Unit 3 Faster, higher, stronger Developing ideas教学设计 外研版高中英语选择性必修第一册.docx

课题Unit 3 Faster, higher, stronger (developing ideas）2课时教材版本2019外研版 选修性必修一备课组教师主备人教学目标1. Guide students to understand the text and think about how true the story behind an invention may be.2. Lead students to understand writing features and argumentation style of essays and help them form their own opinions and develop critical thinking.3. Get the main idea of the passage and learn from the spirit of Chinese Womens Volleyball Team.教学重点1. Guide students to develop their reading comprehension of the essay and focus on how to develop the essay. Improve ss reading ability2. Lead students to think about how to express their arguments by listing supporting details.3. Guide students to write an experiment report according to given instructions.教学难点How to develop the students s ability of reading comprehension and express the opinions about new school.教学方法Task-based learning discussion 学情分析及学习方法In this section, the reading passage is an essay, in which the author questions the authenticity of Franklins famous experiment with lightening. The first half part of the essay introduces the principle of the experiment and the educational significance of the story about the lightning experiment. The second half part argues that the story cannot be trusted from scientists point of view素养水平Level 3 of language ability and level 2 of learning ability 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Step 1 Before readingTeacher asks students to look at the pictures and describe the scenes presented by the pictures. Teacher divides the class into groups and asks them to discuss the differences between team sports and individual sports. Then asks students to think of some famous sports teams and give the reasons why they are famous.Students look at the pictures and describe the scenes presented by the pictures.Students discuss the differences between team sports and individual sports. Then think of some famous sports teams and give the reasons why they are famous.Some students share their answers with the class, and other students make supplements.Lead in to the topic of this unit and serve as a warming up in this period. 1. Activate Ss' theme-rebackground knowledge.2. Predict the content ofpassage through title and pictures.Language ability: Language awareness and sense formed by listening. Quality of thinking: Creative divergent thinking教学过程Teacher asks students to read Learning to learn individually and understand the content and use of setting a scene.Teacher asks students to read the passage again and find out the words, phrases and sentences for setting a scene.Teacher asks students to review the features of facts and opinions and the differences between them.Teacher asks students to read the sentences and decide if they are facts (F) or opinions (O).Teacher checks the answers with the class.Teacher divides students into groups to discuss the answers to the four questions.Teacher invites some students to answer the questions and other students to make supplements or free discussion.Teacher asks students to work in groups to discuss the spirit of the Chinese womens volleyball team.Teacher asks students to complete the mind map with their ideas and the examples that support them.Teacher asks some students to give a talk to the class.Teacher asks students to first read the questions below the passage and then predict the answers Students read the passage and find out all the events mentioned.Students check the answer with the teacher.1. Students read Learning to learn individually and understand the content and function of setting a scene.2. Students read the passage again and find out the words, phrases and sentences for setting a scene.Students review the features of facts and opinions and the differences between them.Students read the sentences and decide if they are facts (F) or opinions (O).in the table and use the skill of setting a scene in “Learning to learn” in page 32 of the text book.Students work in pairs and make improvements to each others passages.Some students share their passages with the class.To train students to read a passage with tasks and find out the key information.To help students to understand the content and function of setting a scene.To test students understanding of the passage.To help students further understand the topic of the passage.To help students transfer and develop their knowledge and thinking ability.To inspire students to think and express opinion, thus fostering their language using ability and creative thinking ability.To get students familiar with the writing content and master some useful expressions for describing a sporting moment.To have Learning ability: The ability to capture and summarize information Quality of thinking: Ability to analyze structure and text languageLanguage awareness and sense formed by listening.Learning ability: The ability to capture and summarize information Quality of thinking: Ability to analyze structure and text languageLanguage awareness and sense formed by listening. Quality of thinking: Creative divergent thinking 小结Help Ss summarize what they have learnt in this class.板书设计Unit 3 developing ideas1.金牌 2.go wild 3.with tears of happiness4.实现 5.hold a special place 6.在20世纪80年代7.burst onto 8.战斗精神 9.be assigned to 10.give ones all 11.付出有回报 12.show the strong will and the steeliest nerves 13.play a close match14.成功的保障 15.strong team spirit 16.contribute to17.实现梦想 18. .的关键 19.fight ones way20.起起伏伏 21.从零开始 22.begin the journey to学科网（北京）股份有限公司