Unit 3 Family matters Developing ideas 教学设计-2025-2026学年高中英语外研版必修第一册

该教案围绕高中英语必修一Unit 3“Family matters”中的Feature Story《Just a brother》展开，聚焦新闻特写文体的结构特征与情感价值，通过问题链引导学生从预测主旨到分析段落、理解细节，最终实现语言输出与思维升华。教学设计以图片导入激发兴趣，用选择题和填空题搭建学习支架，层层递进地帮助学生掌握文章脉络与写作特点。 本课亮点突出，融合语言能力、思维品质与文化意识三大核心素养。例如，在Activity 3中通过匹配段落大意训练学生逻辑推理能力，体现思维品质；在Activity 5中借助回填空掌握Hook部分的语言技巧，强化语言能力；Homework环节要求续写母亲视角的场景，既深化对兄弟情谊的理解，又培养跨文化共情力。整堂课以真实情境驱动任务，注重学生批判性表达与价值观塑造，教师可直接套用此框架提升课堂深度与温度。

Book 1 Unit 3 Family matters Developing ideas Just a brother 李智梅 Teaching objectives 1. Generalize the main idea of the feature story. (understanding) 2. Analyze the structure of the feature story. (Analyzing) 3. Express their ideas about why did Alistair choose brotherly love over a chance to win the race by using the knowledge learned in this lesson. (Applying) Teaching important points 1. Analyze and summarize information about the Brownlee brothers’ story; 2. Summarize the characteristics of the feature stories; Teaching difficult points: 1. Retell the Brownlee brothers’ story by using their own language; 2. Improve the awareness of  the value of the brotherly love; Teaching methods： Discussion---lead students to read and think. Report---encourage students to take part in the class actively. Teaching procedures&ways: 教学 目标 教学活动及步骤 设计意图 看图片回答问题,并用一些次来形容兄弟姐妹之间的关系。 Activity1: Free talk 1.If you must give up something, which one will you give up first, second...last? 2. Do you think having siblings is good or bad? Why? 3. How is the relationship with your siblings? Do you like him/her? If your brother or sister fell down ,are you a person who will give up the chance to win the champion just to support your siblings? 通过图片和讨论问题以及选择和创设情景，引出主题。 通过题目和图片来预测文章，并通过阅读找出文章主旨大意 Activity2：Prediction 1. Read for main idea. Choose the main message 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. 提高学生预测文章的能力和阅读找主旨大意能力。 通过阅读文章总结每段段落大意，从而总结篇章结构。 Activity3：Read for structure Let students match the meaning of each paragraph and summarize the structure of the passage. Match the main idea with the proper paragraph. (1)Para.1 A．The divided opinions. (2)Para.2 B．Alistair's choice. (3)Para.3 C．Jonny was about to fall in the match. (4)Para.4 D. The development of the Brownlee brothers' love. Reading tip: When reading，you have to focus on the first and last sentence of each para. 通过讲授阅读每段首位句的阅读技巧，让学生匹配段落大意的同时，总结文章的篇章结构并了解文章的题材后吧文章分成三大部分。 Activity 4：Read for genre Q:Which genre does this passage belong to? A.Exposition 阐述 B. Argumentation 论证 C. Narration 解说 D.Feature Stories新闻特写 3. What does feature contain? Read the passage quickly and find out the hook, meat, and ending of the passage. 通过细读文章回答问题，引导学生理解文章第一自然段的语言运用 Activity5: Read for details Task1:Part1 A. Please read para.1 carefully and fill in the blanks. 通过让学生回填空，来了解新闻特写的第一部分：Hook 具体包括的内容。 通过细读文章回答问题，引导学生体会人物生平描写所需要的要素讨论文中人们对于该事件的不同看法并发表自己的看法 Task2:Part2（Para2-4） Read the para2-3 and choose the best answer 1.1.How did Alistair help Jonny? Alistair _________Jonny, _______ him and started _______him towards the finish line. Alistair then _______his brother over the line. 2. Why does Alistair think that having a brother is“an advantage”? Read para.4 (ending) and choose the main message of this part. Which type is the ending of this feature?（多选题） Quote(引用） Summary Surprise 通过让学生回答第问题，让学生了解故事的meat和ending部分主要内容，掌握新闻特写的具体结构。讨论文中人们对于该事件的不同看法并发表自己的看法，培养学生批判性思维品质，提高发现问题解决问题的能力。 . 通过复述，加深对课文的理解 Activity 6 Retell Ss work in groups to prepare their stories about Brownlee Brothers, give opinions and end by saying what they have learned from the story. 通过复述，加深对课文的理解。最重要的从故事中学到了什么。 Homework： （Required）Write an ending to the story. Seeing Alistair appoaching , his mother running towards him._______________________ （Optional） See a film : Hi, mother Blackboard design：Jonny Alistair the finish line 学科网（北京）股份有限公司 $