外研版（2019)必修第一册 Unit1 A new start Understanding ideas 名师教学设计
文档属性
| 名称 | 外研版（2019)必修第一册 Unit1 A new start Understanding ideas 名师教学设计 |  | |
| 格式 | doc | ||
| 文件大小 | 232.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-02-25 16:44:48 | ||
图片预览
文档简介
Teaching Plan
Date January 21, 2022 Name
Unit Unit 1, Book 1 Title Understanding Ideas: My First Day at Senior High
Class, Grade School Type Reading(40 mins)
Objectives: By the end of the lesson, the students will …
review and deeper understand theme-based words and expressions (such as eagerness, challenges, butterflies in my stomach, keep calm, under pressure, etc.) through four-square method, picture hints and questions chains.
grasp the factual information about Meng Hao’s experiences and feelings on the first day at senior high through plot diagram.
retell Meng Hao’s experiences and feelings on the first at senior high with the help of plot diagram.
analyse the stylistic features of dairy, including the format, the function of simple past tense and the first person.
share their views on the famous saying “Well begun, half done.”.
appreciate Meng Hao’s confident attitude towards a new start and learn to be optimistic when facing new challenges.
Key points and / or difficult points
clarify the logical structures of the passage through plot diagram;
analyse the stylistic features of diary from content analysis, the format, simple past tense and the first person;
share students’ views on the “Well begun, half done.” and foster confident attitude towards a new start.
Methodology & Strategies
Six Elements Integrated English Learning Activity Approach, Cooperative Learning and Inquiry Learning
Aids and / or Materials
PPT, Pictures, Chalk
Discourse Analysis
主题语境(Theme)：人与自我——学校生活、积极的生活态度 语篇类型(Genre)：记叙文——日记 文本分析(Discourse analysis)：[What]本文是一篇日记，主要讲述了一个叫孟浩高中第一天的经历和感受以及对即将到来的高中学习生活的期盼。[How]本文为多模态语篇。一方面，文章给出四幅图片，结合标题“My First Day at Senior High” 和总结句“Well begun, half done.”，可以推测文本的叙述方式为：before going to school, arriving at school, during the class和after the class。另一方面，文章共八个自然段。第一段通过使用动词和副词（woke up early, rush out of the door）生动展现出孟浩对于高中生活的期待。第二段和第三段作者通过使用直接引语、动词和心理活动等描写展示出孟浩对于新学校的好奇和担心。第四段到第七段通过使用直接引语、心理活动描写和动词生动形象写出孟浩第一节课的经历及情感体验。第八段通过引用谚语（Well begun, half done.）很自然地展示出孟浩对于自己第一天的评价。整篇日记语言简洁，格式明了。全文主要应用过去时态讲述高中第一天的经历和感受，人称上主要是第一人称，使描生动形象，充分体现了日记的文体特征。[Why] 通过本节课学习，体会主人公高中生活第一天的所见所想，树立积极适应新环境的乐观心态。
Analysis of Students
【已知】本次授课为深圳市高中所有学生。与其他地区相比，深圳学生的英语语言能力整体偏高，表达欲较强，具备较好的听说读写能力。本节课前，学生已经学习了“starting out & vocabulary”的内容，了解了国内外高中生活的异同，表达了高中新生活的经历和感想，学习了本单元的重点词汇，为understanding ideas铺垫了“新高中，新开始”的背景信息和知识点。【想知】作为高中英语学习的第一节阅读课，学生想要学习如何快速捕捉事实性信息的技能，理解日记文体的写作方法和特征，并能够积极参与英语课堂之中，为高中英语学习创造“新开始”。【需知】本次课，学生不仅需要学会用情节图（Plot Diagram）获取孟浩高中生活第一天的经历和感想，同时根据情节图复述文章主要内容，并在老师的指导下，分析日记的文体特征（比如时间，过去时态和第一人称的作用等）。在深入理解文章的基础之上，学生能够积极参与课堂关于“Well begun, half done.”的讨论，最后充分利用所学知识描述自己高中第一天的经历和感想。
Blackboard Design
Procedures
教学环节Steps 活动形式与步骤Activities 活动意图Activity goals 活动层次Activity Level 学习效果评价Assessment
1 Represent and reviewAccording to the pictures, students review the work and expressions appeared in this passage. To check whether students have previewed the words and expressions and pave the way to smooth reading. Retrieving and summarizing Most of the students can understand the meanings of the words and expressions through picture hints.
2 View and talkAccording to the emojis, students talk about their feelings and experiences of the first day at senior high. To activate students’ background information of their experiences and feelings on the first day at senior high. Perceiving and noticing Every student can use the emojis to brief remind of their first-day experiences and share their feelings.
3 View and predictAccording to the titles and pictures, students predict Meng Hao’s experiences and feelings on the first day at senior high. To practice students’ viewing ability in predicting the learning content. Perceiving and noticing Most of the students can make use of the pictures and titles to predict the learning content.
4 Read for general informationStudents read the passage quickly and choose the best description of the passage through multiple choice. To practice students’ ability in getting the main idea of the passage. Retrieving and summarizing Almost every students can get the main idea of the passage.
5 Read for specific informationBased on hints of the plot diagram, students read the passage quickly and locate the information of Meng Hao’s experiences and feelings. To practice students’ ability in locating the specific information related to Meng Hao’s experiences and feelings. Generalizing and synthesizing 90 % of the students can get the specific information related to Meng Hao’s experiences and feelings through mind-map
6 RetellingBased on the generated plot diagram, students retell what they have learned in this passage To practice student’s ability in summarizing the main information of the passage. Describing and interpreting 80 % of the students can logically and clearly summarize the main information with the help of the plot diagram.
7 Think and analyseTeacher guides students to think of the following questions:What is the genre of the passage How do you know the genre of the passage What are the tense and person of the passage Why are this tense and person used To practice students’ ability in analyzing the stylistic features of the passage. Reasoning and arguing With teacher’s guidance, most of the students appreciate the stylistic features of the passage.
8 Think and discussStudents work in pairs, focusing on the sentence “half begun, well done” and thinking of the following questions:What is the meaning of “Well begun, half done.” Do you think Meng Hao’s first day at senior was a good new start Why or why not？What challenges will Meng Hao have to face later Give an example. To practice students’ ability in understanding “well begun, half done” , inferring Meng Hao’s attitude towards his new start at senior high and critically assessing new start at senior high. Criticizing and evaluating Most of the students actively take pars in the discussion and can share their own answers to some of the questions.
9 Write and shareAccording to what they have learned, students work individually to write a brief diary to describe his feelings and experience and share their works.Your works should be assessed by:Time;Behavioral ad emotional description;Logic organization;Clear expressions;Grammar and spelling. To practice students’ ability in transferring what they have learned to describe their own experiences and feelings on the first day at senior high. Imaging and creating Every students can write down their first-day experiences and feelings on the first day at senior high and many students can logically, clearly and confidently share their diary with the classmates.
Home-work [Individual Work][Must] Based on plot diagram and blackboard design, summarize the passage “My First Day at Senior High” within 80 words.[Optional] Based on plot diagram and blackboard design, summarize the passage “My First Day at Senior High” and give some suggestions to Meng Hao for better adapting to senior high within 120 words.[Group Work]You need to choose one of the three optional projects and work in groups to conduct a project learning.[Optional one] make a report: work in group of 4 and find out your classmates’ experiences and their feelings on the first day at senior high. Requirements:Top 10 interesting experiences;Top 5 feelings of the first day at senior high;Comments on their experiences and feelings.[Optional two] mini-speech: work in group of 3, discuss the famous saying “well begun, half done”, and one representative gives a mini-speech within 3 minutes. Content should include:Definition of “well begun, half done”;Stories to support “well begun, half done”;Tips to promote “well begun, half done”.[Optional three] conduct an interview: work in group of 4, select a person, write down the questions to be asked, carry out an interview to talk about:His/her first day at senior high;Impressive or interesting story happening on the first day;Hints on adapting to senior high. To consolidate what the students have learned, motivate students to participate in cooperative learning and meet students’ requirements with different language proficiency level. Every student can finish the summary writing, advanced students can give some suggestions on adapting to senior high, and almost each students take part in group work to finish their task.
PAGE
Date January 21, 2022 Name
Unit Unit 1, Book 1 Title Understanding Ideas: My First Day at Senior High
Class, Grade School Type Reading(40 mins)
Objectives: By the end of the lesson, the students will …
review and deeper understand theme-based words and expressions (such as eagerness, challenges, butterflies in my stomach, keep calm, under pressure, etc.) through four-square method, picture hints and questions chains.
grasp the factual information about Meng Hao’s experiences and feelings on the first day at senior high through plot diagram.
retell Meng Hao’s experiences and feelings on the first at senior high with the help of plot diagram.
analyse the stylistic features of dairy, including the format, the function of simple past tense and the first person.
share their views on the famous saying “Well begun, half done.”.
appreciate Meng Hao’s confident attitude towards a new start and learn to be optimistic when facing new challenges.
Key points and / or difficult points
clarify the logical structures of the passage through plot diagram;
analyse the stylistic features of diary from content analysis, the format, simple past tense and the first person;
share students’ views on the “Well begun, half done.” and foster confident attitude towards a new start.
Methodology & Strategies
Six Elements Integrated English Learning Activity Approach, Cooperative Learning and Inquiry Learning
Aids and / or Materials
PPT, Pictures, Chalk
Discourse Analysis
主题语境(Theme)：人与自我——学校生活、积极的生活态度 语篇类型(Genre)：记叙文——日记 文本分析(Discourse analysis)：[What]本文是一篇日记，主要讲述了一个叫孟浩高中第一天的经历和感受以及对即将到来的高中学习生活的期盼。[How]本文为多模态语篇。一方面，文章给出四幅图片，结合标题“My First Day at Senior High” 和总结句“Well begun, half done.”，可以推测文本的叙述方式为：before going to school, arriving at school, during the class和after the class。另一方面，文章共八个自然段。第一段通过使用动词和副词（woke up early, rush out of the door）生动展现出孟浩对于高中生活的期待。第二段和第三段作者通过使用直接引语、动词和心理活动等描写展示出孟浩对于新学校的好奇和担心。第四段到第七段通过使用直接引语、心理活动描写和动词生动形象写出孟浩第一节课的经历及情感体验。第八段通过引用谚语（Well begun, half done.）很自然地展示出孟浩对于自己第一天的评价。整篇日记语言简洁，格式明了。全文主要应用过去时态讲述高中第一天的经历和感受，人称上主要是第一人称，使描生动形象，充分体现了日记的文体特征。[Why] 通过本节课学习，体会主人公高中生活第一天的所见所想，树立积极适应新环境的乐观心态。
Analysis of Students
【已知】本次授课为深圳市高中所有学生。与其他地区相比，深圳学生的英语语言能力整体偏高，表达欲较强，具备较好的听说读写能力。本节课前，学生已经学习了“starting out & vocabulary”的内容，了解了国内外高中生活的异同，表达了高中新生活的经历和感想，学习了本单元的重点词汇，为understanding ideas铺垫了“新高中，新开始”的背景信息和知识点。【想知】作为高中英语学习的第一节阅读课，学生想要学习如何快速捕捉事实性信息的技能，理解日记文体的写作方法和特征，并能够积极参与英语课堂之中，为高中英语学习创造“新开始”。【需知】本次课，学生不仅需要学会用情节图（Plot Diagram）获取孟浩高中生活第一天的经历和感想，同时根据情节图复述文章主要内容，并在老师的指导下，分析日记的文体特征（比如时间，过去时态和第一人称的作用等）。在深入理解文章的基础之上，学生能够积极参与课堂关于“Well begun, half done.”的讨论，最后充分利用所学知识描述自己高中第一天的经历和感想。
Blackboard Design
Procedures
教学环节Steps 活动形式与步骤Activities 活动意图Activity goals 活动层次Activity Level 学习效果评价Assessment
1 Represent and reviewAccording to the pictures, students review the work and expressions appeared in this passage. To check whether students have previewed the words and expressions and pave the way to smooth reading. Retrieving and summarizing Most of the students can understand the meanings of the words and expressions through picture hints.
2 View and talkAccording to the emojis, students talk about their feelings and experiences of the first day at senior high. To activate students’ background information of their experiences and feelings on the first day at senior high. Perceiving and noticing Every student can use the emojis to brief remind of their first-day experiences and share their feelings.
3 View and predictAccording to the titles and pictures, students predict Meng Hao’s experiences and feelings on the first day at senior high. To practice students’ viewing ability in predicting the learning content. Perceiving and noticing Most of the students can make use of the pictures and titles to predict the learning content.
4 Read for general informationStudents read the passage quickly and choose the best description of the passage through multiple choice. To practice students’ ability in getting the main idea of the passage. Retrieving and summarizing Almost every students can get the main idea of the passage.
5 Read for specific informationBased on hints of the plot diagram, students read the passage quickly and locate the information of Meng Hao’s experiences and feelings. To practice students’ ability in locating the specific information related to Meng Hao’s experiences and feelings. Generalizing and synthesizing 90 % of the students can get the specific information related to Meng Hao’s experiences and feelings through mind-map
6 RetellingBased on the generated plot diagram, students retell what they have learned in this passage To practice student’s ability in summarizing the main information of the passage. Describing and interpreting 80 % of the students can logically and clearly summarize the main information with the help of the plot diagram.
7 Think and analyseTeacher guides students to think of the following questions:What is the genre of the passage How do you know the genre of the passage What are the tense and person of the passage Why are this tense and person used To practice students’ ability in analyzing the stylistic features of the passage. Reasoning and arguing With teacher’s guidance, most of the students appreciate the stylistic features of the passage.
8 Think and discussStudents work in pairs, focusing on the sentence “half begun, well done” and thinking of the following questions:What is the meaning of “Well begun, half done.” Do you think Meng Hao’s first day at senior was a good new start Why or why not？What challenges will Meng Hao have to face later Give an example. To practice students’ ability in understanding “well begun, half done” , inferring Meng Hao’s attitude towards his new start at senior high and critically assessing new start at senior high. Criticizing and evaluating Most of the students actively take pars in the discussion and can share their own answers to some of the questions.
9 Write and shareAccording to what they have learned, students work individually to write a brief diary to describe his feelings and experience and share their works.Your works should be assessed by:Time;Behavioral ad emotional description;Logic organization;Clear expressions;Grammar and spelling. To practice students’ ability in transferring what they have learned to describe their own experiences and feelings on the first day at senior high. Imaging and creating Every students can write down their first-day experiences and feelings on the first day at senior high and many students can logically, clearly and confidently share their diary with the classmates.
Home-work [Individual Work][Must] Based on plot diagram and blackboard design, summarize the passage “My First Day at Senior High” within 80 words.[Optional] Based on plot diagram and blackboard design, summarize the passage “My First Day at Senior High” and give some suggestions to Meng Hao for better adapting to senior high within 120 words.[Group Work]You need to choose one of the three optional projects and work in groups to conduct a project learning.[Optional one] make a report: work in group of 4 and find out your classmates’ experiences and their feelings on the first day at senior high. Requirements:Top 10 interesting experiences;Top 5 feelings of the first day at senior high;Comments on their experiences and feelings.[Optional two] mini-speech: work in group of 3, discuss the famous saying “well begun, half done”, and one representative gives a mini-speech within 3 minutes. Content should include:Definition of “well begun, half done”;Stories to support “well begun, half done”;Tips to promote “well begun, half done”.[Optional three] conduct an interview: work in group of 4, select a person, write down the questions to be asked, carry out an interview to talk about:His/her first day at senior high;Impressive or interesting story happening on the first day;Hints on adapting to senior high. To consolidate what the students have learned, motivate students to participate in cooperative learning and meet students’ requirements with different language proficiency level. Every student can finish the summary writing, advanced students can give some suggestions on adapting to senior high, and almost each students take part in group work to finish their task.
PAGE