Unit1 Period 1 Topic Talk & Teachers (教学设计) 英语北师大版2019选择性必修第一册

Unit 1 Relationships Topic Talk&Lesson1教学设计 教学基本信息 单元名称 选择性必修第一册Unit 1 Relationships 学科 英语 学段 高中 年级 高二第二学期 主要教材 书名：普通高中教科书·英语选择性必修第一册 出版社：北京师范大学出版社 出版日期：2019年12月 课时安排 2课时(80min) 课型 读思课 教学设计理念 主题语境引领下的词汇、语法教学，英语学习活动观 1. 新课标要求“根据主题内容，构建不同的词汇语义网，积累词块、扩大词汇量”。本节课在设计时，将主题意义引领下的英语学习活动观与词汇、语法教学相融合，通过创设与肢体语言相关的真实、有趣的语境，引导学生在句子或语篇中通过阅读、观察、分析、理解、归纳去探索并理解运用目标词汇与目标语法结构的形式、用法和意义。 2. 基于新课标下的核心素养目标，本节课继续按照“学习理解—应用实践—迁移创新”的思路进行设计。 3. 强调学生在语言学习中的主体地位，引导学生积极参与符合其认知的、层层递进、相互关联、有真实情境的课堂活动，践行英语学习活动观，培养学生的跨文化交流意识、批判性思维以及自主学习能力和合作意识，通过练习和作业强调词汇、语法的语用功能。 教材分析 【What】本课文本是两篇记叙文。第一篇叙述者是学生Graham，主要由三部分组成：1.回忆自己在遇见老师Mr Jenkins之前的状态；2.回忆Mr Jenkins的教学方法和对自己的信任与帮助；3.表明自己在教师的帮助下热爱科学并且走向成功。第二篇叙述者是教师Mr Jenkins，主要由两部分组成：1.回忆对学生Graham的印象；2.说明自己的教育理念。 【Why】本课是本单元第一课Teachers，属于“人际关系”主题，包含两篇文章：第一篇是学生Graham回顾自己厌学、不自信，在老师Mr Jenkins的帮助下改变自己的故事；第二篇是教师Mr Jenkins回忆与Graham的点滴。其主题意义在于通过了解这对师生之间的故事，体会教师对学生的影响和学生对教师的情感，感受师生情谊。 【How】本课由两篇文章组成。第一篇从学生Graham的视角，回忆自己在遇见老师Mr Jenkins之前懒散、厌学、不自信的状态，以及Mr Jenkins如何用生动有趣的课堂和信任鼓励的教学方式激发了他对科学的热爱，表达了Graham对老师的感激之情。第二篇从老师Mr Jenkins的角度，回忆其对学生Graham的印象和与其相处的点滴，阐明了自己的教育理念，即教师要理解每一位学生并因材施教，因为“教育不是为人生做准备，教育就是人生”。 学情分析 1. What I know 词汇方面：学生在之前的学习中已经掌握了基础词汇，如 “practical”“rocket”“behaviour” 等。这些词汇能够帮助他们初步理解课文的主题。 语法方面：学生已经学习了基本的句子结构，如主谓宾、主系表等。能够理解简单的陈述句、疑问句和祈使句。对于阅读课文中的句子理解有一定的基础。例如，他们可以理解像 “There is no such thing as a good or a bad student.” 这样的句子结构。 他们还掌握了一些从句的知识，如宾语从句、定语从句等，这有助于他们分析复杂句子的结构，比如在课文中出现的含有从句的句子 “The thing about being a teacher is that you have access to children’s minds when they are open and eager to learn.”。 背景知识方面：学生在日常生活中对人际关系有一定的了解。 2. What I want to know 学生可能想要知道更多具体的关于人际关系的细节。 学生可能希望学习更多与人际关系相关的高级词汇和短语，以丰富自己的表达。 他们可能想了解文中出现的一些复杂句子结构的用法，以及如何在自己的写作和口语中运用这些结构来准确表达观点。 3. What I learned 主题内容方面：通过阅读课文，学生将学到更系统的人际关系知识。 语言知识方面：学生将学习新的词汇，如presentation, acid, worthwhile等与师生关系相关的词汇。 他们会接触到一些新的句子结构和语法现象。同时，也能学会如何运用这些语言知识来描述和讨论人际关系和师生关系相关的话题，提高自己的阅读、写作和口语能力。 教学目标 1.语言能力 学生能够理解课文中关于人际关系的词汇、短语和句式，如give a presentation, his bad behaviour, pour down等，并能准确运用这些语言知识进行口语和书面表达，描述人际关系，特别是师生关系。 学生能够通过阅读获取文章的关键信息，包括老师Jenkins对学生Graham产生的影响，提高阅读理解能力和阅读速度，能够回答关于课文细节、主旨大意和推理判断的各类问题。 2.学习能力 指导学生掌握有效的阅读策略，如预测文章内容、略读获取大意、扫读查找细节、根据上下文猜测词义等，提高学生自主阅读能力和学习效率，使学生能够运用这些策略在课后自主阅读相关的健康主题文章，拓展知识面。 培养学生的合作学习能力，通过小组讨论、角色扮演等活动形式，让学生学会与他人交流合作，分享观点和资源，共同完成学习任务，提高团队协作精神和人际交往能力，同时培养学生在合作学习中学会倾听、尊重他人意见，并能够根据他人反馈调整自己的学习方法和思路，促进自身学习能力的不断发展和提升。 3.文化意识 引导学生认识到人际关系，特别是师生关系的重要性，提升文化鉴赏能力，形成积极健康的文化价值观。 4.思维品质 通过对课文内容的分析、讨论和总结，培养学生的逻辑思维能力。学生能够梳理文章的结构，分析段落之间的衔接与过渡，能够构建清晰的思维框架，并用思维导图等形式呈现文章的逻辑关系。 教学重难点 教学重点 语言维度：学生需掌握健康生活相关词汇、短语、句式及复杂句子结构，以理解和表达相关内容。 阅读与文化维度：掌握阅读技巧获取信息并分析文本结构，并且提升文化认知。 教学难点 语言深度运用：精准辨析易混词汇，剖析长难句并处理文化内涵词汇的理解与翻译。 教学资源 课件PPT，黑板、白板。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Activity 1 Lead in 以Who are the very important persons at different satges of your life?这问题导入本单元的话题relationships，随后，通过数字人Graham和Jenkins的对白导入本节课的话题。 ●通过问题和数字人对白，激发学生对人际关系的学习兴趣，同时激活学生的背景知识，为接下来的学习做好铺垫。 3min Activity 2 Predict 通过浏览文章标题和图片，预测文章主旨和写作目的。 ①Look at the picture and the titles, and predict what the texts are about. The texts mainly talk about ____________________________________________________________. 答案：the memories that they have of each other. Activity 3 Read for main ideas. 通过快速浏览两篇文章，把握段落大意，厘清文章结构。 1. What can we infer from the first text? A. The author was slow to learn new things at the very beginning. B. It was Mr Jenkins who made the author have confidence in himself. C. Mr Jenkins used some difficult items to explain things to show he was well educated. D. The author was interested in most school subjects at the very beginning. 答案：B 2. What can we know from the second text? A. In the first class of Mr Jenkins, Graham showed his great interest in science. B. Graham didn't mind his behaviour at first and fought with other boys. C. Graham worked hard and succeeded at the very beginning. D. It was what Mr Jenkins said that changed Graham. 答案：D ●通过浏览文章标题和图片，预测文章主旨和写作目的。 7min Activity 4 Read for details 1. Read the two texts to answer the questions. ①Read My Teacher for detailed information. 答案： ②Read My Student for detailed information. (1) What was Mr Jenkins' impression of Graham before they met? (2) What is Mr Jenkins' attitude towards students? (3) What are Mr Jenkins' beliefs in teaching? 答案： (1) He was very difficult. (2) There is no such thing as a good or a bad student. (3) The thing about being a teacher is that you have access to children’s minds when they are open and eager to learn. ③Imagine you are the head teacher of Overton School. Prepare a presentation to tell Graham’s and Mr Jenkins’ stories. Use the diagram to help you. 答案： Graham Lawrence was not very good at most school subjects. He was a bit lazy. Science was a subject full of strange words to him. He didn’t want to know what hydrogen was. He found science boring and difficult. He lacked confidence. When he was 15 and he went into Mr Jenkins’ class, he really became interested in a subject for the first time. Mr Jenkins had heard stories about Graham’s bad behaviour but he believed there was no such a thing as a good or a bad student and tried to make lessons interesting. He helped Graham realise that he had his own strengths. Activity 5 Think and share (1) Mr Jenkins said, "... it's important to understand that there's no such thing as a good or a bad student.” How did he do? Find evidence from the texts to support your opinion. 答案：He did well with Graham. Though he had known Graham was very difficult, he made everything interesting in his teaching to attract his attention by setting up experiments. He also explained difficult things with practical examples and in simple language (2) What made Graham a successful person? Find evidence from the texts to support your opinion. 答案： Mr Jenkins helped Graham find his interest and strength, e. g. Mr Jenkins set up an experiment to attract his attention in the first class. He gave Graham chances to present his interest and boosted his confidence. Graham was bright. (3) What made Mr Jenkins a good teacher? Write down one or two of his qualities and give your reasons. 答案： Mr Jenkins is patient and he understands students. He was good with difficult students like Graham and he knew how to help them by explaining things with practical examples and in simple language. He helped students feel confident. He is a good teacher because he cares about his students and wants them all to do well. ●采用自上而下的教学方式，在学生掌握了文章结构和主旨的基础上，进一步精读文章，寻找细节。同时设置了部分开放性问题，通过小组活动，讨论和分享，以达到学以致用，提高英语表达能力。 25min Activity 6 Summary 以思维导图的形式，分别整理和归纳本篇文章的结构和要点。 ●使用思维导图帮助学生系统化地掌握说明文结构。 5min 应用实践 Activity 7 Post reading (课文改编1) I haven’t seen Mr Jenkins since I left school, but I often think about him. I wasn’t very good at most school subjects before I met Mr Jenkins. But when I was 15 and went into Mr Jenkins’ class, I really became interested 1.__________ a subject for the first time. Before Mr Jenkins taught me, science 2.____________(be) simply a subject full of strange words to me. I had no idea what hydrogen was, and I didn’t really want to know, either! I found 3.___________ all so boring and difficult. But Mr Jenkins made everything 4._____________(interest). He used to explain things 5._____________ seemed difficult with lots of practical examples and in simple language. I know that I wasn’t a willing student, but I wasn't slow to learn new things. Mr Jenkins made me feel that I had my own strengths. I was interested in the study of the stars and planets and he asked me to give a presentation to the class. That was really the first time I tried to explain science to an audience and now it’s my job! Often when I’m preparing a programme, I think about 6._________ Mr Jenkins would have done it. Sometimes I think, if only I could call him and ask for his opinion! (课文改编2) I’ve read a couple of Graham's books and seen him on TV. I always say to my wife, “Oh look, I used to teach him!” I remember Graham was very difficult before he came into my class. I 7.___________(hear) stories about his bad behaviour. Once I caught him and his friends 8.___________(see) who could jump the farthest off the school stage! But when he got interested, he changed. However, I have not done as well with all my students as I have with Graham. I think it's important to understand that there's no such thing as a good or a bad student. We teachers should have more time to make friends with all our students and really understand them. Then we could make sure that we found the path 9.___________ success, both at school and in later life, for all of them. I knew I 10.____________(choose) a job with a lot of stress but I love what I do. If what I do as a teacher can help turn a child like Graham into such a successful adult, then I know what I’m doing is worthwhile. ●通过语法填空，提炼文章语言点，实现语块的二次输入。 15min Activity 7 Language points 详解文章中的重点单词、短语、句型以及本节课的语法知识点：过去完成时。 ●教考衔接——通过提炼语言点和练习，让学生了解本篇文章中的重要知识点。 15min Activity 8 Self-evaluation 展示评价表，供学生对自己本节课中的表现及所学情况进行自我评价。 ●通过自我评价，帮助学生了解自己的学习情况，提高学习的积极性和主动性。 2min 迁移创新 作业内容 作业设计意图 3min 本节课作业为分层作业，难度有所区别。基础一般的同学可以选择用单词和短语作答，基础较好的同学可以选择完成一篇完整的习作。 观看安徽和县乡村教师叶连平的采访视频，思考以下几个问题，并完成写作练习： Think of a teacher in your life who, like Mr Jenkins, helped his / her students to learn. What qualities does he / she have? Tell his / her story to your partner. ●通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。 板书设计 Unit1 Relationships Teachers 教学反思 优点： 教学设计紧密结合新课标的相关要求，注重学生的实际应用能力和思维能力的培养。通过多样化的教学活动，激发学生的学习兴趣并提高学生的参与度。 缺点： 在某些活动的设计中，可能未能充分考虑所有学生的个体差异，可能会导致部分学生跟不上教学进度，或影响教学进度。 改进： 今后应更加关注学生的个体差异，提供个性化指导和支持，尽量使所有学生都能参与到课堂中来，提升学生英语学习的信心和兴趣。 1 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$