Book3 Unit 3 第6&7课时 教学设计（新外研版）
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| 名称 | Book3 Unit 3 第6&7课时 教学设计（新外研版） |  | |
| 格式 | doc | ||
| 文件大小 | 83.5KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-16 12:49:05 | ||
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中小学教育资源及组卷应用平台
Book 3, Unit3 The world of science第6-7课时教学设计
内 容 Developing ideas
课程标准分析Developing ideas板块语篇类型为关于科学精神的论说文,学生通过读、看、说等活动初步了解科学精神的内涵,培养批判性思维;读写部分的范文介绍了一个物理实验的过程及结果。通过读、看、说、写等学习活动,学生能够体会科学求真的精神,了解物理实验的实验过程,并且初步掌握实验报告的文体特点和写法。学生在学习和应用英语的过程中采用的学习策略有自主合作、探究式学习中运用监控，评价，反思和调整自己的学习内容和进程的元认知策略；有在语境中学习词汇；根据篇章标题，思维图、图片，图表、和关键词等信息预测和理解篇章的主要内容；根据语篇类型和特点了解篇章的主要内容和写作意图；通过扫读获取篇章的具体信息的认知策略；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。
教学内容分析本板块呈现了从另一角度反映单元主题的课文,语篇类型为论说文,介绍了人们对 Franklin著名的风筝实验真实性的怀疑和求证,学生通过阅读和完成活动初步了解科学精神的内涵,培养批判性思维;读写部分介绍了“会吃鸡蛋的瓶子”这一物理实验的过程及结果。通过这一板块的学习,学生能够体会科学求证的精神,了解物理实验的实验过程,并且初步掌握实验报告的文体特点和写法。
学生学情分析通过前阶段的学习学生已具有一定的理解和整合知识、逻辑推理的能力，但还欠缺在分析论证观点和批判评价方面的能力。学生对富兰克林的闪电实验和牛顿的地球引力理论有所了解，但他们一般不会对科学事实产生质疑，对科学精神缺乏深层理解，对科学的批判性思维会有所困惑。
学习目标叙写（1）通过浏览标题、图片确定文章主旨以及文本类型，培养整体阅读意识；（2）通过理解课文内容,复述 Franklin的风筝实验的过程,加深对本单元主题意义的理解,形成初步的科学思想和科学探索精神；（3）通过分析文本，了解议论文的文体特征，架构问题--解决模式的语篇宏观结构的展开方式；（4）通过观察“会吃鸡蛋的瓶子”这一物理实验,认识实验报告的关键要素和写作规范,并运用相应的要素和写作规范写出实验报告。
评价任务设计(1)完成活动活动1.2.3，检测目标1；(2)完成活动4.5.6，检测目标2.3；(3)完成活动7.8.9，检测目标4。
学习活动设计教师活动学生活动环节一：Read and share教师活动11. T asks Ss to read the introduction to Benjamin Franklin.2. T asks Ss to share any other information about him. 学生活动11. Ss read the introduction to Benjamin Franklin.2. Ss share some information about him.活动意图说明：引入话题，激活背景知识环节二：Look and predict教师活动21. T asks the Ss to read “learning to learn” and the title to predict what the essay might focus on.2. T asks Ss to read the passage and check their prediction.学生活动21. Ss read “learning to learn” and the title to predict the essay.2. Ss read the passage and check their prediction.活动意图说明:通过标题，预测主题环节三：Read and find教师活动3T asks Ss to number the statements to show how people’s attitudes towards Franklin’s experiment have changed.学生活动3T asks Ss to number the statements to show how people’s attitudes towards Franklin’s experiment have changed.活动意图说明理解作者意图，文本主要内容环节四：Read and find教师活动4T asks Ss to read the para2 to fill in the experiment report What `s the aim of the experiment What about the experiment 学生活动4 Ss read the para2 to fill in the experiment report 活动意图说明了解富兰克林和他的风筝实验的细节信息环节五：Read and analyze教师活动5T asks Ss to read the text again and fill in the form and analyze the structure of the text：Raise a question:Analyse the question:Response to the question:学生活动5 Ss read the text again and fill in the form and analyze the structure of the text活动意图说明整体上把握语篇宏观结构环节六：Think and share教师活动61. T asks Ss to discuss the four questions in “Think and Share”.2.T asks the Ss to explain their understanding of the saying “Seeing is believing” and discuss their ideas in groups.3. T invites some Ss to share their opinions.学生活动6Ss discuss the four questions in groups and then share with the class.Ss explain their understanding of the saying “Seeing is believing” and discuss their ideas in groups.活动意图说明运用话题相关词汇表达阐释自己的观点环节七：Read and find 教师活动71. T asks Ss to read the instructions of the experiment and predict the results of this experiment.2. T encourages some Ss to demonstrate the experiment on the platform. 3. T guides Ss to watch the experiment carefully and check the result.4. T asks the Ss to discuss the result and try to find out what they learn from the experiment.学生活动7Ss to read the instructions of the experiment and predict the results of this experiment.2. Some Ss demonstrate the experiment on the platform. 3. Ss watch the experiment carefully and check the result.4. Ss discuss the result and find out what they learn from the experiment.活动意图说明了解实验报告的基本结构环节八：Read and find 教师活动81. T asks Ss to complete the boxes with the information in Activity 5. And do further research if necessary.2. T asks Ss to write a report of the experiment, and reminds them to use the useful expressions.学生活动81. Ss complete the boxes with the information in Activity 5.2. Ss write their experiment report according to the notes活动意图说明运用所学结构，根据所给信息完成实验报告的写作。环节九：Read and evaluate教师活动91. T shows the criteria of a good experiment report and demonstrates how to judge an experiment report.2. T asks some Ss to show their experiment report to the class, and invites other Ss to judge.学生活动9 Ss show their experiment report to the class, and do peer evaluation.活动意图说明通过互评，提升写作水平
板书设计Franklin’s Experiment: How Much Is True Franklin’s Experiment: The aim of the experiment---- The process of the experiment----2.Structure of the text:Raise a questionAnalyse the questionResponse to the questionIntroduction: aim3.Experiment report Main body: processConclusion: result
作业与拓展学习设计第6.7课时课后作业
教学反思与改进 (留白)
Book 3, Unit3 The world of science第6-7课时教学设计
内 容 Developing ideas
课程标准分析Developing ideas板块语篇类型为关于科学精神的论说文,学生通过读、看、说等活动初步了解科学精神的内涵,培养批判性思维;读写部分的范文介绍了一个物理实验的过程及结果。通过读、看、说、写等学习活动,学生能够体会科学求真的精神,了解物理实验的实验过程,并且初步掌握实验报告的文体特点和写法。学生在学习和应用英语的过程中采用的学习策略有自主合作、探究式学习中运用监控，评价，反思和调整自己的学习内容和进程的元认知策略；有在语境中学习词汇；根据篇章标题，思维图、图片，图表、和关键词等信息预测和理解篇章的主要内容；根据语篇类型和特点了解篇章的主要内容和写作意图；通过扫读获取篇章的具体信息的认知策略；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。
教学内容分析本板块呈现了从另一角度反映单元主题的课文,语篇类型为论说文,介绍了人们对 Franklin著名的风筝实验真实性的怀疑和求证,学生通过阅读和完成活动初步了解科学精神的内涵,培养批判性思维;读写部分介绍了“会吃鸡蛋的瓶子”这一物理实验的过程及结果。通过这一板块的学习,学生能够体会科学求证的精神,了解物理实验的实验过程,并且初步掌握实验报告的文体特点和写法。
学生学情分析通过前阶段的学习学生已具有一定的理解和整合知识、逻辑推理的能力，但还欠缺在分析论证观点和批判评价方面的能力。学生对富兰克林的闪电实验和牛顿的地球引力理论有所了解，但他们一般不会对科学事实产生质疑，对科学精神缺乏深层理解，对科学的批判性思维会有所困惑。
学习目标叙写（1）通过浏览标题、图片确定文章主旨以及文本类型，培养整体阅读意识；（2）通过理解课文内容,复述 Franklin的风筝实验的过程,加深对本单元主题意义的理解,形成初步的科学思想和科学探索精神；（3）通过分析文本，了解议论文的文体特征，架构问题--解决模式的语篇宏观结构的展开方式；（4）通过观察“会吃鸡蛋的瓶子”这一物理实验,认识实验报告的关键要素和写作规范,并运用相应的要素和写作规范写出实验报告。
评价任务设计(1)完成活动活动1.2.3，检测目标1；(2)完成活动4.5.6，检测目标2.3；(3)完成活动7.8.9，检测目标4。
学习活动设计教师活动学生活动环节一：Read and share教师活动11. T asks Ss to read the introduction to Benjamin Franklin.2. T asks Ss to share any other information about him. 学生活动11. Ss read the introduction to Benjamin Franklin.2. Ss share some information about him.活动意图说明：引入话题，激活背景知识环节二：Look and predict教师活动21. T asks the Ss to read “learning to learn” and the title to predict what the essay might focus on.2. T asks Ss to read the passage and check their prediction.学生活动21. Ss read “learning to learn” and the title to predict the essay.2. Ss read the passage and check their prediction.活动意图说明:通过标题，预测主题环节三：Read and find教师活动3T asks Ss to number the statements to show how people’s attitudes towards Franklin’s experiment have changed.学生活动3T asks Ss to number the statements to show how people’s attitudes towards Franklin’s experiment have changed.活动意图说明理解作者意图，文本主要内容环节四：Read and find教师活动4T asks Ss to read the para2 to fill in the experiment report What `s the aim of the experiment What about the experiment 学生活动4 Ss read the para2 to fill in the experiment report 活动意图说明了解富兰克林和他的风筝实验的细节信息环节五：Read and analyze教师活动5T asks Ss to read the text again and fill in the form and analyze the structure of the text：Raise a question:Analyse the question:Response to the question:学生活动5 Ss read the text again and fill in the form and analyze the structure of the text活动意图说明整体上把握语篇宏观结构环节六：Think and share教师活动61. T asks Ss to discuss the four questions in “Think and Share”.2.T asks the Ss to explain their understanding of the saying “Seeing is believing” and discuss their ideas in groups.3. T invites some Ss to share their opinions.学生活动6Ss discuss the four questions in groups and then share with the class.Ss explain their understanding of the saying “Seeing is believing” and discuss their ideas in groups.活动意图说明运用话题相关词汇表达阐释自己的观点环节七：Read and find 教师活动71. T asks Ss to read the instructions of the experiment and predict the results of this experiment.2. T encourages some Ss to demonstrate the experiment on the platform. 3. T guides Ss to watch the experiment carefully and check the result.4. T asks the Ss to discuss the result and try to find out what they learn from the experiment.学生活动7Ss to read the instructions of the experiment and predict the results of this experiment.2. Some Ss demonstrate the experiment on the platform. 3. Ss watch the experiment carefully and check the result.4. Ss discuss the result and find out what they learn from the experiment.活动意图说明了解实验报告的基本结构环节八：Read and find 教师活动81. T asks Ss to complete the boxes with the information in Activity 5. And do further research if necessary.2. T asks Ss to write a report of the experiment, and reminds them to use the useful expressions.学生活动81. Ss complete the boxes with the information in Activity 5.2. Ss write their experiment report according to the notes活动意图说明运用所学结构，根据所给信息完成实验报告的写作。环节九：Read and evaluate教师活动91. T shows the criteria of a good experiment report and demonstrates how to judge an experiment report.2. T asks some Ss to show their experiment report to the class, and invites other Ss to judge.学生活动9 Ss show their experiment report to the class, and do peer evaluation.活动意图说明通过互评，提升写作水平
板书设计Franklin’s Experiment: How Much Is True Franklin’s Experiment: The aim of the experiment---- The process of the experiment----2.Structure of the text:Raise a questionAnalyse the questionResponse to the questionIntroduction: aim3.Experiment report Main body: processConclusion: result
作业与拓展学习设计第6.7课时课后作业
教学反思与改进 (留白)