外研版（2019）必修 第一册 Unit 3 Family matters 教学设计（表格式）
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| 名称 | 外研版（2019）必修 第一册 Unit 3 Family matters 教学设计（表格式） |  | |
| 格式 | zip | ||
| 文件大小 | 45.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-05-08 20:28:41 | ||
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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.
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.