高中外研版 (2019)Unit 1 Knowing me Knowing you教学设计

这是一份高中外研版 (2019)Unit 1 Knowing me Knowing you教学设计，共4页。
Using Language板块教学设计
（建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型
Grammar + Vcabulary + Listening + Speaking
主题语境
人与自我——认识自我、完善自我；人与社会——良好的人际关系
内容分析
本板块包括语法部分–ed as adverbial、词汇部分Interpersnal relatinships和听说部分Saying n plitely。语法部分旨在引导学生基于对课文的学习感知，发现–ed 做状语的用法，引导学生在对过去分词已有掌握的基础上，总结规律，对比分词作做状语与普通表达的异同，并鼓励学生在真实语境中对该语法项目加以运用；词汇部分呈现了更多与人际交往相关的词汇，并引导学生恰当处理人际交往中出现的不同状况；在听说部分，学生能够了解礼貌地拒绝他人也是高情商的表现，并引导学生学会如何运用恰当的语言有礼貌地拒绝，提高自己的人际交往能力。
教学目标
1. 能够在教师的引导下，从已知的过去分词用法迁移到-ed分词做状语；
2. 学习并运用与人际交往相关的词汇描述正确处理人际关系的方法；
3. 听懂对话并整合信息，懂得拒绝并能够运用恰当语言有礼貌地拒绝。
教学重点
1. 引导学生熟悉-ed做状语的结构特点，并加以运用；
2. 引导学生通过阅读材料和听力录音材料了解获得健康、快乐的人际关系的要义，并认识到恰当的语言表达可以助力人际关系的维护和改善。
教学难点
1. 引导学生将课堂的所学、所思运用到对现实生活问题的解决中去；
2. 认识到所学语法项目的功能所在，并在生活实际中恰当运用。
教学策略
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
T asks Ss t lk at the sentences a&b in exercise 1 n page 5 and answer questins 1-2.
Ss answer the questins in exercise 1 and review the basic rules f –ed participles and finish exercise 3 n page 5.
T base the new language learning n the fundatin f what we have already knwn.
Activity 2
T asks Ss t lk at the sentences c&d in exercise 1 n page 5 and answer questins 3-4.
Ss think abut why we have t use –ed participles as adverbials and finish exercise 2 n page 5.
T prmte the way f expressing neself and encurage Ss t practise using it.
Activity 3
T guides Ss t underline key wrds f exercise 4 and intrduce them as tips fr gd relatinships, such as aplgise, frgive etc.
Ss describe the situatins in exercise 5 n page 6 and apply the tips in exercise 4 t practise and explain why it helps
T guide Ss t knw that prper actins makes a big difference in healthy relatinships.
Activity 4
T guides Ss t talk mre abut hw they wuld react under the certain situatins in exercise 6.
Ss share their pinins with each ther and make cmments n thers’ pinins.
T make a cmbinatin with real life experiences.
Activity 5
1. Befre listening, T asks students abut their experiences f refusing thers and asks Ss t read the pictures n page 7 and predict what may happen.
2. T plays the recrdings and guides Ss t listen.
1. Ss read pictures and predict what may happen and get prepared befre listening.
2. Ss listen and match the cnversatins with the pictures and finish exercise 7 n page 7.
T enhance the skill in getting key infrmatin while listening.
Did yu knw?
T asks Ss t read the shrt passage in “Did yu knw?” n page 7.
Ss are encuraged t put frward mre examples t shw their pinins.
T guide Ss t knw that saying n plitely is anther way f keeping healthy relatinships.
Activity 6
T plays the recrding again and asks Ss t fill in the blanks in exercise 8 n page 7.
Wrk in pairs with ne student fcusing n the request and the ther n the refusal.
T train Ss t get specific infrmatin while listening and get t knw the functinal expressins abut refusal.
Learning t learn
&
Activity 7
T intrduces the sentence pattern f saying n plitely, such as “I’m srry… but…” “If pssible, hw abut…?”
Wrk in pairs and act ut the cnversatins n page 81& page 84 with the sentence patterns prvided by T.
T encurage Ss t practice the prper way f refusing thers in daily lives.