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新外研版高中英语必修一 Book 1 Unit 2
Starting out&Understanding ideas教学设计
●Material学习内容
Starting out&Understanding ideas板块（见教材P13-Pl6)。本部分Starting out.通过观察3幅图表，获取、分析和比较有关语言的信息，并通过观看视频了解英语发展史。Understanding ideas介绍英语是一门有趣而有创造性的语言，并涉及到读前预测、读中获取主要内容、主要信息和细节信息等学习活动。
●Discourse analysis文本解读
1.Starting out
首页中三幅图表分别呈现了如下事实：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；中国学英语的人数在持续增长等。视频呈现的是关于英语发展与演变历史的内容。主要包括在不同历史阶段发生的事件及其对英语的演变造成的影响，并举例说明。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；并让学生思考英语与文化、英语与社会发展变化的关系。
在语篇的组织结构方面，视频文本采用“总一分一总”的结构或者General-specific模式。首先，总体介绍英语作为第一语言和第二语言的重要性。紧接着提出“英语是如何发展至今的？”的问题，引出全文的主题；此后，按照时间顺序详细阐述各个历史阶段各个国家或者民族带给英语的变化，说明英语的发展史就是英国被侵略的历史，这部分也是Questions-answers:这一结构模式的体现。最后，总结与阐述英语的特点和英语的重要使用领域。
本文集中体现“总一分一总”的典型语言有：
(1)(general introduction):the most common language,the first language,the most popular second language;
(2)分点叙述英语的起源与发展(the origin and the development):
以时间顺序为线索：in the fifth century,over time, in the 8 th and 9 th century,.inl066,after 1066;
以时间发展顺序为线索：begins,there be,invaded,invasions,.be forced into;
阐述各个历史阶段各个国家或者民族带给英语的变化(the influence on English):became,.a third of English words come from,It's estimated that,a mixture of,be growing,official language,be used more than any other language。
2.Understanding ideas
本文是一篇小品文。以幽默、风趣的写作手法举例并评价了英语中让人迷惑的“疯狂”现象，反映了英语的创造性与趣味性的特点。这些现象既涉及英语中奇妙的合成词、搭配、派生词、缩略词、英语习语、语法及一词多义等语言现象，也包含了与语言相关的文化现象，供学生理解与思考。鼓励学生学习英语既要遵循一定的规律，又要活学活用，要学会面对英语学习中遇到的问题，探索与解决问题，培养积极的学习态度。
从本文的谋篇布局方面来看，文本配有生动的“Pine+Apple-=Pineapple ”插图，暗示题目所反映的内容，有利于学生调动内部动机和已有经验，主动积极思考，快速预测。为体现英语的趣味性、创造性和吸引力，作者从自己孩子问及的难以回答的语言问题引入话题，然后分类举例英语中一些规则和不规则的现象。同时，文章为表达英语的奇妙与多样性的意义及个人感受，还采用了幽默风趣的写作手法、排比结构的句式等来说明问题、分析问题。典型的句式when/while/if,in which等，使文章衔接更自然，更连贯，使读者对作者提供的奇妙的语境体验更加真实、深刻，探索欲望更加强烈。
典型的语言主要概括为：
(1)体现英语的疯狂(showing craziness):be crazy/confusing,unique madness;
(2)举例说明不解的语言现象(giving some examples):wonder,what about.,for example,when/while/if..,why (not)... but..,even ...in which...;
(3)(personal opinion):that is why,reflects the creativity of,This made me realize...,This got me
thinking...;
(4)短语或者搭配(some fixed expressions):have trouble learning,sculpt a sculpture,paint a painting,get homesick,harmful harmless actions,shameless and shameful behaviors,be out,look out of,wind up....
●Teaching objectives教学目标
本课时结束，学生能够：
1.初步了解课本中关于世界各国语言学习现状的图表信息，通过听看视频理解和梳理英语发展的历史和文化，简述英语的发展史和作用：
2.识别出关于英语特点的说明文的主要信息（现象、原因）、结构和相应的语言、结构和词汇特点；
3.梳理并分享英语中奇妙的搭配、语法、一词多义等内容的规律性与特殊性；
4.欣赏英语中奇妙的典型词句，表达自己在英语学习中发现的奇妙现象，并互相评价；
5.积极面对英语学习中的挑战，寻找恰当的方法，有效解决英语学习中的困惑。
●Teaching process教学过程
Preparation课前准备
1.Finish the quiz to see how much you know about English by looking at the pictures
Questions:(1)Do you know in which countries people speak English
(2)What do you know about the language
Suggested answers:
①The UK②The USA③Canada④Australia⑤New Zealand⑥South Africa
2.Tick (v)the ones which you think are difficult in English learning and add more.Then share your ideas with a partner and tell why.
remember understand new words expressions
understand grammar rules
express myself fully while writing in English
speak English aloud in public
use newly learned sentence structures in a real context
follow the teacher in class when he she speaks English
E.g.I think it's important for me to...but I find it difficult to...
Map of classroom课堂教学
教学步骤 教学活动 教学意图 教学心得
Activity 1 Warm up 1.Look at the title of the unit,and answer the questions: (1)What do you think the unit will be about (2)What do you want to explore about English 2.Ss share their ideas about the collection of the feature of English. 3.T writes down the key words on the blackboard. 交流分享 复习所学 创设情境 引入主题
Activity 2 View and talk l.Look at the charts and answer the questions(见教材P13)and think whether there will be even more English learners in the future. 2.Check Ss' answers. 3.T adds more information (area,colony)about English and other languages. 创设情境 观察图表， 获取信息， 比较分析 做好铺垫
Activity 3 Watch and talk l.Watch the video and answer the questions(见教材Pl3)and try to summarize how English is used now around the world. 2.Share the answers with the class. 观看视频 理解信息 获取知识 分享交流
Activity 4 Look and predict 1.Ss look at the pictures,and guess what they mean (1)What can you see in the pictures (2)What does the picture want to tell us 2.Ss look at the title to figure out the meaning,go on guessing what the text is about.Tick what you think the passage is about.(见教材Pl4) 3.Ss show their predictions about the text. 观察图文 调动已知 主动预测
Activity 5 Read and understand the general idea Method 1 (For quick learners) 1.Ss read and check their prediction and finish Activity 3 which requires choosing the author's purpose in writing the passage.(见教材Pl6) 2.Ss work in pairs to check their answers and give their reasons. 3.T guides students to understand the structures by asking more questions to understand the first and last paragraphs. (1)What's the author's opinion about English (2)How does he prove it Method 2 (For slower learners) 1.Ss read the passage and check their predictions and finish Activity 3 and find out the main idea of the passage. 2.Ss read and answer the questions. (1)What's the author's opinion about English (2)How does he prove it (3)What's the reason for its craziness 3.Ss work in pairs to share their ideas. 4.Ss discuss in class,and T guides them to think by asking more questions to understand the structure of the passage. 阅读文本， 检测预测， 梳理概括， 整合信息， 聚焦主题。
Activity 6 Read and discover the key information 1.Ss read Para.1 and answer the questions: (1)What made the writer think English is not easy to learn (2)What made the writer think English can be a crazy language to learn 2.Ss read Para.2-3 to find out more examples to show "crazy"English and fill in the chart. (1)What are the other forms of examples that confuse the writer (2)What are the reasons behind the "crazy"words 3.Ss read Para.4-7 to find out more examples to show the writer's confusion. (1)What are the other forms of examples that confuse writers (2)What are the reasons behind the craziness Suggested answers: 1.hamburger 2.pineapple 3.painting 4.airsick 5.carsick 6.homesick 7.opposing 8.behaviors 9.out 10.invisible 11.ends 4.Finish Activity 5 on page 14 to understand the reasons. 阅读文本， 梳理概括， 提炼结构， 聚焦主题 学习语言。
Activity 7 Summarize the text organization and the languages Ss understand the writer's opinion clue and identify the language to support it. 1.What is the writer's opinion on English 2.Why is English so crazy sometimes 3.What sentence patterns or expressions from the passage are used to show English is crazy,interesting or creative Suggested answers: l.Crazy→confusing→mad→creative 2.English was invented by people,not computers and it reflects the creativity of the human race:English is closely connected with culture/history;English is connected with thinking but not limited by thinking. 3.neither...nor;but;If ..why are ...When ...But ...have to wonder at ...in which .. 梳理概括， 推理判断， 提炼结构， 整合信息， 内化语言。
Activity 8 Think share 1.Ss think about the questions given on page 16 individually. 2.Ss share their opinions in groups,then with the class. 分享观点 同伴互助 多元评价 提升表达
Blackboard layout板书设计

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