外研版（2019） 选择性必修 第三册Unit 1 Facing Values 教学设计
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| 名称 | 外研版（2019） 选择性必修 第三册Unit 1 Facing Values 教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 17.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-12-05 15:51:55 | ||
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文档简介
Unit 1 Facing Values It's all about ME!教学设计
课型Reading + Speaking
主题语境 人与自我——认识自我、了解自我
内容分析
本板块呈现了一篇反映单元主题的课文，语篇类型为专题讨论。课文介绍了三位年轻人对自我形象的认知和对外表的不同看法，以及心理学家对他们观点的评价。本文阐述了和外表与内心相关的话题，旨在引发学生对外在与内心关系的思考，对外表的重要性形成正确的认识，包括如何看待美与丑、如何理解外表美和心灵美，如何面对周围人的目光和评价，如何接受独一无二的自己，帮助学生学会认识自我，评价自我，战胜自我，树立正确的审美观和人生态度。
教学目标
1. 学生通过阅读课文，了解文章中每个年轻人对自我形象的态度和专家的评价；
2. 学生通过细读课文，感知文章的语篇结构及语言特点，学习和掌握语篇中与话题相关的表达，并能运用所学表达进行交流；
3. 学生通过理解文章内容，加深对主题意义的认识，形成正确的审美观、自我认知和积极的人生态度。
教学重点
引导学生通过自主阅读和小组合作理解文章的主旨大意。
教学难点
引导学生根据文章内容和自我经历，讲述自己关于外貌的困惑，通过同伴合作探索解决方案，深化对美的理解，形成自信积极的人生态度
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Teacher’s activity Students’ activity Purposes
Lead-in 1. T plays a video about how the teachers Ss are familiar with think about their appearances. 2. T asks Ss how they rate their appearances Ss watch the video and answer the question. Warm up the atmosphere and get Ss active. Lead to the topic and arouse Ss’s interest.
Activity 1 T asks Ss to read the passage quickly and find out each person’s attitude. Ss read the passage quickly and find out the answer. Train students’ reading skills of getting the main ideas and summarizing
Activity 2 1. T asks Ss to share which the most impressive part in the passage. 1. Ss can read the passage again if necessary. 2. Ss share their opinions in their groups. Encourage Ss to think deeply about the story and try to find some associations with themselves. Then use the new words learned in the passage to share their opinion of the three people’s stories
Activity 3 1. T asks Ss to choose the main idea of the passage. 1. Ss choose the main idea of the passage. Train students’ reading skills of getting the author’s purpose and main ideas
Activity 4 T asks Ss to work in pairs and make a conversation. T gives some tips to guide Ss. Tips: Use the new language we learn in the passage and try to make the conversation fluent and vivid. If you are the doctor, don’t forget to give some encouraging words. language we learn in the passage and try to make the conversation fluent and vivid. If you are the doctor, don’t forget to give some encouraging words. Ss work in pairs and make a conversation. Then Ss show their performance on the stage. A is a student, who tells his/her trouble about his/her appearance. B is a psychologist, who gives some comments or suggestions Train Ss’ ability to use language in their real life, apply what they learn to solve their own problems and express their ideas more confidently. Help Ss have a better understanding of the true meaning of beauty and build up confidence in themselves
Activity 5 T asks Ss to think and share other ways that can make us a better person. Ss think and share their answers. Help Ss understand the real meaning of beauty, as well as the importance of health, good hobbies, inner beauty and etc.
Summary 1. T plays a song “Who says”.2. T guided Ss to read aloud some encouraging sentences. 1. Enjoy the song. 2. Read aloud the sentences. Help Ss learn to accept themselves and love themselves.
课后反思
整节课环节完整，教学过程流畅，教学目标基本实现。导入部分简洁高效，由采访视频开场，用学生熟悉的老师对自己外貌的观点来迅速活跃气氛，引入话题。读中部分学生用自己的语言概括文中三人对自己外貌的观点，获取文章主要信息及写作大意，并在分享印象最深的故事时表达自己对外貌的见解，在交流、探究、分享中深入思考主题意义。本节课的设计亮点在于读后的对话中，老师鼓励学生走上讲台诉说自己外貌的困惑并向同伴寻求方案。学生创造性地利用文本语言，在真实的情境下综合运用语言，在活泼生动的对话中，促进学生相互合作，展示能力，充分表达自己对主题思想的理解和认识。
事实证明，学生的语言表达流利，课堂展示大方，效果超出预期，表达出他们对美的认识的深化以及“自信做自己”的勇气，形成正确的自我认知和审美观。如何做更好的自己这个问题的设置，引发学生思考如何在接受自己、树立自信的基础上成为更好的自己，思考内在美与外在美的关系，不断提高个人修养。课堂小结以一首贴近主题的歌曲“Who says”结束，歌词引人思考，曲调朗朗上口，为学生熟知和喜爱。学生在大声朗读 “I don’t need to be anybody else; I am just the beautiful me; I got every right to beautiful life. I love myself!”这段话时，又一次加深对主题的认识，树立悦纳自己、爱自己的积极人生态度。
但是这节课同样存在着一些问题。教师对学生的评价较为单一，应该采用更丰富和鼓励性的语言回应学生；教师板书的整齐度和速度还有待提高；课堂指令语言不够精炼等。
课型Reading + Speaking
主题语境 人与自我——认识自我、了解自我
内容分析
本板块呈现了一篇反映单元主题的课文，语篇类型为专题讨论。课文介绍了三位年轻人对自我形象的认知和对外表的不同看法，以及心理学家对他们观点的评价。本文阐述了和外表与内心相关的话题，旨在引发学生对外在与内心关系的思考，对外表的重要性形成正确的认识，包括如何看待美与丑、如何理解外表美和心灵美，如何面对周围人的目光和评价，如何接受独一无二的自己，帮助学生学会认识自我，评价自我，战胜自我，树立正确的审美观和人生态度。
教学目标
1. 学生通过阅读课文，了解文章中每个年轻人对自我形象的态度和专家的评价；
2. 学生通过细读课文，感知文章的语篇结构及语言特点，学习和掌握语篇中与话题相关的表达，并能运用所学表达进行交流；
3. 学生通过理解文章内容，加深对主题意义的认识，形成正确的审美观、自我认知和积极的人生态度。
教学重点
引导学生通过自主阅读和小组合作理解文章的主旨大意。
教学难点
引导学生根据文章内容和自我经历，讲述自己关于外貌的困惑，通过同伴合作探索解决方案，深化对美的理解，形成自信积极的人生态度
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Teacher’s activity Students’ activity Purposes
Lead-in 1. T plays a video about how the teachers Ss are familiar with think about their appearances. 2. T asks Ss how they rate their appearances Ss watch the video and answer the question. Warm up the atmosphere and get Ss active. Lead to the topic and arouse Ss’s interest.
Activity 1 T asks Ss to read the passage quickly and find out each person’s attitude. Ss read the passage quickly and find out the answer. Train students’ reading skills of getting the main ideas and summarizing
Activity 2 1. T asks Ss to share which the most impressive part in the passage. 1. Ss can read the passage again if necessary. 2. Ss share their opinions in their groups. Encourage Ss to think deeply about the story and try to find some associations with themselves. Then use the new words learned in the passage to share their opinion of the three people’s stories
Activity 3 1. T asks Ss to choose the main idea of the passage. 1. Ss choose the main idea of the passage. Train students’ reading skills of getting the author’s purpose and main ideas
Activity 4 T asks Ss to work in pairs and make a conversation. T gives some tips to guide Ss. Tips: Use the new language we learn in the passage and try to make the conversation fluent and vivid. If you are the doctor, don’t forget to give some encouraging words. language we learn in the passage and try to make the conversation fluent and vivid. If you are the doctor, don’t forget to give some encouraging words. Ss work in pairs and make a conversation. Then Ss show their performance on the stage. A is a student, who tells his/her trouble about his/her appearance. B is a psychologist, who gives some comments or suggestions Train Ss’ ability to use language in their real life, apply what they learn to solve their own problems and express their ideas more confidently. Help Ss have a better understanding of the true meaning of beauty and build up confidence in themselves
Activity 5 T asks Ss to think and share other ways that can make us a better person. Ss think and share their answers. Help Ss understand the real meaning of beauty, as well as the importance of health, good hobbies, inner beauty and etc.
Summary 1. T plays a song “Who says”.2. T guided Ss to read aloud some encouraging sentences. 1. Enjoy the song. 2. Read aloud the sentences. Help Ss learn to accept themselves and love themselves.
课后反思
整节课环节完整，教学过程流畅，教学目标基本实现。导入部分简洁高效，由采访视频开场，用学生熟悉的老师对自己外貌的观点来迅速活跃气氛，引入话题。读中部分学生用自己的语言概括文中三人对自己外貌的观点，获取文章主要信息及写作大意，并在分享印象最深的故事时表达自己对外貌的见解，在交流、探究、分享中深入思考主题意义。本节课的设计亮点在于读后的对话中，老师鼓励学生走上讲台诉说自己外貌的困惑并向同伴寻求方案。学生创造性地利用文本语言，在真实的情境下综合运用语言，在活泼生动的对话中，促进学生相互合作，展示能力，充分表达自己对主题思想的理解和认识。
事实证明，学生的语言表达流利，课堂展示大方，效果超出预期，表达出他们对美的认识的深化以及“自信做自己”的勇气，形成正确的自我认知和审美观。如何做更好的自己这个问题的设置，引发学生思考如何在接受自己、树立自信的基础上成为更好的自己，思考内在美与外在美的关系，不断提高个人修养。课堂小结以一首贴近主题的歌曲“Who says”结束，歌词引人思考，曲调朗朗上口，为学生熟知和喜爱。学生在大声朗读 “I don’t need to be anybody else; I am just the beautiful me; I got every right to beautiful life. I love myself!”这段话时，又一次加深对主题的认识，树立悦纳自己、爱自己的积极人生态度。
但是这节课同样存在着一些问题。教师对学生的评价较为单一，应该采用更丰富和鼓励性的语言回应学生；教师板书的整齐度和速度还有待提高；课堂指令语言不够精炼等。