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Module5OntheRoadCoasttoCoastLearningObjectives04TeachingProcedures05CONTENTSTheories01AnalysisoftheMaterial02AnalysisofStudents03BlackboardDesign06

Theories

MaterialStudentsObjectivesProceduresBlackboardBloom,1956創(chuàng)造評價運用知識Anderson&Krathwohl,2001Lower-orderthinkingHigher-orderthinking

Theories

MaterialStudentsObjectivesProceduresBlackboard“英語學習活動觀”學習理解應用實踐遷移創(chuàng)新感知與注意獲取與梳理概括與整合核心素養(yǎng)描述與詮釋分析與判斷內(nèi)化與運用推理與論證批判與評價想象與創(chuàng)新單元教學內(nèi)容分析TheoriesMaterialStudentsObjectivesProceduresBlackboardStartingout

一個關于世界五大熱門旅行目的地的視頻和一個關于學生旅行習慣的調(diào)查問卷。Understanding

Ideas

(Reading)

一個職業(yè)攝影博主的采訪,包括她的工作內(nèi)容、與西澳大利亞的淵源以及對環(huán)保的看法。Using

Language

貝爾尼納快車沿線風景的介紹以及夏威夷度假的廣告;

詞匯部分以郵件的形式說明了旅行前的準備工作。聽說部分為一段賓館接待員與游客間的關于問路的對話。Developing

Ideas

(Reading)

以電子郵件的形式展示了Eva和家人的穿越北美大陸的旅程,講述了旅程中的所見所聞。Developing

Ideas

(Writing)

Alice在云南時給Emma寄的一張明信片,表達了自己云南之旅的感受。Presenting

Ideas判斷圖標代表的中國城市,并設計一個能夠體現(xiàn)城市特色的圖標。主題語境:人與自然語境內(nèi)容:通過旅行來了解世界,欣賞和尊重文化多樣性。學習發(fā)展實踐從不同角度引發(fā)學生對旅行意義的思考。單元教學框架TheoriesMaterialStudentsObjectivesProceduresBlackboardStartingOutUnderstandingIdeasDevelopingIdeas(Reading)UsingLanguage(Grammar)UsingLanguage(Vocabulary)UsingLanguage(ListeningandSpeaking)DevelopingIdeas(Writing)PresentigIdeas世界五大旅游勝地職業(yè)攝影博主與旅行的淵源貝爾尼納快車的沿線風景及夏威夷度假的廣告旅行前的準備工作游客與賓館接待員間的關于問路的對話穿越北美大陸的旅行經(jīng)歷云南旅游的明信片激發(fā)旅行興趣感受異域風光掌握旅行技能體會旅行意義了解習得感悟在旅行中獲得和諧的自然觀,積極的生活觀,包容的文化觀。傳播中國文化,堅定文化自信為中國城市設計圖標CoasttoCoastTextAnalysis

語篇文本解讀TheoriesMaterialStudentsObjectivesProceduresBlackboard語篇類型:電子郵件TextAnalysis

語篇文本解讀TheoriesMaterialStudentsObjectivesProceduresBlackboardWhatWhyHowTextAnalysis

語篇文本解讀TheoriesMaterialStudentsObjectivesProceduresBlackboardWhat:語篇內(nèi)容是Eva向Amy介紹她和家人穿越北美大陸之旅。學生能夠?qū)W習旅行見聞的表達,了解加拿大的地理知識、風土人情,培養(yǎng)跨文化意識,為Writing和Presentingideas做好鋪墊,同時從另一角度深入理解單元主題“OntheRoad”。WhereWhoThingstheyenjoyedLifeislikeajourney.Wearealwaysontheroad.WhenHowCoasttoCoastWhatProblemstheyfacedTextAnalysis

語篇文本解讀TheoriesMaterialStudentsObjectivesProceduresBlackboardWhy:通過描述旅行途中的problemstheyfaced以及thingstheyenjoyed,體現(xiàn)了旅途過程中的挑戰(zhàn)與收獲,引發(fā)對“Lifeislikeajourney”和“wearealwaysontheroad”的思考;同時,通過展現(xiàn)人物在旅行中的情感態(tài)度,促進學生聯(lián)系自身實際,形成正確的家庭觀和人生觀。TextAnalysis

語篇文本解讀TheoriesMaterialStudentsObjectivesProceduresBlackboardHow:本文為一篇與好友分享旅行經(jīng)歷的電子郵件。文章按照時間和空間的順序發(fā)展,結(jié)構(gòu)清晰。文本中還穿插著彩色插圖,更加直觀地展現(xiàn)了加拿大風光。語篇使用大量的代詞,使文章更加流暢,還使用了許多生動的疑問句和感嘆句來烘托當時的情景與人物情感。TheoriesMaterialStudentsObjectivesProceduresBlackboardKnowBook1Unit5andUnit6

"ManandNature"Words&ExpressionsReadingStrategiesBloggingAustralia“travel”Senior1wanttoknowBeinterestedinthistopicHaveastrongwillingnesstofurtherstudyandthink.TheoriesMaterialStudentsObjectives

ProceduresBlackboardLearningObjectivesBytheendoftheperiod,thestudentsareexpectedto:01020304IdentifythefeatureofanEmailandgetfamiliarwiththestructureofdescribingtravelexperience.ObtainagoodunderstandingofthewholetextandsomegeographicalknowledgeandlocalcustomsofCanada.Analyzetheauthor'sfeelingsandexplorethevalueoftravelandlife.Describetheirtravelexperiencebyusingwhattheyhavelearned.LanguagecompetenceThinkingqualityLanguagecompetenceCulturalconsciousnessThinkingqualityLanguagecompetenceThinkingqualityLearningabilityCorecompetencesTheoriesMaterialStudentsObjectives

ProceduresBlackboardKeyPointsDifficultPointsStudentscananalysetheemotionandattitudeofcharacters.Studentscanformacorrectfamilyvalueandoutlookonlife.Studentscantalkabouttheirowntravelexperiencebyusingwhattheyhavelearned.Studentscanexplorethevalueoftravelandlife.TheoriesMaterialStudentsObjectives

ProceduresBlackboardLead-in01Pre-reading02Prediction03Fast-reading04Readingfordetails05Thinkandshare06Postreading07Homework082mins1min9mins8mins10mins6mins2mins2minsLead-inTheoriesMaterialStudentsObjectives

ProceduresBlackboardGuesswhichcountryitis.2officiallanguagesOttawaCapital:BeaverIcehockeyEnglishandFrench設計意圖:通過感知與注意活動,激活學生英語學習的興趣,了解加拿大概況和文化常識,為閱讀理解和思維拓展做好鋪墊。Lead-inPre-readingTheoriesMaterialStudentsObjectives

ProceduresBlackboardWhatisthetypeofthetext?E-mail設計意圖:

學生通過閱讀圖片、結(jié)構(gòu)等信息獲取語篇類型。

Lead-inPre-readingTheoriesMaterialStudentsObjectives

ProceduresBlackboard?Prediction設計意圖:

通過預測激發(fā)學生思維,為閱讀文本做鋪墊。Readthetitleandpicturesandpredictwhatthetextisabout?Lead-inPre-readingWhile-readingTheoriesMaterialStudentsObjectives

ProceduresBlackboardFast-readingCoasttoCoastWhenWhatWhereWhoHow設計意圖:

通過獲取4W和H,梳理文本大意和內(nèi)容框架,掌握語篇的宏觀結(jié)構(gòu)。Lead-inPre-readingWhile-readingTheoriesMaterialStudentsObjectives

ProceduresBlackboardScantheE-mailandwritetheplacesonthemap.RockeyMountainsVancouverNewfoundlandQuebecVancouverRockyMountainsQuebecNewfoundland設計意圖:

學生運用skimming和scanning的閱讀技巧獲取信息——旅行的線路。Lead-inPre-readingWhile-readingTheoriesMaterialStudentsObjectives

ProceduresBlackboardWhathappenedineachplace?VancouverRockyMountainsQuebecNewfoundlandReadfordetailsNewfoundlandLead-inPre-readingWhile-readingTheoriesMaterialStudentsObjectives

ProceduresBlackboardwhenwherewhohowwhatUnit5CoasttoCoastVancouverRockyMountainsQuebecNewfoundlandThingstheyenjoyedProblemstheyfacedStoryLineLead-inPre-readingWhile-readingTheoriesMaterialStudentsObjectives

ProceduresBlackboardDrawalinetoreflecttheemotionofEvaandherfamily.upsanddownsinthelife設計意圖:1.通過整合路線、見聞、感受等相關信息,建構(gòu)結(jié)構(gòu)化知識,為新語境中的遷移運用做鋪墊。

2.引導學生形成正確的家庭觀和生活觀。StoryLineEmotionLineLead-inPre-readingWhile-readingCriticalthinkingTheoriesMaterialStudentsObjectives

ProceduresBlackboardQ1Whatdoyouthinkwasthemostmemorablemomentoftheirtrip?Thinkandshare:設計意圖:通過批判與評價活動,引導學生思考Eva旅行中的得失和意義,培養(yǎng)學生的思維品質(zhì)。Lead-inPre-readingWhile-readingCriticalthinkingTheoriesMaterialStudentsObjectives

ProceduresBlackboardQ2Whatdoestravelbringus?Thinkandshare:beautifulscenerydeliciousfoodcustomculturecloserrelationshipwithfamilychallengebuthappiness設計意圖:

通過融合自己的情感體驗,從不同角度引發(fā)學生對旅行意義的深度思考。Lead-inPre-readingWhile-readingCriticalthinkingPost-readingTheoriesMaterialStudentsObjectives

ProceduresBlackboardGiveatalkaboutyourtravelexperience.ThingsyouenjoyedProblemsyoufaced設計意圖:通過內(nèi)化、運用與遷移,學生基于本節(jié)課所學再聯(lián)系自身實際對某次旅游進行描述,加深對主題意義的理解。WhenWhatWhereWhoHowTheoriesMaterialStudentsObjectives

ProceduresBlackboardLead-inPre-readingWhile-readingCriticalthinkingPost-reading設計意圖:

促成學生形成樂觀向上的世界觀、人生觀及價值觀。Lifeisajourney.Weareontheroadallthetime.Theories

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