外研版（2019）必修 第一册Unit 3 Family matters Developing Ideas – Just A Brother教学设计（表格式）
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| 名称 | 外研版（2019）必修 第一册Unit 3 Family matters Developing Ideas – Just A Brother教学设计（表格式） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-06-02 14:01:02 | ||
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外研版必修第一册Unit 3 Developing Ideas
教学设计
教材版本：外研版（2019）必修一
授课内容：Unit 3 Developing Ideas – Just A Brother
内容分析：
本单元的主题语境是“人与自我”，涉及的主题语境内容为家庭生活。本单元通过全家欢迎祖父的到来、妥善解决父子间的矛盾、共同筹备祖母的生日派对、十年间家人外貌的变化、母女间的诚恳道歉、兄弟间的相互帮助、难忘的家庭往事等多模态语篇，从不同角度对单元主题进行建构，从祖孙、父子、母女、兄弟等多个人物关系呈现家庭生活，引发学生对家庭生活与个人角色、家人关系和血脉亲情的思考，最终形成“珍视亲情、珍爱家庭”的良好品格，实现立德树人的根本任务，帮助学生形成正确的价值观。
学情分析：
对于刚刚升入高一的学生来说，几乎全英的阅读课授课模式，他们还不是很习惯。此外，对语篇的深层次的挖掘，所设置的问题对思维的高要求也是需要他们慢慢适应的。所以，本节课在授课前要充分预估到这些困难，相应的降低难度。然而，在教学设计中要充分考虑到不同层级学生的学习需求。通过知者加速环节，保证基础好的学生能吃饱；通过回归课本环节，保证基础弱的学生能跟上。
教学目标：
通过本节课的学习，学生能够：
1.把握语篇核心要义、作者写作意图，厘清文章结构并掌握文体特点。
2．学会阅读“人物特写”类文章以及了解其写作特点。
3.掌握人物特写以及家庭关系等相关的语言知识。
4.培养学生“珍视亲情、珍爱家庭”的良好品格，帮助学生形成正确的价值观。
5.结合自身分享“爱的故事”提升学生核心素养。
教学重、难点
本单元学习的目标旨在让学生深入思考与家人的相处之道，如何对待亲情，这是人与社会的一个主题。本单元重点为学生能够理解与家庭生活有关的语篇要义，能听懂并运用所学知识谈论与家庭关系有关的话题。难点为学生能够认识中外家庭观念和生活方式的异同，能够深入理解良好家庭关系的重要意义，形成正确的人生观、价值观。
教学方法：
PDC(problem driven classrooms)教学模式
教学思路:
首先在课堂的最开始部分，选择一个三分钟的短视频引入。短视频的内容是关于亲情。通过观看短视频提出本节课的核心问题。本节课的核心问题：What do you think of family relationship and family love Do you think they are important for you (你是如何看待家庭关系和亲情的呢 你认为它们对你重要吗？)
教学过程：
Step 1: Leading - in (5’ IW)
Teacher’s activities Students’ activities Purpose
The teacher plays a short video and then asked the key question: What do you think of family relationship and family love Do you think they are important for you The teacher shows a photo and invites the students to guess what is the relationship between the two men and what happened to them Students watch the short video carefully and then think about the questions. Students look at the photo and then guess. This activity aims to warm the class up, arouse Ss’ interest, introduce the theme of the passage and provide Ss’ with the basic information related to the topic.
Step 2 Fast Reading (5’ IW)
Teacher’s activities Students’ activities Purpose
The teacher puts down the title on the blackboard, directs Ss to read the whole passage quickly, answer the questions and finish the task. ①What is the main idea of the passage ②How does the passage develop ③Please draw the structure map of the passage. Ss read the whole passage quickly, answer the questions put forward by T as well as presenting the reason. This activity is to help Ss get to know the main idea of the passage as well as the structure of this passage.
Step 3: Careful Reading (25’ IW&GW)
Teacher’s activities Students’ activities Purpose
1.T directs Ss to finish the multiple choices on the PPT. , and then checks the answer. While Ss are reading, T walks around to collect their difficulties and questions. 1.Ss read the paragraph again, find out the challenges and their solutions. 1.This activity aims to cultivate Ss’ ability to find the specific information and get to know the great efforts the railway workers made to build the Qinghai --Tibet railway.
2.T guides Ss to read the passage carefully, and asks Ss to finish the form.lease look at the PPT, there is a table for the following questions. Please read the passage the third time, and find the answer. Understand OK, here we go. 2.Ss read the passage once more, and mark the number; adjective; superlative adjective; perfect present continuous, and then try to tell what the author want to show with these words. 2.This activity is to help students identify the function of number and other words.
3.T directs Ss to talk about the real meaning of these words and interpret the meaning of the title. ①Why is it called the “sky” railway ②How can we make the impossible possible 3.Ss answer the questions put forward by T. 3.This activity is intended to help students look beneath the surface of things to uncover their real meanings.
4.T directs Ss to choose the author’s purpose in writing the passage. ②Choose the author’s purpose in writing the passage. A.To prove that humans can conquer nature. (conquer v.征服） B.To highlight the amount of work required to build the railway. C.To praise the workers’ efforts in building the railway. 4.Ss choose the author’s purpose in writing the passage. 4.This activity is to help Ss learn the author’s purpose and cultivate their ability to compare and analysis the options.
5.T plays the song and shows pictures to Ss, directs the Ss to answer the following question and helps them learn the meaning or significance of this achievement: Q: With so many challenges and efforts, why did we still built this “sky” railway 5.Ss enjoy a song as well as some pictures, review the passage and then answer the question put forward by T. 5.This activity is intended to help Ss have a better understanding of the difficulties we faced and the achievements we made during the construction of the “sky” Railway. Meanwhile it is to help Ss acquire a sense of pride as a Chinese and boost their national confidence.
Step 4 Post Reading (15’ GW&IW)
Teacher’s activities Students’ activities Purpose
T guides Ss to finish the map in groups and invites one or two Ss to present their works, then retell the story of the sky railway as a tour guide. Ss summarize what they have learned, finish the railway map with the challenges, solutions and the author’s feelings. Then Ss retell the story. This activity aims to help Ss comb the information, internalize what they have learned,and cultivate their ability to give an accurate and lifelike account.
Step 5 Homework (1’ IW)
Homework Writing Imagine you are going to give a speech: “How to Communicate with Our Parents”. (You need to organize your passage with the following structure.) ① problems or difficulties you may encounter ② specific ways or effective ways to communicate with our parents ③ the significance of creating a happy, healthy and harmonious atmosphere in our family
板书设计
plateau splendid mirror-like magical migration resist disinfected put...into operation a travel note The Sky Railway
教学设计
教材版本：外研版（2019）必修一
授课内容：Unit 3 Developing Ideas – Just A Brother
内容分析：
本单元的主题语境是“人与自我”，涉及的主题语境内容为家庭生活。本单元通过全家欢迎祖父的到来、妥善解决父子间的矛盾、共同筹备祖母的生日派对、十年间家人外貌的变化、母女间的诚恳道歉、兄弟间的相互帮助、难忘的家庭往事等多模态语篇，从不同角度对单元主题进行建构，从祖孙、父子、母女、兄弟等多个人物关系呈现家庭生活，引发学生对家庭生活与个人角色、家人关系和血脉亲情的思考，最终形成“珍视亲情、珍爱家庭”的良好品格，实现立德树人的根本任务，帮助学生形成正确的价值观。
学情分析：
对于刚刚升入高一的学生来说，几乎全英的阅读课授课模式，他们还不是很习惯。此外，对语篇的深层次的挖掘，所设置的问题对思维的高要求也是需要他们慢慢适应的。所以，本节课在授课前要充分预估到这些困难，相应的降低难度。然而，在教学设计中要充分考虑到不同层级学生的学习需求。通过知者加速环节，保证基础好的学生能吃饱；通过回归课本环节，保证基础弱的学生能跟上。
教学目标：
通过本节课的学习，学生能够：
1.把握语篇核心要义、作者写作意图，厘清文章结构并掌握文体特点。
2．学会阅读“人物特写”类文章以及了解其写作特点。
3.掌握人物特写以及家庭关系等相关的语言知识。
4.培养学生“珍视亲情、珍爱家庭”的良好品格，帮助学生形成正确的价值观。
5.结合自身分享“爱的故事”提升学生核心素养。
教学重、难点
本单元学习的目标旨在让学生深入思考与家人的相处之道，如何对待亲情，这是人与社会的一个主题。本单元重点为学生能够理解与家庭生活有关的语篇要义，能听懂并运用所学知识谈论与家庭关系有关的话题。难点为学生能够认识中外家庭观念和生活方式的异同，能够深入理解良好家庭关系的重要意义，形成正确的人生观、价值观。
教学方法：
PDC(problem driven classrooms)教学模式
教学思路:
首先在课堂的最开始部分，选择一个三分钟的短视频引入。短视频的内容是关于亲情。通过观看短视频提出本节课的核心问题。本节课的核心问题：What do you think of family relationship and family love Do you think they are important for you (你是如何看待家庭关系和亲情的呢 你认为它们对你重要吗？)
教学过程：
Step 1: Leading - in (5’ IW)
Teacher’s activities Students’ activities Purpose
The teacher plays a short video and then asked the key question: What do you think of family relationship and family love Do you think they are important for you The teacher shows a photo and invites the students to guess what is the relationship between the two men and what happened to them Students watch the short video carefully and then think about the questions. Students look at the photo and then guess. This activity aims to warm the class up, arouse Ss’ interest, introduce the theme of the passage and provide Ss’ with the basic information related to the topic.
Step 2 Fast Reading (5’ IW)
Teacher’s activities Students’ activities Purpose
The teacher puts down the title on the blackboard, directs Ss to read the whole passage quickly, answer the questions and finish the task. ①What is the main idea of the passage ②How does the passage develop ③Please draw the structure map of the passage. Ss read the whole passage quickly, answer the questions put forward by T as well as presenting the reason. This activity is to help Ss get to know the main idea of the passage as well as the structure of this passage.
Step 3: Careful Reading (25’ IW&GW)
Teacher’s activities Students’ activities Purpose
1.T directs Ss to finish the multiple choices on the PPT. , and then checks the answer. While Ss are reading, T walks around to collect their difficulties and questions. 1.Ss read the paragraph again, find out the challenges and their solutions. 1.This activity aims to cultivate Ss’ ability to find the specific information and get to know the great efforts the railway workers made to build the Qinghai --Tibet railway.
2.T guides Ss to read the passage carefully, and asks Ss to finish the form.lease look at the PPT, there is a table for the following questions. Please read the passage the third time, and find the answer. Understand OK, here we go. 2.Ss read the passage once more, and mark the number; adjective; superlative adjective; perfect present continuous, and then try to tell what the author want to show with these words. 2.This activity is to help students identify the function of number and other words.
3.T directs Ss to talk about the real meaning of these words and interpret the meaning of the title. ①Why is it called the “sky” railway ②How can we make the impossible possible 3.Ss answer the questions put forward by T. 3.This activity is intended to help students look beneath the surface of things to uncover their real meanings.
4.T directs Ss to choose the author’s purpose in writing the passage. ②Choose the author’s purpose in writing the passage. A.To prove that humans can conquer nature. (conquer v.征服） B.To highlight the amount of work required to build the railway. C.To praise the workers’ efforts in building the railway. 4.Ss choose the author’s purpose in writing the passage. 4.This activity is to help Ss learn the author’s purpose and cultivate their ability to compare and analysis the options.
5.T plays the song and shows pictures to Ss, directs the Ss to answer the following question and helps them learn the meaning or significance of this achievement: Q: With so many challenges and efforts, why did we still built this “sky” railway 5.Ss enjoy a song as well as some pictures, review the passage and then answer the question put forward by T. 5.This activity is intended to help Ss have a better understanding of the difficulties we faced and the achievements we made during the construction of the “sky” Railway. Meanwhile it is to help Ss acquire a sense of pride as a Chinese and boost their national confidence.
Step 4 Post Reading (15’ GW&IW)
Teacher’s activities Students’ activities Purpose
T guides Ss to finish the map in groups and invites one or two Ss to present their works, then retell the story of the sky railway as a tour guide. Ss summarize what they have learned, finish the railway map with the challenges, solutions and the author’s feelings. Then Ss retell the story. This activity aims to help Ss comb the information, internalize what they have learned,and cultivate their ability to give an accurate and lifelike account.
Step 5 Homework (1’ IW)
Homework Writing Imagine you are going to give a speech: “How to Communicate with Our Parents”. (You need to organize your passage with the following structure.) ① problems or difficulties you may encounter ② specific ways or effective ways to communicate with our parents ③ the significance of creating a happy, healthy and harmonious atmosphere in our family
板书设计
plateau splendid mirror-like magical migration resist disinfected put...into operation a travel note The Sky Railway