Unit2MakingaDifferenceUnderstandingideas教學(xué)設(shè)計(jì)-高一英語_第1頁
Unit2MakingaDifferenceUnderstandingideas教學(xué)設(shè)計(jì)-高一英語_第2頁
Unit2MakingaDifferenceUnderstandingideas教學(xué)設(shè)計(jì)-高一英語_第3頁
Unit2MakingaDifferenceUnderstandingideas教學(xué)設(shè)計(jì)-高一英語_第4頁
全文預(yù)覽已結(jié)束

下載本文檔

版權(quán)說明:本文檔由用戶提供并上傳,收益歸屬內(nèi)容提供方,若內(nèi)容存在侵權(quán),請(qǐng)進(jìn)行舉報(bào)或認(rèn)領(lǐng)

文檔簡(jiǎn)介

TeachingPlan

Module&Theme:Book3Module2MakingaDifference–ThePowerofGood

TopicContext:Thetopiccontextofthisunitis“humanandsociety”.Studentsaresupposedtodevelopthepositiveattitudesofhelpingothersandhavetheawarenessofbuildingahumanmunitywithasharedfuture.ThepassageThePowerofGoodisabiographyofNicholasWintonwhoistheBritishSchindler,helping669childrenfromthehandoftheNazis.Bystudyingthispassage,studentswillhaveadeeperunderstandingofhelpingpeopleinneed.Inaddition,thestructureofbiographyiswellworthanalyzingandapplyinginwriting.Thelearningstrategybehindisreadingtolearn.

Type&Period:ReadingandWriting&1Period

Teacher:LIHaoyifromHarbinNo.1HighSchool

Students’Analysis:

ThetargetstudentsareinGradeOnefromtheseniorhighschool.Theyhavereadseveralpassagesintheformofbiography,buttheyhaven’thadadetailedlookatthisgenre.Theirunderstandingabouttheoverallstructureandreasoningprocessofthepassageneedstobeimprovedtosomeextend.Meanwhile,teacheroughttoprovidethemwithplatformtoshowtheirindependentjudgementandopinions,whichishelpfulforinvolvementintheclassroom.

LearningObjectives:

Toskimthepassageandunderstandthegistandstructureofit

ToscanthepassageandgetdetailedinformationaboutthelifeofNicholasWinton

Tolearntodevelopthequalityofbeinggoodandbuildingahumanmunitywithasharedfuture

Towriteaminibiography

Keypointsanddifficultpoints:

analyzingpassagestructure(biography)

developingpositiveattitudesofhelpingothers

extractingpassagestructureandwritingaminibiography

Methodology&Strategies:

Toachieveteachinggoals,themunicativeapproachandthetaskbasedteachingmethodswillbeadopted.Asforthelearningmethods,studentwilllearnthislessonbyindependentlearning,andcooperativelearning.

AidsandMaterials:

SmartBlackboard&StudentWorksheet

TeachingProcedures:

StepOne:Leadin

StudentswatchashortvideoclipaboutSchindlerandthenreadhisbriefintroduction.Afterthat,theBritishSchindler,NicholasWinton,willbeintroduced.

Justification:BywatchingashortvideoclipofSchindler,thebackgroundknowledgewillbeactivated.Afterthat,theheroofthispassage,NicholasWinton,willbeintroducedsothatstudentscanhaveabetterunderstandingofthepassagebymakingparison.

StepTwo:Prereading

StudentspredictwhatWintonmighthavedonebywordcloudandpictures.Discussingroupsandsharepersonalopinions.

Justification:Strengthenreadingstrategiesbyutilizinginformationotherthanwordsofthepassagetoaidunderstandingpassages.

CorepetenceImprovement:Bypredictingthemainideaofthepassageviawordcloudandpicturesingroups,studentsreadingstrategiescanbedeveloped.Moreover,somespokenabilitieslikesharingopinionsandevaluatingotherswillbepracticed.

StepThree:Whilereading

GeneralReading

Readthepassageforthefirsttimeandtrytoanswerthefollowingquestions.(groupdiscussion)

What’sthemainideaofthepassage?

What’stheliteratureformofthepassage?(novel/argumentation/biography)

Thinkaboutthestructureofthepassage.Howmanypartsdoesthepassagehaveandwhatarethey?

DetailedReading

Readthepassageagainandtrytofinishthetimeline.

ReadthelistedkeyactionsandfindasmanywordsasyoucantodescribeWinton’spersonal.qualities.

Justification:Bydesigninggradualreadingtasks,studentscanbeguidedtopayattentiontothepassagefromgisttothestructure,andfromthetopicwordstothetopicsentences.Theteacherfocusesondevelopingstudents’readingstrategiesofskimmingandsummarizing.

CorepetenceImprovement:Studentsacquiretextinformationbyscanningandextracttheoverallstructureofthepassage.

StepFour:PostReading

StudentActivity:WritingtheoutlineofaminibiographyofTUYouyoubyusingthestructureofthereadingpassage.(Studentswillfinishthewholewritingafterclassashomework)

Justification:Throughwritingoutline,studentscanreviewwhattheyhavelearntandlearnthestructureofbiographywithattention(explicitlearning).“N+1”isaproperknowledgegapforstudentstolearn.Readtolearnandthenusethatknowledgeinwritingisagreatwaytopractice,whichisareasonablechallengetotakeup.

CorepetenceImprovement:Biographystructurewillbestrengthenviawritingaminibiographybythemselves.Readingskill,readingtolearn,canbedevelopedinthissection.

StepFive:Summary

Leadthestudentstosummarizethestructureoftheessay.

Askquestionstofurtherexplorethethememeaningofthelessonanddevelopthequalityofbeinggoodandbuildingahumanmunitywithasharedfuture.

SelfevaluationTable

Items

Yes

No

Goodclassroominvolvement

Contributioningroupdiscussion

Readingspeed

Biographystructure

Writingpletion

Attitudesofhelpingothers

Justification:Theteacherhelpsstudentsdevelopasenseofresponsibilityandexploituniqueandeffectivelearningmethods.

CorepetenceImprovement:Studentsdeveloptheabilitytoassessthemselves.

Homework:

Finishingtheminibiography

Extractingthetimelineoftheminibiography

Givingreasonsofhelpingothers

AssessmentFunction:

Inthislesson,theteacherusesfiveassessmentfunctionstopromotethedevelopmentandimprovementofstudents.

DentificationFunction:Theidentificationfunctionisthebasicfunctionofeducationalassessment.Throughthetableinthesummarypart,studentscanassessthemselvesonhowtheygraspthemainpointsofthislesson.

OrientationFunction:Forthestudents,theteacher'staskactsasa"baton",whichdirectstheirorientations.Intheleadinandprereadingparts,theteacherdesignsquestionsfromshallowleveltodeeplevelandstudentscanworkhardtoreachtheeligiblestandardsothatstudentscangetpositivements.

MotivationFunction:Allstudentshavethedesiretoobtainhigherassessmentandrealizetheirownvalue.Inthelastpartofthewhilereading,theteacherasksthest

溫馨提示

  • 1. 本站所有資源如無特殊說明,都需要本地電腦安裝OFFICE2007和PDF閱讀器。圖紙軟件為CAD,CAXA,PROE,UG,SolidWorks等.壓縮文件請(qǐng)下載最新的WinRAR軟件解壓。
  • 2. 本站的文檔不包含任何第三方提供的附件圖紙等,如果需要附件,請(qǐng)聯(lián)系上傳者。文件的所有權(quán)益歸上傳用戶所有。
  • 3. 本站RAR壓縮包中若帶圖紙,網(wǎng)頁內(nèi)容里面會(huì)有圖紙預(yù)覽,若沒有圖紙預(yù)覽就沒有圖紙。
  • 4. 未經(jīng)權(quán)益所有人同意不得將文件中的內(nèi)容挪作商業(yè)或盈利用途。
  • 5. 人人文庫網(wǎng)僅提供信息存儲(chǔ)空間,僅對(duì)用戶上傳內(nèi)容的表現(xiàn)方式做保護(hù)處理,對(duì)用戶上傳分享的文檔內(nèi)容本身不做任何修改或編輯,并不能對(duì)任何下載內(nèi)容負(fù)責(zé)。
  • 6. 下載文件中如有侵權(quán)或不適當(dāng)內(nèi)容,請(qǐng)與我們聯(lián)系,我們立即糾正。
  • 7. 本站不保證下載資源的準(zhǔn)確性、安全性和完整性, 同時(shí)也不承擔(dān)用戶因使用這些下載資源對(duì)自己和他人造成任何形式的傷害或損失。

最新文檔

評(píng)論

0/150

提交評(píng)論