资源简介

Teaching Plan
Date February 2nd, 2022 Name
Unit Unit 2, Book 1 Title Exploring English
Class, Grade School Type Presenting ideas, Reflection & Project
Objectives: By the end of the lesson, the students will …
review some theme-related words and expressions (hamburger, eggplant, pineapple, homesick, have a frog in one’s throat, etc), four types of word formation and differences between American English and British English
present creative ways to learn English, explain why and describe what to do
monitor, evaluate and reflect on performance during Unit 2 and make adjustments as needed
finish a project by identifying and correcting mistranslations in Shenzhen
Key points and / or difficult points
present creative ideas to learn English, explain the reasons and describe what to do
finish a project by identifying and correcting mistranslations in public places
Methodology & Strategies
overall unit instructional design, six components integrated English learning activity approach, question chains, cooperative learning and project-based learning
Aids and / or Materials
PPT, video clips
Discourse Analysis
【主题语境】人与自我——语言学习规律、方法【What】本节课设计四方面内容：复习(review)、陈述(presentation)、反思(reflection)和项目式学习(project)。 复习部分包括：基于主题相关词汇和表达的复习，如：hamburger, eggplant, pineapple, sculpture, homesick, wind up, have a frog in one’s throat, a toad in a hole等；四种基本构词法，如：合成法、派生法、转化法、缩写；美式英语和英式英语的区别。 在陈述部分，学生思考有创意的英语学习方法，选出最有创意的英语学习方法，解释原因并对其进行阐述。 在反思部分，学生对本单元学习行为和效果做出评估和分析。 在项目式学习部分，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。【Why】激发英语学习兴趣，提高理解表达能力，促进语言能力、文化意识、思维品质和学习能力综合提升。【How】基于单元整体教学设计，复习单元重点内容，使用问题链设计，深化主题意义的理解与挖掘；创造性地提出英语学习的新方法，促进学生复习和掌握所学内容，并在真实的情境下综合运用，内化单元主题，发展学生思维品质，实现学习的迁移与创新；评价和分析学习行为和效果，对自己的优缺点和得失做出反思，优化学习方法并调整学习策略；项目式学习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，进一步发掘探索单元主题语境，体会语言差异性，提高综合语言运用能力，养成严谨的学习态度和良好学习习惯，培养跨文化交际意识。
Analysis of Students
Students are in the first semester of Senior High school. In this unit, they have learned some theme-related words and expressions, four types of word formation and differences between American English and British English. As language learners, they notice the misunderstandings in English learning, explore the reasons and comprehend cultural diversity.From the perspective of overall unit instructional design, students are expected to consolidate understanding, monitor progress, evaluate performance, reflect on effects and adjust learning strategies.
Procedures
教学环节Steps 活动形式与步骤Activities 活动意图Activity goals 活动层次Activity Level 学习效果评价Assessment
Engage Review theme-related words and expressionsT engages Ss in the question chain:Q1: Can you give some examples from Understanding Ideas and Developing Ideas to show the unique madness of English Ss will consolidate the theme-related words and expressions and comprehend the meaning of the theme. reviewing and consolidating Ss remain actively engaged in the review and brainstorm the theme-related words and expressions.
Review four types of word formationT engages Ss in the question chain:Q2: How many types of word formation have you learned Q3: What are they Q4: Can you give some examples for each type Ss will consolidate the four types of word formation and improve the language ability. reviewing and consolidating Ss remain actively engaged in the review and brainstorm the types and examples of word formation.
Review differences between American English and British EnglishT engages Ss in the question chain:Q5: Is American English the same with British English Q6: In what ways are they different Q7: Can you give some examples Ss will consolidate the differences between American English and British English and internalize linguistic and cultural knowledge. reviewing and consolidating Ss remain actively engaged in the review and brainstorm the differences between American English and British English.
Study Think and shareT encourages Ss to summarize and share some ways they have learned in Unit 2 to learn English. Ss will reflect on and internalize related information in Unit 2. perceiving and noticing Ss actively brainstorm and summarize the ways to learn English.
Think and writeT encourages Ss to talk about creative ways to learn English and list the ideas.T encourages Ss to choose the most creative idea and make a short presentation. Ss will internalize the theme of Unit 2, generate new ideas, develop thinking capacity, transfer and create. internalizing and utilizingimagining and creating Ss actively participate in the activity and share their creative ways to learn English.
Activate Reflect and improveT motivates Ss to rate their performance in Unit 2, summarize what they have learned and what they need to improve Ss will apply metacognitive and cognitive strategies to English studies. reflecting and improving Ss actively finish the reflection, monitor progress, evaluate performance, reflect on effects and adjust learning strategies.
Identify and correctT encourages Ss to carry out a project to identify mistranslations in Shenzhen in groups, take photos, correct them and make a presentation. Ss will experience the language differences, integrate language ability, serious attitudes towards learning and cross-cultural awareness. perceiving and noticingappraising and evaluating Ss learn to cooperate and further explore the theme of Unit 2.
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