Unit3FamilymattersDevelopingIdeasJustabrother课件高中英语

教学设计教材版本：外研版（2019）必修一授课内容：Unit3DevelopingIdeas–JustABrother内容分析：本单元的主题语境是“人与自我”，涉及的主题语境内容为家庭生活。本单元通过全家欢迎祖父的到来、妥善解决父子间的矛盾、共同筹备祖母的生日派对、十年间家人外貌的变化、母女间的诚恳道歉、兄弟间的相互帮助、难忘的家庭往事等多模态语篇，从不同角度对单元主题进行建构，从祖孙、父子、母女、兄弟等多个人物关系呈现家庭生活，引发学生对家庭生活与个人角色、家人关系和血脉亲情的思考，最终形成“珍视亲情、珍爱家庭”的良好品格，实现立德树人的根本任务，帮助学生形成正确的价值观。学情分析：对于刚刚升入高一的学生来说，几乎全英的阅读课授课模式，他们还不是很习惯。此外，对语篇的深层次的挖掘，所设置的问题对思维的高要求也是需要他们慢慢适应的。所以，本节课在授课前要充分预估到这些困难，相应的降低难度。然而，在教学设计中要充分考虑到不同层级学生的学习需求。通过知者加速环节，保证基础好的学生能吃饱；通过回归课本环节，保证基础弱的学生能跟上。教学目标：通过本节课的学习，学生能够：1.把握语篇核心要义、作者写作意图，厘清文章结构并掌握文体特点。2．学会阅读“人物特写”类文章以及了解其写作特点。3.掌握人物特写以及家庭关系等相关的语言知识。4.培养学生“珍视亲情、珍爱家庭”的良好品格，帮助学生形成正确的价值观。5.结合自身分享“爱的故事”提升学生核心素养。教学重、难点本单元学习的目标旨在让学生深入思考与家人的相处之道，如何对待亲情，这是人与社会的一个主题。本单元重点为学生能够理解与家庭生活有关的语篇要义，能听懂并运用所学知识谈论与家庭关系有关的话题。难点为学生能够认识中外家庭观念和生活方式的异同，能够深入理解良好家庭关系的重要意义，形成正确的人生观、价值观。教学方法：PDC(problemdrivenclassrooms)教学模式教学思路:首先在课堂的最开始部分，选择一个三分钟的短视频引入。短视频的内容是关于亲情。通过观看短视频提出本节课的核心问题。本节课的核心问题：Whatdoyouthinkoffamilyrelationshipandfamilylove?Doyouthinktheyareimportantforyou?(你是如何看待家庭关系和亲情的呢?你认为它们对你重要吗？)教学过程：Step1:Leadingin(5’IW)Teacher’sactivitiesStudents’activitiesPurposeTheteacherplaysashortvideoandthenaskedthekeyquestion:Whatdoyouthinkoffamilyrelationshipandfamilylove?Doyouthinktheyareimportantforyou?Theteachershowsaphotoandinvitesthestudentstoguesswhatistherelationshipbetweenthetwomenandwhathappenedtothem?Studentswatchtheshortvideocarefullyandthenthinkaboutthequestions.Studentslookatthephotoandthenguess.Thisactivityaimstowarmtheclassup,arouseSs’interest,introducethethemeofthepassageandprovideSs’withthebasicinformationrelatedtothetopic.Step2FastReading(5’IW)Teacher’sactivitiesStudents’activitiesPurposeTheteacherputsdownthetitleontheblackboard,directsSstoreadthewholepassagequickly,answerthequestionsandfinishthetask.=1\*GB3①Whatisthemainideaofthepassage?=2\*GB3②Howdoesthepassagedevelop?=3\*GB3③Pleasedrawthestructuremapofthepassage.Ssreadthewholepassagequickly,answerthequestionsputforwardbyTaswellaspresentingthereason.ThisactivityistohelpSsgettoknowthemainideaofthepassageaswellasthestructureofthispassage.Step3:CarefulReading(25’IW&GW)Teacher’sactivitiesStudents’activitiesPurpose1.TdirectsSstofinishthemultiplechoicesonthePPT.,andthencheckstheanswer.WhileSsarereading,Twalksaroundtocollecttheirdifficultiesandquestions.1.Ssreadtheparagraphagain,findoutthechallengesandtheirsolutions.1.ThisactivityaimstocultivateSs’abilitytofindthespecificinformationandgettoknowthegreateffortstherailwayworkersmadetobuildtheQinghaiTibetrailway.2.TguidesSstoreadthepassagecarefully,andasksSstofinishtheform.leaselookatthePPT,thereisatableforthefollowingquestions.Pleasereadthepassagethethirdtime,andfindtheanswer.Understand?OK,herewego.2.Ssreadthepassageoncemore,andmarkthenumber;adjective;superlativeadjective;perfectpresentcontinuous,andthentrytotellwhattheauthorwanttoshowwiththesewords.2.Thisactivityistohelpstudentsidentifythefunctionofnumberandotherwords.3.TdirectsSstotalkabouttherealmeaningofthesewordsandinterpretthemeaningofthetitle.①Whyisitcalledthe“sky”railway?=2\*GB3②Howcanwemaketheimpossiblepossible?3.SsanswerthequestionsputforwardbyT.3.Thisactivityisintendedtohelpstudentslookbeneaththesurfaceofthingstouncovertheirrealmeanings.4.TdirectsSstochoosetheauthor’spurposeinwritingthepassage.②Choosetheauthor’spurposeinwritingthepassage.A.Toprovethathumanscanconquernature.(conquerv.征服）B.Tohighlighttheamountofworkrequiredtobuildtherailway.C.Topraisetheworkers’effortsinbuildingtherailway.4.Sschoosetheauthor’spurposeinwritingthepassage.4.ThisactivityistohelpSslearntheauthor’spurposeandcultivatetheirabilitytopareandanalysistheoptions.5.TplaysthesongandshowspicturestoSs,directstheSstoanswerthefollowingquestionandhelpsthemlearnthemeaningorsignificanceofthisachievement:Q:Withsomanychallengesandefforts,whydidwestillbuiltthis“sky”railway?5.Ssenjoyasongaswellassomepictures,reviewthepassageandthenanswerthequestionputforwardbyT.5.ThisactivityisintendedtohelpSshaveabetterunderstandingofthedifficultieswefacedandtheachievementswemadeduringtheconstructionofthe“sky”Railway.MeanwhileitistohelpSsacquireasenseofprideasaChineseandboosttheirnationalconfidence.Step4PostReading(15’GW&IW)Teacher’sactivitiesStudents’activitiesPurposeTguidesSstofinishthemapingroupsandinvitesoneortwoSstopresenttheirworks,thenretellthestoryoftheskyrailwayasatourguide.Sssummarizewhattheyhavelearned,finishtherailwaymapwiththechallenges,solutionsandtheauthor’sfeelings.ThenSsretellthestory.ThisactivityaimstohelpSsbtheinformation,internalizewhattheyhavelearned,andcultivatetheirabilitytogiveanaccurateandlifelikeaccount.Step5Homework(1’IW)HomeworkWritingImagineyouaregoingtogiveaspeech:“HowtomunicatewithOurParents”.(Youneedtoorganizeyourpassagewiththefollowingstructure.)=1\*GB3①problemsordifficultiesyoumayencounter=2\*GB3②specificwaysoreffectivewaystomunicatewithourparents=3\*GB3③thesignificanceofcreatingahappy,healthyandharmoniousatmospher