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新外研版高中英语必修3 Book 3 Unit 2
课时教学设计
课时名称 Book 3 Unit 2 Presenting ideas and Reflection
主题语境 人与自我---做人与做事
语篇类型 Speaking
授课时长 一个课时（40分钟）
教学分析
教学内容分析及信息结构图 Presenting ideas板块训练学生表达技能，请学生推选出“年度人物”，可以选择名人或者身边熟悉的人。学生在小组内描述优秀人物的事迹、成就和品格，陈述自己推荐他/她的理由，与小组成员交流、协商、合作最终达成共识，推选出小组内公认的“年度人物”并在全班进行展示。通过分享信息、表达观点、展示成果、反思自身等一系列应用实践与迁移创新活动，加深学生对本单元主题的理解，深入了人物的善德品行，丰富对优秀品行的认同，树立正确的价值观和人生态度。 Reflection板块引导学生回顾本单元所学，及时对自己的学习行为和效果做出评估和判断，反思并改进。
学情分析 学生在 Using language 的词汇环节学习了描述人物性格的相关内容，学生对于人物故事有了一些了解，但是还需要进一步拓展，尤其是与日常生活相联系。
课时教学目标 通过本课学习，学生能够： 1. 通过本单元的学习,更深一层理解人物的善德品行,根据自己的理解推选出心目中的“年度人物”。 2. 运用本单元所学语言描述优秀人物的事迹、成就和品格,并说明自己推荐TA的理由。 3. 恰当表达自己的观点,并通过小组成员合作达成最终意见,完成汇报工作。 4. 学会使用Useful expressions 中的句型。
教学重点、难点 1.运用本单元所学语言描述优秀人物的事迹、成就和品格，并说明推荐该人物的理由； 2. 引导学生从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。 3. 恰当、得体地表达自己的观点，与小组成员交流、协商并达成共识，完成汇报任务。
教学策略 元认知策略、认知策略、交际策略和情感策略
教学手段 PPT; multimedia; online resources
Teaching Procedure Note: T(老师), Ss(学生), Iw(个人活动), Pw(同桌互动), Gw(小组集体活动), Cw(班级体活动)
Teaching Steps Activity Level Teacher’s Activity Students’ Activity Assessment
Step 1 Iw 1. T guides Ss to think and answer: What qualities should “Person of the Year” possess 2. T invites one student to give an example by guiding him / her to answer: Who do you want to recommend What achievements did he / she make What personal qualities does she / he possess Why do you recommend him / her 3. T asks Ss to complete the form about the person. 1. Ss voice their opinions on the qualities of “Person of the Year”. 2. Ss complete the form in Activity 1 after listening to the demonstration from the T and one student. To lead in the task and provide a demonstration.
设计意图 带领学生通过本单元的学习，从更深的层次进一步理解人物的乐于助人，热心公益事业的善德品行，根据自己的理解推选出心目中的“年度人物”。
Step 2 Iw/Gw 1. T directs Ss’ attention to “Useful expressions” and encourages them to use the expressions when sharing and discussing in groups. 2. T asks Ss to work in groups, taking turns to share their candidates of “Person of the Year”, and eventually reaching agreement on the group’s “Person of the Year” and choose one presenter. Meanwhile, T monitors and provides support and assistance if needed. 3. T introduces the rules of evaluation. Ss work in groups, talk about their “Person of the Year” and choose the best one in their group as a presenter. 1. To consolidate the language for recommendation and show opinions. 2. To develop students' ability of cooperative inquiry and learn to listen and express within the group.
设计意图 让学生积累相应的与话题有关的常用表达，介绍相关对学生的sharing的评价规则，锻炼学生自圆其说，并勇敢的把自己的观点清晰准确的表达出来的能力。
Step 3 Cw 1. T invites several groups to recommend their “Person of the Year”, with the rest of the class listening actively and evaluating. 2. T invites Ss to give comments on the presentations. 1. Ss do presentations in class. 2. Ss vote for the “Person of the Year”. To develop students' comprehensive ability of language use.
设计意图 学习语言的最高境界是能灵活运用它，在使用中不断学习和完善，引导学生使用恰当语言表达自己的观点，通过报告调查结果，培养学生语言表达能力，并通过小组成员合作达成最终意见，完成汇报工作。
Step 4 Iw T’s Reflection 1. T guides Ss to recall what they’ve learnt in this unit. 2. T asks Ss to complete “Reflection” page. 3. T also needs to reflect on the teaching. It’s better to make a summary of it. T can do the reflection by thinking of the following questions: (1). Can Ss understand topics and articles about Charity Can Ss properly use the language(including words,expression, relevant grammar and writing) learnt to express themselves (2). Can Ss be aware of the charity organizations across the world Can Ss get to know the differences and similarities of being willing to help others between Chinese culture and western culture Can Ss offer to help others, take part in the voluntary work and strengthen their social responsibilities (3). Can Ss make comments on the people making great contributions to society by learning their deeds Can Ss go deeper into the articles to form their own opinions of the articles Can Ss consciously cultivate their qualities of caring about themselves and others and raise their awareness of serving the society (4). Can Ss know about charities and role models outside China to arouse their interest in English Learning Can Ss gain other English learning resources through other ways Can Ss use the proper strategies or ways to monitor, evaluate, reflect on and even adjust their learning contents and processes Ss’ Reflection 1. Ss rate their performance in this unit, summarize what they’ve learnt and think about what they need to improve. 2. Ss can do the following things to make improvements. T gives them help if needed. (1). Ss rate their performances in studies according to the given contents in the book. (2). Ss make s summary of what they have learnt about the unit. (3). Ss come up with some ways to make some improvements after the self-evaluation and self-analysis. (4). Ss communicate with the T to explore ways to make improvements and better learning strategies according to the results of self-evaluation. To guide Ss to rate their performance, go over the unit, and think about effective ways to make improvements.
设计意图 俗话：“学而不思则罔，思而不学则殆”。引导学生反思是十分有必要的。本环节是整个单元的总体回顾和反思，让学生利用元认知策略了解自己的收获与不足，让学生看到他们学到的东西，提升学生的学习成就感，反思自己不足的，以求扬长补短，精益求精，百尺竿头更进一步。
板书设计
案例解析 本课是对本单元的巩固提升，通过写、说等形式让学生单元话题当中 运用所学习到词汇和表达。通过年度人物的相关材料的呈现，尤其是用口语进行呈现出来，让学生有语言获得方面的成就感。同时，让学生加深对单元话题的理解，并引导学生关注优秀人物品质，从而树立积极向上的奉献、奋斗精神。引导学生对本单元的学习成果做自我评估，对于巩固学习是十分有益的。

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