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Book 1 Unit 1 A new start教案设计
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高中起始阶段的日常学习与生活。本单元从介绍一所英国中学里学生的日常学习生活开始，依次呈现了中国男孩孟浩高中生活的第一天、学校里不同的俱乐部、美国女孩Lisa 总结的高中学习与生活建议等学习内容，帮助学生全面了解高中日常学习与生活的基本情况，使学生意识到初、高中学习生活的不同，引导学生合理规划、安排高中生活，并在一定程度上了解中外学校高中教育的异同。
单元 目标 语言能力目标 能够理解与高中学习和生活相关的文章内容，听懂并谈论与高中学习和生活相关的话题，恰当使用所学词汇、句型描述和规划高中学习生活；能够通过日记记录日常学习、生活及感悟；能够为美化校园环境、改善校园生活提出建议。 文化意识目标 能够初步了解中外高中在学习与校园生活方面的异同，对高中生活形成正确的认识，树立正确的学习态度。 思维品质目标 能够通过比较、分析，准确获取语篇中有关高中学习与生活的相关信息，建立对高中学习与生活的正确认识，并在此基础上联系自身实际，有逻辑地表达个人的高中学习生活初步体验，制订个人学习规划，实现知识与思维能力的迁移。 学习能力目标 能够通过了解高中学习生活，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。
Starting out & understanding ideas板块教学设计 ( Period 1 )
课型 Viewing + Speaking + reading
主题语境 人与自我——学校生活，积极的生活态度
内容分析 Starting out包含一段关于英国高中生日常学习和生活的视频和一份有关高中生活第一天的问卷调查。视频旨在通过展示英国一所高中的学生日常学习生活，让学生对英国高中的学校生活有基本的了解，进而比较自己所在学校和英国这所学校的异同；问卷调查旨在引导学生谈论对高中生活第一天的印象，对高中生活有初步的认知。 Understanding ideas是一篇日记，日记以时间为线索，讲述了新生孟浩入学前，到校后，以及课堂上遇到的困难和挑战，并在老师和同学的帮助下逐步克服困难，融入学校，建立信心的经历和情绪，情感变化过程。全文主要用过去时态，人称以第一人称为主，充分体现了日记的文体特征。
教学目标 通过观看视频，对英国中学生日常学习有一定的了解，对比自己的学校与英国这所学校，发现两者的异同。 获取，梳理，概述孟浩高中生活第一天的所见，所闻，所感； 依据时间线索，找出表达情绪的语言；理解并挖掘孟浩的情绪情感变化，完成经历与情绪情感变信息结构图。 运用所学语言，联系个人生活实际，谈论自己高中第一天的学习生活经历和感受。 用日记记录学习，生活，表达个人情感。
教学重点 引导学生通过自主阅读和小组合作完成对孟浩的经历和情感的信息获取和整合，并基于文本理解“良好的开端是成功的一半”的意义。
教学难点 引导学生比较并表达英国中学和自己学校的异同； 引导学生根据文本和图片准确理解孟浩的经历和情感，并总结出其情感变化。
教学策略 听说法，任务型教学法，P–W–P阅读模式
Starting out
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T presents some pictures of the school and school activities for students to enjoy. 2. T asks the Ss read the questions in Activity 1 and plays the video. 1. Ss look at the pictures and communicate with the T. 2. Ss watch a video about a Britain school and answer the question: ①What do these students do at school ②How is this school different from your school Understand Britain schools better via watching video and widen students’ knowledge as well as raise cultural awareness.
Activity 2 1. T asks Ss to complete the questionnaire. 2. T asks Ss to choose one or several issues to share with the class. 3. T asks some Ss to talk about their first day at senior high. 1. Ss complete the questionnaire and share. 2. Ss talk about their experiences on the first day of senior high. Train comprehensive language application ability to express ideas and give reasons.
Understanding ideas
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to tick the topics they’d like to include in their own diaries in Activity 1. 2. T continues to say “Today we are going to read a diary about the first day of senior high of Meng Hao and see what he wrote in his diary ” Ss read and tick the topics in a diary in Activity 1. Lead to the topic and activate knowledge.
Activity 2 T asks Ss to look at the title of the passage and the pictures, and then predict what the author will write. T asks the Ss to read the passage quickly and check what Meng Hao included in his diary. Ss look at the title of the passage and the pictures, and then predict what the author will write. Ss read the passage quickly and check what Meng Hao included in his diary. Train students’ reading skills of locate certain information.
Activity 3 1. T asks Ss to choose the best description 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 main idea.
Activity 4 T asks Ss to read again. Try to divide the passage into 4 parts and match the main ideas. Read, divide, match Train Ss’s sense of category.
Activity 5 1. T asks Ss to complete the left column of the table in Activity 4. 2. T set an example of how to judge one’s feeling by the choice of words. 3. T asks Ss to complete the right column of the table in Activity 4. 1. Ss complete the column “Meng Hao’s experiences” of the table in Activity 4. 2. Ss read the passage again, find the words and expressions that show Meng Hao’s feelings and complete the right column of the table. Train Ss’ skills of getting specific information and better understanding the language of the passage.
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 then share with the class. Train Ss’ ability to use language in their real life and express the ideas in a logical way.
Blackboard layout The big day !
Assignment
Reflection

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