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教学设计（首课）
课题 Unit 2 Explore English Understanding Ideas 学科 英语 班级 高一（17）班 授课教师
教材分析 本单元主题语境为“人与自我”，单元内容主要聚焦在语言上。Understanding ideas板块的课文主要讲述英语的创造性。本文语篇类型为小品文，整体采用总-分-总结构展开。作者首先根据几个合成词例子提出自己的观点——English can be a crazy language to learn，之后列举多个不同的英语单词让学习者在学习过程中迷惑的例子，最后作者给出了英语为什么“疯狂”解释——English reflects the creativity of human race，从而总结出英语的趣味性和创造性。通过阅读这篇文章，作者想要学习者明白语言并不能按照固定的公式去学习，语言是人类创造的，最能反映出人类创造性的事物，在学习一门语言的过程中我们要善于思考，不能囿于定式思维。
学情分析 在阅读本文之前，学生已经自行朗读了书后单词表给出的文中出现的关键词汇。且本班学生基础较好，具有较强的英语阅读能力和英语阅读经验。本班学生在课堂中较为活跃，积极配合教师准备的教学活动，愿意参与到课堂中。
教学目标 1. With the help of the title and the pictures, students can develop their ability of pre-reading prediction. 2. By the teacher’s instruction, students can find out the main idea and the wrting purpose in this passage after skimming and scanning. 3. By analyzing the structure of the passage and other cases, students can figure out ways to support one’s opinion including giving examples, listing data and making comparisons during other reading. 4. By specificly focusing on some examples in the passage and other relevant examples, students can understand that there’s no way that can include all the rules in learning Engish and Engish is a creative and interesting language to learn. 5. By giving some similar Chinese vocabularies, students can realize that our Chinese is also very interesting and creative, and thus raise our students’ cultural confidence.
重点 1. By the teacher’s instruction, students can find out the main idea and the wrting purpose in this passage after skimming and scanning. 2. Be able to master ways to support one’s opinion and figure it out in other readings. 3. Be able to understand the author’s purpose in writing this passage. 4. Be able to know some phrases to give examples in writing.
难点 Be able to master ways to support one’s opinion and figure it out in other readings.
教学方法 Scaffolding
教 学 内 容 与 过 程 Pre-reading (3mins) Step 1: Prediction According to the title and the pictures, guess what the passage is about. Make choice among food, fruit, word, cooking and plants. While-reading (27mins) Step 2: Skimming Read the passage quickly, check your guess and find out the author’s writing purpose. Step 3: Read the passage quickly again Read the passage again and this time pleas divide the passage into different parts and find out the main idea of each part. Before students start their reading, the teacher ask them how to get the main idea quickly—— pay attention to the first and last sentences in each paragraph. Step 4: introduce some phrases to give examples and other ways to support one’s opinion ·phrase to give examples: for example / instance take sth for example / instance a case in point a/an impressive/typical/classic example ·other ways to surppot one’s opinion: by listing data/statistics/figures by making comparisons Step 5: Scanning Read the passage carfully to find some specific information to fill in the chart in page 21. Step 6: Analyzing the details in the passage according to the chart Hamburger, eggplant, pineapple, bookshelf —— We can’t always understand the meaning of compounds by adding the meanings of each part in it. Paint a painting, sculpt a sculpture, but not photo a photo; airsick means sick in the air, but home sick doesn’t mean sick at home; hardly is not the opposite of softly—— we can’t apply one rule to everything similar, we need to break our conventional thinking. Shameful behavior and shamelees behavior are the same though they’re different words—— different words may have the same meaning. Out and wind up have different meanings in different contexts—— same words may have different meanings in different contexts. Step 7: Some other interesting examples that can reflect the creativity of English. Post-reading (8mins) Step 8: Similar Chinese vocabulary that can reflct the Creativity of our language. Step 9: Think & Share Beacause of the creativity of English, what do you find most challenging about learning English How do you deal with it when facing all the craziness, complexity and creativity Summary (2mins) Teacher summarizes what learned in today’s class. 时间分配
板书设计
课后反思 课前未预测到学生的水平，对于某些单词如statistics, figures, bucket等比较陌生，没有在课堂上使学生充分了解 这些词的读音和含意。 在引导学生找到作者的写作目的时，未给予学生足够的支架，导致学生即使完成阅读也无法找出作者的写作目标，应该在阅读前给予学生阅读支架，指明关注首位段，从而找出作者的写作目的。 在上课过程中，未关注到后排同学，且授课声音较小，应站立于班级中部，确保所有学生都可以听到教师的声音。

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