Book3 Unit1 第3&4课时教学设计（新外研版）
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| 名称 | Book3 Unit1 第3&4课时教学设计（新外研版） |  | |
| 格式 | doc | ||
| 文件大小 | 163.9KB | ||
| 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 20:14:05 | ||
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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3&4课时教学设计
内 容 Using language + Interpersonal relationships
课程标准分析Using language部分的活动包括了两个与话题相关的小语段; Interpersonal relationships部分是关于人际交往的小语句。学生通过说、读、看等方式围绕本单元主题语境内容，基于单元提供的语段，并在创设的语境中感知语法的意义，归纳语法的形式，并在交际语境中使用。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。并在语境中创造性使用本单元学到的语言知识，并综合运用。
教学内容分析Starting out要求学生发现和理解过去分词作状语的用法，并能在实际语境中运用；Interpersonal relationships要求学习与建立健康和谐人际关系的话题词汇，实现知识、思维和学习能力的迁移。
学生学情分析主题意义探究方面：学生对人际沟通这个话题比较熟悉，也在understanding idea部分对话题有了进一步认知，但在树立正确的人生态度还需要进一步培养。语言知识方面：学习了动词过去分词的形式，也对状语从句有所了解，但是对过去分词做状语以及其在人际交往语境中所表达的意义还需学习。
学习目标叙写（1）通过看观察比较的方式，在语境中激活学生关于状语的已有知识并在语境中理解并总结过去分词作状语的基本知识；（2）通过在语境中理解与运用过去分词做状语，进一步加深对单元主题的理解；（3）通过在语境中对单元词汇的复习，培养学生正确得体地进行交流与沟通的意识；（4）通过在语境中实现语言知识与思维能力的迁移，培养学生个人表达的能力。
评价任务设计（1）完成活动1，检测目标1；（2）完成活动2，3，检测目标2；（3）完成活动4，5，检测目标3；（4）完成活动6，检测目标4。
学习活动设计教师活动学生活动环节一：Compare and discuss教师活动1T leads Ss to look at the two group sentences in Activity 1 carefully and make a comparison. T encourages Ss to discuss in pairs, write down the differences and conclude the usage of -ed as adverbial. T asks Ss to find the -ed as adverbial in understanding ideas.学生活动1Ss look at the two group sentences in Activity 1 carefully and make a comparison. Ss discuss in pairs, write down the differences and conclude the usage of -ed as adverbial. Ss find the -ed as adverbial in understanding ideas.活动意图说明：在语境中激活学生关于状语从句的相关知识，并在语境中理解过去分词的基本用法。环节二：Read and rewrite教师活动21. T asks Ss to read the plot summary of Inside Out to get the main idea.2. T asks Ss to choose the correct form of the words.3. T encourages Ss to retell this passage(use -ed as adverbial as many as possible) .学生活动2Ss read the plot summary of Inside Out to get the main idea.2. Ss choose the correct form of the words.3. Ss retell this passage(use -ed as adverbial as many as possible) .活动意图说明在真实语境中巩固对过去分词作状语的理解，引导进一步思考单元主题。环节三：Read and choose教的活动3T asks Ss to read the Anne’s story to get the main idea.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.活动意图说明在语境中使用并加深对过去分词做状语的理解，引导学生正确看待自己不同的情绪，加深对单元主题意义的理解。环节四：Look and find教的活动4T asks Ss to look at the pictures and read the tips.T asks Ss to discuss the meaning of the tips in group and share with classmates.T asks Ss to underline the words that describe behaviour towards others.学的活动4Ss look at the pictures and read the tips.Ss discuss the meaning of the tips in group and share with classmates.Ss underline the words that describe behaviour towards others.活动意图说明在语境中复习话题词汇。环节五：Read and choose 教的活动5T asks Ss to read the sentences and choose the right words.T asks Ss to choose the sentences that are helpful and disagreeable to communicate.T asks Ss to discuss in group and find more sentences that are helpful and disagreeable to communicate.学的活动5Ss read the sentences and choose the right words.Ss choose the sentences that are helpful and disagreeable to communicate.Ss discuss in group and find more sentences that are helpful and disagreeable to communicate.活动意图说明进一步了解人际关系的知识，培养学生正确得体地进行交流与沟通的意识。环节六：Discuss and share教的活动6T asks Ss to choose one situation, discuss what should do and explain the reasons in group.T asks Ss to share their report to the whole class.学的活动6Ss choose one situation, discuss what should do and explain the reasons in group.Ss share their report to the whole class.活动意图说明在语境中创造性使用语言，实现语言知识与思维能力的迁移，提高学生表达个人观点的能力。
板书设计Unit 3 Period 1 Starting out & Understanding Ideas
作业与拓展学习设计详见第3+4课时课后作业
教学反思与改进 (留白)
Ann’s problem
time
Attracted by a particular...
Praised in class, and she...
Shocked by the decision...
...
Treat your emotions with the right attitude
Tip 1: forgive
Tip 2: Criticize
Tip 3: lie
Tip 4: judge
Tip 5: complain
Inside Out
Influenced mainly by...
Believing that she...
Prevented from ...
Separated from...
Realizing that...
Concession
Conditions
reasons
-ed as adverbial
新外研版必修Book 3, Unit 1 Knowing me, Knowing you第3&4课时教学设计
内 容 Using language + Interpersonal relationships
课程标准分析Using language部分的活动包括了两个与话题相关的小语段; Interpersonal relationships部分是关于人际交往的小语句。学生通过说、读、看等方式围绕本单元主题语境内容，基于单元提供的语段，并在创设的语境中感知语法的意义，归纳语法的形式，并在交际语境中使用。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。并在语境中创造性使用本单元学到的语言知识，并综合运用。
教学内容分析Starting out要求学生发现和理解过去分词作状语的用法，并能在实际语境中运用；Interpersonal relationships要求学习与建立健康和谐人际关系的话题词汇，实现知识、思维和学习能力的迁移。
学生学情分析主题意义探究方面：学生对人际沟通这个话题比较熟悉，也在understanding idea部分对话题有了进一步认知，但在树立正确的人生态度还需要进一步培养。语言知识方面：学习了动词过去分词的形式，也对状语从句有所了解，但是对过去分词做状语以及其在人际交往语境中所表达的意义还需学习。
学习目标叙写（1）通过看观察比较的方式，在语境中激活学生关于状语的已有知识并在语境中理解并总结过去分词作状语的基本知识；（2）通过在语境中理解与运用过去分词做状语，进一步加深对单元主题的理解；（3）通过在语境中对单元词汇的复习，培养学生正确得体地进行交流与沟通的意识；（4）通过在语境中实现语言知识与思维能力的迁移，培养学生个人表达的能力。
评价任务设计（1）完成活动1，检测目标1；（2）完成活动2，3，检测目标2；（3）完成活动4，5，检测目标3；（4）完成活动6，检测目标4。
学习活动设计教师活动学生活动环节一：Compare and discuss教师活动1T leads Ss to look at the two group sentences in Activity 1 carefully and make a comparison. T encourages Ss to discuss in pairs, write down the differences and conclude the usage of -ed as adverbial. T asks Ss to find the -ed as adverbial in understanding ideas.学生活动1Ss look at the two group sentences in Activity 1 carefully and make a comparison. Ss discuss in pairs, write down the differences and conclude the usage of -ed as adverbial. Ss find the -ed as adverbial in understanding ideas.活动意图说明：在语境中激活学生关于状语从句的相关知识，并在语境中理解过去分词的基本用法。环节二：Read and rewrite教师活动21. T asks Ss to read the plot summary of Inside Out to get the main idea.2. T asks Ss to choose the correct form of the words.3. T encourages Ss to retell this passage(use -ed as adverbial as many as possible) .学生活动2Ss read the plot summary of Inside Out to get the main idea.2. Ss choose the correct form of the words.3. Ss retell this passage(use -ed as adverbial as many as possible) .活动意图说明在真实语境中巩固对过去分词作状语的理解，引导进一步思考单元主题。环节三：Read and choose教的活动3T asks Ss to read the Anne’s story to get the main idea.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.活动意图说明在语境中使用并加深对过去分词做状语的理解，引导学生正确看待自己不同的情绪，加深对单元主题意义的理解。环节四：Look and find教的活动4T asks Ss to look at the pictures and read the tips.T asks Ss to discuss the meaning of the tips in group and share with classmates.T asks Ss to underline the words that describe behaviour towards others.学的活动4Ss look at the pictures and read the tips.Ss discuss the meaning of the tips in group and share with classmates.Ss underline the words that describe behaviour towards others.活动意图说明在语境中复习话题词汇。环节五：Read and choose 教的活动5T asks Ss to read the sentences and choose the right words.T asks Ss to choose the sentences that are helpful and disagreeable to communicate.T asks Ss to discuss in group and find more sentences that are helpful and disagreeable to communicate.学的活动5Ss read the sentences and choose the right words.Ss choose the sentences that are helpful and disagreeable to communicate.Ss discuss in group and find more sentences that are helpful and disagreeable to communicate.活动意图说明进一步了解人际关系的知识，培养学生正确得体地进行交流与沟通的意识。环节六：Discuss and share教的活动6T asks Ss to choose one situation, discuss what should do and explain the reasons in group.T asks Ss to share their report to the whole class.学的活动6Ss choose one situation, discuss what should do and explain the reasons in group.Ss share their report to the whole class.活动意图说明在语境中创造性使用语言，实现语言知识与思维能力的迁移，提高学生表达个人观点的能力。
板书设计Unit 3 Period 1 Starting out & Understanding Ideas
作业与拓展学习设计详见第3+4课时课后作业
教学反思与改进 (留白)
Ann’s problem
time
Attracted by a particular...
Praised in class, and she...
Shocked by the decision...
...
Treat your emotions with the right attitude
Tip 1: forgive
Tip 2: Criticize
Tip 3: lie
Tip 4: judge
Tip 5: complain
Inside Out
Influenced mainly by...
Believing that she...
Prevented from ...
Separated from...
Realizing that...
Concession
Conditions
reasons
-ed as adverbial