资源简介

(共27张PPT)
Be a STAR Reader
基于意义建构的高中
英语深度阅读教学实践
授课年级： 高一
人教版(2019) 必修一 Unit 1 Teenage Life
Reading and Thinking The Freshman Challenge
CONTENTS
01 选题背景
02 理论框架
03 教学目标和过程
04 课后反思和展望
CONTENTS
学情分析（SWOT）
教材分析（Why-What-How）
课后反思
学理基础（建构主义）
课程指南（英语课程标准）
目标愿景（深度学习）
实践模型（STAR阅读策略）
教学目标和重难点
教学过程
板书设计
教学展望
01
选
题
背
景
Analysis of the Students
Strengths
Weaknesses
Opportunities
Threats
① Prior Academic Foundation
(basic vocab. about school life)
② Emotional Resonance about
Freshman Adaptation
③ Active Thinking Disposition
① Text-Driven Growth Support
② Cultural Difference Awareness
and Inclusiveness Promotion
① Peer Competition and
Exam-oriented Pressure
（Heinz Weihrich, 1982）
S
W
O
T
Teaching Methods
① Activity-based Teaching;
② Scaffolding Instruction.
Learning Methods
① Pair & Group Cooperative Learning;
② STAR Reading Strategy.
① Psychological Transition Difficulty
② Linguistic Inequality: Drastic Vocab.
Gap (2,000–5,000 words)
③ Overwhelming Cognitive Load
and Multicultural Shock
01
选
题
背
景
Analysis of the Textbook
Opening Page
Listening
and Speaking
Reading
and Thinking
Discovering
Useful Structures
Listening
and Talking
Reading
for Writing
Unit Theme
Assessing
Your Progress
* Project
* Video Time
Workbook
01
选
题
背
景
Analysis of the Text
——意义建构的核心
Why
What
How
（文本内容与主题）
—— 概念功能的载体
（文本育人价值）
Thematic Context: Man & Self
Theme: Personal Growth
—— School Life
（文本形式与表达）
—— 语篇功能实现的路径
Text Type: Narrative
Text Structure: General-Specific
Activity Theme
Mirror Value → normalize freshman challenges and evoke emotional resonance between “text and self”
Lighthouse Value → promote a proactive mindset, and inspire personal reframing of struggles
Core Content: Adam’s freshman challenges
and his adaptive solutions
Title
Picture
Para. 1 General
Para. 2 Specific
Para. 3 Specific
Para. 4 Specific
Language Features:
① first-person perspective;
② thematic noun phrases, emotional adjective
phrases, and goal-focused verbal chunks;
③ logical connectors (“first”, “too”, “still”, etc.)
and contrastive sentences with “but”.
02
理
论
支
撑
Theoretical Foundation
Constructivism
Constructivism posits that knowledge is not passively received but actively constructed by learners through interaction with the environment, integration of experiences, and reflection.
Piaget‘s Cognitive Development Theory
Vygotsky's Socio-Cultural Theory
02
理
论
支
撑
Curricular Guideline
The Overarching Goal:
Core Competencies
The Content Vehicle:
Integrated Six Elements
The Instructional Pathway:
Activity-based Approach
02
理
论
支
撑
Curricular Guideline
The Quality Assurance:
Integrated Teaching-Learning-Assessment
评价贯穿教学
学
教
评
以评促学、以评促教
02
理
论
支
撑
Instructional Vision
Deep Learning
Deep Learning emphasizes higher-order thinking (e.g. critical analysis, knowledge integration) to achieve profound understanding of complex issues through active inquiry and interdisciplinary connections.
Focus: Knowledge Integration
Critical Thinking
Authentic Problem-Solving
02
理
论
支
撑
Tailored Model
STAR Reading Strategy
学习理解
Skim the Text
for its type and main Idea
Trace the Craft
for details and language
Absorb the Insight
for the author’s writing purpose and attitude
Respond Right Now
for critical comment and creative output
Understand the author
See the answers
See the author
Be an author
迁移创新
应用实践
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
Be a STAR Reader
03
教
学
目
标
Teaching Objectives
1. Extract Adam’s specific challenges, feelings, and solutions, and employ key vocabulary accurately. [学习理解]
2. Analyze Adam’s personality, compare school life in Sino-US senior high, and trace the author’s writing craft. [应用实践]
3. Create a “Challenge-to-Chance” card and develop a proactive mindset. [迁移创新]
Language Ability
Thinking Capacity
Cultural Awareness
Language Ability
Thinking Capacity
Learning Ability
confused, careful, unhappy, worried, happy;
the school advisor helped me choose...,
I’ll find a way to improve..., I joined...,
I’ll have to study harder...,
I’ll be well prepared...
Pattern 1:
When Adam faced..., he felt..., but he..., which shows he is...
Pattern 2:
What challenges me most is... I feel..., but I see it as a chance to... First, ... Furthermore, ... At last, ...
03
教
学
重
难
点
Key Points & Difficult Points
Key Points:
1. Accurately extract and summarize Adam’s challenges, feelings and solutions with key vocabulary.
2. Deeply analyze Adam’s personality and compare school life in Sino-US senior high.
3. Create a “Challenge-to-Chance” card and build a proactive growth mindset.
Difficult Points:
1. Link extracted information to analyze Adam’s personality.
2. Interpret culture-loaded words such as “freshman” and “football”.
3. Achieve the mindset shift from passive challenge acceptance to proactive chance conversion.
Leading-in
Activity 1
Activity 2
Activity 3
Activity 4
Activity 5
活动内容：呈现课前调查结果，互动提问，导入新课。
1 min
2 mins
5 mins
12 mins
3 mins
15 mins
1 min
1 min
Summary
Assignment
活动内容：根据标题和图片预测文本内容。
Predict
Skim
活动内容：略读段落主旨，总结文本结构。
Trace
Absorb
Respond
活动内容：
寻读梳理细节，完成“Feelings → Solutions → Personality”逻辑链梳理。
活动内容：“Challenge→ Chance”逻辑链升华，写作意图探究。
活动内容：
创造生成作品。
活动内容：总结回顾，升华主题。
活动内容：延续主题，巩固课堂。
From Challenge to Chance
03
教
学
过
程
Teaching Procedures
学习理解
应用实践
迁移创新
[设计意图]实证性学情诊断，真实情境导入，激活已有经验，明确课堂目标。
感
知
与
注
意
[活动内容]呈现课前“学生挑战调查”，导入“解密 Adam 的挑战” 任务。
[评价方式]观察学生反应，初步判断其共情度，诊断学习动机是否有效激活。
(1 min)
03
教
学
过
程
Teaching Procedures
应用实践
迁移创新
学习理解
[设计意图]利用认知冲突(标题“challenge”和图片积极形象)激发学生深度思考。
[评价方式]记录学生对标题词汇的理解和对文本的预测。
感知与注意
[活动内容]根据标题和图片预测文本内容，解析文化负载词“freshman”。
(2 mins)
03
教
学
过
程
Teaching Procedures
应用实践
迁移创新
学习理解
获取与梳理
[设计意图]训练学生略读技能，帮助学生提取关键词凝练思维。
[活动内容]学生自主略读找段落主旨。
(5 mins)
[评价方式]检查学生课本标注及对主题句、关键词的把握。
03
教
学
过
程
Teaching Procedures
应用实践
迁移创新
学习理解
[设计意图]帮助学生整体把握文本逻辑，强化阅读策略。
[活动内容]总结文本结构。
获取与梳理
[评价方式]考察学生能否快速匹配及凝练文本结构。
03
教
学
过
程
Teaching Procedures
应用实践
迁移创新
学习理解
[活动内容]寻读梳理细节，填写“Feelings—Solutions—Personality”栏完成表格。
概括与整合
描述与阐释
(12 mins)
[评价方式]观察学生课堂导学案填写的完整性和准确性。
[设计意图]为学生提供句式支架分析文本，促进其生成批判性思维。
分析与判断
03
教
学
过
程
Teaching Procedures
学习理解
应用实践
迁移创新
分析与判断
[活动内容]核心追问，“Challenge → Chance”逻辑链升华，写作意图探究。
(3 mins)
[评价方式]记录学生回答，诊断其阅读深度和判断其能否关联自身。
[设计意图]深化意义建构，利用数字人强化情感共鸣，自然引出下一环节。
内化与运用
freshmen, teenagers, students, us…
03
教
学
过
程
Teaching Procedures
学习理解
应用实践
迁移创新
想象与创造
[设计意图]实现“发现问题—文本借鉴—合作解决—自我实现”的完整迁移。
[活动内容]个人制作“Challenge-to-Chance”卡片并展示分享。
(15 mins)
[评价方式]聚焦卡片内容真实性与具体性。
03
教
学
过
程
Teaching Procedures
学习理解
应用实践
迁移创新
[活动内容]总结回顾，升华主题。
[评价方式]关注学生课堂专注度和情感饱和度。
(1 min)
[设计意图]归纳强化知识，实现情感认同。
概括与整合
03
教
学
过
程
Teaching Procedures
学习理解
应用实践
迁移创新
[设计意图]巩固课堂内容，检测学习效果，强化情感激励，营造学习期待。
[活动内容]彩蛋互动，作业1延续主题，作业2巩固课堂。
[评价方式]作业1装订成册作为班级项目式作品，作业2定量评分（100分）。
(1min)
出门测
Part 1
Reading Comprehension
Part 2
Vocab. Builder
Part 3
Further Thinking
03
板
书
设
计
Blackboard Design
Design Principle:
60%：The Key Points in the Class
30%: Student-generated Content
10%: Theme
[设计意图]师生共建。可视化学习过程。
04
课
后
反
思
Reflections
Note Area
Attitude matters!
学案
出门测
04
课
后
反
思
Reflections
(1) Objective Achievement
(2) Highlights
(3) Areas for Improvement
1. Strengthen tiered and progressive scaffolding to further bridge the language gap.
2. Deepen assessment dimensions to grasp students’ true learning needs and situations such as introducing more open-ended questions.
1. Effectively implemented the STAR
strategy for deep reading.
2. Holistically integrated teaching,
learning, and assessment.
3. Successfully offered targeted
language scaffolding.
100%


90%

90%
04
教
学
展
望
Outlook
Extend STAR reading strategy to multi-lesson types such as developing adapted strategy frameworks for listening, grammar and writing.
Maintain lesson coherence with review and preview. For instance, an entrance test(入门考) can be considered to conduct besides the exit test(出门测).
Design assignments with short-term and long-term goals: Short-term consolidation to reinforce key know-ledge and long-term project-based learning (PBL) to cultivate students’ ability to solve real-life problems.
Be a STAR Reader
Thank you !
Let’s read and shine！

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