2021学年Unit 3 Faster, higher, stronger公开课教学设计

这是一份2021学年Unit 3 Faster, higher, stronger公开课教学设计，共3页。

2019外研版选择性必修一
Unit 3 Understanding ideas板块教学设计
（建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型
Reading
主题语境
人与自我——运动竞技领域实现“更快、更高、更强的体育精神”
内容分析
本板块呈现了一篇反映单元主题的课文，语篇类型为新闻报道，介绍了体育明星Stephen Curry的成功之路。通过对课文的学习，学生可以了解到成功是与自信、努力和毅力等优秀个人品质紧密相联的。读前的导入活动用图片展示了一些篮球术语的英文表达，帮助学生提前熟悉语篇话题，为课文学习做铺垫。读中活动考查学生对文章关键信息的理解。读后活动则是通过考查作者写作意图、细节信息、核心信息和相关话题的表达，启发学生深入思考，利用所学内容创造性地探究主题意义。
教学目标
在本板块学习结束时，学生能够：
通过课文标题猜测课文内容和作者的写作意图；
通过细读课文, 找出相关的细节信息并梳理课文的写作脉络；
对课文进行解构，掌握新闻报道的写作特征和语言特征，并运用与话题相关的语言知识，介绍一位运动员。
教学重点
引导学生读懂语篇，理解作者的写作意图，并了解体育明星Stephen Curry的成功之路；
引导学生了解成功是与自信、努力和毅力等优秀个人品质紧密相联的。
教学难点
引导学生总结 Stephen Curry的成功经验，在今后的生活和工作中坚持自己的梦想，并为之不断努力，成为更好的自己。
教学策略
P-W-P模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t read the infrmatin n the picture and research nline t find ut the meanings and functins f the five basketball psitins.
Teacher asks students t read the infrmatin belw the picture and finish the matching activity.
Teacher invites sme students t share their answers with the class.
Students read the infrmatin n the picture and research nline t find ut the meanings and functins f the five basketball psitins.
Students read the infrmatin belw the picture and finish the matching activity.
Sme students share their answers with the class
T get students t knw sme basketball terms.
T prepare students fr reading.
Activity 2
Teacher presents sme questins and asks students t read the passage quickly t find ut the answers.
Teacher divides students int grups t discuss the answers t the questins.
Teacher asks students t answer the questins and give an explanatin if necessary.
Students read the passage quickly t find ut the answers.
Students discuss the answers t the questins.
Students answer the questins and give an explanatin if necessary.
T direct students t read and understand the passage with specific tasks.
Activity 3
Teacher asks students t read the chices carefully and chse the authr’s purpse in writing the passage.
Teacher invites sme students t give the reasns fr the chice.
Students read the chices carefully and chse the authr’s purpse in writing the passage.
Sme students give the reasns fr the chice
T test students’ understanding f the title and the authr’s writing purpse.
Activity 4
Teacher asks students t read the activity instructin as well as the summary and understand the purpse f the activity.
Teacher asks students t scan the passage t get the key infrmatin and fill in the blanks.
Teacher asks sme students t read the whle sentences and the class check the answers tgether.
Students read the activity instructin as well as the summary and understand the purpse f the activity.
Students scan the passage t get the key infrmatin and fill in the blanks.
Students read the whle sentences and the class check the answers tgether.
T have students further srt ut the passage structure and pay attentin t Stephen Curry’s rad t success.
Activity 5
1. Teacher asks students t read the passage carefully and find ut the supprting details fr the three qualities.
2. Teacher intrduces the types f mind maps.
3. Teacher directs students t cmplete the infrmatin f the mind map prvided by the textbk.
1. Students read the passage carefully and find ut the supprting details fr the three qualities.
2. Students cmplete the infrmatin f the mind map prvided by the textbk.
T direct students t make mind maps and summarise the reasns fr Stephen Curry’s success.
Think & Share
1. Teacher divides students int grups t discuss the answers t the questins.
2. Teacher invites sme students t present their answers.
1. Students discuss the answers t the questins in grups.
2. Sme students present their answers.
T direct students t better understand the passage and think deeply ver the qualities needed fr realising ne’s dream.