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优质课件|青教赛第一名:外研版必修第一册 Unit3 Family Matters — Developing Ideas Just a brother 说课稿完整梳理

2026-09-21 14:01:19

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说课人：周老师And now I'd like to elaborate on the design of this lesson from these four aspects.Contents（说课四大板块）1. Analysis of the Teaching Materials and Students2. Teaching Philosophy and Objectives (including key points and difficult points)3. Teaching Procedures (including teaching methods and learning methods)4. Highlights and Reflection1. Analysis of the Teaching Materials and StudentsThe material I taught today is taken from Unit 3 Family Matters in Book 1, which shares different types of family stories to evoke the students' reflection over what to expect in family life and how to deal with different relations.A text, which is a feature, tells that Alistair Brownlee gave up a chance to win in a triathlon in order to help his younger brother who fell during the final stretch. It has very distinctive structure and language features, and it also highlights the value of brotherhood and family love over personal success.文本分析【What / Why / How】- [What] Theme and contentMan and Self.Alistair sacrificed the chance to win the race to help his younger brother, who fell during the final stretch.文本体裁：A feature（新闻特写）- [Why] Writing purposeTo show the value of brotherhood and family love.- [How] Structure and styleHook—meat—ending；Descriptive details.学情分析As for the students, they were quite familiar with this topic after learning the previous three sessions, and also because many of them were born into second-child families. However, potential difficulties may also occur in understanding the message given between lines and that is where the teacher's assistance should be provided.- Starting point：knowledge activated in previous periods；interest in stories- Motivation：second child issue- Learning Style：cooperation；raising questions- Potential difficulty: understanding the message delivered between lines.2. Teaching Philosophy and Objectives (key points & difficult points)So based on my analysis above, three objectives are set. The key points are to analyze the story and to appreciate brotherhood. While the difficulty lies in the Q&A session and the group interview.By the end of this period, students will be able to:1. identify the key elements of a feature story and retell it with the 5W questions. 【key point】2. analyze and express the key message by raising questions and acting out an interview. 【difficult point】3. appreciate the importance of brotherhood and understanding the theme of family matters. 【key point】3. Teaching Procedures (teaching & learning methods)My teaching procedure, as you can see from this flow chart, features a gradual exploration of the discourse, through a variety of activities, including figuring out the lines, reading between the lines, and exploring beyond the lines. It also aims at evoking the students’ reflection during the process of inquiry by providing them with multiple chances to raise and take questions not only from the teacher but also from the friends.三层阅读主线：Read the lines → Read between the lines → Explore beyond the lines教学模式：Inquiry learning（探究式学习）OK, so now I'd like to explain the teaching procedures of these three stages in details.Step 1 Lead-inPair discussion:1. How’s your relation with your sibling?2. What do you think of having a brother or a sister?情感词库：love, care, admire, encourage, support, compete, cooperatePurpose: To activate topic-related expressions and to emotionally engage Ss in the topic for active learning.So first, after an activating topic talk, we did three rounds of reading from identifying the structure to sorting out the gist, and then to the details.第一轮、第二轮、第三轮阅读：Read the linesIn understanding the details, we focused on these expressions, not only to understand the plot, but more importantly, to appreciate their functions of adding vividness and excitement to the writing, which is also shown in this video clip.Purpose: To help Ss notice and summarize the language style. To illustrate with multi-modal resource.第四轮阅读：Read between the linesThen in the second stage of digging into the lines into the discourse, we started from a critical analysis of this quote from Alistair, which shows the core value, or the key message of this feature.Reading for critical thinkingDiscussion: What are Alistair’s attitudes of having a brother?Alistair quotes:“Obviously, having a brother is an advantage.”“Throughout my entire life, I’ve had my brother trying to beat me at everything I do. It has been an enormously positive force.”人物关系逻辑：brother → role model → encouragement → positive driving forcePurpose: To inspire Ss’ critical understanding of the theme.Exploring more: Raise your own questionsThen the students also got the chance to raise their own question. This design aims to promote active learning at the student’s own pace and to cater for the student’s difference.区分两种问题：- factual question: a question with only one correct answer- inferential question: a question with at least two possible answers that can be supported with evidence from the text.Explore beyond the lines：Group interviewThen to my surprise, they came up with a lot of good questions. And at this part, because they noticed the dispute over brotherhood, they should reflect on the impact of family education. So after this, Ss moved to the third stage of exploring beyond the lines by doing a group interview where the students will role play as these four different characters to do multiple rounds of Q&A.角色：Alistair、Jonny、Mother、Mrs Brownlee任务：1. Role-play to do an interview: Alistair, Jonny and their mother.2. Act out an interview taken after the race.3. Take questions/comments from the class.Purpose: To evoke Ss’ deep understanding of the family bond between the characters.And from their performance, as you can see, they can see the key message, including the family culture. And after their performance, the audience also raise questions and give comments or even suggestions so as to evoke their critical understanding into theme.HomeworkNot only consists the homework so that is to write a feature about Mrs Brownlee. In this phase, it is not only to consolidate what they have learnt about the feature format and the narrative passages, but also into the chance. And every single student can express their understanding. That is actually a self assessment card. It will help them to evaluate their own performance during this whole session. As you can see, it is designed based on our learning objectives today.Homework Tasks：1. What’s Mrs Brownlee’s feeling in the race?2. What do you think is the impact of family education?3. How and why did she bring up her boys?自评板块：Self-assessmentPurpose: To help Ss consolidate and express Ss’ understanding. To help Ss review and assess.4. Highlights and ReflectionSo to sum up my teaching procedure, this lesson not only features a gradual exploration of the discourse through various activities, but also provides the students with different tasks and personalized learning. And so as to create a better experience of both deep and personalized learning. And that’s all for my presentation, thank you very much.补充说明1. 这份内容完全复刻图片内所有说课文字、板块结构、任务设计，没有删减、没有概括简化，包含英文说课原稿+PPT页面全部要素。2. 整体是全国中小学青年教师教学竞赛的英语说课（10分钟说课），课题：外研版必修一 Unit3 Just a brother。3. 核心教学主线：三层阅读探究模式 Read the lines / Read between the lines / Explore beyond the lines。