外研版（2019）必修 第三册Unit 1 Knowing me, Knowing you Using Language板块教学设计
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| 名称 | 外研版（2019）必修 第三册Unit 1 Knowing me, Knowing you Using Language板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 24.9KB | ||
| 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 15:46:06 | ||
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Unit1 Using Language板块教学设计
Using Language板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Grammar + Vocabulary + Listening + Speaking
主题语境 人与自我——认识自我、完善自我；人与社会——良好的人际关系
内容分析 本板块包括语法部分–ed as adverbial、词汇部分Interpersonal relationships和听说部分Saying no politely。语法部分旨在引导学生基于对课文的学习感知，发现–ed 做状语的用法，引导学生在对过去分词已有掌握的基础上，总结规律，对比分词作做状语与普通表达的异同，并鼓励学生在真实语境中对该语法项目加以运用；词汇部分呈现了更多与人际交往相关的词汇，并引导学生恰当处理人际交往中出现的不同状况；在听说部分，学生能够了解礼貌地拒绝他人也是高情商的表现，并引导学生学会如何运用恰当的语言有礼貌地拒绝，提高自己的人际交往能力。
教学目标 1. 能够在教师的引导下，从已知的过去分词用法迁移到-ed分词做状语； 2. 学习并运用与人际交往相关的词汇描述正确处理人际关系的方法； 3. 听懂对话并整合信息，懂得拒绝并能够运用恰当语言有礼貌地拒绝。
教学重点 1. 引导学生熟悉-ed做状语的结构特点，并加以运用； 2. 引导学生通过阅读材料和听力录音材料了解获得健康、快乐的人际关系的要义，并认识到恰当的语言表达可以助力人际关系的维护和改善。
教学难点 1. 引导学生将课堂的所学、所思运用到对现实生活问题的解决中去； 2. 认识到所学语法项目的功能所在，并在生活实际中恰当运用。
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 T asks Ss to look at the sentences a&b in exercise 1 on page 5 and answer questions 1-2. Ss answer the questions in exercise 1 and review the basic rules of –ed participles and finish exercise 3 on page 5. To base the new language learning on the foundation of what we have already known.
Activity 2 T asks Ss to look at the sentences c&d in exercise 1 on page 5 and answer questions 3-4. Ss think about why we have to use –ed participles as adverbials and finish exercise 2 on page 5. To promote the way of expressing oneself and encourage Ss to practise using it.
Activity 3 T guides Ss to underline key words of exercise 4 and introduce them as tips for good relationships, such as apologise, forgive etc. Ss describe the situations in exercise 5 on page 6 and apply the tips in exercise 4 to practise and explain why it helps To guide Ss to know that proper actions makes a big difference in healthy relationships.
Activity 4 T guides Ss to talk more about how they would react under the certain situations in exercise 6. Ss share their opinions with each other and make comments on others’ opinions. To make a combination with real life experiences.
Activity 5 1. Before listening, T asks students about their experiences of refusing others and asks Ss to read the pictures on page 7 and predict what may happen. 2. T plays the recordings and guides Ss to listen. 1. Ss read pictures and predict what may happen and get prepared before listening. 2. Ss listen and match the conversations with the pictures and finish exercise 7 on page 7. To enhance the skill in getting key information while listening.
Did you know T asks Ss to read the short passage in “Did you know ” on page 7. Ss are encouraged to put forward more examples to show their pinions. To guide Ss to know that saying no politely is another way of keeping healthy relationships.
Activity 6 T plays the recording again and asks Ss to fill in the blanks in exercise 8 on page 7. Work in pairs with one student focusing on the request and the other on the refusal. To train Ss to get specific information while listening and get to know the functional expressions about refusal.
Learning to learn & Activity 7 T introduces the sentence pattern of saying no politely, such as “I’m sorry… but…” “If possible, how about… ” Work in pairs and act out the conversations on page 81& page 84 with the sentence patterns provided by T. To encourage Ss to practice the proper way of refusing others in daily lives.
1 / 3
Using Language板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Grammar + Vocabulary + Listening + Speaking
主题语境 人与自我——认识自我、完善自我；人与社会——良好的人际关系
内容分析 本板块包括语法部分–ed as adverbial、词汇部分Interpersonal relationships和听说部分Saying no politely。语法部分旨在引导学生基于对课文的学习感知，发现–ed 做状语的用法，引导学生在对过去分词已有掌握的基础上，总结规律，对比分词作做状语与普通表达的异同，并鼓励学生在真实语境中对该语法项目加以运用；词汇部分呈现了更多与人际交往相关的词汇，并引导学生恰当处理人际交往中出现的不同状况；在听说部分，学生能够了解礼貌地拒绝他人也是高情商的表现，并引导学生学会如何运用恰当的语言有礼貌地拒绝，提高自己的人际交往能力。
教学目标 1. 能够在教师的引导下，从已知的过去分词用法迁移到-ed分词做状语； 2. 学习并运用与人际交往相关的词汇描述正确处理人际关系的方法； 3. 听懂对话并整合信息，懂得拒绝并能够运用恰当语言有礼貌地拒绝。
教学重点 1. 引导学生熟悉-ed做状语的结构特点，并加以运用； 2. 引导学生通过阅读材料和听力录音材料了解获得健康、快乐的人际关系的要义，并认识到恰当的语言表达可以助力人际关系的维护和改善。
教学难点 1. 引导学生将课堂的所学、所思运用到对现实生活问题的解决中去； 2. 认识到所学语法项目的功能所在，并在生活实际中恰当运用。
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 T asks Ss to look at the sentences a&b in exercise 1 on page 5 and answer questions 1-2. Ss answer the questions in exercise 1 and review the basic rules of –ed participles and finish exercise 3 on page 5. To base the new language learning on the foundation of what we have already known.
Activity 2 T asks Ss to look at the sentences c&d in exercise 1 on page 5 and answer questions 3-4. Ss think about why we have to use –ed participles as adverbials and finish exercise 2 on page 5. To promote the way of expressing oneself and encourage Ss to practise using it.
Activity 3 T guides Ss to underline key words of exercise 4 and introduce them as tips for good relationships, such as apologise, forgive etc. Ss describe the situations in exercise 5 on page 6 and apply the tips in exercise 4 to practise and explain why it helps To guide Ss to know that proper actions makes a big difference in healthy relationships.
Activity 4 T guides Ss to talk more about how they would react under the certain situations in exercise 6. Ss share their opinions with each other and make comments on others’ opinions. To make a combination with real life experiences.
Activity 5 1. Before listening, T asks students about their experiences of refusing others and asks Ss to read the pictures on page 7 and predict what may happen. 2. T plays the recordings and guides Ss to listen. 1. Ss read pictures and predict what may happen and get prepared before listening. 2. Ss listen and match the conversations with the pictures and finish exercise 7 on page 7. To enhance the skill in getting key information while listening.
Did you know T asks Ss to read the short passage in “Did you know ” on page 7. Ss are encouraged to put forward more examples to show their pinions. To guide Ss to know that saying no politely is another way of keeping healthy relationships.
Activity 6 T plays the recording again and asks Ss to fill in the blanks in exercise 8 on page 7. Work in pairs with one student focusing on the request and the other on the refusal. To train Ss to get specific information while listening and get to know the functional expressions about refusal.
Learning to learn & Activity 7 T introduces the sentence pattern of saying no politely, such as “I’m sorry… but…” “If possible, how about… ” Work in pairs and act out the conversations on page 81& page 84 with the sentence patterns provided by T. To encourage Ss to practice the proper way of refusing others in daily lives.
1 / 3