Unit3TheworldofScience大單元教學(xué)設(shè)計(jì)-高中英語

學(xué)科英語年級(jí)高一年級(jí)主備課人參與討論修改人課題外研版必修三第三單元大單元整體教學(xué)設(shè)計(jì)一、本單元在教材中的地位：本單元是關(guān)于人與社會(huì)——科技發(fā)展和科學(xué)精神，從科幻小說中出現(xiàn)過的科學(xué)猜想開始，展現(xiàn)了從古代到現(xiàn)代的科學(xué)發(fā)展史，豐富學(xué)生對(duì)生活中科學(xué)現(xiàn)象的認(rèn)知，引導(dǎo)學(xué)生深入思考科學(xué)與生活之間的關(guān)系，培養(yǎng)學(xué)生對(duì)待科學(xué)的態(tài)度和批判性的思維方式，并引導(dǎo)學(xué)生嘗試用科學(xué)改變自己的生活。（一）單元教學(xué)目標(biāo)：語言能力學(xué)生能夠圍繞本單元的主題語境內(nèi)容，基于單元提供的人物訪談、關(guān)于科學(xué)精神的議論、生活中的小發(fā)明介紹、實(shí)驗(yàn)報(bào)告等多模態(tài)語篇，綜合運(yùn)用各種語言技能，讀懂語篇內(nèi)容，聽懂并能獨(dú)立介紹某項(xiàng)發(fā)明。文化意識(shí)能夠豐富對(duì)科技發(fā)展給人類帶來巨大變化的認(rèn)識(shí)，使用新語言描述與科技有關(guān)的職業(yè)和著名科學(xué)家，恰當(dāng)使用現(xiàn)在完成時(shí)的被動(dòng)語態(tài)描述發(fā)展變化；能夠撰寫實(shí)驗(yàn)報(bào)告，探究科學(xué)精神的內(nèi)涵，深化對(duì)單元主題意義的理解與挖掘。思維品質(zhì)能夠運(yùn)用單元所學(xué)描述科學(xué)發(fā)展的不同領(lǐng)域，分享自己感興趣的科學(xué)領(lǐng)域和自己喜愛的科學(xué)家，培養(yǎng)熱愛科學(xué)的品質(zhì)以及科學(xué)的探究和懷疑精神。學(xué)習(xí)能力通過運(yùn)用各種學(xué)習(xí)策略，在自主、合作與探究式學(xué)習(xí)的過程中，結(jié)合單元所提供的反思性和評(píng)價(jià)性問題，不斷監(jiān)控、評(píng)價(jià)、反思和調(diào)整自己的學(xué)習(xí)內(nèi)容和進(jìn)程，提高自己的理解和表達(dá)能力。單元重點(diǎn)：1.引導(dǎo)學(xué)生了解世界古今中外偉大的新發(fā)明，以及未來世界科技發(fā)展的趨勢(shì)，拓寬國際視野；2.了解不同職業(yè)的特點(diǎn)和工作內(nèi)容，學(xué)習(xí)并運(yùn)用描述科學(xué)領(lǐng)域不同職業(yè)名稱的詞匯，學(xué)會(huì)用本單元所學(xué)習(xí)的語言描述不同的職業(yè)和相應(yīng)領(lǐng)域的著名人物；3.引導(dǎo)學(xué)生了解一項(xiàng)發(fā)明背后的故事，并對(duì)親自創(chuàng)造科技小發(fā)明產(chǎn)生興趣；利用學(xué)生感興趣和崇拜的各個(gè)領(lǐng)域的著名科學(xué)家，激發(fā)學(xué)生努力學(xué)習(xí)，為將來的科學(xué)事業(yè)做貢獻(xiàn)的決心。單元難點(diǎn)：1.引導(dǎo)學(xué)生發(fā)現(xiàn)并總結(jié)現(xiàn)在完成時(shí)被動(dòng)語態(tài)的使用規(guī)律，清楚區(qū)分主動(dòng)語態(tài)和被動(dòng)語態(tài)，以及使用被動(dòng)語態(tài)的幾種常見情況，并能在真實(shí)語境中運(yùn)用。2.引導(dǎo)學(xué)生了解物理實(shí)驗(yàn)的實(shí)驗(yàn)過程，體會(huì)科學(xué)求證的精神，通過閱讀和完成活動(dòng)初步了解科學(xué)精神的內(nèi)涵，培養(yǎng)批判性思維；掌握實(shí)驗(yàn)報(bào)告的文體特點(diǎn)和寫法，學(xué)習(xí)實(shí)驗(yàn)報(bào)告的關(guān)鍵要素和寫作規(guī)范，并能用相應(yīng)的要素和寫作規(guī)范寫出實(shí)驗(yàn)報(bào)告。三、單元教學(xué)總課時(shí)數(shù)：共需7課時(shí)（應(yīng)包含授課、課堂活動(dòng)、檢測(cè)鞏固等所需課時(shí)）課時(shí)教學(xué)內(nèi)容課型課時(shí)目標(biāo)重難點(diǎn)1Startingout部分內(nèi)容活動(dòng)1要求學(xué)生閱讀節(jié)選自四部科幻小說的片段，挑選出已經(jīng)實(shí)現(xiàn)了的科學(xué)幻想，并談?wù)搨€(gè)人對(duì)這些科幻情節(jié)的理解?；顒?dòng)2呈現(xiàn)一段與科技主題相關(guān)的視頻，介紹了暢想中的公元3000年人類生活的變化，涉及服裝、教育、交通、休閑等方面，進(jìn)一步引入話題。本板塊旨在激活學(xué)生已有的語言、背景知識(shí)，為接下來整個(gè)單元的學(xué)習(xí)活動(dòng)做鋪墊和預(yù)熱。話題詞匯+Startingout1.帶領(lǐng)學(xué)生閱讀摘錄的科幻小說片段，了解人類歷史上科技的飛速發(fā)展，引入主題；引導(dǎo)學(xué)生看懂視頻描述的公元3000年人類生活的變化，認(rèn)識(shí)科技給生活帶來的巨大影響，激活已有的語言、背景知識(shí)，激發(fā)對(duì)話題的興趣；引導(dǎo)學(xué)生基于已有經(jīng)驗(yàn)，對(duì)科學(xué)幻想進(jìn)行簡單評(píng)價(jià)。教學(xué)重點(diǎn)：2.帶領(lǐng)學(xué)生通過略讀，獲取文章大意，激發(fā)學(xué)生了解現(xiàn)代科技發(fā)展的興趣；3.帶領(lǐng)學(xué)生通過精讀，了解文章觀點(diǎn)和細(xì)節(jié)信息，完成思維導(dǎo)圖；4.引導(dǎo)學(xué)生了解未來世界科技發(fā)展的趨勢(shì)，形成國際視野，加深對(duì)單元主題的認(rèn)識(shí)。23UnderstandingIdeas呈現(xiàn)一篇反映單元主題的課文，語篇類型為訪談。課文以問答的形式介紹了古今中外人類的偉大新發(fā)明、這些發(fā)明給生活帶來的巨大變化以及發(fā)明的原動(dòng)力。讀前的導(dǎo)入活動(dòng)通過比較古代人和現(xiàn)代人生活的不同，幫助學(xué)生熟悉語篇話題，為課文學(xué)習(xí)做鋪墊。讀中活動(dòng)考查學(xué)生對(duì)文章內(nèi)容的理解。讀后活動(dòng)則通過細(xì)節(jié)理解、思維導(dǎo)圖和開放性問答等活動(dòng)，啟發(fā)學(xué)生深入思考，探究主題意義。Reading+Speaking引導(dǎo)學(xué)生理解故事發(fā)展的時(shí)間順序，學(xué)習(xí)并掌握與話題相關(guān)的語言知識(shí)；2.引導(dǎo)學(xué)生基于文章內(nèi)容聯(lián)系生活，發(fā)表自己的意見和觀點(diǎn)教學(xué)重點(diǎn)引導(dǎo)學(xué)生理解故事發(fā)展的時(shí)間順序，學(xué)習(xí)并掌握與話題相關(guān)的語言知識(shí)；教學(xué)難點(diǎn)引導(dǎo)學(xué)生基于文章內(nèi)容聯(lián)系生活，發(fā)表自己的意見和觀點(diǎn)。45語法部分的語段介紹了在未來的80年3D技術(shù)將給生活帶來的變化；詞匯部分通過介紹不同領(lǐng)域的著名科學(xué)家及其成就，幫助學(xué)生了解科技領(lǐng)域中的相關(guān)職業(yè)；聽說部分的材料通過一段對(duì)話，介紹了一名中學(xué)生專門為阿爾茨海默病病人發(fā)明的神奇襪子，鼓勵(lì)學(xué)生關(guān)注日常生活，努力成為小發(fā)明家。通過真實(shí)語境下技能的綜合訓(xùn)練，學(xué)生能夠加深對(duì)單元主題的理解，提高綜合語言運(yùn)用能力。Grammar+Listening+Speaking帶領(lǐng)學(xué)生通過略讀，獲取文章大意，激發(fā)學(xué)生了解現(xiàn)代科技發(fā)展的興趣；帶領(lǐng)學(xué)生通過精讀，了解文章觀點(diǎn)和細(xì)節(jié)信息，完成思維導(dǎo)圖；引導(dǎo)學(xué)生了解未來世界科技發(fā)展的趨勢(shì)，形成國際視野，加深對(duì)單元主題的認(rèn)識(shí)。教學(xué)重點(diǎn)：引導(dǎo)學(xué)生了解現(xiàn)在完成時(shí)被動(dòng)語態(tài)的用法，并能在真實(shí)語境中運(yùn)用；帶領(lǐng)學(xué)生學(xué)習(xí)并運(yùn)用描述科學(xué)領(lǐng)域不同職業(yè)名稱的詞匯；教學(xué)難點(diǎn)：引導(dǎo)學(xué)生了解一項(xiàng)發(fā)明背后的故事，并對(duì)親自創(chuàng)造科技小發(fā)明產(chǎn)生興趣。56本板塊呈現(xiàn)了從另一角度反映單元主題的課文，語篇類型為論說文，介紹了人們對(duì)Franklin著名的風(fēng)箏實(shí)驗(yàn)真實(shí)性的懷疑和求證，學(xué)生通過閱讀和完成活動(dòng)初步了解科學(xué)精神的內(nèi)涵，培養(yǎng)批判性思維；讀寫部分的范文介紹了"會(huì)吃雞蛋的瓶子"這一物理實(shí)驗(yàn)的過程及結(jié)果。通過這一板塊的學(xué)習(xí)，學(xué)生能夠體會(huì)科學(xué)求證的精神，了解物理實(shí)驗(yàn)的實(shí)驗(yàn)過程，并且初步掌握實(shí)驗(yàn)報(bào)告的文體特點(diǎn)和寫法。Reading+Writing帶領(lǐng)學(xué)生理解課文內(nèi)容，復(fù)述Franklin的風(fēng)箏實(shí)驗(yàn)的過程，加深對(duì)本單元主題意義的理解，形成初步的科學(xué)思想和科學(xué)探索精神教學(xué)重點(diǎn)帶領(lǐng)學(xué)生理解課文內(nèi)容，復(fù)述Franklin的風(fēng)箏實(shí)驗(yàn)的過程，加深對(duì)本單元主題意義的理解，形成初步的科學(xué)思想和科學(xué)探索精神；教學(xué)難點(diǎn)應(yīng)用相應(yīng)組織策略，確定重要信息，引導(dǎo)學(xué)生通過觀察"會(huì)吃雞蛋的瓶子"這一物理實(shí)驗(yàn)，認(rèn)識(shí)到實(shí)驗(yàn)報(bào)告的關(guān)鍵要素和寫作規(guī)范，并能用相應(yīng)的要素和寫作規(guī)范寫出實(shí)驗(yàn)報(bào)告。7本板塊要求學(xué)生先看圖，討論這些年家用電器的變化，然后請(qǐng)學(xué)生選擇一種日常生活中常用的電器，預(yù)測(cè)其在未來50年中會(huì)發(fā)生什么樣的變化。通過觀點(diǎn)闡述促進(jìn)學(xué)生對(duì)所學(xué)內(nèi)容的復(fù)習(xí)與掌握，并在真實(shí)的情境下加以運(yùn)用和實(shí)踐。Speaking引導(dǎo)學(xué)生通過本單元的學(xué)習(xí)，對(duì)科學(xué)技術(shù)的發(fā)展有更進(jìn)一步的了解，能夠用英文表達(dá)科技發(fā)展對(duì)人類社會(huì)的總體影響；教學(xué)重點(diǎn)引導(dǎo)學(xué)生運(yùn)用本單元所學(xué)語言描述科技對(duì)生活的改變，并預(yù)測(cè)在未來的50年中，人類生活還將發(fā)生哪些變化；教學(xué)難點(diǎn):引導(dǎo)學(xué)生恰當(dāng)表達(dá)自己的觀點(diǎn)，并與小組成員合作達(dá)成最終意見，完成匯報(bào)。第__1__課時(shí)教學(xué)設(shè)計(jì)課題B3U3Startingout理論依據(jù)五環(huán)十步核心素養(yǎng)任務(wù)型教學(xué)法教材分析本單元是關(guān)于人與社會(huì)，呈現(xiàn)一段與科技主題相關(guān)的視頻，介紹了暢想中的公元3000年人類生活的變化，涉及服裝、教育、交通、休閑等方面，進(jìn)一步引入話題。本板塊旨在激活學(xué)生已有的語言、背景知識(shí)，為接下來整個(gè)單元的學(xué)習(xí)活動(dòng)做鋪墊和預(yù)熱。學(xué)情分析作為這個(gè)單元的第一個(gè)課時(shí)，這節(jié)課主要是為了幫助學(xué)生，激活已有的背景知識(shí)以及激發(fā)對(duì)話題所謂興趣。學(xué)生已經(jīng)知道一些之前的學(xué)過描述科技的語言，但是可能不太記得了，需要激活。同時(shí)，學(xué)生對(duì)于圖片中的科幻小說可能聽過他們的名字，但是對(duì)于他們的具體事跡還是不太了解，需要通過閱讀加強(qiáng)了解。教學(xué)目標(biāo)【語言能力】Guidestudentstotalkaboutthelifechangeastostimulatestudents'interestinthetopic.【學(xué)習(xí)能力】Leadstudentstogetthegeneralideaofthearticlethroughskimming.【文化意識(shí)】Toguidestudentstounderstandthefuturetrendofscienceandtechnologydevelopmentintheworld,formaninternationalperspective.【思維品質(zhì)】Leadthestudentstounderstandtheviewsanddetailsofthearticlethroughintensivereading,andpletethemindmapping.教學(xué)重難點(diǎn)教學(xué)重點(diǎn)：Guidestudentstotalkaboutthelifechangeastostimulatestudents'interestinthetopic.Leadstudentstogetthegeneralideaofthearticlethroughskimming.教學(xué)難點(diǎn)：Howtohelpstudentsunderstandsomeinformationinthevideoandusetheseinformationtofinishthetasks.教學(xué)策略任務(wù)型教學(xué)法、Listeningandspeakingapproach教學(xué)準(zhǔn)備blackboardPPT視頻圖片翻頁筆教學(xué)過程教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖Step1:LeadinPlaythevideo,andpleasewatchandunderstandthevideocontent.Playthevideoagain,andasksomestudentstoanswerthefirstquestion.Studentswilldiscussthesecondandthirdquestionsinsmallgroups.Step2:TencouragesSstoanswerthequestionsandplaysthevideoclipagain.ThelpsSstochecktheiranswers.Step3:Teachersencouragestudentstopreviewbeforeclasstounderstandthemajorachievementsofcontemporaryscientificandtechnologicaldevelopment,especiallythoseofChinesescientists.Step4:Thegroupsdiscusshowourliveshavechangedlittlebylittle,andwhatisbehindthesechanges.Step1Sswatchthevideoclipandanswerthequestions.Step2Sswatchthevideoclipagainandchecktheiranswers.Step3Studentseingroups,lookatthepicturesanddiscusstheinformationseenfromthetwopictures,includingtheageofthecharactersandtheobjectsused.Step4Eachgroupselectsrepresentativestoreporttheresultsofthediscussionandexpresstheirpersonalopinions.Step1Ssareledintothethemeoftheunit.Step2whileusingsciencefictiontostimulatethestudents'interestinlearning,activatethebackgroundknowledge,Step3Studentshaveapreclasspreviewtounderstandthemajorachievementsofcontemporaryscientificandtechnologicaldevelopment,especiallytheachievementsofChinesescientists.Step4Teacherscanguidestudentstoexpandtheirthinkinginthislink.板書設(shè)計(jì)B3Unit2Theworldofscience（Startingout）Famousnovels:1.HarryPotterandthePhilosopher’sStone2.Thetimemachice3.TheMachinestops作業(yè)設(shè)計(jì)Previewthereadingpassage.單元教學(xué)反思目標(biāo)設(shè)定方面過程實(shí)施方面教學(xué)效果方面第__23__課時(shí)教學(xué)設(shè)計(jì)課題B2U3UnderstandingideasTheNewAgeofinvention理論依據(jù)五環(huán)十步核心素養(yǎng)任務(wù)型教學(xué)法教材分析Presentatextreflectingtheunittheme,andthediscoursetypeistheinterview.Intheformofquestionsandanswers,thetextintroducesthegreatnewinventionsofancientandmodernChineseandforeignhumans,thegreatchangestheseinventionshavebroughttolifeandthedrivingforceoftheirinventions.Byparingthedifferencesbetweenancientpeopleandmodernpeople,theintroductionactivityhelpsstudentstogetfamiliarwiththetopicofdiscourseandpavethewayfortextlearning.學(xué)情分析Asthefirstclasshourofthisunit,thisclassismainlydesignedtohelpstudents,activatetheexistingbackgroundknowledgeandstimulatethesocalledinterestinthetopic.Studentsalreadyknowsomeofthepreviouslanguageslearnedtodescribetechnology,butmaynotrememberandneedtobeactivated.Atthesametime,studentsmayhaveheardtheirnamesforthesciencefictionnovelsinthepicture,buttheystilldonotknowmuchabouttheirspecificdeeds,sotheyneedtostrengthentheirunderstandingthroughreading.教學(xué)目標(biāo)語言能力】Guidestudentstotalkaboutthelifechangeastostimulatestudents'interestinthetopic.【學(xué)習(xí)能力】Leadstudentstogetthegeneralideaofthearticlethroughskimming.【文化意識(shí)】Toguidestudentstounderstandthefuturetrendofscienceandtechnologydevelopmentintheworld,formaninternationalperspective.【思維品質(zhì)】Leadthestudentstounderstandtheviewsanddetailsofthearticlethroughintensivereading,andpletethemindmapping.教學(xué)重難點(diǎn)Focalpoints:Leadstudentstogetthegeneralideaofthearticlethroughskimming,andstimulatestudents'interestinunderstandingthedevelopmentofmodernscienceandtechnology;Difficultpoints:Toguidestudentstounderstandthefuturetrendofscienceandtechnologydevelopmentintheworld,formaninternationalperspective,anddeepentheunderstandingoftheunittheme.教學(xué)策略Activitybasedteachingmethod，Situationalteachingmethod,Cooperativelearningmethod.教學(xué)準(zhǔn)備blackboardPPT視頻圖片翻頁筆教學(xué)過程教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖Step1:LeadinTaskthewholeclassplaysa"Findadifference"game,paringwhichgroupcanfindoutmoredifferencesinancientandmodernlifefromthetwopictures.2.Taskthegroupsdiscusshowourliveshavechangedlittlebylittle,andwhatisbehindthesechanges.Step2:PredictionTheteacherguidesthestudentstoreadandunderstandthetextwiththetask,sothatthestudentscanmasterthegeneralideaofthetextthroughquickreading.2.Asksstoreadthetitletopredictwhattheinterviewwilltalkabout.Step3.FastreadingAsksstudentstoreadthistextquicklytofindwhethertheirpredictionarerightorwrongandanswerthesequestionsinpredictionpartagain.Guidesstudentstoreadthispassageagaintodivideitinto3partsandtalkaboutwhateachpartmainlytalksabout.Step4.Detailedreading1.Learntobrowsethequestionsinactivity2,readthetextwiththequestions,andfindouttheinventionsmentionedinthetext.2.Tintroducedtextlearningandasksstofinishedthemultiplechoice.Theteacherleadsthestudentstofurtherbthestructureofthearticletohelpthestudentsmasterthecontextofthearticleandrelatedlanguage.Step5.Postreadingteachersorganizegrouppetitions,donotreadthetext,parewhichgrouptosupplementthemostpletemindmap.1.Eachgroupsendsrepresentativestoshowtheirownmindmap.2.Studentsshouldimprovethemindmapwiththehelpofteachers.Step1Eachgroupselectsrepresentativestoreporttheresultsofthediscussionandexpresstheirpersonalopinions.Teacherscanguidestudentstoexpandtheirthinkinginthislink.(Classwork\TeamWork)Step2Focusonthetitleandthepicturesinthetext.Thinkaboutandanswerthese3questionstopredictthecontentofthispassage.(IndividualWork)Step3Studentsreadtheoptions,makeachoice,andgobacktothetexttofindthecorrespondingcontentasareasontosupporttheirchoice.(IndividualWork)Step41.thewholeclassexchangedtheanswerstothequestions,andtheteacherhelpsthestudentsdeepentheirimpressionoftherapiddevelopmentofmoderntechnologyinthediscussion.2readthetextwiththequestions,andfindouttheinventionsmentionedinthetext.theclassmunicatestheanswerstothequestionsandthinksaboutwhatinspiredtheseinventionsandintroducedthetext.(TeamWork)4.Thewholeclasscheckedtheanswer,andtheteacheraskedsomestudentstoexplainthereason.5.Studentsunderstandtheframeworkofthearticleandthedetailscontainedinthemindmap.Step5:Eachgroupsendsrepresentativestoshowtheirownmindmap.Studentsshouldimprovethemindmapwiththehelpofteachers.(TeamWork)Toarousestudents’interestsaboutthistopic.2.Tocreateacontextandleadtothetopic4.Toleadstudentstoreadthispassageeasierandmorepurposefulwiththeguideoftheprediction.5.Toletstudentsgetthegeneralmeaningofthispassage.ToassiststudentstohaveabetterunderstandingofthistitleandthepassageTocultivatestudents’criticalthinking.板書設(shè)計(jì)作業(yè)設(shè)計(jì)WriteashortpassageaboutotherwaystohelpAfricanpeople’sproblemoffreshwatershortage.Exercisein《導(dǎo)與練》單元教學(xué)反思目標(biāo)設(shè)定方面過程實(shí)施方面教學(xué)效果方面《B3U3Usinglanguage》教案設(shè)計(jì)課題Usinglanguage板塊教學(xué)設(shè)計(jì)（第45課時(shí)）理論依據(jù)語法部分的語段介紹了在未來的80年3D技術(shù)將給生活帶來的變化；詞匯部分通過介紹不同領(lǐng)域的著名科學(xué)家及其成就.教材分析本板塊幫助學(xué)生了解科技領(lǐng)域中的相關(guān)職業(yè)；聽說部分的材料通過一段對(duì)話，介紹了一名中學(xué)生專門為阿爾茨海默病病人發(fā)明的神奇襪子，鼓勵(lì)學(xué)生關(guān)注日常生活，努力成為小發(fā)明家。通過真實(shí)語境下技能的綜合訓(xùn)練，學(xué)生能夠加深對(duì)單元主題的理解，提高綜合語言運(yùn)用能力。。學(xué)情分析基于所學(xué)的內(nèi)容，學(xué)生已經(jīng)學(xué)習(xí)過現(xiàn)在完成時(shí)，也對(duì)被動(dòng)語態(tài)有了一定了解，但是由于學(xué)生英語學(xué)習(xí)基礎(chǔ)比較薄弱，對(duì)于時(shí)態(tài)的形式以及運(yùn)用掌握還不夠。教學(xué)目標(biāo)1.掌握現(xiàn)在完成時(shí)的被動(dòng)語態(tài)的形式，并能熟練運(yùn)用；2.帶領(lǐng)學(xué)生學(xué)習(xí)并運(yùn)用描述科學(xué)領(lǐng)域不同職業(yè)名稱的詞匯；教學(xué)重難點(diǎn)1.Guidestudentstounderstandtheuseofpresentperfecttensepassivevoice,andcanuseitintherealcontext;2.Leadstudentstolearnandusewordsthatdescribedifferentoccupationalnamesinthesciencefield;3.Guidestudentstounderstandthestorybehindaninvention,andtobeinterestedincreatingtechnologicalgadgetsthemselves.教學(xué)策略交際教學(xué)法、任務(wù)型教學(xué)法教學(xué)準(zhǔn)備PPT教學(xué)過程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖Activity1TeachersshouldguidestudentstofindandsummarizetheuserulesofpresentperfecttensepassivevoiceTheteacherguidesstudentstofindthedifferentcharacteristicsofthetwogroupsofexamples(activeandpassivestatements),ObservationandExplorationSsreadthefirstsetofsentences,payattentiontotheboldpart,andthenanswerquestions1and2tohelpthestudentsclarifythelogicalrelationshipbetweentheboldpartandthesubject2.Studentsingroups,paretwogroupsofexamplesentencesanddiscussquestions3and4.andthendiscusswhypassivevoicereplacesactivevoiceinthetext.StudentscanunderstandandconcludethepassiveusageofpresentperfecttensestateaccordingtothegivenexamplesActivity2Tencouragestudentstofindmoresentenceswithpresentperfecttensepassivevoiceinthetextorotherreadingmaterials.RewriteSschangethesentencescontainingpresentperfecttensepassivevoiceinthetextintoactivevoice,andexperiencethedifferencesbetweenthetwoexpressions.Practiseusingthetargetgrammarinagivensituation.Activity3Theteacherleadsthestudentstounderstandthechangesthat3Dtechnologywillbringtohumanlifeinthefuture,andtofurtherunderstandandinitiallyapplythepassivevoiceofpresentperfecttenseintherealcontext..1.Studentsshouldreadtheparagraphindependentlyandmasterthecontextandthegeneralidea.2.Studentsindependentlyconvertthedrawnsentencesintopassivevoicestructure.3.:askindividualstudentstoreadoutthepletesentence,thewholeclasscheckstheanswer,guidesthestudentstousethepassivevoiceofpresentperfecttenseintherealcontext.Activity4Practise.句子語法填空Asksstodosomegrammarexercise.DoexercisesSstrytofinishtheexercisesformintherealsituation.TohelpSsconsolidatetheusageofthegrammar.Activity5Askstudentsandlookatthepicturestounderstandwhathappenedinthelaboratory.Ifnecessary,theteachercanintroducetotherelevantEnglishexpressionsofthestudentstheexperimentalsuppliespresentedinthepictures.1.Studentsplayingroups,oneplaysDr.Mooreandtheotherplaysthepoliceofficertodescribeandrecordthelossofthelaboratoryindetail.Theteacherremindsthestudentstousethepassivevoiceinthedialogue.2,Askseveralgroupsofstudentstoperformadialogue,andotherstudentsdeterminewhethertheyusedpresentperfecttense'spassivevoiceaccurately.guidesthestudentstousethepassivevoiceofpresentperfecttenseintherealcontext.Activity6Theteacherguidesthestudentstoreviewthetopicvocabularylearnedinthisunit,andlearnmoredifferentcareernamesinthefieldofscienceandtechnology.1:Studentsworkingroups,observethepicturesofdifferentprofessionsinthefieldofscienceandtechnology,anddescribetheirunderstanding2.:Eachgroupwillsendrepresentativestospeak,andotherstudentswillsupplementorhavefreediscussions.SsknowmoreaboutvoluntaryworkandotherfamousscientistsActivity7Theteacherleadsthestudentstolistentotherecording,understandthegeneralideaofthedialogue,andorderthepictures.2.theteacherhelpsthestudentstounderstandtheknowledgeofAlzheimer'sdiseaseandprepareforthenextstepofthelisteningactivity1:andthestudentssortthepicturesaccordingtotheinformationtheyhear2:Playasecondrecording,studentschecktheanswersandfocusonhowKennethinventedspecialsocksforAlzheimer'spatients.2Askindividualstudentstotelltheanswer,thewholeclasscheck.Traininglfacestudents'abilitytolistencarefullyandlistencarefully.Activity8HelpSssummarizewhattheyhavelearntinthisclass.板書設(shè)計(jì)Unit2Usinglanguage現(xiàn)在完成時(shí)：have/hasdone被動(dòng)：bedone現(xiàn)在完成被動(dòng)：has/havebeendone作業(yè)設(shè)計(jì)Memorizethekeywordsofthisgrammarpart.pletethepracticesinguidingbook.教學(xué)反思《B3U3Developingideas》教案設(shè)計(jì)課題Developingideas板塊教學(xué)設(shè)計(jì)（第六課時(shí)）理論依據(jù)在閱讀實(shí)踐中通過思維可視化實(shí)現(xiàn)深度學(xué)習(xí)，促成學(xué)生語言學(xué)習(xí)和批判性思維能力的融合發(fā)展，提升語言的實(shí)際運(yùn)用能力，培養(yǎng)語言能力、文化意識(shí)、思維品質(zhì)、學(xué)習(xí)能力學(xué)科核心素養(yǎng)。教材分析本板塊呈現(xiàn)了從另一角度反映單元主題的課文，語篇類型為論說文，介紹了人們對(duì)Franklin著名的風(fēng)箏實(shí)驗(yàn)真實(shí)性的懷疑和求證，學(xué)生通過閱讀和完成活動(dòng)初步了解科學(xué)精神的內(nèi)涵，培養(yǎng)批判性思維；讀寫部分的范文介紹了"會(huì)吃雞蛋的瓶子"這一物理實(shí)驗(yàn)的過程及結(jié)果。通過這一板塊的學(xué)習(xí)，學(xué)生能夠體會(huì)科學(xué)求證的精神，了解物理實(shí)驗(yàn)的實(shí)驗(yàn)過程，并且初步掌握實(shí)驗(yàn)報(bào)告的文體特點(diǎn)和寫法。學(xué)情分析學(xué)生學(xué)習(xí)過與本單元主題語境相關(guān)的語言知識(shí)。學(xué)生的生活體驗(yàn)與本篇課文的話題緊密相關(guān)。學(xué)生都有一定的物理生活體驗(yàn)。學(xué)生也參加物理學(xué)科的實(shí)驗(yàn)。這為學(xué)生理解這一主題提供條件，也為讀后學(xué)生思維活動(dòng)提供幫助。但學(xué)生目前存在語言學(xué)習(xí)簡單化，主題意義理解缺乏深度等問題。通過學(xué)習(xí)本文，學(xué)生能夠利用輸入活動(dòng)，探究主題意義，促進(jìn)語言學(xué)習(xí)和思維活動(dòng)的融合，形成有效的學(xué)習(xí)策略，改善學(xué)習(xí)方法，實(shí)現(xiàn)核心素養(yǎng)的發(fā)展。教學(xué)目標(biāo)帶領(lǐng)學(xué)生理解課文內(nèi)容，復(fù)述Franklin的風(fēng)箏實(shí)驗(yàn)的過程，加深對(duì)本單元主題意義的理解，形成初步的科學(xué)思想和科學(xué)探索精神；引導(dǎo)學(xué)生通過觀察"會(huì)吃雞蛋的瓶子"這一物理實(shí)驗(yàn)，認(rèn)識(shí)到實(shí)驗(yàn)報(bào)告的關(guān)鍵要素和寫作規(guī)范，并能用相應(yīng)的要素和寫作規(guī)范寫出實(shí)驗(yàn)報(bào)告。教學(xué)重難點(diǎn)教學(xué)重點(diǎn)：通過理解課文內(nèi)容，復(fù)述Franklin的風(fēng)箏實(shí)驗(yàn)的過程，加深對(duì)本單元主題意義的理解，形成初步的科學(xué)思想和科學(xué)探索精神；教學(xué)難點(diǎn)：根據(jù)獲取的信息，了解實(shí)驗(yàn)后的意義，培養(yǎng)自助探究的學(xué)習(xí)能力，探究單元主題意義，并聯(lián)系生活實(shí)際將善行付諸實(shí)踐。教學(xué)策略交際教學(xué)法、任務(wù)型教學(xué)法教學(xué)準(zhǔn)備PPT教學(xué)過程教學(xué)環(huán)節(jié)教師活動(dòng)學(xué)生活動(dòng)設(shè)計(jì)意圖Activity1TheteacherencouragesstudentstopreviewthebackgroundaboutFranklin.1.:StudentsreadFranklinintroductiontogetapreliminaryunderstandingofhislife.2:StudentsaregroupedingroupstoexchangeotherinformationaboutFranklinandhisstoriesandlegends.3:Eachgroupwillsendrepresentativestospeak,andotherstudentswillplementandsharewitheachothertostimulatestudents'interestinthetopiccharacters.ToactivateSs’backgroundknowledgeandstimulateSstoexploremorethroughpredicting.Activity2Theteacherleadsthestudentstoreadthetextandunderstandthetextwiththetask.1:Studentsgroupingroups,readpartLearningtolearn,andpredictthemainideaofthetextbasedonthetitleofthetext2Withthequestionsofthetextinthetitleandthequestionsofactivity2,thestudentsshouldreadthetextcarefullyandlookfortheanswers.3:Thewholeclasscheckstheanswers,andaccuratelyunderstandsthetextintheexchangeandcooperationToguideSstounderstandthepassageingeneralActivity3Teacherscanusethisactivitytotestthestudents'understandingandmasteryofthegeneralideaofthetextafterthefirstreading.1:Studentsbrowsethequestions,readthestatementaboutpeople'sattitudesinactivity3,sortthesentences,andfindthebasisinthetext.2:Thewholeclasscheckstheanswers.ToguideSstounderstandthepassageindetailThink&ShareTheteacherencouragesstudentstodeeplyunderstandthecontentofthetextatthesametimecontactwiththeirownreality,startspeakingactivities,strengthentheunderstandingandthinkingofthetext...weshouldnotalwaysbelieveeverythingwereadorhearevenifitisagreatstory,S1:Studentsaredividedingroupstodiscusstheirviewsontheseissues,andifnecessary,teacherscanaddmorebackgroundknowledge.2:Askindividualstudentstoanswerthequestions,andotherstudentstosupplementorhaveafreediscussion.Toguidestudentstoformarigorousscientificattitudeandcriticalthinkingmode.Activity4Teacherscanusethisactivitytoguidestudentstosummarizeandretellthetext,useexamplesinthetexttosupporttheirviews,andgiveevaluation.1:StudentswilldiscusstheirunderstandingofSeeingisbelievingingroupsandfillintheform.Teammemberscanplementeachother.2:Eachgroup,accordingtothetips,orallyintroducetheirunderstandingofthissentenceaccordingtotheactivity,explainthereasons,andfinallysummarizetheirownviews.3:Eachgroupwillsendrepresentativestoshowtheresultsofthegroupactivities..TohelpSstoconsolidateandintegratethelanguageandcontentlearnt.Activity51.TleadsSstogooverthekeypointsofthetext.2.Thasaconclusionofthewholetext.Ssgooverwhatthey’velearnedtodayTogetSshaveadeeperunderstandingaboutthispassage.Activity6HelpSssummarizewhattheyhavelearntinthisclass.板書設(shè)計(jì)B3U3作業(yè)設(shè)計(jì)Memorizethekeywordsandphrasesofthislesson.pletetheexercisesinguidingbook.教學(xué)反思《Presentingideas&Reflection》教案設(shè)計(jì)課題Presenting