Unit3 Family Matters Understanding ideas 教学设计-2025-2026学年高中英语外研版必修第一册

该高中英语教学设计聚焦“人与自我”主题下的家庭生活，通过视频导入、图片分析激活背景知识，以W-P阅读模式搭建学习支架，Pre-reading预测内容，While-reading训练关键信息获取与主旨概括，Post-reading联系实际，引导学生理解家庭关系与戏剧特征。 特色在于多模态语篇呈现祖孙、父子等家庭关系，融合启发式与小组合作探究，通过戏剧冲突分析（如Activity 4）培养思维品质，作业设计提供家庭记忆写作选项，促进语言能力与学习能力提升，助力教师落实立德树人，提升课堂互动与学生语用输出效果。

高中英语外研版Book 1 Unit 3 Family matters 教学设计 课 题 外研版高中英语必修一 Unit 3 Family matters 学科年级 高一英语 教材版本 外研版 课 型 阅读课 一、 教学内容分析 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。 二、教学目标 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。 三、教学重点、难点 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。 四、学情分析 本节课的授课对象是我校一个平行班，学生虽然有求知欲望，但缺乏自信心，不敢在课堂上淋漓尽致的展示自己的能力。优点是他们学习比较刻苦，英语的基本功相对来说比较扎实，具有一定的自主合作和探究的能力，具备了用英语思考和表达的基本技能。要恰当运用英语词汇表达已有的知识和看法，以及通过英语文章的阅读获取相关信息对于高一的学生来说仍有一定难度. 五、教学策略设计 启发式教学策略：以学生为中心，让学生在学习过程中自始至终处于主动地位，让学生主动提出问题，思考问题，让学生主动去发现，去探索，从中找出解决的方法，老师加以点拨起指导和促进作用。 P- W-P 阅读模式：读前（Pre-reading），阅读中(While-reading)，读后(Post-reading)。这种教学模式是以学为中心的教学过程，强调“问题的导入，问题的呈现，问题的学习，问题的训练和问题的应用”。 小组合作探究式学习：合作学习是学生在小组中为了完成共同的任务，有明确的责任分工的互动性学习。有助于培养学生的合作精神、团队意识、社会技能和民主价值观，使学生优势互补、形成良好人际关系，促进学生个性健全发展。 六、教学资源准备 外研版必修一教科书 视频及音频材料 多媒体课件 七、教学过程 教学环节 预设教师活动 预设学生活动 设计意图 Activity1 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. Activity 3 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 4 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 5 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 6 T asks Ss to add the tags to the appropriate places. Ss add the tags. Train Ss’ reading skill in skimming. Activity7 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. 1. Ss look at the words and expressions, and choose the ones that can be applied to their relationship with family members. 1. Activate Ss’ theme-related background knowledge. 2. Predict the content of a passage through title and pictures. 板 书 设 计 Unit 3 Family matters Like Father Like son Climax Rising action Introduction The ending 教 学 反 思 高中英语外研版Book 1 Unit 3 Family matters 作业设计 一 作业内容: Option 1: Write about a family memory Option 2:Create an unforgettable memory which you would like to share with your children when you are a father or mother. Write about a family memory with the useful expressions Para1: I was.... and found......; As I was looking at the....., the lovely memory of that day crowds in my mind. Para2: Last summer..../ Many years ago/ In 2015..... Para3: not only...but also...; I remember this because.....; It made me feel so......I learnt that.... ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 二 作业答案 A possible version I was tidying the warehouse and caught sight of a small bike lying quietly on the ground. As I was looking at it, the sweet memory about it crowded into my mind. Many years ago, it was a Sunday morning on my sixth birthday. My father bought me a new bike. I couldn't wait to get on it and learn how to ride, so I begged my father to teach me in the garden. After I sat on the new bike, my father helped me put my two hands on the handlebars and my feet on the pedals. Then, he pushed the bike so that the pedal tarted to move. I was scared so I fell off the bike and hurt myself. But my father kept encouraging me to stand up, be brave and try again. After my first try, I could cycle around the garden shortly. After that, I practise it often and gradually, I was able to ride the bike more skillfully. I kept riding the bike until it was too small for me. It is still one of my most precious possessions, for not only was it my first bike, but a symbol of my courage as well as my father's love. And I learnt that love has great power. 三 作业设计的出处 必修一教材 Page25 Writing about a family memory 四 作业设计意图 作业设计活动是一种能无限激活学生思维的积极有效的语言输出方式，该任务具有趣味性，挑战性和创新性，可以使学生充分运用自己的创造力，审美观，从而使整个学习过程充满了灵感和智慧设计意图，以多元智能培养为依据，在词汇图构建的运用中，引导学生学会学习，培养其英语思维能力设计意图，通过常用词块和常用句型的输入，并运用有关“家庭记忆”句型，在用中巩固反复，让学生产生有意义的输出，并使语言的运用最终落实于篇章之中。 本单元的写作项目是关于家庭的回忆，属于家庭叙事类的记叙文。在写作时可以从人物、时间、过程以及结果或感受等方面，对事件进行叙述。可以采用顺叙、倒叙或者插叙的方式。 五 预计完成时间 40分钟 学科网（北京）股份有限公司 $