Unit 3 Family Matters Developing Ideas Just A Brother 教学设计-2025-2026学年外研版高中英语必修第一册

Unit 3 Family Matters Developing Ideas Just A Brother 教学设计 教材分析 本版块呈现了从另一个角度反映单元主题的课文，语篇类型为新闻特写，主题语境为“人与社会”范畴下的家庭关系，具体聚焦于“家庭中的亲情与责任”这一维度，将家庭关系置于体育竞技的场景中，展现亲情在特殊情境下的体现。课文通过讲述 2016 年墨西哥世界铁人三项系列赛的决赛阶段，Alistair 在比赛中看到弟弟 Jonny 即将摔倒，毅然 放弃争夺冠军的机会，选择帮助弟弟，最终将弟弟推过终点线，自己获得第三名的故事。同时，文章补充了兄弟两人从小一起参与训练、相互竞争、相互鼓励的背景，以及公众对 Alistair 比赛中这种行为和比赛结果的不同看法，而 Alistair 则以 he was just a brother, and “Mum wouldn’t have been happy if I’d left Jonny behind”诠释了自己的选择。通过布朗利兄弟“亲情优先于竞技胜负”的故事，引导学习者理解家庭关系中“爱与担当”的深层意义。 The Hook: 第一段：课文开篇聚焦 2016 年墨西哥世界铁人三项系列赛决赛的戏剧性 瞬间：Alistair 本来处于第三名，有望冲击冠军，却在距离终点 700 米时，看到弟弟 Jonny 即将摔倒，“竞技胜负”与“兄弟亲情”的强烈冲突，瞬间抓住读者注意力，并通 过问题“Alistair had to choose — brotherly love, or a chance to win the race?” 设置悬念，成功将读者代入故事。 The Meat: 课文二、三段：新闻的“核心肉质”部分，文章围绕 3W（who, what, why）讲述了 Alistair 的选择以及他帮助弟弟的经过，通过 “Alistair didn’t want to discuss it with the media. He just wanted to see his younger brother, who had been rushed to the medical area” 的细节，展现任务的即时反映。在叙述事件经过的过程中，通过插叙，介绍了兄弟两人两人从小一起参加训练，互相鼓励、彼此竞争的经历，为他们兄弟情深、赛中相助的行为提供背景支撑。 The Ending: 第四段：阐述观点，升华主题。课文提及数百万观众对比赛结局的看法 分歧（divided opinions）,引用 Alistair 自己的阐释，深入解读其行为的动机，丰富事件的内涵，将焦点从竞技体育的“奖牌荣誉”拉回“家庭亲情”的本质，点明 Alistair 的行为的核心是“兄弟身份”驱动的本能选择，给读者留下关于“亲情与竞技、责任与荣誉”的深刻思考，让新闻的情感价值和主题意义得到强化。 学情分析 授课对象为高一学生。大部分学生已经积累了一定的英语词汇量和基础语法知识，具备较好的英语阅读与理解能力，能够理解文本中的简单叙事逻辑。但对于“新闻特写”的文本结构接触较少，在分析深度上仍需引导。文本中的词汇相对基础，学生对文本的理解相对容易，但“triathlon”, “disqualify”等体育竞技类词汇理解有难度，需要结合语境或课前预习进行突破。 教学过程中，在引导学生梳理事件的时间顺序和人物行为、获取基本信息(5W)的基础上，引导学生了解文章体裁，学习“新闻特写”的组成要素，并分析文章结构；引导学生深入理解关键细节，如对 Alistair 一系列动作的捕捉和理解( “pushed himself towards the finish line in the burning heat”, “ran towards Jonny”, “caught him”, “started pulling him towards the finish line”等) 深入理解文本的主题意义和价值观。 课时目标 在这节课结束时，通过多种策略和活动引导学生： 1. 借助 5W(Who, When, Where, What, Why),梳理文本的基本信息，并概括中心大意。 2. 掌握“新闻特写”的构成部分（the hook, the meat, the ending）。 3. 对本单元主题 “Family Matters”有多角度、更深入的理解。 4. 讲述并分享自己的亲情故事。 Learning Objectives: By the end of this period, students will be able to: 1. get the key message of the story through “ask and answer” activity. 2. master the key elements of a feature story. 3. have a better understanding of Family Matters. 4. tell your own story with your brother, or sister, or other family members 教学重难点 1. 学生能够借助 5W,迅速梳理文本内容，准确概括中心大意。 2. 学生能够掌握“新闻特写”的结构，并能够深入理解和分析文本的重要细节描写以 及蕴含的情感价值和主题意义。 3. 学生能够撰写自己的亲情故事。 学习活动 Step 1 Lead in Teacher Q: Do you have a brother or a sister? / How’s your relation with your brother or sister? / What do you think of having a brother or a sister? Student Do an interview with the teacher Step 2 Read for general information Teacher Look through the passage quickly and quietly, try to find the answers to the questions: 1. Who are they? 2. When did the story happen? 3. Where did the story happen? 4. What did Alistair do? 5. Why did he do it? Choose the main message of the passage. ①. Love and competition between the Brownlee brothers make them successful athletes. ②. People have different opinions about Alistair Brownlee’s actions in the triathlon final. ③. For Alistair Brownlee, family love is more important than winning the triathlon final. Student Answer the questions: 1. The Brownlee brothers: Alistair and Jonny. 2. At the final part of the 2016 World Triathlon Series. 3. In Mexico. 4. He pulled Jonny to finish the race. 5. He wanted to help Jonny. Choose the main message of the passage. 1. Love and competition between the Brownlee brothers make them successful athletes. 2. People have different opinions about Alistair Brownlee’s actions in the triathlon final. 3. For Alistair Brownlee, family love is more important than winning the triathlon final Step 3 Read for details Teacher Read the passage again, and try to find out expressions from the text to finish the blanks. It was the final part of the 2016 World Triathlon Series in Mexico. With just 700 meters to go, Alistair Brownlee _____________towards the finish line in the burning heat when he saw his younger brother Jonny about ___________. Without hesitation, Alistair ________ Jonny, _________him and ____________________ the finish line. Alistair then_______________ the line, putting Jonny in second place and Alistair himself in third. Finally, Jonny __________the medical area. Although it was an unexpected end to the race, Alistair _________ it with the media. He ________________ at the medical area. Why did the author use so many verbs(动词)？ was pushing himself/ fall onto the track/ ran towards/ caught/ started pulling him towards/ pushed his brother over/ was rushed to What can you learn from these two expressions? didn’t want to discuss/ just wanted to see his brother What are their attitude towards having a brother? Student Discuss and answer was pushing himself falling onto the track ran towards caught started pulling him towards pushed his brother over was rushed to didn’t want to discuss just wanted to see his brother 1. To describe what had happened vividly. 2. Tension. I can feel he was trying hard to compete in the competition, and I can feel the tension from the game itself. 3. I can feel Alistair was very anxious about his brother. 4. a role model; an enormously positive force Step 4 Read for text type and structure Teacher Where can you probably read the passage like this? A news report? Or A feature (新闻特写)？ What’s the function of the hook/ the meat/ the ending? Student 1. A feature (新闻特写) 2. to get the interest of the reader./ to tell some extra details about the story, such as “who”, “when”, “where”, “what” and why”./ to summarize the story and give opinions. “Features” are “people stories”, typically longer than standard news stories. It usually consists of 3 parts: a “hook” at the beginning; a “meat” in the middle; and a summary, a powerful quote or a surprise as the ending of the story. Teacher If you were the judges, would you disqualify the two brothers? Why? Student If I were the judge, I would/ wouldn’t disqualify them, because… Step 5 Share & Show Teacher Now it’s your turn to share a story between you and your brother or sister or other family members. 1. Tell the story: you must contain 5W (who, when, where, what, and why) 2. Give your opinion on your brother or sister’s or other family members’ actions. 3. End by saying what you have learnt from the experience. Student Students share and show their own story. Summary No matter what happens, our families matter, and love can help us step over any difficulties, or any barriers between us. 作业设计 Write down your own story with your brother or sister, or other family members, and exchange your writing with your partner 学科网（北京）股份有限公司 $