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Book 1 Unit 3 Family matters教学设计
Period 2.3 Using language板块教学设计
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.

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