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新外研版高中英语必修3 Book 3 Unit 1
课时教学设计
课时名称 Book 3 Unit 1 Writing
主题语境 人与社会——建立并保持良好的人际关系
语篇类型 Fable
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 读写部分提供了一则寓言，通过几个问题帮助学生理解其大意并引发对寓言的寓意——人与人之间保持合适距离的思考。通过完成活动任务，学生理解和掌握议论文的文章结构和观点论述的方法，进一步加深对认识自我、尊重他人、维护良好人际关系的思考。
学情分析 良好人际关系是学生必备的优秀品质，教师要引导学生如何在日常生活中与他人相处，并形成优良的人际关系。本单元介绍了青少年常见的情绪表现和性格特点，帮助学生主动认识到自己和同龄人在成长过程中会遇到的人际关系问题，并学会正确看待和解决这些问题学习如何建立和保持良好的人际关系是青少年成长过程中的重要问题。通过本单元学习，学生能够对处理人际关系有正确的态度，初步掌握处理人际关系的方法。
课时教学目标 通过本课学习，学生能够： 1.能够独立阅读并理解文章大意及主题。 2.能够根据语篇结构和主旨，简要概括文章内容。 3.能够深入理解文章主旨，并进行反思，联系实际，提出自己的观点，并选用合理、恰当的实例来论证自己的观点。 4. 通过展示电视剧《小欢喜》里英子和妈妈的矛盾，让学生明白——人与人之间保持合适距离的思考。
教学重点、难点 引导学生基于语篇学习，理解并掌握语篇的文体特点和组织方式，从而进行summary的写作。 2.引导学生深入思考文章主旨，联系实际，提出自身观点，并进行举例论证。 3.引导学生深入思考文章主旨，联系实际，并运用所学，组织语言，提出自身观点，进行举例论证。
教学策略 Task-based learning, communicative approach and cooperation-study method
教学手段 PPT; Multimedia
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 Before-reading Cw T asks Ss to watch a video and figure out what is a porcupine Ss watch the video about the conflict between porcupine and leopard To make students figure out what a porcupine is and how strong they are.
设计意图 导入环节：学生通过观看视频明白“什么是豪猪？”以及它们的特点，吸引学生的关注和兴趣，为下一步教学做好铺垫与准备。
Step 2 While-reading Cw T asks Ss to predict what the porcupine dilemma maybe. Ss observe the picture and share their imagination with the other students. To let Ss make use of their imagination and logic to predict.
设计意图 学生通过看图，运用想象力和逻辑去预测豪猪的困境，便于加深对文章的理解。
Step 3 While-reading Iw T asks Ss to read the fable. While reading, T reminds Ss to pay special attention to the title and the ending. 1. Ss understand that the passage is about the dilemma, and not about porcupine. 2. Ss understand that the passage is about finding ideal distance, and not about being independent. 3. Finish exercise 5. 1.To know what a fable is. 2. To get the main idea of the fable and understand the lesson it conveys.
设计意图 通过教师提示，学生要知道什么是寓言、理解寓言的大意和寓意。
Step 4 Retelling Cw T explains to Ss what a fable is. And T asks Ss to think about the structure of a fable and make a summary of it. 2. T asks Ss to read one more fable and lead them to make a summary of it. 1.Ss try to figure out the structure of a fable after reading the story and the explanation from T: main ideas + lesson and make a summary of it. 2. Ss read the fable “The Cock and the Jewel” and make a summary of it. To make Ss clear about the structure of a fable, and then lead them to make a summary of a fable according to the structure.
设计意图 让学生了解寓言的结构，然后引导学生根据结构对寓言进行总结。
Step 5 Post-reading Cw/Iw Watch Yingzi’s story and thinking: 1. Is there a necessary distance between parents and children What is the ideal distance between parents and children share your ideas with us. 3. What is Yingzi interested in 4. Does her mother support her hobby Why 5. Which university does Yingzi want to go Why 6. Do you think they love each other 7. Do you think they will get along well with each other in the future if they didn’t do anything about it Ss watch the clip carefully and discuss the questions with deskmates. Ss are expected to cover the following key points: 1.Yes, there is. It is necessary to keep a certain distance between parents and children, which can enable better communication between parents and children, with the help of parents, let children have independent spirit, so as to perfect their own life. 2.Open answer. 3. Yingzi is interested in space agency. 4. No, she doesn’t. Her mother wants her to go to Tsinghua University or Peking University and doesn't want her to go too far from home. 5. Nanjing university. She loves astronomy. When she learned that the astronomy program of Nanjing University was ranked first in China, she was determined to apply. for it. 6. Of course they love each other. 7. They won't get along very well. Because the conflict is always there, they do not resolve, the gap will become serious. To arouse Ss’ interests about how to deal with the relationship between kids and parents and think about the ideal distance between these two.
设计意图 通过引出电视剧《小欢喜》中英子和她妈妈的矛盾，让学生回答几个问题，激发学生对如何处理孩子和父母之间关系的兴趣，并思考两者之间理想的距离，同时也跟本单元的主题“如何建立良好的人际关系”契合。
Step 6 Group-work Gw T guides Ss to please give some pactical suggestions to her and her mother. Different students are responsible to give suggestions to her and her mother and then exchange ideas in group. To imagine you were friends of Yingzi and tried to feel how she and her mother feel and give your helping hand.
设计意图 老师让学生想象TA们是英子的朋友，试着感受她和她母亲的感受，伸出援助之手。利于提高学生的表达能力。
Step 7 Further- thinking Cw T ask Ss to think about more examples from the real life situation about the ideal distance. Ss try to think about more examples from the real life situation about the ideal distance besides that between kids and parents. To inspire students to relate to their own life experiences with different kinds of people. To prepare for the part of the thoughts of the final writing.
设计意图 启发学生将自己的生活经历与不同类型的人联系起来，同时也为后续的写作做好铺垫。
Step 8 Iw T asks Ss to write down what they learned in this class. Requirements: Summarizing the fable and giving some examples from our real life about the ideal distance among people. To practice writing an argumentative essay with the given structures and sentence patterns.
设计意图 练习用给定的结构和句型写一篇议论文，检验学生对所学内容的把握程度。
Step 9 Gw 1. T encourages Ss to work in groups to share more supporting examples of the same dilemma in their real lives. 2. T asks Ss to combine their viewpoints and their examples together and write it into a passage. 1. Ss work together, list examples and pick out the most reasonable ones. 2. Ss follow the useful expressions in exercise 6 while writing. In the form of group work, students express their opinions and form an argumentative essay.
设计意图 产出环节：通过小组合作的形式，学生把各自的观点表述出来，形成一篇议论文。
Step 10 Pw 1. T shows the criteria of a good composition and demonstrates how to judge a composition. 2. T asks students to show their essays to the class, and invites others to make comments. Ss share and perform peer evaluation. To improve writing skills through peer evaluation.
设计意图 学生展示环节：教师给出评判作文标准的要求，鼓励学生当“小老师”，依据要求去评判同学写的作文，有助于提高学生的表达能力。
板书设计 Unit 1 Writing Useful expressions: We have chosen to talk about the quotation… The main message of this quotation is… In daily life, … Another example is… In conclusion, this quotation teaches us that…
案例解析 在此次writing 的教学过程中，着重在引导学生认识文体结构以及引导学生依托真实语境，联系实际，提出个人观点，并进行论证。一方面，有利于引导学生关注文体结构，并进行模仿以及归纳总结；另一方面也有利于学生 思辨能力的提升，学会深入思考而不是浮于表面。 因此，这也启示我们在今后的教学中，不仅要关注文本知识，关注基础，同时，更重要的是调动学生的思维，真正地把输入转变为输出。

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