外研版（2019）选择性必修第一册Unit 6 Nurturing Nature Developing ideas 教学设计（表格式）
文档属性
| 名称 | 外研版（2019）选择性必修第一册Unit 6 Nurturing Nature Developing ideas 教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 868.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-12-24 17:37:55 | ||
图片预览
文档简介
Basic information
学科 英语 年级 高二年级 学期 秋季
课题 SC 1 U6 Nurturing nature --Developing ideas The best job in the world
课型 Reading &Speaking 授课时间 40 minutes
教师 祝燕燕 Miki (遵义航天高级中学）
教科书 书 名：新外研社版教材 出版社：外语教学与研究出版社 出版日期：2024年8月
Theoretical basis
Overall design of this lesson
Analysis of teaching materials
This article is adopted from Unit 6 of selective compulsory 1,Developing ideas part, which mainly introduces the job of an island caretaker in the Great Barrier Reef,Australia.This job is advertised as “the best job in the world”,which attracted many candidates from all over the world.The key duties of the island taker include exploring the island of the reef and finding out what the area has to offer,reporting back via weekly blogs, photo diaries and video updates and promoting the islands through newspapers, magazines and TV interviews.The real significance behind this job offer is to arouse people’s awareness to protect the beautiful natural heritage and nature. Through learning, students can also further improve their language ability and thinking quality. This lesson is a reading and speaking lesson which aims to lead students to strengthen reading skills and learn to use transitions to establish the logical connection between different paragraphs ,as well as develop student’s positive attitude towards taking a job , protecting environment and living in harmony with nature,then lead the students to use what have been learned in this class to apply for the job of an island caretaker in spoken English.
Analysis of the students
1.Knowledge foundation Before this class, students in senior two generally already have a certain amount of knowledge in pronunciation, vocabulary, grammar and reading strategies. They have the ability to skim for general idea and scan for the detailed information of a passage.However, they need guidance of the teachers to establish logical connections between different paragraphs, and think more deeply diversely and critically while reading a passage, 2.Cognitive ability Senior two students have entered the formal operational stage and can solve problems by means of logical reasoning, induction and deduction. Most of them have strong awareness of protecting environment and nature.When it comes to similar text learning, they can express their views and organize their thoughts logically and critically with the help of teachers. 3.Learning characteristics With the maturity of psychology, the most important learning characteristic shown by senior two students is the enhancement of autonomy. Through this lesson, students will enhance their language abilities, collaboration skills, and critical thinking while deepening their understanding of the meaning of the “best” job in the world.
Teaching Objectives
By the end of this lesson, students are expected to get detailed information of the passage by scanning; use transitions to establish the logical connection between different paragraphs; use what have been learned in this class to apply for the job of an island caretaker in spoken English; develop a positive attitude towards taking a job, protecting natural heritage and living in harmony with nature.
Teaching focus and teaching challenges
1. Teaching Focus (1)Guide students to use transitions to establish logical connection between different paragraphs. (2)use what they have learned in this class to apply for the job of an island caretaker. 2. Teaching Challenges (1)It may be a little difficult for the students to think about the abilities the candidates should have to get the job of an island caretaker.
Teaching methods
situational teaching method, heuristic teaching method,scaffolding teaching method，task-driving method ,P-W-P reading pattern.
Learning methods
Independent inquiry learning，discovery learning，collaborative learning
Teaching aids
handouts for students, PowerPoint, a video clip , blackboard,chalk.
Teaching Procedures
Steps Teacher activities Students activities Intention
1.Introduction (2mins) Introduce the type and theme of this lesson and learning objectives to the students. Students know about the lesson type and theme, as well as learning objectives. Lead the students to know about what they are going to learn in this class.
2.Lead in ( 2 mins) Play a video about a brief introduction to the Great Barrier Reef and some picture of the current problem it meets. Watch a video and some pictures of the Great Barrier Reef. Lead in the topic of this passage.（激发学生的阅读兴趣）
3.Pre- reading ( ( 2mins) Ask students what the best job in the world according to their preview. Know the best job in the world is to look after the Great Barrier Reef. Lead the students to get the two main aspects of the passage: the job and the Great Barrier Reef.
4.Activity 1 (6mins) Lead the students to read for detailed information about the Great Barrier Reef. And guide them to find out why sentence a is the appropriate sentence to be the first sentence in paragraph3. Learn about the transitional sentences and fill in the chart with the information about the reef. Lead The students to use transitions to connect different paragraphs logically, and get the information of the Great Barrier Reef,which will be used later in the application in group work.
5.Activity2 ( 10mins) Lead the students to read for detailed information about the job,while guide them to use transitions to establish logical connection between different paragraphs. Learn about the transitional sentences, fill in the chart with the information about the job of an island caretaker, and answer some questions about the detailed information about the job. Lead The students to use transitions to connect different paragraphs logically,get detailed information of the job,knowing the first meaning of “best”,making preparation for activity4.（目标1和1达成）
Post-reading 6.Activity3 ( 6mins) Guide the students to read for thinking about “How did Ben feel after taking the “best” job Why ” “How to understand “busiest” and “best” ”, and “What is really important about the job offer ”. Think deeply about the question chains the teacher gives. Cultivate the students’ deep thinking ability and critical thinking，making them know the second and the third meaning of “best”, (自此，目标2和4 同时达成）
7.Activity4 ( 10 mins) Guide the students to work in group to apply for the job of island caretaker this year,and prepare for the short video required. The students work in groups in for to prepare for a video to apply for the job of an island caretaker. Cultivate the students’ collaborative ability and check their application of what have been learned in this class.（目标3达成）
8.Home -work ( 2 mins) Assign homework about what the students should do after this class. The students know about what they will do after class. Let the students to apply what they have learned in this class and let them reflect on whether they have achieved the learning objectives. （评价与任务）
Blackboard Design
Left Right Transitional sentences Key words:it this ...
Innovative features
Skillful Integration of information technology and English teaching .I used different audio editing and video editing soft-wares to edit the video I used in my power point to make it more concise and more easily to be understood. Echoing from the beginning to the end. Every link of this class is interlinked and progressive. Promotion of collaborative ability , deep thinking ability and critical thinking ability. The students can think more deeply and critically about the meaning of the “best” job in the world. 4.Clever use of the two lines--the job and the Great Barrier Reef in the text to carry out reading activities,so as to help them develop positive attitude towards taking a job,protecting such natural heritage and living in harmony with nature.
学科 英语 年级 高二年级 学期 秋季
课题 SC 1 U6 Nurturing nature --Developing ideas The best job in the world
课型 Reading &Speaking 授课时间 40 minutes
教师 祝燕燕 Miki (遵义航天高级中学）
教科书 书 名：新外研社版教材 出版社：外语教学与研究出版社 出版日期：2024年8月
Theoretical basis
Overall design of this lesson
Analysis of teaching materials
This article is adopted from Unit 6 of selective compulsory 1,Developing ideas part, which mainly introduces the job of an island caretaker in the Great Barrier Reef,Australia.This job is advertised as “the best job in the world”,which attracted many candidates from all over the world.The key duties of the island taker include exploring the island of the reef and finding out what the area has to offer,reporting back via weekly blogs, photo diaries and video updates and promoting the islands through newspapers, magazines and TV interviews.The real significance behind this job offer is to arouse people’s awareness to protect the beautiful natural heritage and nature. Through learning, students can also further improve their language ability and thinking quality. This lesson is a reading and speaking lesson which aims to lead students to strengthen reading skills and learn to use transitions to establish the logical connection between different paragraphs ,as well as develop student’s positive attitude towards taking a job , protecting environment and living in harmony with nature,then lead the students to use what have been learned in this class to apply for the job of an island caretaker in spoken English.
Analysis of the students
1.Knowledge foundation Before this class, students in senior two generally already have a certain amount of knowledge in pronunciation, vocabulary, grammar and reading strategies. They have the ability to skim for general idea and scan for the detailed information of a passage.However, they need guidance of the teachers to establish logical connections between different paragraphs, and think more deeply diversely and critically while reading a passage, 2.Cognitive ability Senior two students have entered the formal operational stage and can solve problems by means of logical reasoning, induction and deduction. Most of them have strong awareness of protecting environment and nature.When it comes to similar text learning, they can express their views and organize their thoughts logically and critically with the help of teachers. 3.Learning characteristics With the maturity of psychology, the most important learning characteristic shown by senior two students is the enhancement of autonomy. Through this lesson, students will enhance their language abilities, collaboration skills, and critical thinking while deepening their understanding of the meaning of the “best” job in the world.
Teaching Objectives
By the end of this lesson, students are expected to get detailed information of the passage by scanning; use transitions to establish the logical connection between different paragraphs; use what have been learned in this class to apply for the job of an island caretaker in spoken English; develop a positive attitude towards taking a job, protecting natural heritage and living in harmony with nature.
Teaching focus and teaching challenges
1. Teaching Focus (1)Guide students to use transitions to establish logical connection between different paragraphs. (2)use what they have learned in this class to apply for the job of an island caretaker. 2. Teaching Challenges (1)It may be a little difficult for the students to think about the abilities the candidates should have to get the job of an island caretaker.
Teaching methods
situational teaching method, heuristic teaching method,scaffolding teaching method，task-driving method ,P-W-P reading pattern.
Learning methods
Independent inquiry learning，discovery learning，collaborative learning
Teaching aids
handouts for students, PowerPoint, a video clip , blackboard,chalk.
Teaching Procedures
Steps Teacher activities Students activities Intention
1.Introduction (2mins) Introduce the type and theme of this lesson and learning objectives to the students. Students know about the lesson type and theme, as well as learning objectives. Lead the students to know about what they are going to learn in this class.
2.Lead in ( 2 mins) Play a video about a brief introduction to the Great Barrier Reef and some picture of the current problem it meets. Watch a video and some pictures of the Great Barrier Reef. Lead in the topic of this passage.（激发学生的阅读兴趣）
3.Pre- reading ( ( 2mins) Ask students what the best job in the world according to their preview. Know the best job in the world is to look after the Great Barrier Reef. Lead the students to get the two main aspects of the passage: the job and the Great Barrier Reef.
4.Activity 1 (6mins) Lead the students to read for detailed information about the Great Barrier Reef. And guide them to find out why sentence a is the appropriate sentence to be the first sentence in paragraph3. Learn about the transitional sentences and fill in the chart with the information about the reef. Lead The students to use transitions to connect different paragraphs logically, and get the information of the Great Barrier Reef,which will be used later in the application in group work.
5.Activity2 ( 10mins) Lead the students to read for detailed information about the job,while guide them to use transitions to establish logical connection between different paragraphs. Learn about the transitional sentences, fill in the chart with the information about the job of an island caretaker, and answer some questions about the detailed information about the job. Lead The students to use transitions to connect different paragraphs logically,get detailed information of the job,knowing the first meaning of “best”,making preparation for activity4.（目标1和1达成）
Post-reading 6.Activity3 ( 6mins) Guide the students to read for thinking about “How did Ben feel after taking the “best” job Why ” “How to understand “busiest” and “best” ”, and “What is really important about the job offer ”. Think deeply about the question chains the teacher gives. Cultivate the students’ deep thinking ability and critical thinking，making them know the second and the third meaning of “best”, (自此，目标2和4 同时达成）
7.Activity4 ( 10 mins) Guide the students to work in group to apply for the job of island caretaker this year,and prepare for the short video required. The students work in groups in for to prepare for a video to apply for the job of an island caretaker. Cultivate the students’ collaborative ability and check their application of what have been learned in this class.（目标3达成）
8.Home -work ( 2 mins) Assign homework about what the students should do after this class. The students know about what they will do after class. Let the students to apply what they have learned in this class and let them reflect on whether they have achieved the learning objectives. （评价与任务）
Blackboard Design
Left Right Transitional sentences Key words:it this ...
Innovative features
Skillful Integration of information technology and English teaching .I used different audio editing and video editing soft-wares to edit the video I used in my power point to make it more concise and more easily to be understood. Echoing from the beginning to the end. Every link of this class is interlinked and progressive. Promotion of collaborative ability , deep thinking ability and critical thinking ability. The students can think more deeply and critically about the meaning of the “best” job in the world. 4.Clever use of the two lines--the job and the Great Barrier Reef in the text to carry out reading activities,so as to help them develop positive attitude towards taking a job,protecting such natural heritage and living in harmony with nature.