Unit 3 Understanding Ideas 教案-高中英语外研版（2019）必修第一册

Unit3FamilyMattersUnderstandingIdeas课时：2LikeFatherlikeSon---Reading（教案）单元分析1.教材分析本节课是选自教材是新外研版必修一Unit3UnderstandingIdeas中的课文。在整个单元当中是第2课时。文本LikeFatherLikeSon的学习是为了帮助学生初步了解戏剧的组成部分，积累主题词汇，并且完成一系列的读写演的活动，促使其能够表达自己的观点,并且就如何与父母沟通、如何经营好家庭关系，引发学生深度思考。以下为本节第2课时的教学设计。学情分析对于刚刚升入高一的学生来说，该文本相对较简单，生词量较小，结合个人体验，学生能够轻松理解文本，但是本节课是学生首次在课本上接触到戏剧，对于戏剧的理解，学生之间存在差异。因此，需要学生们有更全面的学习。单元重难点本单元学习的目标旨在让学生学习如何经营家庭关系，构建和谐家庭氛围，所以从文本出发，需要引导学生学会换位思考，并将学到的内容应用到日常的家庭生活中,并帮助学生形成正确的家庭观，这将是本单元的重难点。课时安排本单元共安排6个课时本节课流程TeachingdesignTeachinganalysisTeachingobjective:Teachstudentshowtoanalyzetheplaybygettingtoknowthebackground,charactersandtheconflictsbetweenthem.。Teachstudentshowtocommunicatewithparentsinareasonableway.Teachstudentstofeelthecultureshockandfosterthemorallysoundvalues.Evaluationobjective:Evaluationobjective:AskstudentstotalkabouttheirwaysofcommunicatingwiththeirparentsiftheycanusesomerelevantexpressionscorrectlyAskstudentstofigureouthowthecharactersexpresstheiremotionsbyactions,dialoguesetc.Teachingimportanceanddifficulties:Tohelpstudentshaveageneralunderstandingoftheplay.Tohelpstudentsgettoknowthecontinuationwriting.4.TeachingmethodsCooperativeTeachingMethod,Task-basedApproach,Communicative Approach5.TimearrangementOneperiodTeachingaidsTextbook;notebook;leaningmaterial;multimedia(二）Teachingprocedures【教学步骤】Step1:LeadinTeacherintroducesasituationtoSsthatamotherturnstoSsforhelpbecauseherlovelygirlbehavesbadlyrecently.TeacherasksSswhatsuggestionsSscangivetothemother.Ssmaysharetheiranswers,suchastryingpatient,puttingyourfootintoother’sshoes,etc.ThenteacherasksSswhethertheycandoastheysaywhendealingwiththerelationshipwiththeirparents.【设计意图】通过新颖的求助方式进行导入，帮助增强学生的参与感，也为了引发学生思考，学生在建议父母改变的同时，是否能够做到换位思考父母的用心良苦。Step2:Gettoknowtheplay.Beforereadingtheplaytogether,Teacherintroduceswhattheplayis.Answer:Aplayisastoryperformedonastage,whichhasaplotsettingscharacters,actionsanddialogue.【设计意图】帮助学生对戏剧的组成部分有初步的了解，并且为下面的填写导演笔记的阅读任务做好铺垫。Step3:ReadfordetailsInordertogetageneralunderstandingoftheplay,teacherasksSstofillinthetabsandtheblanksinthisnote.1.Fillintheblanks.【设计意图】通过创新性的完成导演手记的填空任务，帮助学生快速巩固戏剧的基本组成方式，并且对戏剧的基本情节有初步认识，形成对文本的大致了解。2.GettoknowtheplotWhatmakestheplayattractiveistheplot.TeacherinvitesSstogettoknowtheplotbyanalyzingwhatitis.Task1：Whatconflictdoesthesonhavewithhisfather?Answer:Theyhavedifferentopinionsincareerchoices.【设计意图】情节有起伏，戏剧才有吸引力，通过该曲线图向学生解释戏剧有关情节的相关知识，引导学生思考冲突是什么，并由此为下一任务作铺垫——冲突引发角色怎样的感受。Task2：InviteSstoreadthelineswithemotionsandgettoknowthefeelingsbehindtheplots.【设计意图】通过参演戏剧，帮助学生体会情节背后的人物情感，加深对于情节及人物的了解，并且帮助学生积累动作心理的描写为下文的续写任务做好铺垫。3.GettoknowthecharactersAfteranalyzingtheplots,especiallythelinesofthecharacters,SshaveknownmoreabouttheplayandthenteacherwillasksSstodescribethecharactersbyusingmoreadjectives.【设计意图】多维度了解并总结人物性格，调动学生主题词汇，促进学生的思维能力。Thelanguagepointsthatareexplainedalongwiththecarefulreadingofeachparts.1.【原句】Ohlook,herecomesmyboy.【翻译】哦，快看，我的儿子来了。【解析】谓语动词完全位于主语之前，叫作完全倒装，此时要注意句中的谓语动词单复数要与后面的主语保持一致。①句首是表示方向、地点、时间的副词，如now,then,here,there,out,in,up,down,away,off等副词，主语是名词，且其后常有come,go,rush,run,begin,fall等词的时候，句子要进行完全倒装。E.g.：1）Herecomesthebus./Theregoesthebell.公交车来了。/铃声响了。2）Nowbeginsclass./Thenbeganclass.现在开始上课。/然后开始上课。3）Incamethestudents./Outrushedthestudents.学生进来了。/学生冲二去了。4）DowncamestoutSantainasinglebound.胖胖的圣诞老人轻轻一跳就下来了。【既学即练】在空白处填入括号内单词的正确形式。1.Now (come)Tom’sturntokeepguard.2.Autumncoming,down_______(fall)theleaves.3."Infrontofthehotel,”theguidesaid,“_______（stand）atalltree.”4.Ontheplayground______(lie)Tom,whowasextremelytiredafterrunningfortwohours.Answer:：1.comes2.fall3.stands4.lay2.【原句】Whydon’tyoualsotakemyadviceandthinkcarefullybeforejumpinginwithbothfeet?【翻译】你为什么不也接受我的建议，仔细考虑—下再作决定呢？【解析】Whydon’tyou...?的用法Whydon’tyou+动词原形=Whynot+动词原形，表示建议。 E.g.：1）Whydon’tyoupouryourselfanothercupofwine?你为什么不给自己再倒一杯葡萄酒呢？2）Whydon’tyoubringittohisattentionthatyouaretooilltogoworking.你为什么不提醒他你病得太重，不能继续工作了呢？【既学即练】用not或don't完成下面的句子。1.Why joinustohelpothers？2.Why youstopforarest？3.Why_____buyagiftontheMother’sDay?4.Why_______youplayfootball:tomorrow?Answer:：1.not2.don’t3.not4.don’tStep4:DeepthinkingItcanbeseenthattherearemanydifferencesbetweenthesonandthefather,butisthisplaynamed“Likefather,likeson”?Whyisthisplaynamed"LikeFatherLikeSon"not“AGenerationGap”?Answer:Therearesomesimilaritiesbetweenthesonandthefather,especiallydeeplovebetweenthem.ThenaskSstoreadtheplayagainandtrytofindoutthelovebetweenthefamilymembers.AfamoussayingforSstoappreciate.Theloveofafamilyislife’sgreatestblessing.【设计意图】通过思考题目的深刻含义，提升学生的辨证思维能力，并引发学生进一步思考家人之间的相似之处，爱是一个家庭最大的福气，由此对学生进行价值观引导，爱父母，爱家庭。Step5:WritingContinuethisplaybyaddinganendingtoit.[Requirements]1.Trytousefiveofthefollowingwordsfocuson;job;daydream;happy;talents;university;proud;lawyer;2.Usenotonlydialoguesbutalsoactionstoenrichyourwriting.Youmaystartitlikethis…Withaguitaronhisback,thesonwentbackhomeandmethisfather,_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________【设计意图】由读到写，结合新题型的要求，为该幕戏续写结尾，一方面帮助学生巩固所学动作心理描写的表达，一方面让学生参与其中，设身处地的为改善亲子关系献计献策，从而起到对学生正确情感态度价值观的引导。Answer:Withaguitaronhisback,sonwentbackhomeandmethisfather.Nervouslyapproachinghisdad,thesonsaidineagerness“Musicisnotadaydreamforme.Letmeshowyou,dad.”Sonbegantoplaytheguitarwhilesinginghispassionformusic.Thesongwassomovingthathisfather’sfacelightedupwithsurprise.“Goodjob,myboy.Iamsoproudofyou!”saidhisfather.Thesonwaswildwithjoy.Withtearssteamingdownhisface,hegavehisfatherabighug.“Dearson,allIwantisforyoutobehappy.Focusonwhatyouwant.Youwillmakeit!”saidhisfather.【板书设计】LikeFatherlikeSonGettoknowtheplaysetting,plot,andcharactersGettoknowtheplotbeginning,conflict,resolutionGettoknowthecharactersbydialoguesandbyactions【教学反思】本节课以Gettoknowtheplay,GettoknowtheplotGettoknowthecharacters问题为引领，引导学生从对戏剧初步认识到深入分析戏剧再到对戏剧背后的思考最后到自己创作戏剧，步步深入，学生的思维能力，尤其是思辨能力有所提高，同时通过对戏剧的深入分析，引发学生对于家庭关系，尤其是对与父母之间关系如何经营等问题的深入思考，从而对学生正确的价值观的形成起到促进作用，此外文本分析也加入了对戏剧动作和心理描写的输入，帮助学生在最后创作戏剧中，有所想，有所说，有所成。通过以上手段，将一篇看似简单的戏剧文本，加工成一堂让学生收获颇丰的德育课。【备课材料】CulturalcomedyIt’snotsosurprisingthatUSFirstLadyMichelleObamahascalledModernFamilyherfavoriteTVseries.Septembersawthefun,heartwarmingsitcomtakehometheBestComedySeriesaward(喜剧类最佳剧集奖)atthe2013Emmys.Thisisthefourthyearinarow(连续地)thattheserieshaswonthattitle.OnOct9,the100thepisode(集)ofthecomedyaired.Theshowfeaturesthreefamilieswhomoveinandoutofeachother’slives.ThefirstoneisatypicalAmericanfamily:theworkingdadPhil,stay-at-homemomClaireandtheirthreechildren.ThesecondfamilyismadeupofJay,hisyoungHispanic(西班牙的)wifeandhersonManny.Jay,65,isthefatherofClaire.Heis30yearsolderthanhiswifeandeveryonemistakesthetwoforbeingfatheranddaughter.Thethirdfamilyismadeupofagay(同性恋)couple,MitchellandCameron,andtheiradopted(收养的)daughterLily.MitchellisJay’sson.OnSept25,theshowstarteditsfifthseason,inwhichClairemakesabigchange–shereturnstowork.TheotherbigstorylinesincludeJay’sstepsonMannystartinghighschoolandMitchellandCameronlookingforaprimaryschoolforLily.Willthingsgorightforthethreefamilies?ModernFamilyhasnospies,aliensorvampires(吸血鬼);it’sjustaboutordinarypeople.Sowhathasmadeitsuchahit?AccordingtotheLosAngelesTimes,its“presentationofcontemporary(当代的)USsociety”contributestoitssuccess.Theshowpresentswhatatypical“nuclearfamily”islikeintheUS:twoparents,abighouseandtwoorthreechildren.PhilandClairehavedifferentbutfunper