Unit1 Starting out板块教学设计
单元主题 本单元主题语境为“人与自我”,涉及的主题语境内容是未来的选择。本单元向学生介绍了美国著名作家Ernest Hemingway,苏格兰著名作家Arthur Conan Doyle,美国著名诗人Robert Frost以及他们的代表作,讲述了他们不同的人生际遇,以及他们是如何面对选择,他们的选择对人生产生的影响,旨在引导学生在面对未来、曲折和困难时做出选择或决定。培养学生勇于面对现实,努力拼搏的品质。同时教育学生如何通过融入社会,使自己迅速成长为有独立意识、有责任心的成熟的社会成员。
单元目标 学生能够围绕本单元的主题语境内容,基于单元提供的问卷、对话、诗歌、求职信、招聘广告等多模态语篇,综合运用各种语言技能,掌握本单元有关人物优秀品质以及积极人生态度的表达;运用英语阅读策略从文本中迅速提取信息并解读文本,对他人的不同遭遇表达关切与同情,对自己的期盼做出准确恰当的描述和表达;同时学习优秀人物面对困境不畏艰难、百折不挠的精神,思考自己对未来人生的追求,并培养不畏艰险、努力拼搏、勇往直前的意志品质和积极向上的人生观;通过运用各种学习策略,在自主学习、合作学习、探究式学习的过程中,结合单元提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程,激发英语学习兴趣,提高分析和解决问题的能力,提高自己的理解能力和表达能力,最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。
Starting out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 人与自然 — 人与自然和谐相处
内容分析 活动1 呈现了一段与本单元主题相关的视频,主要介绍了鲁迅是如何大胆地改变自己最初的选择,适时做出自己的选择,从而“弃医从文”,迈出人生道路上具有决定意义的一步。活动2 请学生看一幅关于道路选择的图片,引导学生思考选择不同的道路对他们人生的影响。本板块旨在激活学生已有的背景知识和语言知识,为接下来整个单元的学习活动做铺垫和预热。
教学目标 1 带领学生观看视频,理解视频的主旨大意,使学生能够从视频中迅速提取关键信息,激活已有的背景知识和语言知识; 2 引导学生通过观看视频,发现鲁迅做出的重大的人生选择并归纳其背后的原因,了解他在民族危难时如何立志从思想上唤醒民众,引发对“人生的选择”这一主题的初步思考; 3 带领学生看图片,引导学生比较分析不同道路之间的差异,谈一谈对“人生之路”的看法,使学生对“人生的选择”形成初步认识。
教学重点 引导学生看懂视频、读懂诗歌,了解英文诗歌的节奏和基本韵律,理解诗人借助诗歌所表达的情感。
教学难点 引导学生感受和理解诗歌所传递的情感,思考“期盼”的含义。
教学策略 视听教学法、交际教学法、活动教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Teacher plays the video clip twice for the students to watch, asking students to get ready for the first two questions. 2. Teacher asks students to work in pairs, asking and answering the first two questions. 3. Teacher asks students to work in groups to deal with the second item with three questions. 4. Teacher invites some students to give the answers for the questions and put the answers into a short passage. 1. Students watch the video clip twice carefully and get ready for the first two questions. 2. Students ask and answer the first two questions in pairs. 3. Students work in groups, asking and answering the first two question. 4. Some students come to the front or stand up to ask and answer the questions in class and then write a short passage about the man mentioned in the video. 1. To make students learn some back- ground knowledge as well as how to make a decision. 2. To enable students to have a basic understanding of the importance of choice-making. 3. To ensure students will learn some- thing about Lu Xun and learn from him.
Activity 2 1. Teacher asks students to look at the picture carefully, getting ready for the next three questions. 2. Teacher asks students to work in pairs, getting ready for the first question. 3. Teacher invites some students to describe the three roads in the picture. 4. Teacher asks students to work in pairs, get- ting ready for the last two questions. 5. Teacher asks students to think about what it would be like on the way to success . 1. Students take a close look at the picture, preparing for the question-and-answer of the three questions. 2. Students work in pairs for the first question. 3. Some students make a description of the three roads. 4. Students work in pairs for the last two questions 5. Students discuss what it would be on their way to success. To let students have a better understanding of decision-making through the video.
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