Unit 3 Family Matters-Starting out 教案-2025-2026学年高中英语外研版必修第一册

Unit 3 Family Matters-Starting out 内容导航 This part opens with warm family pictures and a short dialogue between father and son, introducing the theme of family ties and teenage career choices, activating students’ prior knowledge about family communication and generational differences. 教学目标和重难点 1. 教学目标 Language Ability: Master key words and sentences about family talks; understand short dialogues and express personal views on family decisions clearly. Cultural Awareness: Learn family interaction ways in different cultures; respect diverse family values and traditional parent-child responsibilities. Thinking Quality: Analyze conflicts in career choice talks; judge different opinions logically and think critically about personal dreams vs family expectations. Learning Ability: Take part in pair discussion and picture prediction; develop autonomous preview skills and cooperative inquiry habits in topic learning. 2. 教学重难点 Key Points: Grasp core vocabulary such as focus on, have a career; understand the plot of the starting dialogue and collect basic information about family disagreement on future plans. Difficult Points: Infer speakers’ emotions from tone and context; use functional sentences to state personal ideas politely and balance dreams with practical advice in English communication. 教学过程 Step 1 Lead-in and Topic Activation The teacher presents a set of warm high-definition pictures on the screen, including family dinner preparation, parent-child hiking, helping with housework and talking about daily life. The teacher guides students to observe carefully and asks open questions to arouse resonance. The teacher asks what people can see in each picture and what family activities they usually do with their parents after school. The teacher invites several students to share brief answers freely without correcting mistakes strictly. Then the teacher plays a short silent video clip showing a relaxed Friday evening living room scene where family members communicate casually. After watching, the teacher asks students to guess what problem the family may talk about tonight and write one key word on the draft paper. Design Intent: Using vivid pictures and silent videos can lower students’ anxiety at the beginning of class, activate their life experience related to family matters naturally, lay emotional bedding for the later dialogue learning, and help students enter the unit theme quickly through visual input and simple output. Step 2 Pre-viewing and Pre-reading Vocabulary Blocking The teacher lists core expressions closely related to the starting dialogue on the interactive whiteboard one by one, including turn to sb for a chat, focus on one’s band, have a career in music, after graduation, stop daydreaming, develop fast. The teacher explains each phrase with simple English definition and short situational example sentences instead of direct Chinese translation. For instance, when teaching focus on, the teacher says if you focus on something, you give all your attention to it. Then the teacher guides students to read after the teacher twice first collectively and then individually. After preliminary pronunciation familiarization, the teacher carries out a quick matching activity: match English phrases with simple English explanations on the screen, letting students raise hands to finish matching quickly. Meanwhile, the teacher points out several easy word stress mistakes to standardize oral pronunciation. Design Intent: Clearing vocabulary barriers before learning the dialogue can avoid frequent pauses caused by new words while listening and reading later, ensure the fluency of information understanding, and use simple English explanation to cultivate students’ English thinking habit from the start. Step 3 Picture Prediction and Context Guess The teacher shows the scene picture of the starting dialogue in the textbook, with three characters including grandfather, father and son in a living room with a table and chess on it. The teacher guides students to observe characters’ facial expressions and body language in detail. The teacher asks guiding questions: who looks nervous, who looks calm and who looks angry probably; why the boy feels nervous before talking to his father; what serious decision the boy may want to tell his family. Students discuss in pairs for free guess and write down two prediction points. Then the teacher invites two pairs to present their guess results briefly and writes representative predictions on the side blackboard without judging right or wrong temporarily. The teacher tells students they will check whether their guesses are correct through later listening and reading. Design Intent: Training prediction ability through picture details is an important way to develop logical thinking; pair discussion can ensure more students take part in interaction, stimulate curiosity about the follow-up text, and make students have clear listening goals. Step 4 While-listening Global Understanding The teacher plays the standard audio of the Starting Out dialogue completely for the first time, requiring students to only catch the general idea without paying attention to every word. After listening, the teacher shows three multiple-choice options on the screen: first, a happy talk about daily dinner plans; second, a disagreement between father and son about future study and career; third, grandfather’s advice on playing chess. Students choose the best main idea individually, and the teacher checks the answer collectively to confirm that the dialogue focuses on conflict about future choice. Then the teacher plays the audio for the second time, asking students to finish simple true or false judgment: the son decides to go to university as planned; the son wants to focus on his music band; the father agrees with his son immediately. Students mark T or F quickly. After checking answers, the teacher guides students to feel the changing tone of characters from the audio: the son’s nervous hesitation at the beginning, the father’s surprise and disagreement, and grandfather’s calm comfort. Design Intent: Grasping general idea first and then key details follows the cognitive rule of from whole to part; repeated listening with different tasks helps students gradually deepen understanding, and feeling tone changes helps infer emotions beyond literal words to lay foundation for deep analysis later. Step 5 While-reading Detailed Information Sorting The teacher distributes simplified reading scripts of the Starting Out dialogue corresponding to the audio, and students read silently and carefully within proper time. The teacher designs layered detailed tasks on the worksheet. First, fill in basic information: what big decision the son has made; what career the son wants to have after leaving school; what the father originally expected his son to be; what the father thinks of playing in a band at first. Second, sort attitude words: find words or sentences that show the son’s determination, the father’s doubt and opposition, and grandfather’s calm persuasion in the lines. Students underline key sentences with different colored pencils independently. After finishing sorting, students exchange worksheets in groups of four to supplement missing details. The teacher walks around the classroom to offer timely help to students who have difficulty finding information and reminds them to pay attention to functional sentence patterns for stating decisions and expressing disagreement. Design Intent: Silent reading helps students slow down to catch precise details that may be ignored in listening; layered filling and underlining tasks guide students to sort information clearly; group mutual supplementation realizes peer learning and reduces individual learning pressure. Step 6 Language Analysis and Functional Sentence Imitation Based on the detailed information sorted out, the teacher picks out key functional sentences worthy of imitation in the dialogue and presents them in bold on the screen. The first category is sentences for starting a serious talk: Erm… can we talk; you can always turn to your dad for a chat. The second category is sentences for stating a firm decision: I’ve decided not to…; I want to focus on… and have a career in…. The third category is sentences for expressing surprise and disagreement: You’re joking; Stop daydreaming; Playing in a band is not a job. The fourth category is sentences for supporting personal opinion: The music industry is developing fast; Making music is a job. The teacher analyzes the usage scene and emotional tone of each type of sentences briefly, then guides students to read rhythmically with emotion. After that, the teacher sets simple situational imitation: if you want to tell your parents you plan to choose your favorite elective course instead of the most popular one, how will you start the talk and state your decision politely. Students practice short oral imitation in pairs by borrowing the functional sentences learned just now. Design Intent: Extracting functional sentence patterns from the dialogue instead of isolated grammar points highlights the practicality of language; situational pair imitation turns input knowledge into preliminary output ability, letting students learn to use English to solve real family communication problems. Step 7 Character Emotion Inference and View Discussion The teacher leads the whole class to go back to the dialogue lines and analyze why each character has such attitudes step by step. For the son, the teacher guides students to understand that he has clear personal hobbies and career pursuit and believes the music industry has development space, so he is determined but nervous to fear his father’s disagreement. For the father, he hopes his son to have a stable legal career and worries that playing in a band is unstable and unrealistic, so he feels surprised and opposed at first. For grandfather, he stands in the middle to keep calm and ease conflicts, representing tolerant family wisdom. After emotion analysis, the teacher raises an open discussion topic on the screen: Do you think the son should give up university to focus on his band completely; if you were the father, how would you communicate with your child about dream choices. Students hold free group discussion, and each group elects a representative to share opinions in English. The teacher does not deny any reasonable view but guides students to think about balancing personal dreams with long-term plans. Design Intent: Deep text interpretation from literal information to inner emotions cultivates students’ deep reading ability and thinking depth; open discussion combines text with real growth confusion, realizes emotional education infiltration, and exercises logical expression in public speaking. Step 8 Culture Comparison and Value Guidance The teacher briefly introduces common teenage family choice topics in Western family culture: parents respect children’s independent choice right fully but also put forward practical risk reminder; children are willing to talk about dreams frankly but will also listen to family advice patiently. Then the teacher connects Chinese family characteristics: parents pay more attention to study stability and future security, while teenagers may feel misunderstood when pursuing special hobbies. The teacher guides students to compare similarities and differences: both Chinese and Western families care about children’s future; the difference lies in different expression ways and tolerance degrees of risky choices. Finally, the teacher gives positive value guidance: no matter what culture, effective communication is the key to solving family disagreements; teenagers should learn to state dreams rationally and listen to elders’ experience instead of blind resistance or blind compromise. Design Intent: Expanding cultural comparison breaks single text boundary, cultivates students’ cross-cultural awareness and inclusive attitude; rational value guidance avoids one-sided judgment of right or wrong, helping students form objective family communication views. Step 9 Role-play Performance and Language Consolidation The teacher divides students into multiple small groups of three, assigning three roles: grandfather, father and son. The teacher provides simplified role prompt cards with key plot lines and functional sentence hints without complete texts to encourage proper flexible creation. Students are given proper preparation time to rehearse role-play: starting a nervous talk, stating career decision, expressing disagreement calmly, easing conflicts politely. During rehearsal, students can adjust tone and body language according to character emotions learned before. After preparation, the teacher invites 1 to 2 groups to perform in front of the class. After performance, the whole class makes simple evaluation from three aspects: pronunciation clarity, emotion matching and proper use of functional sentences. The teacher gives positive feedback and targeted tiny suggestions for improvement. Design Intent: Three-person role-play highly restores the dialogue scene, integrating listening, reading, speaking and acting; proper flexible creation instead of rigid recitation exercises students’ on-the-spot language application ability; class evaluation helps students clarify polishing directions for oral expression. Step 10 Summary and Hierarchical After-class Tasks The teacher guides the whole class to sort out what they have learned together by blackboard layout: first, theme keywords of family matters and generational choice communication; second, core phrases about future career plans; third, four types of practical functional sentence patterns for family talks; fourth, key views of respecting differences and rational communication in family disagreements. Then the teacher arranges hierarchical after-class tasks suitable for different levels. Basic task: read the Starting Out dialogue audio repeatedly, record your own reading and underline familiar functional sentences. Improvement task: write a short 80-word note to your parents, stating one small plan you want to realize and explaining your reasons politely by using learned sentence patterns. Expansion task: collect one short video or story about harmonious family dream communication, prepare a 1-minute sharing for the next class. Design Intent: Blackboard cooperative summary helps students construct clear knowledge system; hierarchical tasks meet individualized learning needs of different students, realizing consolidation from listening and speaking to reading and writing, and the expansion task extends learning from textbook to real life continuously. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $