【新教材2019版】1.3 Developing ideas 教学设计(2)-外研版高中英语必修第一册
Unit 1 A new startPeriod 3 Developing ideas—high school hints本课是高中英语新教材Unit 1的第三课时，主要讲述了一位考上大学的新生对于自己高中生活的回顾，是一篇访谈类文章。
【教学目标】一、语言能力目标1. Learn some important words and expressions that are used to describe one’s school life.2. Write an essay about how to spend your high school’s life.3. Learn some other sayings about life.4. Review some important words and expressions that are used to describe your school life.5. Write an essay about how to spend your school life, using expressions and sentences of unit 1.二、文化意识目标1、获得相关文化知识，正确处理校园人际关系，树立积极生活、学习的价值观。
2、培养自尊、自强、自立的良好品格，具备一定的跨文化交际能力。
三、思维品质目标1、能够梳理、概括写作信息，独立整合语言篇章结构。
2、能够创造性地表达自己的观点，具备多元思维意识和创新思维能力。
四、学习能力目标1、树立正确的英语学习观，保持对英语的学习兴趣，具有明确的学习目标。
2、能够多渠道获取英语学习资源，有效规划学习时间和学习任务。
【核心素养】一、语言能力：1. 能够理解该语篇资源和内容，了解对话类文章的写作特点。
2. 通过阅读语篇，了解作者的情感态度、价值取向、思维脉络和思维特点。
3. 通过阅读语篇，能够理解语篇的深层次含义。
二、文化意识：1. 通过阅读语篇，能够感知语言学习中的文化意涵，树立世界眼光，增进国际理解。
2. 通过阅读语篇，能够认识文化多样性，对不同文化持尊重态度和包容态度。
3. 通过阅读语篇，能够意识到彼此的文化差异，调整交际策略，有效进行跨文化沟通。
4. 通过阅读语篇，能够提升对优秀文化的内涵的理解和鉴别，培养健康的审美情趣和积极的道德情感，树立正确的价值观。
三、思维品质：1. 通过阅读语篇，能够提取共同特征，新城新的简单概念，并解释新的问题。
2. 通过阅读语篇，能够分析和评价语篇所承载的观点、态度、情感和意图。
3. 通过阅读语篇，帮助学生学会观察、比较、分析、推断、归纳等思维方式，提高思维品质。
四、学习能力：1. 热爱新学校，新班级和新同学，参与各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
2. 认识到英语学习的重要性，对英语学习感兴趣，有学习动力和学习计划。
3. 掌握英语学习的常用方法和策略，有学好英语的决心和克服困难的意志。
【主题语境】人与自我——学校生活【语篇类型】记叙文3. 文化意识：了解英语国家中学教育的大致情况，通过对比，思考我国中学教育。
4. 情感态度：热爱新学校，新班级和新同学，参与各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
4. 学习策略：（1）元认知策略：及时发现学习中的问题，善于分析成因，制订切合实际的目标；根据目标，实施并监控计划的实施过程和效果，根据需要调整自己的目标与计划；进行阶段性反思和总结，分析存在的问题和取得的学习成效，归纳和总结有效的方法，提高学习效率。
（2）认知策略：通过观察、比较、分类和总结等手段，概括具体语言形式的结构、意义和使用规律；通过观察、比较、分类和总结等手段，概括语篇的文体、语言和结构的特点，概括作者如何根据不同的交际目的选择不同的文本形式；在听和读的过程中，借助情境和上下文猜测词义或推测段落大意；根据主题表达的需要，列出主要信息，组织基本信息结构。
（3）交际策略：借助语音、语调、重音和节奏的变化以及眼神、手势等手段进行交流；监控交际中语言运用的得体性，并根据需要作出相应调整。
（4）情感策略：针对在学习过程中出现的焦虑或急躁情绪，能分析原因，采用有效方法进行自我调整，有毅力坚持学习；有浓厚的英语学习兴趣和愿望，积极争取获得各种练习和运用英语的机会。
1. get the students to understand the texts well2.get the students to know the school life多媒体课件、教材、教辅Step 1: Lead-in (Discuss and compare)T: Hello,everybody! We have studied Meng Hao’s school life, and now I will give you some time to think what the main differences and similarities between your Junior High school and Senior High school. Besides, what d o you think of you future senior high school’s life? What are your expectations for high school life?Or what are your specific plans for your three years?And ask them to discuss these two problems:1 Do you think that study at senior High school is harder than that at Junior High school?2 Are Senior High teachers similar to Junior High teachers?T: After we have compared Senior High school and Junior High school, now we will learn something a bout Lisa Osborne’s school life. She has graduated from the school and is about to go to college.【设计意图】吸引学生阅读兴趣，为引出语篇服务。
Step 2: Reading1. ScanningRead the text quickly and try to find the answer to these questions:a) What did Lisa find most helpful when she started senior high?b) How did she deal with new challenges?c) How did she handle disappointments?2. UnderstandingPlay the tape for the students and ask them to listen & read following the tape in a low voice.Then practice the pronunciation and vocabulary.3. Careful-readingAsk the students to read the passage again and find out answer to these questions:a) Wha t do you think Lisa means by “If you fail, no problem—next time you can fail better”?b) Think about the words from Maya Angelou: “Try to be a rainbow in someone’s cloud.” Do youknow of any similar sayings?c) Which piece of Lisa’s advice is the most helpful to you? Why?d) What else would you like to ask Lisa about starting senior high?Step 3: Post-reading1. Work in groups. Give a speech to students on their first day at senior high. Ask students to make notes ofthe problems they may face and give their advice.2. Organize your speech following the steps below.▪Start by welcoming the new students.▪Talk about the problems and give your advice.▪ End by summing up the main points of your speech.Step 4: Leading－in1.Help Ss review what we have learnt in this e a few interesting pictures to make comparisons to lead the in the topic to the students, and ask them to look at them.2. Show the students the topic and the teaching aims.Step 5: Introduction of the basic elementsSix steps to write a composition① Analyzing the task②Finding out the main points③Thinking of key points/phrases④Forming sentences⑤Combining the sentences into a passageStep 6:应用文写作（应用创新）:根据孟豪的经历，请自己写一篇记叙文，讲述一下你高中第一天的生活，要求：①用到本单元所给的单词。
外研版高中英语必修(二)第二单元Developing Ideas阅读课教学设计
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。
外研版高二英语选择性必修第二册(2019版)Unit3_Developing_ideas板块教学设计
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3.Teacher asks students to read the passage and check their prediction.
2.Teacher asks students to discuss in groups,choose the author’s purpose in writing the passage and give their reasons.
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2019新外研版高中英语必修一第四单元Developing ideas教案(整体教学设计)
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。
Unit3+Developing+ideas+教案 高中英语外研版(2019)必修第三册
课题：B3U3 Reading：Developing ideas 课型：新授课课时：Period 1-2 授课班级：高届班授课人：授课时间：学习目标：1.Ss can acquire the facts of Benjamin’s experiment;2.Ss can distinguish the true and false information of the experiment;3.Ss can have a better understanding of scientific spirits;4.Ss can think critically about what we have read and heard.教学重点：Ss can acquire the facts of Benjamin’s experiment.教学难点：Ss can distinguish the true and false information of the experiment.教学准备：1. Multi-media;2. Blackboard & chalk;3. Textbook ,etc.教学过程：◆Step1. Lead-in【教师活动】1.Greetings；2.Guess Time: Give Ss some clues and ask them to guess who the man is.a.He is one of the Founding Fathers of the United States.b.He helped draft the Declaration of Independence and the US Constitution.c.He was a leading American writer, printer and publisher, successful diplomat(外交官), creative scientist and inventor.d.He helped America become a new country.【学生活动】Ss guess the name of the man based on the clues given by the teacher.【设计意图】To activate Ss’ background information about Benjamin Franklin.◆Step2. Pre-reading【教师活动】Guide Ss to predict what will be mentioned in the text according to the title and the picture. 【学生活动】Ss look at the title and the picture, and then make a prediction of the content.【设计意图】To develop Ss’ reading ability to predict the main idea of an article.◆Step3. Fast Reading【教师活动】Ask Ss to read the text quickly and answer the questions.Q1: What’s the author’s view on the story of the experiment?Q2: What’s the genre of the passage?Q3: What’s the structure of the passage?【学生活动】Read the passage and answer the questions. If necessary, exchange ideas in groups.【设计意图】To develop Ss’ reading skill of skimming as well as the awareness of asking others for help.◆Step4. Careful ReadingTask1:【教师活动】Ask Ss to review the process of the lighting experiment conducted by Benjamin Franklin. 【学生活动】Ss read the passage to find out the materials and procedure of the experiment.【设计意图】To help Ss clearly understand the main process of the experiment.Task2:【教师活动】Ask Ss to read the passage carefully and find out the answers to the questions.Q1: Why was Benjamin’s experiment not entirely true?A1:Q2:Why do scientists question accepted ideas?A2:Q3:What is the author’s attitude towards such fictional stories? Why?A3:Q4: What is the author’s conclusion from the story?A4:【学生活动】Ss read the passage to find out the answers to the questions.【设计意图】To develop Ss’ reading ability of scanning and know more about the detailed information.Step5. Post-ReadingTask1:【教师活动】Ask Ss to number the statements to show how people’s attitudes towards Franklin’s experiment have changed.【学生活动】Ss number the statements based on their undertstanding of the text.【设计意图】Check Ss’ understanding of the text.Task2:【教师活动】Ask Ss to discuss the questions in groups.Q1: What scientific spirits do you think a great scientist should have？A1:Q2: In what ways do scientist's spirits contribute to the society?A2:【学生活动】Ss have an active discussion about the questions with their group members.【设计意图】To help Ss form the awarenesss of group cooperation and offer them an opportunity to exchange their ideas.◆Step6. Summary【教师活动】Guide Ss to sum up what they have learnt about the passage.【学生活动】Try to summarize the content of this class with the guidance of the teacher. 【设计意图】Exercise Ss’ ability of oral expression.◆Step7. HomeworkWrite a short passage within 80 words about the truth of the lighting experiment.◆板书设计：◆课后反思：◆二次备课补充：。
2019外研版高中英语选择性必修三Unit2 Developing ideas 教学设计
Unit 2 Developing ideas & Presenting ideas 教学设计●课时内容Masters of time主题语境：人与自我主题群：做人与做事子主题：优秀品行，正确的人生态度语篇类型：图片、记叙文、说明文文本分析：[What]本节课包含Developing ideas和Presenting ideas两部分。
Developing ideas包含两部分：第一部分是一篇记叙文，介绍了故宫博物院钟表修复师及其工作。
第二部分Writing an expository essay中的语篇是后续写作范文，介绍了“样式雷”家族及其工匠精神。
Presenting ideas要求学生思考两种观点——人的一生是应该广泛涉猎不同领域，还是应该坚持专注做好一件事。
[Why]本课所有活动均是围绕单元主题展开，旨在帮助学生加深对主题意义的理解，学习钟表修复师的事迹、“样式雷”家族的相关信息，了解修复工作的艰辛、兢兢业业的工匠精神、坚持不懈的重要性，以及说明文的样式和写作方法。
[How]文本围绕“工匠精神”展开，形式多样，有记叙文、说明文、个人观点等。
●课时目标1. 通过阅读，了解故宫博物院修复师日复一日、夜以继日地工作和甘于寂寞、孜孜不倦的工匠精神。
2. 理解介绍“样式雷”家族的说明文，了解其写作方法，能独立完成一篇说明文。
3. 联系实际，加深对主题意义的了解，思考人生意义。
4. 理解坚持不懈的精神和毅力对事业和人生的重要性，能在“人的一生涉猎不同领域和坚持做好一件事”中，做出适合自己的抉择。
5. 培养团队意识、发挥辩证思维、表达自己的观点，认真理性思考问题和解决问题。
●重点难点重点：1. 理解文章“Masters of time”，了解修理工作的艰辛，学习修复师王津孜孜不倦、兢兢业业的工匠精神。
2. 学习说明文的写作方法和写作内容。
难点：1. 了解“涉猎多领域”和“一生只做好一件事”的区别。
《Developing ideas》 说课稿
《Developing ideas》说课稿尊敬的各位评委、老师们：大家好！今天我说课的内容是《Developing ideas》。
下面我将从教材分析、学情分析、教学目标、教学重难点、教学方法、教学过程以及教学反思这几个方面来展开我的说课。
一、教材分析《Developing ideas》这一内容通常出现在英语教材中，旨在培养学生的思维拓展能力和语言表达能力。
通过这部分的学习，学生能够接触到不同的主题和观点，激发他们的创造力和批判性思维。
教材中的文本选材丰富多样，涵盖了社会、科技、文化等多个领域，为学生提供了广阔的思考空间。
同时，教材在设计上注重引导学生从不同角度去分析问题，培养他们的逻辑推理和归纳总结能力。
二、学情分析本次授课的对象是_____年级的学生。
他们在经过之前的英语学习后，已经具备了一定的语言基础，能够进行简单的日常交流和阅读。
然而，在思维拓展和观点表达方面，还需要进一步的引导和训练。
这个年龄段的学生思维活跃，对新鲜事物充满好奇心，但在学习过程中可能会存在注意力不集中、缺乏耐心等问题。
因此，在教学过程中，需要设计多样化的教学活动，激发他们的学习兴趣，保持他们的学习积极性。
三、教学目标1、知识目标学生能够理解文本中的重点词汇、短语和句型，掌握相关的语言知识。
2、技能目标培养学生的阅读技巧，如快速浏览、细节理解、推理判断等；提高学生的写作能力，能够用英语清晰地表达自己的观点和想法。
3、情感目标激发学生的学习兴趣，增强他们的自信心；培养学生的合作意识和创新精神，让他们在学习中体验到成功的喜悦。
四、教学重难点1、教学重点理解文本的主旨大意，掌握重点语言知识；引导学生学会分析问题和提出自己的观点。
2、教学难点如何帮助学生运用所学语言知识进行有效的观点表达；培养学生的批判性思维，让他们能够独立思考并形成自己独特的见解。
五、教学方法1、任务驱动法通过布置不同的任务，让学生在完成任务的过程中掌握知识和技能。
2019外研版高中英语选择性必修一Unit2 Developing ideas 教学设计
Unit 2 Developing ideas 教学设计●课时内容:本课时包括Developing ideas和Presenting ideas两部分。
Developing ideas分为两部分：第一部分节选自美国作家海伦·凯勒的《假如给我三天光明》，介绍了失明的海伦·凯勒希望自己能够拥有三天的光明，她想用这三天的时间去观察世界，去看她想看的人和物。
海伦·凯勒的故事本身就很励志，她用自己感受到的、想象到的情景，表达自己对求知的渴望和对人类的真挚热爱；第二部分Writing about an experience通过陈述在黑暗中和朋友就餐，体验盲人生活中的挑战和不易，从而尊重、关爱那些需要关注的人群。
Presenting ideas部分以辩论赛的形式论述坚持和放弃。
首先明确自己的观点，然后用充足的论据来支持自己的观点。
●课时目标：1.掌握本课时的重点单词appreciative、worthy、mere、companionship、delight、revelation、delightful、embarrassed以及短语worthy of、in particular、be applied to等和重要句型，并能熟练运用。
2.通过阅读，理解课文内容并叙述海伦·凯勒的愿望；理解并学会运用虚拟语气、倒装以及排比等修辞手法。
3.学会描述一段经历。
4.通过了解海伦·凯勒创造的奇迹，引导学生“在逆境中学会珍惜拥有的一切，在逆境中保持快乐”，面对挑战充满信心，以自己独特的方式和勇气拥抱未来。
●重点难点:重点：1.掌握重点单词appreciative，worthy、mere、companionship、delight、revelation、delightful、embarrassed以及短语worthy of、in particular、be applied to的用法。
【新教材2019版】1.3 Developing ideas 导学案(2)-外研版高中英语必修第一册
1
Writing a journal entry
Friday
8 September
Finally, it’s Friday! I can’t believe the first week is coming to an end. Things are going well, but there is always
opportunity Lisa: Orientation Day was really helpful. It’s a fantastic
for new students get to know the
keep an open mind school and the other students. I even made some new friends! Just
take part in as much as possible.
Interviewer：That’s sound advice for sure. But how did you deal with new challenges, like starring a new
course?
Lisa: I had a chemistry test right at the end of the first week. I was frightened at the sight of the paper. But
off the board a lot. Suddenly, a girl bumped into me— the same girl from the corridor! This time, both of us
laughed. Her name is Sarah. We started to practise together soon and became friends.
外研版高一英语必修第一册(2019版)_Unit3_Developing_ideas_名师教学设计
Unit 3 Developing ideas & Presenting ideas名师教学设计●课时内容:本课时以新闻特写形式，报道了Brownlee家的兄弟情。
哥哥和弟弟同时参加铁人三项比赛，快到终点时，弟弟差点摔倒，哥哥上前相扶，比赛结果发生了逆转，弟弟获得了第二名，哥哥只获得了第三名的成绩。
在成绩和兄弟情之间选择了后者，这和从小的家庭教育和环境是分不开的。
通过阅读这篇文章，作者用叙事的形式带给我们思考，应该怎样对待自己的兄弟和家人。
文章将德育渗透到字里行间，让学生在提高阅读水平的同时，也受到了心灵的教育，更加爱护自己的兄弟姐妹和其他家人。
●课时目标:1.掌握并记忆本课时的重点词汇admire, judge, settle, feature, typically, individual, style, extra, detail, contain, summary, powerful, series, onto, track, media, obviously, despite, throughout, entire, positive, athlete, medal, somehow, indeed, in the lead, 并能熟练运用。
2.通过快读、精读，理解文章传达的主要信息，并能用自己的语言复述故事的经过，旨在提高学生的阅读能力，培养阅读技巧，同时，也提高了语言概括能力和口头表达能力。
3.通过阅读文章，了解兄弟之间的友爱，学会与家人和睦相处、互相爱护，从而树立正确的家庭观念和家人相处模式。
●重点难点：重点：学会并掌握重点词汇admire, judge, settle, feature, typically, individual, style, extra, detail, contain, summary, powerful, series, onto, track, media, obviously, despite, throughout, entire, positive, athlete, medal, somehow, indeed和in the lead的用法。
外研版高一英语必修第一册(2019版)_Unit3_Developing_ideas_板块教学设计
TinvitesSs to share their storieswith the class.
Ss share their stories with the class.
Provide opportunities for Ss to present their writing and do evaluation.
教学目标
1.学生能够理解课文内容，掌握新闻特写的基本特征和阅读方法；
2.学生能够联系自身实际，加深对单元主题意义的理解，正确认识家人之间的关系；
3.学生能够初步了解回忆类故事的基本内容、文体特征和写作手法，并简单记述一段难忘的家庭往事。
教学重点
1.如何阅读新闻特写，理解语篇内容；
2.如何以回忆类故事的文体，简单记述一段难忘的家庭往事。
Ss discuss the questions in groups and share their opinions in class.
1. Further explore the topic and the unit theme.
2. Improve Ss’ critical thinking and problem-solvingability.
1. Ss look at the words and expressions,and choose the ones that can be applied to their relationship with family members.
2. Ss look at the picture and the title, and predict which words and expressions can be applied to the brothers’ relationship in the feature story.