高中外研版 (2019)Unit 2 Exploring English教案设计

这是一份高中外研版 (2019)Unit 2 Exploring English教案设计，共3页。教案主要包含了教材分析，教学目标与核心素养，教学重难点，教学过程等内容，欢迎下载使用。


【教材分析】
本节课是高中英语第一册Unit 2 Explring English 的引入和阅读部分。本单元的内容异常丰富多彩，活动形式多种多样，集趣味性和实用性为一体。教师通过深入挖掘教材，充分发挥教材的功能，有助于激发学生对于英语学习的兴趣，提升学生的英语学科素养，同时为以后的英语学习铺平道路，打好基础。单元标题中的Explring值得教师深思。英语语言就好像一个广阔的海洋，教师想办法将学生带入其中，去探索，去发现，去获取。
就本节课而言，教师需要兼顾知识性，趣味性，思辨性，因此要仔细设定教学目标与重难点，再通过教学流程呈现出来，还是具有相当挑战性的任务。
【教学目标与核心素养】
1．语言能力目标：
（1）能够读懂简单图表，从中获取具体信息，并将图表内容文字化；
（2）能够通过阅读文章，快速获取细节信息,并概括归纳出作者意图/观点。
2．思维品质目标：
初步了解举例、对比等写作手法，并理解作者如何通过这些方法组织安排文章，呈现自己观点。
3．文化意识目标：
（1）通过了解一些单词/词组的起源，探究思考单词/词组的含义，体会英语语言的多样性，趣味性。
（2）初步将英语语言与汉语母语进行比较，培养跨文化交际意识。
4．学习能力目标：
（1）树立正确的英语学习观，通过初步了解英语语言的一些特点，培养对英语学习的兴趣。
（2）能够多渠道获取英语学习资源，培养英语学习能力。
【教学重难点】
1．重点
（1）读懂简单图表，从中获取具体信息，并描述自己所见；
（2）通过阅读文章，快速获取细节信息,并概括归纳出作者意图/观点。
2．难点
（1）理解文章的组织方式（举例/对比）；
（2）理解英语语言特点，并将其与汉语进行比较。
【教学过程】
Part 1. Starting ut
Step 1 Charts and questins
Lk at the charts and get the Ss t answer the questins as belw:
1．Accrding t Chart 1, which language has the largest number f native speakers?
2．Accrding t Chart 2, which language has the largest number f learners?
3．What can yu learn frm Chart 3?
Teachers can ask students t describe Chart 3 with their wn language. And the descriptin will be excellent if it includes facts and pinins. Fr example：
In 1993/2003/2014, there are 50 millin/200 millin/300 millin Chinese learning English. （facts） Frm the statistics we can knw the number f English learners in China is increasing rapidly. （Opinin）
4．Why d yu think s many peple in China learn English?
Step 2 Vide Time
Get the Ss t watch the vide and then answer the questins. Teacher shw the tips t the Ss: ①There are many cuntries having English as their first language because the questin uses “which cuntries”.②When students watch the vide, they can take sme ntes using shrt hand.
1．Which cuntries have English as their first language?
2．Where d a third f English wrds cme frm? What examples are given in the vide?
Part 2. Understanding ideas
Step 1.Befre reading
Lk at the title f the passage and the pictures. Have the Ss tick what they think the passage is abut.
Tips:
The questin “what d yu think the passage is abut” refers t the tpic/main idea f the passage, s there is nly ne chice meet the requirement. But sme students may chse plants r fruit, that’s all right.
Step 2. While reading
G thrugh the passage by asking the Ss t finish the tasks and then check with their partner.
Task 1. Cmplete the ntes with wrds frm the passage.
Task 2. Answer the questins accrding t the ntes.
1．Hw des the authr rganize his passage? Give sme examples.
2．Why des the authr think peple ften have truble learning English?
3．Chse the authr’s purpse in writing the passage.
4．Hw did the pineapple, hamburger and eggplant get their names?
5．Des the infrmatin ffer yu a better understanding f the passage? Give yur reasns.
Step 3. After reading
After reading this passage, have the Ss think and share their ideas accrding t the questins as belw:
1．D yu agree with the authr’s pinin abut the English language? Give yur reasns.
（Befre answering the questins, think abut “what’s the authr’s pinin” carefully.）
2．What d yu find mst challenging abut learning English? Hw d yu deal with this?
（guide students t think abut their prblems in learning English）
3．The authr describes sme phenmena f English in the passage. Fr example, “When I wind up my watch, it starts, but when I wind up this passage, it ends.” Can yu think any similar phenmenn f Chinese like this? Give yur examples.
Step 4. Hmewrk