Unit 2 Exploring English Understanding ideas 教学设计（表格式0-2024-2025学年高中英语外研版（2019）必修第一册
文档属性
| 名称 | Unit 2 Exploring English Understanding ideas 教学设计（表格式0-2024-2025学年高中英语外研版（2019）必修第一册 |  | |
| 格式 | docx | ||
| 文件大小 | 2.0MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-02-10 00:02:15 | ||
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Lesson Design
Background Information
Teaching Content Unit 2 Exploring English Understanding Ideas: Neither Pine nor Apple in Pineapple Foreign Language Teaching and Research Press(2019) High School English Book One (Compulsory)
Design Principles According to General Senior High School English Curriculum Standards (2022), English teaching should enhance the core competence of the students, including: language learning thinking ability and cultural awareness. Design the teaching process of this class under the guidance of the concept of English activity. Pre-reading activity is to let students think how compound words formed and lay the foundation for the understanding of the article. guiding students to pay attention to text genres and grasp the text genre. While-reading activity is letting students pay attention to each paragraph and deepen students’ understanding of the text. Post-reading activity is designing a problem based on the text and beyond the text. Let students think independently. Improve students' thinking quality and cultural character.
Learner Profiles Students have just entered high school; they have quick thinking and good observation ability. Students have built background information in the starting out, which will help them understand the text. However, students do not have a deep understanding of word formation.
Content Analysis 1.What The theme of this unit is “humans and self”. This unit presents the laws and methods of language learning, allowing students to learn and explore English. The article is an argumentation. The article provides humorous examples and evaluates the phenomenon of "madness" in English that confuses students. This reflects the fun, diversity, creativity, and attractiveness of English. 2. How The article is divided into three parts. The first paragraph of the article raises questions, creates scenarios, and activates students' existing learning experiences and knowledge. The second to sixth paragraphs of the article analyze the problem and guide students to understand and think about the wonders of English by listing examples in English learning. Enable students to experience the cultural connotations behind English vocabulary. The last paragraph of the article solves the problem and guides students to form a correct view of English learning. The author introduces the famous scenic spots and cultural characteristics of Peru with introductory texts and tourism brochures. Cultivate students' patriotism and broaden students' international vision. In addition, by comparing these two different text genres, the author cultivates students' ability to compare and analyze text. 3. Why Through the learning of this passage, it is hoped that students can use the reading strategies of prediction and skimming to sort out text information, understand the structure of the text, reflect on the author's writing intention, and enhance cross-cultural awareness. I hope students can connect with their own learning practices and enhance their confidence and interest in English learning.
Teaching Objectives This is the first lesson of our reading class. The purpose is to activate and enrich students' background knowledge, stimulate students' interest and thinking, and enrich unit knowledge. By the end of this lesson, students can: 1). Let students predict and skim to obtain the main idea of the text, and accurately understand the title of the article and the author's writing intention based on the content. 2). Let students recognize the structure of argumentation and the regularity of wonderful collocations, grammar, polysemy, and other content in English. 3). Encourage students to express the challenges they face in English learning, find appropriate methods, effectively solve puzzles in English learning, and face them actively. 4). Develop students’ sense of cooperative learning and individual thinking capability.
Key Point 1). Develop students’ reading ability such as skimming, scanning and summarizing. 2). Let students recognize the structure of argumentation and the regularity of wonderful collocations, grammar, polysemy, and other content in English.
Difficult Point Guide students to express the challenges they face in English learning, find appropriate methods, effectively solve puzzles in English learning, and face them actively.
Teaching Methods 1). Task-based language teaching 2). Discussion method
Teaching Aids 1). Blackboard and pieces of chalk 2). Multimedia equipment
Teaching Procedures
Steps Teaching Activities Teaching Purposes Activity Cognition
Pre-reading (3 minutes)
Step 1 Teacher’s activities: Show pictures of compound words. Such as: notebook, raincoat, mailbox and so on. And give some similar examples in Chinese. Prediction: let students look at the pictures and title to predict what the passage is about. Students’ activities: Summary the rule between the words: notebook, raincoat… compound words. And give similar examples in Chinese. Guess what the passage is about according to the title and passage. Allowing students to discover the characteristics of compound words on their own can help cultivate their thinking qualities. Help students predict the topic of the article through its title, pictures, etc., while also cultivating their reading strategies and skills. 感知与注意
Matters Requiring Attention Students will say the wrong answers, which is not important. The point is to let the students know English is diverse and interesting.
While-reading (27 minutes)
Step 2 (5 minutes) Reading for the text genre and structure: Students use the reading skill about skimming to get the genre and structure of the passage. Cultivate students' learning ability to identify text genre by reading the first and last paragraph, first sentence of each paragraph. Let students adopt and practice corresponding reading strategies. 获取与梳理
Step3 (20 minutes) Reading for more information about passage: Students read the article paragraph by paragraph. And fill in the form. After filling these blanks, give some similar examples in Chinese to help students understand. Para1: Para2: Para3: Para4: Para5: Para6: Para7: Train students to grasp the linguistic features of the text. Deepen students' understanding of the meaning of the text. Train students to identify the reading strategies of text plete the activity in layers and steps, reflecting the relationship between theme and language, language and culture, language and thinking. Through observation, comparison, analysis, reasoning, and summarization, enhance thinking and internalize language. Filling out table can cultivate students' ability to extract information and help students sort out the characteristics of each example. 获取与梳理
Matters Requiring Attention Pay attention to help analyze the students' wrong answers. And give students some similar examples in Chinese to help students understand the English language.
Step 4 (2 minutes) Summary: According to the structure of the passage, let students give a summary about the summary. Help students to structure and organize the information they read so as to form structured knowledge of the text and deepen their understanding of the text. 概括与整合
Matters Requiring Attention Ensure that students have enough time to read and complete the table.
Post-reading (7 minutes)
Step 5 (7 minutes) Let students have a discussion about what do you find most challenging about learning English How do you deal with this Encourage students to think actively and provide students with opportunities for language output. Cultivate students' ability of language use and expression. 应用与实践
Matters Requiring Attention Let students fully express their views and let students learn to appreciate and judge.
Homework (2 minutes)
Step 6 Write a passage about your challenges about learning English How do you deal with this Students can consolidate what they have learned in class. By referring to other students' presentations in class, students can improve their thoughts. To cultivate students' ability of language use and thinking and discrimination. 应用与实践
Blackboard design
Background Information
Teaching Content Unit 2 Exploring English Understanding Ideas: Neither Pine nor Apple in Pineapple Foreign Language Teaching and Research Press(2019) High School English Book One (Compulsory)
Design Principles According to General Senior High School English Curriculum Standards (2022), English teaching should enhance the core competence of the students, including: language learning thinking ability and cultural awareness. Design the teaching process of this class under the guidance of the concept of English activity. Pre-reading activity is to let students think how compound words formed and lay the foundation for the understanding of the article. guiding students to pay attention to text genres and grasp the text genre. While-reading activity is letting students pay attention to each paragraph and deepen students’ understanding of the text. Post-reading activity is designing a problem based on the text and beyond the text. Let students think independently. Improve students' thinking quality and cultural character.
Learner Profiles Students have just entered high school; they have quick thinking and good observation ability. Students have built background information in the starting out, which will help them understand the text. However, students do not have a deep understanding of word formation.
Content Analysis 1.What The theme of this unit is “humans and self”. This unit presents the laws and methods of language learning, allowing students to learn and explore English. The article is an argumentation. The article provides humorous examples and evaluates the phenomenon of "madness" in English that confuses students. This reflects the fun, diversity, creativity, and attractiveness of English. 2. How The article is divided into three parts. The first paragraph of the article raises questions, creates scenarios, and activates students' existing learning experiences and knowledge. The second to sixth paragraphs of the article analyze the problem and guide students to understand and think about the wonders of English by listing examples in English learning. Enable students to experience the cultural connotations behind English vocabulary. The last paragraph of the article solves the problem and guides students to form a correct view of English learning. The author introduces the famous scenic spots and cultural characteristics of Peru with introductory texts and tourism brochures. Cultivate students' patriotism and broaden students' international vision. In addition, by comparing these two different text genres, the author cultivates students' ability to compare and analyze text. 3. Why Through the learning of this passage, it is hoped that students can use the reading strategies of prediction and skimming to sort out text information, understand the structure of the text, reflect on the author's writing intention, and enhance cross-cultural awareness. I hope students can connect with their own learning practices and enhance their confidence and interest in English learning.
Teaching Objectives This is the first lesson of our reading class. The purpose is to activate and enrich students' background knowledge, stimulate students' interest and thinking, and enrich unit knowledge. By the end of this lesson, students can: 1). Let students predict and skim to obtain the main idea of the text, and accurately understand the title of the article and the author's writing intention based on the content. 2). Let students recognize the structure of argumentation and the regularity of wonderful collocations, grammar, polysemy, and other content in English. 3). Encourage students to express the challenges they face in English learning, find appropriate methods, effectively solve puzzles in English learning, and face them actively. 4). Develop students’ sense of cooperative learning and individual thinking capability.
Key Point 1). Develop students’ reading ability such as skimming, scanning and summarizing. 2). Let students recognize the structure of argumentation and the regularity of wonderful collocations, grammar, polysemy, and other content in English.
Difficult Point Guide students to express the challenges they face in English learning, find appropriate methods, effectively solve puzzles in English learning, and face them actively.
Teaching Methods 1). Task-based language teaching 2). Discussion method
Teaching Aids 1). Blackboard and pieces of chalk 2). Multimedia equipment
Teaching Procedures
Steps Teaching Activities Teaching Purposes Activity Cognition
Pre-reading (3 minutes)
Step 1 Teacher’s activities: Show pictures of compound words. Such as: notebook, raincoat, mailbox and so on. And give some similar examples in Chinese. Prediction: let students look at the pictures and title to predict what the passage is about. Students’ activities: Summary the rule between the words: notebook, raincoat… compound words. And give similar examples in Chinese. Guess what the passage is about according to the title and passage. Allowing students to discover the characteristics of compound words on their own can help cultivate their thinking qualities. Help students predict the topic of the article through its title, pictures, etc., while also cultivating their reading strategies and skills. 感知与注意
Matters Requiring Attention Students will say the wrong answers, which is not important. The point is to let the students know English is diverse and interesting.
While-reading (27 minutes)
Step 2 (5 minutes) Reading for the text genre and structure: Students use the reading skill about skimming to get the genre and structure of the passage. Cultivate students' learning ability to identify text genre by reading the first and last paragraph, first sentence of each paragraph. Let students adopt and practice corresponding reading strategies. 获取与梳理
Step3 (20 minutes) Reading for more information about passage: Students read the article paragraph by paragraph. And fill in the form. After filling these blanks, give some similar examples in Chinese to help students understand. Para1: Para2: Para3: Para4: Para5: Para6: Para7: Train students to grasp the linguistic features of the text. Deepen students' understanding of the meaning of the text. Train students to identify the reading strategies of text plete the activity in layers and steps, reflecting the relationship between theme and language, language and culture, language and thinking. Through observation, comparison, analysis, reasoning, and summarization, enhance thinking and internalize language. Filling out table can cultivate students' ability to extract information and help students sort out the characteristics of each example. 获取与梳理
Matters Requiring Attention Pay attention to help analyze the students' wrong answers. And give students some similar examples in Chinese to help students understand the English language.
Step 4 (2 minutes) Summary: According to the structure of the passage, let students give a summary about the summary. Help students to structure and organize the information they read so as to form structured knowledge of the text and deepen their understanding of the text. 概括与整合
Matters Requiring Attention Ensure that students have enough time to read and complete the table.
Post-reading (7 minutes)
Step 5 (7 minutes) Let students have a discussion about what do you find most challenging about learning English How do you deal with this Encourage students to think actively and provide students with opportunities for language output. Cultivate students' ability of language use and expression. 应用与实践
Matters Requiring Attention Let students fully express their views and let students learn to appreciate and judge.
Homework (2 minutes)
Step 6 Write a passage about your challenges about learning English How do you deal with this Students can consolidate what they have learned in class. By referring to other students' presentations in class, students can improve their thoughts. To cultivate students' ability of language use and thinking and discrimination. 应用与实践
Blackboard design