外研版（2019） 必修第二册 Unit3 On the move Developing ideas 板块教学设计（表格式）
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| 名称 | 外研版（2019） 必修第二册 Unit3 On the move Developing ideas 板块教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 17.5KB | ||
| 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 22:11:44 | ||
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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 人与社会——运动
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为论坛专题讨论，是新媒体语篇，用图文并茂的方式介绍了几位跑步者的故事，介绍了跑步给他们的生活带来的积极变化。读写部分呈现了作者从不会滑冰到加入冰球队并志在夺取全国比赛冠军的故事。通过这一板块的学习，学生能够体会体育运动给生活带来的乐趣和给健康带来的益处，并且初步掌握个人故事的文体特征和写作方法。
教学目标 1. 学生能够初步了解柱状图的特点和功能，学会利用图表收集和整合信息； 2. 学生能够理解课文内容，通过复述几位跑步者的故事，从每个故事中体会积极的人生态度； 3. 学生能够联系自身实际，加深对单元主题意义的理解，讲述自己参与体育运动的故事。
教学重点 1. 引导学生读懂文章，从每个故事中体会积极的人生态度； 2. 引导学生掌握重要的过渡性词汇及句型表达，运用到自己的写作中。
教学难点 1. 引导学生利用图表收集和整合信息； 2. 引导学生分享自己参与体育运动的故事。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T shares his/her personal experience in Yantai Marathon and ask students whether they have taken part in amateur marathon or what they know about marathon. 2. T asks Ss to look at the chart and answer the questions in Activity 1. 1. Ss listen to teacher’s personal experience in Yantai Marathon and share opinions on open questions like “whether they have taken part in amateur marathon or what they know about marathon”. 2. Ss look at the chart and answer the questions in Activity 1. To add students' background knowledge of marathon and stimulate their interest.
Activity 2 1. T asks Ss to read the passage and tell the text type of the passage. 2. T asks Ss to share with the classmates the understanding of the title. 1. Ss read the passage and tell the text type of the passage. 2. Ss share with the classmates the understanding of the title. To have students understand the title and the text type.
Activity 3 T asks Ss to read the passage and complete the table with expressions from the passage. Ss read the passage and complete the table with expressions from the passage. To get students to have some details in the text and figure out the structure of the text.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”. 2. T invites some Ss to share their opinions. 1. Ss discuss the four questions in “Think and Share”. 2. Ss share their opinions with the class. To guide students to recognize the significance of running
Activity 4 1. T creates a scene: Imagine a marathon is going on in Yantai NO.4 High School, and many students take part in it. Work in group of six to create an interview. Student A is a journalist. Student BCDEF are participants. The journalist could ask questions like: What is your name How old are you Why do you choose to take part in marathon When did you start to like running What do you think of this marathon What challenges did you face What makes you keep going 2. T asks Ss to write a passage introducing another runner within 100 words after class, and share with other studentsnext class. 1. Ss work in groups, organise their ideas and present their interview. 2. Ss write a passage introducing another runner within 100 words, and share with other students next class. To create a situation for students to experience a real interview by themselves.
Activity 5 1. T asks Ss to read the sample and answer the first two questions in Activity 5. 2. T guides Ss to read and complete the table. 3. T guides Ss to find out useful expressions which can be used in their writing. 1. Ss read the sample and answer the first two questions in Activity 5. 2. Ss read and complete the table. 3. Ss find out useful expressions which can be used in their writing. To have students understand the theme, the content and figure out the structure of the sample.
Activity 6 1. T asks Ss to think of their own stories and make notes. 2. T asks Ss to write their own sports stories and reminds them to use the useful expressions. 1. Ss complete the notes with their own sports experiences. 2. Ss write their own sports stories according to the notes. To have students write their own sports stories with the help of the given structure.
Activity 7 1. T shows the criteria of a good composition and asks Ss to exchange with their partner to correct mistakes 2. T asks some Ss to show their stories to the class, and invites other Ss to judge. Ss show their stories to the class, and do peer evaluation. To get students correct mistakes and improve writing through peer 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 人与社会——运动
内容分析 本板块呈现了从另一角度反映单元主题的课文，语篇类型为论坛专题讨论，是新媒体语篇，用图文并茂的方式介绍了几位跑步者的故事，介绍了跑步给他们的生活带来的积极变化。读写部分呈现了作者从不会滑冰到加入冰球队并志在夺取全国比赛冠军的故事。通过这一板块的学习，学生能够体会体育运动给生活带来的乐趣和给健康带来的益处，并且初步掌握个人故事的文体特征和写作方法。
教学目标 1. 学生能够初步了解柱状图的特点和功能，学会利用图表收集和整合信息； 2. 学生能够理解课文内容，通过复述几位跑步者的故事，从每个故事中体会积极的人生态度； 3. 学生能够联系自身实际，加深对单元主题意义的理解，讲述自己参与体育运动的故事。
教学重点 1. 引导学生读懂文章，从每个故事中体会积极的人生态度； 2. 引导学生掌握重要的过渡性词汇及句型表达，运用到自己的写作中。
教学难点 1. 引导学生利用图表收集和整合信息； 2. 引导学生分享自己参与体育运动的故事。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T shares his/her personal experience in Yantai Marathon and ask students whether they have taken part in amateur marathon or what they know about marathon. 2. T asks Ss to look at the chart and answer the questions in Activity 1. 1. Ss listen to teacher’s personal experience in Yantai Marathon and share opinions on open questions like “whether they have taken part in amateur marathon or what they know about marathon”. 2. Ss look at the chart and answer the questions in Activity 1. To add students' background knowledge of marathon and stimulate their interest.
Activity 2 1. T asks Ss to read the passage and tell the text type of the passage. 2. T asks Ss to share with the classmates the understanding of the title. 1. Ss read the passage and tell the text type of the passage. 2. Ss share with the classmates the understanding of the title. To have students understand the title and the text type.
Activity 3 T asks Ss to read the passage and complete the table with expressions from the passage. Ss read the passage and complete the table with expressions from the passage. To get students to have some details in the text and figure out the structure of the text.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”. 2. T invites some Ss to share their opinions. 1. Ss discuss the four questions in “Think and Share”. 2. Ss share their opinions with the class. To guide students to recognize the significance of running
Activity 4 1. T creates a scene: Imagine a marathon is going on in Yantai NO.4 High School, and many students take part in it. Work in group of six to create an interview. Student A is a journalist. Student BCDEF are participants. The journalist could ask questions like: What is your name How old are you Why do you choose to take part in marathon When did you start to like running What do you think of this marathon What challenges did you face What makes you keep going 2. T asks Ss to write a passage introducing another runner within 100 words after class, and share with other studentsnext class. 1. Ss work in groups, organise their ideas and present their interview. 2. Ss write a passage introducing another runner within 100 words, and share with other students next class. To create a situation for students to experience a real interview by themselves.
Activity 5 1. T asks Ss to read the sample and answer the first two questions in Activity 5. 2. T guides Ss to read and complete the table. 3. T guides Ss to find out useful expressions which can be used in their writing. 1. Ss read the sample and answer the first two questions in Activity 5. 2. Ss read and complete the table. 3. Ss find out useful expressions which can be used in their writing. To have students understand the theme, the content and figure out the structure of the sample.
Activity 6 1. T asks Ss to think of their own stories and make notes. 2. T asks Ss to write their own sports stories and reminds them to use the useful expressions. 1. Ss complete the notes with their own sports experiences. 2. Ss write their own sports stories according to the notes. To have students write their own sports stories with the help of the given structure.
Activity 7 1. T shows the criteria of a good composition and asks Ss to exchange with their partner to correct mistakes 2. T asks some Ss to show their stories to the class, and invites other Ss to judge. Ss show their stories to the class, and do peer evaluation. To get students correct mistakes and improve writing through peer evaluation.
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