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精品案例在高中英语阅读中融入核心素养的教学设计———以Unit1Life Choice Lesson1Lifestyles为例文|郑继红一、指导思想在《普通高中英语课程标准（2017年版2020年修订）》的指导下，本课程遵循六要素整合的英语学习活动观，致力于培养学生的核心素养。
此外，本课程遵循建构主义学习理论，重视文化背景在学习过程中的作用。
教师通过搭建支架，将学生的学习与现实结合起来，帮助他们建立认知桥梁。
整个教学过程关注学生的主动参与和自主探究，倡导学生在体验、合作和交流中逐步提高英语综合应用能力。
二、教学内容分析北师大版英语必修第一册Unit1Life Choices之Lesson1Lifestyles，以不同国家和地区人们的生活习惯为题材，引导学生拓宽视野，感受多元文化的魅力。
课程以“人与自我”为主题语境，通过Joe和Li Ying介绍自己生活习惯的语篇，精心设计了多样化的学习活动。
这些活动旨在引导学生深入理解文章内容，梳理文章结构，提升学生的语言运用能力。
同时，学生还可以反思自己的生活习惯，并与同学分享，从而增强理解和表达能力。
通过阅读、思考和讨论，学生将学会尊重并理解不同的生活方式，同时加深对自己生活方式的认识。
为了帮助学生更好地理解和掌握教材内容，教材还设计了丰富的练习活动，旨在培养学生的英语综合应用能力。
此外，教材还注重培养学生的批判性思维，鼓励他们思考自己的生活方式并对未来的生活做出规划。
总之，Lifestyles是一节集语言知识、文化认知和思维能力培养于一体的课程，对于提高学生的英语综合素养具有重要意义。
三、学情分析本班学生具有一定的英语语言知识，能够运用阅读策略有效获取信息，但在表达观点时仍会出现卡顿和语病。
他们对不同国家青少年的学习和生活方式较感兴趣，但相对缺乏对国外高一新生活以及相关科技知识的了解。
在思维品质方面，学生具有一定的逻辑思维能力，能够梳理文章、归纳整理，找到各段中心句。
Unit1 Reading 优教教学设计（三）设计思想新一轮高中课程改革把“为了每一位学生的发展”置于课程改革的核心位置，更新教育观念，优化教学方式，促进教师专业成长；并以提高学生的技术素养、促进学生全面而富有个性的发展为基本目标，努力培养学生的技术实践能力和创新精神；强调课程要为学生全面、和谐、健康发展服务，为学生的升学和就业作准备，并为学生一生的发展打下重要基础，培养学生具有终身学习的能力。
《普通高中英语课程标准（实验）》指出：高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。
本单元的教学目标重在培养学生在语言技能、语言知识、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力。
所以，在设计此阅读课时重在培养学生的阅读策略、语感和学生在阅读过程中获取和处理信息的能力。
另外，在阅读教学过程中重视文化导入，从而完成文化意识及情感态度两方面的目标。
教材分析本堂课包括Pre- reading，Reading 和Comprehending 三部分。
它们是语言知识和文化意识的输入过程；是语言技能、情感态度和学习策略的培养过程，也是语言输出过程。
在整个教学过程中它是培养学生阅读能力的主要过程，教学重点为阅读技能的培养、交际能力的提高以及文化意识、情感态度的提升。
Pre-reading 部分结合学生自身有关朋友的经验和看法进行“读前”的说写活动，让学生带着悬念进行阅读，切合学生的心理。
Reading 部分（ANNE’S BEST FRIEND）以日记形式讲述了犹太女孩安妮的故事。
二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹、与之深谈的朋友。
孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的办法。
Unit1 Reading 教学设计（一）教学设计（一）设计意图This is the second teaching period of this unit, aiming to help students get a thorough understanding of the reading material in this unit. The emphasis of this period is mainly placed on the main idea, some key details and the structure of the passage. While teaching, teachers should also focus on some difficult expressions and sentences in order that students can really understand the passage thoroughly. At the same time, teachers should help students get acquaintance with some reading skills about narrative writing.教学重点1. Learn some detailed information about the Amber Room.2. Improve students’ reading ability.3. Train students’ ability to grasp key information while listening.4. Train students’ speaking ability.教学难点1. Let students master the reading skills such as skimming, scanning and getting the main idea of a paragraph or passage.2. Get students to understand the structures and meanings of some difficult sentences.(l) Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history.(2) Later, Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers.(3) This was a time when the two countries were at war.(4) There is no doubt that the boxes were then put on a train for Konigsberg ...教学过程Step 1 Lead-inT: Hello, everybody! As you know, we can usually get some information frompictures. Please look at the pictures and use the words in Unit 1 to describe them. (Students give their answers.)Can you imagine building a room using amber? Today we will get to know a mysterious amber room. Now watch a short VCR to get some brief information.Step 2 Reading1. SkimmingT: Read the text quickly, trying to get the main idea about the text.It tells us the strange history of the ,a cultural relic of two countries: and .T: Have you finished? If you find the answer, please put up your hand. Now let’s check up the answer.S1: Amber Room, Germany and Russia.T: Excellent. OK, class, just now you found out some simple facts about the text. Read the pas-sage quickly and. find out the main idea of each paragraph.Para.1: The Amber Room and itsParagraphs 2~3: of the Amber RoomPara.4: of the Amber RoomPara.5: of the Amber RoomT: Have you got the answers？Ss: Yes.T: All right. Tell me your answers.Ss: Para. 1: designParagraphs 2~3: The historyPara.4: The missingPara.5: The rebuilding2. ScanningA. Read through the text and decide whether the following statements are true or false.1. The Amber Room, which was a great work of art, was originally (起初) made to be a gift to the Russian people. ( )。
Unit 1 Teenage LifeReading and Thinking 教学设计科目：英语课题：Reading and Thinking 课时：1课时教学目标与核心素养：知识目标：Students can learn some new words, phrase.能力目标：Examine the structure of the text to see how it was formed. Reflect on the text and gain understanding about students’ own lives.情感目标：Students can think individually and learn cooperatively.教学重难点教学重点：Identify the useful patterns and expressions about the topic from the reading text.教学难点：To appreciate the stylistic features, stylistic device of the text and express their reading feelings.课前准备：多媒体，黑板，粉笔教学过程：一、Prereading1. Greeting2. Leadingin教师活动：教师提问。
How is your school life? Do you have any problem in school?二、While reading1.Ask the students to read the article carefully and underline any new vocabulary or phrases they encounter.2.After reading, ask the students to summarize the main idea of the article in their own words.3.Discuss the questions below to enhance prehension:a)What are Adam's first impressions of senior high school?b)What courses does Adam choose? Why did he choose these courses?c)What extracurricular activities does Adam join? How does he feel about not being able to join the football team?d)What challenges does Adam face as a senior high school student? How will he overe them?e)What does Adam hope to achieve in his studies and future career? Why?4.Read the text quickly to find the main idea of each paragraph.参考答案：Paragraph 1: Senior high school is a big challenge.Paragraph 2: Adam had to think very carefully about which courses he wanted to take. Paragraph 3: Adam had to choose extracurricular activities.Paragraph 4: Adam will have to study harder in the future and get used to being responsible for a lot more.5.Read Paragraphs 2 to 4 and tell what challenges Adam met as a freshman. Challenge 1:Challenge 2:Challenge 3:参考答案：1. Choosing suitable courses2. Making the school football team3. Keeping up with other students and getting used to homework6. Find out the sentences about Adam's solutions to the challenges.Solution Supporting detailTo challenge 1To challenge 2To challenge 3参考：Solution Supporting detailTo challenge The school adviser helped choose suitable courses. My adviser remended that I should...because...1Tochallenge2I'll find a way to improve on my own so that...To challenge 3I know I'll have to study harder as...and get used to being responsible fora lot more. Studying hard isn't always fun,but I'll be well prepared for university or whatever else es in the future.7. Read the whole passage again and plete the outline. ParagraphChallenge How Adam feels Solution1Confused2Choosing suitable courses34参考答案：Paragra ph ChallengeHow AdamfeelsSolution1Going fromjunior highschool tosenior highschoolConfused2ChoosingsuitablecoursesSerious/CarefulThe school adviser helped him choosesuitable courses.3Making theschoolUnhappyHe will find a way to improve in order tomake the team next year.football team4Keeping upwith otherstudents in hisadvancedcourse andgetting usedto all thehomeworkWorried butstillhappy,confident about hisfutureHe will try to study harder and get usedto being responsible for a lot more.8..Ask the students to write a short paragraph about their own high school experiences or expectations. They should include some personal stories or goals that they want to achieve.9.Encourage them to use the new vocabulary and phrases from the article in their writing.10.Review each student's paragraph and provide feedback on their language use and content.三、Afterreading1.学生分组讨论活动4中的第一个问题，然后用自己的语言回答。
人教版高中英语必修一unit1 reading 教案unit1 readingTeaching Contents: The lesson is a passage about Anne's Best Friend Teaching Objectives: Knowledge Objectives: (1) Students are able to find out the main idea and the details of the passage. (2) Students can learn some background about Would War ll Ability Objective: (1) By reading the passage, students' reading ability of skimming and scanning can be improved. Emotional Objective: (1) After the class, students can cherish peace. Teaching Key and Difficult Points: (1) Teaching key point: Students can find the main about the passage and list some details. (1) Teaching difficult point: Students can train their reading skill and they can use this topic in their daily life. Step1: Pre-reading (1) The teacher will give a VCR about the tragic life of the Jews during Would War ll (Justification: VCR can give Students a more intuitive feeling. Though watching VCR, they can know what they will learn in this class and their curiosity will be stimulated.) Step2: While-reading (1) Skimming The teacher will ask Students to read the whole passage quickly to get the main idea, then ask someone to share it with the whole class. (Justification: To help Students understand this passage in short time so that they can improve their Skimming skill.) (2) Scanning The teacher will ask Student to read the passage again finish the blank: 1. Anne kept a diary because 2. She felt very lonely because 3. They had to hide because 4. Anne named her diary Kitty because After that, ask them to discuss the following questions : question1: About how long had Anne and her family been in the hiding place when she wrote this part of her diary? question2: How did Anne feel about nature before she and her family hid away? question3: Why do you think her feelings changed towards nature? question4: Why did Anne no longer just like looking at nature out of the window? (Justification: Filling in the blank can help Studentsunderstand the passage better. The discussion can not cultivate their cooperation sense but also stimulate their imagination.) Step3 : Post-reading (1) Retelling In this step, the teacher will invite two of them to narrate the passage in his or her own words standing on the platform. (Justification: Standing on the platform can give them much more confidence in expressing them. Narrating in their own words can train their concluding ability and deepen their impression of the content of this class. ) (2) Group Work Teacher give Students some questions: Imagine you have to go into hiding like Anne and her family. What would you miss most? Why? Add students can first dicuss them in groups, give their own opinions and choose a member to present their opinions to the whole class. (Justification: This step will pratice student's ability of speaking anf develop their spirit of cooperating with others.) Step4 : Summary and Homework Summary: The teacher summarizes what they have learnt in this class. Homework: Read the passage fluently and oay attention these important words. (Justification: Students can review and consolidate what they have learnt in this class. )。
人教版高中英语必修一unit1 reading 教案人教版高中英语必修一unit1 reading 教案Teaching: The la passage about Anne's Best Friend Teaching Objectives:wledge Objectives:(1) Students are abld out the main idea and the detailassage.(2) Students can leabackground about Would War llAbility Objective:(1) By reading the passage, students' reading abilg and scanning can be improvedal Objective:(1) Alass, students caaTeaching Key andDifficult Points:(1) Teaching: Students can find the main about the passage and ldetails.(1) Teaching difficult point: Students can traading skill and they can udaily l: Pre-reading (1) The teacher will give a VCR abouagic lws during Would War ll(Justification: VCR can give Students auitive feeling. Though watching VCRan know what they willlealass anduwill be stimulated.)2: While-reading (1)gThe teacher will ask Studad the whole passage quickly to gain idea, then aare it wwholecla(Justification: To help Students understand this passagaan improvg skill.)(2) ScanningThe teacher will ask Studad the passage agablank:Aa diary becau2lt very lonely becauThey had to hide becauAnne named her diabecauAfter that, adiscullowing qu:question1: About how long had Anne and her family bding place wwadiary?question2: How did Anne feel about nature band her family hid away?question3: Why do youlings changed towards nature?question4: Why did Anne no longer just like looking at nature ouwindow?(Justification: Fillingblank can help Students understand the passage better. The discussion can not cultivaabut also stimulaagination.):Post-reading(1) RetellingIacher will invite twarraassagwn words standingla(Justification: Standinglatform can givudxpressing them. Narratingwn words can traluding ability and dlass. )(2) Group WTeacher give Studquestions: Imagine you have to gding like Anne and her family. What would you? Why? Add students cadicugroups, givwanda membwhole cla(Justification: Twill pratice student's abilaking anf develating w): Summary and Homewummary: The teacher summarizes whaave lealaHomework: Read the passage fluently and oay aant words.(Justification: Students can review and consolidate whaave lealass. )。
学习目标描述学习内容解析学科核心涵养解析授课重点授课难点表现学科核心涵养的授课方案学习内容解析1.to master the new words and some useful expressions.2.to understand the text and finish the exercises in Comprehending.提示：可从学习内容归纳、知识点划分及其相互间的关系等角度解析To help students learn to use useful words and expressionsTo help students learn to use The Past Participle (1) as the Predicative & attribute提示：说明本课堂可以落实哪个或哪些学科核心涵养利用学生在此前英语学习中形成的优异直觉，尔后去迅速加工阅读资料，进而形成第一认识，这是语言能力形成的重点，是英语学科核心涵养中最基本的组成部分的能力培养。
Use the given adjectives and sentence structures to describe one of your friends.Learn to evaluate friends and friendship.Work together with partners and describe one of your good friends.Discuss with partners and find out ways to solve theproblems.学生学情解析大多数人把学习英语看作是“为了高考”是“被迫无奈”，而没有看作是多掌握了相同人生的工具。
因此，很多学生缺乏学习动力，无法将强烈的学习梦想变成富强的学习内驱力，有效地推动自己的英语学习。
事实表示，目的明确的学生英语学习水平较高，而缺乏明确目的的学生，水平较低。
M3 Unit1 Festivals and Celebrations课标分析根据《普通高中英语课程标准》，六级目标和七级目标要求学生能就熟悉的话题交流信息，提出问题并陈述自己的意见和建议；能主动扩展和利用学习资源，从多渠道获取信息，并能利用所获得的信息进行清楚和有条理的表达；能理解口头或书面材料中表达的观点，并简单发表自己的见解；能在教师的帮助下策划、组织和实施英语学习活动；能初步对学习过程和结果进行自我评价，调整学习目标和策略；能体会交际中所使用语言的文化内涵和背景。
结合本节课的教学进行具体分析：1.语言知识通过阅读，学生们了解不同类型的节日，以及节日的起源、庆祝时间、庆祝地点、庆祝活动、庆祝原因等知识。
掌握了与节日有关的词汇，并且能在输出活动时用所学词汇对节日进行描述。
2. 语言技能“读”是这节课的重点，“说”“写”是这节课的输出形式。
读的方面：学生能阅读文章中获取有关于节日的主要信息；能利用上下文和句子结构等方式猜测词义；能根据阅读目的使用不同的阅读策略；能理解文章主旨。
说的方面：导入部分，学生能就自己熟悉的节日进行简单的介绍，发表看法。
输出活动能用所学语言知识进行简单的合作交流。
写的方面：作业部分是一个关于节日的介绍，让学生能用文字或图表提供信息进行简单的描述。
3. 学习策略学生在学习过程中，能够抓住重点，对所学内容进行整理和归纳；在听和读的过程中，根据上下文猜测词义和推断段落大意，借助图表进行理解和表达。
能够利用评价标准对自己和他人的活动进行评价。
能够利用各种机会进行练习，积极用英语进行交流。
4. 情感态度学生在学习过程中有较强的合作精神，在小组比赛环节表现积极，培养了团队合作意识和集体荣誉感。
在输出活动中，小组内成员的配合也体现了合作精神。
5. 文化意识通过学习本课，学生了解了世界各国不同种类的节日，增进了对各国文化的了解，开阔了视野。
同时，通过中西方节日的比较，加深了对于中国传统文化的理解，激发了爱国之情。
Unit1 Reading 名师教学设计（一）M1U1 Friendship Reading Teaching PlanI. Analysis of the Teaching MaterialThe reading passage “Anne’s Best Friend”is loaded with the most important language and cultural information of Unit 1, whose topic is “Friendship”. It talks about that the Jewish girl Anne, a victim of the WWⅡ, had to hide from the German Nazi and regarded her diary as her best friend. In the diary, she described her eagerness for friendship, peace, freedom and especially nature and the outside world. It’s a good material for students to appreciate the language, get to know the sufferings of the Jews and reflect upon the importance of friendship, peace, as well as of cherishing the present.Ⅱ. Analysis of the StudentsThe Students in the class are Senior 1 students from the Ding Lan Campus of the High School Attached to Zhejiang University. They are familiar with the topic but they may not be fully aware of the sufferings of the Jews during the WWII. With the accumulations in the junior high school, they have mastered some basic reading skills but may have some difficulties in understanding the long and complex sentences in the diary. Therefore, the class is aimed at training their reading skills, guiding them to appreciate the literature work, inform them of the sufferings of the Jews in the WWII, and inspire them to have some thoughts on friendship based on their reading.IⅢ. Teaching aims1. Ss will master the usage of new words and phrases appearing in the reading part with contexts;2. Ss will train their reading skills such as guessing, fast reading, scanning and careful reading, learn to appreciate the literature work and try to apply them in their writing；3. Ss will have a deeper understanding of the sufferings of the Jews during the WWI by videosand by reading about How Anne felt and thought as well as what she was eager for. 4. Ss will get some inspirations from reading about friendship, about wars, and about the presentlife.Ⅲ. Teaching Procedureafter reading and guide them to be more aware of what Anne was eager for.(2) Guide the Ss to share their feelings and thoughts after reading the whole passage.(3) Guide the Ss to read the three quotes and have a further understanding of friendship and the(1) Ss are to share their understandings on the questions after their reading;(2) Free-talking: Ss are to share their feelings, thoughts and what they’ve got from the passage. (3) Ss are to read the three quotes aloud and strengthen their feelings and thoughts about peace, friendship and present life.Importance of the cherishing the present. The quotes are as follows: Friendship needs to besown with loyalty,watered with enthusiasm,fostered(培养) with rulesand nursed withunderstanding.Whoever is happywill make others happytoo. He who has courageand faith will neverperish(死亡) in misery.Think of all thebeauty still left aroundyou and be happy.IV. Teaching Reflections本课以学生为主体，教师为辅助，注重学生思维的逐步生成，通过启发式、探究式、参与式的教学方法，引导学生逐层建构对友谊的理解，培养学生阅读理解的能力和分析问题的能力，最终建立正确的人生观与世界观。
