英语选择性必修 第一册Unit 3 Faster, higher, stronger精品教案

这是一份英语选择性必修 第一册Unit 3 Faster, higher, stronger精品教案，共4页。

2019外研版选择性必修一
Unit 3 Develping ideas板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading + Writing
主题语境
人与自我——运动竞技领域实现“更快、更高、更强的体育精神”
内容分析
本板块呈现了从另一角度反映单元主题的课文，语篇类型为新闻报道。课文介绍了中国女排如何凭借坚韧不拔的毅力和奋斗精神以及团队合作精神战胜困难，赢得各类国际赛事，成为名副其实的世界冠军。读写部分介绍了一项4*100米接力赛的比赛场景。通过这一板块的学习，学生能够更深入理解团队精神的重要性，学会介绍中国女排的成功事迹，增强民族自信心和自豪感，同时初步掌握场景描写的特征和方法，能够用场景描写介绍一个体育赛事。
教学目标
在本板块学习结束时，学生能够：
理解课文内容，总结出中国女排成功的经验；
联系自身的学习与生活，深入思考女排精神对自己学习态度、生活态度和价值观的影响；
掌握场景描写的特征和方法，运用本单元所学语言知识，通过观察，学会细腻地描述场景并根据课后要求描述一段体育场景。
教学重点
介绍中国女排的成功事迹；
引导学生深入理解团队精神的重要性。
教学难点
引导学生初步掌握场景描写的特征和方法，能够用场景描写介绍一个体育赛事，增强民族自信心和自豪感。
教学策略
P-W-P模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t lk at the pictures and describe the scenes presented by the pictures.
Teacher divides the class int grups and asks them t discuss the differences between team sprts and individual sprts. Then asks students t think f sme famus sprts teams and give the reasns why they are famus.
Teacher asks sme students t share their answers with the class, and asks ther students t make supplements.
Students lk at the pictures and describe the scenes presented by the pictures.
Students discuss the differences between team sprts and individual sprts. Then think f sme famus sprts teams and give the reasns why they are famus.
Sme students share their answers with the class, and ther students make supplements.
T activate students’ theme-related backgrund knwledge.
Activity 2
Teacher asks students t read the passage and find ut all the events mentined.
Teacher checks the answer with the class.
Students read the passage and find ut all the events mentined.
Students check the answer with the teacher.
T train students t read a passage with tasks and find ut the key infrmatin.
Learning t learn
1. Teacher asks students t read Learning t learn individually and understand the cntent and use f setting a scene.
2. Teacher asks students t read the passage again and find ut the wrds, phrases and sentences fr setting a scene.
1. Students read Learning t learn individually and understand the cntent and functin f setting a scene.
2. Students read the passage again and find ut the wrds, phrases and sentences fr setting a scene.
T help students t understand the cntent and functin f setting a scene.
Activity 3
Teacher asks students t review the features f facts and pinins and the differences between them.
Teacher asks students t read the sentences and decide if they are facts (F) r pinins (O).
Teacher checks the answers with the class.
Students review the features f facts and pinins and the differences between them.
Students read the sentences and decide if they are facts (F) r pinins (O).
Students check the answers with the teacher.
T test students’ understanding f the passage.
Think & Share
Teacher divides students int grups t discuss the answers t the fur questins.
Teacher invites sme students t answer the questins and ther students t make supplements r free discussin.
Students wrk in grups t discuss the answers t the fur questins.
Sme students answer the questins and ther students make supplements r free discussin.
T help students further understand the tpic f the passage.
T help students transfer and develp their knwledge and thinking ability.
Activity 4
Teacher asks students t wrk in grups t discuss the spirit f the Chinese wmen’s vlleyball team.
Teacher asks students t cmplete the mind map with their ideas and the examples that supprt them.
Teacher asks sme students t give a talk t the class.
Students wrk in grups t discuss the spirit f the Chinese wmen’s vlleyball team.
Students cmplete the mind map with their ideas and the examples that supprt them.
Sme students give a talk t the class.
T inspire students t think and express pinin, thus fstering their language using ability and creative thinking ability.
Activity 5
Teacher asks students t first read the questins belw the passage and then predict the answers accrding t the picture.
Teacher asks students t read the passage with questins and think abut what they shuld pay attentin t when describing scenes.
Teacher asks sme students t give their answers and asks ther students t make supplements.
Students read the questins belw the passage and then predict the answers accrding t the picture.
Students read the passage with questins and think abut what they shuld pay attentin t when describing scenes.
Sme students give their answers and ther students make supplements.
T get students familiar with the writing cntent and master sme useful expressins fr describing a sprting mment.
Activities 6-7
Teacher asks students t think abut an unfrgettable sprting mment they have experienced.
Teacher asks students t cmplete the table in Activity 6 with the key infrmatin frm the unfrgettable sprting mment.
Teacher directs students t write a passage describing the sprting mment accrding t the key infrmatin in the table and use the skill f setting a scene in “Learning t learn” in page 32 f the text bk.
Teacher asks students t wrk in pairs and make imprvements t each ther’s passages.
Teacher invites sme students t share their passages with the class.
Students think abut an unfrgettable sprting mment they have experienced.
Students cmplete the table in Activity 6 with the key infrmatin frm the unfrgettable sprting mment.
Students write a passage describing the sprting mment accrding t the key infrmatin in the table and use the skill f setting a scene in “Learning t learn” in page 32 f the text bk.
Students wrk in pairs and make imprvements t each ther’s passages.
Sme students share their passages with the class.
T have students write a passage accrding t the prvided structure and make full use f the language knwledge, skills and strategies in this unit.