（新课标）Unit 5 第1课时教学设计—外研版（新）必修第三册
文档属性
| 名称 | （新课标）Unit 5 第1课时教学设计—外研版（新）必修第三册 |  | |
| 格式 | docx | ||
| 文件大小 | 282.9KB | ||
| 资源类型 | 试卷 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-04-18 20:07:18 | ||
图片预览
文档简介
中小学教育资源及组卷应用平台
Book 3, Unit 5 What an adventure！ 第1课时教学设计
内 容 Starting out +Understanding ideas（Activity1）
课程标准分析 据课程标准在必修阶段的要求，学生能通过看与读，抓住日常生活语篇的大意，获取其中的主要信息、观点和文化背景；能借助多模态语篇中的非文字资源，理解语篇的意义。
教学内容分析 Starting out部分的活动1以图片的形式呈现15-16世纪的海上航路，结合短文信息，介绍三位航海探险家。活动2通过视频介绍中国明代探险家徐霞客的生平和贡献。本版块旨在激活学生已有的语言、背景知识、激发对探险话题的兴趣，为接下来整个单元的学习活动做铺垫和预热。 Understanding ideas部分的活动1是Understanding ideas板块主语篇读前活动环节，通过图片介绍了攀登珠穆朗玛峰相关的一些事实性信息，帮助学生熟悉课文话题。
学生学情分析 学生之前的英语学习中接触较少关于冒险和探索相关的话题，虽然了解一些关于徐霞客等探险家的基本信息，但是关于这些探险家的具体经历了解甚少；积累过一些描述人物性格特征品质的表达，如brave，strong-willed等；能通过比较、梳理和归纳，从错综复杂的信息中，识别关键信息，但是对事物做出正确的评价，形成自己独立思想的能力较弱。
学习目标叙写 1）通过阅读图片、语篇和视频，学生能够了解一些探险家和珠穆朗玛峰的信息。 2）通过对比分析，总结这些探险家身上共同的性格特征和品质。 3）谈论探险活动的好处和风险。
评价任务设计 1） 通过活动2，完成关于三个探险者的信息表格； 2. 通过活动3，绘制并分享关于徐霞客的思维导图； 3. 通过活动5，通过绘制并分享思维导图，了解一些有关珠穆朗玛峰的信息。
学习活动设计 教师活动学生活动Activity 1 Free talk教师活动1 Teacher asks the questions. Q1. What is an adventure Q2. What events do you think belong to adventurous activities Q3. What is your attitude towards adventurous activities and why 学生活动1 Students work in pairs answer the questions. Q1. What is an adventure Q2. What events do you think belong to adventurous activities Q3. What is your attitude towards adventurous activities and why 活动意图说明：激活学生对本单元主题——探索相关的话题知识和语言知识，为下一步了解探险家作铺垫。Activity 2 Read and find out教师活动2 (Activity1, P49) Teacher asks students to read 3 paragraphs about some adventurers/explorers, find out some information about them and then complete the following table. Teacher asks students to check answers. Teacher asks students to read the map and match the route to the explorers.学生活动2 Students read 3 paragraphs about some adventurers/explorers, find out some information about them and then complete the following table. Students check answers. Students read the map and match the route to the explorers.活动意图说明：通过读地图和人物介绍，了解三名外国探险家的的经历与成就，为接下来看视频了解中国探险家徐霞客作铺垫。Activity 3 Watch and take notes教师活动3 Teacher asks students to watch the video and take notes of some information about the adventurer mentioned in the video. Teacher asks students to classify their information by drawing a mind map and share in groups. Teacher asks some students to show their mind maps in the whole class. 学生活动3 Students watch the video and take notes of some information about Xu Xiake Students classify the information they got while watching the video and draw a mind map and share in groups. Students share their mind maps in front of the whole class. 活动意图说明 通过了解中国明代旅行探险家徐霞客的探险经历，所遇到的困难和成就，初步感知探险家的勇敢坚毅等优秀品质，为下一步评价思维探险家的优秀品质作铺垫。Activity 4 Think and share教师活动4 Teacher asks students to work in groups and discuss the following questions. Q1. What common qualities and personalities do they have Q2. What benefits and risks does taking adventure bring about Q3. If you were given a chance, what adventurous activity would you take 学生活动4 Students work in groups and talk about the following questions. Q1. What common qualities and personalities do they have Q2. What benefits and risks does taking adventure bring about Q3. If you were given a chance, what adventurous activity would you take 活动意图说明 通过评价四位探险家的成就并总结其优秀品质，激活与主题相关的知识和语言表达，促进学生语言能力和思维品质的同步发展。学生通过讨论自己是否愿意参加探险活动来为接下来了解攀登珠穆朗玛峰作铺垫。Activity 5 Read and find out教师活动5 Teacher asks students to read a map and a passage about Qomolangma and draw a mind map showing the key information about Qomolangma.（图片为Activity1 P50；文章为补充文章） Teacher asks students to share the information they got. 补充文章：Qomolangma is the highest peak in the world. Its Tibetan meaning of “Goddess the Third” adds more mysterious color and magic power to the subject. It has been built as one of the national natural reserves, where there live thousands of kinds of plants, hundreds of varieties of wild animals and dense virgin forests. Many of these are precious and rare, like the first-class protected animal. Qomolangma attracts many climbers, and some of them are highly experienced mountaineers. There are two main climbing routes, one approaching the summit from the south-east in Nepal (known as the " standard route )and the other from the north in China's Tibet. 学生活动5 Students read a map and a passage about Qomolangma and draw a mind map showing the key information about Qomolangma. Students share the information they got about Qomolangma.活动意图说明 通过了解攀登珠穆朗玛峰相关的一些事实性信息，帮助学生熟悉课文话题。Activity 5 Think and shareTeacher asks students to work in pairs and talk about the following question. Q1.Do you want to climb Qomolangma Why or why not Students work in pairs and talk about the question. Q1.Do you want to climb Qomolangma Why or why not 活动意图说明 通过讨论自己是否愿意攀爬珠穆朗玛峰以及原因，为接下来阅读文章了解不同探险家攀爬珠穆朗玛峰的观点作铺垫。
板书设计
作业与拓展学习设计 第1课时课后作业
教学反思与改进 (留白)
Book 3, Unit 5 What an adventure！ 第1课时教学设计
内 容 Starting out +Understanding ideas（Activity1）
课程标准分析 据课程标准在必修阶段的要求，学生能通过看与读，抓住日常生活语篇的大意，获取其中的主要信息、观点和文化背景；能借助多模态语篇中的非文字资源，理解语篇的意义。
教学内容分析 Starting out部分的活动1以图片的形式呈现15-16世纪的海上航路，结合短文信息，介绍三位航海探险家。活动2通过视频介绍中国明代探险家徐霞客的生平和贡献。本版块旨在激活学生已有的语言、背景知识、激发对探险话题的兴趣，为接下来整个单元的学习活动做铺垫和预热。 Understanding ideas部分的活动1是Understanding ideas板块主语篇读前活动环节，通过图片介绍了攀登珠穆朗玛峰相关的一些事实性信息，帮助学生熟悉课文话题。
学生学情分析 学生之前的英语学习中接触较少关于冒险和探索相关的话题，虽然了解一些关于徐霞客等探险家的基本信息，但是关于这些探险家的具体经历了解甚少；积累过一些描述人物性格特征品质的表达，如brave，strong-willed等；能通过比较、梳理和归纳，从错综复杂的信息中，识别关键信息，但是对事物做出正确的评价，形成自己独立思想的能力较弱。
学习目标叙写 1）通过阅读图片、语篇和视频，学生能够了解一些探险家和珠穆朗玛峰的信息。 2）通过对比分析，总结这些探险家身上共同的性格特征和品质。 3）谈论探险活动的好处和风险。
评价任务设计 1） 通过活动2，完成关于三个探险者的信息表格； 2. 通过活动3，绘制并分享关于徐霞客的思维导图； 3. 通过活动5，通过绘制并分享思维导图，了解一些有关珠穆朗玛峰的信息。
学习活动设计 教师活动学生活动Activity 1 Free talk教师活动1 Teacher asks the questions. Q1. What is an adventure Q2. What events do you think belong to adventurous activities Q3. What is your attitude towards adventurous activities and why 学生活动1 Students work in pairs answer the questions. Q1. What is an adventure Q2. What events do you think belong to adventurous activities Q3. What is your attitude towards adventurous activities and why 活动意图说明：激活学生对本单元主题——探索相关的话题知识和语言知识，为下一步了解探险家作铺垫。Activity 2 Read and find out教师活动2 (Activity1, P49) Teacher asks students to read 3 paragraphs about some adventurers/explorers, find out some information about them and then complete the following table. Teacher asks students to check answers. Teacher asks students to read the map and match the route to the explorers.学生活动2 Students read 3 paragraphs about some adventurers/explorers, find out some information about them and then complete the following table. Students check answers. Students read the map and match the route to the explorers.活动意图说明：通过读地图和人物介绍，了解三名外国探险家的的经历与成就，为接下来看视频了解中国探险家徐霞客作铺垫。Activity 3 Watch and take notes教师活动3 Teacher asks students to watch the video and take notes of some information about the adventurer mentioned in the video. Teacher asks students to classify their information by drawing a mind map and share in groups. Teacher asks some students to show their mind maps in the whole class. 学生活动3 Students watch the video and take notes of some information about Xu Xiake Students classify the information they got while watching the video and draw a mind map and share in groups. Students share their mind maps in front of the whole class. 活动意图说明 通过了解中国明代旅行探险家徐霞客的探险经历，所遇到的困难和成就，初步感知探险家的勇敢坚毅等优秀品质，为下一步评价思维探险家的优秀品质作铺垫。Activity 4 Think and share教师活动4 Teacher asks students to work in groups and discuss the following questions. Q1. What common qualities and personalities do they have Q2. What benefits and risks does taking adventure bring about Q3. If you were given a chance, what adventurous activity would you take 学生活动4 Students work in groups and talk about the following questions. Q1. What common qualities and personalities do they have Q2. What benefits and risks does taking adventure bring about Q3. If you were given a chance, what adventurous activity would you take 活动意图说明 通过评价四位探险家的成就并总结其优秀品质，激活与主题相关的知识和语言表达，促进学生语言能力和思维品质的同步发展。学生通过讨论自己是否愿意参加探险活动来为接下来了解攀登珠穆朗玛峰作铺垫。Activity 5 Read and find out教师活动5 Teacher asks students to read a map and a passage about Qomolangma and draw a mind map showing the key information about Qomolangma.（图片为Activity1 P50；文章为补充文章） Teacher asks students to share the information they got. 补充文章：Qomolangma is the highest peak in the world. Its Tibetan meaning of “Goddess the Third” adds more mysterious color and magic power to the subject. It has been built as one of the national natural reserves, where there live thousands of kinds of plants, hundreds of varieties of wild animals and dense virgin forests. Many of these are precious and rare, like the first-class protected animal. Qomolangma attracts many climbers, and some of them are highly experienced mountaineers. There are two main climbing routes, one approaching the summit from the south-east in Nepal (known as the " standard route )and the other from the north in China's Tibet. 学生活动5 Students read a map and a passage about Qomolangma and draw a mind map showing the key information about Qomolangma. Students share the information they got about Qomolangma.活动意图说明 通过了解攀登珠穆朗玛峰相关的一些事实性信息，帮助学生熟悉课文话题。Activity 5 Think and shareTeacher asks students to work in pairs and talk about the following question. Q1.Do you want to climb Qomolangma Why or why not Students work in pairs and talk about the question. Q1.Do you want to climb Qomolangma Why or why not 活动意图说明 通过讨论自己是否愿意攀爬珠穆朗玛峰以及原因，为接下来阅读文章了解不同探险家攀爬珠穆朗玛峰的观点作铺垫。
板书设计
作业与拓展学习设计 第1课时课后作业
教学反思与改进 (留白)