Unit
5
Languages
Around
the
World
Period
4
Reading
for
Writing
教材分析:
Thetheme
of
this
period
is
how
to
enable
students
to
write
a
blog
about
Englishlearning
problems.
Teachers
can
ask
students
to
reflecton
their
learning
problemsand
summarizethe
problems.
The
language
of
three
sections
of
online
posts
is
simple,
flexible,
and
more
casual
and
personalized,
which
isthe
typical
characteristics
of
informal
style.
Each
of
thestudentsnot
only
raised
their
own
questions,
but
also
answered
the
questions
of
the
previous
netizen.
The
purpose
of
thequestionis
to
enlighten
the
students
who
have
the
sameproblem.Teachers
are
advised
tostart
from
talking
aboutstudents’
difficulties
and
solutions
in
English
learning,
and
make
the
transition
to
reflect
ontheiractual
learning
situation
ofoneself.
教学目标与核心素养：
1.
Get
students
to
have
a
good
understanding
of
how
to
writea
blog
about
English
learning
problems.
2.
Enable
students
to
use
somewriting
skills
flexibly.
3.Develop
students’
writing
and
cooperating
abilities.
4.
Strengthen
students’
great
interest
inwriting
discourses.
教学重难点：
1.How
to
enablestudents
to
have
a
good
understanding
of
the
skills
of
writinga
blog.
2.How
to
motivatestudents
todiscuss
their
learning
problems
in
English
actively.
教学过程：
Step
1:
Lead
in.
Begin
the
class
with
the
lead-inquestions:
?Do
you
have
some
problems
in
English
learning?
?What
is
your
biggest
challenge?
It
isstronglyrecommended
that
the
teacher
should
ask
students
to
discuss
the
topic
freely
with
their
partners
and
brainstorm
some
ideas
concerning
the
topic.
In
this
way,
students
can
come
up
with
more
ideas
and
avoid
being
nervous
atthebeginning
of
the
class.
Step
2:
Read
to
discover
details
concerning
each
one’s
problem
and
advice
from
another
one.
The
teacher
is
expected
to
ask
students
to
read
a
blog
silently
and
then
request
students
to
discuss
the
questions
below.
In
this
step,
what
should
be
highlighted
is
that
the
teacher
ought
to
give
students
enough
time
to
read
individually
and
think
independently.
There
is
no
need
for
them
to
discuss
the
detailed
questions.
In
this
way,
students
can
develop
their
individual
logical
thinking
ability
and
promote
their
skills
of
finding
details.
Read
some
posts
from
an
online
forum
which
is
about
some
learning
English
problems
of
Chinese
students
and
finish
the
tasks.
?What
are
the
problems
of
the
following
students?
names
problem
Liu
Wen
Trouble
with
listening
to
native
English
speakers
Jia
Xin
How
to
be
polite
in
English
Li
Rui
Remember
new
vocabulary
Step
3:
Read
to
sum
up.
Read
it
again
and
sum
up
the
problems
of
the
three
students,
and
then
write
down
the
advicethat
was
given
from
others.
Step
4:Work
in
pairs.
List
your
learning
problems
in
English
and
brainstorm
some
useful
advice.
Useful
expressions
?I
don’t
know
how
to...Is
a
big
difficulty
for
me.
I
cannot...
?You
might
try...
It’s
very
important
to...
?I
have
no
idea
how/what...
My
biggest
problem
is...
?I(also)
have
trouble
with.
My
advice
is...
This
worked
for
me.
?I
cannot
understand
the
teachers’
English
in
class.
Step
5:
Homework.
为提高我校学生的英语口语水平，我们将举办英语演讲比赛（English-speaking
contest），请你根据下面的信息，以学生会（the
Students’Union）的名义写一份海报，欢迎全校同学参加，届时特邀本校美籍教师史密斯先生颁奖。
报名时间：9月30日以前（报名：signup）
报名地点：学生会办公室
比赛时间：10月9日晚7:00-9:00
比赛地点：学校大会议室
奖励：前8名Unit
5
Languages
Around
the
World
Period
3
Discovering
Useful
Structures
教材分析：
本节课是高中英语第一册的最后一个单元的语法部分，要基于四单元的语法定语从句关系代词的讲解，这节课让学生理解关系副词和介词加关系代词的使用。本节课用归纳法让学生通过观察后做出总结，有利于让学生自己发现语法规律。
教学目标与核心素养：
思维品质的培养和训练：
新课程中指出，思维品质指思维在逻辑性等方面所表现的能力和水平，思维品质的发展有助于提升学生分析和解决问题的能力。在这次语法讲解中，通过让学生观察各种句子，来自己感受并归纳总结定语从句中关系副词的用法，帮助他们提高语法学习的语境意识。
教学重难点：
1.重点
（1）关系副词和关系代词的区别；
（2）关系副词和介词加关系代词之间的区别。
2.难点
（1）关系副词和介词加关系代词之间的联系和区别；
（2）介词加关系代词中介词的选择。
教学过程：
教学步骤
教学活动
设计意图
时间
Step
1
Discovering
useful
structures
—relative
adverbs
Look
at
these
sentences
and
underline
the
restrictive
relative
clauses.
What
kind
of
information
does
each
clause
communicate?
这两个活动的目的有两个：
1.学生可以观察和体会到关系副词在定语从句中的充当的成分；
2.了解定语从句主句和从句之间的关系。
7分钟
Step
2
Discovering
useful
structures
—relative
adverbs
and
preposition+relative
pronouns
Express
the
sentence
of
the
same
meaning
using
the
relative
adverbs
and
preposition+
relative
pronouns.
关系副词和介词加关系代词有很大关系，介词加关系代词表示时间就可以用关系副词when，表示地点可以用关系副词where，表示原因可以用关系副词why。
7分钟
Step
3
Practice
Use
the
phrases
to
make
complete
sentences.
通过学生自己造句来运用关系副词when，where和why。
5分钟
Step
4
Practice
Complete
the
passage
with
the
correct
relative
adverbs
or
pronouns.
Add
a
preposition
where
necessary.
在具体语境中体会关系代词和关系副词之间的区别。
10分钟
Step
5
Word
focus
Study
the
new
words
in
context.
这几个问题设计意图：
1.在具体语境中学习语法；
2.介词加关系代词中介词的选择，有一种是和先行词名词的固定搭配，有一种是和定语从句中动词的搭配，那么就需要了解词语的含义和用法。
6分钟
Step
6
Practice:
to
describe
things
Work
in
pairs.
Ask
and
answer
the
questions.
学会用定语从句来描述事物。
5分钟
Step
7
Homework
Try
to
finish
the
exercise.Unit
5
Languages
Around
the
World
Period
2
Reading
and
Thinking
教材分析：
本节课是高中英语第一册的最后一个单元的阅读和思考部分，文章难度明显增加，体现在以下几个方面：文章题材是说明文，比较难理解；话题生疏，涉及到历史等知识；生词量增大，而且在语境中理解词汇的要求提高。面对这些，教师的难度和高度也要有所提升，通过探讨说明顺序，了解背景知识等帮助他们找到说明文阅读的方法。
教学目标与核心素养：
1.文化意识目标
新课程中指出，文化意识是对中外文化的理解和对优秀文化的认同。文化意识的的培养有助于学生增加国家认同和家国情怀，成为有文明素养和社会责任感的人。我们这个单元很好体现了这一点，通过了解汉字书写的体系和发展，学生可以有一种文化自豪感，同时也能够帮助学生深入挖掘这篇文章，从而想到更多和中国文化相关的方面。
2.学习能力目标：
在阅读中，基本的阅读技巧包括预测，浏览和寻读，文章的难度虽然比较大，但是我们通过预测可以降低理解难度，通过寻读，我们可以以点带面来突破文章中的难点。同时新课程对于语篇的重视也让我们拓宽了阅读的思路，能够从文章发展脉络来突破文章。这篇课文课本问题上主要凸显了时间顺序对于描述事物的依据，是非常常见的，通过每个时间点事件的梳理来了解文章思路。
教学重难点：
1.重点
（1）体会说明文阅读的时间顺序；
（2）快速找出不同时间发生的事件。
2.难点
（1）在语境中感受同源词汇的联系和猜测词义；
（2）体会描述事物时候需要有一定的顺序。
教学过程：
教学步骤
教学活动
设计意图
时间
Step1
Pre-reading
Your
friend
Tony
is
going
to
visit
China.
He
is
very
interested
in
Chinese
culture.
What
do
you
think
can
represent
Chinese
culture?
When
it
comes
to
Chinese
writing,
what
do
you
know?
这两个活动的目的有两个：
1.激活学生的背景知识，降低理解难度；
2.探讨本文文化主题，让学会建立文化自信的同时也意识到汉字是中国文化的精髓。
5分钟
Step2
While-reading—
prediction
Look
at
the
title
and
the
picture
below.
Predict
what
the
text
will
be
about.
How
will
the
passage
be
organized?
这部分两个问题有两个目的：
1.训练阅读策略中的预测策略，能够利用题目和文中的图片作出对于文章的预测；
2.了解说明文都具有一定的说明顺序，猜测文章既然是关于汉字的发展的，那么应该是按照什么顺序？
5分钟
Step3
While-reading
—to
get
the
main
idea.
Reading
for
the
main
idea:
What
is
the
main
idea
of
each
paragraph?
通过给出提示，让学生关注首段、末端以及每段首句和末句来快速找出各段大意。
5分钟
Step4
While-reading—
scanning
Scan
the
text
to
find
the
words
and
phrases
that
describe
a
time.
Then
write
down
what
happened
at
each
of
these
important
times.
通过寻读，找到有关于时间的表达并找出对应的事件。
10分钟
Step5After-reading—
discussion
Read
the
text
again
and
discuss
the
questions.
1.
How
did
written
Chinese
unify
Chinese
people
divided
by
geography
and
dialects?
2.
How
does
written
Chinese
connect
Chinese
people
today
with
those
of
the
past?
3.
According
to
the
writer,
the
Chinese
writing
system
is
one
factor
that
has
helped
the
Chinese
language
and
culture
survive.
What
do
you
think
are
some
of
the
other
factors?
这几个问题设计意图：
1.能够有条理表达出汉字和国家统一的关系；
2.深度理解题目，为什么汉字能后连接现在和过去？
3.除了汉字，还有那些在中国文化的发扬中起到非常重要的作用。
这三个题目能够开阔学生的视野。
7分钟
Step6
Word
focus
Step1:
To
understand
the
meaning
of
the
words
in
context.
Step
2:
To
choose
the
right
word
or
phrase
to
fill
in
the
blanks
and
pay
attention
to
the
right
form.
Step
3:
To
paraphrase
the
sentences
with
the
words
or
phrases
in
the
article.
设计意图：
1.稍微不同于课本，我先进行了在语境下理解这些词，让他们不是直接得到汉语意思；
2.利用小的短文将这些词回归语境中理解；
3.通过观察这些词，认识到它们是同源词汇，知识词性不同，来用英语解释英语。
8分钟
Step
7
Homework
Try
to
finish
the
reading
exercise.
作业中补充通话题阅读练习，巩固今天两个内容：
1.在语境中理解学习单词；
2.了解话题词汇。Unit
5
Languages
Around
the
World
Period
1ListeningandSpeaking
教材分析：
不同于旧教材，语言差异在必修一的第二单元，新教材设置在必修一最后一个单元，可以让学生在语言上有所储备，就是在前几个单元的学习中，既有语言知识，也有语音知识，到了这个时候学生就能够有话可说，有感可发，能够找到不同国家英语的区别。让学生学习不同国家和地区的英语，就可以培养学生的国际视野，可以降低学习英语的恐惧感，也可以让学生明确自己的目标。
教学目标与核心素养：
1.语言能力目标
新课标重视培养学生语言的使用能力，本单元通过听来带动说，和平时生活紧密相关，让学生可以体会到不同国家使用英语的过程中会有不同的口音，中式英语也肯定具有它的特点，但是作为语言学习者，我们应该尽量模仿英美国家使用语言的地道性，这样可以拓展学生的国际视野，有助于下一步的开展跨文化交流。
2.学习能力目标：
在听力当中，学生应该有效规划学习方法，选择恰当的策略与方法。这节课，教师可以侧重培养在听的过程中让学生记录关键信息，写下关键词的训练，让学生不是为了做题而听听力造成的紧张感，又不能在听的过程中只见树木不见森林。
教学重点：
（1）在听的过程中先听懂，然后快速记录下关键信息，并通过交换信息来获取更多信息；
（2）明确自己要听的主要内容集中精力抓住重点。
教学难点：
（1）听力中涉及到数字一直是学生听力的难点，要让他们对于20以内的数字比较熟悉，才能听到之后立马反应过来；
（2）听一次后能记住的信息并不多，在第二遍或者第三遍当中继续积累。
教学过程：
教学步骤
教学活动
设计意图
时间
Step
1
Before
listening
Match
each
photo
with
the
correct
country
name.
Talk
about
different
ways
of
greeting.
这些图片既可以了解学生掌握的常识和背景知识，也能增长学生的见识和知识面。
5分钟
Step
2
Listening
for
the
1sttime
1sttime
listening:
Listen
to
a
speech
and
tick
the
two
languages
with
the
most
native
speakers.Circle
the
official
languages
of
the
United
Nations.
第一次听之前要先明确问题，然后带着问题去听第一遍，找到关键词。
7分钟
Step
3
Listening
for
the
2ndtime
Write
down
the
key
words
you
listen
as
quickly
as
possible.
Swap
your
notes
with
each
other
and
get
more
information.
Listen
to
the
speech
again
and
answer
the
questions.
1.
What
is
the
main
topic
of
this
speech?
2.
How
many
languages
are
there
in
the
world?
3.
How
many
billion
people
speak
the
UN’s
official
languages
as
their
native
or
second
language?
4.
What’s
the
attitude
of
the
speaker
towards
foreign
language
learning?
这个部分教师要尝试让学生做记录关键信息的练习，接下来小组互助补充增添信息。
接下来利用笔记可以解决问题。鼓励学生说出完整句子。
13分钟
Step
4
Listening
for
the
3rdtime
Listen
to
the
speech
again.
What
do
the
italicized
words
refer
to
in
the
sentence?
Tip:Pronouns
refer
to
something
or
somebody
mentioned
earlier.
首先，背景知识回顾，让学生了解，代词指代的方式；
让学生听第三遍，有整体意识。
5分钟
Step
5
Speaking
Work
in
pairs
or
groups.
Discuss
which
other
language(s)
you
want
to
learn
and
why.
延伸听力中的话题进行讨论，激发学生学习英语动机。
5分钟
Step
6
Pronunciation
focus
Some
words
are
pronounced
differently
in
America
and
Britain.
Listen
and
pay
attention
to
the
differences.
Listen
to
the
paragraphs
read
by
two
different
speakers.
Which
speaker
has
a
British
accent
and
which
has
an
American
accent?
了解英式发音和美式发音的不同之处。
5分钟
Step
7
Homework
Try
to
finish
the
listening
exercise.
作业中补充练习听力，巩固今天两个内容：
1，记录关键信息；
2，英美发音不同之处。
