2024-2025學年新教材高中英語 Unit 5 On the road泛讀 技能初養(yǎng)成教學實錄 外研版必修第二冊

2024-2025學年新教材高中英語Unit5Ontheroad泛讀技能初養(yǎng)成教學實錄外研版必修第二冊學校授課教師課時授課班級授課地點教具設(shè)計思路本節(jié)課以《Ontheroad》為泛讀文本，旨在培養(yǎng)學生英語閱讀技能。課程設(shè)計緊密結(jié)合外研版必修第二冊教材，通過引導學生在閱讀中培養(yǎng)預(yù)測、略讀、精讀、查讀等技巧，提高閱讀理解能力。教學過程中，注重激發(fā)學生興趣，培養(yǎng)自主學習能力，使學生在實際語境中運用所學知識，提升英語綜合應(yīng)用能力。核心素養(yǎng)目標1.培養(yǎng)學生的語言理解能力，通過閱讀理解文章主旨和大意。

2.提升學生的文化意識，了解不同文化背景下的旅行體驗。

3.增強學生的思維品質(zhì)，通過分析文本結(jié)構(gòu)和邏輯，培養(yǎng)批判性思維。

4.強化學生的學習能力，學會通過多種途徑獲取信息，提高自主學習效率。教學難點與重點1.教學重點：

-核心內(nèi)容：文章主旨和大意的理解。教師需引導學生通過關(guān)鍵詞和主題句識別文章的中心思想，例如，通過文章中的描述性細節(jié)和轉(zhuǎn)折詞來捕捉作者的旅行體驗。

-具體細節(jié)：通過練習題和討論，幫助學生識別文章的結(jié)構(gòu)，如引言、發(fā)展、高潮和結(jié)論，并理解每個部分如何支持文章的主旨。

2.教學難點：

-難點內(nèi)容：跨文化理解能力的提升。由于文化差異，學生可能難以理解某些旅行體驗背后的文化背景。

-具體細節(jié)：教師可以設(shè)計包含不同文化習俗的閱讀材料，引導學生分析并討論文化差異對旅行體驗的影響。例如，通過比較中西方旅行習慣的不同，幫助學生理解文化背景對旅行描述的影響。教學方法與手段教學方法：

1.講授法：用于引入閱讀技巧和文章結(jié)構(gòu)分析，講解關(guān)鍵文化背景知識。

2.討論法：組織小組討論，鼓勵學生分享旅行經(jīng)歷，提高跨文化理解能力。

3.角色扮演：通過角色扮演模擬不同文化背景下的旅行情景，增強學生的實際應(yīng)用能力。

教學手段：

1.多媒體展示：使用PPT展示旅行圖片和視頻，激發(fā)學生學習興趣。

2.在線閱讀平臺：利用在線資源提供額外的閱讀材料，拓展學生的閱讀視野。

3.互動軟件：利用教學軟件進行互動練習，提高學生的參與度和學習效果。教學過程【導入】

（教師）：Goodmorning,everyone.Today,wearegoingtoembarkonavirtualjourneythrough"OntheRoad,"atextthatcapturestheessenceoftravelexperiences.Beforewediveintothereading,let'sactivateourpriorknowledge.Haveanyofyoutraveledabroad?Whataresomeofthehighlightsofyourtrip?(學生分享旅行經(jīng)歷)

【熱身活動】

（教師）：Now,let'swarmupwithsomevocabularyrelatedtotravel.I'llsayaword,andyoutrytocomeupwithasentenceusingit.Ready?Herewego...

【新課導入】

（教師）：Great!Nowthatwe'veactivatedourpriorknowledgeandwarmedupwithtravelvocabulary,let'sfocusonourtext."OntheRoad"isaboutajourney,butit'snotjustanyjourney.It'saboutpersonalgrowth,culturaldiscovery,andthequestforself-identity.Let'sexplorethesethemestogether.

【閱讀指導】

（教師）：First,let'spreviewthetext.Lookatthetitleandthepictures.Whatdoyouthinkthisstorymightbeabout?(學生預(yù)測)

（教師）：Now,let'sstartreading.Remember,wearegoingtouseourreadingstrategiestohelpusunderstandthetextbetter.We'lluseskimmingtogetthemainidea,scanningforspecificinformation,andclosereadingtoanalyzethedetails.

【段落閱讀與分析】

（教師）：Let'sbeginwiththefirstparagraph.Whatisthemainidea?Canyoufindthetopicsentence?(學生閱讀并回答)

（教師）：Now,let'sdiscusstheauthor'stoneandpurposeinthisparagraph.Howdoestheauthordescribethesetting?(學生討論)

（教師）：Movingontothenextparagraph,weseetheauthor'sjourneytakeaturn.Whatnewinformationdowelearn?Howdoesthisparagraphcontributetotheoverallthemeofthetext?(學生閱讀并分析)

【討論與分享】

（教師）：Now,let'shaveaclassdiscussion.Howdoyouthinktheauthor'spersonalexperiencesinfluencedtheirwriting?Whatcanwelearnfromtheirjourney?(學生分享觀點)

【角色扮演】

（教師）：Tofurtherunderstandtheculturalaspectsofthetext,let'srole-playascenefromthestory.Imagineyouaretheauthorinthissituation.Howwouldyoureact?(學生進行角色扮演)

【總結(jié)與反思】

（教師）：Nowthatwe'veexploredthetext,let'ssummarizewhatwe'velearned.Whatarethekeythemesof"OntheRoad"?Howdoesthisstoryrelatetoourownlives?(學生總結(jié))

【作業(yè)布置】

（教師）：Forhomework,Iwouldlikeyoutowriteashortessayreflectingonyourowntravelexperiencesandhowtheyhaveshapedyourperspectiveontheworld.Remembertoincludespecificexamplesandrelatethemtothethemeswediscussedinclass.

【課堂小結(jié)】

（教師）：Today,wehavejourneyedthrough"OntheRoad,"uncoveringthemesofpersonalgrowth,culturaldiscovery,andself-identity.Readingisnotjustaboutunderstandingthewordsonthepage;it'saboutexperiencingtheworldthroughdifferentlenses.Ihopeyouallenjoyedthisvirtualtripandthatithasinspiredyoutoexploremoreoftheworldaroundyou.Remember,everyjourneyisalearningexperience.Keepreading,keepexploring,andkeepgrowing.拓展與延伸1.提供與本節(jié)課內(nèi)容相關(guān)的拓展閱讀材料：

-《TheTraveler'sGift》：這本書通過旅行者的故事，探討了人生旅程中的個人成長和發(fā)現(xiàn)自我。

-《TheArtofTravel》：AlaindeBotton的這本書提供了關(guān)于旅行的哲學思考，包括旅行如何影響我們的世界觀。

-《Vagabonding》：RolfPotts的這本書鼓勵讀者進行長時間的旅行，以發(fā)現(xiàn)生活的意義和自我實現(xiàn)。

-《AWalkintheWoods》：BillBryson的這部作品以幽默的筆觸講述了他在美國東南部徒步旅行的經(jīng)歷，揭示了旅行中的自然之美和人生哲理。

2.鼓勵學生進行課后自主學習和探究：

-學生可以選擇上述書籍中的任意一本進行閱讀，并撰寫書評，分享他們的閱讀體驗和對書中主題的理解。

-組織一個小組項目，讓學生研究一個特定的國家或地區(qū)，了解其文化、歷史和旅行特色，然后制作一個展示板或進行口頭報告。

-利用在線資源，如旅行博客、視頻和虛擬旅游網(wǎng)站，讓學生探索不同地區(qū)的旅行故事，并討論這些故事如何反映當?shù)匚幕蛡€人經(jīng)歷。

-設(shè)計一個模擬旅行計劃，讓學生規(guī)劃一次假想的旅行，包括目的地選擇、旅行路線、預(yù)算和活動安排，以此提高他們的規(guī)劃能力和決策能力。

-鼓勵學生參與或觀察學校或社區(qū)組織的旅行活動，如戶外探險、文化交流或志愿服務(wù)，將這些實際經(jīng)驗與課堂學習相結(jié)合。

-通過社交媒體或在線論壇，讓學生分享他們的旅行故事和照片，與其他同學交流旅行心得，擴大他們的國際視野。

-安排一次專題講座或研討會，邀請旅行作家、攝影師或旅行專家來校分享他們的旅行經(jīng)歷和攝影技巧，激發(fā)學生的興趣和靈感。教學反思與總結(jié)Ah,well,aswewrapupthislessonon"OntheRoad,"Ifindmyselfreflectingonthejourneywe'vetakentogether.It'salwaysabitliketraveling—fullofunexpectedturnsandmomentsofdiscovery.

Letmestartwiththeteachingstrategies.Ithinkwedidagoodjobofactivatingpriorknowledgebyhavingthestudentssharetheirtravelstories.Itwasgreattoseehowpersonalexperiencescanreallybringatexttolife.However,IrealizedthatIcouldhavegivenmoretimeforstudentstodelvedeeperintotheirownstories,whichmighthaveenrichedourdiscussionevenmore.

Intermsofthereadingstrategies,I'mhappytosaythatthestudentsseemedtograspthemainideaofeachparagraphquitewell.Weusedskimmingandscanningeffectivelytogetthegistanddetails.ButInoticedthatsomestudentsstruggledwithidentifyingtheauthor'stoneandpurpose.Maybenexttime,I'llspendabitmoretimeonthis,perhapswithsomeguidedpracticeexercises.

Now,let'stalkaboutclassroommanagement.Overall,thestudentswereengagedandparticipative.However,thereweremomentswhenthenoiselevelwasabittoohigh,andIthinkIcouldhavebeenmoreassertiveinmaintainingaquietandfocusedenvironment.I'llworkonthatforthenextclass.

Asfortheteachingsummary,Ibelieveweachievedquiteabittoday.Thestudentsdemonstratedanunderstandingofthetext'sthemesandwereabletoconnectthemtotheirownlives.Theirabilitytoanalyzetheauthor'suseoflanguageandtheculturalaspectsofthestorywasimpressive.Theyalsoshowedimprovementintheirreadingskills,especiallyinidentifyingmainideasandsupportingdetails.

But,ofcourse,there'salwaysroomforimprovement.Somestudentsseemedabithesitanttosharetheirthoughts,whichmightbeduetotheclassroomenvironmentortheirownconfidencelevels.IneedtothinkabouthowIcancreateamoreinclusiveandsupportivespaceforeveryone.

Intermsofthehomework,I'mlookingforwardtoseeinghowtheyapplywhatthey'velearnedintheiressays.It'sagreatwaytoassesstheirunderstandingandtoseehowtheycanexpresstheirthoughtsinwriting.

Forthefuture,Iwanttofocusonafewthings.First,I'llworkondevelopingmoreinteractiveactivitiesthatcanhelpbuildconfidenceandencourageparticipation.Second,I'lltrytoincorporatemorevariedreadingmaterialsthatcatertodifferentlearningstyles.Andlastly,I'llcontinuetomonitorthenoiselevelandfindwaystomaintainacalmandproductiveclassroomatmosphere.

Inconclusion,today'slessonwasasuccess,butitalsotaughtmealot.Teachingisacontinuouslearningprocess,andeveryclassisanewadventure.I'mexcitedaboutthejourneyaheadandtheopportunitiesitwillbring.Here'stomoretravelsanddiscoveriesinournextclass!課堂Intheclassroom,evaluationisacriticalpartoftheteachingandlearningprocess.Itallowsmetogaugethestudents'understanding,identifyareasofstrength,andpinpointareasthatneedimprovement.Here'showIapproachclassroomevaluationinthecontextofour"OntheRoad"unit.

1.ClassParticipation:

-Throughstudentresponsestoquestions,Iassesstheircomprehensionofthetextandtheirabilitytorelateittotheirownexperiences.

-Iobservehowstudentsengageindiscussions,notingtheirabilitytoexpressthemselvesclearlyandcoherently.

-Iusepeerreviewtoencouragestudentstogiveconstructivefeedbacktotheirclassmates,whichalsohelpsintheirownlearningprocess.

2.ReadingComprehension:

-Iposeopen-endedquestionsthatrequirestudentstoanalyzethetext,extractkeyinformation,andmakeinferences.

-Iuseshort-answerquestionstotestthestudents'abilitytosummarizethemainideasofthepassagesandunderstandtheauthor'sintentions.

-Iadministercomprehensionquizzesthatincludemultiple-choiceandtrue/falsequestionstoevaluatethestudents'factualunderstandingofthetext.

3.SkillsApplication:

-Duringgroupactivities,Iwatchasstudentsapplyreadingstrategieslikeskimming,scanning,andclosereading.

-Iaskstudentstowritebriefsummariesorrespondtodiscussionprompts,whichallowsmetoassesstheirabilitytoprocessandsynthesizeinformation.

4.CulturalInsight:

-Iusediscussionsandactivitiestoseehowwellstudentsunderstandandappreciatetheculturalaspectsofthestory.

-Imightaskstudentstocompareandcontrasttravelexperiencesdescribedinthetextwiththeirownorthoseoftheirpeers,encouragingculturalsensitivity.

5.ReflectiveWriting:

-Iprovidestudentswithreflectivewritingassignmentswheretheycanexpresstheirthoughtsandfeelingsaboutthetext.

-Theseassignmentsallowmetoassesstheirabilitytoanalyzethemesandhowtheyconnecttothebroaderconceptsdiscussedinclass.

Intermsofimmediatefeedback,Iensurethat:

-Questionsareposedtokeeptheclassengagedandtoencouragedeeperthinking.

-Studentsarepraisedforcorrectresponsesandconstructivecriticismisofferedwhennecessary.

-Anyconfusionormisunderstandingisaddressedpromptlytopreventmisconceptionsfrombecomingingrained.

Asforhomework,here'showIapproachtheevaluation:

1.GradingCriteria:

-Iprovideaclearrubricthatoutlinestheexpectationsfortheessaysandotherwrittenassignments.

-Therubricincludescriteriaforcontent,organization,languageuse,andmechanics.

2.Feedback:

-Iwritedetailedcommentsonthestudents'essays,pointingoutstrengthsandareasforimprovement.

-Ischeduleindividualconferencestodiscussthefeedbackwithstudentsandtoguidethemonhowtoimprove.

3.ProgressMonitoring:

-Bytrackingstudents'performanceonhomeworkovertime,Icanmonitortheirprogressandadjustmyteachingmethodsaccordingly.

-Ifastudentconsistentlyunderperforms,Iwillprovideadditionalsupportandresourcestohelpthemcatchup.

Overall,myapproachtoclassroomandhomeworkevaluationisdesignedtobesupportiveandconstructive.It'snotjustaboutassessingwhatstudentsknowbutalsoaboutfosteringtheirlearningandgrowth.課后作業(yè)為了鞏固學生對“OntheRoad”這一課的理解，以下是一些課后作業(yè)題目，旨在幫助學生深入思考課文內(nèi)容，并提高他們的閱讀和分析能力。

1.**寫作練習**：

-題目：Writeashortessaydiscussingthethemeofself-discoveryin"OntheRoad."Howdoestheauthor'sjourneyreflectthesearchforpersonalidentity?

-答案示例：In"OntheRoad,"theauthor'sjourneyisametaphorforthequestforself-discovery.Theconstantmovementandencounterswithdifferentpeopleandplacessymbolizetheexplorationofone'sownidentity.Theauthor'stransformationfromanaiveyoungmantoamoreintrospectiveindividualhighlightstheimportanceofself-reflectionandthejourneywithin.

2.**角色分析**：

-題目：Analyzethecharacteroftheauthorin"OntheRoad."Whatpersonaltraitsdoyouthinkcontributetotheirjourneyandexperiences?

-答案示例：Theauthorin"OntheRoad"ischaracterizedbyastrongsenseofcuriosityandadesireforadventure.Theirrestlessnessandwillingnesstoembracenewexperiencesarekeytraitsthatdrivetheirjourney.Thesetraitsalsocontributetotheirabilitytoadapttodifferentsituationsandlearnfromthem.

3.**文化對比**：

-題目：Compareandcontrasttheauthor'stravelexperienceswiththoseofanothertravelerfromadifferentculture.Howdotheirexperiencesreflectculturaldifferences?

-答案示例：Theauthor'stravelexperiencesin"OntheRoad"canbecontrastedwiththoseof,say,atravelerfromJapan.WhiletheJapanesetravelermightfocusontheaestheticandhistoricalaspectsoftheirjourney,theauthorismoreinterestedinthepersonalandemotionaljourney.Thisdifferencereflectstheculturalemphasisonintrospectionandself-expressionintheauthor'sbackgroundversusthemorecommunalandtraditionalvaluesinJapaneseculture.

4.**寫作風格分析**：

-題目：Explaintheauthor'swritingstylein"OntheRoad."Howdoesitcontributetotheoveralltoneandimpactofthestory?

-答案示例：Theauthor'swritingstylein"OntheRoad"isintrospectiveandreflective,oftenusingstream-of-consciousnessnarrative.Thisstyleallowsthereadertoexperiencetheauthor'sthoughtsandfeelingsinreal-time,ma