资源简介

Teaching Plan
Topic: OB3 Unit 3 Back to the Past Extended Reading Grade: Senior 2
Analyses of teaching materials 文本特点：所选文章往往涉及深刻的社会问题或人文主题，语言通俗易懂， 但含义深刻，适合高中学生的阅读和理解。同时，文本可能具有一定的文 学性，包括修辞手法、隐喻象征等，需要学生进行深入解读。 结构分析：教材的结构可能包括文本引入、正文内容、讨论与思考等部分。 其中，引入部分可能介绍作者背景、文章主题，为学生理解文章提供必要 的背景信息；正文内容则是文章的主体部分，包括作者对社会问题的观点、 论证等；讨论与思考部分则可能包括引导学生思考文章的深层含义、展开 相关讨论等。 与教学目标的契合：教材所选内容应当与教学目标相契合，既能够拓展学 生的英语阅读能力，又能够引导他们思考社会问题、培养批判性思维。因 此，在教学设计中需要充分利用教材的特点和结构，设计相应的教学活动， 以达到预期的教育目标。 评价与建议：针对教材的内容、特点和结构，可以进行客观的评价和提出 改进建议。例如，教材内容是否贴合学生的实际需求和兴趣、语言是否易 懂、是否有助于培养学生的综合能力等。基于评价结果，可以提出针对性 的改进建议，以进一步优化教学效果。 通过对教材的分析，可以更好地把握教学内容和教学目标之间的关系，有 针对性地设计教学活动，提升教学效果。
Analysis of Students 学生特点：针对所教学生群体的特点进行分析。比如，高中学生通常处于 青春期，具有较强的好奇心和求知欲，但也可能存在注意力不集中、学习 动力不足等问题。 学：分析学生的英语水平和阅读能力。有些学生可能具有较高的英 语水平，能够较快地理解文章内容并进行分析，而另一些学生可能需要更 多的辅导和指导。 学习兴趣：考虑学生的兴趣爱好和学科偏好。对于选择性必修的英语课程， 学生可能对于特定主题或类型的文章有着不同的兴趣，教学设计应当尽量 贴近学生的兴趣点，激发他们的学习热情。 学习需求：分析学生在英语阅读方面的需求。有些学生可能希望提升自己 的阅读能力，培养批判性思维，而另一些学生可能更注重英语应用能力的 提升，例如听说读写能力的综合培养。 学习需求的个性化：根据学生的不同特点和需求，设计个性化的教学方案。 对于学习能力较强的学生，可以设置更具挑战性的任务，激发其学习兴趣； 而对于学习能力较弱的学生，则需要更多的辅导和指导，帮助其逐步提升 学。 通过学情分析，教师可以更好地了解学生的实际情况，有针对性地进行教 学设计和教学实施，提高教学效果，促进学生的全面发展。
Teaching Objectives 阅读理解与分析：通过本单元的教学，学生将培养阅读理解的能力，能够 理解并分析课文中的主题、情节、人物性格等要素。 批判性思维：教学目标应该促使学生具备批判性思维，能够对文本中的观 点、论述进行分析和评价，提出自己的见解并予以支持。 跨文化交流：通过阅读扩展材料，学生将了解不同文化背景下的思维方式 和价值观，培养跨文化交流的能力。 语言表达与应用：学生将通过本单元的教学提高英语语言表达能力，能够 运用所学知识进行书面和口头表达，包括写作、演讲等形式。 综合素养培养：教学目标还应该体现综合素养的培养，包括信息获取与处 理能力、团队合作能力、解决问题的能力等方面的提升。
Teaching Method Task-based Teaching Methods
Teaching aids: Multi-media,blackboard Type Reading Period: 40mins
Teaching Procedures
Steps Activities Justification
Lead in Show students some pictures and answer the following questions. Question: Do you know the Japanese attack on Pearl Harbor What do you know about the attack on Pearl Harbor Introduce the text through pictures to stimulate students' interest in learning.
Pre- Reading Activity 1:Predicting Question: What do you think the passage talks about according to the title Ask students to read the headline to predict the content of the article and the meaning of the headline.
While listening Activity 2:Scanning Guide students to scan the reading material and figure out the main idea and structure of the article. Main idea: Part 1 Before the attack Part 2 During the attack Part 3 After the attack Make full use of mind maps to ask students to find the information in the text and understand the content of the text. Activity 3: The activities in this part help students understand the articles in the form of questions and
Part 4 Today
Activity3:Further reading Part 1 --Before the attack 1.Ask students to read this part and find out the verbs describing seamen's actions. It was Sunday,December 7,1941.As usual the wake-up
call came at 5:45 a.m.The men aboard the warship USS Arizona stretched and rubbed their eyes.Seaman Russell Warriner was awakened by Quartermaster Louis Conter. Russell made his bed and helped clean the huge shared room.The men went to the washroom dressed in their uniforms and sat down to breakfast.It looked like it would be a normal day on board the ship. 2.Ask students to think about the following sentence. (Line 5)“It looked like it would be a normal day on board the ship. ” It creates suspense(悬念):it would not be a normal day. It presents a sharp contrast(对比)between the first and second paragraphs,impressing readers with the cruelty of the sudden attack. It lays the foundation(基础)for the following paragraphs which describe the attack in detail. Part 2--During the attack 1.How does the author describe the attack by using various senses Hearing: There was a huge crashing sound from above. (Lines 7- 8) The scream of the planes'engines was deafening (Lines 10-11) As bombs thundered all round. (Line 11) Seeing: Above their heads,hundreds of Japanese planes circled like eagles. They were diving down to drop bombs on Pearl Harbor Clouds of black smoke rose into the sky and hung over the sea. Feeling: The ship shook violently,and the men looked at each other in horror. Russel felt his blood freeze,but he quickly came to himself. 2.Underline the sentences showing the war's physical and mental impacts on individuals. Physical impacts: He suffered serious burns on his hands,arms and legs, and watched many of his friends die (L14-15) With only minor injuries,he was able to help others who were severely burnt and in terrible pain. (L17-18) Russell was saved from the water,but he was badly hurt, tables,which can help students have a more intuitive feeling of the culture between the two cities,improve students'cultural awareness,and open up students international vision
bleeding heavily. (L24) Mental impacts: For many years,Russell refused to talk about what happened that morning,describing it simply as“hell” (L25-26) His wife Elsa said,“When he opened up later on,he always mentioned the horror of it.”(L26-27) Part 3--After the attack Why does the author list numbers in this paragraph To demonstrate O the huge losses the United States suffered; O the cruelty of the surprise attack.
Post- listening Activity 4:Discussion Why should we never forget the attack on Pearl Harbor 1.It is a reminder of the horror of war.The attack was a man-made disaster,in which many people died,including common people. 2.It warns us that war is cruel and we should cherish and maintain peace so that this kind of tragedy would never happen again. The setting of this question is not only a review of the central meaning of the article,but also a cultivation of students'emotional attitude and values.
Assignment 1.Find and sort out the new and difficult words in the article,and compile vocabulary lists or make word cards to deepen their understanding and memory of these words. 2.Discuss and share the content of war and peace after class.Group discussions or student speeches can be organized to promote communication and cooperation among students. 3.Search and read more articles about war history online. The homework is to consolidate what they have learned.

展开更多......

收起↑