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高中英语 上外版 1AU1 第七课时 学案
课题：Further Exploration 课时学习目标：
l 阅读补充材料，获取校园生活的主要信息，使用气泡图归纳校园生活的各方面元素；
l 使用多气泡图提炼校园生活的共同元素，建构理想的校园生活；
l 借助绘制的思维图（如气泡图、树形图、流程图等），口头展示小组建构的理想校园生 活。
Activity 1
Read your reading material and figure out the elements in different culture’s school life with bubble map.
School Life
Activity 2
Decide the role of each member in your discussion group.
Group Discussion Roles Tasks Doer(s)
organizer ensure your group works as a whole
recorder note down the key information
visualizer draw your thinking map
presenter present your group work to the class
evaluator answer questions raised by other groups
Activity 3
Exchange the information you have just collected with your group member and write down these information in the following table.
School 1 School 2
Name
Country
School life 1: Courses
School life 2: Activities
…
Activity 4
Draw a multi-bubble map to highlight the common aspects from school life across culture.
…
Activity 5
Create a new thinking map to organize your ideal school life.
Activity 6
Grade your peer student’s performance on the basis of the following checklist.
Poor Fair Good Very Good Excellent
The presenter delivered their ideal school life in a clear and structured manner.
The presenter maintained my interest during the entire presentation.
The presenter was enthusiastic about the topic.
The presenter’s group had reasonable division of work.
The presenter’s visualization tool (thinking map) displayed their idea effectively.
The presentation contained practical suggestions on life that could be applied to our campus.
Assignments
1. Use your preferred thinking map as a tool to reorganize what you have learnt throughout the unit.
2. Share and revise your work in groups and do self-assessment according to the seven expected learning outcomes on p.17 of the textbook.(共13张PPT)
《 高 中 英 语 》 ( 上 外 版 )
1 A U 1
Further Exploration
主讲人：
课时
授课内容
1
Getting Started/ Reading A/ Vocabulary Focus
2
Reading A/ Vocabulary Focus
3
Reading A/ Grammar in Use
4
Listening and Viewing
5
Moving Forward
6
Reading B/ Culture Link/ Critical Thinking
I 7
Further Exploration/ Self-assessment
《 高 中 英 语 》 ( 上 外 版 )
必修第 一 册第 一 单元
figure out the common aspects of school life from source materials of various cultures with the help of bubble map.
阅读补充材料 ，获取校园生活的主要信息 ， 使用气泡图归纳校园生活的各方面元素；
pick out their favorite parts and organize them into a complete school life according to the multi-bubble map.
使用多气泡图提炼校园生活的共同元素 ，建构理想的校园生活；
present their work as a report, a short play or a talk show to the whole class with their own thinking map (including bubble map, tree map, flow map, etc.).
借助绘制的思维图（如气泡图、 树形图、流程图等） ， 口头展示小组建构的理想校园生活。
OBJECTIVES
By the end of this lesson, you will be able to...
Ideal School Life
Describe Your
Further Exploration
GETTING STARTED
What information can
you get about
school life from
your material
Can you draw one
bubble map for your material to structure the information
Japanese
School
Life
take exams to
enter
universities
mathematics
shodo
(calligraphy)
eat lunch together in classrooms
sewing skills
the
basketball club
extracurricular club activity
MATERIAL ANALYSIS
…
MATERIAL ANALYSISCan you draw a multi-bubble map to identify their common features
Japanese
School
Life
entrance examination
the
basketball
club
take exams to enter universities
mathematics
French
School
Life
activities
courses
…
Discuss your favorite aspects and put
them together into a new thinking map as your ideal school life!
leader
recorder
visualizer
presenter
evaluator
Decide the following roles within your group:
GROUP DISCUSSION
Group Member Screen
PRESENTATION
Poor Fair Good Very Good
Excellent
The presenter delivered their ideal school life in a clear and structured manner.
The presenter maintained my interest during the entire presentation.
The presenter was enthusiastic about the topic.
The presenter’s group had reasonable division of work.
The presenter’s visualization tool (thinking map) displayed their idea effectively.
The presentation contained practical suggestions on life that could be applied to our campus.
PEER ASSESSMENT
Use your preferred thinking map as a tool to reorganize what you have learnt throughout the unit.
Share and revise your work in groups and do self- assessment according to the seven expected learning outcomes on p.17 of the textbook.
ASSIGNMENTS
Look at the expected learning outcomes of this unit:
Figure out feelings of senior highschool starters related to study or life;
Talking about experiences and feelings in senior high school;
Describing your ideal school life in a certain culture;
Identifying tips about school life from different sources;
Reading a text quickly to get the main idea;
Using proper expressions to show interest in a discussion;
Writing a topic sentence for a paragraph.
l Which of the above have you done well Why and how (texts, activities, exercises, etc.)
l Which of the above do you find difficult Why
l What do you plan to do if you find something difficult (e.g. using dictionaries or reference books, asking friends or teachers for help, having online practices …)
SELF ASSESSMENT
谢 谢 ！《高中英语（上外版）》必修第一册 Unit 1 School Life
课时： 课题：Describe an ideal school life
课型：Further Exploration and Self-Assessment 设计者：
一、教学设计与说明
1. 教学目标：
本课为本单元的第 7 课时，核心目标为引导学生从不同语篇中识别关键信息， 并比较不同文化之间的校园生活。
2. 教学设计思路：
本课由信息差(Information Gap) 式小组阅读活动导入，通过课外语篇内容的 输入与可视化工具的辅助，丰富单元主题语境，帮助学生拓宽国际视野，理解不 同文化的差异，构建理想的校园生活。首先， 引导学生分组阅读不同文化中校园 生活的语篇材料，并使用气泡图获取主要信息。接着对学生进行再分组， 借由组 内的信息交流，使用多气泡图归纳校园生活的共同元素，再根据成员需求绘制新 的思维图，组织建构其理想的校园生活。之后，学生以小组为单位上台，借助思 维图的支撑进行语言产出，展示小组成果。同时， 其他小组根据评价量表对其进 行点评。以上活动结束之后，学生要使用已习得的可视化工具或对其进行再创造， 对本单元的内容进行梳理与回顾，加深对单元学习内容的印象；并且与同伴的成 果进行比较与修正，以调整和优化以后的英语学习方法与策略。
3. 教学重点及难点：
根据组内交换的信息归纳出校园生活的主要方面，并且在此基础上用新的思 维图构建理想的校园生活。
Lesson Plan
By the end of the period, students are able to:
l figure out the common aspects of school life from source materials of various cultures with the help of bubble map.
l pick out their favorite parts and organize them into a complete school life according to the multi-bubble map.
l present their work as a report, a short play or a talk show to the whole class with
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their own thinking map (including bubble map, tree map, flow map, etc.).
Procedures:
I. Information Grasp
*T: Group Ss to obtain information about school life across culture using bubble map. *Ss: Figure out the elements in different culture’s school life with bubble map. Purpose: To prepare Ss’ to express their ideal school life with topic-related lexis while nurturing their awareness of using thinking maps to structure information.
Guided Questions:
1. What information can you get about school life from your reading materials
2. Could you draw one bubble map based on your reading material to organize the information
II. Information Integration
*T: Regroup Ss to share their information and lead them to prepare for a presentation with each member having a role to play. *Ss: Exchange information they have collected while drawing a multi-bubble map to highlight the common aspects. Decide roles of leader, recorder, visualizer, presenter and evaluator within each group. Discuss their favorite aspects and put them together into a new thinking map as their ideal school life (modified if needed) for a presentation (a report, a short play or a talk show) to the whole class. Purpose: To guide Ss to organize and present key information with thinking maps.
Guided Questions:
1. Could you share the information you just grasped with your new group members
2. Could you draw a multi-bubble map to identify their common features
3. How will you collaborate to present your ideal school life
III. Presentation and peer-assessment
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*T: Invite two groups to present their ideal school life in front of the whole class and guide the rest groups to do peer-assessment through checklist. *Ss: Present their ideal school life with their thinking map displayed on the screen (using projector). Meanwhile, other groups should take notes and thereby make comments on the basis of the given checklist. Purpose: To encourage Ss to do effective presentations based on their own thinking maps and to use checklist for the peer-assessment.
Guided Questions:
1. How do you like your classmates’ ideal school life
2. Could you give some comments on their presentation based on the checklist
V. Assignments
1. Use your preferred thinking map as a tool to reorganize what you have learnt throughout the unit.
2. Share and revise your work in groups and do self-assessment according to the seven expected learning outcomes on p.17 of the textbook.
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