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新外研版高中英语必修3 Book 3 Unit 5
课时教学设计
课时名称 Book 3 Unit 5 Presenting ideas and Reflection
主题语境 人与自然—描述探险故事
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部分重点训练学生的表达技能，要求学生在组内分享一个探险故事，然后小组推选出一个故事并在全班分享。通过完成本部分的活动，学生复习巩固本单元所学内容，并在真实的情境下加以运用和实践。
学情分析 学生在初中学习过与本单元主题语境相关的话题，高中必修一和必修二也学习过与“人与自然”主题相关的内容，但是对探险精神、积极的生活态度、正确的人生态度的话题知识了解较少。学生在之前的学习中积累了一些与话题相关的词汇与表达，如risk, dangerous, failure等，但学生尚不能使用较为复杂的语言和词汇来表达对探险的观点，如risk-taking, worth sth, toughness等。同时学生对于语法过去将来时的理解和运用不到位，如对过去将来时和一般将来时的区分混淆等。学生能够用英语简单表达态度、进行评价，能够在读看的过程中获取细节信息，但综合运用读、看、写等语言能力分析语篇、表达观点的能力有待提高。学生能够通过比较，识别各种信息之间的主次关系，但鉴别信息价值的能力较差，运用批判性思维形成自己观点的能力有待提升。
课时教学目标 1.通过本单元的学习，加深对探险这一主题的理解，讲一个自己读过或听说的探险故事。 2.运用本单元所学语言，借助所给图片提示启发思考，记叙和描述故事的历险经历、心理过程、情感变化。 3.与小组成员分享故事，对其他组员的故事予以评价，并与小组成员合作完成班级分享交流。
教学重点、难点 1.讲一个自己读过或听说的探险故事,记叙和描述故事的历险经历、心理过程、情感变化。 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.引导学生在小组内合理分工，充分发表自己的观点并记录他人观点； 4.引导学生养成自我评价的好习惯。
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
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 asks Ss to review what’s been learned and presents some photos or videos about adventure stories. 2.T asks Ss to think of an adventure story and make notes in the table on textbook. 3. T asks Ss to write down the story and share it with the class. 1.Ss talk about what’s been learned and share their opinions on the photos and videos. 2.Ss think of an adventure story and make notes in the table on textbook. 3. Ss write down the story. 1. Ss are recalled from previous knowledge points. 2. Ss are introduced to the topics of study. 3. Ss are guided to brainstorm. 4. Ss are asked to write down their ideas.
设计意图 教师带领学生看图片或视频，引导学生结合本单元所学内容头脑风暴，回顾自己读过或听过的探险故事，激活已有的语言、背景知识，激发对话题的兴趣，根据表格写出故事梗概。
Step 2 Gw 1.T divides Ss into several groups, with each group having a leader, a note-taker and 2–4 idea providers. 2.T asks Ss to work in groups, share their ideas and prepare a short presentation by using the useful expressions on textbook. 1.Ss take different roles in their group. 2.Ss work in groups, share their ideas and prepare a short presentation by using the useful expressions on textbook. 1. Ss are expected to work as a team. 2. Ss are expected to find their place in the team and do their job well. 3. Ss are expected to express themselves well and tell a good story.
设计意图 教师指导学生开展小组活动、安排组内不同角色，讲述探险故事并在全班分享。学生运用书中提供的实用表达，在小组内分享各自的探险故事。
Step 3 Gw 1.Ss are asked to choose the best story or conclude a story in group. 2.T invites every group to volunteer to do presentations in class. 3.T asks Ss to vote for the best story. 1.Ss choose the best story or conclude a story in group. 2.Ss give presentations in class. 3.Ss vote for the best story. 1. Ss are asked to choose the best story or make a good conclusion. 2. Ss are asked to select the best story. 3. Ss are expected to improve their summarizing and tasting skills.
设计意图 小组内部开展评比或整合故事，推选出小组最受欢迎的探险故事，提高学生地品鉴能力或总结能力。教师邀请各小组派代表在全班分享本组的探险故事，鼓励学生勇敢表达并借此机会拓展词汇。
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” on page 60. 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: 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 it as follow and T gives them help if needed: (1) Ss rate their performances in studies according to the given contents in Ss are guided to rate their performance, review the unit and think about ways to make improvement.
(1) Can students understand topics. (2) Can Ss use the language (including words, expressions, relevant grammar and writing) learnt to express themselves (3) Can Ss be aware of the true spirit of adventure and learn anything from it (4) Can Ss write a story of adventure of their own or somebody else And can Ss make comments on the adventure story other people write. the book. (2) Ss make summary on 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.
设计意图 评价绩效，审查单元，并思考改进方法。
板书设计
案例解析 英语口语教学的目标是培养和训练学生的口头交际能力，是英语教学的目标之一。英语口语教学是加强培养学生把所获得的信息用语言知识、语言信息转换成口头交际的过程。英语口语教学不仅要是学生系统地掌握英语日常口语，了解语言的文化含义，最重要的是要促进学生思辨能力的形成和发展，提高学生运用知识思考分析能力、提出见解能力。英语口语教学成为以口语教学理论为指导，在特定环境下对学生的口头交际能力进行培养。这个单元的主题语境是人与自然，涉及到人探索自然、挑战自我的精神，从口语能力方面看，我们要求学生平时做好素材积累的准备以及培养发散思维、头脑风暴等方面的能力。运用合理的教学模式和教学手段，以团队的形式，让学生对所获得的英语语言知识进行加工重组，讨论探险经验，产出探险故事。从学生德育教育和为人处世方面来看，本单元主题体现了人类的探险精神，鼓励学生勇于探索自然、挑战自己。 本节课需要提高或改进的地方在于大部分学生没有探险经历，教师应该要求学生课前搜集探险故事，了解更多探险家，深入体会探险精神。

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