资源简介

教学设计
课程基本信息
学科 英语 年级 高一 课时 1课时
课题 Unit 2 Exploring English Developing ideas (Mis)adventures in English
教科书 书 名 ： 普 通 高 中 教 科 书 英 语 必 修 第 一 册 出版社：外研版出版社 出版日期：2019年
学情分析
Background knowledge After learning passage“Pine nor Apple in Pineapple”,students have learned that the meaning of words and expressions can not be inferred by its superficial outlook.By finishing activity 1 on textbook.Students have a basic understanding of idioms and slang. Language knowledge Students have learned word formation in using language section,so they can easily guess the meaning of word“misadventure”in title.Students have learned how guess the meaning of words and expressions in context. Learning style Students are accustomed to activity approach to English learning.Their interest and intention can be greatly elicited by group work.They need more encouragement to express their opinions in class.
教学内容分析
Type of class:Reading class Teaching section analysis The thematic context of this unit is "Man and Self",learning English and exploring English.This unit begins with an introduction to the importance of English, and then presents the diversity and creativity of the English language,English word formation,the differences between British English and American English,and misunderstood expressions in English learning.This unit aims to enrich students'
cognition of English,stimulate students'interest in learning English,guide students to think about the relationship between language and social and cultural development,and finally achieve a cross-cultural understanding of language phenomena and language learning,and reflect and improve their own language learning methods and strategies. This unit is the second unit of Book 1.In the first unit,students have learned daily study of high school and been able to reasonably plan and arrange high school life to a certain extent.As a more advanced leaner in English than junior high school student,high school brings greater challenges to students in terms of learning content and learning methods.Through interesting anecdotes,and forum discussions,this unit provides students with a broader and deeper understanding of English and encourages them to improve their own language learning methods and strategies.In this part of the forum discussion,the interesting stories of four people were presented through forum posts.Expressions that are easily misunderstood in the passage are used to give students a taste of the diversity and creativity of the language,and encourage students to use a variety of resources such as the Internet to learn English. What-why-how analysis What 1.Theme:Man and self -Life and learning-Ways and methods of language learning 2.Content:The passage introduces the confusion and misunderstanding that four English language learners encountered during the learning process. Why Author's value and intention: To .stimulate students'interests in learning English To strengthen students'understanding of the diversity and creativity of English To encourage students to use multiple sources to learn English How 1.Text type:Forum post 2.Structure Orientation-4 forum posts
Who Where What happened
Misunderstood expressions /words Wrong meanings Actual meanings
Yancy Manchester Have a frog in one's throat Have a real frog in one's throat Unable to speak clearly COZ throat is dry or blocked
Sophie New York The first floor (Br.)Above the one at ground level (Am.)The floor of a building at ground level
Julien London Wicked Strange and odd Very good,fantastic
Zheng Xu A university in England Not bad Not very good Pretty good,better than you expected
3.Language features: Use of simple past tense.
Use of words internet language. Use of idioms and slang
(
教学目标
)
By the end of this class,students will be able
1.To find out four English expressions that cause misunderstanding from four forum posts.
2.To infer the meanings of words and expressions that caused the misunderstanding in context.
3.To analyze the causes of misunderstanding.
4.To share your own or other people's stories about using a language.
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教学内容重难点
)
Focal points: 1.To infer the meanings of words and expressions that caused the misunderstanding in context. 2.To analyze the causes of misunderstanding. Difficult points: 1.To analyze the causes of misunderstanding. 2.To share your own or other people's stories about using a language.
教学过程
Teaching procedures (教学步骤) Teaching activity (教学活动) Design purpose (设计意图) Corecompetences &Activity level (核心素养和 活动层次)
Before reading Stepl: Warming-up Warming-up Watch a video and guess the meaning of“City不 City”. 75755ofd11-20c 视频来源：b站侃哥侃 英语 To arouse students’ interest by watching a hot topic; To lead students'to predict the meaning of new expressions in context; To introduce to the topic (expressions that may cause misunderstanding) Language ability Cultural awareness; Learning and understanding
Step2:Activity 1 Activity 1 Work in groups. Read the following expressions and guess their meanings. To lead students'to pay attention to expressions may cause misunderstanding Language ability Cultural awareness; Learning and understanding
■ Read the following expressions and guess their meanings. What's up ring a bell small potatoes toilet water at sixes and sevens green fingers pull up one's socks 参考答案 Whats up (What's going on ring a bell (to sound familao small potatoes (something unimportant or nsigniticant) toilet water (a light perfume that does nothave a very strong smell at sixes and sevens (in a confused,badly- organised,ordifficult situation) green fingers(natural ability in growing plants) pull up one's socks(to make an effort to improve your work or behaviour because it isnot good enough) More English expressions: green hand(aperson without rich experience in a certain field) couch potato (someonewho spends a lot of time sitting and watching television) horse sense (commonsense rest room(a room with a toilet) the Yellow Pages (a book that contains the telephone numbers of businesses and organisations in an area)
Step 3:Activity 2 Activity2 Make predictions based on the title. Misadventures in English 1.What's the meaning of“misadventure' Unexpected or undesirable experiences 2.What's the passage mainly about Some stories about misunderstanding of English To predict the meaning of misadventure by using word formation; To predict the main idea of the passage by its title Language ability; Applying and practicing
While reading Step 4 Activity 3 Activity 3 Find out the text type of the passage. 1.Where could you To find out the text type of the passage; To sort out the structure of the Language ability; Learning and understanding
possibly read a passage like this Forum passage;
Mk Hhar)
&17o word 15ro Micaning Actual-meaning
People say that the Britishalways play safe with wha Not true!I went to a summ ner school in Mancheste ea acher was called Maggie.One day a different teach hey English ok ou Z she hid
chss.He told a frog in her big frog us thatMaggie couldn't teach that day ac.Poor Magsic-but whyddshc
Step 5 Activity 4 Activity 4 Work in groups.Finish the chart below. h
To train students’ ability to use charts to get and organize information Language ability Thinking capacity Learning ability; Applying and practicing
After reading Activity 5 Analyze the To cultivate Language ability
Step 6 Activity 5 causes of student's thinking Thinking capacity
misunderstanding. Why did they have such misunderstanding Yancy;have a frog in one's throat; Misunderstanding words according to their superficial meaning Sophie;the first floor; The differences between British English and American English Julien;wicked;the Same word has multiple meanings Zheng Xu;not bad; Different personalities of people in different countries (The introverted(内敛的) character of British) capacity analyzing causes by the of Learning ability Applying and practicing
misunderstanding; To lead students'to pay attention to culture differences; To lead student's to feel the creativity of language
Step 7 Activity 6 Activity 6 Discuss how to avoid such misadventure. What can we do if we want to avoid such To cultivate student's tolerance and respect to other cultures; To cultivate Language ability Cultural awareness; Applying and practicing
misadventure (RESPECT) 1.Recognize Contextual Understanding. 2.Embrace cultural differences. 3.Seek answers:When in doubt,ask for answers. 4.Pick up more expressions that are easily misunderstood 5.Engage in conversations with native speakers more often 6.Consult Language Learning Resources. 7.Take it with Curiosity and keep learning. students problem-solving ability by giving solutions to avoid misadventures;
Step 8 Activity 7 Activity 7 Share your own or other people's stories about misunderstanding a language. ● ...'s misadventure in To apply and internalize the structure and language used in the passage by sharing stories; To train students' Language ability Cultural awareness Thinking ability; Transferring and innovating
Chinese/English. ● ...'s misadventure in dialect Tips: Contents covered: ● Who ● Where ● What (misunderstood expressions/words ;wrong meaning; actual meaning) Manners:speaker be loud &listeners be focus emotional strategies of speak confidently and listen carefully
Homework 1.Record a audio of your own or other people’s stories about using a language. 2.Search and write down more expressions that will easily cause misunderstanding within groups.(no less than 2 expressions for each group member)
板书设计
(
12(Mis)adventure
s
English
who
Where
ancl
What
) (
have
af
) (
in
ones
that
forum
) (
Jalien
wickec
) (
not
) (
RESPECT
)
教学反思
After completing this micro-lesson,I had an in-depth reflection on teaching.First of all,in terms of course design,I use vivid cases to enable students to grasp the relevant vocabulary and sentence patterns while understanding cultural diversity and creativity of language through some expressions that can be easily understood.At the same time,students also gained some methods and strategies for learning English. However,during the implementation process,I also realized some areas for improvement.Due to the fact that it was a micro-class and lacked immediate feedback from students on the spot,it was difficult for me to accurately grasp the students'level of understanding,and give evaluations to promote learning.This reminds me to pay more attention to research before class in my future teaching to understand students' learning foundation and interest preferences,so as to better adjust teaching strategies and achieve individualized teaching.In short,this micro-class is not only a knowledge transfer to students,but also an exercise and improvement of my own teaching ability. Through continuous reflection and improvement,I believe that I will be able to design more exciting and effective courses that contribute to the all-round development of students.

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