Unit5Languagesaroundtheworld單元復(fù)習(xí)課2教學(xué)設(shè)計-高中英語人教版

教學(xué)設(shè)計

課程基本信息學(xué)科高中英語年級高一年級學(xué)期秋季課題《人教版新教材必修一復(fù)習(xí)金課》M1U5LanguagesaroundtheWorld(Section2)教學(xué)目標BYtheendofthisclass,thestudentswillbeableto1.collectopinionsandconstructawordbankrelatedto“l(fā)anguagesaroundtheworld”;2.createathematicpassageusingthemerelatedvocabularies;3.incorporatethemerelatedvocabulariesandopinionsintothematicwriting;4.evaluatetheexamplewritingversionsaccordingtothespecificassessmentcriteria.教學(xué)重難點課時分析：本學(xué)習(xí)單元聚焦語言發(fā)展和語言學(xué)習(xí)這一主題。通過第二課時的復(fù)習(xí)，引導(dǎo)學(xué)生自我整理、構(gòu)建主題詞匯網(wǎng)絡(luò)，鞏固并掌握“Languagesaroundtheworld”這一主題下的核心詞匯，分為以下四個維度：“世界語言的種類”、“漢字書寫體系的發(fā)展階段及重要性”、“英語語言發(fā)展的趨勢”以及“語言學(xué)習(xí)的策略及方法”。并借助詞匯云的技術(shù)手段幫助學(xué)生完善他們自己的詞匯庫，鼓勵他們思考并設(shè)計貼近自己生活或?qū)W習(xí)的可以運用這些主題詞匯的真實語境，從理解詞匯到從詞到句到篇的詞匯運用，提高他們在特定的真實語境中綜合使用詞匯以及借助復(fù)雜句子和段落表達自己主題思想的能力。教學(xué)重點：1.引導(dǎo)學(xué)生自我整理、構(gòu)建主題詞匯網(wǎng)絡(luò)：經(jīng)歷以下三個學(xué)習(xí)過程◎collectallthethemerelatedvocabulariesandconstructyourthematicwordbank—◎adjusttheirwordbanksafterreferringtothewordcloud—◎fillintheexampleversionforvocabularyconsolidation；

2.引導(dǎo)學(xué)生思考主題詞匯使用的日常情境和主題寫作的步驟，經(jīng)歷以下三個學(xué)習(xí)過程◎createathematicpassage—◎explorestepstothematicwriting—◎incorporatevocabulariesandopinionsintothematicwriting。

教學(xué)難點：1.激勵學(xué)生自我探索如何就單元主題切實開展主題詞匯的整理和詞匯網(wǎng)絡(luò)的構(gòu)建與完善。

2.激勵學(xué)生自我探索如何分不同的日常情境開展主題寫作并根據(jù)一定的評價標準學(xué)會自我評價。教學(xué)過程LearningProcessLearningActivityPurposeInteractiveMode&TimePrereviewingActivityandLeadinAskthestudentstocollectopinionsabout“l(fā)anguages”inthelastsection.RelateSswiththethematicopinionsinSection1.Classwork(2minutes)Collectionandconsolidationofthemerelatedvocabularies1.Guidethestudentstocollectvocabulariesabout“l(fā)anguages”andconstructawordbankthemed“l(fā)anguages”:Task1:Workinpairstocollectallthethemerelatedvocabulariesfromthesetextsandconstructyourthematicwordbank.Inspirethestudentstoadjustyourwordbankafterreferringtothewordcloud.Task2:pareyourwordbankwiththewordcloudandmakeadjustments.Showthestudentstwolistsofthethemerelatedvocabulariesandlaythebasisforthematicwriting.Task3:Useyourimaginationtocreateathematicpassagewithsomeofthethemerelatedvocabularieshereandshareyourpassagewithyourpartner.Guidethestudentstofillintheexampleversionforvocabularyconsolidation.Possibleanswers:Languagestudy,Foreignlanguagelearning,officiallanguages,writtenChinese,Chinesecharacters,evolvingfrom,Chinesewritingsystem,picturebased,dialects,auniqueculturalperspective,Chinesecalligraphy,practicing,experiencethecharm,grammarrules,vocabularies,languagecourses,culturalworldofview.LeadSstotheunderstandingthatthebasisofthematicwritingisthematicvocabularybuilding.Getstudentsactivelyinvolvedinconstructingthewordnetandconsolidatetheuseofthematicvocabulariesbysummarizing,paring,transferringandcreating.Individualwork&Pairwork(8minutes)ExplorationofthematicwritingOrganizethestudentstoexploresituationstoapplythemerelatedvocabularies◎Situation1:approachesto/tipsforlanguagelearning?Chinese/Englishlearning?onlinelanguagecourses?languagerequirementsstudyingabroad◎Situation2:activitiesrelatedtolanguagelearning?Englishmoviedubbingpetition?Chinesecharacterspellingcontest?poetryrecitation◎Situation3:languages’roleinspreadingculture?spreadauniquecultureofacountry?promoteculturalexchange?preserveendangeredlanguagesInspiretheSstoworkinpairstoexplorethestepstothematicwriting(Take“Situation1:approachesto/tipsforlanguagelearning”forexample):Step1:brainstormaspectsoftips(differentaspectsoftipsforlanguagelearning:◎understandingofthelanguage◎culturalinsights◎studytips◎embracingthejourney)Step2:usethematicvocabulariestoexpressopinionsEg:studytips?municatewithnativespeakersthroughlanguageexchangeplatforms?tryvisuallearningtoenhancelisteningskillsandculturalunderstanding?useflashcardsorAppstomemorizecharacters/vocabularies?usegrammarguides,oronlineresourcestograspthefundamentals?resorttoengagingmaterialstomakelearningexperienceenjoyable?surroundyourselfwiththetargetlanguageStep3:formsentencestoclearlystateopinionsEg:understandingofthelanguage?Chinese,anamazingyetchallenginglanguage,attractsnumerouslearnerseveryyear.Eg:culturalinsights?It’saneffectivewaytoreadclassicliteratureworks,astheycontainawealthofculturalknowledge.Step4:incorporateopinionsintothematicwritingInspiretheSstoworkindividuallyandtrythefollowingthematicwriting(“Situation1:approachesto/tipsforlanguagelearning”):Tip:Vocabularies+Opinions+Logic+Culturalinsight=thematicwritingPromoteSs’thematicwritingabilitiesbyconductingtheexplorationtaskfocusedontheaspectsofapplyingthemerelatedvocabularies.PromoteSs’thematicwritingabilitiesbyconductingtheexplorationtaskfocusedonthestepstothematicwriting.EngageSsinexchangingthoughtswithpartnersaboutthethematicwritingstrategies.Independentthinking;Collaborativelearning;Classwork(15minutes)3.Appreciationandmentsofexampleversions1.Inspirethestudentstoworkingroupsoffourandtalkabout“howtheycanappreciateexampleversion1”.Guidethestudentstoappreciatetheexampleversion1fromthefollowingaspects:?usethematicvocabulariestoexpressideas?coverdifferentaspectsoftips?containvarioussentencestostateopinions?considerlogicandculturalinsightsLeadtheSstoworkingroupsoffour,mentingonexampleversion2accordingtothespecificassessmentcriteria.Meanwhile,haveaconsolidationoftheassessmentcriteria.1.EnhanceSs’criticalthinkingabilityaboutthethematicwritingandmentingonhisorothers’worksaccordingtothespecificassessmentcriteria.2.PromoteSs’cooperationinexchangingideasandmentingarticles.3.GuideSstoadoptapositiveattitudetowardstheirownachievementsinlanguagelearning.Independentthinking;collaborativelearning;classwork(13minutes)Sum