资源简介 第一部分选择性必修第二册 Unit 2 Improving yourself 单元整体教学设计一、主题语境解读1.主题语境主题语境人与自我主题群主题内容生活与学习做人与做事认识自我,丰富自我,完善自我优秀品行,正确的人生态度2. 单元主题意义及认知发展线索Improving yourself时间管理视频、自律问卷控制社交媒体使用Starting out自我反思意识问题Understanding ideas借助方法进行他律Using languageDeveloping ideasWriting过去完成时的被动态自我管理:理财激发意识主动自律自我管理:情绪加强自我管理Presenting ideas持之以恒自我提升Project三十天自我提升计划二、单元语篇解读第二部分选择性必修第二册 Unit 2 Improving yourselfDeveloping ideas (2) Writing a reflection 教学设计Unit2Improving yourself教学内容标题:Developing ideas (2)Writing a reflection本版块来自外研社选择性必修二第二单元 Developing ideas —Writing a reflection,为此单元的第五课时。该部分教学任务为读写教学。本版块突出“情绪管理”话题,与第一课时的“社交媒体脱瘾”话题,第二三课时的社会文明行为和校园诚信行为,第四课时的“合理理财”话题形成板块链接,共同构建单元主题 Improving yourself。该课时要求学生首先阅读一篇关于情绪管理的记叙文(人与自我),然后写出故事概要并分享自己的观点,最后通过读后感的写作方式进行知识输出。《普通高中英语课程标准(2017 版 2020 年修订)》提出了发展学生学科核心素养,落实立德树人的根本任务。本版块设计突出以下核心素养:. 语言能力:通过读故事获取语篇信息、讨论和写作加深文本理解,使学生在学习和使用语言的过程中形成语言意识;. 文化意识:启迪学生思考情绪方面的有效管理策略,提高学生的自控能力,学会做人做事,成长为有文明素养和社会责任感的人;. 思维品质:在小组合作中培养逻辑性、批判性的思维品质,使学生能独立发表关于情绪管理的观点,提升学生分析问题和解决问题的能力;. 学习能力:通过反思培养英语学习的自我管理等学习能力。1234文本分析:本节课上课对象为我校高二年级的学生。学生已具备学科核心素养:.语言能力:授课对象英语基础较好,思维活跃,读、看能力相对不错,但是口语表达能力和写作能1力相对较弱。这是本单元最后一个课时,通过引导学生概括本篇记叙文的文章大意、自主谈论个人观点并通过总结深化主题,学生能够比较容易地总结出读后感的写作框架并进行写作。2.文化意识:学生通过对本单元其他部分的学习,对社交媒体脱瘾话题、社会文明行为和校园诚信行为、合理理财话题有了自己的观点,掌握了相关主题的词汇,能够比较自如地谈论自我管理方面的话题,增强了要成为有文明素养和社会责任感的人的文化意识。3.思维品质:对英语学习活动观指导下以训练思维品质为核心的阅读方法有了一定的基础,并能较好地适应自主学习和合作探究的课堂模式。.学习能力;通过前置性任务和本单元前几课时的学习,学生初步形成英语学习的自我管理能力,能4自主获取学习资源,提高学习效率、存在不足:学生口语表达能力欠缺,部分同学在清晰表达自己观点上有困难;学生很难发现自己写作中的拼写、语法等错误,对读后感写作评判标准不清晰。解决办法:通过预测激活学生背景知识,通过小组协作鼓励学生批判性思维的养成,通过同伴互助帮助彼此修改润色作文,让学生学会取长补短。针对基础较差的学生,还需要老师的面批和二次修改。本课时是读写课型,属于人与自我主题语境范畴,文章体裁为记叙文。故事情节非常清晰,运用了暗喻等修辞手法。在大观念和单元整体教学理念的指导下,本课时延续“不断完善自我认知、提升自我管理能力,梳理积极乐观、不断追求更好的自我”这一大概念,本课程根据《课标》对英语学科核心素养的要求,基于布鲁姆教育目标记忆、理解、应用、分析、评价、创造的分类确立教学目标,在主题意义引领下设计了体现英语学习活动观的学习理解、应用实践、迁移创新等一系列体现综合性、关联性和实践性的学习活动。鉴于学生读、看的理解性技能强于说、写的表达性技能这一学情,本课教学设计通过多模态语篇(文字、视频、图片和海报)的学习激活学生已有的背景知识和经验,激发学生学习兴趣,让学生通过自主学习、小组合作、班级合作完成文章结构、文章主要信息的学习,并且能够归纳读后感写作框架,初步运用该框架和已有主题词汇进行写作,学会评价同伴作业,并深入思考自我情绪管理的方法。本课时拟采取 Make-Share-Add-Evaluate 的教学生态模式(即学生对文本进行研读 M-学生分享研读成果并向同学展示 S-小组讨论,对研读成果进行进一步补充 A-班级评价各组研读成果 E)。布鲁姆教育目标分类By the end of this class, we are able to:123456.remember the main idea and specific information of the passage;.understand the importance of emotion control;.apply the structure of a reflection to writing.(学习理解).analyze the assessment of a good reflection.(应用实践).evaluate other ’s writing according to the assessment form.. creatively think about the best ways to control temper.(迁移创新)Important points: 1. to get the main idea of the story and make a summary;2. to get the structure of a reflection.Difficult point: 1. to write a reflection with the structure and evaluate other’s work;2. to ponder some ways to control temper.Communicative language teaching, Task-based language teaching, Cooperative learningPPT,chalk, blackboard, multimedia40 分钟教学流程图:T=Teacher; Ss=Students; IW=Individual Work; GW=Group Work; PW= Pair Work; CW=Class Work核心素设计意 互动活动评价方步骤教学活动养提升点图模式式通 过 前置 性 知识问卷,回 顾 单元主题,引 出 本节 课 话语言能力:在情境中看、说通过前置性知识问卷引导学生积极思考主题意义。Activity1(3mins)Stage 1Lead in词汇检测题,启发 CW学 生 思考。词汇检 测 为下 一 步文 章 阅读 做 准备。的能力。T offers the pictures and guide the Ss tomake a prediction.语言能力:在情境中看、说利 用 图片,创设T: What can you see in the picture S:Two piles of nail.One is new,theother is rusty and curvy.A boy with ahammer was hammering the nail.T: What may happen to the boy and thenails Stage2Activity2(2mins)情境,引CW通过问答方式的引导学生 积 极 思考,创设话题氛围,为出主题,形 成 阅读期待。Pre-writing的能力。S:The boy may hammer the nails andpull out them,which leads them思维品curving.质:利用下一步教学做准备。图片、关键词猜测文章主题。T guides Ss to read the story andanswer the questions with the help of astory mountain:语言能力:获取、概引 导 学生 通 过故 事 山结 构 图获 取 主旨大意.通 过 层层 递 进的 问 题链 培 养学 生 的批 判 性括息。信Exposition:A boy had a bad temperRising action:Father’s suggestion 1:hammer a nailinto the fence when losing temper.Climax:Father’s suggestion 2: pull out a nailwhen being able to hold temper.Falling action: With all the nails gone,the boy was able to hold his temper.及时评价学生的课堂表现,充分调动学生的主体意识。IWActivity3(10mins)&思维品质:利用结构GW图分析、概括并整Resolution: understand the hurt may 思 维 能last forever.力。合信T guides Ss work together to ponder:息。12.what happened to the main character .What aspect of self-management isthe passage about .What message do you think the storyconvey 3引 导 学生 梳 理故 事 梗概、发表自 己 观点,总结读 后 感的结构,为 下 一步 写 作做准备。语言能力:整合运用语言进关注知识整合能力,采用讨论、完成任务方式T guides Ss to figure out the structureof a reflection by making notes.IW&行表Activity4(2mins)达。GW学习能 使学生思维力:自外化。主学习,合作习。学T guides Ss to find out useful wordsand expressions about self-control.将 单 元话 题 词汇 应 用实 践 于语言能力:整合运用语言进12345.have a bad temper.lose one’s temper.control one’s anger.it’s easier to hold one’s temper than... 写作中。.leave a hole in someone’s heart课堂观察和师生互动适时评价课堂教学进程。Activity5(2mins)CW行表达。语言能力:通过在情境中整合运用语言进行表达。makenotesStage3While-writing将 读 后感 三 要素理清,将 积 累的 话 题词汇,输出 到 读后 感 写作。T guides Ss to write their reflectionaccording to their notes and usefulActivity6(10mins)学生自我评wordsandexpressionsabout文化意 价与反思。IWself-control.识:联系生活实际,思考个人情绪管(Make)理方法。T guides Ss to make an assessment 学 生 基form for a good writing.于 以 往应 用 文写 作 经验 得 出优 秀 读后 感 写作 评 价标准,并通 过 小组 内 互评 进 行实 践 。(share)同 伴 合学习能力:合作学 同伴互评,取长补短。习。思维品 关注批判性质:培 思维和学生养分析 运用语言的问题和 行为表现,解决问 保护学生的题的能 学 习 积 极Activity7(5mins)CWGWStage4Post-writingT asks Ss to work in groups, exchange力。性。their writings and give grades to their 作 纠 正members.结构、拼写 、 语法、书写问题。(try to correct the mistakes in spelling,grammar and punctuation if possible)(Add)修 改 再评价,让学 生 深度 理 解读 后 感学习能力:回顾前面问题,在相互评价中 不 断 反思、总结经验、取长补短,调控学习。T invites Ss with the highest score todisplay his or her writing to the class.The whole class vote for the best oneaccording to the assessment form.Activity8(3mins)的 结 构 CW 梳理内和 学 习优 秀 范容,发现未能解决的问题。文。(Evaluate)Summary:学习能 过程性评价力:整 与形成性评合运用 价结合。所学进Recall the content learned in class.总 结 回顾,巩固所学。行表达。CW&Stage5Summary &Assessment(3mins)Assessment:IWOption 1: Read the story in your handout and make a summary about it.Option2:Write a reflection about the story in your handout according to the structurelearned today.Option3:Make a 30 days self-improvement plan to better yourself.本节课教学特色分析一本节课根据课程标准中核心素养与课程目标,具有以下教学特色:、前置任务,引入话题1通过前置性任务,学生对本单元前几课时的话题有了更深刻的认识,并且批判性思考自己在个人提升方面还需要做到的方面,并引入情绪管理这一话题。2、多模态引入,激发兴趣写前通过图片展示来预测故事,利用多模态激发兴趣,为后面读写活动做铺垫,从直观上让学生引起共鸣,激发他们探索知识的欲望。3、搭建支架,构建模型本节课通过故事山的阅读结构进行搭建支架,让学生对知识进行获取与梳理,概括与总结,在通过问题链引导学生深入思考,形成自己观点。最后获取读后感写作结构图和话题词汇进行内化运用,通过置顶小组评价标准和互评,以及分层作业进行迁移创新。注意各教学活动之间的关联,由易到难,层层递进,帮助学生进行有效写作。4、自主学习,合作探究一鼓励学生通过同伴互助及小组交流,自主学习,合作探究,即通过互动与交流等输出活动,将外在知识及获取信息转化为个人能理解并能表达出来的知识,进而用于解决情景中的真实问题,培养学生解决问题的能力。5、及时巩固,作业分层通过读后活动,及时巩固已学知识,考虑达到学生层次参差不齐,在作业的布置上采用分层作业,注重个体差异性,丰富作业形式,提高学习效率。6、方式多样,评价多元在教学中采用任务型教学、同伴互助、小组讨论等方式,通过“教--学--评”一体化,实现学习的更有效评估。不断调动学生的学习积极性,并用图片、结构图等方式帮助学生理解信息,梳理结构。通过课堂观察、自评、互评等多种评价方式激发学生学习的兴趣,培养学生的综合能力,不断激发学生的学习潜能。本节课教学反思1.思优:本节课通过对文章内容的分析和学习,让学生明白情绪失控带来的危害,并寻求情绪管理的方法。通过本节课的深度学习,促使学生在自我认识、自我管理能力方面得到进一步提升,推动学生学会做人做事,成长为有文明素养和社会责任感的人;帮助学生逐步形成正确的价值观念、必备品质和关键能力,实现核心素养的落地。2.思过:作业设计可以更多样化,层次性不够丰富。在课中引导学生基于文本挖掘主题意义和文章结构时教师干预过多。.思改:下次备课在作业的设置上更有针对性,注意层层递进。课堂活动更多以学生为主,不过度干预。注意规范板书。3小组合作记录表成员( 姓名)责任提问要点记录组长监督员记录员发布员组员分配任务参与讨论纪律保证参与讨论记录要点参与讨论发布结果参与讨论参与讨论组员参与讨论组员参与讨论【参考文献】[[[[01]王蔷、周密、蒋京丽、闫赤兵,(2020),基于大观念的英语学科教学设计探析,《课程·教材·教法》,第 11 期,99-108 页。02]王蔷、周密、蔡铭珂,(2021),基于大观念的高中英语单元整体教学设计,《中小学外语教学(中学版) 》,第 1 期, 1—7 页。03]中华人民共和国教育部,(2022),普通高中英语课程标准(2017 年版 2022 年修订),北京: 人民教育出版社。04]王蔷,李亮,(2019),推动核心素养背景下英语课堂教—学—评一体化:意义、理论与方法,《课程·教 材·教法 》, 第 5 期,114—122 页。附件一:前置性知识问卷附件二:学生学习评价表附件三:HandoutUnit2 Improving yourselfDeveloping ideas (2)Writing a reflectionHand outBy the end of this class, we are able to:123456.remember the main idea and specific information of the passage;.understand the importance of emotion control;.apply the structure of a reflection to writing..analyze the assessment of a good reflection..evaluate other ’s writing according to the assessment form.. creatively think about the best ways to control temper.学习目标1. What aspects of self-management have you learned in this unit Tick them.课前准备time-managementmoney-managementemotion-managementinterpersonal managementbehavior-managementobjective-management2.What other aspects do you want to better yourself _____________________________________________Task 1:Read the story and answer the questions with the help of a story mountain:Expositon:Rising action:Climax:Falling action:Resolution:Task 2:Discuss the questions in your group 12.what happened to the main character .What aspect of self-management is the passage about 课堂 3.What message do you think the story convey 任 4.Did you experience an emotional runaway in your life What did you do to务 control your temper Task 3:Make notes about the story.Summary of the storyMy thoughtsConclusionTask 3:Find out useful words and expressions about self-control.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Task 4:write a reflection according to your notes and useful words and expressions aboutself-control.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Option1:.Read the story and write a summary of it. And show your feelings about thestory(at least 5 sentences)Option2:Read the story and write a reflection according to the structure( summary of thestory, my thoughts, conclusion)In a colorful little town, there lived a boy named Charlie bursting with energy andwarmth . However, Charlie sometimes found his temper flaring up like a sudden storm. Oneparticular day, while building a magnificent castle out of blocks with his younger sister Lily.She accidentally knocked it down, in a blink Charlie’s sunny disposition clouded over and hefelt a storm of anger brewing inside. Seeing this, Charlie’s mom gently pulled him aside andshared a secret. Charlie, everyone feels angry sometimes, it’s perfectly normal. But think ofanger as a little monster inside us, if we let it grow unchecked, it can become a big scarymonster that’s hard to control and might hurt those we love. We need to keep our littlemonster on a tight leash, not letting it run wild. Remember, she continued, Whenever you feelthe monster growing, take deep breaths, count to 10 or think of something happy, this way ,you’re not letting the monster win. Charlie took his mom’s advice to heart.课后作业Then came a day that put Charlie to the test, while playing in the garden Lily tripped andlanded right on Charlie’s favorite toy plane, snapping a wing off Charlie felt the familiar stirof anger, but this time, he paused and remembered the little monster that mum talked about.Took a deep breath and counted to 10. By the time he reached 10, his anger had faded likemorning mist. With a smile, Charlie turned to Lily and said, ‘ it’s okay, let’s fix it together ’Working side by side, they mended the toy plane and in doing so Charlie realized that hislittle monster didn’t stand a chance against the power of patience and love.As time went on Charlie realized more and more the importance of controlling hisemotions, and a positive impact it had on his life. He learned to see things from othersperspectives, which not only brought him closer to understanding those around him but alsocultivated his patience and empathy.Option3:Make a 30 days self-improvement plan to manage your temper.我认真回顾了本节课的学习内容,发现:我总共阅读了______遍文段;学习到了______条关于情绪管理的词句,课堂上我大约______次表达了自己的感受与思考;我在课 读后感练习中总共用了_____条所学词句,包含了读后感三要素_____、_____、_____。我的学习达标情况:后评 1.利用“故事山”分析法获取了文章的大意和结构;(√)价 2.积累了情绪管理的单词、短语;(√)表 3 用我的笔记完成了读后感写作,并且符合优秀读后感评价标准;(√)下次,再写读后感时我会...... 展开更多...... 收起↑ 资源预览