高中英语外研版 (2019)必修 第一册Unit 2 Exploring English教案设计
展开单元主题
本单元主题语境是“人与自我”,涉及的主题语境内容是学习英语、探索英语。本单元从介绍英语的历史开始,依次呈现了英语语言的多样性和创造性、英语构词法、英式英语与美式英语的差异、学生不熟悉的英语表达、英语学习中易被误解的表达等学习内容,丰富学生对英语的认知,激发学生学习英语的兴趣,引导学生思考语言与社会经济文化发展的联系,最终达成对语言现象、语言学习的跨文化理解,并反思和改进自己的英语学习方法、策略等。
单元目标
1. 语言能力目标
能够理解与英语奇闻趣事有关的文章内容,借助语境理解英语中的一词多义和习惯用语;能够听懂并谈论与英语词汇和表达相关的话题,使用新学语言描述英式英语与美式英语的不同,恰当地使用构词法进行词语重构,描述自己在英语学习过程中的误解。
2. 文化意识目标
能够理解英语的多样性、地域差异性及造成这些现象的原因;能够注意到语言发展与社会发展、文化差异之间的内在联系。
3. 思维品质目标
能够辨析语言的多样性和文化的差异性;能够在深入理解文本的同时联系自身实际,反思自己在英语学习过程中遇到的问题,创造性地提出英语学习的新方法。
4. 学习能力目标
能够通过了解英语的特点和与英语相关的奇闻趣事,激发英语学习的兴趣;能够多渠道获取英语学习资源;能够选择恰当的策略与方法,监控、评价、反思和调整自己的学习内容和进程。
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
Viewing + Speaking
主题语境
人与自我——学习英语、探索英语
内容分析
三幅图表分别呈现了以英语为母语的人数在世界排名第三,英语是全世界学习者最多的语言,中国英语学习者的数量在持续增长等现象。视频呈现的是一段关于英语发展与演变的历史。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;并让学生结合自身实际思考现象背后的原因。
教学目标
1. 学生通过图表了解英语在世界范围内的使用情况、学习情况和中国人英语学习的现状;
2. 学生通过视频了解英语发展与演变的历史;
3. 学生能基于教材内容和自身实际,简要介绍英语的历史,初步分析中国英语学习者的数量持续增长的原因。
教学重点
1. 认识英语学习的重要性和多样性;
2. 引导学生通过视频材料,了解英语发展与演变的历史。
教学难点
1. 引导学生观察图表,思考和分析问题;
2. 引导学生观看视频过程中记录关键信息。
教学策略
视听说法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T presents three charts f languages and the number f their speakers r learners.
2. T asksSsthe questins in Activity1.
1. Ss lk at the charts and read their infrmatin.
2. Ss answer the questins.
Traincmprehensive language applicatin ability t express ideas and give the reasns.
Activity 2
1. T plays the vide.
2. T asks Ssthe questins in Activity2.
1. Ss watch a vide abutEnglish language.
2. Ssanswer the questins.
Understand English language better via watching vide and widen students’ knwledge as well as raise cultural awareness.
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+Speaking
主题语境
人与自我——学习英语、探索英语
内容分析
本文是一篇小品文。课文以幽默、风趣的笔触例举并评价了英语中让学习者迷惑不解的“疯狂”现象,从而反映了英语的趣味性、多样性、创造性和吸引力。读前活动要求学生通过阅读课文标题和图片对课文大意进行推测,使学生初步了解课文内容,激发阅读兴趣。读中活动对读前活动的推测进行验证,帮助学生了解课文大意。读后活动则包括判断作者写作意图、细节理解和开放性问答等活动,并对课文中的内容进行适当的补充,引导学生深入思考英语的特点,探究主题意义,感受英语语言的幽默、“疯狂”和创意,激发学生对英语学习的兴趣。
教学目标
1.学生通过推测和略读,能够获取课文大意,根据课文内容准确理解课文标题和作者的写作意图;
2.学生通过精读,能够获取重要信息,正确梳理信息之间的关系;
3. 学生通过思考理解英语的奇妙之处,理解英语词汇背后蕴藏的文化内涵,并就此发表自己的观点;
4. 学生能够基于课文内容,联系自己的英语学习实践,树立正确的英语学习观,培养对英语学习的信心和兴趣。
教学重点
引导学生通过自主阅读和小组合作理解文章的主旨大意。
教学难点
引导学生根据文章的标题、图片等元素预测文章主题和分析文章写作目的,培养这一阅读策略与技能。
教学策略
任务型教学法、P–W–P阅读模式
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t lk at the title f the passage and the picture.
2. T asks Ss ttick what they thinkthe passage is abut.
Ss read and tick the tpicf the passage in Activity 1.
Lead t the tpic and activate knwledge.
Activity 2
T asks Ss t read the passage quickly and check their answers t Activity 1.
Ss read the passage quickly and check whatthe passage is abut.
Train students’ reading skills f predicting and getting the main ideas.
Activity 3
1. T asks Ss t chse the authr’s purpse in Activity 3.
2. T asks sme Ss t share their answers and give the reasns.
1. Ss cmplete Activity 3. They can read the passage again if necessary.
2. Ss share their answers and give the reasns.
Train students’ reading skills f getting the authr’s purpse and main ideas.
Activity 4
1. T asks Ss t cmplete the ntes with wrds frm the passage in Activity 4.
2. T asks Ss t share their answers and give the reasns.
1. Ssread the passage again and cmplete the ntes in Activity 4.
2. Ssshare their answers and give the reasns.
Train Ss’ skills f getting specific infrmatin.
Activity 5
1. T asks Ss t read the infrmatin in Activity 5 and answer the tw questins.
2. T asks Ss t share their answers and give the reasns.
1. Ss read the infrmatin in Activity 5 and think abut the answers t the tw questins.
2. Ssshare their answers and give the reasns.
Deepen Ss’ understanding f the main ideas via reading supplementary infrmatin.
Think & Share
T asks Ss t discuss the tw questins in grups and ffer help if they need.
Ssdiscuss the tw questins in grups and then share their ideas with the class.
Train Ss’ ability t use language in their real life and express their ideas in a lgical way.
Using Language板块教学设计
(建议时长80–90分钟,教师可根据教学实际酌情调整。)
课型
Reading+Listening+Speaking
主题语境
人与自我——学习英语、探索英语
内容分析
本部分包括语法部分Review: wrd frmatin、词汇部分American and British English和听说部分unfamiliar English expressins。语法部分介绍了英语的构词法;词汇部分介绍了美式英语和英式英语在拼写方式和词汇使用方面的差异,帮助学生了解这两种形式的英语的特点;听说部分的材料是关于英语中词汇的三段对话,引导学生了解英语词汇在具体语境下的应用,进而了解英语的发展和影响英语发展的因素。通过真实语境下技能的综合训练,学生能够加深对单元主题的理解,提高综合语言运用能力。
教学目标
1. 学生能够在教师的引导下,复习英语中常见的构词法,根据构词规律推断词义、进行单词重构;
2. 学生初步了解并说明英式英语和美式英语在拼写方式、词汇使用方面的差异,开阔国际视野;
3. 学生通过听录音,能够在真实语境中询问和解释英语词汇和表达的意义;
4. 学生初步认识英语的发展和差异性,了解、分析语言与社会经济文化发展的关系,提高分析问题的能力,从跨文化视角观察和认识世界。
教学重点
引导学生熟悉并学会根据构词规律推断词义。
教学难点
引导学生关注英语构词法。英语构词法不只是词形的变化,其实质是词义的转化。
教学策略
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Sst read the sentences and expressins in Activity 1 and recall the reading passage.
2. T helps Ss review wrd frmatin.
3. T asks Ss t match the wrds in bld t the types f wrd frmatin.
4. T asks Ss t lk fr mre examples f each type in the reading passage.
1. Ss review wrd frmatin.
2. Ss finish Activity 1 n P17.
Reviewdifferent types f wrd frmatin.
Activity 2
T gives the task in Activity 2 and ffers help.
1. Ssread the passage and understand the main ideas.
2. Sscmplete the passage with the help f wrd frmatin.
Use language in the real situatin.
Activity 3
1. T divides Ssint grups and intrduces the rules f Activity 3.
2. T asks Ssin different grups t chse ne type f wrd frmatin and cmpete.
1. Ssin each grup chse ne type f wrd frmatin.
2. Ss in different grups cme up with as many wrds as pssible and the grup withmst wrds is the winner.
Practise wrd frmatin and intrigue Ss’ creativity.
Activity 4
1. T asks Ss t lk at the pictures and intrduces the American English wrds and their British equivalents. T encurages Ss t use English dictinaries.
2. T asks Ss t cmplete the passage with the wrds abve.
3. T asks Ss t share their answers and give the reasns.
1. Sslk at the pictures and learn the American English wrds and their British equivalents.
2. Ss cmplete the passage.
3. Ssshare their answers and give the reasns..
Find ut the differences between Americanand British English.
Activity 5
1. T divides Ss int grups f tw and asks Ss t find mre examples f differences between American and British English and encurages them t use a dictinary r search nline.
2. T asks Ss t share their answers and give the reasns.
1. Ss wrk in grups f tw and find mre examples f differences between American and British English.
2. Ssshare their answers and give the reasns.
Deepen Ss’understanding f the differences between American and British English.Internalise the language and cultural knwledge.
Did yu knw?
T asks Ss t read the shrt passage in “Did yu knw?” n Page 19 and find utthe recent additins made t English dictinaries and sme messaging abbreviatins.
Ss read the shrt passage n Page 19 and find ut the recent additins made t English dictinaries and sme messaging abbreviatins.
Knw crss-culture backgrund infrmatin.
Activity 6
1. T asks Ss t lk at the pictures in Activity 6 and plays the recrding.
2. T asks Ss t match the three cnversatins t the pictures.
1. Ss listen fr the first time t get the main ideas f the cnversatin.
2. Ss match the three cnversatins t the pictures.
Train the listening skills f getting the main ideas in a quick way.
Activity 7
1. T plays the recrding again and asks Ss t cmplete the table.
2. T asks Ss t share their answers.
3. T plays the recrding again and asks Ss t make ntes f hw the speakers ask fr and explain the meanings f wrds.
4. T divides Ssint grups t discuss hw t ask fr and explain the meanings f wrds.
1. Ss listen t the recrding and cmplete the table.
2. Ss share their answers.
3. Ss listen t the recrding and make ntes.
4. Ssdiscuss hw t ask fr and explain the meanings f wrds in grups.
Learn hw t ask fr and explain the meanings f wrds in cnversatins.
Activity 8
1. T asks Ss t turn t the crrespnding pages and read the infrmatin.
2. T asks Ss t wrk in pairs and act ut the cnversatin.
3. T invites sme students t perfrm t the class.
1. Ss read the infrmatin n the crrespnding pages.
2. Ss wrk in pairs and act ut the cnversatin.
Use the useful expressins t carry ut a cnversatin.
Activity 9
T asks Ss t find new wrds and their meanings n the Internet and have a similar cnversatin.
Ssfind new wrds and their meanings n the Internet and have a similar cnversatin.
Further practiseasking fr and explaining the meanings f wrds in cnversatins.
Develping ideas板块教学设计
(建议时长80–90分钟,教师可根据教学实际酌情调整。)
课型
Reading+Writing
主题语境
人与自我——学习英语、探索英语
内容分析
本篇文章是一篇论坛专题讨论,是新媒体语篇,从另一角度反映了单元主题。文章介绍了四位英语学习者在学习过程中遭遇的困惑与误解。读写部分用四幅图片和相关文字呈现了一个因一道英国菜肴的名称产生误解,并最终消除误解的故事。通过这一板块的学习,学生能够加深对英语语言的多样性、创造性及其丰富的文化内涵的理解,形成在英语学习中注意关注俚语及其文化内涵的英语学习思维,培养跨文化意识,并且初步掌握故事的内容特点、文体特点和写作手法。
教学目标
1.学生能够理解课文内容,联系自身的英语学习经历,深入理解单元主题意义,形成注意关注俚语及其文化内涵的英语学习思维;
2.学生通过课文学习和内容复述初步了解故事的内容特点、文体特点和写作手法,运用所学内容简单记述自己在英语使用过程中对英语表达产生误解的一次经历。
教学重点
引导学生读懂文章,了解英语语言的多样性、创造性及其丰富的文化内涵,挖掘英语学习的不同侧面。
教学难点
引导学生注重语言在思维层面的内化和输出。
教学策略
交际教学法、任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t read the expressins in Activity 1 and guess their meanings.
2. T invites sme Ss t share their pininsand explains the meanings f the expressins.
3. T asks the class t think abut mre English expressins that may cause misunderstandings.
1. Ss read the expressins in Activity 1 and guess their meanings.
2. Ss share their pinins.
3. Sscme up with mre English expressins that may cause misunderstandings.
Lead t the tpic andactivate Ss’ backgrund knwledge.
Activity 2
1. T invites Ss t read the passage and asks Ss t find the wrds r expressins that caused the misunderstandings.2. T invites Ss tshare their answers.
1. Ss read the passageand find the wrds r expressins that caused the misunderstandings.
2. Ssshare their answers.
Understand the wrds r expressins that caused the misunderstandings. Cultivate interest in English learning.
Activity 3
1. T asks Ss t read the definitins in Activity 3 and match them t the psts.
2. T asks Ss t share their answers and give the reasns.
1. Ssmatch the definitins in Activity 3 t the psts based n the infrmatin frm the passage.
2. Ss share their answers and give the reasns.
Check Ss’understanding f thepassage.
Think & Share
1.T asks Ss t discuss the fur questins in “Think and Share”.
2. T invites sme Ss t share their pinins.
Ss discuss the fur questins in grups and then share their pininswith the class.
Deepen Ss’ understanding f the passage and intrigue their thinking.
Activity 4
1. T helpsSsunderstand the requirement f Activity 4.
2. T help Ssretell the situatins in the psts prperly, T guides Ss t list imprtant pints t rganise their ideas.
3. T invites Ss t retellthe situatins in the fur psts.
1. Ss read the requirement f Activity 4.
2. Ss wrk in grups and rganise their ideas.
3. Ss share their retelling with the class.
Cnslidate and integrate the language and cntent learnt.
Activity 5
T guides Ss t lk at the picturesand find the answers t the questins.
Ssread the pictures quickly, and answer the questins.
Extract and summarise the infrmatin via pictures.
Activity 6
1. T asks Sst write a paragraph t tell the stry with their wn wrds and reminds them t use the useful expressins.
2. T asks Ss t share their stries and rganisesSs t give cmments t each ther.
1. Sswrite a paragraph t tell the stry.
2. Ssshare their stries and give cmments t each ther.
Practisewriting a stry with the help f the given plts.
Activity 7
1. T shws the criteria f a gd cmpsitin and demnstrates hw t judge a cmpsitin.
2. T asks sme Ss t shw their stries t the class, and invites ther Ss t judge.
Ss share their strieswith the class, and d peer evaluatin.
Imprve writing thrugh peer evaluatin.
Presenting ideas&Reflectin板块教学设计
(Presenting ideas和Reflectin部分建议时长80–90分钟,
教师可根据教学实际酌情调整。)
课型
Speaking
主题语境
人与自我——学习英语、探索英语
内容分析
Presenting ideas板块要求学生先分组讨论并写下有创意的英语学习方法,然后选出最有创意的英语学习方法并对其进行阐述。本板块旨在通过阐述英语学习方法,促进学生对所学内容的复习与掌握,使学生能够在真实的情境下对所学内容加以综合运用,同时帮助学生反思自己的英语学习方法,内化单元主题思想,发展思维品质,完成对所学内容的迁移和创新。
Reflectin板块引导学生回顾本单元所学,及时对自己的学习行为和效果做出评估和判断,反思并改进。
教学目标
1. 学生通过本单元的学习,对英语语言的多样性和创造性有更深入的理解,能够反思自己的英语学习方法,树立正确的英语学习观,保持对英语学习的兴趣;
2. 学生能够运用本单元所学内容,恰当地表达自己对英语学习方法的观点,形成适合自己的英语学习方法,并阐述选择该学习方法的理由;
3. 学生能够联系自身实际,对自己的英语学习方法进行改进和创新,培养批判性思维和创新思维;
4. 学生能够在本单元学习过程中和结束时对自己的学习行为和效果做出评估和分析,对自己的优缺点和得失做出反思,并与教师沟通改进方法。
教学重点
1.引导学生根据单元所学内容,反思自己的英语学习方法,讨论有创意的英语学习方法。
2.引导学生从语言能力、思维品质等方面对自己在学习本单元后的效果作出合理的评价。
教学难点
1. 指导学生使用本板块中的实用表达,加强展示内容的逻辑性。
2. 引导学生养成自我评价的良好学习习惯。
教学策略
元认知策略、认知策略、交际策略和情感策略
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Activity 1
1. T asks Ss t think abut creative ways t learn English.
2. T asks Ss t brainstrm their ideas in grups.
3. T asks Ss t list their ideas n a piece f paper.
1. Ss think abut creative ways t learn English.
2. Ss brainstrm their ideas in grups.
3. Ss write dwn their ideas n a piece f paper.
Generate new ideas and prepare fr the presentatin.
Activity 2
1. T divides Ss int several grups, with each grup having a leader, a nte-taker and 2-4 idea prviders.
2. T asks Ss t wrk in grups, share their ideas and prepare a shrt presentatin.
1. Ss take different rles in their grup.
2. Ss wrk in grups, share their ideas and prepare a shrt presentatin.
Organise presentatin in grups.
Activity 3
1. T invites sme grups t give presentatins in class.
2. T asks Ss t vte fr the best ways t learn English.
1. Ssgive presentatins in class.
2. Ss vte fr the best ways t learn English.
Practise skills in giving a presentatin, and learn frm each ther.
Reflectin
1. T guides Ss t recall what they’ve learnt in this unit.
2. T asks Ss t cmplete “Reflectin” n P24.
Ss rate their perfrmance in this unit, summarise what they’ve learnt and think abut what they need t imprve.
Review, rate perfrmance and think abut ways t imprve.
Prject板块教学设计
(此部分教师可根据教学实际酌情调整。)
课型
Speaking
主题语境
人与自我——学习英语、探索英语
内容分析
本板块要求学生识别并收集公共场所的英文误译实例,分析误译类别并提出修改建议。学生在教师的指导下,综合运用本单元所学内容,开展自主学习、合作学习和探究式学习,有效完成开放型任务,进一步挖掘探索英语的主题语境,体会英汉两种语言在表达方式方面的不同,提高
自己的综合语言运用能力,养成严谨的英语学习态度和良好的学习习惯,培养跨文化交际意识。
教学目标
1. 学生了解和掌握一定的实地考察的方法和技巧,能够自主选择合适的途径和方法收集日常生活中的英文翻译;
2.学生思考考察结果,能够辨别有误的或不恰当的英文翻译,并在教师的指导下提出修改建议;
3. 学生对英语有更深入的了解,反思并改进自己的英语学习方法,养成严谨的英语学习态度和良好的学习习惯。
教学重点
1. 引导学生利用单元所学,了解和掌握实地考察的方法和技巧,用英语做事情;
2. 确定分组,完善小组内分工,为课堂活动做好准备。
教学难点
1. 引导学生分组汇报实地考察结果,全班进行评价并给出修改建议;
2. 如果学生没有条件进行实地考察,可引导学生关注身边常见的、错误的或不恰当的英文。
教学策略
任务型教学法
Teaching cntents
Prcedures
Purpses
Teacher’s activity
Students’ activity
Investigate
1. T divides the class int grups f 4—6 and asks them t think abut public places where they might see English translatins.
2. T asks Ss t get int their lcal area and lk fr mistranslatins.
1. Ss wrk in grups and decide where t g.
2. Ss take a pht f each mistranslatin they find and make ntes.
Develp skills f searching infrmatin.
Plan
1. T asks sme Ss t share what they’ve fund and discuss the types f mistranslatins.
2. T asks Ss t wrk ut what the crrect translatins shuld be.
1. Ss share what they’ve fund and discuss the types f mistranslatins.
2. Ss wrk in grups and wrk ut what the crrect translatins shuld be
Analyse different types f mistranslatins.
Create
While Ss making their lists f crrectins, T prvides guidance t Ss if necessary.
Ss wrk in grups t make their lists f crrectins using a ntebk r slide presentatin, including phts they have taken.
Practise grup wrk.
Present
T arranges time in later perids fr Ss t shw their lists f mistranslatins t the class and give presentatins.
Ss shw their lists f mistranslatins and give presentatins in grups.
Practise skills in giving a presentatin, and learn frm each ther.
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