Unit 2 Helpful schoolmates Reading,Speaking and Writing 教学设计-2024-2025学年高中英语重大版（2019）必修第二册

Unit2 Helpful schoolmates Reading,Speaking and Writing 教学设计 Part I 文本分析 一 基于课标 主题语境 同学情谊---真情意 乐助人 语篇类型 日记 语言知识 理解并运用恰当的语言形式描述人和物；描述具体事件和具体行为的发生、发展过程和事后感想及心情等 文化知识 了解写日记的意义 语言技能 通过读、听、说来培养学生的写作技能，运用时间顺序、空间顺序、过程顺序，训练学生清楚地描述事件的过程 学习策略 元认知策略、认知策略和情感策略 二 基于语料 What 日记是日常生活的缩影，可以写生活中的各种琐事，可以流露各种情绪于其中，它是私密的一本书。 Why 写日记有利于提高英语写作水平；有助于记录生活中的“酸甜苦辣”的点滴小事，是一本独一无二的属于自己的回忆录。 How 日记有专属的格式：独立成首行的日期和天气，惯用过去时和第一人称，形式多样，可长可短，可对话、可诗歌、可散文等等，语言生动，可口语化、俚语化也可非常严谨正式。 Part II 学情分析 授课对象是高中高一年级某班的学生。大多数同学已具备从高中相应阶段一般难度的文本中提取主要信息，用英语进行表达的能力。且日记这种写作形式是学生们熟悉的，所以教学重点应在如何使用英语写好日记，难点在于帮助学生养成写英语日记的习惯。 Part III 教学目标 1. 通过问卷调查，引导学生认识写日记的意义，培养他们的思辨能力； 2. 通过观察范文，了解日记的格式、内容、特点、技巧和相关语言知识，培养他们处理信息的能力、阅读能力和总结归纳的能力； 3. 通过过程性写作，练习写日记，培养他们的迁移创新能力； 4. 通过自纠、互查，修订、完成正式文稿，优化他们的学习方式，培养他们的学习能力。 Part IV 教学重难点 ￭ 教学重点 1. 引导学生知道日记的格式、内容、特点、技巧和相关语言知识。 2. 通过一系列的融语言、思维，文化为一体的学习活动发展学生英语学科核心素养。 ￭ 教学难点 1. 掌握日记的格式、内容、特点、技巧和相关语言知识。 2. 培养学生用英语写日记的习惯。 Part V 教学流程 ▌学习理解类活动 Stage I Pre-writing 课堂活动1：Think about the following questions and answer them. 1. Have you ever kept a diary? 2. Why do you keep a diary? 3. What do you usually put in your diary? 4. When do you usually write a diary? 5. If anyone reads your diary without permission, what will you do to him/her? 课堂活动2: Interview your classmate with the above five questions and fill the answers in the form below. QUSTIONS YOUR CLASSMATE 1.Have you ever kept a diary? YES (Go to Question2-6) NO (Go to Question5-6) 2.Why do you keep a diary? 3.What do you usually put in your diary? 4.When do you usually write a diary? 5. Why don’t you keep a diary? 6. If anyone reads your diary without permission, what will you do to him/her? 活动设计：学生通过思考以上的问题，知道在自己的日常生活中，有写日记的习惯吗？一般日记会写什么内容？会怎么做去保护自己日记的私密性？ 【设计意图】结合生活，感知主题。 围绕本节课主题设计的问题，目的在于帮助学生认识写日记的意义。 课堂活动3: Discuss “What is a diary ?” in groups with the information you gathered. A diary is a book in which you write about _________________________________________________. While writing a diary, you usually put ____________________________________ at the beginning line. In the body part, you usually write_____________________________________________________________. In the last paragraph, you usually write _______________________________________________________. 活动设计：通过小组合作学习，讨论和归纳出日记的定义、格式和每部分的内容。 【设计意图】结合生活，感知主题。 目的在于帮助学生利用得到的信息总结概念，培养学生的思维品质。 课堂活动4: Read some diaries and think about the format of a diary. Tuesday, Sept.23 Cloudy I was depressed because I could not understand an English book after I bought it. I could understand nothing. I thought maybe I should study English hard and only by this could I learn a lot of knowledge and understand English as well as communicate with others in English. I told myself, “Just go！” Wednesday Sept.24 Windy Today, I opened my free forum and I was happy because I could do a lot of things there. I decided to upgrade my forum and make it interesting. Then I will make it grow up and at the same time, I can write what I want to say there. I will be very happy. Thursday Sept.25 Sunny Today I made a decision that I will tell myself “Go” in front of the mirror after getting up every day because I often lose my confidence, which I believe will make me confident. Thus, I can do something I want to do but dare not to bravely. Now, I will say, “Keep going.” 活动设计：通过阅读以上的日记，学生感受他人生活的点滴小事，总结写日记的基本格式、内容、特点等，激发和培养写日记的兴趣。 【设计意图】结合生活，感知主题。 阅读他人日记，目的在于帮助学生进一步学习写日记的格式和相关语言知识。 Stage II While-writing 课堂活动5: Write a diary. Step1 Look at the pictures carefully, get to know the situation suggested by the pictures: the time, the weather, the people, the place, the actions. Step2 Now fill in the blanks with the information you get from the pictures above. Date Weather Write a sentence for each picture 1 2 3 4 5 I feel/felt Step3 Write a diary with the information you listed above. 参考词汇： 指南针：compass n.    手电筒：flash light n.急救包：first-aid kit    宿营地：camp site n. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 活动设计：用看图写话的方式练习日记中最常见的写事，通过完成每一步骤，搭建起写日记的一个“脚手架”，让学生按时间顺序写出这篇日记。 【设计意图】过程性写作，写好日记。 通过三个步骤，帮助学生记住日记的格式，有助于学生去构思和写作。 （范文： Saturday, May 4,20          Sunny Li Ming and I took part in a wilderness survival program yesterday, and it has been one of the most unforgettable experiences since high school. Early in the morning, we set out. Li Ming was carrying a compass and a tent in his backpack and in mine there was a flashlight, a map, a knife, a first-aid kit, some matches, candles, food, and clothes. On the way to the campsite, we climbed a hill, and then we swam across a river, pushing the backpacks on a large piece of wood we had found by the river. As we got into a forest, we lost our way.  Luckily, we found the right direction with the compass. By the time we arrived at the campsite, it had already been dark. Li Ming then put up the tent, and I made a fire and started cooking. The two of us spent the night in the forest. We learned to use knowledge gained in classroom training to solve problems.  It was quite an experience for us both, which I'll never forget for the rest of my life.） Stage III Post-writing 课堂活动6：Check your diary CHECKLIST YES NO 1. The form is right with a separate line for date and weather. 2. The tense is consistent. 3. The diary is written in the first person 4. Are there any spelling mistakes? 5. Is your handwriting good? 活动设计：学生完成对自写日记的初评，发现和解决可能出现的常见问题。 【设计意图】反思评价，以评促学 通过自查评价表帮助学生认识自我，引导他们学会监控和调整自己的英语学习过程及学习方式，通过自我评估，达到以评促学的目的。 TIPS: learn to select something important to put in your diary. Assignment Write a diary based on one of your unforgettable days. 【设计意图】内外结合，知行合一 课后作业的目的是巩固课内所学，帮助学生将所学知识和能力迁移到课外的真实生活情景中，用于解决真实生活情景中的问题。 4 学科网（北京）股份有限公司 $$