the physical appearances of their family members have changed. T provides help to students when necessary. 2. T invites some pairs to share their descriptions in class. 1. Ss work in pairs and describe how the physical appearances of their family members have changed. 2. Some pairs share their descriptions in class. Use the words and expressions in real-life communicative context.
Activity 7 1. T has Ss look at the pictures in Activity 7 and talk about what feelings they represent. 2. T gets Ss to listen to the conversation and choose the feelings that the speakers express. Before Activity 7, T can choose to introduce the content of “Did You Know ” to help Ss better understand the background knowledge and the topic of this section. 1. Ss look at the pictures and discuss what feelings they represent. 2. Ss listen to the conversation and choose the feelings. Have Ss learn to understand the main idea of the listening material.
Activity 8 1. T gets Ss to listen to the conversation again and complete Alice’s journal entry. 2. T asks Ss to talk about how Alice’s mother makes an apology. Ask Ss to pay attention to the stress on particular words. 1. Ss listen to the conversation again and complete Alice’s journal entry. 2. Ss talk about how Alice’s mother makes an apology. 1. Have Ss learn to understand the details of the listening material. 2. Have Ss learn the way of making an apology.
Activity 9 T has Ss work in pairs and act out the conversation to apologise to a family member. T provides help to Ss when necessary. Ss act out the conversation in pairs. Practise using the expressions about making apologies in the fixed scene.
Activity 10 T has Ss carry out a similar conversation to make an apology in another situation. Provide help to Ss when necessary. Ss think about another situation and have a similar conversation. Practise using the expressions about making apologies in topic-related real-life context.
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自我——家庭生活
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为新闻特写，记录了在2016年世界铁人三项系列赛墨西哥站的比赛中，来自英国的Brownlee兄弟共同演绎的一段“铁人兄弟、相扶共济”的动人佳话。读写部分呈现了一篇日记，记录了一段难忘的家庭回忆。通过这一板块的学习，学生能够加深对家庭生活、家人关系和亲情的理解，形成正确的家庭观、价值观和人生观，并且初步掌握回忆类故事的基本内容、文体特征和写作方法。
教学目标 学生能够理解课文内容，掌握新闻特写的基本特征和阅读方法； 学生能够联系自身实际，加深对单元主题意义的理解，正确认识家人之间的关系； 学生能够初步了解回忆类故事的基本内容、文体特征和写作手法，并简单记述一段难忘的家庭往事。
教学重点 如何阅读新闻特写，理解语篇内容； 如何以回忆类故事的文体，简单记述一段难忘的家庭往事。
教学难点 如何联系自身实际，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。
教学策略 P-W-P模式，多媒体演绎法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T invites Ss to look at the words and expressions, and choose those that can be applied to their relationship with their family members. 2. T invites Ss to look at the picture and the title, and predict which words and expressions can be applied to the brothers’ relationship in the feature story. T can ask Ss to pay attention to the structure and main components of feature stories. 1. Ss look at the words and expressions, and choose the ones that can be applied to their relationship with family members. 2. Ss look at the picture and the title, and predict which words and expressions can be applied to the brothers’ relationship in the feature story. 1. Activate Ss’ theme-related background knowledge. 2. Predict the content of a passage through title and pictures.
Activity 2 T asks Ss to read the feature story and choose the main message. Ss read the feature story and choose the main message. Guess the main idea of the passage according to the title of it.
Think & Share T has Ss discuss the questions in groups and share their opinions. Ss discuss the questions in groups and share their opinions in class. 1. Further explore the topic and the unit theme. 2. Improve Ss’ critical thinking and problem-solving ability. 3. Apply what Ss have learnt in real-life context.
Activity 3 1. T invites Ss to work in groups and answer questions about the Brownlee brothers’ story. 2. T asks Ss to organise their words, and share their stories and ideas with the class. Ss work in groups to answer questions about the Brownlee brothers’ story. Ss work in groups to organise their words, and share their stories and ideas with the class. 1. Help Ss understand the structure and main components of feature stories. 2. Ask Ss to summarise the story of the Brownlee brothers and give comments. 3. Further develop Ss’ understanding of the unit theme and help them apply what they’ve learnt in real-life context.
Activity 4 T has Ss read the journal entry and answer the questions. Ss read the journal entry and answer the questions. Provide sample passage for Ss to understand the structure and main components of a family memory story.
Activity 5 1. T asks Ss to think of a special family memory and answer the questions. 2. T has Ss write a short story about the memory based on their answers. Remind them to use the expressions provided in Student’s Book. 1. Ss think of their special family memories and complete the table. 2. Ss write their stories based on the table. Provide scaffolding for Ss to organise materials and complete their own writing.
Activity 6 T invites Ss to share their stories with the class. Ss share their stories with the class. Provide opportunities for Ss to present their writing and do evaluation.
Presenting ideas & Reflection板块教学设计 （Presenting ideas & Reflection部分建议总时长40–45分钟， 教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自我——家庭生活
内容分析 Presenting ideas板块呈现了三条反映不同人物关系的短信，旨在引导学生通过体会人物在交流态度、语气等方面的差异，反思自己对待家庭成员的态度，促进学生对所学内容的复习与掌握，并在真实的情境下加以综合运用，引导学生妥善处理家庭关系，正确扮演家庭角色，从而形成正确的家庭观，进一步加深对单元主题意义的理解，发展学生的思维品质，完成对所学内容的迁移和创新。 Reflection板块引导学生回顾本单元所学，及时对自己的学习行为和效果做出评估和判断，反思并改进。
教学目标 学生能够更深入地理解家庭生活、家庭成员关系等话题； 学生能够掌握短信等非连续性文本的阅读方法与策略； 学生能够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； 学生能够对自己的学习行为和效果做出评估和分析，并进行改进。
教学重点 引导学生更深入地理解家庭生活、家庭成员关系等话题； 引导学生掌握短信等非连续性文本的阅读方法与策略。
教学难点 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； 引导学生学会对自己的学习行为和效果做出评估和分析。
教学策略 多媒体演绎法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Presenting ideas
Activity 1 T presents three text messages and invites Ss to guess who sent each one to Stuart. Ss read the text messages and guess who sent each one to Stuart. 1. Activate Ss’ background knowledge and get them prepared. 2. Present the genre of text message and get Ss to understand the difference in attitudes, tones, etc.
Activity 2 T leads Ss to think about the saying “Home is where you are loved the most and act the worst”. Ss read the text messages again and think about the saying. Lead Ss to think about their relationships with family members and deepen their understanding of the unit theme.
Activity 3 T has Ss share their opinions in groups. Remind them to use the useful expressions provided in Student’s Book. Ss share their opinions about the saying in groups. Encourage Ss to express their opinions and correctly understand the unit theme.
Activity 4 T invites Ss to present their ideas to the class. Ss present their ideas to the class.
Reflection
1. T asks Ss to recall what they’ve learnt in this unit. 2. T asks Ss to complete “Reflection” in Student’s Book. Ss rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. Rate performance, review the unit, and think about ways to improve.
Project板块教学设计 （此部分教师可根据教学实际酌情调整。）
课型 Speaking
主题语境 人与自我——家庭生活
内容分析 本板块要求学生制订一个家庭成员共同参与、欢度家庭美好时光的出游计划，帮助学生深入理解良好家庭关系的重要意义，不断增进家人之间的感情。学生在教师的指导下，综合运用本单元所学知识，开展自主合作，有效完成开放型任务，进一步挖掘家庭生活的主题意义，发展综合语言运用能力。
教学目标 学生能够了解家庭出游计划的基本内容，并自主选择合适的方法制订计划； 学生能够综合运用本单元所学知识，制订具体的家庭出游计划； 学生能够增进家庭成员间的感情，加深对良好家庭关系的重要意义的理解，形成正确的家庭观。
教学重点 引导学生了解家庭出游计划的基本内容和制订方法。
教学难点 引导学生综合运用本单元所学知识，制订具体的家庭出游计划； 引导学生加深对良好家庭关系的重要意义的理解，形成正确的家庭观。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate 1. In the previous class, T divides the class into groups of 4–6 and asks Ss to collect activities for a family day out. 2. T also has Ss find out which activities collected are on offer in their local area. 1. Ss work in groups to collect different types of activities for a family day out. 2. Ss look at some websites and brochures to find out which activities are on offer in their local area. Get Ss prepared for in-class activities, and develop their ability of individual learning and exploring.
Plan 1. T gets Ss to choose one or more of the activities and plan a family day out individually. 2. T encourages Ss to discuss their plans in groups and make improvement. 1. Ss work individually to make a plan for a family day out. 2. Ss work in groups to discuss their plans and make improvement. 1. Understand the main components of a family day out plan. 2. Get Ss to evaluate and improve their work in groups.
Create T encourages Ss to adjust their plans and make a detailed itinerary. Ss adjust their plans accordingly and make a detailed itinerary. Understand and apply the structure of a detailed itinerary in real-life context.
Present 1. T has Ss share their itineraries in groups and comment on the work of others. 2. T has Ss vote for two best itineraries for each group and present them in class. T can encourage Ss to carry out their plans after class. 1. Ss share their work in groups and comment on others’ work. 2. Ss vote for two excellent itineraries in each group and present them in class. Practise skills in presentation, and have Ss learn from each other.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 备注优点英语
Unit 3 Family matters单元内容分析与教学目标
一、单元课程内容整体分析与教学目标整体解读
1、本单元教学内容和教学目的概览
本单元涉及的具体学习内容有：（1）语篇阅读Like Father, Like Son，依据话剧的背景、情节、人物等的发展线索，了解语篇中故事发展的来龙去脉--父子的冲突--关于职业的选择；（2）语篇阅读Just a Brother了解三项全能比赛中，the Brownlee brother 在兄弟情、奖牌之间做出的选择，最红放弃奖牌帮助兄弟的感人故事；（3）邮件阅读，学习关于人物外貌的描写；（4）阅读日记，学习如何描写家庭故事；（5）阅读对话--奶奶生日的聚会准备工作，理解运用各种时态。
2. 指向核心素养的单元整体教学目标
在本单元学习结束后，学生能够：
1) 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) 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) 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) 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；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。
二、分课时教学目标：
教学内容 教学目标
第1课时：听说导入课（P25） 在本课时学习结束后，学生能够：学生能够通过观看视频和图片初步了解不同国家的家庭生活和家庭文化；学生能够简单描述和评价自己的家庭生活，引发对家庭生活主题的初步思考。
第2课时：阅读课（Ｐ26-28） 在本课时学习结束后，学生能够：学生能够读懂剧本，理解文章大意，并根据文章内容准确理解标题的含义，为文章选择另一个合适的标题；学生能通过语篇学习掌握戏剧的文体特征、基本要素和常见阅读方法；学生能够正确看待并妥善解决日常生活中的家庭矛盾，树立正确的家庭观。
第3课时：语法课（Ｐ29） 在本课时学习结束后，学生能够：在语境中理解和使用各种时态；运用所学时态的语法知识，理解口头和书面的基本意义，能够描述过去的事情，正在发生的动作事件和将来的计划打算；运用正确的时态来陈述Grandma’s birthday party的准备情况；
第4课时：听说强化课（Ｐ30-31） 在本课时学习结束后，学生能够：运用恰当的主题词汇和表达描述家人的外貌；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；思考家庭成员间的关系，关爱家庭成员，共同营造和谐的家庭氛围。
第5课时：读写结合课（Ｐ32-35） 在本课时学习结束后，学生能够：理解课文内容，掌握新闻特写的基本特征和阅读方法；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关系；初步了解回忆类故事的基本内容、文体特征和写作手法，并简单记述一段难忘的家庭往事。
第6课时 ：跨媒介阅读和交流：看、听、说（Ｐ36） 在本课时学习结束后，学生能够：更深入地理解家庭生活、家庭成员关系等话题；能够掌握短信等非连续性文本的阅读方法与策略；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；对自己的学习行为和效果做出评估和分析，并进行改进。
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