Unit1Period5教学设计-高中英语外研版必修第一册.docx

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1、BooklUnitlANewStart第五课时教学设计课 题Developing ideas: Writing a journal entry课标理 念普通高中英语课程标准提出了指向学科核心素养发展的英语学习活动观 ,学生在主题意义引领下，通过学习理解、应用实践、迁移创新等一系列体现 综合性、关联性和实践性等特点的英语学习活动，依托语篇，在分析和解决问 题的过程中促进语言知识学习、语言技能发展、文化内涵理解、多元思维发 展、价值取向判断和学习策略运用。课标还指出完整的教学活动包括教 、学、评三个方 面。教师应推动教、学、评一体化的实施，突出学生评价主体O课标要 求在，人与自我，的主题语境下，围

2、绕高中起始阶段学习与生活的主题内容， 达成如下要求：1 .提取语篇主要信息和观点，理解语篇要义，概括事实，识别语篇中的时间顺序*92 .理解语篇主要目的和结构特征，显性衔接、连贯手段及行文特征；3 .借助词语和句式形象地传递情感和思想，并以书面形式描述行为和过程；4 .计划、监控、评价和反思学习策略的学习和使用。语 篇 分 析Wh at本课语篇的主题语境是“人与自我”，主题内容为学校生活、积极的生活 态度。语篇记录了作者高中生活第一周的经历及体会，分为四段：第一段总 述作者对高中生活第一周的感受；第二段讲述其上物理课的经历；第三段描 述其参加课外活动并结交新朋友的经历；第四段描述其第二天的计划

3、，抒发 情感。Wh y语篇通过作者介绍自己高中生活第一周的重要点滴，分享其初入高中的 真情实感，旨在引导读者学习日记的语篇特征、内容特点和写作方法，培养 读者通过日记记录、总结学习生活的良好习惯，提高其自控能力和学习能力， 塑造积极乐观的生活态度。Ho w语篇文体为日记，属于记叙文性质的应用文。语篇运用第一人称，基于时 间顺序，记录高中第一周生活。整篇日记采用总分结构，语言文字真实、简 明，同时又鲜活、富含情感，展露出作者对高中生活的逐步适应和热爱。follow the structure and ontent of the modeland rite journal entry about学

4、情分 析本课授课对象是高一年级的学生。他们知晓日记文体及其基本框架，乐于 合作学习，在经历了高中生活的第一周后有记录生活，抒发情感的需求，但 他们对于日记文体的特点，对于如何有层次地整理写作主要内容还一知半解 ,同时对写作评价量表的设计和使用也较为陌生。学习目 标1. To know the text features and content of a journal entry by reading the model essay;2. To remember some expressions to describe the first senior week and to apply th

5、em in the writing task;3. Tocessay w athe first-week experiences at senior;4. To improve the ability to apply acquired expressions by imitative writing and to develop the habit of writing diaries.评价方 法教师通过提问并及时反馈和点评学生的回答，监控学生是否梳理出语篇 具体信息和大意；通过观察学生讨论日记文体特征及相关语言表达环节的行为 表现，调控评价学生的思维外化情况；设计创作日记环节，监测学生本课

6、的知 识获得。学生通过课堂自评和互评促进自我监督式的学习，并在小组评价中， 自我监督参与合作学习的积极性，评价自己的学习态度。学习过程学习目 标评价任务教师活动学生活动设计意图学习目 标1Tea gives instant comment onSt answersand keep close attention to their interest in the topic.Step 1: Lead-inT asks Ss the question: In what ways do you record your good memories?Ss give their answers.Lead-

7、in and arouse Ss interest in class.T quickly gives feedbackandcomments according j to Ss answers to judge whether Ss can conclude the text feature and main idea j of the text.Step 2: Pre-writingT asks Ss to read theournal entry and finish the following tasks:1. Skim the passage and conclude the stru

8、cture of a ournal entry.2. Read the passage quickly and conclude the main idea of each paragraph.Ss read thepassage quickly, finish the tasks andshare theanswers in class. jLet students know the text features and content of a ournal entry by reading the model essay;学习目 标2T quickly gives feedback and

9、 comments according to Ss answers to judge whether Ss can sort out the specific information in the text.3. Answer the following questions(1) How does the writer describe her first week?(2) What was the girls problem with her physics class?(3) Read paragraph 3 again and tell how the authorSs read the

10、 text para by para to find out expressions about language used to describe the author, s first week and accumulateTo remember some expressions and transition words to describe the first senior week.makes the story organized? (4) Find out the following phrases匆忙去某处撞上；偶然遇见朝某人微笑初次尝试某事transition words t

11、opreparethemselves for their later writing.学习目标3Students self-monitor the content of diary writingbasedonactivity 6 of the textbook; teachers design diary writing sessions to monitor students j comprehensive use of language.Step 3: While-reading1. T asks Ss to work in pairs to complete the notes in

12、exercise 6 with their own first-week experiences at j senior high.2. T asks Ss to write a ournal entry about their first-week experiences al senior high.l.Ss complete exercise 6 in pairs.2. Ss write their ournal entries withthe help of what they have learnt inclass.Let students follow the structure

13、and content of the model essay and write a journal entry about the first-week experiences at senior;学习 目 标3Students promote self-supervised learning through self- and peerassessment, and collaborate through monitoring Learning enthusiasm, evaluating their own learning attitude.Step 4: Post-reading1.

14、 T guides students to work out writing rubrics to assess their jobs.2. T asks Ss to selfevaluate their works and then do peer editing to make their writings better.1. Ss createwritingrubrics under Ts guidance.2. Ss make a selfassessmentontheir first drafts and later do peer evaluation to better thei

15、r works.1. Encourage Ss to participate in the creation ofwritingrubrics and have a good understanding of their application.2. Cultivate Ss ability of applying writing rubrics and help them improve writing throughselfevaluation and peer assessment.Lead-inRead for StructurePre-writing:ReadingRead for

16、ContentWhile-writingRead for Language教 学 流程 图Post-writing1. Brainstorm and conclude;1. Seii-evaluation;Peer-editingWriting a Journal EntryThe layout & contents of a journal entryThe language of a journal entry板书设 计DateAn introduction: GeneralImpress沁n of the first weekThe main body:An impressive cla

17、ss,After- school classes,How you slarted a friendship.Correct tensesTransition wordsSpellingRichnessProperness作业 和 拓展1. Revise and polish your own journal entry and prepare to share your polished work in next class;Read two more writings from your classmates and evaluate them with the help活 动设 计of writing rubrics and give advice on improvement教学反 思 与改 进