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高中英语牛津译林版 (2019)必修 第一册Unit 1 Back to school教案设计
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这是一份高中英语牛津译林版 (2019)必修 第一册Unit 1 Back to school教案设计，共4页。
Prject
江苏省通州高级中学
I. Learning bjectives
By the end f the lessn, students will be able t:
knw the steps t make a bklet abut their schl;
knw hw t decide n a prper tpic, where t get infrmatin, hw t design interviewing questins and write a shrt passage abut ne aspect f their schl;
cperate with grup members, be clear abut their assignments in the grup wrk and cmplete the assignments.
II. Key cmpetence fcus
Learn hw t cperate with thers.
III. Predicted areas f difficulty
1. Design interviewing questins.
2. Learn t write a shrt passage abut ne aspect f the schl.
IV. Teaching prcedures
Step 1 Lead-in
1. Set the gal f this class
Ss read a letter frm a student studying in the UK and shuld be clear abut the gal f this class.
【设计意图：通过读信的形式，引起学生兴趣，明确本课目标。】
2. Free talk
T asks Ss t talk abut aspects abut their schl. Ss can use ideas in the textbk, such as lessns, teachers, schl histry, schl events, clubs, teaching buildings, labs, library, cmputer rm …
Ss think f ther aspects, such as schl canteens, drmitries, schl stadium …
【设计意图：让学生回顾前面所学内容，联系生活实际，激发学生兴趣。同时，鼓励学生发散性思维，不拘泥书本，拓展思维。】
Step 2 Class discussin
Hw t nail dwn a tpic
Ss make cmparisns f different tpics, chse the better ne and give reasns. e.g. Ss cmpare the tpic “campus culture” with “annual sprts meet”, and then cmpare the tpic “English classes” with “English classes given by freign teachers”.
Ss summarize the features f a gd tpic: be specific and be interesting.
2. Give students an example: the tpic “schl events”. T encurages Ss t think abut the fllwing questins:
• D yu think it is a gd tpic?
• If s, why?
• If nt, can yu narrw it dwn?
“Schl events” is a gd tpic, because it is interesting. But there are many schl events in a schl. S it still can be narrwed dwn t the Science and Technlgy Festival, the Arts Festival, the Sprts Festival, etc. That way, the tpic becmes mre specific.
3. Ss divide themselves int grups and decide n a tpic in the grup. Students shuld apply the rules—be specific and be interesting—when they’re discussing what tpic they will decide n.
【设计意图：通过比较的方式让学生直观理解好的话题应该是什么样的，罗列原因有助于锻炼学生的深度思维和逻辑思维能力。通过总结选择好话题的原则提高学生归纳学习的能力。给学生一个sample, 一起讨论并确定一个话题，有助于学生把所学的知识运用到实际，最终帮助学生自己确定一个好的话题。】
Step 3 Grup discussin
Hw t get infrmatin
1. Students discuss different aspects f their tpic t be included in their bklet. First, T asks Ss what they want t knw abut their schl events. And then Ss take dwn their questins. e.g. Hw many schl events d we have? When are these schl events held? Wh can take part in these schl events? What d students d in these schl events?
2. Students learn hw t search fr infrmatin.
Teacher asks the questin: Where can yu find the answers yu need?
Ss think f ways f getting infrmatin and classify the ways int tw categries: research and interview.
3. Ss learn hw t search fr infrmatin nline and summarize rules f selecting infrmatin: infrmatin shuld be accurate and reliable.
T asks the fllwing questins:
• Hw can yu find infrmatin yu want nline?
• What are the key wrds if yu want t find infrmatin abut schl events nline?
• What websites will yu visit? Schl website r Baidu? Why?
• What can yu get frm the websites?
• Any ther ways t get pictures?
【设计意图：学生通过小组学习认识鉴别可靠的信息的原则，提高搜索信息和鉴别信息的能力。点拨学生其他获取信息的方式，如记录个人校园生活的体验（拍照片）等，这些方式不拘泥于书本，有助于学生拓展思维，而且与生活紧密联系，会极大提高学生的兴趣和参与度。】
4. Ss learn hw t design interviewing questins: start with general questins and then mve n t specific nes. Ss design their interviewing questins n a tpic and plish up their questins.
(1) Ss answer the questin:
• Wh will yu interview?
• What d yu want t knw?
• What kind f questins shuld yu ask in an interview?
By studying the example in the textbk, students can get the tip: it’s a gd idea t start with general questins and then mve n t specific nes.
Grup wrk: Design yur interview questins abut schl events. Students can refer t the questins they’ve taken dwn befre, e.g.
• Can yu tell me smething abut the schl events?
• Hw many schl events d we have?
• When are these schl events held?
• Wh can take part in these schl events?
• What d students d in these schl events?
(3) Grup wrk: Design yur interview questins abut yur tpic and present t the class
(4) Class wrk: Cmment n thers’ interview questins and help plish up thse questins
【设计意图：学生通过小组学习认识鉴别可靠信息的原则，提高搜索信息和鉴别信息的能力。指导学生如何设计调查问卷或采访问题，让学生感知采访问题的原则，并且通过小组学习能够实际运用这些原则。】
5. Ss decide n ne r mre ways f getting infrmatin based n their discussin. Teachers shuld help students knw the mst effective ways f getting infrmatin they need. Teachers can ask the fllwing questins:
• If yu want t knw general infrmatin abut the schl events, which way will yu chse? (Yu can visit the schl website and read sme reprts.)
• If yu want t knw hw exciting r interesting the schl events are, which way will yu chse? (Yu can visit the schl website and dwnlad sme pictures.)
• If yu want t get detailed infrmatin abut the schl events, which way will yu chse? (Yu can interview teachers and schlmates.)
After that, students will be clear abut hw t get infrmatin they need.
【设计意图：通过回答以上教师的一系列问题，学生会更加清楚自己应该用哪一种方法有效、快速获得需要的信息，这有助于课后学生应用课上所学知识和技能独立搜索信息。】
6. Task divisin: Each student in a grup chses a task , e.g. taking phts, interviewing teachers, r visiting schl websites.
【设计意图：Prject这堂课需要学生走出课堂，学以致用，迁移创新。所以要完成的步骤分成两个阶段，到Step 3为止属于第一阶段，这大概会占用半个课时。】
Step 4 Making a bklet
1. Students read the example in the textbk, and find the features f the language: the language is clear and precise …
2. Ss wrk in grups and try t write a passage abut their selected tpic by using infrmatin they’ve gt, and plish up their writing.
3. Students study the pictures and layut f the example, and summarize the features: the pictures are clear and beautiful, the layut is neat and creative …
4. As a grup, Ss put tgether the infrmatin t make their part f the bklet.
【设计意图：学生通过学习书本上的例子来感知什么是好的宣传小册，分别从三个角度：语言、插图和排版, 为完成宣传小册做好铺垫。其中重点要学习如何写小册子上的文章。学生在做bklet的时候，已经在课下通过查阅学校网站、采访等方法得到了较为完整的信息，通过小组合作把这些信息组合在一起，提高他们的合作能力。】
Step 5 Presentatin and appreciatin
1. Ss, as a grup, present their part f the bklet in frnt f the class.
2. Other students give suggestins frm 3 aspects (language, pictures and layut).
3. Ss plish up their wrk.
4. Ss, as a class, put all the parts tgether t make the bklet.
【设计意图: 通过展示和其他同学的评价，学生容易发现自己在某些方面，例如短文写作方面的不足，以便获得提升。同时也有助于学生表达能力、胆量、表现力和自信心的增强。】
V. Hmewrk
1. Read the bklet and appreciate the wrk f ther grups.
2. Reflect n the bklet and think abut hw yu can make the schl a better place. Write a letter t yur schl principal presenting yur suggestins.
Prject
江苏省通州高级中学
I. Learning bjectives
By the end f the lessn, students will be able t:
knw the steps t make a bklet abut their schl;
knw hw t decide n a prper tpic, where t get infrmatin, hw t design interviewing questins and write a shrt passage abut ne aspect f their schl;
cperate with grup members, be clear abut their assignments in the grup wrk and cmplete the assignments.
II. Key cmpetence fcus
Learn hw t cperate with thers.
III. Predicted areas f difficulty
1. Design interviewing questins.
2. Learn t write a shrt passage abut ne aspect f the schl.
IV. Teaching prcedures
Step 1 Lead-in
1. Set the gal f this class
Ss read a letter frm a student studying in the UK and shuld be clear abut the gal f this class.
【设计意图：通过读信的形式，引起学生兴趣，明确本课目标。】
2. Free talk
T asks Ss t talk abut aspects abut their schl. Ss can use ideas in the textbk, such as lessns, teachers, schl histry, schl events, clubs, teaching buildings, labs, library, cmputer rm …
Ss think f ther aspects, such as schl canteens, drmitries, schl stadium …
【设计意图：让学生回顾前面所学内容，联系生活实际，激发学生兴趣。同时，鼓励学生发散性思维，不拘泥书本，拓展思维。】
Step 2 Class discussin
Hw t nail dwn a tpic
Ss make cmparisns f different tpics, chse the better ne and give reasns. e.g. Ss cmpare the tpic “campus culture” with “annual sprts meet”, and then cmpare the tpic “English classes” with “English classes given by freign teachers”.
Ss summarize the features f a gd tpic: be specific and be interesting.
2. Give students an example: the tpic “schl events”. T encurages Ss t think abut the fllwing questins:
• D yu think it is a gd tpic?
• If s, why?
• If nt, can yu narrw it dwn?
“Schl events” is a gd tpic, because it is interesting. But there are many schl events in a schl. S it still can be narrwed dwn t the Science and Technlgy Festival, the Arts Festival, the Sprts Festival, etc. That way, the tpic becmes mre specific.
3. Ss divide themselves int grups and decide n a tpic in the grup. Students shuld apply the rules—be specific and be interesting—when they’re discussing what tpic they will decide n.
【设计意图：通过比较的方式让学生直观理解好的话题应该是什么样的，罗列原因有助于锻炼学生的深度思维和逻辑思维能力。通过总结选择好话题的原则提高学生归纳学习的能力。给学生一个sample, 一起讨论并确定一个话题，有助于学生把所学的知识运用到实际，最终帮助学生自己确定一个好的话题。】
Step 3 Grup discussin
Hw t get infrmatin
1. Students discuss different aspects f their tpic t be included in their bklet. First, T asks Ss what they want t knw abut their schl events. And then Ss take dwn their questins. e.g. Hw many schl events d we have? When are these schl events held? Wh can take part in these schl events? What d students d in these schl events?
2. Students learn hw t search fr infrmatin.
Teacher asks the questin: Where can yu find the answers yu need?
Ss think f ways f getting infrmatin and classify the ways int tw categries: research and interview.
3. Ss learn hw t search fr infrmatin nline and summarize rules f selecting infrmatin: infrmatin shuld be accurate and reliable.
T asks the fllwing questins:
• Hw can yu find infrmatin yu want nline?
• What are the key wrds if yu want t find infrmatin abut schl events nline?
• What websites will yu visit? Schl website r Baidu? Why?
• What can yu get frm the websites?
• Any ther ways t get pictures?
【设计意图：学生通过小组学习认识鉴别可靠的信息的原则，提高搜索信息和鉴别信息的能力。点拨学生其他获取信息的方式，如记录个人校园生活的体验（拍照片）等，这些方式不拘泥于书本，有助于学生拓展思维，而且与生活紧密联系，会极大提高学生的兴趣和参与度。】
4. Ss learn hw t design interviewing questins: start with general questins and then mve n t specific nes. Ss design their interviewing questins n a tpic and plish up their questins.
(1) Ss answer the questin:
• Wh will yu interview?
• What d yu want t knw?
• What kind f questins shuld yu ask in an interview?
By studying the example in the textbk, students can get the tip: it’s a gd idea t start with general questins and then mve n t specific nes.
Grup wrk: Design yur interview questins abut schl events. Students can refer t the questins they’ve taken dwn befre, e.g.
• Can yu tell me smething abut the schl events?
• Hw many schl events d we have?
• When are these schl events held?
• Wh can take part in these schl events?
• What d students d in these schl events?
(3) Grup wrk: Design yur interview questins abut yur tpic and present t the class
(4) Class wrk: Cmment n thers’ interview questins and help plish up thse questins
【设计意图：学生通过小组学习认识鉴别可靠信息的原则，提高搜索信息和鉴别信息的能力。指导学生如何设计调查问卷或采访问题，让学生感知采访问题的原则，并且通过小组学习能够实际运用这些原则。】
5. Ss decide n ne r mre ways f getting infrmatin based n their discussin. Teachers shuld help students knw the mst effective ways f getting infrmatin they need. Teachers can ask the fllwing questins:
• If yu want t knw general infrmatin abut the schl events, which way will yu chse? (Yu can visit the schl website and read sme reprts.)
• If yu want t knw hw exciting r interesting the schl events are, which way will yu chse? (Yu can visit the schl website and dwnlad sme pictures.)
• If yu want t get detailed infrmatin abut the schl events, which way will yu chse? (Yu can interview teachers and schlmates.)
After that, students will be clear abut hw t get infrmatin they need.
【设计意图：通过回答以上教师的一系列问题，学生会更加清楚自己应该用哪一种方法有效、快速获得需要的信息，这有助于课后学生应用课上所学知识和技能独立搜索信息。】
6. Task divisin: Each student in a grup chses a task , e.g. taking phts, interviewing teachers, r visiting schl websites.
【设计意图：Prject这堂课需要学生走出课堂，学以致用，迁移创新。所以要完成的步骤分成两个阶段，到Step 3为止属于第一阶段，这大概会占用半个课时。】
Step 4 Making a bklet
1. Students read the example in the textbk, and find the features f the language: the language is clear and precise …
2. Ss wrk in grups and try t write a passage abut their selected tpic by using infrmatin they’ve gt, and plish up their writing.
3. Students study the pictures and layut f the example, and summarize the features: the pictures are clear and beautiful, the layut is neat and creative …
4. As a grup, Ss put tgether the infrmatin t make their part f the bklet.
【设计意图：学生通过学习书本上的例子来感知什么是好的宣传小册，分别从三个角度：语言、插图和排版, 为完成宣传小册做好铺垫。其中重点要学习如何写小册子上的文章。学生在做bklet的时候，已经在课下通过查阅学校网站、采访等方法得到了较为完整的信息，通过小组合作把这些信息组合在一起，提高他们的合作能力。】
Step 5 Presentatin and appreciatin
1. Ss, as a grup, present their part f the bklet in frnt f the class.
2. Other students give suggestins frm 3 aspects (language, pictures and layut).
3. Ss plish up their wrk.
4. Ss, as a class, put all the parts tgether t make the bklet.
【设计意图: 通过展示和其他同学的评价，学生容易发现自己在某些方面，例如短文写作方面的不足，以便获得提升。同时也有助于学生表达能力、胆量、表现力和自信心的增强。】
V. Hmewrk
1. Read the bklet and appreciate the wrk f ther grups.
2. Reflect n the bklet and think abut hw yu can make the schl a better place. Write a letter t yur schl principal presenting yur suggestins.
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