Unit 2 Exploring English Understanding ideas 教学设计（表格式）-2025-2026学年高一英语外研版（2019）必修第一册
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| 名称 | Unit 2 Exploring English Understanding ideas 教学设计（表格式）-2025-2026学年高一英语外研版（2019）必修第一册 |  | |
| 格式 | docx | ||
| 文件大小 | 409.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-11-18 12:28:22 | ||
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文档简介
单元整体教学设计
一、基本信息
教材 外研版（2024）必修一 单元 Unit 2 Exploring English
二、单元概览
单元结构图
单元学习目标
1. 学生能够借助语境理解英语中的一词多义和习惯用语，听懂并谈论与英语词汇和表达相关的话题，丰富对英语与英语学习的认识。 2. 学生能够描述个人在英语学习过程中的误解，理解英语的多样性和文化的差异性。 3. 学生能够反思自己在英语学习过程中遇到的问题，创造性地提出英语学习的新方法，并通过运用各种学习策略，不断监控、评价、反思和调整自己的学习内容和进程，激发英语学习的兴趣。
三、课时教学设计
课时 Understanding ideas: Exploring English
主题语境 主题语境：人与自我 主题群：生活与学习 主题语境内容：语言学习的规律、方法
语篇类型 小品文
语篇研读/分析
【What】“Neither Pine nor Apple in Pineapple”是一篇小品文，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，如hamburger（汉堡包）里面没有ham（火腿）、回到家里不会“晕家”（homesick）、shameless behaviors（无耻行为）和shameful behaviors（可耻行为）看似相反却是一回事等，从而反映了英语的趣味性、多样性、创造性和吸引力。 【Why】引导学生深入思考英语的特点，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。 【How】该文是一篇典型的小品文，语言风趣幽默，以作者与儿子关于英语词汇的讨论引入话题，通过列举大量的例子引导读者发现和思考英语表达中的有趣现象。该文信息比较零散，提到的语言现象涉及词汇构成、词义判断、缩略词、固定搭配和一词多义等方面。文章以最后一个例子“wind up my watch（给手表上紧发条）”和“wind up this passage（将本文收尾）”巧妙收尾，给读者留下充分的思考和回味空间，进一步展示了英语的趣味性和创造性。
语言知识
语音知识：通过模仿和朗读课文，根据音频的重音、语调、节奏等的变化感知作者的写作意图和态度。 词汇知识：借助词典等各种资源，理解语篇中关键词的词义和功能以及所传递的意图和态度等；了解与英语语言特点相关的词汇并用于描述英语；掌握主题相关的新单词和短语。 语法知识：在语境中有效地运用语法知识来理解和表达意义；运用所学的语法知识，理解语篇的基本意义；在语篇中理解构词法的使用。 语篇知识：了解小品文的写作目的及语篇结构特征。
文化知识
在学习活动中初步感知和体验英语语言的美。 发现并理解语篇中包含的不同文化元素，理解其中的寓意。
语言技能
从语篇中提取主要信息和观点，理解语篇要义。 理解语篇中显性或隐形的逻辑关系。 辨认关键字词和概念和关键细节。 根据语篇标题预测语篇的主题和内容。 把握语篇的结构以及语言特征。
学习策略
元认知策略：根据学习内容和学习重点，计划和安排预习和复习；选择适合的参考书和词典等工具辅助英语学习；通过图书馆、计算机网络等资源获得更广泛的英语信息，扩充学习资源。 认知策略：在新旧语言之间建立有机联系；通过分类等手段加深对词汇的理解和记忆；根据篇章标题、图片、图表和关键词等信息，预测和理解篇章的主要内容；根据语篇类型和特点，了解篇章的主要内容和写作意图；通过快速浏览理解篇章大意；通过扫读获取篇章具体信息。 情感策略：对英语学习保持主动和积极的态度，不断增强学习的自信心；有学习英语的兴趣，主动参加各种学习和运用语言的实践活动。
学情分析-五链式深度学情分析
维度 路径 结果
前理解 先见、先知、先验 在初中阶段，学生已经积累了一定词汇量，对英语语言中一些有趣现象有所了解，也具备一定的篇章阅读和理解能力。
触发点 新奇处、困惑处、挑战处 新奇处：发现英语在词汇构成、词义判断、缩略词、固定搭配和一词多义等方面有一些有趣的现象 困惑处：疑惑为什么会出现这些现象 挑战处：思考汉语中有无类似的例子
困难处 认知障碍 思考、挖掘和对比中英语言中的特殊现象，形成跨文化意识
关键点 重点点拨 发现英语的特点：具有趣味性、多样性、创造性和吸引力
发展区 现实水平、潜在水平 现实水平：能通过阅读和理解感受英语的趣味性、多样性和创造性，发现特殊而有趣的语言现象 潜在水平：能根据发现的特殊语言现象归纳总结，探究其背后的原因，形成跨文化意识
课时学习目标
By the end of the lesson, the students will … 1. predict what the text is about according to the title and pictures. 2. grasp the structure of the article and understand the arguments proposed by the author. 3. think about the wonder of English and understand the cultural connotation behind it. 4. foster positive attitude towards learning English and explore ways to learn English better.
评价任务
Option 1: Surf the internet to find more examples of crazy English and write an essay on the English language, presenting your opinions logically. Option 2: Raise similar examples of crazy Chinese and prepare a presentation in front of the class.
教学重、难点
教学重点： Enable students to grasp the structure of the article and understand the arguments proposed by the author. 教学难点： Enable students to think about the wonder of English and understand the cultural connotation behind it.
学习活动设计
学习目标 学习活动及时长 设计意图 效果评价 深度学习特征
Students can take part in the warming-up and get prepared for the lesson. 1.View and guess (3 min) Students read the brainteasers and guess the words. To activate students’ background information and raise their interest in learning English. Every student can take part in the warming-up and get prepared for the lesson. 活动与体验 联想与结构
Students can make use of the pictures and titles to predict the learning content. 2.View and predict (3 min) According to the titles and pictures, students predict the content of the passage. To practise students’ viewing ability in predicting the learning content. Most of the students can make use of the pictures and titles to predict the learning content. 活动与体验 联想与结构
Students can figure out the structure of the passage. 3.Read for structure (6 min) Students read the passage quickly and answer the questions related to the structure of the passage. To practise students’ ability in figuring out the structure of the passage. Almost every student can figure out the structure of the passage. 活动与体验 联想与结构
Students can get the specific information related to the unique madness of English. 4.Read for details (8 min) Students read carefully, find out examples that show the unique madness of English and fill in the blanks to complete the table. To practise students’ ability in locating the specific information related to the unique madness of English. 90 % of the students can get the specific information related to the unique madness of English. 活动与体验 联想与结构 内化与交流
Students can classify the examples and summarize the common points on their own or in groups. 5.Classify and Organize (5 min) Students classify the examples listed in the passage and summarize the common points. To practise students’ ability in classifying and summarizing the common points of words and expressions. 80% of the students can classify the examples and summarize the common points on their own or in groups. 活动与体验 本质与变式
Students can extract key information and summarize the writing purpose of the passage. 6.Think and analyse (5 min) Students discuss and answer the following questions: What can you learn from the text about vocabulary learning What’s the author’s purpose in writing the passage To practise students’ ability in extracting key information and summarizing the writing purpose of the passage. With teacher’s guidance, most of the students can extract key information and summarize the writing purpose of the passage. 活动与体验 本质与变式
Students can exchange their ideas with group members and appreciate the beauty of English. 7.Think and share (10 min) Students work in groups and raise examples of wonder of Chinese, compare the common points and different aspects of Chinese and English, and choose a representative to share with the class. To practice students’ ability in transferring what they have learned to describe the unique usage of their mother language. To deepen students’ understanding of the English language. Every student can exchange their ideas with group members and appreciate the beauty of English. 迁移与创造 价值与评判
课时板书设计
课时作业设计
[Individual Work] [Must] Based on the structure diagram and blackboard design, draw a mind map of the passage “Neither Pine nor Apple in Pineapple”. [Optional] Based on the structure diagram and blackboard design, draw a mind map of the passage “Neither Pine nor Apple in Pineapple” and add more examples of unique madness of English to improve the mind map. [Group Work] You need to choose one of the two optional projects and work in groups to conduct a project learning. [Optional one] short play: work in group of 4, write a short play on “crazy” English in daily life and perform to make a short video within 8 minutes. Plots related to English learning are preferred. English subtitles should be added to the video. [Optional two] interview: work in group of 4, select a person, write down the questions to be asked, carry out an interview to talk about: His/her experience about “crazy” English; Confusing points in learning English; Hints on dealing with “crazy” English.
一、基本信息
教材 外研版（2024）必修一 单元 Unit 2 Exploring English
二、单元概览
单元结构图
单元学习目标
1. 学生能够借助语境理解英语中的一词多义和习惯用语，听懂并谈论与英语词汇和表达相关的话题，丰富对英语与英语学习的认识。 2. 学生能够描述个人在英语学习过程中的误解，理解英语的多样性和文化的差异性。 3. 学生能够反思自己在英语学习过程中遇到的问题，创造性地提出英语学习的新方法，并通过运用各种学习策略，不断监控、评价、反思和调整自己的学习内容和进程，激发英语学习的兴趣。
三、课时教学设计
课时 Understanding ideas: Exploring English
主题语境 主题语境：人与自我 主题群：生活与学习 主题语境内容：语言学习的规律、方法
语篇类型 小品文
语篇研读/分析
【What】“Neither Pine nor Apple in Pineapple”是一篇小品文，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，如hamburger（汉堡包）里面没有ham（火腿）、回到家里不会“晕家”（homesick）、shameless behaviors（无耻行为）和shameful behaviors（可耻行为）看似相反却是一回事等，从而反映了英语的趣味性、多样性、创造性和吸引力。 【Why】引导学生深入思考英语的特点，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。 【How】该文是一篇典型的小品文，语言风趣幽默，以作者与儿子关于英语词汇的讨论引入话题，通过列举大量的例子引导读者发现和思考英语表达中的有趣现象。该文信息比较零散，提到的语言现象涉及词汇构成、词义判断、缩略词、固定搭配和一词多义等方面。文章以最后一个例子“wind up my watch（给手表上紧发条）”和“wind up this passage（将本文收尾）”巧妙收尾，给读者留下充分的思考和回味空间，进一步展示了英语的趣味性和创造性。
语言知识
语音知识：通过模仿和朗读课文，根据音频的重音、语调、节奏等的变化感知作者的写作意图和态度。 词汇知识：借助词典等各种资源，理解语篇中关键词的词义和功能以及所传递的意图和态度等；了解与英语语言特点相关的词汇并用于描述英语；掌握主题相关的新单词和短语。 语法知识：在语境中有效地运用语法知识来理解和表达意义；运用所学的语法知识，理解语篇的基本意义；在语篇中理解构词法的使用。 语篇知识：了解小品文的写作目的及语篇结构特征。
文化知识
在学习活动中初步感知和体验英语语言的美。 发现并理解语篇中包含的不同文化元素，理解其中的寓意。
语言技能
从语篇中提取主要信息和观点，理解语篇要义。 理解语篇中显性或隐形的逻辑关系。 辨认关键字词和概念和关键细节。 根据语篇标题预测语篇的主题和内容。 把握语篇的结构以及语言特征。
学习策略
元认知策略：根据学习内容和学习重点，计划和安排预习和复习；选择适合的参考书和词典等工具辅助英语学习；通过图书馆、计算机网络等资源获得更广泛的英语信息，扩充学习资源。 认知策略：在新旧语言之间建立有机联系；通过分类等手段加深对词汇的理解和记忆；根据篇章标题、图片、图表和关键词等信息，预测和理解篇章的主要内容；根据语篇类型和特点，了解篇章的主要内容和写作意图；通过快速浏览理解篇章大意；通过扫读获取篇章具体信息。 情感策略：对英语学习保持主动和积极的态度，不断增强学习的自信心；有学习英语的兴趣，主动参加各种学习和运用语言的实践活动。
学情分析-五链式深度学情分析
维度 路径 结果
前理解 先见、先知、先验 在初中阶段，学生已经积累了一定词汇量，对英语语言中一些有趣现象有所了解，也具备一定的篇章阅读和理解能力。
触发点 新奇处、困惑处、挑战处 新奇处：发现英语在词汇构成、词义判断、缩略词、固定搭配和一词多义等方面有一些有趣的现象 困惑处：疑惑为什么会出现这些现象 挑战处：思考汉语中有无类似的例子
困难处 认知障碍 思考、挖掘和对比中英语言中的特殊现象，形成跨文化意识
关键点 重点点拨 发现英语的特点：具有趣味性、多样性、创造性和吸引力
发展区 现实水平、潜在水平 现实水平：能通过阅读和理解感受英语的趣味性、多样性和创造性，发现特殊而有趣的语言现象 潜在水平：能根据发现的特殊语言现象归纳总结，探究其背后的原因，形成跨文化意识
课时学习目标
By the end of the lesson, the students will … 1. predict what the text is about according to the title and pictures. 2. grasp the structure of the article and understand the arguments proposed by the author. 3. think about the wonder of English and understand the cultural connotation behind it. 4. foster positive attitude towards learning English and explore ways to learn English better.
评价任务
Option 1: Surf the internet to find more examples of crazy English and write an essay on the English language, presenting your opinions logically. Option 2: Raise similar examples of crazy Chinese and prepare a presentation in front of the class.
教学重、难点
教学重点： Enable students to grasp the structure of the article and understand the arguments proposed by the author. 教学难点： Enable students to think about the wonder of English and understand the cultural connotation behind it.
学习活动设计
学习目标 学习活动及时长 设计意图 效果评价 深度学习特征
Students can take part in the warming-up and get prepared for the lesson. 1.View and guess (3 min) Students read the brainteasers and guess the words. To activate students’ background information and raise their interest in learning English. Every student can take part in the warming-up and get prepared for the lesson. 活动与体验 联想与结构
Students can make use of the pictures and titles to predict the learning content. 2.View and predict (3 min) According to the titles and pictures, students predict the content of the passage. To practise students’ viewing ability in predicting the learning content. Most of the students can make use of the pictures and titles to predict the learning content. 活动与体验 联想与结构
Students can figure out the structure of the passage. 3.Read for structure (6 min) Students read the passage quickly and answer the questions related to the structure of the passage. To practise students’ ability in figuring out the structure of the passage. Almost every student can figure out the structure of the passage. 活动与体验 联想与结构
Students can get the specific information related to the unique madness of English. 4.Read for details (8 min) Students read carefully, find out examples that show the unique madness of English and fill in the blanks to complete the table. To practise students’ ability in locating the specific information related to the unique madness of English. 90 % of the students can get the specific information related to the unique madness of English. 活动与体验 联想与结构 内化与交流
Students can classify the examples and summarize the common points on their own or in groups. 5.Classify and Organize (5 min) Students classify the examples listed in the passage and summarize the common points. To practise students’ ability in classifying and summarizing the common points of words and expressions. 80% of the students can classify the examples and summarize the common points on their own or in groups. 活动与体验 本质与变式
Students can extract key information and summarize the writing purpose of the passage. 6.Think and analyse (5 min) Students discuss and answer the following questions: What can you learn from the text about vocabulary learning What’s the author’s purpose in writing the passage To practise students’ ability in extracting key information and summarizing the writing purpose of the passage. With teacher’s guidance, most of the students can extract key information and summarize the writing purpose of the passage. 活动与体验 本质与变式
Students can exchange their ideas with group members and appreciate the beauty of English. 7.Think and share (10 min) Students work in groups and raise examples of wonder of Chinese, compare the common points and different aspects of Chinese and English, and choose a representative to share with the class. To practice students’ ability in transferring what they have learned to describe the unique usage of their mother language. To deepen students’ understanding of the English language. Every student can exchange their ideas with group members and appreciate the beauty of English. 迁移与创造 价值与评判
课时板书设计
课时作业设计
[Individual Work] [Must] Based on the structure diagram and blackboard design, draw a mind map of the passage “Neither Pine nor Apple in Pineapple”. [Optional] Based on the structure diagram and blackboard design, draw a mind map of the passage “Neither Pine nor Apple in Pineapple” and add more examples of unique madness of English to improve the mind map. [Group Work] You need to choose one of the two optional projects and work in groups to conduct a project learning. [Optional one] short play: work in group of 4, write a short play on “crazy” English in daily life and perform to make a short video within 8 minutes. Plots related to English learning are preferred. English subtitles should be added to the video. [Optional two] interview: work in group of 4, select a person, write down the questions to be asked, carry out an interview to talk about: His/her experience about “crazy” English; Confusing points in learning English; Hints on dealing with “crazy” English.