高中英语人教版 (2019)必修 第一册Welcome unit教案设计

这是一份高中英语人教版 (2019)必修 第一册Welcome unit教案设计，共10页。
英语
年级
高一
版本及章节
人教版高中英语 第一册
学习领域
Unit 1 Teenage Life
授课教师
教学学案
单元学习主题
Reading fr Writing——A letter f advice
自查和互查评价表
Teaching prcedure
Step 1: Pre-learning (7’ )(固化探索类活动)
Teacher’s activities 1(lead in)
T intrduces the tpic by presenting a series f sentences f different patterns fr the students.
Students’ activities 1
Ss read them n the screen and make guesses f the expressins abut the pictures.
Intentins
These activities aim at intrducing the tpic f the class, arusing Ss’ interest in class and helping Ss get t knw sme basic infrmatin frm the expressins f different sentence patterns.
活动意图说明：根据高一学生的真实情况设置真实情景，从而导入本课话题，激活学生相关话题知识。该环节问题贴近学生能力，学生可根据图片实际情况选择问题来回答，这样更具体化和个性化，因此学生在该环节应该是头脑风暴，拓展词汇上没有很大问题。
Step 2 While Reading --Fast Reading (3’ )
Teacher’s activities 2
T raises the fllwing questins, directing Ss t read the first paragraph f the passage and answer the questins.
What d yu think f Chen Lei? Can yu tell us the reasns?
What is the passage mainly abut?(What is Wrried Friend’s prblem?)
Students’ activities 2
Ss read the whle passage and answer the questins put frward by T.
Intentins
This activity aims t help Ss have a clear understanding f the prblems f the Wrried Friend.
活动意图说明: 通过快速阅读文章，选择恰当的内容来帮助学生把握文章主旨，找出“忧心忡忡的朋友”的问题。该环节设计的主要意图是帮助学生理清文章主旨和脉络结构，加强对语篇的整体理解。
Step 3: While Reading --Detailed Reading (15’)
Teacher’s activities 3
T asks the students t read the passage carefully and cmplete the mind map n their hand-ut with the key infrmatin taken frm the passage.
T invites a vlunteer t finish drawing his map n the blackbard.
T asks students t cmpare their map with that n the blackbard and then draw their wn map in different clrs if they have different pinins.
Based n the mind map, T makes cmments and instructins n sme pints if necessary t help students get a better understanding f the passage.
Students’ activities 3
Students read the passage and cmplete the mind map n their hand-ut.
One f the students draw the pictures n the blackbard while the thers add infrmatin n the blackbard.
Students plish their mind maps with the instructin f the teacher t frm a better understanding f the passage.
Intentins
This activity aims t help students get t knw the letter f advice and develp Ss’ ability t summarize the stry, grasp the details f it and even infer the authr’s purpse apprpriately.
活动意图说明: 通过本环节的思考和讨论，学生加深对问题与建议的认识；通过阅读表达的细节内容，使学生明确其所代表的人文精神和文化价值，并意识到遇到问题后向朋友寻求帮助和建议的必要性和迫切性。
Step 4 Reading fr writing (15’)(应用实践类活动)
Teacher’s activities 4
Guide Ss first t read the three paragraphs with pictures, trying t find ut their prblems.
Guide Ss t have a discussin in grups abut hw t share suggestins and reasns by using the fllwing expressins "I recmmend that yu think yu "
Guide Ss t write the prblems n the paper in grups. Chse a leader t shw in the frnt fr ther students t listen and evaluate.
Students’ activities 4
1. Students read the passage and try t find ut their prblems.
2. Students fcus n the cntent f the passage with the picture and then talk abut the prblems shwing suggestins and reasns.
3. One student acts as a grup leader and writes dwn the result f discussin n the blackbard.
活动意图说明: 本环节的一系列活动能够提升学生的查找能力和综合语言表达能力，实践与内化所学习的语言知识，提炼所学的结构化知识和语言信息并形成口头语言表达，进而内化目标语言知识和相关书面信息。这项活动能够提高学生运用所学短语的能力，提升学生小组间成员的合作能力，提升学生的组织和展示能力。
Teacher’s activities 5
Guide the students t ffer ne suggestin r reasn t the thers and arrive at ne cnclusin s as t lead the students t have a gd reflecting. With this kind f activity, the students will perhaps have a better understanding f themselves.
Students’ activities 5
The related student will take dwn each cmment frm the students. And then make a plan fr his new life.
活动意图说明: 通过本环节的思考与分享，学生加深了对自己面临的问题的认识，学生更加明确地意识到在新的校园环境如何做人做事的必要性和迫切性，从而形成交友的意向，培养学生的合作关系和友好关系。此项活动有利于发展学生的核心素养，培养学生对自己、对他人，尤其在交友方面的责任感和自信心。
Teacher’s activities 6
Guide Ss t read the table and fill in the blanks.
Guide the students t exchange drafts by using the checklist t give feedback.
Guide the students t write in different levels t shw their ability.
Students’ activities 6
The students d as the teacher tld them.
活动意图说明：通过本环节的学习活动，学生可以在新的情境中展开想象力和创造力，将所学知识进行迁移，填写相关知识，进而提高对整篇文章的表达能力，培养自己的知识迁移能力。
Step 5 Hmewrk (20’)
Teacher’s activities 7
Guide the students t finish the writing in different levels.
Students’ activities 7
The students d as the teacher tld them.
Intentins: These activities aim t help Ss apply what they have learned and develp the right attitude twards life. This activity is intended t develp Ss’ ability f writing.
活动意图说明：本环节教学设计符合新课程标准要求，教师在设计教学过程中要根据学生的不同层次设计不同的内容。本次内容设计了基础部分写作，主要是针对本课所学的内容；拓展层写作，主要是用好本课所学的新知识要点和各类短语；竞赛类写作，主要是培养优秀生参加高一高二的各类能力大赛或竞赛活动。
Blackbard design(板书设计)
Hw t write a letter f advice?
prblems...
Making slutins
suggestins: I suggest that we shuld d…. Reasns Actually…
I think yu shuld …. As a result, …
I recmmend yu d…. The first reasn is that….
特色学习，资源分析，技术手段应用说明
本节课的教学设计是以英语学科的核心素养发展为理论基础，紧紧围绕学习活动，设定学习目标并展开相关的学习活动，教师基于学习目标设计了多个层次的学习活动，活动之间层层相扣，层层推进，有效地促成学习目标的达成和发展学生的核心素养。
情境式创设，提高学生课堂参与度、学习注意力和兴趣，促进学习目标的达成。
根据学生新进校园的情况和所涉及的问题，确保学生有话可谈。在内化文本消息和最后的迁移创新类活动中设计的情景，可以使学生在轻松愉快的氛围内锻炼语言表达能力，掌握相关语法和文本信息，培养学习创造性地解决实际生活的能力。
2．运用多种手段，全方位提升学生学习能力、思维品质和语言能力。
在课堂开始，教师会提供一些图片，让学生通过图片，将所学的知识归纳提升，并引出新的话题，主要是在不同的语境中学习如何记忆词汇和归纳词语。本课包含了制作思维导图、小组活动、小组讨论和制作展示等环节，极大程度地体现了学生在课堂上的主体地位，可帮助学生锻炼思维和表达能力、答案的逻辑推理能力及听说读写全方位的能力，加强与他人沟通配合的协作能力。
3．教学设计紧扣学生思维发展模式，加强文本理解并联系实际生活。
在写作部分的设计上，由课本到现实生活，由浅入深，层层推进，一步步帮助学生加深对问题的理解，将学生的注意力迁移到对同学、对班级和对自己的问题上。
作业设计独特新颖，形成学生的第2课堂。
本课的作业主要是根据建议信改编的阅读理解和写作，分层体现能力，贴合文章主题，能够帮助学生从校园生活新生的角度获取不同方面的认知能力，作业设计形成了分层推进的培养能力。同时将自己的问题、建议或理由以不同的语言形式进行表达，这几个任务均可以在不同程度上帮助学生拓宽学习渠道，提升学生学习兴趣和热情。
教学反思与改进，存在的问题
本课的教学设计从整体上来说比较成功，学生的反馈大部分都很好，但也存在以下的问题：
1.在意见和理由的写作上，部分学生不能很好地利用本课所学的重点短语以及写作格式，从而浪费了时间。
2.在进行角色表演时学生不能脱离课本，或者部分学生不会很好地根据自己的思维导图进行复述，仍然捧着课本，阅读不够流畅。
3.所设计的四、五级写作在一定程度上需要大量的时间，会导致课时不够。
改进措施
鼓励优秀生率先示范，用自己的语言阐述观点。
教师可以通过分享优秀文章，让学生进行第2次交流。
教材思考
丰富性
在语言丰富方面，可以运用不同的句式，尤其要学会运用表达建议的句式以及非谓语形式，要学会用相对丰富的语言替代单句或者是单调的句型。
在Reading and Thinking环节下的文章，学生积累了表达问题和建议的短语：
Nun phrases
Verb phrases
(拓展类)
Adj. phrases
Adv. phrases
Prep. phrases
(拓展类)
t much time
fcus n
be very wrried abut
t ften
nline =n the Internet
new hbbies
cncentrate n
feel terrible
ther kinds f advice
becme addicted t
be anxius
encurage smebdy t d
准确性
通过学习语法，学生明确了各种短语的使用，在此基础上拓展句子的基本结构，句子的基本类型，从而掌握短语在句子中的精确使用。
多元性
学生在阅读和写作的文章中，通过猜词和把握主题细节活动，遇到了本课需要学习的生词和短语，通过对主题问题的了解，学会了使用以下词汇和短语。如：
1)观点多元性。D yu think Ms. Lu’s advice is useful? Why r why nt?在回答此问题时学生使用了本文阅读中的新学短语：I think I shuld encurage him t fcus n ther things in life, instead f cncentrating n playing cmputer games cnstantly.
2）话题多元性
完整性和目标性
俱乐部看图描写
（1）自然俱乐部
There are fur students in the Nature Club because they are interested in plants and animals. They are planting trees. Nw, ne is carrying a tree and hlding it straight. One is digging sme sil fr the tree, while ther girls help them. Actually, they are very gd extra-curricular activities fr senir high schl students.
（2）芭蕾舞俱乐部
A beautiful girl lves dancing, s she ften dances in the Ballet Club. Nw, she is learning new mvements. She ften practices dancing with the help f dance ple. As a dance player, she can dance n the tiptp wearing a white shrt skirt with tw-belts n her shulders. Actually, she is gd at dancing and very pleased t have this extra-curricular activity t build up her talents.
写作方法概述，描写图片，即找出图片中的要点写成段落主题句，然后对要点形成解释，2~4句加结论，过渡词加结论（即观点，也就是对要点的情感表达。）
育人性和开放性
What ther kinds f advice wuld yu give? 在回答此问题时，学生不仅用了本文阅读中新学的短语，而且学会了使用情感类动词ffer替代give，还使用了本文中的短语becme addicted t, cncentrate n 和make the team。最重要的是，学生在老师的引领下理解了生活的意义：happiness和lve才是做事的最高追求。
I wuld ffer ther kinds f advice t sme students wh becme addicted t the Internet and cannt cncentrate n schl and family life. We can make the team f five peple t beat him. If he is always defeated, he will lse his interest in playing cmputer games. Then he will have n happiness because happiness can keep peple ging n, s having n happiness will stp peple ding what they lve.
【范文】
If yu are his friends, what’s yur advice t him?
Frm my pint f view, “all play and n wrk makes Jack a mere by”, because all play will make yu lse attractin t ther things. Instead, withut all wrk, yu will make it difficult t fcus n schl and family life. Actually, it is an unhealthy lifestyle fr teenagers f ur generatin. Obviusly, it is nt nly a bad behavir, but als an unhealthy lifestyle and unusual t us.
“If yu have a dream t university, yu must always prepare fr a rainy day”. T be hnest, ur senir high schl is really a shrt perid. We are sure t meet with any prblems like a rainy day jumping at us. We shuld try every Freshman Challenge with gd preparatins. Remember “Distance tests a hrse’s strength. Time reveals a persn’s character!” As yur gd friend, I hpe yu can fllw me and keep ur wrd. Stp playing cmputers t much n the Internet and yu will make a bigger difference.