高中Unit 1 Knowing me, Knowing you教案及反思

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这是一份高中Unit 1 Knowing me, Knowing you教案及反思，共5页。

课题		Book 3 Unit 1 Knowing me, knowing you（Writing） 2课时
教材版本		2019外研版必修三	备课组教师
主备人			审核人
教学目标		1. Be able to independently read and understand the general ideas and themes of articles 2. Can summarize the content of the article according to the structure and theme of the text. 3. Able to deeply understand the main idea of the article, reflect on it, put forward their own views in connection with the reality, and select reasonable and appropriate examples to demonstrate their views;
教学重点		1. Guide students to understand and master the stylistic features and organizational ways of discourse based on discourse learning, so as to write summary; 2. Guide students to think deeply about the main idea of the article, connect with the reality, put forward their own views, and give examples to demonstrate;
教学难点		Guide the students to think deeply about the main idea of the article, connect with the reality, use what they have learned, organize the language, put forward their own views, and demonstrate with examples;
教学方法		Task-based learning, communicative approach and cooperation-study method
学情分析及学习方法		In this lesson, task-based method, communicative approach and cooperation-study method are adopted in order to improve students’ reading skills and their oral English.
素养水平		Level 2 of language ability and thinking quality
信息技术应用		PPT, application of video and pictures, and other information techniques
教学过程
环节	教学活动			学生活动	设计意图	素养提升点
问题情境导入	T asks Ss to watch a video and figure out what is a porcupine?			Ss watch the video about the conflict between porcupine and leopard.	To make students figure out what a porcupine is and how strong they are.	language ability thinking quality
教学过程	Step 1 Reading 1.T asks Ss to predict what the porcupine dilemma maybe 2.T asks Ss to read the fable. While reading, T reminds Ss to pay special attention to the title and the ending. Step 2 Writing 1.T explains to Ss what a fable is. And T asks Ss to think about the structure of a fable and make a summary of it. 2. T asks Ss to read one more fable and lead them to make a summary of it. Step 3 Reflection T guides Ss to please give some pactical suggestions to her and her mother. T ask Ss to think about more examples from the real life situation about the ideal distance. Homework T asks Ss to write down what they learned in this class			Ss understand that the passage is about the dilemma, and not about porcupine; about finding ideal distance, and not about being independent. Ss try to figure out the structure of a fable after reading the story and the explanation from T:main ideas + lesson and make a summary of it. Different students are responsible to give suggestions to her and her mother and then exchange ideas in group Ss try to think about more examples from the real life situation about the ideal distance besides that between kids and parents. Requirements: Summarizing the fable and giving some examples from our real life about the ideal distance among people.	To know what a fable is To get the main idea of the fable and understand the lesson it conveys. To make Ss clear about the structure of a fable, and then lead them to make a summary of a fable according to the structure. To inspire students to relate their own life experiences with different kinds of people. To prepare for the part of the thoughts of the final writing. To practice writing an argumentative essay with the given structures and sentence patterns.	learning ability language ability critical thinking culture awareness thinking quality culture awareness learning ability language ability thinking quality language ability thinking quality learning ability thinking quality learning ability language ability thinking quality learning ability
小结	In the teaching process of writing, the emphasis is on guiding students to understand the structure of literary style, and guiding students to put forward personal views and demonstrate them based on the real context and reality. On the one hand, it is helpful to guide students to pay attention to the stylistic structure, imitate and summarize; On the other hand, it also helps students to improve their critical thinking ability and learn to think deeply instead of floating on the surface. Therefore, this also enlighten us in the future teaching, we should not only pay attention to the text knowledge, pay attention to the foundation, at the same time, more importantly, mobilize the students' thinking, and truly transform the input into the output.
板书设计	Unit 1 Writing Useful expressions ◆We have chosen to talk about the quotation.... ◆The main message of this quotation is... ◆In daily life, ... ◆Another example is... ◆In conclusion, this quotation teaches us that...