【新教材】5.3 Developing ideas 教学设计-外研版高中英语必修第三册

外研版新教材必修（二）第二单元Developing Ideas阅读课新标准《英语》必修第二册Unit 2Time for a Change?阅读课教学案例课型:Reading主题语境：人与社会---思考传统节日的演变与传播、增强中华文化认同感内容分析：本节阅读课是外语教学与研究出版社出版的高中英语新教材必修第二册第二单元Developing ideas的文章“Time For a Change?”。

本篇课文主要包括两篇读者的来信，对于年夜饭应该在哪里吃表达了不同观点，进而促进学生思考：传统习俗是否应该改变？文章旨在引发学生深入思考问题，发展批评性思维。

学情分析：本节课为高一上学期内容，内容切近学生生活实际，学生经过了必修第一册的学习，已经初步了解新教材阅读课的要求，逐步培养了相关的阅读技能，但在精准提取有效信息，理解细节信息，对于某一现象进行批评方面，学生还需进一步努力。

教学目标：1.引导学生通过阅读课文，了解两篇来信的主旨大意。

2.引导学生通过上下文，每个段落的主要思想和关键信息，并学习从文章中获取支持性信息点。

3.引导学生通过理解课文内容，了解传统节日的变迁，培养学生敢于发表自己的观点并提出批评。

4. 引导学生通过学习用文章中的结构、单词、句子等来写一篇议论文。

教学重点：1.引导学生通过理解课文内容，加深对主题的理解。

2.引导学生深度挖掘主题内涵，根据语境进行语言输出。

教学难点：利用所学新的表达，即时应用，写一篇议论文。

教学策略：任务型教学策略、P-W-P模式Teaching procedures:Lead-in:Teacher’s activity1. The teacher asks the students to watch the video with the question. What traditions are mentioned to celebrate the Spring Festival?2. The teacher asks the students to answer the question.What traditions are mentioned to celebrate the Spring Festival?Students’ activity1. The students watch the video.2. The students answer the question mentioned above.The purposeTo have the students understand the related topic of this passage.Activity 1Teacher’s activity1. The teacher asks the students to read the whole passage quickly and silently and find the main idea of the passage.2. The teacher asks the students to read the whole passage again the main idea of each paragraph.Students’ activity1. The students read the whole passage quickly and silently and find the main idea of the passage.2. The students read the whole passage again the main idea of each paragraph.The purposeTo have the students grasp the general idea of the passage.Activity 2Teacher’s activity1. The teacher asks the students to read the first part on page 20, and answer the following questions.2. The teacher asks the students to find more supporting details.3. The teacher asks the students to read the second part on page 21, and answer the following questions.4. The teacher asks the students to find more supporting details.Students’ activity1. The students answer the question of the first part on page 20.2. The students find more detailed information to support the answers.3. The students answer the question of the second part on page 21.4. The students find more detailed information to support the answers.The purposeTo examine how many students have grasped the detailed information, and cultivate students’ability to read deeply.Activity 3Teacher’s activity1. The teacher asks the students to answer the questions on the PPT.2. The teacher asks the students to discuss the questions in groups.Students’ activity1. The students try to find out the answers.2. The students share the answers.The purposeTo examine how much students have grasped the detailed information, and cultivate students’ability to read deeply.Activity 4Teacher’s activityThe teacher asks the students to explain their own perspectives.Students’ activityThe students explain their own point of view.The purposeTo have the students develop the ability to think critically.Activity 5Teacher’s activityThe teacher asks students to complete the cloze based on the text.Students’ activityThe students fill in the blanks in the cloze based on the text.The purposeHave the students consolidate the main content of the passage and try the type of New College Entrance Examination.Activity 6Teacher’s activit y1. The teacher asks the students to answer the question.Do you know other changes of traditions related to the Spring Festival? What are they?2. The teacher invites some groups to share their opinions.Students’ activity1. The students answer the questions.2. The students share their thoughts in the class.The purposeTo have the students develop abilities to dig the theme.Activity 7HomeworkTeacher’s activityThe teacher asks students to design a poster with their group to introduce the Chinese Spring Festival.Students’ activityThe students design posters with group members after class and give brief description about it.The purposeTo have the students better understand our main topic in real life.教后反思：本节课的授课地点是莒县文心高中，学生是高一年级，是我名师工作室成员校班级，作为观摩课供老师们研讨学习，本节阅读课受到了老师们的高度评价。

高一英语教案第周月日- 月日1课时主备人授课时间月日课型新授课题Developing ideas and writing 授课人教学内容&分析1.To enable the ss to have a better understanding of the story and tell the personalities of each character.2.To grasp the basic features of short novel and the common reading methods.3.To learn about the themes and endings of the stories by O. Henry.4 To improve the ss’ ability of writing.教学目标By the end of today’s class, students are expected to be able to:1. get a better understanding of friendship and form the proper views of friendship.2. view friendship dialectically and form the proper views of the world and life.3. write a suitable ending to a story.重难点1. How to explain the features of short story and the common reading methods.2. How to write a suitable ending to a story.教学方法Learner – Centered MethodTask-based Method教学设计二次备课（手写）目标导入By the end of today’s class, we will be able to:1. get a better understanding of friendship and form the proper views of friendship.2. view friendship dialectically and form the proper views of the world and life.3. write a suitable ending to a story.教学过程Preview:1.阅读以下句子，勾出先行词。

Part ⅢDeveloping ideasAn Encounter with NatureAs a nature photographer, I have to brave the elements.But despite the wind and the rain, I still enjoy working outside in the wild.One of the best things about this job is (1)that you can observe animals in their natural environment.My favourite place to take photos is Yellowstone National Park.As the world’s first national park, Yellowstone is famous for the variety of its wildlife, but it is probably best known for its bears.These huge, strong animals can live for 30 years.Despite a weight of up to 300 kilograms, they can run at a speed of around 64 kilometres per hour and are also excellent swimmers.Last spring in Yellowstone, I followed a path (2)that took me through a dark forest.(3)When I finally stepped out of the trees, the view was breathtaking.An eagle flew over the snow-capped mountains, (4)which were reflected in the still lake below.(5)While I was concentrating on photographing this amazing scene，I suddenly had a feeling that I was being watched.Slowly, and with the camera still held to my eye, I turned...and froze.Only meters away from me was a bear.(6)With water falling off its thick, brown hair, the bear stared back at me.Time stood still as the bear and I both waited to see (7)who would move first.My legs started shaking.Somehow, I forced my finger to press the button.A second later, the bear turned and ran back into the forest.(8)When I recovered from the shock, I looked at my camera.My most frightening but magical experience was now captured forever in a single image.From time to time I look at the photo as a reminder to show respect to all animals.(9)It is after all we who are the visitors to their world.(1)that引导表语从句，无意义，也不作句子成分。

新外研社高中英语必修三Developing ideas教学设计教学目标：By the end of this period, students will be able to:1.Get the main idea of the text and have a better understanding of “Little White Lies”;2.Understand the structure and stylistic features of an essay and improve your thinking skills as well as language use abilities;3.Learn to analyse and solve problems in real life by using proper evidences to support your ideas.教学重难点：Master the skills of discourse analysis and appreciate the beauty of language.教学方法：P-W-P教学法，Task-based Teaching MethodStep ⅠLead-inLook at the pictures.What would you say if you were student B?Suggested answers:B:Oh,sorry to hear that.But I did no better than you.B:Come on.Actually you did well.I did worse than you.B:Well,I did just so-so.Step ⅠWhile-readingActivity1Read for the main ideaRead the passage and find out the meaning of“white lies”.Suggested answer:White lies are little lies that we tell to protect others from the truth.Activity2Read for detailed informationComplete the diagram with information from the passage.Learning to learnAn essay usually consists of three parts:introduction,main body and conclusion.Start with an introduction that contains the aims and an overview of the essay.The main body of an essay is a series of paragraphs that explore and develop your argument.The conclusion contains a summary of your ideas—do not introduce any new material here!End your essay by linking your conclusion back to the essay title.Suggested answers:IntroductionWe know lying is wrong,so why do we tell white lies?Main bodyThink and shareOh,what a tangled web we weave,When first we practise to deceive!1.What does the “web” in the poem represent?2.What would you do in the situations described in the passage?3.What do you think is the difference between a lie and a white lie?4.How would you feel if you were told a white lie? Share your experience with the class if this has happened to you.Suggested answers:1.It represents a complicated situation,in which once we tell a lie,we have to continue to tell more other lies in order to cover the previous ones.2.Students’ own answers.3.A lie is told to cover the truth in order to benefit yourself,which can be harmful to others.A white lie is told to avoid hurting others,without bad intention.4.Students’ own answers.Step ⅠPost-readingGroup work:Give a talk on the importance of honesty following the steps below.•Explain what honesty is.•Give reasons for the importance of being honest.•Support your reasons with examples.•End with your conclusion.Step ⅠHomeworkLanguage points and translation1.Moreover,how you feel if you discovered that the people closest to you (hide) the truth from you?【翻译】而且,当你发现身边最亲近的人在对你隐瞒真相时,你又会有怎样的感受呢?【解析】本句表示与现在事实相反的情况,所以使用虚拟语气。