Unit 2 Exploring English Understanding ideas 教学设计-2024-2025学年高中英语外研版（2019）必修第一册
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| 名称 | Unit 2 Exploring English Understanding ideas 教学设计-2024-2025学年高中英语外研版（2019）必修第一册 |  | |
| 格式 | docx | ||
| 文件大小 | 150.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-02-05 11:52:29 | ||
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课 时 教 案
备课时间：2024年 9月24日
课题 Unit2. Exploring English（reading）
教学 目标 1.Knowledge ability:Enable the students to grasp more words and expressions by reading and speaking. 2.Learning ability: Through skimming and intensive reading, get the general idea of the text and the genre of it. 3.Cultural awareness: By thinking about the wonders of English, students understand the cultural connotations behind English words and express their own opinions 4.Thinking quality: Students will be guided to be able to explore life, create and discover the beauty of life, discover the value of their own life.
信息技术微能力点 A3演示文稿设计与制作 A5技术支持的课堂导入
思政、 新课标 核心 素养 要求 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。 使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 重点 Students are guided to read the discourse, understand the author's intent, and learn about the genre of the passsge.
教学 难点 Guide students to predict the topic of the article and analyze the writing purpose according to the elements of the title picture of the article to develop the attention reading strategy and skills.
教材 分析 （含课时 安排） This paper is an argumentation, the author evaluates the crazy phenomenon in English with humorous writing. The pre-reading activity requires students to read the title and pictures of the text and speculate on the general idea of the text, so that students can preliminarily understand the content of the text and stimulate their interest in reading. The activity in reading verifies the speculation of the activity before reading to help students understand the general idea of the text. The post-reading activities include judging the author's writing intention, understanding details and open questions and answers, and making appropriate supplements to the content in the text, guiding students to think deeply about the characteristics of English, exploring the meaning of the theme, feeling the humor, "madness" and creativity of English language, and stimulating students' interest in English learning.
学情 分析 Most of the students have a serious attitude towards English learning and a high enthusiasm for learning. They can extract and integrate information in English reading, but they do not know how to express their views clearly. In the process of English learning, I have come into contact with some linguistic phenomena such as word formation, but I lack a systematic understanding and a low sensitivity to language.
教学 方法 Task-based Language Teaching、P-W-P阅读模式
教 学 流 程 设计意图
Lead-in Task1. The teacher will draw a picture on the blackboard to let students guess what are they. It can arouse students interest in reading.
Pre- reading Task2. The teacher asks students to turn to page 18 and complete the first part of the task：Tick what you think the passage is about In this part, the teacher will first give her opinion, and then invite a few students to speak their ideas. Lead to the theme and activate the background knowledge.
While- reading Task3.Fast reading. Read the passage and answer the following questions. What’s the genre of the passsage How many parts does an argumentation have Task4.Careful reading. Reread the passage quickly and finish the following tasks. 1 What’s the author’s opinion 2 How does the author support his opinion And complete the table on the book . A . tell the truth B . make example C .quote 3 Daily sentence Have trouble in doing sth How...adj...S...V... Train Ss’skill in getting specific information and better understanding the language of the passage. Develop students’ reading ability.
Post- reading Task5.Ask students to communicate in group the following questions. a.Choose the author’s purpose in writing the passge( ) A .To tell us that English is very difficult to learn. B .To give advice on how to learn English. C .To show that English is interesting and creative. D .To explain how English was created. b. Do ou know any interesting and creative language phenomenon (有趣并且具有创造性的语言现象)about Chinese Cultivate students’ creative, and logical thinking ability.
课堂 小结 In the process of English learning, I have come into contact with some linguistic phenomena such as word formation, but I lack a systematic understanding and a low sensitivity to language.
作业 设计 1.书面作业： （1）必做题：Finish the exercises on the textbook. （2）选做题： what do you find most challenging about learning English How do you deal with this 2.预习作业：预习下节课语法
板 书 设 计
备课时间：2024年 9月24日
课题 Unit2. Exploring English（reading）
教学 目标 1.Knowledge ability:Enable the students to grasp more words and expressions by reading and speaking. 2.Learning ability: Through skimming and intensive reading, get the general idea of the text and the genre of it. 3.Cultural awareness: By thinking about the wonders of English, students understand the cultural connotations behind English words and express their own opinions 4.Thinking quality: Students will be guided to be able to explore life, create and discover the beauty of life, discover the value of their own life.
信息技术微能力点 A3演示文稿设计与制作 A5技术支持的课堂导入
思政、 新课标 核心 素养 要求 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。 使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 重点 Students are guided to read the discourse, understand the author's intent, and learn about the genre of the passsge.
教学 难点 Guide students to predict the topic of the article and analyze the writing purpose according to the elements of the title picture of the article to develop the attention reading strategy and skills.
教材 分析 （含课时 安排） This paper is an argumentation, the author evaluates the crazy phenomenon in English with humorous writing. The pre-reading activity requires students to read the title and pictures of the text and speculate on the general idea of the text, so that students can preliminarily understand the content of the text and stimulate their interest in reading. The activity in reading verifies the speculation of the activity before reading to help students understand the general idea of the text. The post-reading activities include judging the author's writing intention, understanding details and open questions and answers, and making appropriate supplements to the content in the text, guiding students to think deeply about the characteristics of English, exploring the meaning of the theme, feeling the humor, "madness" and creativity of English language, and stimulating students' interest in English learning.
学情 分析 Most of the students have a serious attitude towards English learning and a high enthusiasm for learning. They can extract and integrate information in English reading, but they do not know how to express their views clearly. In the process of English learning, I have come into contact with some linguistic phenomena such as word formation, but I lack a systematic understanding and a low sensitivity to language.
教学 方法 Task-based Language Teaching、P-W-P阅读模式
教 学 流 程 设计意图
Lead-in Task1. The teacher will draw a picture on the blackboard to let students guess what are they. It can arouse students interest in reading.
Pre- reading Task2. The teacher asks students to turn to page 18 and complete the first part of the task：Tick what you think the passage is about In this part, the teacher will first give her opinion, and then invite a few students to speak their ideas. Lead to the theme and activate the background knowledge.
While- reading Task3.Fast reading. Read the passage and answer the following questions. What’s the genre of the passsage How many parts does an argumentation have Task4.Careful reading. Reread the passage quickly and finish the following tasks. 1 What’s the author’s opinion 2 How does the author support his opinion And complete the table on the book . A . tell the truth B . make example C .quote 3 Daily sentence Have trouble in doing sth How...adj...S...V... Train Ss’skill in getting specific information and better understanding the language of the passage. Develop students’ reading ability.
Post- reading Task5.Ask students to communicate in group the following questions. a.Choose the author’s purpose in writing the passge( ) A .To tell us that English is very difficult to learn. B .To give advice on how to learn English. C .To show that English is interesting and creative. D .To explain how English was created. b. Do ou know any interesting and creative language phenomenon (有趣并且具有创造性的语言现象)about Chinese Cultivate students’ creative, and logical thinking ability.
课堂 小结 In the process of English learning, I have come into contact with some linguistic phenomena such as word formation, but I lack a systematic understanding and a low sensitivity to language.
作业 设计 1.书面作业： （1）必做题：Finish the exercises on the textbook. （2）选做题： what do you find most challenging about learning English How do you deal with this 2.预习作业：预习下节课语法
板 书 设 计