新外研版高中英语必修第一册Unit 3教学设计
Activity 2
1.Tasks Ss to read the dialogue and get the main idea.
2. ThasSs complete the dialogue with the correct form of the words and expressionsin brackets.
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
1.T asksSs to look at the sentences from the reading passage and pay attention to thetenses.
单元目标
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。
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
Thas Ss list the things that they would ask their parentsaboutfor advice.
Sslistthe thingsthat theywouldasktheir parentsaboutfor advice, and tick those in the textbook.
Prepare Ssfor reading.
Activity 2
1.Thas Ss read the play and find out what conflict the son has with his father.
2.T asksSs to pay attention to the major components of a play.
2.如何让学生学会运用恰当的词汇和表达描述家人的外貌；
3.如何引导学生听懂与家庭生活相关的对话，学会在与家人的交流中表达歉意。
教学难点
如何通过阅读和听力的输入，加深学生对家庭生活这一话题的理解，进一步思考与家庭成员间的关系。
教学策略
任务型教学法、交际教学法、听说教学法
Teaching contents
2.学生能通过语篇学习掌握戏剧的文体特征、基本要素和常见阅读方法；
3.学生能够正确看待并妥善解决日常生活中的家庭矛盾，树立正确的家庭观。
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。
教学策略
P-W-P模式
Teaching contents
Think& Share
ThasSsdiscuss the questions in groupsand share their opinions.
Ssdiscussthe questionsingroups andshare their opinions inclass.
1.Further explore the topic and the unit theme.
Ssread the dialogue and complete it with the correct form of the words and expressions provided.
Practice the using of tensesin real context.
Activity 3
Use the tenses in real-lifesituations.
Activity 4
1. T invites Ss to look at the two pictures and try to describe the appearances of the people in them.
教学目标
1.学生能够理解不同时态的形式、意义与语用功能，并在具体语境中正确运用；
2.学生能够运用恰当的主题词汇和表达描述家人的外貌；
3.学生能够听懂与家庭生活相关的对话，并学会在与家人的交流中表达歉意；
4.学生能够思考家庭成员间的关系，关爱家庭成员，共同营造和谐的家庭氛围。
教学重点
1.如何帮助学生理解归纳并掌握不同时态的形式、意义与语用功能；
Teaching contents
Procedures
Purposes
Teacher’s activity
Students’ activity
Activity 1
T showsthevideo,organisesthe activity and checks answers.
Ss watch the video and answer the questions.
Starting out板块教学设计
（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型
Viewing+Speaking
主题语境
人与自我——家庭生活
内容分析
本板块包含了一段与家庭主题相关的视频，呈现了祖父与家人相互交换礼物的家庭生活场景；还包括四幅不同国家与家庭生活主题相关的漫画、影视作品图片。
（建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型
Reading
主题语境
人与自我——家庭生活
内容分析
本板块呈现了一篇反映单元主题的课文，语篇类型为戏剧，讲述了父亲与儿子由于立场不同，就儿子的未来职业规划产生分歧和冲突，并最终由祖父调和的故事。
教学目标
1.学生能够读懂剧本，理解文章大意，并根据文章内容准确理解标题的含义，为文章选择另一个合适的标题；
Understand the main features of a play.
T has Ss read theplayagain and complete the notes.
Ss read the play again and complete the notes.
Read for important details ofaplay.
2.T invites Ss to read the email and answer the questions in Activity 4.
1. Ss look at the two pictures and try to describe the people in them.
教学目标
1.学生能够通过观看视频和图片初步了解不同国家的家庭生活和家庭文化；
2.学生能够简单描述和评价自己的家庭生活，引发对家庭生活主题的初步思考。
教学重点
引导学生听懂视频内容，了解图片内容。
教学难点
如何通过视频和图片让学生理解家庭概念及关系，从而引发对家庭相关话题的思考。
教学策略
视听教学法、交际教学法
Book1Unit3Family matters教学设计
单元主题
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。
Ss read theplayand find out the conflict.
Train the reading skill of getting key information.
Activity 3
T asks Ss to choose a suitable title in Activity 3 and give reasons.
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。
课型
Grammar + Vocabulary + Listening + Speaking
主题语境
人与自我——家庭生活
内容分析
本板块语法部分是对英语常见时态的复习，结合课文内容复习英语中常见时态的形式、意义和语用功能，并通过一家人为祖母筹备生日派对的真实情境引导学生运用语法；词汇部分用电子邮件的形式呈现描述外貌的词汇和表达，帮助学生描述家庭成员的外貌及变化；听说部分的内容是母女间的一段对话，表现母女间的情感交流，引导学生注重与家庭成员的积极交流。通过真实的语境，加深学生对单元主题的理解，提高学生的综合语言运用能力和交际能力，引导学生关爱家人、珍视亲情，正确处理与家人的关系，形成正确的家庭观。
Better understand family relationshipsthrough the content of the video.
Activity 2
外研版高中英语必修一 Module3 Listening and Cultural Corner教案-新版
1) Traveling at a speed of over 400 kilometres per hour, the train can complete
the 30-kilometre journey in eight minutes.
2) On November 12, 2003, the maglev reach a speed of 502 kilometres per
at 4 am and we didn’t go to bed until midnight.
Interviewer: Oh, I see. That’s a long time.
Mary Lennon: Absolutely! It takes a long time to make a film.
2) at a speed of…; 以……的速度
3/5
reach a speed of… 达到……速度 reach a speed up to… 高达……的速度
1) Traveling at a speed of over 400 kilometres per hour, the
train can complete the 30-kilometre journey in eight minutes.
(a) When I was 19. (b) No, I wasn’t. (c) By train. (d) In London. (e) No, they didn’t. (f) Yes, we were.
Rea d& learn
Keys: 1d 2a 3b 4c 5f 6e
2. Listen to the dialogue again, and complete each of the
高中英语Unit3FamilymattersPartⅢDevelopingideas教案外研版必修第一册
Part ⅢDeveloping ideasJUST A BROTHERIt was the final part of the 2016 World Triathlon Series in Mexico.(1)With just 700 metres to go, Alistair Brownlee was in third place and his younger brother, Jonny, was in the lead.(2)Alistair pushed himself towards the finish line in the burning heat, but as he came round the corner, he saw his brother about to fall onto the track.Alistair had to choose—brotherly love, or a chance (3)to win the race? For Alistair, the choice was clear.His brother was in trouble.He had to help.Alistair ran towards Jonny, caught him and started pulling him towards the finish line.Alistair then pushed his brother over the line.The move put Jonny in second place and Alistair himself in third.It was an unexpected end to the race, but Alistair did not want to discuss it with the media.He just wanted to see his younger brother，(4)who had been rushed to the medical area.The Brownlee brothers have been doing triathlons since they were children.“Obviously, (5)when your older brother is doing it, you think it’s a cool thing to do，” says Jonny.Alistair says that they encourage each other as much as they can when they train.Despite arguments over“stupid things” now and then, Alistair agrees (6)that having a brother is an advantage.“Throughout my entire life, I’ve had my brother trying to beat me at everything (7)I do.It has been an enormously positive force.”(8)Watched by millions, the ending to the race has divided opinions：should the brothers have been disqualified or highly praised for their actions? But for Alistair, (9) this decision was easy to explain：“Mum wouldn’t have been happy if I’d left Jonny behind.” At that moment, he was no longer an athlete (10)aiming for a medal—he was just a brother.(1)“with＋宾语＋不定式作宾补”构成的with复合结构。
1外研社高一英语必修一Module 3 My First Ride on a train教案
外研社高一英语必修一Module 3 My First Ride on a train Topic:My First Ride on a trainType:Reading1.Analysis of teaching material1.1.Status and functionsThe topic of this module is My First Ride on a Train,which can easily draw students’ attention and help them revise t he transport.The grammar point is the Past Tense that can be used when students describe their experiences.Therefore,this module is important,and it can help students talk about their trip they made to a tourist spot or other life experiences.2.Analysis of students2.1.Senior one students have learned the Past Tense before.2.2.They are able to talk about some simple topics and are curious about the foreigncountry.2.3.They can induce some language points themselves2.4.They are supposed to improve their reading skills.3.Teaching objectives3.1.After the lesson,students are able to understand these words on Page 22.3.2.Students can talk about their trip experiences using Past Tense3.3.Students are capable of talking about the general information aboutAustralia,and realizing the diversity of scenery and culture in different countries.4.Teaching methodsTask-based Language TeachingSituational Teaching Method5.Teaching key points and difficulties5.1.Key points5.1.1.The words on page 225.1.2.The usage of Past Tense5.1.3.Practice of reading skills5.1.4.How to talk about trip experience5.2.Difficulties5.2.1.Practice of reading skills5.2.2.How to talk about trip experience6.Teaching aidsMultimedia Blackboard7.Teaching progress7.1.Leading-inUse three questions which are related to students’ real trip experience to arous e students’ interest:Where did you go before?How did you get there?Did you enjoy it and why?T: Good morning, everyone.Today’s topic is travel,do you like it?S: Yes!We like it.T: So,boys and girls, have you ever been to someplace?Would you like to share something with us?Who wants to be the first one?Put up your hands,please.T: Yang Qing,please.Where did you go before?How did you get there？Did you enjoy it and why?S:……T：Wonderful experience,thank you!Now,please look at the sc reen,let’s revise these transportation words together，ok? First of all,tell me what’s this?S: 渡轮。
2020_2021学年高中英语Unit3教案外研版必修第一册
Unit 3 Family matters
教学提示
教师应引导学生借助短信中话语的用词和语气，正确理解多模态语篇中的文字与非文字信息，理解非连续性文本所传递的意义和说话者的意图。
Step2 Presenting ideas
教师引导学生结合自身实际，反思自己对待家庭成员的态度，正确理解单元主题意义。
第一步：学生分组讨论格言的意思，正确理解其内涵。
第二步：在理解格言的内涵的基础上，学生阐述自己的观点，并联系自身实际进行举例说明。
Read the messages again. Think about the saying “Home is where you are loved the most and act the worst”.
1 What does the saying mean?
2 Do you agree with it? Give examples to support your opinion.
Useful expressions
I think it means that…
• In my opinion, …
• Young people should respect… because…
• As an example, I often…
Present your idea to the class.
Step3 Presentation。
Unit3FamilymattersUnderstandingideas教学设计-高中英语外研版必修
新外研：Family Matters （必修一U3阅读课教学设计）文本解读：Like Father, Like Son的语篇类型是戏剧，讲述了不同立场的两父子，就儿子未来职业规划产生的分歧与冲突，最终由祖父调和的故事。
本节课值得探究的主题意义：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。
Understanding ideas部分的语篇探讨了妥善解决父子间的矛盾。
事实上，家庭亲子间的矛盾时有发生，矛盾会激化矛盾，矛盾也可能增进理解，如何相处或许是每个人一生的课题。
语篇中父与子的分歧是实实在在的择业观：父亲坚持认为成为一名律师既能帮助别人，又能受到别人的敬重，是稳妥的好工作；然而，儿子坚持认为从兴趣出发，成为一名职业的音乐人（play in a band）才是理想之选。
当坚持变成固执，言语冲突就产生了。
本质上，两种选择没有对错之分，只是立场之别。
因此，祖父的〃调停〃就变得尤为重要。
祖父的睿智体现在父亲和儿子即将〃谈崩〃之时及时喊停, 但他不止步于此，而是引导父亲反思自身的职业成长之路，提出问题的关键think carefully to find the career that suits your talents, 并由此建议儿子think carefully before jumping in with both feet。
纵观人生之路，我们往往不是〃爱一行，干一行〃，更多的时候是〃干一行，爱一行〃。
如果能够找到理想的职业，尽情施展才华，那得多幸运啊！语篇的标题是英语中常见的谚语，意为〃有其父必有其子〃。
结合课文内容，此标题有两层含乂：1）戏剧中父亲与儿子性格相同，都坚持己见，这激化了父子间的矛盾；2）父亲年轻时与儿子一样，都想根据自己的兴趣对这样及未来发展进行规划，但最后都听从了戏剧中祖父的建议，从而化解了矛盾。
因此，不同择业观是分歧点，睿智的调停是止损点，类似的经历与大胆尝试（父亲与儿子都要参与）是和谐关系的生长点。
外研版高一英语必修第一册(2019版)_Unit3_Developing_ideas_板块教学设计
TinvitesSs to share their storieswith the class.
Ss share their stories with the class.
Provide opportunities for Ss to present their writing and do evaluation.
教学目标
1.学生能够理解课文内容，掌握新闻特写的基本特征和阅读方法；
2.学生能够联系自身实际，加深对单元主题意义的理解，正确认识家人之间的关系；
3.学生能够初步了解回忆类故事的基本内容、文体特征和写作手法，并简单记述一段难忘的家庭往事。
教学重点
1.如何阅读新闻特写，理解语篇内容；
2.如何以回忆类故事的文体，简单记述一段难忘的家庭往事。
Ss discuss the questions in groups and share their opinions in class.
1. Further explore the topic and the unit theme.
2. Improve Ss’ critical thinking and problem-solvingability.
1. Ss look at the words and expressions,and choose the ones that can be applied to their relationship with family members.
2. Ss look at the picture and the title, and predict which words and expressions can be applied to the brothers’ relationship in the feature story.
2020_2021学年高中英语Unit3教案外研版必修第一册
Interactive Reading Approach & Scanning
教
学
内
容
与
过
程
Step1Warming up
教师带领学生观看视频，了解美国的家庭生活，初步导入单元主题。
第一步：播放视频，请学生通过画面和对白尝试回答以下问题。
第二步：学生分组展开讨论，对视频中的家庭生活作出评价。
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。
重 点
阅读文章，初步了解不同国家的家庭文化，快速获取细节信息,并对信息进行概括归纳。
难 点
掌握戏剧的文体特征、基本要素和常见阅读方法。
3 A Dream Job
4 Grandfather’s Advice
5 My Career, My Choice
Ⅱ.Reading for detail information.
学生分组活动，请各小组根据戏剧的文体特征，将三个标签填入导演手记的正确位置，并补全导演手记中的内容。
Add the tags to the director’s notes.
most? Give your reasons.
2 What other family stories do you know?
Step3 Understanding ideas
Activity 1 Before-reading
教师在读前活动帮助学生提前熟悉话题，激活背景知识。
第一步：请学生根据自身情况独立完成勾选，并对所列内容进行适当补充。
2 What conflicts have you had with your parents? How did you solve them?
外研版高中英语必修1《Module 3 My First Ride on a Train》word教案
Teaching PlanⅠ.Teaching content: Reading and V ocabular y—My First Ride on aTrain of Module3,Book1Ⅱ.Teaching objectives:1.Knowledge and Skills1)Train the student’s speaking skills.2)Develop the students’ reading ability.2.Process and Strategies1)Discussion to help the students prepare for reading.2)Scanning and careful reading to help the studentsunderstand the passage better.3.Emotion and ValuesTry to arouse the student’s cooperation awareness in their study by group work.Ⅲ.Teaching important points1.Help the students to organize group discussion.2.Help the students make sense of the whole passage.3.Help the students to improve their reading ability.Ⅳ.Teaching difficult points1.Lead students to talking in class actively.2.How to apply the teaching method effectively.Ⅴ.Teaching aidsthe multimediaⅥ.Teaching stepsStep1 Lead-inShow the students some pictures and introduce AustraliaStep2 Pre-reading1.Background knowledge of AustraliaFirst ask the students to talk about the questions below by working in groups. Then choose several students to describe Australia according to their discussion results.1) Do you know how many people live there?2) Do you know the name of the capital city?3) Where do you think most of the people live, in the central partor on the coast?4) What do you think the central part of the country is like?5) What Australia animals do you know about?Suggested answers:1) About 20 million2) Canberra3) On the coast4) Desert5) Koala bear; kangaroo2. V ocabulary1) First let the students read the new words. Teachers may helpclear the difficulties they meet in their pronunciation.Cassette diamonds camels desert abandoned clouds distance colourful experts law farm field food meal sand soil midnight shine shoot famous supply products recently government scenery weather passengers2) Then the students are required to finish the followingspelling exercise.Suggested answers:Step3 While-reading1. ScanningAsk the students read the passage quickly and try to find out appropriate information to fill in the two forms below:2.Careful readingAsk the students to read the passage carefully and answer the questions.Suggested answers:Step4 Home work1. Do more reading about the reading passage to get clearer and further understanding .2. Retell the passage in your own words.3. Find the new words and expressions which you are not familiar with after class.。
外研必修第一册Unit3 Listening and Speaking 名师课件
Developing ideas: Just a brother--choose brotherly love over a gold medal
Writing : record a special family memory
Book 1 Unit 3
Family Matters
Describe the facial expression of my family members
Who What Why
➢ My sister always wears a confusing face while struggling with her math study.
Describe the facial expression of my family members
Listening & speaking: Saying sorry to family
members
Presenting ideas: Watch the tone you speak with and the actions you do
to family members
Using language: 1. Show love by preparing presents 2. Show care to the changes of their
family role family construction family atmosphere meaning of family
Family is important
Understanding ideas: Understand family issues
Resolve family issues
外研版高中英语必修一Module 3My First Ride on a Train教案Writing
Module 3 My First Ride on a TrainWriting---教案Teaching contents:(workbook) Vocabulary, Speaking and writingTeaching aims:1. To introduce the features of descriptive genre2. To be able to write a descriptive composition of 120 wordsImportant and difficult points:1. Write accurate and fluent sentences2. Use correct verb tenses3. Write a coherent descriptive compositionTeaching method:Task-based-learningTeaching procedure:Task 1: Warming-up1. Complete the table by putting the means of transport in the correct column.bicycle bus camel ferry helicopter horsemotorbike ship plane taxi train tram2. Fill in the blanks with the correct words.board, drive, fly, get off, get on,land, ride, sail, take off1) When all of the passengers had boarded, the ocean liner left the port and ____ to Hong Kong2) The passengers __________ the bus.3) The plane ________ from Tokyo Airport and six hours later, it landed in Bangkok.4) How long did it take you to learn how to _____ a plane?5) They _________ the taxi and ________ the plane.6) I don’t know how to ______ a car.Task 2: Reading and speakingWork in pairs. Read the description. Ask and answer the questions.(workbook: P.84 activity 16)1.Where did you go?2.When did you go?3.How did you travel there?4.Who did you go with?5.What did you do there?6.What did you see there?7.What did you eat there?8.Did you enjoy the trip?Task 3: Explanation.T explains the features of a descriptive composition writing.Pairwork. Look at the pictures. Ask and answer as you did in Task 2.Task 4: Brainstorming. Groupwork.Divide the students into groups of four. Discuss and make an outline of a descriptive composition entitled “My First Trip to …”, imitating the sample passage. Include the six essential factors: when, where, who, what, why and how. Pay attention to the verb tenses and use the time expressions, such as “recently, a long time ago, during the day, after lunch, one night, at midnight, …years ago, when I was …, the first time when …, etc.”Task 5: Writing. Individual work.Ss write the first draft, imitating the sample passage.Task 6: Presentation.Groupmembers share their works and each group chooses a representative to present their works before the class.Task 7: Homework.Reedit your draft and hand it in.Module 3, Period 6: Extensive Reading。