外研社 2024-2025 高中英语 必修三 unit 6 presenting ideas教学设计

新外研版高中英语必修3 Book 3 Unit 6课时教学设计课时名称Book 3 Unit 6 Presenting ideas 主题语境人与自然——灾害防范、自然灾害与防范语篇类型Speaking授课时长一个课时（40分钟）教学分析教学内容分析及信息结构图The Presenting Ideas section asks students to combine the knowledge and content learned in this unit to tell a story around the theme of maintaining hope in a natural disaster. Students need to search for relevant information online, take notes, and then share in small groups. Through searching, recording and telling stories, this section aims to promote students to comprehensively apply the topic language they have learned in real situations, further explore the theme meaning of this unit, help students establish a positive and optimistic attitude towards life, expand their knowledge and enrich their common sense of life.The Presenting Ideas section asks students to combine the knowledge and content learned in this unit to tell a story around the theme of maintaining hope in a natural disaster. Students need to search for relevant information online, take notes, and then share in small groups. Through searching, recording and telling stories, this section aims to promote students to comprehensively apply the topic language they have learned in real situations, further explore the theme meaning of this unit, help students establish a positive and optimistic attitude towards life, expand their knowledge and enrich their common sense of life.学情分析In this section, students are asked to combine the knowledge and content of this unit to tell a story around the theme of keeping hope in the face of natural disasters. In the Developing ideas section, I learned a story about an American family who, after being hit by a hurricane, was united in overcoming the natural disaster and full of hope for a better life in the future. In the Using language section, I learned some words related to natural disasters. This sets the stage for Presenting ideas.课时教学目标1. After completing textbook Activity 1, students search for stories online according to the theme, take notes, fill in relevant information according to the outline in the textbook, and tell the touching points and inspirations of the stories.2. After completing the textbook Activity 2, students can make notes in the language they have learned in this unit, describe the occurrence and impact of a natural disaster, describe the characters' experiences and psychological and emotional changes, and explain the gains and feelings they get from it; And give objective evaluations of other students' stories.3. Through the completion of Activity 2 and Activity 3, I can have a deeper understanding of the theme of disaster and hope, and establish a positive and optimistic attitude towards life;4. Through the completion of the textbook Reflection, students can make a reasonable evaluation of their learning behavior and effect in the learning process and at the end of this unit from the aspects of language ability and thinking quality.教学重点、难点1. Guide students to use the content learned in this unit to tell stories about similar topics2. Guide the students to tell their own stories to the group members and give appropriate feedback to the group members' stories.2. Guide students to self-reflect and develop the good habit of self-evaluation.教学策略元认知策略、认知策略、交际策略和情感策略教学手段PPT; MultimediaTeaching ProcedureNote: T(老师), Ss(学生)，Iw(个人活动), Pw(同桌互动), Gw(小组集体活动), Cw(班级体活动)Teaching StepsActivity LevelTeacher’s ActivityStudents’ ActivityAssessmentStep 1Iw/Cw1. T guides Ss to review the two stories in this unit.2. T asks Ss to complete the notes with the information they have searched online before the class.1. Ss review the two stories they learnt.2. Ss complete the notes in Activity 1 with the information they got online.Brainstorm and prepare for the presentation.设计意图：Guide students to understand the activity requirements, use the textbook outline to review the stories in the two texts of this unit, and prepare for the follow-up activities. Teachers encourage students to preview the story before class, search the Internet before class, fill in relevant information in the outline form, and think about the touching points and Revelations of the story.Step 2Iw/GwT asks Ss to work in groups and use the notes in Activity 1 and expressions in the box to tell their stories to other group members.Ss work in groups and use the notes in Activity 1 and expressions in the box to tell their stories to other group members.Ss are expected to develop their co-operative learning skills and speaking ability.设计意图Guide the students to carry out group activities, let the students accumulate corresponding common expressions related to the topic, combined with the notes of Activity 1, tell the story written by themselves to their partners, and exercise the students' language expression ability.Step 3Gw1. T asks Ss to pick out the best story in their group and prepare a short presentation together.2. T invites some groups to do presentations in class.3. T asks Ss to vote for the best story. 1. Ss pick out the best story in their group and prepare a short presentation together.2. Each group sends a representative to present the group story in class.3. Ss vote for the best story.Practice Ss’ language competences in presentation, and help them learn from each other.设计意图The members of the group give suggestions to each other, give appropriate feedback to the stories of the members, cultivate the students' language expression ability, and reach the final opinion through the cooperation of the members of the group, select the stories that represent the group, and share the selected stories with the whole class.Step 4IwT’s Reflection1. T guides Ss to recall what they’ve learnt in this unit. 2. T asks Ss to complete “Reflection” in the book.3. T also needs to reflect on the teaching. It’s better to make a summary of it. T can do the reflection by thinking of the following questions:(1) Can Ss understand topics and articles about disaster?Can Ss use the language (including words,expression, relevant grammar and writing) learnt to express themselves?(2) Can Ss understand natural disasters, disaster prevention, and rescue?(3) Can Ss understand human beings' positive and optimistic attitude towards life in the face of natural disasters?(4) Can Ss reflect on human factors in natural disasters and cultivate awareness of environmental protection and disaster prevention?Ss’ Reflection1. Ss rate their performance in this unit, summarize what they’ve learnt and think about what they need to improve.2. Ss can do it as follows and T gives them help if needed.(1) Ss rate their performances in studies according to the given contents in the book.(2) Ss make a summary of what they have learnt about the unit.(3) Ss come up with some ways to make some improvements after the self-evaluation and self-analysis.(4) Ss communicate with the T to explore ways to make improvements and better learning strategies according to the results of self-evaluation.To guide Ss to rate their performance, review the unit, and think about ways to make improvements.设计意图This part is the overall review and reflection of the whole unit, allowing students to understand their gains and shortcomings by using metacognitive strategies, communicate with teachers in a timely manner, explore improvement methods, and optimize learning strategies. At the same time, teachers can reflect on the shortcomings in the teaching process and constantly improve their teaching level.板书设计Useful expressions:The story takes place in ...on ...We follow our main character ... as he/she ...Unwilling to abandon his/her/their ...Date:Place:Main character(s):What happened?Do you think it’s a touching story? why?What did you learn from the story?