外研版（2019）选择性必修第一册 Unit3 Faster, higher, stronger Understanding ideas 板块教学设计
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| 名称 | 外研版（2019）选择性必修第一册 Unit3 Faster, higher, stronger Understanding ideas 板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 23.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-02 14:34:05 | ||
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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30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自我——运动竞技领域实现“更快、更高、更强的体育精神”
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为新闻报道，介绍了体育明星Stephen Curry的成功之路。通过对课文的学习，学生可以了解到成功是与自信、努力和毅力等优秀个人品质紧密相联的。读前的导入活动用图片展示了一些篮球术语的英文表达，帮助学生提前熟悉语篇话题，为课文学习做铺垫。读中活动考查学生对文章关键信息的理解。读后活动则是通过考查作者写作意图、细节信息、核心信息和相关话题的表达，启发学生深入思考，利用所学内容创造性地探究主题意义。
教学目标 在本板块学习结束时，学生能够： 通过课文标题猜测课文内容和作者的写作意图； 通过细读课文, 找出相关的细节信息并梳理课文的写作脉络； 对课文进行解构，掌握新闻报道的写作特征和语言特征，并运用与话题相关的语言知识，介绍一位运动员。
教学重点 引导学生读懂语篇，理解作者的写作意图，并了解体育明星Stephen Curry的成功之路； 引导学生了解成功是与自信、努力和毅力等优秀个人品质紧密相联的。
教学难点 引导学生总结 Stephen Curry的成功经验，在今后的生活和工作中坚持自己的梦想，并为之不断努力，成为更好的自己。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the information on the picture and research online to find out the meanings and functions of the five basketball positions. Teacher asks students to read the information below the picture and finish the matching activity. Teacher invites some students to share their answers with the class. Students read the information on the picture and research online to find out the meanings and functions of the five basketball positions. Students read the information below the picture and finish the matching activity. Some students share their answers with the class To get students to know some basketball terms. To prepare students for reading.
Activity 2 Teacher presents some questions and asks students to read the passage quickly to find out the answers. Teacher divides students into groups to discuss the answers to the questions. Teacher asks students to answer the questions and give an explanation if necessary. Students read the passage quickly to find out the answers. Students discuss the answers to the questions. Students answer the questions and give an explanation if necessary. To direct students to read and understand the passage with specific tasks.
Activity 3 Teacher asks students to read the choices carefully and choose the author’s purpose in writing the passage. Teacher invites some students to give the reasons for the choice. Students read the choices carefully and choose the author’s purpose in writing the passage. Some students give the reasons for the choice To test students’ understanding of the title and the author’s writing purpose.
Activity 4 Teacher asks students to read the activity instruction as well as the summary and understand the purpose of the activity. Teacher asks students to scan the passage to get the key information and fill in the blanks. Teacher asks some students to read the whole sentences and the class check the answers together. Students read the activity instruction as well as the summary and understand the purpose of the activity. Students scan the passage to get the key information and fill in the blanks. Students read the whole sentences and the class check the answers together. To have students further sort out the passage structure and pay attention to Stephen Curry’s road to success.
Activity 5 1. Teacher asks students to read the passage carefully and find out the supporting details for the three qualities. 2. Teacher introduces the types of mind maps. 3. Teacher directs students to complete the information of the mind map provided by the textbook. 1. Students read the passage carefully and find out the supporting details for the three qualities. 2. Students complete the information of the mind map provided by the textbook. To direct students to make mind maps and summarise the reasons for Stephen Curry’s success.
Think & Share 1. Teacher divides students into groups to discuss the answers to the questions. 2. Teacher invites some students to present their answers. 1. Students discuss the answers to the questions in groups. 2. Some students present their answers. To direct students to better understand the passage and think deeply over the qualities needed for realising one’s dream.
Understanding ideas板块教学设计 （建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading
主题语境 人与自我——运动竞技领域实现“更快、更高、更强的体育精神”
内容分析 本板块呈现了一篇反映单元主题的课文，语篇类型为新闻报道，介绍了体育明星Stephen Curry的成功之路。通过对课文的学习，学生可以了解到成功是与自信、努力和毅力等优秀个人品质紧密相联的。读前的导入活动用图片展示了一些篮球术语的英文表达，帮助学生提前熟悉语篇话题，为课文学习做铺垫。读中活动考查学生对文章关键信息的理解。读后活动则是通过考查作者写作意图、细节信息、核心信息和相关话题的表达，启发学生深入思考，利用所学内容创造性地探究主题意义。
教学目标 在本板块学习结束时，学生能够： 通过课文标题猜测课文内容和作者的写作意图； 通过细读课文, 找出相关的细节信息并梳理课文的写作脉络； 对课文进行解构，掌握新闻报道的写作特征和语言特征，并运用与话题相关的语言知识，介绍一位运动员。
教学重点 引导学生读懂语篇，理解作者的写作意图，并了解体育明星Stephen Curry的成功之路； 引导学生了解成功是与自信、努力和毅力等优秀个人品质紧密相联的。
教学难点 引导学生总结 Stephen Curry的成功经验，在今后的生活和工作中坚持自己的梦想，并为之不断努力，成为更好的自己。
教学策略 P-W-P模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 Teacher asks students to read the information on the picture and research online to find out the meanings and functions of the five basketball positions. Teacher asks students to read the information below the picture and finish the matching activity. Teacher invites some students to share their answers with the class. Students read the information on the picture and research online to find out the meanings and functions of the five basketball positions. Students read the information below the picture and finish the matching activity. Some students share their answers with the class To get students to know some basketball terms. To prepare students for reading.
Activity 2 Teacher presents some questions and asks students to read the passage quickly to find out the answers. Teacher divides students into groups to discuss the answers to the questions. Teacher asks students to answer the questions and give an explanation if necessary. Students read the passage quickly to find out the answers. Students discuss the answers to the questions. Students answer the questions and give an explanation if necessary. To direct students to read and understand the passage with specific tasks.
Activity 3 Teacher asks students to read the choices carefully and choose the author’s purpose in writing the passage. Teacher invites some students to give the reasons for the choice. Students read the choices carefully and choose the author’s purpose in writing the passage. Some students give the reasons for the choice To test students’ understanding of the title and the author’s writing purpose.
Activity 4 Teacher asks students to read the activity instruction as well as the summary and understand the purpose of the activity. Teacher asks students to scan the passage to get the key information and fill in the blanks. Teacher asks some students to read the whole sentences and the class check the answers together. Students read the activity instruction as well as the summary and understand the purpose of the activity. Students scan the passage to get the key information and fill in the blanks. Students read the whole sentences and the class check the answers together. To have students further sort out the passage structure and pay attention to Stephen Curry’s road to success.
Activity 5 1. Teacher asks students to read the passage carefully and find out the supporting details for the three qualities. 2. Teacher introduces the types of mind maps. 3. Teacher directs students to complete the information of the mind map provided by the textbook. 1. Students read the passage carefully and find out the supporting details for the three qualities. 2. Students complete the information of the mind map provided by the textbook. To direct students to make mind maps and summarise the reasons for Stephen Curry’s success.
Think & Share 1. Teacher divides students into groups to discuss the answers to the questions. 2. Teacher invites some students to present their answers. 1. Students discuss the answers to the questions in groups. 2. Some students present their answers. To direct students to better understand the passage and think deeply over the qualities needed for realising one’s dream.