1、2019外研版选择性必修一 Unit 3 Developing ideas板块教学设计（建议时长8090分钟，教师可根据教学实际酌情调整。）课型Reading + Writing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从另一角度反映单元主题的课文，语篇类型为新闻报道。课文介绍了中国女排如何凭借坚韧不拔的毅力和奋斗精神以及团队合作精神战胜困难，赢得各类国际赛事，成为名副其实的世界冠军。读写部分介绍了一项4*100米接力赛的比赛场景。通过这一板块的学习，学生能够更深入理解团队精神的重要性，学会介绍中国女排的成功事迹，增强民族自信心和自豪感，同时初步掌握场景
2、描写的特征和方法，能够用场景描写介绍一个体育赛事。教学目标在本板块学习结束时，学生能够：1. 理解课文内容，总结出中国女排成功的经验；2. 联系自身的学习与生活，深入思考女排精神对自己学习态度、生活态度和价值观的影响；3. 掌握场景描写的特征和方法，运用本单元所学语言知识，通过观察，学会细腻地描述场景并根据课后要求描述一段体育场景。教学重点1. 介绍中国女排的成功事迹；2. 引导学生深入理解团队精神的重要性。教学难点引导学生初步掌握场景描写的特征和方法，能够用场景描写介绍一个体育赛事，增强民族自信心和自豪感。教学策略P-W-P模式Teaching contentsProceduresPurpo
3、ses Teachers activityStudents activityActivity 11. Teacher asks students to look at the pictures and describe the scenes presented by the pictures. 2. Teacher divides the class into groups and asks them to discuss the differences between team sports and individual sports. Then asks students to
4、 think of some famous sports teams and give the reasons why they are famous.3. Teacher asks some students to share their answers with the class, and asks other students to make supplements.1. Students look at the pictures and describe the scenes presented by the pictures.2. Students discuss the diff
5、erences between team sports and individual sports. Then think of some famous sports teams and give the reasons why they are famous.3. Some students share their answers with the class, and other students make supplements.To activate students theme-related background knowledge.Activity 21. Teacher ask
6、s students to read the passage and find out all the events mentioned.2. Teacher checks the answer with the class. 1. Students read the passage and find out all the events mentioned.2. Students check the answer with the teacher.To train students to read a passage with tasks and find out the key infor
7、mation.Learning to learn1. Teacher asks students to read Learning to learn individually and understand the content and use of setting a scene.2. Teacher asks students to read the passage again and find out the words, phrases and sentences for setting a scene.1. Students read Learni
8、ng to learn individually and understand the content and function of setting a scene.2. Students read the passage again and find out the words, phrases and sentences for setting a scene.To help students to understand the content and function of setting a scene.Activity 31. Teacher asks students
9、 to review the features of facts and opinions and the differences between them.2. Teacher asks students to read the sentences and decide if they are facts (F) or opinions (O).3. Teacher checks the answers with the class.1. Students review the features of facts and opinions and the differences betwee
10、n them.2. Students read the sentences and decide if they are facts (F) or opinions (O).3. Students check the answers with the teacher.To test students understanding of the passage.Think & Share1. Teacher divides students into groups to discuss the answers to the four
11、questions.2. Teacher invites some students to answer the questions and other students to make supplements or free discussion.1. Students work in groups to discuss the answers to the four questions. 2. Some students answer the questions and other students make supplements or free discussi
12、on.1. To help students further understand the topic of the passage.2. To help students transfer and develop their knowledge and thinking ability.Activity 41. Teacher asks students to work in groups to discuss the spirit of the Chinese womens volleyball team.2. Teacher asks students to complete the m
13、ind map with their ideas and the examples that support them.3. Teacher asks some students to give a talk to the class.1. Students work in groups to discuss the spirit of the Chinese womens volleyball team.2. Students complete the mind map with their ideas and the examples that support them.3. Some s
14、tudents give a talk to the class.To inspire students to think and express opinion, thus fostering their language using ability and creative thinking ability.Activity 51. Teacher asks students to first read the questions below the passage and then predict the answers according to the picture.2. Teach
15、er asks students to read the passage with questions and think about what they should pay attention to when describing scenes.3. Teacher asks some students to give their answers and asks other students to make supplements.1. Students read the questions below the passage and then predict the answers a
16、ccording to the picture.2. Students read the passage with questions and think about what they should pay attention to when describing scenes.3. Some students give their answers and other students make supplements.To get students familiar with the writing content and master some useful expressions fo
17、r describing a sporting moment.Activities 6-71. Teacher asks students to think about an unforgettable sporting moment they have experienced.2. Teacher asks students to complete the table in Activity 6 with the key information from the unforgettable sporting moment.3. Teacher directs students to writ
18、e a passage describing the sporting moment according to the key information in the table and use the skill of setting a scene in “Learning to learn” in page 32 of the text book.4. Teacher asks students to work in pairs and make improvements to each others passages.5. Teacher invites some students to
19、 share their passages with the class.1. Students think about an unforgettable sporting moment they have experienced.2. Students complete the table in Activity 6 with the key information from the unforgettable sporting moment.3. Students write a passage describing the sporting moment according to the
20、 key information in the table and use the skill of setting a scene in “Learning to learn” in page 32 of the text book.4. Students work in pairs and make improvements to each others passages.5. Some students share their passages with the class.To have students write a passage according to the provided structure and make full use of the language knowledge, skills and strategies in this unit.
