Unit 1 A new start教案设计Word格式文档下载.docx
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Unit 1 A new start教案设计Word格式文档下载.docx
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understandingideas板块教学设计
(Period1)
课型
Viewing+Speaking+reading
主题语境
人与自我——学校生活,积极的生活态度
内容分析
Startingout包含一段关于英国高中生日常学习和生活的视频和一份有关高中生活第一天的问卷调查。
视频旨在通过展示英国一所高中的学生日常学习生活,让学生对英国高中的学校生活有基本的了解,进而比较自己所在学校和英国这所学校的异同;
问卷调查旨在引导学生谈论对高中生活第一天的印象,对高中生活有初步的认知。
Understandingideas是一篇日记,日记以时间为线索,讲述了新生孟浩入学前,到校后,以及课堂上遇到的困难和挑战,并在老师和同学的帮助下逐步克服困难,融入学校,建立信心的经历和情绪,情感变化过程。
全文主要用过去时态,人称以第一人称为主,充分体现了日记的文体特征。
教学目标
1.通过观看视频,对英国中学生日常学习有一定的了解,对比自己的学校与英国这所学校,发现两者的异同。
2.获取,梳理,概述孟浩高中生活第一天的所见,所闻,所感;
3.依据时间线索,找出表达情绪的语言;
理解并挖掘孟浩的情绪情感变化,完成经历与情绪情感变信息结构图。
4.运用所学语言,联系个人生活实际,谈论自己高中第一天的学习生活经历和感受。
5.用日记记录学习,生活,表达个人情感。
教学重点
引导学生通过自主阅读和小组合作完成对孟浩的经历和情感的信息获取和整合,并基于文本理解“良好的开端是成功的一半”的意义。
教学难点
1.引导学生比较并表达英国中学和自己学校的异同;
2.引导学生根据文本和图片准确理解孟浩的经历和情感,并总结出其情感变化。
教学策略
听说法,任务型教学法,P–W–P阅读模式
Startingout
Teachingcontents
Procedures
Purposes
Teacher’sactivity
Students’activity
Activity1
1.Tpresentssomepicturesoftheschoolandschoolactivitiesforstudentstoenjoy.
2.TaskstheSsreadthequestionsinActivity1andplaysthevideo.
1.SslookatthepicturesandcommunicatewiththeT.
2.SswatchavideoaboutaBritain
schoolandanswerthequestion:
①Whatdothesestudentsdoatschool?
②Howisthisschooldifferentfromyourschool?
UnderstandBritainschoolsbetterviawatchingvideoandwidenstudents’knowledgeaswellasraiseculturalawareness.
Activity2
1.TasksSstocompletethequestionnaire.
2.TasksSstochooseoneorseveralissuestosharewiththeclass.
3.TaskssomeSstotalkabouttheirfirstdayatseniorhigh.
1.Sscompletethequestionnaireandshare.
2.Sstalkabouttheirexperiencesonthefirstdayofseniorhigh.
Traincomprehensivelanguageapplicationabilitytoexpressideasandgivereasons.
Understandingideas
1.TasksSstotickthetopicsthey’dliketoincludeintheirowndiariesinActivity1.
2.Tcontinuestosay“TodaywearegoingtoreadadiaryaboutthefirstdayofseniorhighofMengHaoandseewhathewroteinhisdiary?
”
SsreadandtickthetopicsinadiaryinActivity1.
Leadtothetopicandactivateknowledge.
1.TasksSstolookatthetitleofthepassageandthepictures,andthenpredictwhattheauthorwillwrite.
2.TaskstheSstoreadthepassagequicklyandcheckwhatMengHaoincludedinhisdiary.
1.Sslookatthetitleofthepassageandthepictures,andthenpredictwhattheauthorwillwrite.
2.
SsreadthepassagequicklyandcheckwhatMengHaoincludedinhisdiary.
Trainstudents’readingskillsoflocatecertaininformation.
Activity3
1.TasksSstochoosethebestdescriptioninActivity3.
2.TaskssomeSstosharetheiranswersandgivethereasons.
1.SscompleteActivity3.Theycanreadthepassageagainifnecessary.
2.Sssharetheiranswersandgivethereasons.
Trainstudents’readingskillsofgettingthemainidea.
Activity4
1.TasksSstoreadagain.Trytodividethepassageinto4partsandmatchthemainideas.
Read,divide,match
TrainSs’ssenseofcategory.
Activity5
1.TasksSstocompletetheleftcolumnofthetableinActivity4.
2.Tsetanexampleofhowtojudgeone’sfeelingbythechoiceofwords.
3.TasksSstocompletetherightcolumnofthetableinActivity4.
1.Sscompletethecolumn“MengHao’sexperiences”ofthetableinActivity4.
2.Ssreadthepassageagain,findthewordsandexpressionsthatshowMengHao’sfeelingsandcompletetherightcolumnofthetable.
TrainSs’skillsofgettingspecificinformationandbetterunderstandingthelanguageofthepassage.
Think&
Share
TasksSstodiscussthetwoquestionsingroupsandofferhelpiftheyneed.
Ssdiscussthetwoquestionsingroupsthensharewiththeclass.
TrainSs’abilitytouselanguageintheirreallifeandexpresstheideasinalogicalway.
Blackboardlayout
Thebigday?
!
excited
Pictureditoverandoveragain,thebigdayfinallyarrived,wokeupearly,rushedoutofthedoor
Beforegoingtoschool
Proud/
confident
Guessthiswasagoodbeginning
AftertheEnglishclass
Surprised/
nervous/
frightened/
embarrassed/
relaxed
DuringtheEnglishclass
curious
Exploreabit,wondering
Arrivingatschool
SawthemanIhadmetearlier,theenginejustwouldn’tstart,withbutterfliesinmystomach,breatheddeeply,lookedat...inpanic
Assignment
Reflection
UsingLanguage板块教学设计
(Period2Review:
basicsentencestructures)
Reading
人与自我——学校生活、积极的生活态度
本板块包括语法部分Review:
basicsentencestructures。
语法部分旨在引导学生感知发现、总结规律、在真实语境中运用英语基本句型。
1.能够通过匹配连线观察并辨别七种基本句型结构。
2.能够通过观察例句,提炼,总结七种基本句型结构。
3.能够运用句型描述图片情境,表达行为与情感。
引导学生熟悉并运用七种基本句型。
能够运用句型描述图片情境,表达行为与情感。
发现法,交际教学法,任务型教学法。
1.TgivessomesentencesandasksSstodrawthecomponentsofeachsentence.
2.Recallhowmanybasicsentencestructurethereare,writethemdown.
3.TasksSstoreadthesentencesintheleftcolumninActivity1andrecallMengHao’sstory.
4.Matchthesentencesthatsharethesamestructures.
5.ThelpsSssummarizewhatis“subject”,”verb”,”object”,”predicative”,”objectcomplement”,”adverbial”,”attributive”andsummarizethemainfeaturesofeachsentencepattern.
1.Drawthecomponentsofeachsentence.
2.Ssrecallandreviewbasicsentencestructures.
3.SsfinishActivity1onpage5.
4.Sssummarizethemainfeaturesofeachsentencepattern.
Findthebasicstructuresofsimplesentencesandmakeaconclusionaccordingtotherule.
TgivesthetaskinActivity2andoffershelp.
1.Sslookatthepicturesanddescribewhat’shappeningandtellthestorywiththeirownending.
2.Ssdescribethestorywiththebasicsentencestructures.
Uselanguageintherealsituation.
TasksSstoevaluatetheirpartner’sstoryaccordingtothecriteria.
1)Didhe/sheusethe7basicsentencestructuresproperly?
2)Didhe/sheuseemotionalwordsappropriately?
Ssevaluatetheirpartner’sstoryaccordingtothecriteria.
Inter-evaluation
BasicSentenceStructures
Structures
Sentences
SV
SP
SVO
SVOO
SVOC
SVA
SVOA
(Period3SchoolClubs&
Makingaplan)
Listening+Speaking
本板块包括词汇部分Schoolclubs和听说部分Makingaplan。
词汇部分旨在引导学生掌握并运用有关课外活动的词汇,并谈论自己喜欢加入的俱乐部和课外活动;
听说部分引导学生合理进行时间管理,制定有关学习计划。
1.学习并运用话题词汇介绍丰富的课外活动;
2.听懂与“时间管理”有关的一般性话题内容;
3.运用所学语言知识制定学习计划。
引导学生通过阅读材料和听录音了解高中学生共同面对的时间管理问题,能找到正确有效的时间管理方法。
引导学生通过文字和音频的学习,学会时间管理,制定合理的与学校生活相关的计划。
交际教学法,任务型教学法。
Purposes
1.TasksSstotalkabouttheclubsthey’dliketojoin.
2.TencouragesSstothinkaboutwhatclubsthey’dliketocreate.
Ssworkinpairs.Talkabouttheschoolclubstheywouldliketojoinandtheactivitiestheycandointhem.Andcreatenewclubsasiftheywish.
PracticeoralEnglishaccordingtothethemeofthisunit.
Completetheposterswiththecorrectformofthewordsinthebox.
Ssworkindividually.
Gettheinformation
Activity3
TasksSstoreadtheshortpassagein“Didyouknow?
”onpage7anddiscussthefollowingquestionsingroups.
1)HowdoseniorhighschoolstudentsintheUKandtheUSbenefitfromtakingafter-schoolactivities?
2)Whatchallengesdotheyface?
Ssreadthepassageonpage7andfindouttheproblemthestudentsintheUSandtheUKarefacedwithiftheytakepartinvariousafter-schoolactivities.
Knowcross-culturebackgroundinformation.
TasksSstoreadActivity5andplaystherecording.
Sslistenforthefirsttimetogetthemainideaoftheconversation.
Traintheskillsofgettingthemainideainaquickway.
1.TasksSstoread“Learningtolearn”onthispageandremindsSstotakenotesduringlistening.
2.TplaystherecordingfortheSstocompleteActivity6.
3.TasksSstorecallhowthespeakersdiscussmanagingtheirtime.Playtherecordingagainifnecessary.
1.Ssread“Learningtolearn”onthispageandgetthepoint.
2.Sslistenforthesecondtimeandcompletetheplanandcheckanswersingroups.
3.Ssworkingroupsandtalkabouthowthespeakersdiscussmanagingtheirtime.
Understandthedetailsofthelisteningandsummarisethestrategyoftimemanagement.
Activity6
1.TasksSstoturntothecorrespondingpagesandreadtheinformation.
2.TasksSstoworkinpairsandactouttheconversation.
3.Tinvitessomepairstoperformtotheclass.
1.Ssreadtheinformationonthecorrespondingpages.
2.Ssworkinpairsandactouttheconversation.
Usetheusefulexpressionsofexchangingideastocarryoutaconversation.
Activity7
TasksSstomakeanotherweekendplanandhaveasimilarconversation.
Ssmakeanotherweekendplanandhaveasimilarconversation.
Furtherpractiseexchangingideas.
Step1.List
T
- 配套讲稿:
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- Unit new start教案设计 start 教案设计