高一Unit 9 ,Lesson One 教學設計

教學設計Unit 9 Lesson 1 On Your Bike 教材分析本課是第9單元的第1課，主課文介紹了阿姆斯特丹白色自行車的發(fā)展過程。本課的教學設計分為兩個課時。第一課時側(cè)重對課文的理解，引導學生理出事件的發(fā)展脈絡，提取文章的主要信息和細節(jié)信息，并在整理信息的過程中，引導學生發(fā)現(xiàn)分析問題和解決問題的思維過程，最后結合課文的信息和語言實行輸出性活動。第二課時在對課文實行復習的基礎上，引入本課的重點內(nèi)容現(xiàn)在完成實行時，通過度析例句，體驗、發(fā)現(xiàn)并總結該語法的形式和語意功能，并在不同層面的活動中，進一步體會該語法的語意功能，最后初步使用現(xiàn)在完成實行時實行表達。第二課時的難點在于理解現(xiàn)在完成實行時的語意功能，而不是語言形式。在當前階段，學生能夠使用這個語法解釋重復或持續(xù)性動作對當前造成的影響即可。教學內(nèi)容話題：阿姆斯特丹白色自行車的發(fā)展過程（閱讀）詞匯：重點詞匯：benefit, flat, convenient, convenience, therefore, path, park, transport, neighborhood, chip, insert, thanks to, fed up 相關詞匯：hopeful, thief, indeed, consequence, arrest策略：通過標題預測課文內(nèi)容；通過略讀獲取主要信息；通過細讀提取細節(jié)信息；通過上下文理解詞匯語法：現(xiàn)在完成實行時第一課時First Period教學目標：在本課學習結束時，學生能夠：1. 理清課文的發(fā)展脈絡；2. 獲取白色自行車發(fā)展過程的細節(jié)信息；3. 談論阿姆斯特丹的白色自行車；4. 體會使用自行車對環(huán)境和交通的意義，并試著設計北京的公共自行車。教學過程教學活動Activities設計意圖Intentions互動模式&時間IP & timeWarm-upStep 1T asks Ss if they ride bicycles, when they ride bicycles and why they use bicycles.1. 調(diào)動學生已有知識。2. 預教benefit, flat, convenient, convenience, park, neighborhood等單詞。滲透詞匯學習策略：按類別記憶詞匯。CW6Step 2l T asks Ss where they think the “City of Bicycles” is and introduces Amsterdam, the Netherlands. T asks Ss what more they know about the country.l T shares with Ss that they are going to learn why Amsterdam is called the “City of Bicycles”, what are the “white bikes”, how they work and the effects of them.1. 文化背景知識介紹，激活學生的已有知識。2. 與學生交流學習目標。CW2Pre-readingStep 3Ss look at the title of the text and guess what the title means.預測是本課需要訓練的一個策略，此步驟旨在協(xié)助學生體驗使用預測策略。CW2While-readingStep 41st reading：Ss skim the text to check their guesses. 通過略讀理解課文的主要內(nèi)容，核查預測。IW, CW3Step 52nd reading：Ss read the text again and find out what each paragraph is about.進一步閱讀課文，理清課文的結構。IW, CW4Step 63rd reading：l Ss read the first paragraph again and find out why Amsterdam is called the “City of Bicycles”.l Ss read the second and third paragraphs and find out detailed information about the development of the event.l While checking answers, Ss try to think about the process of “having a purpose”, “take an action”, “come to a result (new problem)” and “find out solutions”.l Ss work in pairs to find out the differences between “white bikes” in 1960s and 30 years later.l Ss read the last paragraph and find out the effects of white bikes in Amsterdam.1. 分步驟、用不同方式獲取課文細節(jié)信息。2. 引導學生思考分析問題、解決問題的方式。3. 在理解課文的過程中，通過上下文理解path, wherever, chip, insert, thanks to等詞的含義。IW, PW,CW15Step 7Ss ask and answer questions about the information in the text in groups.內(nèi)化課文的信息和語言。GW6Post-readingStep 8T tells Ss Beijing is considering having new “white bikes” in Beijing. Ss work in pairs to do an interview on if “white bikes” will be good for Beijing, why and what advice they would give on Beijings future “white bikes”. 1. 在新的語境中，運用課文的信息和語言，進行有意義地交流。2. 體會自行車對緩解交通和環(huán)境壓力的意義。PW8第二課時Second Period教學目標在本課學習結束時，學生能夠：1. 在語境中體會、發(fā)現(xiàn)和歸納現(xiàn)在完成進行時的形式和語意功能；2. 運用現(xiàn)在完成進行時解釋由于重復性或持續(xù)性動作產(chǎn)生的結果或影響。教學過程教學活動Activities設計意圖Intentions互動模式&時間IP & timeReview Step 1Ss answer questions about white bikes in Amsterdam. 1. 復習上節(jié)課內(nèi)容，同時也讓學生有機會再次接觸本課的詞匯。2. 引導學生說出含有本課的語法句子。IW, CW4Discovering Grammar UsageStep 2l T leads Ss attention to the two sentences on the screen and tells them the tense is Present Perfect Continuous (PPC). l T shares with Ss that they are going to find out the form, meaning and function PPC and try to use them in different situations.l Ss read four dialogues with PPC and match the dialogues with the pictures. (Ex. 4). l Ss find out the key sentences that help them identify the pictures.1. 與學生交流本課的學習目標。2. 首先引導學生在語境中體會語法的意義。IW, PW6Step 3l Ss read the 4 dialogues again and find out the two uses (in Ex. 6) that all the PPC sentences express.l Ss answer the following questions about the sentences:Whats the consequence now?When did the action/activity start?Is it a repeated or long activity?l Ss summarize the function of PPC.l Ss read the dialogues aloud in pairs.1. 進一步在對話的語境中體會語法的語意功能，并進行歸納、總結。2. 朗讀對話，體會語法的用法。IWCWPW6Step 4Ss complete the sentences in Ex. 5 and then summarize the form of PPC.歸納、總結現(xiàn)在完成進行時的形式。CW2Using GrammarStep 5Ss complete the sentences in Ex. 7. 單句層面的填寫時態(tài)形式的練習。學生在填寫過程中，體會語法的使用。IW4Step 6Ss complete the dialogue with proper tenses.1. 語篇層面的填寫時態(tài)形式的練習。學生在更具體的語境中體會語法。2. 設置一個填現(xiàn)在完成時的空，幫助學生進一步體會現(xiàn)在完成進行時表達的意思，也避免學生只能在當堂使用該語法的現(xiàn)象。CW, GW5Step 7T lists 4 sentences (all grammatically correct) and Ss work in groups to find out the sentences that are not appropriate in meaning. 進一步體會現(xiàn)在完成進行時表達重復性動作和持續(xù)性動作的功能。GW5Step 8Amazing Minds: Ss work in pairs and give amazing explanations for the given situations following Ts example.1. 這個活動整合了教材練習7、8的內(nèi)容，是關注語法語意功能的活動。2. 學生在這個活動中可以發(fā)揮想象。PW5Step 9Ss choose one of their amazing explanations and expand it into a reasonable dialogue, which must contain at least 3 PPC sentences.將解釋和場景結合起來，從單句擴展到對話的語法應用活動。PW6Homework P7879 Ex. 36