Unit3Developing ideas Writing教学设计-高中英语外研版(2019)必修一

Unit 3 Faster, higher, strongerDeveloping ideas教学设计科目：英语课题：Developing ideas 课时：1课时教学目标与核心素养：知识目标：Students can learn some new words, phrases and sentences.能力目标：Students can have a further understanding of the passage.情感目标：Students can think individually and learn cooperatively.教学重难点：教学重点：How to learn the new words and sentences.教学难点：How to make students have a better understanding of the passage.课前准备：多媒体，黑板，粉笔教学过程：一、Pre-writing1. Greeting2. Leading-in(1) 教师活动：教师引导学生复习上节课的单词，重点讲解本节课的单词。

展示图片，引导学生思考相关问题。

Look at the pictures and answer the questions.(Suggested answers: 1. In individual sports one player competes against other players. Team sports require no less than two players on each side. In team sports, every player needs to learn to trust and depend on others, to accept help and give help, and to work together to reach a common goal. Players who excel at individual sports, however, find satisfaction pushing themselves to achieve personal goals rather than relying on the team to help them get there. But even individual sports also need back up from a wider team.)(2) Activity 2.Read the passage and find out about the events mentioned. Before reading, firstlearn something about setting a scene.(Suggested answers: The 1984 Los Angeles Olympics, the 2004 Athens Olympics, and the 2016 Rio (de Janeiro) Olympics.)(3) Match the paragraphs with the main ideas.Para.1 A. Chinese women's volleyball team has confidence in the future.Para.2 B. Team cooperation played an important part in the match.Para.3 C. Chinese women's volleyball team's achievements.Para.4 D. The live report about Chinese women's volleyball match.Para.5 E. The disadvantages of Chinese women's volleyball team faced.Para.6 F. Chinese women's volleyball team won the match(Suggested answers: 1—D 2—C 3—E 4—F 5—B 6—A)(4) Language points.Master the words and phrases: burst，assign，opponent，comeback，defeat，nerve，seize，cooperation，teamwork，intense，burst onto，pay off，come true，once again，contribute to，be identified as，thanks to，ups and downs，make the greatest impression on。

B1U3 Family mattersJust a brother教案Learning Objectives: By the end of the class, students are able to1. To grasp the structure and the main idea of the passage;2. To know the characteristics of feature story;3. To deepen students’ understanding of family love. Students will be able to learn how toTeaching procedures:1.Freetalk: Ask students to watch a short video clip and talk about their siblings.Do you have siblings? How do you get along with them?2.Make a prediction: Ask students to predict the main idea of the passage accordingthe title and picture3 Read for main idea: Ask students to check their prediction and find out the main idea of the passage.Choose the main message of the passage C .A. Love and petition between the Brownlee brothers make them successful athletes.B. People have different opinions about Alistair Brownlee’s actions in the triathlon final.C. For Alistair Brownlee, family love is more important than winning the triathlon final.4.Read for structure: Guide students to find out the style and the structure of thepassage. (How many parts could a feature story be divided into?)5.Read for details: Ask students to read the passage again and find out the detail information.Para 23 Detail reading Ask students to find out the answers individually or cooperatively.1.What did Alistair do to help his brother?Alistair ran towards Jonny, caught him and started pulling him towards the finish line. Alistair then pushed his brother over the line.2.Why does Alistair think that having a brother is “an advantage”?Because having a brother trying to beat him at everything he does has been an enormously positive force on him.Para 41.How are opinions about the Brownlee brothers divided?Some people think the brothers should have been disqualified, while others think they should be highly praised for their actions2.What’s your opinion? please give your reasons.(Group discussion)6.Read for thinking: Ask students to read the example of Wu JianZhi and guidestudents to think about what have they done for their family members.Have you ever done something special for your family members like Alistar and Wu JianZhi? Let’s think and share.(Group discussion and share in front of class)7.Homework: Ask students to finish today’s homework after classLevel 1: Retell the story of the Brownlee brother using key words. Write it down.Level 2:Do you know any Chinese stories about family love? Share one with the class.。

课题：B3U3 Reading：Developing ideas 课型：新授课课时：Period 1-2 授课班级：高届班授课人：授课时间：学习目标：1.Ss can acquire the facts of Benjamin’s experiment;2.Ss can distinguish the true and false information of the experiment;3.Ss can have a better understanding of scientific spirits;4.Ss can think critically about what we have read and heard.教学重点：Ss can acquire the facts of Benjamin’s experiment.教学难点：Ss can distinguish the true and false information of the experiment.教学准备：1. Multi-media;2. Blackboard & chalk;3. Textbook ,etc.教学过程：◆Step1. Lead-in【教师活动】1.Greetings；2.Guess Time: Give Ss some clues and ask them to guess who the man is.a.He is one of the Founding Fathers of the United States.b.He helped draft the Declaration of Independence and the US Constitution.c.He was a leading American writer, printer and publisher, successful diplomat(外交官), creative scientist and inventor.d.He helped America become a new country.【学生活动】Ss guess the name of the man based on the clues given by the teacher.【设计意图】To activate Ss’ background information about Benjamin Franklin.◆Step2. Pre-reading【教师活动】Guide Ss to predict what will be mentioned in the text according to the title and the picture. 【学生活动】Ss look at the title and the picture, and then make a prediction of the content.【设计意图】To develop Ss’ reading ability to predict the main idea of an article.◆Step3. Fast Reading【教师活动】Ask Ss to read the text quickly and answer the questions.Q1: What’s the author’s view on the story of the experiment?Q2: What’s the genre of the passage?Q3: What’s the structure of the passage?【学生活动】Read the passage and answer the questions. If necessary, exchange ideas in groups.【设计意图】To develop Ss’ reading skill of skimming as well as the awareness of asking others for help.◆Step4. Careful ReadingTask1:【教师活动】Ask Ss to review the process of the lighting experiment conducted by Benjamin Franklin. 【学生活动】Ss read the passage to find out the materials and procedure of the experiment.【设计意图】To help Ss clearly understand the main process of the experiment.Task2:【教师活动】Ask Ss to read the passage carefully and find out the answers to the questions.Q1: Why was Benjamin’s experiment not entirely true?A1:Q2:Why do scientists question accepted ideas?A2:Q3:What is the author’s attitude towards such fictional stories? Why?A3:Q4: What is the author’s conclusion from the story?A4:【学生活动】Ss read the passage to find out the answers to the questions.【设计意图】To develop Ss’ reading ability of scanning and know more about the detailed information.Step5. Post-ReadingTask1:【教师活动】Ask Ss to number the statements to show how people’s attitudes towards Franklin’s experiment have changed.【学生活动】Ss number the statements based on their undertstanding of the text.【设计意图】Check Ss’ understanding of the text.Task2:【教师活动】Ask Ss to discuss the questions in groups.Q1: What scientific spirits do you think a great scientist should have？A1:Q2: In what ways do scientist's spirits contribute to the society?A2:【学生活动】Ss have an active discussion about the questions with their group members.【设计意图】To help Ss form the awarenesss of group cooperation and offer them an opportunity to exchange their ideas.◆Step6. Summary【教师活动】Guide Ss to sum up what they have learnt about the passage.【学生活动】Try to summarize the content of this class with the guidance of the teacher. 【设计意图】Exercise Ss’ ability of oral expression.◆Step7. HomeworkWrite a short passage within 80 words about the truth of the lighting experiment.◆板书设计：◆课后反思：◆二次备课补充：。

Unit 3 Developing ideas & Presenting ideas 名师教学设计●课时内容:Developing ideas分为两部分：第一部分介绍了本杰明·富兰克林的风筝实验。

富兰克林（Benjamin Franklin，1706年1月17日—1790年4月17日）出生于美国马萨诸塞州波士顿，美国政治家、物理学家。

据称在1752年，富兰克林进行了一项著名的实验：在雷雨天气中放风筝，以证明“雷电”是由电力造成的。

至今仍有不少人对于本杰明·富兰克林当年是否进行了这样的实验，或实验到底是如何进行的心存疑虑。

事实上，科学家们都认为如果本杰明·富兰克林真的用手触碰导下了雷电的钥匙，他将会因电击而死亡。

第二部分Writing an experiment report介绍了神奇的瓶子的实验。

该文章以实验报告的形式呈现，句式短小，采用祈使句的格式，简单易懂。

Presenting ideas部分主要让学生讨论身边常见的一些电器的发展、变化，例如：早期的录音机、电话及电脑等以及预想未来还将发生的改变，并用本单元所学知识进行描述。

●课时目标：1.掌握并记忆本课时的重点单词declaration，experiment，attach，conduct，account，proof，procedure以及短语be attached to，contribute to，come up with。

2.通过快速阅读、跳读等阅读方式，快速获取主要信息。

3.通过阅读本杰明·富兰克林的风筝实验，解决该部分设置的问题，培养学生分析问题、解决问题的思维品质。

●重点难点:重点：学会并掌握重点单词declaration，experiment，attach，conduct，account，proof，procedure以及短语be attached to，contribute to，come up with的用法。

第十一课时B1U3 Developing ideas ReadingHello, everybody. I am very glad to have this lesson with you. Today, we are going to learn the passage in Developing ideas of unit 3, book 1: Just a Brother.Are you ready for the class? Now let’s begin!► Just a Brother.Step 1: Analysis of the material► 本语篇以新闻特写的形式，记录了在2016年世界铁人三项系列赛墨西哥站的比赛中，来自英国的Brownlee兄弟共同演绎的一段“铁人兄弟、相扶共济”的动人佳话。

通过本节课的学习，同学们能够复述Brownlee兄弟的故事，掌握新闻特写的基本特征和常见的阅读方法，能够评判不同人物的观点，积极探索构建现代和谐家庭的新方式。

Step 2: Leading-in► Everyone, please open your book and turn to Page 32, look at Activity 1. Look at the words and expressions and choose the ones that can be applied to your relationship with your family members.► Here apply sth (to sth) means to use sth or make sth work in a particular situation 使用，应用。

Be applied to means 被应用于。

► L et’s look at the words and expressions together. Encourage, punish, support, compete against 与……竞争, judge, ► judge means to give your opinion about sb, especially when you disapprove of them 评价；鉴定；（尤指）批评，指责（对别人指指点点，说三道四）. We also have an idiom (习语) about judge, ► for example, d on’t judge a book by its cover. It is used to say that you should not form an opinion about sb/sth from their appearance only 勿以貌取人；勿只凭外表判断。