高三英语高考Teaching Design教学设计

1、.Teaching DesignReading for Writing Theme: Man and Society-Transport and SafetyLesson Type：Reading for WritingDuration：40 minutes Date: October 14, 2019Learning Objectives: After the class, students will be able to1. pick up the expressions related to the theme Transport and Safety;2. talk about the

2、 theme Transport and Safety using the expressions in a rational way-the traffic problems, causes and solutions; 3. put the expressions into proper use in writing; 4. enhance the awareness of traffic safety and social responsibility.Key point: Accumulate and internalize expressions about Transport an

3、d Safety through readingDifficult point: Write a passage about transport in an organized way.主题语境：人与社会-交通平安语篇类型：说明文主题分析：本主题是“交通与平安，涉及两个语篇，其中Passage 1是一篇根据外研版Book4 Module 2的Reading and Vocabulary改编的一篇文章，介绍游成都能使用的各种交通方式及其利弊。Passage2是根据牛津版教材Book7 Unit 4的一篇阅读文章改编，涉及造成交通事故的原因分析及其建议，围绕世界范围内交通事故不断加剧的现状，分析其

4、原因，警示人们标准自我，增强平安意识。学情分析：按英语程度中等的高三学生设计。教学目的经过本课的学习，学生可以：1. 提取语篇大意，梳理文章构造，获取有关交通的表达，归纳文中关于交通的事实性信息;2. 通过阅读圈活动，基于自主学习与小组合作学习，进一步梳理和整合所读的文章信息，完成各自学习任务，对文本从不同角度进展分析和深度解读，运用学到的有关交通的表达通过议论并书面表达交通平安问题、造成问题原因以及对应的解决方法，实现语言才能的迁移与创新思维的培养；3. 体会并考虑人与社会的关系，增强交通平安意识、培养自觉遵守交通法规意识。学习准备：课前，学生已学过相关话题单元，有一定的话题词汇、表达以及话

5、题意识的输入。教学过程步骤教学活动设计意图活动形式及时间核心素养提升点Step 1Leading in the topicActivity One-Free Talk: where did you go in this National Day Holiday? What means of transport did you choose? Why?1. Ss speak, stating reasons.2. T prompts Ss to talk.创设情境，引出主题。激活学生背景知识，激发学习欲望，形成学习期待。3IW&CWStep 2 Reading for main idea and

6、 key informationActivity Two-Read Passage 1语篇附后and find out what is mainly talked about in the passage, focusing on relevant expressions. 1.T gives prompts to Ss to read Passage 1 quickly and find out what the passage is mainly about.2. T asks Ss to look through the text again for means of transport

7、 and their advantages and disadvantages.3. Ss present and explain their ideas in class.4. T leads in the new topic-traffic problems.阅读教材语篇，获取文章主旨,提取、分类并概括根本信息。5IW&PW语言才能：获 取、归类并概括信息。思维品质：利用构造图 通过分 析、概括并整合信息，形成主题意义及语义内部联络。Step 3 Reading and Speaking for structure and expressionsActivity Three-Read th

8、e title , the subtitles and the first paragraph of Passage 2 语篇附后 and answer questions.1. T prompts Ss to read the title , the subtitles and the first paragraph of Passage 2 and find out- what the passage is about, what motivates the author to write the passage, what the writers writing purpose is,

9、what will be talked about in the following part of the passage.2. Ss read and then check answers in groups.3. T asks Ss to explain their ideas and adds essential information if anything is missing.关注文章体 裁和文章构造， 为提取和归纳根本信息作准备。梳理文本信息，建构新知。学生自主阅 读， 按照自己的理解梳理、归 纳文本信息，体验作者的意图。5IW&PW语言才能：获 取、 概括信息。思维品质：利用

10、构造图 分 析、概括并整合信息。描绘阐释意义。Activity Four-Read the rest parts of Passage 2 quickly in groups of 6 and find the causes and the offered suggestions, meanwhile putting them in the mind map.1. Ss read the rest parts of Passage 2 in groups of 6 to find the causes of traffic accidents and relevant suggestions

11、solutions with a different reading job: Student A&B-find the causes and and suggestions related to drivers, Student C&D find the causes and and suggestions related to cyclists, Student E&F find the causes and and suggestions related to pedestrians. 2. Ss exchange gained information within their grou

12、p. 3. T invites some Ss to present their group work to the whole class.Activity Five- After reading, discuss other causes and relevant suggestions solutions based on their own experiences 2. Ss present their ideas within the group. 3. T prompts some Ss to present their group discussion.语言理论并内化语言。多角度

13、深度理解文本， 语 境中关注词汇的意义，活动中训练思维与表达。12IW&GW语言才能：整合运用语言进展表 达； 描绘阐释意义； 提 出自己的观点；思维品质：分析论证、推理判断作者的目的； 文化品格：联络现实生活， 思 考人类与社会的关系；学习才能：自主学习，合作学习。Activity Six- Think about two questions and express ideas about them1. Who should be to blame for the accidents?2. What is the writers purpose to give the last paragr

14、aph?3. What do you want to say to all the road users?深化主题意义，联络生活实际，培养学生平安意识和责任意识，学会迁移创新。5IW&GW思维品质：考虑交通问题的根源；文化品格：联络生活，提出自己的建议。Step 4 Writing for language useLast Sunday evening, you were stuck in a traffic jam due to a traffic accident ahead for such a long time that you missed the whole mornings c

15、lasses, which motivates you to write a letter to the local newspaper: 1. explaining the present state of transport and the traffic problems in your city 2. analyzing the causes of the traffic problems 3. offering your suggestions to ease traffic problems, based on rules and regulations社会标准 and indiv

16、idual behaviors个人行为 4. your expectation拓展话题内容， 稳固运用课上所学。10IW学习才能：回忆前面所学，梳 理并运用所学内容，发现未能解决的问题。备注：Ss: Students T: Teacher IW: Individual work GW: Group work CW: Class work PW: Pair work设计说明：本设计基于文本分析、学情预测和教学目的设计了四个层次的教学活动，包括创设情境，激活；获取事实性信息，交流内化信息；关注体裁，梳理构造；深度理解文本，分享阅读成果；开展批判性和创新思维，鼓励创意表达。这四个层次的活动旨在使其逻

17、辑清楚，层层递进，表达理论性、综合性和关联性的特点。采用阅读圈活动，为学生分组自主完成阅读任务提供平台。希望通过明确的任务设计，详细的要求，可操作性强的活动，为学生主动参与、积极考虑、互助合作，真实交流与表达提供保障。最后的作业设计为稳固所学内容。Passage 1 Adapted from FLTRP Textbook Book 4 Module 2 Reading Getting around in ChengduDifferent means of modern transport can be used to get around in Chengdu. For example, if

18、 you raise your hand, a taxi will appear in no time. Also, there are many buses in Chengdu and fares are cheap, starting at 1 yuan. Some buses are limited to travel within the city center and some have destinations in the suburbs. But they can also get very crowded. In some areas, minibuses with 12

19、seats and Didi taxi offer an alternative to expensive taxis and crowded public transport. At present, there are 10 underground lines in Chengdu and several other lines are under construction. They are preferred by citizens, for they are fast and convenient. In addition, tricycles are also worth usin

20、g. They are specially for those who want to feel the slow pace of life in Chengdu. And of course, you can also choose your own private cars to get around if you can stand frequent traffic jams in Chengdu.Passage 2Adapted from Oxford English Book7 Unit 4 Traffic Accidents and Road SafetyThe number of

21、 road accidents and the deaths arising from those accidents has increased over the past year. This passage is aimed at increasing peoples knowledge of the problem. We must all be aware of the potential causes of traffic accidents and act to prevent them. This is true of everyone as accidents affect

22、drivers of vehicles as well as cyclists and pedestrians. We all have a responsibility to prevent accidents. The following are some of the chief causes of road accidents related to drivers, cyclists and pedestrians行人, and what they should do to prevent accidents. Driversl Drivers not paying attention

23、-This is the most common cause of accidents. When drivers do not pay attention to surrounding traffic, they are not ready when another driver does something wrong, like turning without signaling or giving wrong signals. l Drivers speaking on mobile phones-Recently the number of people fined for spea

24、king on their mobile phones while driving has increased by 30 percent. l Drinking and driving-If you drive after you have consumed alcoholic drinks or are drunk, you are violating the law and risking your own life as well as the lives of others. If you are with someone who has been drinking alcohol,

25、 even if it is just a couple of beers, do not allow them to drive.l Drivers speeding-Speed kills. This is a fact that is easily ignored, but driving too fast through city streets is very dangerous. Cyclistsl Cyclists not paying attention-Many cyclists fail to pay attention to the cars that surround

26、them, and often ride too close to cars to allow them space and time to stop. Some cyclists make the assumption that traffic laws do not apply to them, but this is not true. Cyclists should always signal at turnings and stay on the correct side of the road. l Riding bicycles on the pavement-Sometimes bicycles are allowed on the pavement, but cycling on the pavement can be dangerous to pedestrians. When on the pavement, cyclists had better walk next to their bicycles to avoid causing any acc