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

Unit 3 Family Matters-Using language 内容导航 This section focuses on practical language application around family matters, covering core vocabulary, grammar (tenses and modal verbs for advice), and oral/written tasks. It guides students to use English to describe family members, talk about family events and conflicts, and lay a foundation for comprehensive language output. 教学目标和重难点 1. 教学目标 Language Ability: Students master family-related vocabulary and grammar, improving their ability to listen, speak, read and write about family topics. Cultural Awareness: They understand the similarities and differences of family concepts between Chinese and Western cultures, respect diverse family models and inherit fine family traditions. Thinking Quality: They develop logical thinking by analyzing language rules and critical thinking by discussing family conflicts. Learning Ability: They cultivate autonomous and cooperative learning skills through group activities and independent practice, forming good learning strategies. 2. 教学重难点 Key Points: Mastering family-related vocabulary (e.g., memory, nowadays, observe) and phrases (e.g., hear from, look forward to); grasping the usage of tenses (simple present, simple past, simple future) and modal verbs (should, must, could) for giving advice; being able to describe family members and talk about family events in simple English. Difficult Points: Distinguishing and correctly using different tenses in specific contexts; using modal verbs appropriately to give polite and reasonable advice; applying learned language knowledge to practical oral communication and written expression. 教学过程 Step 1: Lead-in (导入) Activity 1: Warm-up Discussion. The teacher shows pictures of different family scenes (e.g., a family having dinner together, a teenager talking with parents, a family celebrating a festival) on the screen. Then the teacher asks students the following questions: “What can you see in the pictures?”, “Do you have similar experiences with your family?”, “How do you communicate with your family when you have different opinions?” Students are invited to share their ideas freely in pairs first, and then several pairs are asked to present their conversations to the whole class. Design Intention: This activity uses visual materials to create a real and familiar family context, which can quickly arouse students’ interest and activate their prior knowledge about family life. By discussing their own family experiences, students can naturally enter the theme of “Family Matters” and lay a emotional and cognitive foundation for the subsequent language learning. Pair discussion also provides students with initial oral practice opportunities, helping them build confidence in speaking English. Activity 2: Vocabulary Preview Check. The teacher presents the key vocabulary of this section (memory, nowadays, theme, range, event, impact, jaw, beard, slim, cheek, issue) with pictures and example sentences. For example, show a picture of an old photo and say “This photo brings me a sweet memory.”; show a picture of a slim girl and say “She is slim and healthy.” Then the teacher asks students to read the words and sentences aloud, corrects their pronunciation and intonation, and explains the core meanings and usage of the words briefly. After that, students are asked to match the words with their Chinese meanings in pairs. Design Intention: Previewing vocabulary in advance helps students reduce difficulties in subsequent listening and reading activities. Using pictures and example sentences makes abstract vocabulary concrete and vivid, which is conducive to students’ understanding and memory. Correcting pronunciation and intonation in time ensures that students master the standard pronunciation of the words, laying a solid foundation for their oral expression. Pair matching activity can test students’ preview effect and strengthen their memory of the vocabulary. Step 2: Presentation (新知呈现) 2.1 Vocabulary in Context The teacher presents a short passage related to family memories on the screen, which contains the key vocabulary and phrases of this section. The passage is as follows: “Nowadays, many people like to record family events with photos. These photos are full of sweet memories. Last week, my family held a party with the theme of ‘Love and Togetherness’. There was a range of interesting events, and all of us had a good time. The party had a great impact on our family relationship.” The teacher asks students to read the passage silently first, and then read it aloud together. Then the teacher leads students to analyze the usage of the key vocabulary and phrases in the passage: (1) memory (n.): a thought of something that happened in the past, often used with “sweet, happy, sad” etc.; (2) nowadays (adv.): at the present time, usually used at the beginning or end of a sentence; (3) theme (n.): the main idea of an event, a book, a film etc.; (4) range (n.): a variety of different things, used in the phrase “a range of”; (5) event (n.): a planned social or public occasion; (6) impact (n.): the effect or influence that something has on someone or something, used in the phrase “have an impact on”; (7) hold a party: to organize a party. After the explanation, the teacher asks students to make sentences with each of the key words and phrases. For example, “I have a happy memory of my childhood.”, “Nowadays, more and more families pay attention to family time.” Students can work in groups of three to discuss and make sentences, and then each group shares one or two sentences with the whole class. The teacher comments on their sentences and corrects mistakes if there are any. Design Intention: Presenting vocabulary in a contextual passage helps students understand the meaning and usage of the words in real language situations, instead of memorizing them in isolation. Making sentences by themselves enables students to apply the learned vocabulary actively, deepening their understanding and memory. Group discussion encourages students to help each other and learn from each other, improving their cooperative learning ability and oral expression ability. 2.2 Grammar Presentation: Tenses (Simple Present, Simple Past, Simple Future) Activity 1: Tense Recognition. The teacher presents three sentences on the screen: (1) My father works in a company. (2) He went to Beijing last year. (3) He will go to Shanghai next month. The teacher asks students to observe the verbs in the three sentences and discuss the following questions in pairs: “What’s the form of the verb in each sentence?”, “When do we use this kind of verb form?” After the discussion, the teacher summarizes the usage of the three tenses: (1) Simple Present Tense: used to express habits, regular actions, general truths or current states. The verb form is “verb原形” (for third-person singular, it is “verb-s/es”). Signal words include “every day, usually, always, nowadays” etc. (2) Simple Past Tense: used to express actions or states that happened and ended in the past. The verb form is “verb-ed” (irregular verbs have special forms). Signal words include “yesterday, last week, ago, in 2023” etc. (3) Simple Future Tense: used to express actions or states that will happen in the future. The common forms are “will + verb原形” and “be going to + verb原形”. Signal words include “tomorrow, next year, soon, in the future” etc. Activity 2: Example Analysis. The teacher gives more examples for each tense and asks students to analyze the usage and signal words. For example: (1) Simple Present Tense: She usually gets up at 6:30 a.m. (habit, signal word “usually”); (2) Simple Past Tense: They had a family dinner last night. (past action, signal word “last night”); (3) Simple Future Tense: We are going to have a picnic with our family this weekend. (future plan, signal word “this weekend”). Then the teacher asks students to find the signal words and verb forms in each example, and explains the key points and notes (e.g., the third-person singular form of verbs in Simple Present Tense, irregular verbs in Simple Past Tense). Design Intention: Letting students observe and discuss by themselves can cultivate their ability of independent thinking and exploration. Summarizing the usage of tenses clearly helps students form a systematic understanding of the grammar points. Example analysis enables students to apply the grammar rules to specific sentences, deepening their understanding of the tenses. Paying attention to signal words helps students distinguish different tenses quickly in practical use. 2.3 Grammar Presentation: Modal Verbs for Advice (should, must, could) The teacher creates a real family conflict scenario: “Tom has a problem. He often argues with his parents because he spends too much time playing computer games. His parents are worried about his study and health. What advice can you give to Tom?” Then the teacher presents some sentences with modal verbs: (1) You should spend less time playing computer games. (2) You must listen to your parents’ advice. (3) You could communicate with your parents and tell them your feelings. The teacher asks students to read the sentences aloud and discuss the differences between the three modal verbs in pairs. Then the teacher summarizes the usage of the modal verbs for giving advice: (1) should: used to give reasonable and polite advice, meaning “it is a good idea to do something”; (2) must: used to give strong advice or orders, meaning “it is necessary to do something”; (3) could: used to give gentle and tentative advice, meaning “it is possible to do something, and it may be a good idea”. The teacher also reminds students that the modal verbs are followed by the base form of the verb. After the summary, the teacher asks students to practice giving advice with the three modal verbs in the given scenario. For example, “Tom, you should finish your homework first.”, “Tom, you must stop playing computer games late at night.”, “Tom, you could make a schedule for your study and entertainment.” Students can practice in pairs, one as Tom and the other as a friend giving advice. Then several pairs are invited to perform their dialogues in front of the class. Design Intention: Creating a real family conflict scenario makes the grammar learning more practical and closely connected with students’ daily life. Letting students discuss the differences between modal verbs helps them understand the subtle differences in meaning and usage. Role-play practice enables students to apply the grammar rules to oral communication, improving their ability to use language in real situations. Step 3: Practice (巩固练习) 3.1 Vocabulary Practice Activity 1: Fill in the Blanks. The teacher presents a passage with blanks, and students need to fill in the blanks with the correct form of the key vocabulary. The passage is as follows: “Everyone has precious (1) ______ (memory) with their family. (2) ______ (nowadays), many families like to hold parties on important festivals. The (3) ______ (theme) of the party is usually about family love. There are a (4) ______ (range) of (5) ______ (event) in the party, such as singing, dancing and playing games. These activities have a positive (6) ______ (impact) on family relationships.” Students complete the exercise individually first, and then check the answers together with the teacher. The teacher explains the reasons for each answer and emphasizes the usage of the words. Activity 2: Word Matching. The teacher presents a list of English words and a list of Chinese meanings, and students need to match them correctly. For example: 1. memory A. 现今，现时 2. nowadays B. 记忆，回忆 3. theme C. 一系列 4. range D. 主题 5. event E. 影响 6. impact F. 活动. Students complete the matching in pairs, and the teacher checks the answers and gives feedback. Design Intention: Fill in the blanks and word matching are classic vocabulary practice activities, which can help students consolidate the memory and usage of the key vocabulary. Completing the exercise individually can test students’ mastery of the vocabulary, while checking the answers together can help students find their mistakes and deepen their understanding. Pair work can enhance students’ participation and interest in learning. 3.2 Grammar Practice: Tenses Activity 1: Choose the Correct Tense. The teacher presents multiple-choice questions about tenses, and students need to choose the correct verb form. For example: (1) My mother ______ (cook) dinner every day. A. cook B. cooks C. cooked D. will cook (2) We ______ (visit) our grandparents last weekend. A. visit B. visits C. visited D. will visit (3) They ______ (have) a family trip next month. A. have B. has C. had D. will have. Students complete the questions individually, and then the teacher checks the answers and explains the reasons. For the wrong answers, the teacher analyzes the mistakes and emphasizes the key points of the tenses. Activity 2: Rewrite the Sentences. The teacher presents sentences in one tense and asks students to rewrite them in another tense. For example: (1) He plays basketball every afternoon. (rewrite in Simple Past Tense) → He played basketball every afternoon yesterday. (2) She went to the park yesterday. (rewrite in Simple Future Tense) → She will go to the park tomorrow. (3) We will have a family meeting next week. (rewrite in Simple Present Tense) → We have a family meeting every week. Students complete the exercise in pairs, and then the teacher invites some students to present their answers and comments on them. Activity 3: Describe Your Family. Students are asked to write three sentences about their family using Simple Present Tense, Simple Past Tense and Simple Future Tense respectively. For example: (1) My father is a doctor. (Simple Present Tense) (2) We went to the beach last summer. (Simple Past Tense) (3) We will have a big family dinner on my birthday. (Simple Future Tense). After writing, students exchange their sentences with their deskmates and check each other’s grammar and spelling. The teacher walks around the classroom to provide help and guidance. Design Intention: Multiple-choice questions and sentence rewriting help students consolidate the form and usage of different tenses, and test their ability to distinguish and use tenses. Describing their own family enables students to apply the tenses to real situations, making the grammar learning more practical and meaningful. Peer checking helps students find their mistakes and learn from each other, improving their learning ability and cooperative spirit. 3.3 Grammar Practice: Modal Verbs for Advice Activity 1: Complete the Dialogues. The teacher presents incomplete dialogues about family problems, and students need to complete them with “should, must, could”. For example: (1) A: I often argue with my sister about small things. What should I do? B: You ______ try to be more patient with her. You ______ also talk to her and understand her feelings. You ______ not fight with her anymore. (2) A: My parents don’t allow me to watch TV after school. I feel sad. B: You ______ talk to your parents and tell them that watching TV can help you relax. You ______ also promise them that you will finish your homework first. You ______ obey your parents’ rules if they have good reasons. Students complete the dialogues in pairs, and then the teacher checks the answers and explains the usage of the modal verbs in each context. Activity 2: Give Advice. The teacher presents some common family problems (e.g., “My parents are too busy to spend time with me.”, “I can’t get along well with my grandparents.”, “My brother always borrows my things without asking.”). Students are divided into groups of four, and each group chooses one problem to discuss. They need to give at least three pieces of advice using “should, must, could”. Then each group sends a representative to present their advice to the whole class. The teacher comments on their advice and encourages them to use the modal verbs correctly and appropriately. Design Intention: Completing dialogues helps students apply the modal verbs to specific communication scenarios, improving their ability to use language in context. Group discussion and presentation enable students to practice oral expression and cooperative learning, and also help them think about how to solve real family problems, which is conducive to the cultivation of their thinking quality and emotional education. Step 4: Consolidation and Application (巩固与应用) 4.1 Listening Practice The teacher plays a listening material about a family conversation. The listening material is about a girl talking with her mother about her study and family activities. Before playing the recording, the teacher asks students to read the listening tasks carefully: (1) What is the girl worried about? (2) What advice does the mother give her? (3) What are they going to do this weekend? Then the teacher plays the recording twice. The first time, students listen to get the main idea. The second time, students listen carefully to complete the tasks. After listening, students check their answers in pairs, and then the teacher plays the recording again to confirm the answers. The teacher also explains the key sentences and difficult points in the listening material. Design Intention: Listening practice is an important part of language learning, which can improve students’ listening comprehension ability. The listening material is closely related to the theme of family matters, which can help students consolidate the learned vocabulary and grammar. Setting clear listening tasks helps students focus on the key information and improve their listening efficiency. Checking answers in pairs and replaying the recording helps students deepen their understanding of the listening material. 4.2 Speaking Task: Family Meeting The teacher divides students into groups of 4-5, and assigns each group a family scenario: “Your family is going to plan a weekend activity. You need to hold a family meeting to discuss what to do. Each member of the family has different opinions. You need to communicate with each other, give advice using modal verbs, and finally reach an agreement.” The teacher provides some tips for the task: (1) Introduce your own opinion clearly. (2) Give advice politely using “should, must, could”. (3) Listen to others’ opinions and respond actively. (4) Try to use the learned vocabulary and tenses. Students have 15 minutes to prepare the dialogue in groups. During the preparation, the teacher walks around the classroom to provide help and guidance, such as reminding students to use the correct vocabulary and grammar, and helping them solve communication problems. After the preparation, each group performs their family meeting dialogue in front of the class. The teacher evaluates their performance from the aspects of language accuracy, fluency, communication effect and cooperation, and gives positive feedback and suggestions for improvement. Design Intention: The speaking task of family meeting is a comprehensive application of the learned knowledge, which can test students’ oral expression ability, communication ability and cooperative learning ability. Creating a real family scenario makes the speaking task more practical and interesting, and enables students to apply the learned vocabulary, tenses and modal verbs to real communication. The teacher’s guidance and evaluation help students find their strengths and weaknesses, and improve their oral expression ability. 4.3 Writing Task: A Letter to My Family The teacher asks students to write a letter to their family members (e.g., parents, grandparents, siblings). The requirements of the letter are: (1) Express their love and gratitude to their family members. (2) Talk about a recent family event or their feelings about family life. (3) Give some advice on improving family relationships (if necessary). (4) Use the learned vocabulary, tenses and modal verbs correctly. (5) The letter should be coherent and logical. Before writing, the teacher presents a sample letter on the screen to help students understand the structure and language of the letter. The sample letter is as follows: “Dear Mom and Dad, I am writing this letter to express my love and gratitude to you. You are always there for me when I need help. Last weekend, we had a family dinner together, which made me feel very happy. I know you are very busy with work, but I hope you can spend more time resting. You should not work too late, and you could take a walk after dinner to keep healthy. I will study hard and make you proud. I love you very much. Yours, Li Hua.” Students write the letter individually. During the writing process, the teacher walks around the classroom to provide help, such as helping students choose appropriate words and sentences, correcting grammar mistakes, and guiding them to organize their ideas. After writing, students exchange their letters with their deskmates and give feedback to each other. Then the teacher collects some letters, reads them aloud to the whole class, and comments on them, emphasizing the strengths and areas for improvement. Design Intention: Writing a letter to family members is a meaningful writing task, which not only helps students consolidate the learned language knowledge, but also cultivates their emotional awareness and ability to express their feelings. The sample letter provides a model for students, helping them understand the structure and writing skills of the letter. Peer feedback and teacher’s comments help students improve their writing ability and learn from each other. Step 5: Summary and Extension (总结与拓展) 5.1 Summary The teacher leads students to summarize the key points of this lesson: (1) Vocabulary: key words and phrases related to family matters, such as memory, nowadays, theme, a range of, have an impact on, hear from, look forward to. (2) Grammar: the usage of Simple Present Tense, Simple Past Tense, Simple Future Tense, and modal verbs (should, must, could) for giving advice. (3) Skills: listening, speaking, reading and writing skills related to family topics. The teacher also emphasizes that language learning is for practical use, and encourages students to use English to communicate with their family members and talk about family matters in daily life. Design Intention: Summarizing the key points helps students form a systematic understanding of the knowledge learned in this lesson, and consolidate their memory. Emphasizing the practical use of language helps students establish the concept of “using language to communicate”, and encourages them to apply the learned knowledge to daily life. 5.2 Extension Activity 1: Cultural Exchange. The teacher introduces the differences between Chinese and Western family concepts briefly, such as Chinese families pay more attention to family harmony and filial piety, while Western families pay more attention to individual independence. Then the teacher asks students to discuss the following question in groups: “What are the advantages of Chinese family concepts? What can we learn from Western family concepts?” After the discussion, each group shares their opinions with the whole class. The teacher guides students to respect diverse family cultures and inherit fine Chinese family traditions. Activity 2: After-class Task. The teacher assigns the following after-class tasks: (1) Review the key vocabulary and grammar of this lesson, and make a mind map to sort out the knowledge points. (2) Practice the family meeting dialogue with your family members in English (if possible). (3) Finish the letter to your family and revise it according to the teacher’s and deskmate’s feedback. (4) Collect some English articles or videos about family life, and read or watch them after class to expand your vocabulary and improve your language ability. Design Intention: Cultural exchange activity helps students understand the differences between Chinese and Western family cultures, cultivate their cultural awareness and cross-cultural communication ability. After-class tasks help students consolidate the knowledge learned in class, extend their learning beyond the classroom, and improve their autonomous learning ability. Making a mind map helps students sort out the knowledge systematically, and practicing with family members makes the language learning more closely connected with daily life. Step 6: Homework (作业) 1. Copy the key vocabulary and phrases of this lesson, and make 2 sentences with each word or phrase. 2. Complete the grammar exercises on the textbook, focusing on the usage of tenses and modal verbs. 3. Revise the letter to your family and hand it in the next class. 4. Prepare a 2-minute speech about your family, using the learned vocabulary, tenses and modal verbs. The speech will be presented in the next class. Design Intention: Copying vocabulary and making sentences helps students consolidate the memory and usage of the key vocabulary. Completing grammar exercises helps students further consolidate the grammar points. Revising the letter helps students improve their writing ability. Preparing a speech helps students practice their oral expression ability and build confidence in speaking English. The homework is designed to consolidate the knowledge and skills learned in class, and promote the all-round development of students’ language ability. 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 $