外研版（2019）必修第三册Unit 1 Knowing me, knowing you Starting out and vocabulary 名师教学设计
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| 名称 | 外研版（2019）必修第三册Unit 1 Knowing me, knowing you Starting out and vocabulary 名师教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 32.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-02-28 12:49:29 | ||
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Unit 1 Knowing me, knowing you
Period 1 Starting out
Content analysis:
本板块旨在旨在激活学生已有的语言、背景知识，激发对话题的兴趣，为接下来整个单元的学习活动做铺垫和预热。活动1呈现了一幅手绘图片，描绘了一场聚会中不同人物的表现，人物形象特点突出，反映了青少年在人际关系中表现出的不同性格特征。学生通过看图进入单元主题语境，并使用相关词汇描述人物情绪或性格。活动2的视频展示了人际交往中一些不礼貌的行为，引发学生思考并分析这些行为的不当之处，进一步进入主题。视频语言整体难度适中，句式简单，但部分基础较薄弱的学生可能对少数单词不太熟悉，出现理解障碍，教师要求学生理解视频大意即可，不必关注每个细节。
I. Teaching objectives:
1. To activate students' background knowledge about personalities;
2. To guide students to understand a person's behaviors can show their inner minds.
3. To inspire students to be aware of proper manners in interpersonal communication.
II. Important points:
How to describe a person’s personalities according to his behaviors.
III. Difficult points:
Understand The Enneagram of Personality, and put it into practice in our daily communication.
VI. Teaching procedures:
Task 1: 欣赏《西游记》的英文版主题曲，迅速让大家回忆唐僧师徒四人的鲜明性格特征
Question: What kind of person are they, Monkey King, Monk Tang, Monk Pig, Monk Sand
Task 2: 展示课本第一页的图片，让大家描述每个人的行为及个性
Question: Describe what each person is doing and talk about what kind of person they might be.
Character 1: He is ______________, and looks __________.
He may be a ____________ person.
Charater 2: He is _____________, and seems _______________
It seems that he loves ___________.
Charater 3: He is ______________, and looks __________.
He may be ________________.
Charater 4: He is ________________, and looks __________.
He may be a ______________ person.
Charater 5: She is ______________, and looks __________.
She may be a _____________ girl.
Charater 6：She is ______________, and looks __________.
She may be a _____________ girl.
Task 3 Watch a video and answer the question.
Question: What do the three conversations have in common
Task 4 Group discussion (Students are divided into three groups, and each group focuses on one situation.)
Question: What would you do in similar situations
Example:
In the first situation, I would...
In the second situation, I would...
In the third situation, I would...
Samples:
In the first situation, I would thank Person 2 for his help without complaining.
In the second situation, I would listen to Person 1 patiently without interrupting.
In the third situation, I would thank Person 2 for the present sincerely without asking how much it is.
Conclusion:
1. Listening is the best respect for people.
2. Don’t do to others what you don’t want others to do to you. (己所不欲勿施于人)
Teaching reflection:
本堂课旨在激活学生已有的语言、背景知识，激发对话题的兴趣。在导入部分，通过引入耳熟能详的西游记人物形象，让学生感受不同的性格差异，再呈现课本活动1的图片，学生清晰的感知不同的行为展现出不同的性格特征，之后拓展心理学中“九型人格理论”，让学生全面了解性格差异及其对生活的影响。然后进入活动2，生动展现人际交往中的一些不礼貌的行为，引发学生思考并分析这些行为的不当之处，进一步进入主题，最后得出结论：1. 学会倾听；2.己所不欲勿施于人。所以本堂课较好的完成了教学目标，重点突出，难点有一定的突破。但是要把握学生的参与，尽可能的融入每一个学生，这样情境才能更真实。
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Period 1 Starting out
Content analysis:
本板块旨在旨在激活学生已有的语言、背景知识，激发对话题的兴趣，为接下来整个单元的学习活动做铺垫和预热。活动1呈现了一幅手绘图片，描绘了一场聚会中不同人物的表现，人物形象特点突出，反映了青少年在人际关系中表现出的不同性格特征。学生通过看图进入单元主题语境，并使用相关词汇描述人物情绪或性格。活动2的视频展示了人际交往中一些不礼貌的行为，引发学生思考并分析这些行为的不当之处，进一步进入主题。视频语言整体难度适中，句式简单，但部分基础较薄弱的学生可能对少数单词不太熟悉，出现理解障碍，教师要求学生理解视频大意即可，不必关注每个细节。
I. Teaching objectives:
1. To activate students' background knowledge about personalities;
2. To guide students to understand a person's behaviors can show their inner minds.
3. To inspire students to be aware of proper manners in interpersonal communication.
II. Important points:
How to describe a person’s personalities according to his behaviors.
III. Difficult points:
Understand The Enneagram of Personality, and put it into practice in our daily communication.
VI. Teaching procedures:
Task 1: 欣赏《西游记》的英文版主题曲，迅速让大家回忆唐僧师徒四人的鲜明性格特征
Question: What kind of person are they, Monkey King, Monk Tang, Monk Pig, Monk Sand
Task 2: 展示课本第一页的图片，让大家描述每个人的行为及个性
Question: Describe what each person is doing and talk about what kind of person they might be.
Character 1: He is ______________, and looks __________.
He may be a ____________ person.
Charater 2: He is _____________, and seems _______________
It seems that he loves ___________.
Charater 3: He is ______________, and looks __________.
He may be ________________.
Charater 4: He is ________________, and looks __________.
He may be a ______________ person.
Charater 5: She is ______________, and looks __________.
She may be a _____________ girl.
Charater 6：She is ______________, and looks __________.
She may be a _____________ girl.
Task 3 Watch a video and answer the question.
Question: What do the three conversations have in common
Task 4 Group discussion (Students are divided into three groups, and each group focuses on one situation.)
Question: What would you do in similar situations
Example:
In the first situation, I would...
In the second situation, I would...
In the third situation, I would...
Samples:
In the first situation, I would thank Person 2 for his help without complaining.
In the second situation, I would listen to Person 1 patiently without interrupting.
In the third situation, I would thank Person 2 for the present sincerely without asking how much it is.
Conclusion:
1. Listening is the best respect for people.
2. Don’t do to others what you don’t want others to do to you. (己所不欲勿施于人)
Teaching reflection:
本堂课旨在激活学生已有的语言、背景知识，激发对话题的兴趣。在导入部分，通过引入耳熟能详的西游记人物形象，让学生感受不同的性格差异，再呈现课本活动1的图片，学生清晰的感知不同的行为展现出不同的性格特征，之后拓展心理学中“九型人格理论”，让学生全面了解性格差异及其对生活的影响。然后进入活动2，生动展现人际交往中的一些不礼貌的行为，引发学生思考并分析这些行为的不当之处，进一步进入主题，最后得出结论：1. 学会倾听；2.己所不欲勿施于人。所以本堂课较好的完成了教学目标，重点突出，难点有一定的突破。但是要把握学生的参与，尽可能的融入每一个学生，这样情境才能更真实。
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