外研版（2019）必修第一册 Unit3 Family matters Developing ideas板块教学设计
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| 名称 | 外研版（2019）必修第一册 Unit3 Family matters Developing ideas板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 18.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-02-26 10:18:15 | ||
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Unit3 Developing ideas板块教学设计
Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自我——家庭生活
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为新闻特写，记录了在2016年世界铁人三项系列赛墨西哥站的比赛中，来自英国的Brownlee兄弟共同演绎的一段“铁人兄弟、相扶共济”的动人佳话。读写部分呈现了一篇日记，记录了一段难忘的家庭回忆。通过这一板块的学习，学生能够加深对家庭生活、家人关系和亲情的理解，形成正确的家庭观、价值观和人生观，并且初步掌握回忆类故事的基本内容、文体特征和写作方法。
教学目标 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； 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； 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 如何阅读新闻特写，理解语篇内容； 如何以回忆类故事的文体，简单记述一段难忘的家庭往事。
教学难点 如何联系自身实际，加深对单元主题意义的理解，正确认识家人之间的亲情与相互支持的关系。
教学策略 P-W-P模式，多媒体演绎法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T invites Ss to look at the words and expressions, and choose those that can be applied to their relationship with their family members. 2. T invites Ss to look at the picture and the title, and predict which words and expressions can be applied to the brothers’ relationship in the feature story. T can ask Ss to pay attention to the structure and main components of feature stories. 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. 1. Activate Ss’ theme-related background knowledge. 2. Predict the content of a passage through title and pictures.
Activity 2 T asks Ss to read the feature story and choose the main message. Ss read the feature story and choose the main message. Guess the main idea of the passage according to the title of it.
Think & Share T has Ss discuss the questions in groups and share their opinions. 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-solving ability. 3. Apply what Ss have learnt in real-life context.
Activity 3 1. T invites Ss to work in groups and answer questions about the Brownlee brothers’ story. 2. T asks Ss to organise their words, and share their stories and ideas with the class. Ss work in groups to answer questions about the Brownlee brothers’ story. Ss work in groups to organise their words, and share their stories and ideas with the class. 1. Help Ss understand the structure and main components of feature stories. 2. Ask Ss to summarise the story of the Brownlee brothers and give comments. 3. Further develop Ss’ understanding of the unit theme and help them apply what they’ve learnt in real-life context.
Activity 4 T has Ss read the journal entry and answer the questions. Ss read the journal entry and answer the questions. Provide sample passage for Ss to understand the structure and main components of a family memory story.
Activity 5 1. T asks Ss to think of a special family memory and answer the questions. 2. T has Ss write a short story about the memory based on their answers. Remind them to use the expressions provided in Student’s Book. 1. Ss think of their special family memories and complete the table. 2. Ss write their stories based on the table. Provide scaffolding for Ss to organise materials and complete their own writing.
Activity 6 T invites Ss to share their stories with the class. Ss share their stories with the class. Provide opportunities for Ss to present their writing and do evaluation.
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Developing ideas板块教学设计 （建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Writing
主题语境 人与自我——家庭生活
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为新闻特写，记录了在2016年世界铁人三项系列赛墨西哥站的比赛中，来自英国的Brownlee兄弟共同演绎的一段“铁人兄弟、相扶共济”的动人佳话。读写部分呈现了一篇日记，记录了一段难忘的家庭回忆。通过这一板块的学习，学生能够加深对家庭生活、家人关系和亲情的理解，形成正确的家庭观、价值观和人生观，并且初步掌握回忆类故事的基本内容、文体特征和写作方法。
教学目标 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； 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； 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 如何阅读新闻特写，理解语篇内容； 如何以回忆类故事的文体，简单记述一段难忘的家庭往事。
教学难点 如何联系自身实际，加深对单元主题意义的理解，正确认识家人之间的亲情与相互支持的关系。
教学策略 P-W-P模式，多媒体演绎法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T invites Ss to look at the words and expressions, and choose those that can be applied to their relationship with their family members. 2. T invites Ss to look at the picture and the title, and predict which words and expressions can be applied to the brothers’ relationship in the feature story. T can ask Ss to pay attention to the structure and main components of feature stories. 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. 1. Activate Ss’ theme-related background knowledge. 2. Predict the content of a passage through title and pictures.
Activity 2 T asks Ss to read the feature story and choose the main message. Ss read the feature story and choose the main message. Guess the main idea of the passage according to the title of it.
Think & Share T has Ss discuss the questions in groups and share their opinions. 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-solving ability. 3. Apply what Ss have learnt in real-life context.
Activity 3 1. T invites Ss to work in groups and answer questions about the Brownlee brothers’ story. 2. T asks Ss to organise their words, and share their stories and ideas with the class. Ss work in groups to answer questions about the Brownlee brothers’ story. Ss work in groups to organise their words, and share their stories and ideas with the class. 1. Help Ss understand the structure and main components of feature stories. 2. Ask Ss to summarise the story of the Brownlee brothers and give comments. 3. Further develop Ss’ understanding of the unit theme and help them apply what they’ve learnt in real-life context.
Activity 4 T has Ss read the journal entry and answer the questions. Ss read the journal entry and answer the questions. Provide sample passage for Ss to understand the structure and main components of a family memory story.
Activity 5 1. T asks Ss to think of a special family memory and answer the questions. 2. T has Ss write a short story about the memory based on their answers. Remind them to use the expressions provided in Student’s Book. 1. Ss think of their special family memories and complete the table. 2. Ss write their stories based on the table. Provide scaffolding for Ss to organise materials and complete their own writing.
Activity 6 T invites Ss to share their stories with the class. Ss share their stories with the class. Provide opportunities for Ss to present their writing and do evaluation.
2 / 2