高中英语外研版 (2019)选择性必修 第二册Unit 1 Growing up优质教学设计及反思

这是一份高中英语外研版 (2019)选择性必修 第二册Unit 1 Growing up优质教学设计及反思，共7页。

教学设计
Starting ut板块教学设计
（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型
Listening + Viewing
主题语境
人与自我——认识自我、丰富自我、完善自我
内容分析
本板块旨在激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热。活动1呈现了一段与成人礼相关的视频，介绍了不同时期、不同文化背景下成人礼的不同庆祝方式，从而引发学生思考成人礼的真正含义。活动2要求学生通过听与读的方式欣赏诗歌《如果》的节选, 并谈一谈“成为一个真正的人”需要具备哪些品质，以及对自己成长影响最重要的品质。
教学目标
在本板块学习结束时，学生能够：
看懂视频，了解与成人礼相关的背景知识，初步感知成长的意义；
读懂诗歌《如果》的节选，感受诗歌之美，领悟其主旨大意，发现并归纳“成为一个真正的人”需要具备的品质；
说出在成长过程中最重要的品质有哪些并发表自己的观点。
教学重点
引导学生读懂诗歌，了解英文诗歌的基本知识，领悟其主旨大意并归纳成年人需要具备的品质。
教学难点
引导学生感受诗歌所传递与表达的情感并思考在成长过程中最重要的品质是什么，思考成长的意义。
教学策略
视听教学法、交际教学法
Starting ut板块教学设计
（建议时长10–15分钟，教师可根据教学实际酌情调整。）
课型
Listening + Viewing
主题语境
人与自我——认识自我、丰富自我、完善自我
内容分析
本板块旨在激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热。活动1呈现了一段与成人礼相关的视频，介绍了不同时期、不同文化背景下成人礼的不同庆祝方式，从而引发学生思考成人礼的真正含义。活动2要求学生通过听与读的方式欣赏诗歌《如果》的节选, 并谈一谈“成为一个真正的人”需要具备哪些品质，以及对自己成长影响最重要的品质。
教学目标
在本板块学习结束时，学生能够：
看懂视频，了解与成人礼相关的背景知识，初步感知成长的意义；
读懂诗歌《如果》的节选，感受诗歌之美，领悟其主旨大意，发现并归纳“成为一个真正的人”需要具备的品质；
说出在成长过程中最重要的品质有哪些并发表自己的观点。
教学重点
引导学生读懂诗歌，了解英文诗歌的基本知识，领悟其主旨大意并归纳成年人需要具备的品质。
教学难点
引导学生感受诗歌所传递与表达的情感并思考在成长过程中最重要的品质是什么，思考成长的意义。
教学策略
视听教学法、交际教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher plays the vide and asks students t watch it carefully.
Teacher asks students t answer the first questin. Teacher plays the vide again if needed.
Teacher asks students t wrk in grups and discuss the secnd questin.
Teacher invites sme students t share their answers.
Students watch the vide carefully.
Students answer the first questin. Students watch the vide again if needed.
Students wrk in grups and discuss the secnd questin.
Sme students share their answers with the class.
T aruse students’ interest in the tpic.
T let students have a basic understanding f cming-f-age ceremny.
Activity 2
Teacher plays the audi and asks students t listen t the pem carefully.
Teacher asks students t read the pem.
Teacher asks students t answer the first questin individually.
Teacher invites sme students t share their answers.
Teacher asks students t read the pem againand tick the answers in Questin 2.
Teacher invites sme students t share their answers and add their wn ideas.
Teacher asks students t wrk in grups t answer the last questin.
Teacher invites sme students t share the answers.
Students listen t the pem carefully.
Students read the pem.
Students answer the first questin individually.
Sme students share their answers with the class.
Students read the pem again and tick the answers in Questin 2.
Sme students share their answers with the class and add their wn ideas.
Students discuss the last questin in grups.
Sme students share the answers with the whle class.
T help students learn sme basic knwledge f English pems.
T help students have a further understanding f grwing up.
Understanding ideas板块教学设计
（建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型
Reading
主题语境
人与自我——认识自我、丰富自我、完善自我
内容分析
本板块呈现了一篇体现单元主题的课文，语篇类型为专栏文章。课文中三位来自不同国家的学生分别表达了自己对于18岁的理解与定位。读前的导入活动帮助学生明确在我国做不同事情的法定年龄，激活学生对法定年龄的已有知识，为课文学习做铺垫。读中活动考查学生对课文标题的理解和提取关键信息的能力。读后活动通过判断主旨大意、理解细节信息和回答开放性问题等活动，启发学生深入思考，理解文本内容，积极探究主题意义。
教学目标
在本板块学习结束时，学生能够：
通过阅读课文，获取文章的主要信息，并根据文章内容准确理解标题的含义，为文章另选一个合适的标题；
准确获取关键信息，并学会辨别事实和观点，进一步理解课文内容；
体会成年的意义与责任，思考如何完善自己、提升自己，树立正确的生活观与积极的人生观。
教学重点
引导学生读懂课文，获取文章的重要信息，学会辨别事实和观点，把握三位学生对成年的理解与定位。
教学难点
引导学生体会成年的意义与责任，加深对主题意义的认识与思考。
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
Teacher asks students t lk at the pictures and think abut the age when peple are allwed t d the six things n the bk.
Teacher divides the class int several grups t discuss abut the questin.
Teacher invites sme students t share the answers.
Teacher asks students t think abut mre examples and the legal ages t d them.
Teacher invites sme students t share the answers.
Students lk at the pictures and think abut the age when peple are allwed t d the six things n the bk individually.
Students wrk in grups and discuss the questin.
Sme students share the answers with the class.
Students think abut mre examples and the legal ages t d them.
Sme students share the answers.
T help students get familiar with the tpic in advance.
T activate the students’ existing backgrund knwledge.
Activity 2
Teacher asks students t lk at the title and pictures, then try t guess the meaning f the title.
Teacher asks students t read the passage quickly and check the answer.
Teacher asks sme students t share the answers.
Students lk at the title and pictures and guess what the title means.
Students read the passage quickly and check the answer.
Sme students share the answers with the whle class.
T help students understand the meaning f the title.
Activity 3
Teacher asks students t read the passage quickly and chse the best title accrding t the persnal understanding.
Teacher invites sme students t share their answers with the whle class and give the reasns.
Teacher asks thers t express different ideas and give reasns.
Teacher divides the class int several grups t discuss hw t chse r give a prper title.
Teacher invites sme grups t share their answers and thers t make cmments.
Students read the passage quickly and chse the best title accrding t the persnal understanding.
Sme students share their answers with the whle class and give the reasns.
Other students express their different ideas and give reasns.
Students wrk in grups and discuss hw t chse r give a prper title.
Sme grups share their answers with the class and ther students make sme cmments.
T help students grasp the main idea f the passage thrugh fast reading.
T help students figure ut the methds f chsing a prper title.
Activity 4
Teacher asks students t g thrugh the table quickly and have a basic understanding f the task.
Teacher asks students t read the passage carefully and pick ut the relevant infrmatin t cmplete the table.
Teacher invites sme students t check the answers with ther students.
Teacher asks students t read the passage again and helps them analyse the structure f the passage.
Teacher asks students t answer the questins raised in the intrductin part.
Teacher invites sme students t share their answers with the class.
Students g thrugh the table quickly and have a basic understanding f the task.
Students read the passage carefully and pick ut the relevant infrmatin t cmplete the table.
Sme students check the answers with ther students.
Students read the passage again and analyse the structure f the passage with the help f the teacher.
Students try t answer the questins raised in the intrductin part.
Sme students share their answers with the class.
T help students have a deep understanding f the infrmatin.
T practise students’ ability t srt the specific infrmatin f the passage.
Activity 5
Teacher asks students t read the fur sentences individually and decide if they are facts r pinins.
Teacher invites sme students t share their answers with the class and help them summarise hw t tell facts frm pinins.
Teacher asks students t wrk in grups and find mre sentences abut pinins and discuss if they agree r nt.
Teacher invites sme students t share their answers and give prper reasns.
Students read the fur sentences individually and decide if they are facts r pinins.
Sme students share their answers with the class and summarise hw t tell facts frm pinins with the help f the teacher.
Students wrk in grups and find mre sentences abut pinins and discuss if they agree r nt.
Sme students share their answers with the class and give prper reasns.
T help students distinguish facts frm pinins.
T have students interpret the text thrugh the details.
Think & Share
Teacher asks students t g thrugh the fur questins and think abut them individually.
Teacher asks students t discuss the questins in grups.
Teacher invites sme students t share the answers with the class.
Students g thrugh the fur questins and think abut them individually.
Students discuss the questins in grups.
Sme students share the answers with the class.
T help students fcus n the meaning f grwing up and respnsibility.
T help students apply what they have learnt t express their ideas.