第五章 第八节人教版选择性必修一Unit 1 People of Achieve me mt大单元整体教学设计；读写课-高中英语单元教学设计

>> 110 　高中英语单元教学设计　 第八节  人教版选择性必修一Unit 1 People of  Achievement 大单元整体教学设计：读写课 一、语篇材料 本节读写课的语篇材料选自人教版选择性必修一 Unit 1 People of Achievement Using Language 部分的文章。 The Man Who Changed Our Understanding of The Universe Albert Einstein, who is perhaps the greatest scientist in modern physics, is often considered one of the smartest men who ever lived. He made numerous contributions to the world, the most well-known being the general theory of relativity and the famous formula E=mc². Einstein was not only a genius; he was a courageous and kind figure loved by many people. This gentle genius was born in Germany on 14 March 1879. When he was 16, he tried to enter university in Switzerland, but failed due to his low scores in the general part of the entrance exam, despite obtaining exceptional scores in maths and physics. After studying for another year, he managed to pass the exam, entering university in 1896 and graduating in 1900. After two years of looking for work as a teacher, Einstein took a job as a clerk in the Swiss patent office. While working there, out of a strong passion for knowledge, he continued to study, earning a doctorate in physics in 1905. That same year, which was later recorded as a miracle year in science, he published four extraordinary physics papers. Following this, he gradually became famous throughout the world as the new Isaac Newton. After four years, he was able to quit his job at the patent office and enter research full-time at a university. In 1922, he was awarded the 1921 Nobel Prize for Physics for his explanation of the photoelectric effect. Circumstances changed in 1933, when Hitler came to power in Germany. Einstein, who was Jewish, found the doors of academic institutions closed to him. As a consequence, he had to flee Germany. After spending time in Europe, he finally took up a position as a researcher at the Institute for Advanced Study in Princeton, USA. 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 111 << Following that, he continued to make great achievements in physics and mathematics. To the public, he was seen as a slightly odd-looking but kind and funny man. He had a thick moustache and long white hair, which sometimes stood on end as though he had just received an electric shock. Although he was a genius, he sometimes forgot things, like his friends’ birthdays. But despite his peculiarities, he was loved by his friends and neighbours. There is even a story about how he helped a little girl who knocked on his door and asked for help with her homework. In fact, Einstein often encountered people on the street who would stop him and ask him to help explain things. After many such occasions, he finally started saying, “Pardon me! Sorry! Always I am mistaken for Professor Einstein!” On 18 April 1955, it was reported that Einstein had passed away, and the whole world mourned the great loss of a brilliant scientist. 二、教学设计 课题 Introduce Someone That I Admire 课型 高二读写课 上课教师 河北省石家庄市第一中学 明 × 背景 主题语境 人与社会、人与自我 语篇类型 人物传记 授课时长 40 分钟 文本分析 【What】本部分的活动主题是读写结合，学生在阅读的基础上，学习以人物传记的 方式介绍自己钦佩的人，学会用故事说明人物的品格特点，用描述性语言表达人物 形象。The Man Who Changed Our Understanding of the Universe 的文本介绍了著名 科学家爱因斯坦的一生，讲述了他对物理和数学的研究，对人类进步的贡献以及他 的生活趣事。 【Why】作者通过对爱因斯坦的介绍，让学生认识了伟大科学家的贡献和成就，同 时让学生看到伟大科学家生活中幽默、可爱、平易近人的一面，深化了主题意义伟 大的人有平凡的人一面，平凡的人也有伟大之处，从而引导学生树立正确的人生观 和价值观，学习自己钦佩的人物身上的闪光点，反思自我，不断成长，争取也能做 令人钦佩的人。 【How】作者通过传记这一文体，按照时间顺序记录了爱因斯坦的一生。文章共分 为六个段落，讲述了爱因斯坦的成就、所受教育、工作经历、动荡的中年生活、外貌、 性格、生活轶事以及人们对他的爱戴。作者通过描述性词汇以及类比、拟人、比喻 和隐语等修辞手段，生动地将伟大科学家的一生展现在学生面前，并指导学生沿用 这些语言特点，叙述自己钦佩的人。 >> 112 　高中英语单元教学设计　 学情分析 本节课的授课对象为高二学生，他们对“卓有成就的人”这一主题有一定的了解， 同时具备阅读的技巧并能通过小组合作解决有挑战性的任务。但是学生对修辞手法 的认识不够全面，驾驭修辞手法的能力不足，需要教师的指导。此外，学生从了解 并介绍令人敬佩的人到树立远大目标的主题深层挖掘也需要在活动中逐渐体悟。 教学目标 By the end of the class, the students will be able to: （1）analyze the structure of a biography. （2）describe a person in English and let the readers form an impression. （3）show the readers what kind of a person he/she is by giving evidence. （4）write about someone you admire through groupwork. 教学 重难点 重点 ： （1）分析人物传记的语篇结构组织方式。 （2）识别并利用描述性词汇和修辞手段介绍人物。 难点 ： 学生对修辞手段的理解和使用是难点。 三、教学过程 Lead-in （1） Teacher (T) leads Students (Ss) to recall facts about the main character Albert Einstein. Ss share what they know about Albert Einstein. （2）T presents a scene in the film “Oppenheimer” and asks Ss what they might be talking about. Ss answer the question after watching the clip (taken from the movie). 【设计意图】 创设主题语境，通过图片和视频激活学生的背景知识，引入 主题。 Task 1 Read for Structure （1）T leads Ss to skim the text and summarize the main idea of each paragraph and then do the match work. （2）T guides Ss to analyze the genre of the text and in what order the text is developed. Ss observe and figure out the genre and organization. 续　表 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 113 << 【设计意图】设计针对篇章结构的跳读任务，穿插引导性的问题，帮助学 生逐步思考作者的写作思路，感知并理解传记类文体的写作方法。学生总结每 一段的主旨，然后通过问题链深入思考本文文体和写作顺序。在阅读活动中 融语言和思维为一体，使学生在主动体验和积极参与的活动中发展英语核心 素养。 Task 2 Read for details （1）T leads Ss to scan the text and fill in the flow chart about the timeline of Albert Einstein’s major life events. Ss scan the text and locate the information needed to finish the task. （2）T asks Ss’ opinions of Albert Einstein and leads them to take notice of the failures and struggles he faced in some periods of his life. Ss observe the major events of Albert Einstein’s life and think about a great person’s life as a whole instead of mainly focusing on his achievements.（图 5-18） 图 5-18  爱因斯坦人生大事记 【设计意图】引导学生获取文本中的具体信息，培养扫读的阅读策略；在 理解教材语篇的基础上进行外延，引导学生深入思考伟大人物在工作和生活中 遇到的困难和挑战，开展反思活动并向其学习。 >> 114 　高中英语单元教学设计　 Task 3 Read for language features （1）T leads Ss to find out the descriptive words the author used to describe Albert Einstein (not necessarily all of them); asks Ss about the tone of the author and then asks them to focus on paragraph 5 and find out how the author describes Einstein’s appearance and personalities. Ss go through the text (especially paragraph 1) and look for descriptive words and analyze the tone of the author. Read paragraph 5 again and summarize how Einstein is described and how supporting details make the descriptions persuasive. Function Expression Supporting details describing appearance odd-looking He had a thick moustache and long white hair, which sometimes stood on end as though he had just received an electric shock. describing personality forgetful kind humorous He sometimes forgot things, like his friends’ birthdays. He helped a little girl who knocked on his door and asked for help with her homework. After many such occasions, he finally started saying, “Pardon me! Sorry! Always I am mistaken for Professor Einstein!” （2）T asks Ss to study and discuss rhetorical devices used in the text. Ss can first observe the examples given by the teacher. Ss explore the application of rhetorical devices in the text and work in groups to exchange ideas.（图 5-19） 图 5-19  文章修辞手法的运用 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 115 << Following this, he gradually became famous throughout the world as the new Isaac Newton. (analogy); Einstein, who was Jewish, found the doors of academic institutions closed to him. (metaphor); He had a thick moustache and long white hair, which sometimes stood on end as though he had just received an electric shock. (personification; simile); On 18 April 1955, it was reported that Einstein had passed away, and the whole world mourned the great loss of a brilliant scientist.(euphemism). 【设计意图】 引导学生阅读并寻找作者介绍爱因斯坦生平的描述性词语 , 引导学生透过作者的描述性语言，思考作者对人物的态度。结合生动的例子， 引导学生学习一些修辞手段，并在文本中寻找作者用到的修辞，体会修辞在写 作中的作用。引导学生通过小组合作解决问题，融思维、语言与团队意识为 一体，在主动体验和积极参与的过程中自主探究主题意义，发展英语学科核心 素养。 Task 4 Write about someone you admire T assigns Ss a writing task and before they write, summarize the key components when introducing someone he/she admires. Ss make a summary of what elements are to be included in the writing task. 【设计意图】再次梳理写作要点，总结规律，为学生写作扫清障碍。 In order to relieve Ss pressure, the teacher presents a sample. It’s based on a real person, who is a former student of the teacher. A sample Today, I’d like to introduce Sun Shiwei, who is one of my former students. He graduatedfrom Shijiazhuang No. 1 High School in 2005, working in a state-owned company in Beijing now. Being the youngest child of the family, he is loved by all his family members. He is of medium build and not very good-looking. When in high school, he was a positive and easy-going student, always ready to help others. He was Lei Feng of the class. In 2012, while he was working in Sudan, some anti-government armed forces kidnapped 29 Chinesecitizens including him. Not only did he post an immediate message online saying they were in great danger but also he stepped forward, using his skills in Arabian >> 116 　高中英语单元教学设计　 language tonegotiate with the forces. I admire him because he stayed calm and was as bold as a lion in times of emergency. My heart danced when I came across him on the street during the last Spring Festival. 【设计意图】教师给出一个示例，写了自己钦佩的一个人，不仅内容上包 含了所有要点，而且语言上使用了描述性语言和修辞，为学生的写作提供了 参考。 （1）T asks Ss to have a group writing task. T asks Ss to discuss within groups what they admire and make clear of each member’s writing task. Show Ss the checklist and have an evaluation. Ss discuss and write a composition about a person they admire as a group and use the checklist given by the teacher to review partners’ work. Does the writer describe the person’s appearance and personality? Does the writer tell an impressive story of the person’s life? Does the writer say why the person is great? Does the writer sum up how he/she feels about this person? （2）T invites volunteer groups to share their writing, showing it on the smart board and presenting it in front of the whole class. (A guessing game is recommended) Ss share their group writing in front of the whole class and let the rest of the class guess who the person they write about is. 【设计意图】在分享的过程中，学生认真体悟这些令人敬佩的人身上的亮 点，思考自己能否成为令人钦佩的人，并重新审视、建立自己的人生观和价 值观。 T guides Ss to have a self-assessment. Ss make a self-assessment（表 5-5）. 表5-5 学生自评表 By the end of the class, I’m able to: （1）analyze the structure of a biography 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 117 << （2）describe a person in English and let the readers form an impression （3）show the readers what kind of a person he/she is by giving supporting details （4）write about someone you admire through cooperation Task 5 Tassigns homework. （1） Revise your draft. （2）Read the extended reading material to know more about a biography. 四、教学反思 本节课整体进展顺利，基本达成了教学目标。本节课的重点是分析人物传记的 语篇结构、组织方式，以及识别并运用描述性词汇和修辞手段介绍人物。从学生课 上的反馈来看，他们基本掌握了重点。修辞手段的理解和使用是一个难点，通过给 例子、小组讨论以及老师示范等方式，学生理解了如何使用修辞及其在写作中的作 用。教学过程任务突出，教师教学方法灵活，教态自然，语言简练，板书美观，给 了学生及时的指导。但是因为时间有限，只展示了部分小组的作品，另外，有些同 学没有得到回答问题的机会。 五、板书设计 本节课的板书设计如图 5-20 所示。 图 5-20  板书设计 续　表