下载文档原格式
单元整体教学设计
单元主题内容框架图／思维导图单元主题内容框架图／思维导图
课标分析大单元教学基于课程标准，围绕单元主题，对教材单元等资源进行深入解读分析，结合学习主体的认知及生活经验，对教材单元进行必要的整合或重组，搭建一个由单元主题，各语篇主题相互关联，逻辑清晰的完整的学习单元，即单元育人蓝图。
从而使教师能够围绕一个完整的主题设定单元目标。
教师进而将单元教学目标转为基于语篇的学生学习活动，构成学生学习单元。
使学生能通过对各种语篇的语言学习和意义建构，逐步学会运用所学语言，思想观点，方法策略，生成围绕该单元主题的深层认知，态度和价值判断。
体现单元核心素养的重点语言表达体现单元核心素养综合表现的重点语言表达如下：
【单词、短语】camera照相机unbelievable难以置信的progress 进步、发展rapid快速的unusual不寻常的toilet厕所
【句子】我父亲去过北京两次。
My father has been to Beijing twice.
你曾去过英格兰吗？
Have you ever been to England?
检查人签字：_____________ 时间：年月日。
Teaching planSection A 2 (3a-3b)【Teaching objectives】nguage goals（1）New words： suggest , staff（2）Sentence structures：I promise it’ll be exciting.Excuse me, Could you tell us when the band starts playing this evening?Do you know where we can get some food quickly?I wonder where we should go next.2.Skill objectives:（1）learn and master the fast reading skill ”scanning”（2）Can ask for information politely with objective clauses with wh-questions.（3）The ability to paraphrase a sentence with another sentence to express the same or similar meaning3. Emotional goals: Train students to respect others, be polite to others, and love life. 【Key points and difficulties】(1) Help students understand the reading better.（2）Ask for information politely with objective clauses with wh-questions（3）Rewrite a sentence with another sentence to express the same or similar meaning 【Teaching procedures】Step 1 Lead-inShow a video to attract students’ attention and arouse students’ interests.Play a guessing game. Let students guess four vivid pictures of rides to let Ss learn about other recreation facilities in the amusement parks and make them have a clear understanding about them.Ask students following questions and use the pictures to lead in the new lesson.Have you tried them before?Did you feel excited?Are you afraid of the rides?Step 2 learn a fast reading skill”scanning”To help students feel what is scanning and why students need to learn the reading skill (show them a video).The definition of scanning will be shown to studentsStep 3 Help students understand how to scanPurpose: Show three techniques and examples, students can know how to scan.① Decide exactly what information you are looking for.It means when students read a passage, they should find key words and keep them in mind.In order to help students understand how to use this technique, an example will be given to them. And ask students to find key words from the question and the passage.② Predict how the answer will appear.It means students should try to find out clues from the question. An example will be given to students and tell them how to predict, like if the question contains where... , they just need to find the place to save time.③Move your eyes as quickly as possible down the page.Scanning is a fast reading skill, moving eyes as fast as they can and use figure or make notes can help student read more effectively.Step 4 Practicing (Fast reading)Ask students questions about the 3a to practice the fast reading skill.Q1: Do people always enjoy themselves in Fun Times Park?Yes , they do.Q2: Which word in the title tells us they always enjoy themselves?The word “always” in the title.Q3:When does the band start playing this evening?Eight o’clock.Q4:Why should Alice and He Wei get Uncle Bob’s early for dinner?Because the restaurant is always busy, so they should get there early to get a table.Step 5 careful reading.Make students read the reading carefully ,and answer the questions below.Q1: Why did Alice not want to go on the new ride?Because she was afraid./she thought the ride looked scary.Q2:What did He Wei advise Alice to do if she is scared during the ride?If she is scared, just shout or hold his hand.Q3:Did Alice try the ride? How did she feel after the ride?Yes, she did. She said that was fun! She was scared at first, but shouting did help.Q4: What will they do after the ride ?They want to go to the Water City Restaurant to have some delicious foodQ5: What is special about Uncle Bob's restaurant ?A rock band plays there every evening.Step6: Language points1. I was scared at first, but shouting did help.此句是强调句(相当于I was scared at first, but shouting really helped).英语中，助动词do用在肯定句中表示对谓语动词进行强调，构成强调句。
八年级下册Unit 10 I’ve had this bike f or three years.教案Section A (3a-3c)学习目标：★知识目标：掌握本课单词和短语clear clear out bedroom no longer own railway certain honest truthful to be honest part part with while★能力目标：能从阅读中获得个人物品的相关信息。
★情感目标：正确处理并充分利用自己的废旧物品。
★教学过程：Step 1 New words1. bedroom n. 卧室2. railway n.铁路；铁道3. junior adj.地位 (或职位、级别) 低下的junior high school 初级中学e.g. We could give the job to somebody junior.我们可以把这份工作交给职位较低的人。
4. own v. 拥有；有e.g. Most households now own at least one car. 大多数家庭现在至少有一辆汽车。
5. truthful adj. 诚实的；老实的e.g. He was not always truthful.他并非总是说真话。
Step 2 Fast reading3a Read the article written by a father for a newspaper. What is his family going to sell at the yard sale?Keys Son : a train and railway set; the toy monkeyDaughter: certain toysFather: football shirtsStep 3 Careful readingRead the passage and choose true (T) or false (F)1. My daughter is 15 and my boy has already started junior high school.2. Our house really get smaller.3. My son was quite sad at first.4. My daughter felt happy to part with certain toys.5. I want to give up my football shirts.Keys: FFTFT3b Read the article again and answer the questions.1. Why did they decide to have a yard sale?Because the father‘s children get bigger and their house seems to get smaller.2. What do they want to do with the money from the sale?They want to give the money to a children‘s home.3. Why does the son want to keep his train and railway set?Because he has owned it since his fourth birthday, and he played with it almost every week until he was about seven.4. How can the old toys be useful again?They can be sold to the people who need them.5. Have you ever thought about having a yard sale to sell your things?What would you do with the money you raise?Yes, I have. I would give it to the charityStep 5 phrase practiceFind the words or phrases in the article which can be replaced with the ones below and write them next to the words.lose– part with kids--_______ truthful--_______ many -- _____some time--______ even though--_____ quickly--______ older--_____keys: children to be honest a lot of a while although fast biggerStep 7 homeworkRecite the article. You can use the sentences according to the keys of 3b.Step 2 精讲点拨现在完成时表示从过去已经开始持续到现在的动作或状态，可以和表示―从过去某一时刻延续到现在的一段时间状语‖连用，如―for +时间段‖、―since +过去时间点‖、―since + 过去时的从句‖、―since +一段时间+ ago‖。
第二课时Section A (3a—3b)教学目标通过本课的学习,学生能够:1.获取本课在游乐园游玩的四个场景片段;理解并掌握本课时重点词汇:suggest、staff、grape、central、on one’s way to…等。
(获取信息)2.使用不同形式的阅读策略对语篇信息进行结构性梳理,运用排序、判断正误、回答问题等方式对语篇信息进行整合理解,并在语境中正确理解目标语言的运用。
(梳理整合)3.深层思考如何正确使用宾语从句的句型进行有礼貌地询问信息,提高自身的思维品质。
(内化应用)4.借助本课的真实场景片段,培养有礼貌地与他人沟通交流的习惯。
(迁移创新)语篇研读What:本课语篇围绕Alice和何伟在游乐园游玩的四个场景片段展开,包含了较多的口语特征,对话中穿插了一些简洁的描述,让场景更加生动。
Why:通过针对语篇的阅读理解的练习,进一步体会宾语从句这一语言结构的用法。
场景贴近实际,让学生感同身受,产生共鸣。
How:通过阅读不同场景片段,深入了解他们是怎样在游乐园这一场景中运用宾语从句来进行对话的。
通过构建不同的场景,引导学生积极参与阅读训练,体会日常交际语言的应用。
教学过程设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
教学目标学习活动效果评价Lead-in通过图片调动学生的学习兴趣Show some pictures about theamusement parks and the entertainment projects.观察学生的表现,了解学生对主题公园以及娱乐项目的熟悉程度设计意图通过展示主题公园及娱乐项目图片,帮助学生快速进入学习情境,提高学生的积极性与兴趣,为后续阅读扫清背景障碍Activity1: Pre-reading 1.Find out:How many scenes in thispassage?观察学生能否通过速读文章完成通过不同方式引导学生了解文章内容2.Read the title and subtitles,writecorrect order with numbers.相关问题,并引导学生进行更多阅读技巧的训练设计意图创设任务,帮助学生提高快速获取信息的能力,提升阅读技能,掌握文章大意【学习理解】Activity2:While-reading阅读全文,让学生对文本内容进行深度解析1.Read the first scene and fill in theblanks.(见PPT)2.Read the second scene and tell thesentences true or false.(见PPT)3.Read the last two parts and fill inthe chart.(见PPT)观察学生是否能准确获取并理解文章的细节,能否在有限的时间内完成相关任务设计意图通过回答问题引导学生了解在游乐园发生的事件,帮助学生提高处理细节信息的能力【学习理解】Activity3: Language points 解释要点Learn some key phrases and explainthe language points.观察学生是否掌握本课知识点,并给予必要的讲解设计意图解释文中的知识点,帮助学生更好地理解本课内容Activity4:Post-reading启发学生进行思考,并完成读后任务Work on3b.观察学生是否能够更深入地完成问题,把握学生内化所学内容的情况设计意图培养学生的阅读思维,并通过3b的练习,帮助学生进一步思考如何用多种方式有礼貌地询问信息【应用实践】板书设计Unit3Could you please tell me where the restrooms are?Section A(3a—3b)1.suggest sth.doing sth.(that)sb.(should)do sth.2.Could you tell me where…?3.Would you like to…?4.I wonder where we can…作业设计基础型作业:Master the different ways of asking for information.实践型作业:Retell the conversation in3a.拓展型作业:Where do you usually go?Please write4questions that a tourist might ask about you.教学反思。
