Unit 2 Exploring English Understanding Ideas Neither Pine nor Apple in Pineapple 教学设计-2024-2025学年高中英语外研版（2019）必修第一册

Unit2 Exploring English Grade Senior Grade 1 Lesson Type Reading Content Neither pine nor apple in pineapple Text book 外语教学与研究出版社（2019）必修1 Analysis of the students There are 53 students in Senior Grade 1. They have accumulated a certain vocabulary in senior high school, and mastered some simple learning strategies and skills. Students’ learning level can be divided into three parts: Language Level Students Number A (Best) 10 B 30 C 13 The words and sentences in this discourse are not too difficult for them to understand. Thus the teaching content of this class suits them to learn well. Analysis of Teaching Material (1) 本单元的主题是“人与自我”，语境内容是学习英语，探索英语 。主要内容呈现了英语的历史、语言现象、英美式英语的差异及英语学习方法等。 (2) Understanding part的文章是一篇议论文。以幽默风趣的写作手法举例并评价了英语中让人迷惑的疯狂现象，反映了英语的创造性与趣味性的特点。这些现象既涉及英语中奇妙的合成词、搭配、派生词、缩略词、英语习语、语法及一词多义现象，也包含了与语言相关的文化现象，供学生理解与思考。鼓励学生英语学习既要遵循一定的规律，又要活学活用，要学会面对英语学习中遇到的问题，探索与解决问题，培养积极的学习态度。从本位的谋篇布局方面来看，本文配有生动的插图，暗示题目所反映的内容，有利于学生调动内部动机和已有经验，主动积极思考，快速预测。 Teaching Objectives Language Competence Students will be able to: 1. Understand the diversity and flexibility of English word formation. 2. Express their difficulties in learning English and propose solutions. Learning Ability Students will be able to: 1. Infer the content of the article based on the title and clarify the author's writing intention by reading the passage. 2. Develop speaking skills through oral description and group discussion. 3. Use a variety of ways to access English learning resources and to stimulate interest in learning English. Cultural Awareness Students will be able to: 1. Understand the diversity and creativity of language. 2. Notice the cultural connotations behind English words. Thinking Quality Students will be able to: 1. Relate their English learning experiences based on the articles, identify their own English learning problems, and develop a correct view of English learning. 2. Learn the structure of the passage and develop logical thinking. Key Points 1. Use skimming and scanning skills to understand the text and obtain detailed examples. 2. Understand the author's intention and know why English is so crazy. Difficult Points Through the interview express their English learning problems and find solutions to them. Teaching Methods Task- based teaching method Teaching Aids (1) Blackboard and PPT (2) Textbook Teaching procedures Steps In Interaction patterns Teacher’s Activity Students’ activities Purposes Step 1. Warming-up Whole class work and individual work Ask students a question： 1. Are you interested in learning English? 2. Do you know how many people in China are interested in learning English ? Watch a chart to find the answer of question 2 1. Answering question 1 and express their attitude towards English learning 2. Through the video, find the number of English learners in different years. 1. To motivate students with the help of questions and get students prepared well to participate the class. 2. To let students realize the importance of English by watching the chart, and then lead to the content of the article. Step 2. Pre- reading Whole class work 1. Explore some compound words through pictures and let them think “what can you learn form these words” 2.Let ss look at the title together, ask them to guess what does the passage talk about? Look at pictures and guess some words Predict the content of the passage. To let ss have a preliminary judgment of the English words, so as to mobilize their curiosity to explore the detailed information in this passage. Step 3. While- reading Whole class work & pair work Fast reading: 1. Ask ss to scan the passage and divide the passge into 3 parts, and think about the genre of this passage 2. Choose the main purpose of this passage. Careful reading: 1. Let students to fill in the blank and list all the examples. Eg：no egg in eggplant 2. With the help of examples, let ss think why the author said English can be a crazy language to learn. 1. Read the passage quickly and find out the structure and main purpose of this passage 2. Know arguments and supporting detailes should conclude in argumentation. 3. List all the examples by themselves and discuss with their deskmates to understand that English words is flexible and meanings are different. 1. To know the main idea and outline of the passage and the argumentation. 2. To get the detailed information of the reading material. 3. To develop the reading skill of skimming and scanning. 4. Understand the author's intention and find the crazy and diversity of English. Step 4. Summary Whole class work Let ss to tell what we have learned today Think and review this Passage and say what they have gained this class. To consolidate knowledge and enhance awareness Step 5. Post- reading Group work Let ss have an interview, give some suggestions on learning English. 2 people as a group , interviewer say what is your English learning problem and interviewee give some solutions to deal with it. 1. To train students’ English speaking ability 2. To identify their own English learning problems, and develop a correct view of English learning. Step 6. Home-work (1min) Individual work 2 options to choose Write or make a speech with the theme: English learning is actually an interesting thing to do. Choose 1 homework and finish it after class. To train students’ writing and speaking ability Blackboard Design Teaching effect prediction 1. Students used skimming and scanning skills can quickly find the main diea of this passage and obtain the detailed information 2. Students can find some easy usage of English words through examples. Design innovation 1. By using the mind map, students can understand the structure and content of the article more clearly and logically. 2. The lead in part can attract students' interest . 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$