Unit 3 Family matters
Period 1
【教材分析】
本节课是高中英语第一册Unit 3 Family matters 的引入和阅读部分。从形式上来看是要学生学习关于戏剧的相关基础知识，包括人物，对白，动作，背景，情节等。从内容上来看，本节课呈现了一场家庭当中一对父与子之间的矛盾，那么教师在教学中除了让学生掌握基本的语言知识之外，还要引导学生去思考与正视家庭关系，形成正确处理与家人之间矛盾的理念和方式方法。
【教学目标与核心素养】
1．语言能力目标
（1）全面掌握本课时重点单词/词组/句型（读/写/记/运用）；
（2）能够通过阅读文章，快速获取细节信息,并对信息进行概括归纳。
2．思维品质目标：
体会由细节（具体）到抽象（主旨）的思维过程。
3．文化意识目标：
（1）了解戏剧这一文学体裁的特点和组成；
（2）通过学习本课时的内容，学会正确处理家庭关系及和家人沟通的正确方法。
4．学习能力目标：
树立正确的英语学习观。通过阅读对白的方式初步了解英语语言中的幽默，进一步培养对英语学习的兴趣。
【教学重难点】
1．重点
（1）全面掌握本课时重点单词/词组/句型；
（2）能够通过阅读文章，快速获取细节信息,并对信息进行概括归纳。
2．难点
（1）理解英语中的幽默；
（2）理解戏剧的特点和组成
【教学过程】
Part 1. Starting out
Step 1 Video time
Have the Ss Watch the video and answer the questions.
1．What is the video mainly about?
2．How do you feel about the video?
Step 2 Pictures
Teachers should give students necessary information about the four family. Then ask Ss to look at the pictures and answer the questions.
1．What do you already know about these families? Which family relates to you most? Give your reasons.
2．Do you think there are any similarities among the four families?
3．What other family stories do you know?
Then ask some volunteers to share their answers.
Part 2. Understanding ideas
Step 1. Before reading
Ask the Ss to finish Activity 1 on Page 26 by themselves, and ask the Ss: “What would you do if you have any different ideas about the things above with your parents?”
This question is set to guide students to think carefully on how to deal with the problems with parents.
Then ask some Ss to share their answers.
Step 2. While reading.
1．Have the Ss read the paly carefully and finish the tasks below:
Task 1. Read the play and find out what problem the boy has with his father.
Task 2. Choose another suitable title for the play and give your reasons.
A．The Secret of a Happy Family
B．Between Father and Son
C．A Dream Job
D．Grandfather’s Advice
E．My Career, My Choice
2．Going through Learning to learn
A play is a story performed on a stage. It has a plot, settings, characters and sections, as well as dialogues between characters.
3．Add the tags to the director’s notes, then complete the director’s notes on Page 28 with the expressions from the play.
4．Match the tags to the correct positions in the director’s notes.
Step 3. Think and Share
Tell Ss to think about these two questions and then share their thoughts with partners.
1．If you were in a similar situation as the son, what would you do? Why?
2．What conflicts have you had with your parents? How did you solve them?
Step 6. Homework
翻译句子
1．我决定不上大学了，因为我想专注于我的乐队。
2．人们尊敬律师，并且律师们都有很高的收入。
3．在一个乐队当中演出会帮助你交很多新朋友。
4．我建议你认真考虑一下。
5．我告诉他在大学里学些有用的东西。
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Unit 3 Family matters
Period 2
【教材分析】
本节课是高中英语第一册Unit 3 Family matters的语法部分：时态。这个部分包括一般现在时，现在进行时，一般过去时，一般将来时以及现在完成时五种时态，对学生来讲是有些难度的。首先要理解什么是时态，英语的时态如何体现出来，每一种时态有些什么特点，跟哪些特定的词（组）搭配，最重要的是每种时态的具体应用。在教学过程中，应该避免空洞的理论讲解，而需要辅以相关的例句，越多越好，让学生结合例句充分理解每种时态的特点，最后才能加以运用。
【教学目标与核心素养】
1．语言能力目标
学会五种不同时态的基本形式，特点及运用。
2．思维品质目标：
通过观察、比较、举例等方式，发现时态之间的异同点，并从中加深对时态的理解认识。
3．文化意识目标：
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。
4．学习能力目标：
运用对比，举例等方式，提升自己的英语学习能力。对比包括同语言内部的对比与不同语言之间的对比。
【教学重难点】
1．重点
学会五种不同时态的基本形式，特点及运用
2．难点
正确运用五种基本时态
【教学过程】
Step 1 课前自学
一、请同学们阅读并理解以下内容。
1．一般现在时的用法
（1）经常性或习惯性的动作，常与表示频度的时间状语连用。时间状语：every…, sometimes, at…, on Sunday。
I leave home for school at 7 every morning. 每天早上我七点离开家。
（2）客观真理，客观存在，科学事实：
The earth moves around the sun. 地球绕太阳转动。
Shanghai lies in the east of China. 上海位于中国东部。
注意：此用法如果出现在宾语从句中，即使主句是过去时，从句谓语也要用一般现在时。
例：Columbus proved that the earth is round. 哥伦布证实了地球是圆的。
（3）表示格言或警句。
Pride goes before a fall. 骄者必败。
（4）现在时刻的状态、能力、性格、个性。：
I don't want so much. 我不要那么多。
Ann writes good English but does not speak well. 安英语写得不错，讲的可不行。
2．现在进行时
（1）含义：表示现在或现阶段正在进行或发生的动作和存在的状态。
（2）判断词：now, look, listen...
（3）谓语动词构成：be （is ,am ,are） ﹢doing be动词随人称变为 is, am, are.
（4）现在进行时的句式：
肯定句：主语+be +v-ing+其它. 如：I am reading a book.
否定句：直接在be后加not. 如：I am writing. I am not writing.
一般疑问句及回答：问句，直接把be提前,
肯定回答：Yes，主语 +be
否定回答：No，主语+be+not -- Are you drawing? -- Yes, I am. /No, I’m not.
3．一般过去时的用法
（1）在确定的过去时间里所发生的动作或存在的状态。例如：
Where did you go just now? 刚才你上哪儿去了？
（2）表示在过去一段时间内，经常性或习惯性的动作。
When I was a child, I often played football in the street.
我是个孩子的时候，常在马路上踢足球。
Whenever the Browns went during their visit, they were given a warm welcome.
那时，布朗一家无论什么时候去，都受到热烈欢迎。
时间状语有：yesterday, last week, an hour ago, the other day等。
4．一般将来时
（1）shall用于第一人称，常被will所代替。will 在陈述句中用于各人称，在征求意见时常用于第二人称。
Which paragraph shall I read first？ 我先读哪一段呢？
Will you be at home at seven this evening? 今晚七点回家好吗？
（2）be going to +不定式，表示将来。
a. 主语的意图，即将做某事。
What are you going to do tomorrow? 明天打算作什么呢？
b. 计划，安排要发生的事。
The play is going to be produced next month。这出戏下月开播。
c. 有迹象要发生的事。
Look at the dark clouds, there is going to be a storm. 看那乌云，快要下雨了。
（3）be +不定式表将来，按计划或正式安排将发生的事。
We are to discuss the report next Saturday. 我们下星期六讨论这份报告。
（4）be about to +不定式，意为马上做某事。
He is about to leave for Beijing. 他马上要去北京。
注意：be about to do 不能与tomorrow, next week 等表示明确将来时的时间状语连用。
5．现在完成时
现在完成时用来表示之前已发生或完成的动作或状态，其结果的影响现在还存在；也可表示持续到现在的动作或状态。
其构成：have （has） +过去分词。
用于现在完成时的句型
（1）It is the first / second time.... that…结构中的从句部分，用现在完成时。
It is the first time that I have visited the city. 这是我第一次访问这城市。
This is the first time （that） I've heard him sing. 这是我第一次听他唱歌。
（2）This is +形容词最高级+that…结构，that 从句要用现在完成时。例如：
This is the best film that I've （ever） seen. 这是我看过的最好的电影。
二、自学检测
翻译句子
1．我通常在做完作业之后看电视。
2．Jack正在打扫他的房间。
3．昨天我去超市买了一袋大米。
4．如果他邀请我的话我就去参加他的聚会。
5．他从六岁起就开始学习英语了。
Step 2. 知识讲解
1．老师核对同学们自学检测的答案。
2．对五种时态逐个进行简单解释说明。
Step 3. 小组合作学习
全班分为若干个小组并完成以下任务：
1．完成课本第29页活动1：将abcde五个句子与跟它们相对应的时态描述匹配，然后教师针对易错点再有针对性的讲解。
2．限时活动：先完成课本29页时间线匹配，然后在课本26、27页的课文中找出更多包含以上时态的句子，看哪个组有多又快又准。（需说明属于哪一种时态）
然后请几组的同学把他们找出的句子展示出来，同时请其他同学仔细听并核实是否正确？是否有遗漏？教师针对大家找出的句子，再结合前面课前自学中的语法知识点，挑出时态的易错点和考点进行有针对性的讲解。
Step 4. 结对活动
1．独立完成课本29页活动2。
2．与合作伙伴讨论并展示答案。
Step 5.
观察并描述课本P29表格，尽可能多地运用到本课所学时态。
Step 6. Homework
复习本节所提到的5种时态，并各写2个句子。
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Unit 3 Family matters
Period 3
【教材分析】
本课时将学习一篇人物特写文章，标题为Just A Brother。通过对本课时内容的学习，学生一方面需要掌握文章中的重点单词、词组，另一方面还要培养根据文章标题预测内容的能力和复述故事的能力。除此之外，教师也要借此机会，树立学生正确的家庭观念，帮助学生培养兄弟姐妹间互帮互助互爱的思想。
【教学目标与核心素养】
1．语言能力目标
学习本课时下的重点单词和词组，要求会读、会写、掌握意义及灵活运用。
根据提示复述故事。
2．思维品质目标：
根据标题和图片预测故事内容。
能够用自己的话复述故事。
3．学习能力目标
正确合理运用学习策略：
资源策略：抓住阅读文本中出现的每一个内容，不仅仅阅读文字；利用思维导图帮助自己串联故事，回忆故事情节。
交际策略：学会与他人分享自己的想法和故事。
4．文化意识目标：
了解feature（特写/专题）这一体裁的特点；
通过阅读故事，反思家庭关系，树立起兄弟姐妹间互帮互爱的观念。
【教学重难点】
1．重点
本课时的重点单词、词组；
正确家庭观念的树立
2．难点
根据提示信息复述故事。
【教学过程】
Step 1. Lead in
Look at the pictures and answer the question, then finish a small questionnaire and have some Ss to share what they’re thinking.
Questions:
（1）Do you have any siblings （brothers or sisters）?
（If the answer is yes, then move to question 3, if no, then move to question 2.）
（2）Do you want to have any one? Give your reasons.
（3）What’s your relationship with your siblings? Do you think having siblings is good or not good? Why?
Step 2. Prediction
1．Look at the title of the passage and the picture. Predict what the passage is about.
（describe the picture first. Then predict the passage）
2．Read the passage and check your prediction.
Step 3. Reading
1．Read the passage and then have Ss to choose the main massage of the passage.
A．Love and competition between the Brownlee brothers make them successful athletes.
B．People have different opinions about Alistair Brownlee’s actions in the triathlon final.
C．For Alistair Brownlee, family love is more important than winning the triathlon final.
2．Learning to learn
Ask Ss to go through Learning to learn and Read the statements about feature stories and the passage, then answer the questions below.
Questions:
1．How do you understand the word “hook”? What do you think is the “hook” of the passage? Why？
2．What is the tone of the whole passage about the first paragraph?
3．Is the ending of the passage a summary, a powerful quote or a surprise for the readers?
Step 4.Talking about the story of the Brownlee brothers.
1．Work in groups. Answer the questions to help to retell the story.
（1）Who are they?
（2）When did the story happen?
（3）Where did the story happen?
（3）What did Alistair do?
（4）Why did he do it?
2．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.
Etc. In...in..., as Alistair...he saw his brother Jonny...He chose...and gave up...He ran...and...and.... Finally...
In my opinion, Alistair’s actions...
From the story I have learnt that...
3．Go through these questions as below, think and share in class.
（1）How are opinions about the Brownlee brothers divided? Which do you agree with? Give your reasons.
（2）Why does Alistair think that having a brother is “an advantage”?
（3）What do you think about having a brother or sister?
（4）Do you know any Chinese stories about family love? Share them with the class.
Step 5. Homework
Write a short passage about what you think of siblings.
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Unit 3 Family matters
Period 4
【教学目标与核心素养】
1．语言能力目标
完成一个故事写作：谁？在哪里？什么时候？发生了什么？为什么？；
说：根据提示组织语言，向同学展示自己的观点；
学习本课时的一些重点单词/词组/句型。
2．思维品质目标：
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。
3．学习能力目标
学会对文本进行对比，并在对比中挖掘出文本的深层含义；
交际策略：在合作中获得自己所需要的信息，并勇敢地表达自己观点。
4．文化意识目标：
探讨人际交往过程中的某些现象，并以此为契机深入反思家庭关系，树立起为人子女，应当善待父母，尊敬父母的观念。
【教学重难点】
1．重点
利用好故事写作的基本要素（时间+地点+人物+事件）；
有组织地呈现观点：如何看待“Home is where you are loved most and act worst”。
2．难点
完成故事写作；向别人展示（陈述）观点。
【教学过程】
Part 1. Writing
Step 1 Lead in
Have the Ss answer the questions below.
1．Can you remember your parents birthday?
2．Have you ever prepared any birthday present for your parents?
Step 2. Reading
Have the Ss read the journal entry on P35 and answer the questions below with their own words.
1．What reminded the author of her memory?
2．Who was in the memory?
3．When did it happen?
4．What happened in the memory?
5．Why is it a lovely memory?
Then check their answers.
Step 3. Thinking
1．Teacher asks Ss to think of a special family memory and then complete the table.
Who is in the memory?
When did it happen？
Where did it take place?
What happened?
Why is it special or memorable?
2．And then write a short story about this memory. Remember to use the expressions in the box.
3．Finally ask some volunteers to share the story written with the class.
Part 2. Presentation
Step 1. Reading and thinking
1．Read the messages and decide who sent each one: Stuart’s friend, his teacher or his mother.
2．Use some words to describe the three messages.
3．Read the messages again. Look at the pictures and 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.
Ask some Ss to share their opinion in class.
Step 2. Group work
Work in groups. Share your opinions about the saying. Remember to use the expressions in the box.
Step 4. Presentation
Present your group’s ideas to the class.
Step 6. Homework
课后练习
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