Module 1 Wonders of the world Unit 2 大单元整体教学设计（表格式）（外研版九年级上册）

中小学教育资源及组卷应用平台
Teaching Design for NSE 9A Module 1 Wonders of the world Unit 2 The Grand Canyon was not just big.
Type Reading& Writing Time 40 minutes
Analysis of teaching material 【What】语篇的主题和内容本课为九年级英语上册第一模块第二单元，文本所在的模块主题是Nature and travel，围绕主题，学生可以了解中国以及世界各地文明的自然和人文景观，能制作介绍景观的海报并展示，培养对神奇的大自然和伟大的人类文明的热爱之情。本课的主题是The Grand Canyon，详细地介绍了“我”游览美国科罗拉多大峡谷的经历以及大峡谷的壮观景色。文本思路清晰，在空间上由远及近、时间上由日出前到日出后、感觉上从模糊到清晰，通过“参照、对比”来烘托人物形象等。【Why】作者的意图和价值取向该语篇通过介绍游览美国科罗拉多大峡谷的经历以及大峡谷的壮观景色，旨在帮助学生对世界景观的认识和了解，帮助学生扩大知识面、开阔视野，培养学生积极主动探索奇妙世界的主观能动性，增强学生对自然和人文景观的热爱和民族自豪感。【How】语篇的文体特征、内容结构和语言特点该语篇为说明文，本单元是以The greatest wonder of the natural world为题的一篇游记，是一节阅读课。它以作者在Grand Canyon的亲身经历为背景，以描述和介绍世界奇观为目的，第一、二段介绍了日出前作者从远处对大峡谷的模糊认识，第三、四段介绍了日出后作者近距离对大峡谷的清晰认识，包括大峡谷的长、深、宽等。最后一段作者以提问的形式，尝试和读者进行沟通，着重表达了作者的写作意图。贯穿课文始终的语法项目仍然是一般将来时、现在进行时及现在完成时基本时态的灵活运用。整篇文章句式丰富，逻辑清晰，培养学生归纳主旨大意、信息猜测、细节理解、判断作者观点和写作意图的能力。
Analysis of students In daily life, students have known this topic by watching TV，reading magazines and so on. So they must feel curious and interested in this topic of this lesson. Students of Grade 9 can use some expressions to communicate with each other, but some students are a little shy，some more activities should be prepared to motivate them to learn.
Learning aims Language ability:1.To understand the passage about the trip to the Grand Canyon. 2.To know how to talk and write about what you see and your feelings when traveling. 3.To know and use freely about the simple future tense, the simple present tense and the present perfect tense. Learning ability:1.To use different tenses and expressions to describe the great wonders. 2.To improve students’ reading and writing ability through the learning skills such such as fishbone pictures etc.Thinking quality: To form the thinking quality of getting the structure of the passage, talking about it and writing their travelling experiences from different aspects.Cultural awareness:To let students manage to raise the awareness and love of magical nature and great human civilization.
Important points and difficult points Important points:1.To use different tenses and expressions to describe the great wonders. 2.To know how to talk and write about what you see and your feelings when traveling.Difficult points:To improve students’ reading and writing ability through the learning skills such as fishbone pictures etc.
Teaching method Task-based teaching, Communicative method
Teaching aid Multimedia, Ekwing，worksheet
Teaching procedures
Steps Teacher’s activity Student’s activity Design Purpose
Step1 Warm up and Lead in（2minutes) 1. Greet with Ss, check and evaluate their preview assignment of dubbing about the related topic on Ekwing. 2.Show the students some pictures about great wonders. Let students look at the pictures and use their own words to describe. 1.Get ready for the class.2. Look at the pictures and use their own words to describe. 1. To arouse students’ interests in this topic.2.To lead in this topic and activate students’ background knowledge about the topic.
Step 2 Pre-reading（5 minutes) 1. Look，guess and talkGo on leading Ss to talk about the pictures of Nature and Wonder with the help of the word bank.2. Look and predict Look at the title “wonders of the world” and predict the main idea: What will the writer tell us in the passage And ask: What / Where is the greatest wonder of the world 1.Guess the meaning of some new words according to the context and picture, talk about the pictures.2.Predict what they may read. 1. To elicit the new words and the tenses of this lesson to Ss.2. Predict the passage and think actively , improve the students’ ability of prediction before reading. 3.To arouse the students’ curiosity for knowledge:What / Where is the greatest wonder of the world
Step3 While-reading（10 minutes) 1. Skimming Read and find the main idea. Meanwhile, teach them the reading strategy.2. ScanningRead and match.3. Intensive reading(1) Read and fill (Act.3).Read and choose (Act.4). Choose the correct answer.4.Fishbone reading wayUnderstand the structure of the passage with the fish bone picture, and give them some reading tips.5. Open question & Moral education“Is the Grand Canyon the greatest wonder of the natural world ”“What’s your opinion ”Meanwhile, show some more pictures of the great wonders to them. 1.Get the main idea.2.Read and match.3.Fill in the chart.4. Read and understand the passage according to the fishbone picture. 1. To help them get the ability of skimming skills.2.To develop Ss’ ability in reading for specific information,and lay foundation for further understanding.3.To develop students’ intensive reading skills and let them get more detailed information.4. To develop students’ reading skills of getting the passage structure according to the fishbone picture. 5. To guide Ss to read beyond lines and develop Ss’ critical thinking, to guide Ss to know the writer’s writing purpose and raise the students’ awareness and love of magical nature.
Step4 Post-readingminutes) 1.Task1: Retell the passageAsk students to retell the passage according to the fishbone picture.2.Task2: Deep thinkingAsk students to work in groups to finish the task “How does the writer organize the passage ”Think by themselves.Discuss in groups.Show time.3.Task3: Creative writingLet students work in groups choose one from 2 pictures to describe their travelling experience, then show their group task.4.Emotion education Let students watch a short video of different great wonders and speak out their feelings. 1. Retell the passage according to the fishbone picture.2.Groupwork:Finish the task “How does the writer organize the passage ”3. Choose one from 2 pictures to describe their travelling experience in groups, then show their task.4. Watch a short video of different great wonders and speak out their feelings. 1. To develop students’ reading skills of getting the passage structure according to fishbone picture. 2.To train students’ abilities of speaking, deep thinking & teamwork.3. To internalize the language and knowledge. To develop Ss’ creative thinking by transferring to real life situation & raise their awareness and love of magical nature.4. To arouse students’ awareness and love of magical nature.
Summary (2minutes) 1.Ask a student to summarize what they have learned today.2.Guide students to sublimate the topic of this passage: learn how to describe their travelling experience from different aspects, and raise their awareness and love --“Enjoy the wonders! Protect the wonders!” 1.Recall the knowledge.2. Self-assessment 1.To strengthen what we have learned in this class.2.To conduct education to the students.
Self-assessment(1 minute) Learning AimsGreatNot badTry harderI understand the passage.I know the structure of the passage according to the fishbone picture.I know how to describe my travelling experience from different aspects.I form the awareness of enjoying the wonders and protecting the wonders. To make the students be aware of what they have mastered and what they need to improve from this class. Try to strengthen their self-assessment.
Homework 1. Individual work: Based on the group writing, ask students to polish their writing about traveling experience from different aspects.2. Optional work: Read the extensive reading material related to the topic on Ewking and made another fishbone mind map.3. Optional work: Think and find the “description language” and “opinion language” of the Grand Canyon from the passage. To help Ss consolidate what they have learnt. To check and enhance Ss’ reading and writing abilities.
Blackboard design Module 1Wonders of the world Unit 2 The Grand Canyon was not just big.
Teaching reflection 肯定之处：1. 基于英语学习活动观的三个层次进行活动安排、任务设置、问题设计, 形成由逻辑性思维到创新性思维、层层递进的问题链和任务链，为学生建立思维路径，促进学生在讨论、分析、判断、总结、评价等活动中，在自主探究主题意义的过程中实现基于文本深度学习、发展思维品质的目的。2. 体现“教--学--评”一体化，老师大胆放手，突出学生的主体地位，落实英语学习活动观的实施路径，目标达成度高。3. 贯穿阅读技巧和阅读策略的指导，利于学生英语学科核心素养的培养。有待改进：在备课前还要再充分的备学生，也即基于文本、基于学生来灵活组织、选择、整合、删减活动观中的“学习理解、应用实践、迁移创新”三个层次下的不同的小活动和任务，不一定要在一节课里全部完成。
附：流程图