英语外研版 (2019)Unit 1 Knowing me, Knowing you教案
展开课题 | Unit 1 Knowing me, knowing you(Using language) 2课时 | ||||||
教材 版本 | 2019外研版 必修三 | 备课组教师 |
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主备人 |
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教学 目标 | 1. Be able to transfer from the known past participle usage to -ed participle as adverbial under the guidance of teachers; 2. Learn and use the vocabulary related to interpersonal communication to describe the correct way to deal with interpersonal relationship. | ||||||
教学 重点 | 1. Guide students to get familiar with the structural characteristics of -ed adverbial and use it; 2. Guide students to realize that proper language expression can help maintain and improve interpersonal relationship. | ||||||
教学 难点 | 1. Guide students to apply what they have learned and thought in class to solve problems in real life; 2. Realize the functions of grammar items and apply them properly in real life. | ||||||
教学 方法 | Communicative approach Task-based teaching method | ||||||
学情分析及学习方法 | Adopt task-based method, communicative approach and cooperation-study method to improve students’ language ability. | ||||||
素养 水平 | Level 2 of learning ability and critical thinking | ||||||
信息技术应用 | PPT 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 look at the sentences a&b in exercise 1 on page 5 and answer questions 1-2. | Ss answer the questions and review the basic rules of –ed participles. | To base the new language learning on what we have already known. | language ability
thinking quality | |||
教学 过程 | Step 1 T asks Ss to look at the sentences c&d in exercise 1 on page 5 and answer questions 3-4.
Step 2 T guides Ss to underline key words of exercise 4 and introduce them as tips for good relationships, such as apologise, forgive etc.
Step 3 T guides Ss to talk more about how they would react under the certain situations in exercise 6.
Step 4 1. Before listening, T asks students about their experiences of refusing others and asks Ss to read the pictures on page 7 and predict what may happen. 2. T plays the recordings and guides Ss to listen.
Step 5
Step 6 T introduces the sentence pattern of saying no politely, such as “I’m sorry… but…” “If possible, how about…?” | Ss think about why we have to use –ed participles as adverbials and finish exercise 2.
Ss describe the situations in exercise 5 and apply the tips in exercise 4 to explain why it helps
Ss share their opinions with each other and make comments on others’ opinions.
1. Ss read pictures and predict what may happen and get prepared before listening. 2. Ss listen and match the conversations with the pictures and finish exercise 7.
1.Work in pairs with one student focusing on the request. 2. Encourage Ss to put forward more examples to show their pinions.
Work in pairs and act out the conversations on page 81& page 84 with the sentence patterns provided by T. | To promote the way of expressing oneself and encourage Ss to practise using it.
To guide Ss to know that proper actions makes a big difference in healthy relationships.
To make a combination with real life experiences.
To enhance the skill in getting key information while listening.
Learn usages of modal verbs through contexts.
1.To guide Ss to know another way of keeping healthy relationships. 2. To train Ss to get specific information while listening.
To encourage Ss to practice the proper way of refusing others in daily lives. |
learning ability
language ability
critical thinking
language ability
thinking quality
learning ability
critical thinking
language ability
learning ability
thinking quality
learning ability
thinking quality
learning ability
language ability
critical thinking | |||
小结 | Help Ss summarize what they have learnt in this class. | ||||||
板书 设计 | Unit 1 (Using language) Look at the sentences in the passage and answer the questions.
1. Who was disappointed in sentence(a)? 2. What is approached in sentence(b)? 3. Why is -ed used instead of -ing here?
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