Book3 Unit1 第1&2课时教学设计（新外研版）
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| 名称 | Book3 Unit1 第1&2课时教学设计（新外研版） |  | |
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| 资源类型 | 试卷 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-03 20:13:24 | ||
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中小学教育资源及组卷应用平台
新外研版必修Book 3, Unit 1 Knowing me, Knowing you第1&2课时教学设计
内 容 Starting out +Understanding ideas
课程标准分析Starting out部分呈现两篇多模态的语篇，一篇是手绘图片，一篇是视频; Developing ideas部分语篇类型为基于人际交往的两份信件，一封求助信，一封回信。学生通过听、说、读、看等方式围绕本单元主题语境内容，基于单元提供的手绘图片，视频以及信件，综合运用各种语言技能，读懂语篇内容，在交际情景中加深对自我与他人的认知,引发学生思考分析交际中个人与他人的行为，并懂得运用求助的方式去正确处理个人在交际中遇到的问题，培养学生正确的人生态度。学生在学习和应用英语的过程中采用的学习策略有自主阅读，小组合作、互助探究等学习方式中运用监控，评价，反思和调整自己的学习内容和进程的元认知策略。也有在语境中学习词汇，根据视频，篇章标题，图片和关键词等信息理解篇章的类型及主要内容，根据语篇类型和特点理清语篇的主要内容和结构，通过扫读获取篇章具体信息的认知策略；还有为了调控学习情绪，保持积极的学习态度而采取的情感策略。
教学内容分析Starting out要求学生看懂一幅手绘图片，并用已知的恰当的语言描绘了一场聚会中不同人物的表现，人物性格特点。并要求学生看懂视频内容并获取人际交往中不礼貌的行为，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。本版块旨在激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热。Understanding ideas板块要求学生读懂两封信件，并描述同学之间相处时出现的问题和建议的解决办法，引发人际交往中更多的思考。读前的导人活动引导学生关注，思考并分析在学校生活中会遇到的人际交往并描述在学校生活中会遇到的人际交住方面的问题，帮助学生熟悉课文话题，为课文学习做铺垫。读中活动考查学生对于课文整体内容的把握。读后活动则通过主旨大意归纳、细节理解和开放性问答等，启发学生深入思考，联系自身实际，探究主题意义。
学生学情分析话题知识方面：学生在原来的英语学习中已经积累了一部分与“人际沟通”相关的话题词汇以及语篇知识，对于语篇中所提到的青少年任务性格特点比较熟悉，对信件中描述的人际关系问题也直接或间接经历过，但是他们不熟悉如何用英文正确规范地表达；阅读技能方面：学生比较熟悉具体信息的查找，但是对于整体阅读以及推断技巧存在一些问题；主题意义探究方面：学生对人际沟通这个话题比较熟悉，但是就如何解决人际交往问题，以及树立正确的人生态度还需要进一步培养。
学习目标叙写（1）通过看图片，视频的方式，了解本单元话题，激发学生“人际沟通”话题的储备知识与兴趣；（2）通过看标题、图片、快速阅读文章，培养学生预测文章内容与整体阅读意识；（3）通过略读与精读，了解文章观点和细节信息，培养学生阅读中概括主旨大意，理解文章结构以及锁定具体信息的微技能；（4）通过阅读与思考，推断文本深层次含义，总结人际关系中的注意事项，并提出自己的观点，形成正确的人际交往观。
评价任务设计（1）完成活动1，2，检测目标1；（2）完成活动3，4，检测目标2；（3）完成活动5，6，检测目标3；（4）完成活动7，检测目标4。
学习活动设计教师活动学生活动环节一：Look and Describe教师活动1T leads Ss to look at the picture carefully and use some basic sentence patterns to describe one personality in the picture. T encourages Ss to discuss in pairs, describe the different personalities to their partners and share with classmates.T lead Ss to divide the emotions into two groups：positive and negative.学生活动1Ss look at the picture carefully and learn to describe one personality in the picture.Ss discuss in pairs, describe the different personalities to their partners and share with classmates.Ss divide the emotions into two groups：positive and negative.活动意图说明：激活学生已有背景知识，引入话题。环节二：Watch and Answer教师活动21. T plays the video.2. T asks Ss the questions in Activity 2.学生活动21. Ss watch a video about the bad manners in interpersonal communication .2. Ss answer the questions.活动意图说明通过视频更好地认知人际交往中的一些不恰当行为，拓宽学生对本话题知识并激发学生学习兴趣。环节三：List and discuss教的活动3T divides Ss into several groups and list the problem they may face at school and discuss which is the most difficult to overcome and why.T asks Ss to discuss who they turn to for help when they face a problem.T invites Ss to share the results.学的活动3Ss list the problem they may face at school and discuss which is the most difficult to overcome and why.Ss discuss in groups about who they turn to for help when they face a problem.Ss share the results.活动意图说明引入话题并激活学生话题知识。环节四：Look and Find教的活动4T asks Ss to look at the title and the pictures of the passage and guess what the relationship between the two persons.T asks Ss to look through the first letter quickly with the question in Activity 2 on page 2.T asks Ss to look through the second letter and finish Activity 3 on page 4.学的活动4Ss look at the title and the pictures of the passage and guess what the relationship between the two persons.Ss look through the passage quickly and answer the question in Activity 2 on page 2.Ss look through the second letter and finish Activity 3 on page 4.活动意图说明训练学生通过标题、图片预测文章内容的能力，以及扫读获取文章细节信息与概括整体大意的阅读技能。环节五：Read and Find教的活动5T asks Ss to read the first letter quickly and find out Ben’s problem and fill in the chart in Activity 4 on page 4.T asks Ss to read the second letter quickly and find out Agony Aunt’s suggestions and fill in the chart in Activity 4 on page 4.T asks Ss to match the suggestions to Ben’s problems.T asks Ss to find how to give suggestions and make a conclusion.学的活动5Ss read the first letter quickly and find out Ben’s problem and fill in the chart in Activity 4 on page 4.Ss read the second letter quickly and find out Agony Aunt’s suggestion and fill in the chart in Activity 4 on page 4.Ss match the suggestions to Ben’s problems.Ss find how to give suggestions and make a conclusion.活动意图说明训练学生查找具体信息、分类及归纳技能。环节六：Read and Infer教的活动6T asks Ss to read the first letter again and infer what kind of person the Ben is. T asks Ss to find what is the inappropriate behavior in Ben’s communication.T asks Ss to infer what’s the main reason causing Ben’s problems.学的活动6Ss read the first letter again and infer what kind of person the Ben is. Ss find what is the inappropriate behavior in Ben’s communication.Ss infer what’s the main reason causing Ben’s problems.活动意图说明培养学生推断语篇深层次含义的阅读技能。环节7：Think and Share教的活动7T asks Ss to judge Agony Aunt’s advice.T asks Ss to give their suggestions to Ben.T asks Ss to find any similar sayings of “loose lips sink ships”in Chinese. 学的活动7Ss judge Agony Aunt’s advice.Ss give their suggestions to Ben.Ss find any similar sayings of “loose lips sink ships”in Chinese.活动意图说明培养学生批判思维及迁移能力。
板书设计Unit 3 Period 1 Starting out & Understanding Ideas
作业与拓展学习设计详见第1+2课时课后作业
教学反思与改进 (留白)
Apologize
Positive emotion and behavior
Talk to your friend
Think about your own behavior
Other......
Ben’s problems
Solution/suggestions
Negative emotion and behavior
Relationship
新外研版必修Book 3, Unit 1 Knowing me, Knowing you第1&2课时教学设计
内 容 Starting out +Understanding ideas
课程标准分析Starting out部分呈现两篇多模态的语篇，一篇是手绘图片，一篇是视频; Developing ideas部分语篇类型为基于人际交往的两份信件，一封求助信，一封回信。学生通过听、说、读、看等方式围绕本单元主题语境内容，基于单元提供的手绘图片，视频以及信件，综合运用各种语言技能，读懂语篇内容，在交际情景中加深对自我与他人的认知,引发学生思考分析交际中个人与他人的行为，并懂得运用求助的方式去正确处理个人在交际中遇到的问题，培养学生正确的人生态度。学生在学习和应用英语的过程中采用的学习策略有自主阅读，小组合作、互助探究等学习方式中运用监控，评价，反思和调整自己的学习内容和进程的元认知策略。也有在语境中学习词汇，根据视频，篇章标题，图片和关键词等信息理解篇章的类型及主要内容，根据语篇类型和特点理清语篇的主要内容和结构，通过扫读获取篇章具体信息的认知策略；还有为了调控学习情绪，保持积极的学习态度而采取的情感策略。
教学内容分析Starting out要求学生看懂一幅手绘图片，并用已知的恰当的语言描绘了一场聚会中不同人物的表现，人物性格特点。并要求学生看懂视频内容并获取人际交往中不礼貌的行为，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。本版块旨在激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热。Understanding ideas板块要求学生读懂两封信件，并描述同学之间相处时出现的问题和建议的解决办法，引发人际交往中更多的思考。读前的导人活动引导学生关注，思考并分析在学校生活中会遇到的人际交往并描述在学校生活中会遇到的人际交住方面的问题，帮助学生熟悉课文话题，为课文学习做铺垫。读中活动考查学生对于课文整体内容的把握。读后活动则通过主旨大意归纳、细节理解和开放性问答等，启发学生深入思考，联系自身实际，探究主题意义。
学生学情分析话题知识方面：学生在原来的英语学习中已经积累了一部分与“人际沟通”相关的话题词汇以及语篇知识，对于语篇中所提到的青少年任务性格特点比较熟悉，对信件中描述的人际关系问题也直接或间接经历过，但是他们不熟悉如何用英文正确规范地表达；阅读技能方面：学生比较熟悉具体信息的查找，但是对于整体阅读以及推断技巧存在一些问题；主题意义探究方面：学生对人际沟通这个话题比较熟悉，但是就如何解决人际交往问题，以及树立正确的人生态度还需要进一步培养。
学习目标叙写（1）通过看图片，视频的方式，了解本单元话题，激发学生“人际沟通”话题的储备知识与兴趣；（2）通过看标题、图片、快速阅读文章，培养学生预测文章内容与整体阅读意识；（3）通过略读与精读，了解文章观点和细节信息，培养学生阅读中概括主旨大意，理解文章结构以及锁定具体信息的微技能；（4）通过阅读与思考，推断文本深层次含义，总结人际关系中的注意事项，并提出自己的观点，形成正确的人际交往观。
评价任务设计（1）完成活动1，2，检测目标1；（2）完成活动3，4，检测目标2；（3）完成活动5，6，检测目标3；（4）完成活动7，检测目标4。
学习活动设计教师活动学生活动环节一：Look and Describe教师活动1T leads Ss to look at the picture carefully and use some basic sentence patterns to describe one personality in the picture. T encourages Ss to discuss in pairs, describe the different personalities to their partners and share with classmates.T lead Ss to divide the emotions into two groups：positive and negative.学生活动1Ss look at the picture carefully and learn to describe one personality in the picture.Ss discuss in pairs, describe the different personalities to their partners and share with classmates.Ss divide the emotions into two groups：positive and negative.活动意图说明：激活学生已有背景知识，引入话题。环节二：Watch and Answer教师活动21. T plays the video.2. T asks Ss the questions in Activity 2.学生活动21. Ss watch a video about the bad manners in interpersonal communication .2. Ss answer the questions.活动意图说明通过视频更好地认知人际交往中的一些不恰当行为，拓宽学生对本话题知识并激发学生学习兴趣。环节三：List and discuss教的活动3T divides Ss into several groups and list the problem they may face at school and discuss which is the most difficult to overcome and why.T asks Ss to discuss who they turn to for help when they face a problem.T invites Ss to share the results.学的活动3Ss list the problem they may face at school and discuss which is the most difficult to overcome and why.Ss discuss in groups about who they turn to for help when they face a problem.Ss share the results.活动意图说明引入话题并激活学生话题知识。环节四：Look and Find教的活动4T asks Ss to look at the title and the pictures of the passage and guess what the relationship between the two persons.T asks Ss to look through the first letter quickly with the question in Activity 2 on page 2.T asks Ss to look through the second letter and finish Activity 3 on page 4.学的活动4Ss look at the title and the pictures of the passage and guess what the relationship between the two persons.Ss look through the passage quickly and answer the question in Activity 2 on page 2.Ss look through the second letter and finish Activity 3 on page 4.活动意图说明训练学生通过标题、图片预测文章内容的能力，以及扫读获取文章细节信息与概括整体大意的阅读技能。环节五：Read and Find教的活动5T asks Ss to read the first letter quickly and find out Ben’s problem and fill in the chart in Activity 4 on page 4.T asks Ss to read the second letter quickly and find out Agony Aunt’s suggestions and fill in the chart in Activity 4 on page 4.T asks Ss to match the suggestions to Ben’s problems.T asks Ss to find how to give suggestions and make a conclusion.学的活动5Ss read the first letter quickly and find out Ben’s problem and fill in the chart in Activity 4 on page 4.Ss read the second letter quickly and find out Agony Aunt’s suggestion and fill in the chart in Activity 4 on page 4.Ss match the suggestions to Ben’s problems.Ss find how to give suggestions and make a conclusion.活动意图说明训练学生查找具体信息、分类及归纳技能。环节六：Read and Infer教的活动6T asks Ss to read the first letter again and infer what kind of person the Ben is. T asks Ss to find what is the inappropriate behavior in Ben’s communication.T asks Ss to infer what’s the main reason causing Ben’s problems.学的活动6Ss read the first letter again and infer what kind of person the Ben is. Ss find what is the inappropriate behavior in Ben’s communication.Ss infer what’s the main reason causing Ben’s problems.活动意图说明培养学生推断语篇深层次含义的阅读技能。环节7：Think and Share教的活动7T asks Ss to judge Agony Aunt’s advice.T asks Ss to give their suggestions to Ben.T asks Ss to find any similar sayings of “loose lips sink ships”in Chinese. 学的活动7Ss judge Agony Aunt’s advice.Ss give their suggestions to Ben.Ss find any similar sayings of “loose lips sink ships”in Chinese.活动意图说明培养学生批判思维及迁移能力。
板书设计Unit 3 Period 1 Starting out & Understanding Ideas
作业与拓展学习设计详见第1+2课时课后作业
教学反思与改进 (留白)
Apologize
Positive emotion and behavior
Talk to your friend
Think about your own behavior
Other......
Ben’s problems
Solution/suggestions
Negative emotion and behavior
Relationship