资源简介

Unit 2 Exploring English：Starting out教学设计
单元主题 本单元主题语境是“人与自我”，涉及的主题语境内容是学习英语、探索英语。本单元从介绍英语的历史开始，依次呈现了英语语言的多样性和创造性、英语构词法、英式英语与美式英语的差异、学生不熟悉的英语表达、英语学习中易被误解的表达等学习内容，丰富学生对英语的认知，激发学生学习英语的兴趣，引导学生思考语言与社会经济文化发展的联系，最终达成对语言现象、语言学习的跨文化理解，并反思和改进自己的英语学习方法、策略等。
单元目标 1. 语言能力目标 能够理解与英语奇闻趣事有关的文章内容，借助语境理解英语中的一词多义和习惯用语；能够听懂并谈论与英语词汇和表达相关的话题，使用新学语言描述英式英语与美式英语的不同，恰当地使用构词法进行词语重构，描述自己在英语学习过程中的误解。 2. 文化意识目标 能够理解英语的多样性、地域差异性及造成这些现象的原因；能够注意到语言发展与社会发展、文化差异之间的内在联系。 3. 思维品质目标 能够辨析语言的多样性和文化的差异性；能够在深入理解文本的同时联系自身实际，反思自己在英语学习过程中遇到的问题，创造性地提出英语学习的新方法。 4. 学习能力目标 能够通过了解英语的特点和与英语相关的奇闻趣事，激发英语学习的兴趣；能够多渠道获取英语学习资源；能够选择恰当的策略与方法，监控、评价、反思和调整自己的学习内容和进程。
课型 Viewing + Speaking
主题语境 人与自我——学习英语、探索英语
内容分析 三幅图表分别呈现了以英语为母语的人数在世界排名第三，英语是全世界学习者最多的语言，中国英语学习者的数量在持续增长等现象。视频呈现的是一段关于英语发展与演变的历史。旨在激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热；并让学生结合自身实际思考现象背后的原因。
教学目标 1. 学生通过图表了解英语在世界范围内的使用情况、学习情况和中国人英语学习的现状； 2. 学生通过视频了解英语发展与演变的历史； 3. 学生能基于教材内容和自身实际，简要介绍英语的历史，初步分析中国英语学习者的数量持续增长的原因。
教学重点 1. 认识英语学习的重要性和多样性； 2. 引导学生通过视频材料，了解英语发展与演变的历史。
教学难点 1. 引导学生观察图表，思考和分析问题； 2. 引导学生观看视频过程中记录关键信息。
教学策略 视听说法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents three charts of languages and the number of their speakers or learners. 2. T asks Ss the questions in Activity 1. 1. Ss look at the charts and read their information. 2. Ss answer the questions. Train comprehensive language application ability to express ideas and give the reasons.
Activity 2 1. T plays the video. 2. T asks Ss the questions in Activity 2. 1. Ss watch a video about English language. 2. Ss answer the questions. Understand English language better via watching video and widen students’ knowledge as well as raise cultural awareness.Unit 2 Exploring English ：Presenting ideas & Reflection教学设计
课型 Speaking
主题语境 人与自我——学习英语、探索英语
内容分析 Presenting ideas板块要求学生先分组讨论并写下有创意的英语学习方法，然后选出最有创意的英语学习方法并对其进行阐述。本板块旨在通过阐述英语学习方法，促进学生对所学内容的复习与掌握，使学生能够在真实的情境下对所学内容加以综合运用，同时帮助学生反思自己的英语学习方法，内化单元主题思想，发展思维品质，完成对所学内容的迁移和创新。Reflection板块引导学生回顾本单元所学，及时对自己的学习行为和效果做出评估和判断，反思并改进。
教学目标 1. 学生通过本单元的学习，对英语语言的多样性和创造性有更深入的理解，能够反思自己的英语学习方法，树立正确的英语学习观，保持对英语学习的兴趣；2. 学生能够运用本单元所学内容，恰当地表达自己对英语学习方法的观点，形成适合自己的英语学习方法，并阐述选择该学习方法的理由；3. 学生能够联系自身实际，对自己的英语学习方法进行改进和创新，培养批判性思维和创新思维；4. 学生能够在本单元学习过程中和结束时对自己的学习行为和效果做出评估和分析，对自己的优缺点和得失做出反思，并与教师沟通改进方法。
教学重点 1. 引导学生根据单元所学内容，反思自己的英语学习方法，讨论有创意的英语学习方法。2. 引导学生从语言能力、思维品质等方面对自己在学习本单元后的效果作出合理的评价。
教学难点 1. 指导学生使用本板块中的实用表达，加强展示内容的逻辑性。2. 引导学生养成自我评价的良好学习习惯。
教学策略 元认知策略、认知策略、交际策略和情感策略
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to think about creative ways to learn English.2. T asks Ss to brainstorm their ideas in groups.3. T asks Ss to list their ideas on a piece of paper. 1. Ss think about creative ways to learn English.2. Ss brainstorm their ideas in groups.3. Ss write down their ideas on a piece of paper. Generate new ideas and prepare for the presentation.
Activity 2 1. T divides Ss into several groups, with each group having a leader, a note-taker and 2-4 idea providers. 2. T asks Ss to work in groups, share their ideas and prepare a short presentation. 1. Ss take different roles in their group.2. Ss work in groups, share their ideas and prepare a short presentation. Organise presentation in groups.
Activity 3 1. T invites some groups to give presentations in class.2. T asks Ss to vote for the best ways to learn English. 1. Ss give presentations in class.2. Ss vote for the best ways to learn English. Practise skills in giving a presentation, and learn from each other.
Reflection 1. T guides Ss to recall what they’ve learnt in this unit. 2. T asks Ss to complete “Reflection” on P24. Ss rate their performance in this unit, summarise what they’ve learnt and think about what they need to improve. Review, rate performance and think about ways to improve.Unit 2 Exploring English ：Project教学设计
课型 Speaking
主题语境 人与自我——学习英语、探索英语
内容分析 本板块要求学生识别并收集公共场所的英文误译实例，分析误译类别并提出修改建议。学生在教师的指导下，综合运用本单元所学内容，开展自主学习、合作学习和探究式学习，有效完成开放型任务，进一步挖掘探索英语的主题语境，体会英汉两种语言在表达方式方面的不同，提高 自己的综合语言运用能力，养成严谨的英语学习态度和良好的学习习惯，培养跨文化交际意识。
教学目标 1. 学生了解和掌握一定的实地考察的方法和技巧，能够自主选择合适的途径和方法收集日常生活中的英文翻译； 2．学生思考考察结果，能够辨别有误的或不恰当的英文翻译，并在教师的指导下提出修改建议； 3. 学生对英语有更深入的了解，反思并改进自己的英语学习方法，养成严谨的英语学习态度和良好的学习习惯。
教学重点 1. 引导学生利用单元所学，了解和掌握实地考察的方法和技巧，用英语做事情； 2. 确定分组，完善小组内分工，为课堂活动做好准备。
教学难点 1. 引导学生分组汇报实地考察结果，全班进行评价并给出修改建议； 2. 如果学生没有条件进行实地考察，可引导学生关注身边常见的、错误的或不恰当的英文。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Investigate 1. T divides the class into groups of 4—6 and asks them to think about public places where they might see English translations. 2. T asks Ss to get into their local area and look for mistranslations. 1. Ss work in groups and decide where to go. 2. Ss take a photo of each mistranslation they find and make notes. Develop skills of searching information.
Plan 1. T asks some Ss to share what they’ve found and discuss the types of mistranslations. 2. T asks Ss to work out what the correct translations should be. 1. Ss share what they’ve found and discuss the types of mistranslations. 2. Ss work in groups and work out what the correct translations should be Analyse different types of mistranslations.
Create While Ss making their lists of corrections, T provides guidance to Ss if necessary. Ss work in groups to make their lists of corrections using a notebook or slide presentation, including photos they have taken. Practise group work.
Present T arranges time in later periods for Ss to show their lists of mistranslations to the class and give presentations. Ss show their lists of mistranslations and give presentations in groups. Practise skills in giving a presentation, and learn from each other.Unit 2 Exploring English ：Developing ideas教学设计
课型 Reading + Writing
主题语境 人与自我——学习英语、探索英语
内容分析 本篇文章是一篇论坛专题讨论，是新媒体语篇,从另一角度反映了单元主题。文章介绍了四位英语学习者在学习过程中遭遇的困惑与误解。读写部分用四幅图片和相关文字呈现了一个因一道英国菜肴的名称产生误解，并最终消除误解的故事。通过这一板块的学习，学生能够加深对英语语言的多样性、创造性及其丰富的文化内涵的理解，形成在英语学习中注意关注俚语及其文化内涵的英语学习思维，培养跨文化意识，并且初步掌握故事的内容特点、文体特点和写作手法。
教学目标 1. 学生能够理解课文内容，联系自身的英语学习经历，深入理解单元主题意义，形成注意关注俚语及其文化内涵的英语学习思维； 2. 学生通过课文学习和内容复述初步了解故事的内容特点、文体特点和写作手法，运用所学内容简单记述自己在英语使用过程中对英语表达产生误解的一次经历。
教学重点 引导学生读懂文章，了解英语语言的多样性、创造性及其丰富的文化内涵，挖掘英语学习的不同侧面。
教学难点 引导学生注重语言在思维层面的内化和输出。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the expressions in Activity 1 and guess their meanings. 2. T invites some Ss to share their opinions and explains the meanings of the expressions. 3. T asks the class to think about more English expressions that may cause misunderstandings. 1. Ss read the expressions in Activity 1 and guess their meanings. 2. Ss share their opinions. 3. Ss come up with more English expressions that may cause misunderstandings. Lead to the topic and activate Ss’ background knowledge.
Activity 2 1. T invites Ss to read the passage and asks Ss to find the words or expressions that caused the misunderstandings. 2. T invites Ss to share their answers. 1. Ss read the passage and find the words or expressions that caused the misunderstandings. 2. Ss share their answers. Understand the words or expressions that caused the misunderstandings. Cultivate interest in English learning.
Activity 3 1. T asks Ss to read the definitions in Activity 3 and match them to the posts. 2. T asks Ss to share their answers and give the reasons. 1. Ss match the definitions in Activity 3 to the posts based on the information from the passage. 2. Ss share their answers and give the reasons. Check Ss’ understanding of the passage.
Think & Share 1. T asks Ss to discuss the four questions in “Think and Share”. 2. T invites some Ss to share their opinions. Ss discuss the four questions in groups and then share their opinions with the class. Deepen Ss’ understanding of the passage and intrigue their thinking.
Activity 4 1. T helps Ss understand the requirement of Activity 4. 2. To help Ss retell the situations in the posts properly, T guides Ss to list important points to organise their ideas. 3. T invites Ss to retell the situations in the four posts. 1. Ss read the requirement of Activity 4. 2. Ss work in groups and organise their ideas. 3. Ss share their retelling with the class. Consolidate and integrate the language and content learnt.
Activity 5 T guides Ss to look at the pictures and find the answers to the questions. Ss read the pictures quickly, and answer the questions. Extract and summarise the information via pictures.
Activity 6 1. T asks Ss to write a paragraph to tell the story with their own words and reminds them to use the useful expressions. 2. T asks Ss to share their stories and organises Ss to give comments to each other. 1. Ss write a paragraph to tell the story. 2. Ss share their stories and give comments to each other. Practise writing a story with the help of the given plots.
Activity 7 1. T shows the criteria of a good composition and demonstrates how to judge a composition. 2. T asks some Ss to show their stories to the class, and invites other Ss to judge. Ss share their stories with the class, and do peer evaluation. Improve writing through peer evaluation.Unit 2 Exploring English ：Understanding ideas教学设计
课型 Reading + Speaking
主题语境 人与自我——学习英语、探索英语
内容分析 本文是一篇小品文。课文以幽默、风趣的笔触例举并评价了英语中让学习者迷惑不解的“疯狂”现象，从而反映了英语的趣味性、多样性、创造性和吸引力。读前活动要求学生通过阅读课文标题和图片对课文大意进行推测，使学生初步了解课文内容，激发阅读兴趣。读中活动对读前活动的推测进行验证，帮助学生了解课文大意。读后活动则包括判断作者写作意图、细节理解和开放性问答等活动，并对课文中的内容进行适当的补充，引导学生深入思考英语的特点，探究主题意义，感受英语语言的幽默、“疯狂”和创意，激发学生对英语学习的兴趣。
教学目标 1. 学生通过推测和略读，能够获取课文大意，根据课文内容准确理解课文标题和作者的写作意图； 2. 学生通过精读，能够获取重要信息，正确梳理信息之间的关系； 3. 学生通过思考理解英语的奇妙之处，理解英语词汇背后蕴藏的文化内涵，并就此发表自己的观点； 4. 学生能够基于课文内容，联系自己的英语学习实践，树立正确的英语学习观，培养对英语学习的信心和兴趣。
教学重点 引导学生通过自主阅读和小组合作理解文章的主旨大意。
教学难点 引导学生根据文章的标题、图片等元素预测文章主题和分析文章写作目的，培养这一阅读策略与技能。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to look at the title of the passage and the picture. 2. T asks Ss to tick what they think the passage is about. Ss read and tick the topic of the passage in Activity 1. Lead to the topic and activate knowledge.
Activity 2 T asks Ss to read the passage quickly and check their answers to Activity 1. Ss read the passage quickly and check what the passage is about. Train students’ reading skills of predicting and getting the main ideas.
Activity 3 1. T asks Ss to choose the author’s purpose in Activity 3. 2. T asks some Ss to share their answers and give the reasons. 1. Ss complete Activity 3. They can read the passage again if necessary. 2. Ss share their answers and give the reasons. Train students’ reading skills of getting the author’s purpose and main ideas.
Activity 4 1. T asks Ss to complete the notes with words from the passage in Activity 4. 2. T asks Ss to share their answers and give the reasons. 1. Ss read the passage again and complete the notes in Activity 4. 2. Ss share their answers and give the reasons. Train Ss’ skills of getting specific information.
Activity 5 1. T asks Ss to read the information in Activity 5 and answer the two questions. 2. T asks Ss to share their answers and give the reasons. 1. Ss read the information in Activity 5 and think about the answers to the two questions. 2. Ss share their answers and give the reasons. Deepen Ss’ understanding of the main ideas via reading supplementary information.
Think & Share T asks Ss to discuss the two questions in groups and offer help if they need. Ss discuss the two questions in groups and then share their ideas with the class. Train Ss’ ability to use language in their real life and express their ideas in a logical way.Unit 2 Exploring English ：Using Language教学设计
课型 Reading + Listening+Speaking
主题语境 人与自我——学习英语、探索英语
内容分析 本部分包括语法部分Review: word formation、词汇部分American and British English和听说部分unfamiliar English expressions。语法部分介绍了英语的构词法；词汇部分介绍了美式英语和英式英语在拼写方式和词汇使用方面的差异，帮助学生了解这两种形式的英语的特点；听说部分的材料是关于英语中词汇的三段对话，引导学生了解英语词汇在具体语境下的应用，进而了解英语的发展和影响英语发展的因素。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高综合语言运用能力。
教学目标 1. 学生能够在教师的引导下，复习英语中常见的构词法，根据构词规律推断词义、进行单词重构； 2. 学生初步了解并说明英式英语和美式英语在拼写方式、词汇使用方面的差异，开阔国际视野； 3. 学生通过听录音，能够在真实语境中询问和解释英语词汇和表达的意义； 4. 学生初步认识英语的发展和差异性，了解、分析语言与社会经济文化发展的关系，提高分析问题的能力，从跨文化视角观察和认识世界。
教学重点 引导学生熟悉并学会根据构词规律推断词义。
教学难点 引导学生关注英语构词法。英语构词法不只是词形的变化，其实质是词义的转化。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the sentences and expressions in Activity 1 and recall the reading passage. 2. T helps Ss review word formation. 3. T asks Ss to match the words in bold to the types of word formation. 4. T asks Ss to look for more examples of each type in the reading passage. 1. Ss review word formation. 2. Ss finish Activity 1 on P17. Review different types of word formation.
Activity 2 T gives the task in Activity 2 and offers help. 1. Ss read the passage and understand the main ideas. 2. Ss complete the passage with the help of word formation. Use language in the real situation.
Activity 3 1. T divides Ss into groups and introduces the rules of Activity 3. 2. T asks Ss in different groups to choose one type of word formation and compete. 1. Ss in each group choose one type of word formation. 2. Ss in different groups come up with as many words as possible and the group with most words is the winner. Practise word formation and intrigue Ss’ creativity.
Activity 4 1. T asks Ss to look at the pictures and introduces the American English words and their British equivalents. T encourages Ss to use English dictionaries. 2. T asks Ss to complete the passage with the words above. 3. T asks Ss to share their answers and give the reasons. 1. Ss look at the pictures and learn the American English words and their British equivalents. 2. Ss complete the passage. 3. Ss share their answers and give the reasons.. Find out the differences between American and British English.
Activity 5 1. T divides Ss into groups of two and asks Ss to find more examples of differences between American and British English and encourages them to use a dictionary or search online. 2. T asks Ss to share their answers and give the reasons. 1. Ss work in groups of two and find more examples of differences between American and British English. 2. Ss share their answers and give the reasons. Deepen Ss’ understanding of the differences between American and British English. Internalise the language and cultural knowledge.
Did you know T asks Ss to read the short passage in “Did you know ” on Page 19 and find out the recent additions made to English dictionaries and some messaging abbreviations. Ss read the short passage on Page 19 and find out the recent additions made to English dictionaries and some messaging abbreviations. Know cross-culture background information.
Activity 6 1. T asks Ss to look at the pictures in Activity 6 and plays the recording. 2. T asks Ss to match the three conversations to the pictures. 1. Ss listen for the first time to get the main ideas of the conversation. 2. Ss match the three conversations to the pictures. Train the listening skills of getting the main ideas in a quick way.
Activity 7 1. T plays the recording again and asks Ss to complete the table. 2. T asks Ss to share their answers. 3. T plays the recording again and asks Ss to make notes of how the speakers ask for and explain the meanings of words. 4. T divides Ss into groups to discuss how to ask for and explain the meanings of words. 1. Ss listen to the recording and complete the table. 2. Ss share their answers. 3. Ss listen to the recording and make notes. 4. Ss discuss how to ask for and explain the meanings of words in groups. Learn how to ask for and explain the meanings of words in conversations.
Activity 8 1. T asks Ss to turn to the corresponding pages and read the information. 2. T asks Ss to work in pairs and act out the conversation. 3. T invites some students to perform to the class. 1. Ss read the information on the corresponding pages. 2. Ss work in pairs and act out the conversation. Use the useful expressions to carry out a conversation.
Activity 9 T asks Ss to find new words and their meanings on the Internet and have a similar conversation. Ss find new words and their meanings on the Internet and have a similar conversation. Further practise asking for and explaining the meanings of words in conversations.

展开更多......

收起↑