高中英语外研版（2019）必修第一册Unit 3 Family matters Developing ideas 教学设计（1）
文档属性
| 名称 | 高中英语外研版（2019）必修第一册Unit 3 Family matters Developing ideas 教学设计（1） |  | |
| 格式 | zip | ||
| 文件大小 | 23.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2020-01-05 20:30:04 | ||
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文档简介
Unit 3 Family matters
Period 3 Developing ideas教学设计
本课时将学习一篇人物特写文章，标题为Just A Brother。通过对本课时内容的学习，学生一方面需要掌握文章中的重点单词、词组，另一方面还要培养根据文章标题预测内容的能力和复述故事的能力。除此之外，教师也要借此机会，树立学生正确的家庭观念，帮助学生培养兄弟姐妹间互帮互助互爱的思想。
语言能力目标
学习本课时下的重点单词和词组，要求会读、会写、掌握意义及灵活运用。
根据提示复述故事。
思维品质目标：
根据标题和图片预测故事内容。
能够用自己的话复述故事。
学习能力目标
正确合理运用学习策略：
资源策略：抓住阅读文本中出现的每一个内容，不仅仅阅读文字；利用思维导图帮助自己串联故事，回忆故事情节。
交际策略：学会与他人分享自己的想法和故事。
文化意识目标：
了解feature（特写/专题）这一体裁的特点；
通过阅读故事，反思家庭关系，树立起兄弟姐妹间互帮互爱的观念。
重点
本课时的重点单词、词组；
正确家庭观念的树立
2. 难点
根据提示信息复述故事。
Step 1. Lead in
Look at the pictures and answer the question, then finish a small questionnaire.
Questions:
Do you have any siblings (brothers or sisters)?
(If the answer is yes, then move to question 3, if no, then move to question 2.)
Do you want to have any one? Give your reasons.
(I want to have a brother/a sister because...; I don’t want to have any brother or sister because...)
What’s your relationship with your siblings? Do you think having siblings is good or not good? Why?
(The relationship between me and my brother/sister is...; I think having a brother/a sister is good/bad...because...)
Step 2. Prediction
Look at the title of the passage and the picture. Predict what the passage is about.
(describe the picture first. Then predict the passage)
Read the passage and check your prediction.
Step 3. Reading
Read the passage and choose the main massage of the passage.
Love and competition between the Brownlee brothers make them successful athletes.
People have different opinions about Alistair Brownlee’s actions in the triathlon final.
For Alistair Brownlee, family love is more important than winning the triathlon final.
Step 4. Learning to learn
Features are “people stories” and are typically longer than standard news stories. Features are written in and individual style with extra detail and background.
Feature stories typically start with a “hook” that gets the interest of the reader. The style of the first paragraph also needs to set the tone of the whole piece. The middle part contains the “meat” of the story, with the ending being a summary, a powerful quote or even a surprise for the reader.
Read the statements about feature stories and the passage, then answer the questions below.
Questions:
How do you understand the word “hook”? What do you think is the “hook” of the passage? Why？
What is the tone of the whole passage about the first paragraph?
Is the ending of the passage a summary, a powerful quote or a surprise for the readers?
Step 5. Talk about the story of the Brownlee brothers.
Work in groups. Answer the questions to help retell the story.
Who are they?
They are Brownlee brothers.
When did the story happen?
The story happened in the final part of the 2016 Triathlon World Series.
Where did the story happen?
The story happened in Mexico.
What did Alistair do?
He gave up the chance to win the race and chose to help his brother reach the finish line.
Why did he do it?
Because at that moment, he was longer an athlete aiming for a medal, but just a brother.
Organize your words following the steps below.
Retell the story of the Brownlee brothers.
Give your opinions on Alistair’s actions.
End by saying what you have learnt from the story.
(In...in..., as Alistair...he saw his brother Jonny...He chose...and gave up...He ran...and...and.... Finally...)
(In my opinion, Alistair’s actions...)
(From the story I have learnt that...)
Step 6. Think and share
How are opinions about the Brownlee brothers divided? Which do you agree with? Give your reasons.
Why does Alistair think that having a brother is “an advantage”?
What do you think about having a brother or sister?
Do you know any Chinese stories about family love? Share them with the class.
Step 7. Homework
课后练习
Period 3 Developing ideas教学设计
本课时将学习一篇人物特写文章，标题为Just A Brother。通过对本课时内容的学习，学生一方面需要掌握文章中的重点单词、词组，另一方面还要培养根据文章标题预测内容的能力和复述故事的能力。除此之外，教师也要借此机会，树立学生正确的家庭观念，帮助学生培养兄弟姐妹间互帮互助互爱的思想。
语言能力目标
学习本课时下的重点单词和词组，要求会读、会写、掌握意义及灵活运用。
根据提示复述故事。
思维品质目标：
根据标题和图片预测故事内容。
能够用自己的话复述故事。
学习能力目标
正确合理运用学习策略：
资源策略：抓住阅读文本中出现的每一个内容，不仅仅阅读文字；利用思维导图帮助自己串联故事，回忆故事情节。
交际策略：学会与他人分享自己的想法和故事。
文化意识目标：
了解feature（特写/专题）这一体裁的特点；
通过阅读故事，反思家庭关系，树立起兄弟姐妹间互帮互爱的观念。
重点
本课时的重点单词、词组；
正确家庭观念的树立
2. 难点
根据提示信息复述故事。
Step 1. Lead in
Look at the pictures and answer the question, then finish a small questionnaire.
Questions:
Do you have any siblings (brothers or sisters)?
(If the answer is yes, then move to question 3, if no, then move to question 2.)
Do you want to have any one? Give your reasons.
(I want to have a brother/a sister because...; I don’t want to have any brother or sister because...)
What’s your relationship with your siblings? Do you think having siblings is good or not good? Why?
(The relationship between me and my brother/sister is...; I think having a brother/a sister is good/bad...because...)
Step 2. Prediction
Look at the title of the passage and the picture. Predict what the passage is about.
(describe the picture first. Then predict the passage)
Read the passage and check your prediction.
Step 3. Reading
Read the passage and choose the main massage of the passage.
Love and competition between the Brownlee brothers make them successful athletes.
People have different opinions about Alistair Brownlee’s actions in the triathlon final.
For Alistair Brownlee, family love is more important than winning the triathlon final.
Step 4. Learning to learn
Features are “people stories” and are typically longer than standard news stories. Features are written in and individual style with extra detail and background.
Feature stories typically start with a “hook” that gets the interest of the reader. The style of the first paragraph also needs to set the tone of the whole piece. The middle part contains the “meat” of the story, with the ending being a summary, a powerful quote or even a surprise for the reader.
Read the statements about feature stories and the passage, then answer the questions below.
Questions:
How do you understand the word “hook”? What do you think is the “hook” of the passage? Why？
What is the tone of the whole passage about the first paragraph?
Is the ending of the passage a summary, a powerful quote or a surprise for the readers?
Step 5. Talk about the story of the Brownlee brothers.
Work in groups. Answer the questions to help retell the story.
Who are they?
They are Brownlee brothers.
When did the story happen?
The story happened in the final part of the 2016 Triathlon World Series.
Where did the story happen?
The story happened in Mexico.
What did Alistair do?
He gave up the chance to win the race and chose to help his brother reach the finish line.
Why did he do it?
Because at that moment, he was longer an athlete aiming for a medal, but just a brother.
Organize your words following the steps below.
Retell the story of the Brownlee brothers.
Give your opinions on Alistair’s actions.
End by saying what you have learnt from the story.
(In...in..., as Alistair...he saw his brother Jonny...He chose...and gave up...He ran...and...and.... Finally...)
(In my opinion, Alistair’s actions...)
(From the story I have learnt that...)
Step 6. Think and share
How are opinions about the Brownlee brothers divided? Which do you agree with? Give your reasons.
Why does Alistair think that having a brother is “an advantage”?
What do you think about having a brother or sister?
Do you know any Chinese stories about family love? Share them with the class.
Step 7. Homework
课后练习