外研版（2019）必修第三册 Unit3 The world of science Understanding ideas板块教学设计
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| 名称 | 外研版（2019）必修第三册 Unit3 The world of science Understanding ideas板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 23.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-01 12:54:09 | ||
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Unit3 Understanding ideas板块教学设计
Understanding ideas板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与社会——科技发展、人类生活的变化
内容分析 本文体裁为访谈，课文以问答的形式介绍了古今中外人类的伟大新发明、这些发明给生活带来的巨大变化以及发明的原动力。读前的导入活动通过比较古代人和现代人生活的不同，帮助学生熟悉语篇话题，为课文学习作铺垫。读中活动考查学生对文章内容的理解。读后活动则是通过细节理解、思维导图和开放性问答等活动，启发学生深入思考，探究主题意义。
教学目标 1. 通过预测、略读、细读读懂文章，概括文章主旨大意，获取细节信息，激发学生了解现代科技发展的兴趣。 2. 运用话题相关词汇、句型，从“inventions of the past”,“inventions of today”“inspiration”三个方面描述“新发明时代”； 3. 通过阅读，理解未来世界科技发展的趋势，形成国际视野，加深对单元主题的认知。
教学重点 引导学生通过自主阅读和小组合作了解人类科技发展史，完成信息获取和整合，并基于文本理解科技发明的力量。
教学难点 引导学生根据文本和图片准确理解人类的科技发展史，了解语篇结构，并完成思维导图。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to watch the pictures and discuss what they see in these pictures. 2. T asks the Ss to compare the two pictures and play the game“Find the differences” 3. T asks the Ss to discuss in groups about the reasons hidden behind the differences. 4. T asks some Ss to share their answers and give the reasons. 1. Ss watch the pictures and discuss what they see in these pictures. 2. Ss compare the two pictures and find the differences between the pictures. 3. Ss discuss in groups about the reasons hidden behind the differences. 4.Ss share their opinions in class. Lead to the topic and activate knowledge.
Activity 2 1. T asks Ss to read the title of the passage and predict the content of the passage. 2. T asks the Ss to discuss their ideas about “The new age of invention” and give the reasons. 3. T asks the Ss to read the passage and find out what inventions are mentioned. 1. Ss read the title of the passage and predict the content of the passage. 2. Ss discuss their ideas about “The new age of invention” and give the reasons. 3. Ss read the passage and find out what inventions are mentioned. Train students’ reading skills of locate certain information.
Activity 3 1. T asks the Ss to look at Activity 3 and choose the sentences that describe Dr Fairhurst’s opinions. 2. T asks the Ss to read the passage again and check their answers. 3. T asks the Ss to exchange their ideas in groups. 4. T asks some Ss to present their ideas in class and give the reasons. 1. Ss look at Activity 3 and choose the sentences that describe Dr Fairhurst’s opinions. 2. Ss read the passage again and check their answers. 3. Ss exchange their ideas in groups. 4. Some Ss present their ideas in class and give the reasons. Train students’ reading skills of getting the main ideas.
Activity 4 1. T asks Ss to complete the mind map with information according to the passage. 2. T asks some groups to present their mind map and choose the best one. 3. T asks Ss to discuss and exchange their idea to polish their mind map. 4. T asks Ss to retell the passage according to the mind map. 1. Ss complete the mind map with information according to the passage. 2. Some groups present their mind map and choose the best one. 3. Ss discuss and exchange their idea to polish their mind map. 4. Ss retell the passage according to the mind map. Train Ss’ skills of getting specific information and better understanding of the structure of the passage.
Think & Share T asks Ss to discuss the two questions in groups and offer help if they need. Ss discuss the two questions in groups then share with the class. Train Ss’ ability to use language in their real life and express the ideas in a logical way.
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Understanding ideas板块教学设计 （建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与社会——科技发展、人类生活的变化
内容分析 本文体裁为访谈，课文以问答的形式介绍了古今中外人类的伟大新发明、这些发明给生活带来的巨大变化以及发明的原动力。读前的导入活动通过比较古代人和现代人生活的不同，帮助学生熟悉语篇话题，为课文学习作铺垫。读中活动考查学生对文章内容的理解。读后活动则是通过细节理解、思维导图和开放性问答等活动，启发学生深入思考，探究主题意义。
教学目标 1. 通过预测、略读、细读读懂文章，概括文章主旨大意，获取细节信息，激发学生了解现代科技发展的兴趣。 2. 运用话题相关词汇、句型，从“inventions of the past”,“inventions of today”“inspiration”三个方面描述“新发明时代”； 3. 通过阅读，理解未来世界科技发展的趋势，形成国际视野，加深对单元主题的认知。
教学重点 引导学生通过自主阅读和小组合作了解人类科技发展史，完成信息获取和整合，并基于文本理解科技发明的力量。
教学难点 引导学生根据文本和图片准确理解人类的科技发展史，了解语篇结构，并完成思维导图。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to watch the pictures and discuss what they see in these pictures. 2. T asks the Ss to compare the two pictures and play the game“Find the differences” 3. T asks the Ss to discuss in groups about the reasons hidden behind the differences. 4. T asks some Ss to share their answers and give the reasons. 1. Ss watch the pictures and discuss what they see in these pictures. 2. Ss compare the two pictures and find the differences between the pictures. 3. Ss discuss in groups about the reasons hidden behind the differences. 4.Ss share their opinions in class. Lead to the topic and activate knowledge.
Activity 2 1. T asks Ss to read the title of the passage and predict the content of the passage. 2. T asks the Ss to discuss their ideas about “The new age of invention” and give the reasons. 3. T asks the Ss to read the passage and find out what inventions are mentioned. 1. Ss read the title of the passage and predict the content of the passage. 2. Ss discuss their ideas about “The new age of invention” and give the reasons. 3. Ss read the passage and find out what inventions are mentioned. Train students’ reading skills of locate certain information.
Activity 3 1. T asks the Ss to look at Activity 3 and choose the sentences that describe Dr Fairhurst’s opinions. 2. T asks the Ss to read the passage again and check their answers. 3. T asks the Ss to exchange their ideas in groups. 4. T asks some Ss to present their ideas in class and give the reasons. 1. Ss look at Activity 3 and choose the sentences that describe Dr Fairhurst’s opinions. 2. Ss read the passage again and check their answers. 3. Ss exchange their ideas in groups. 4. Some Ss present their ideas in class and give the reasons. Train students’ reading skills of getting the main ideas.
Activity 4 1. T asks Ss to complete the mind map with information according to the passage. 2. T asks some groups to present their mind map and choose the best one. 3. T asks Ss to discuss and exchange their idea to polish their mind map. 4. T asks Ss to retell the passage according to the mind map. 1. Ss complete the mind map with information according to the passage. 2. Some groups present their mind map and choose the best one. 3. Ss discuss and exchange their idea to polish their mind map. 4. Ss retell the passage according to the mind map. Train Ss’ skills of getting specific information and better understanding of the structure of the passage.
Think & Share T asks Ss to discuss the two questions in groups and offer help if they need. Ss discuss the two questions in groups then share with the class. Train Ss’ ability to use language in their real life and express the ideas in a logical way.
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