全国一等奖高中英语优质课大赛《Unit9 Lesson1》教学设计+学案+教学反思

组别英语设计主题：Unit9Lesson1OnYourBike姓名：学校：性别：职称：教龄：联系电话：电子邮箱：教学设计内容设计主题北师大版Module1Unit9Lesson1OnYourBike1.整体设计思路、指导依据说明《普通高中英语课程标准（2017年版）》中提到，普通高中英语课程的具体目标是培养和发展学生在接受高中英语教育后应具备的语言能力、文化意识、思维品质、学习能力等学科核心素养。在语言运用过程中，学生能够在教师创设丰富多样的语境下，反思和再现个人的生活和经历，表达个人的情感和观点，在发展语言技能的同时，提高分析问题和解决问题、批判与创新的能力。在语言技能的教学中，要将专项训练与综合训练结合起来，如在阅读训练中提取表格信息、读前、读后的讨论或写概要、续写等看、说、写的活动，避免孤立的单项技能训练。2.教学背景分析教学内容分析：本课是第9单元的第1课，是一篇新闻报道，主要介绍了阿姆斯特丹白色自行车的发展过程。围绕白色自行车的产生、消失和回归这一条主线，提出问题、分析问题和解决问题。文章遵循着新闻“五加一”要素——What?Who?Where?When?Why?How?展开。重点词汇主要涉及自行车的使用、好处等，如：insert,record,paint,benefit,energy等。学生情况分析：授课对象为高一年六班学生54人。该班学生学习态度较认真，学习热情高，但词汇量较小。学生已基本具备在阅读中获取细节信息的能力，但是多数学生在逻辑推理和分析论证观点，以及批判评价方面的能力都比较欠缺。另外，学生对共享单车有一定的了解，但是要用英语表达出对共享单车的观点仍然比较迷茫。3.教学目标分析经过本课的学习，学生能够：了解新闻报道的文章体裁，提取语篇大意，梳理文章结构，提取、归纳事实性信息；形成发现问题、分析问题、解决问题的逻辑思维。通过本课的语言习得和思维训练，表达出对共享单车的看法。4.教学重点、难点分析教学重点：学生通过阅读，了解文章体裁，获取关于阿姆斯特丹白色自行车出现、消失和回归的细节信息。学生能在教师的帮助下梳理新闻报道文章的逻辑结构即提出问题—分析问题—解决问题。教学难点：在有限的一节课中，让学生能够利用本课所学到的语言和逻辑表达出自己关于中国共享单车的观点。5.教学过程设计Step1.Warmup(5’)Showthepicturesofwindmillandtulipandaskwhichcountrytheycanremindofbyseeingthepictures.ThenusetheAPP——GoogleEarthtoshowNetherlandstothestudents.TeacherintroducesthecapitalofNetherlands——Amsterdambriefly.ShowfourpicturesanddataaboutbicyclesinAmsterdamwhichiscalled“CityofBicycles”.设计意图：利用图片和相关软件，导入主题，激发学生的兴趣，激活学生的背景知识，为阅读提供铺垫。Step2.Pre-reading（1’）StudentslookatthepictureonPage36andreadthetitle“Returnofthewhitebikes!”,andteacherinvitesstudentstothink,“Whatdoestheword‘return’suggest?”设计意图：通过猜测标题含义来引起学生的阅读期待。Step3.Reading(15’)Teacherasksstudentstoreadthroughthetextquicklyandthenmatchthemainideaofeachparagraphwiththecorrespondingparagraph.(2’)设计意图：了解文章大意，为提取和归纳基本信息做准备。Teacherinvitesstudentstotellwhatkindofpassageitis.Thenteacherandstudentsdiscussandlistthefeaturesofthiskindofwriting(what,who,when,where,why,how).(4’)设计意图：关注文章体裁，继续为提取和归纳基本信息做准备。Teacherasksstudentstoreadparagraph2carefullyandanswerthefollowingquestions.Thencompletethetable.(4’)Whenwastheplancarriedout?Whoofferstheidea?Whytomaketheplan?Howtocarryitout?Didtheplansucceed?Ifitfailed,whatwastheproblem?Teacherasksstudentstoreadparagraph3andparagraph4carefully,thenanswerthefollowingquestionsandcompletethetable.(5’)Didtheplancontinue?Ifitdid,whendidtheplanreappear?Howtosolvetheproblem?Whatistheeffectoftheplan?设计意图：利用问题层层推进，梳理细节信息，在描述阐释的过程中把握新闻的要素以及实现语言和知识的内化。Step4.Post-reading(5’)1.Teacherdiscussedwithstudentsanddrawsthemindmapwiththestructureandkeyinformationstudentshavefound.Reviewthekeyelementsofanewspaperarticle.(3’)设计意图：教师根据之前归纳出来的结构和找到的细节信息和学生一起整合出思维导图，使学生在这个过程中复习文章结构体裁和语言，体验作者的思维过程。2.TeachershowssomepicturesofbicyclesinChinaanddirectsstudents’attentionfromAmsterdamtoChina.TeacherintroducesthehistoryofbicyclesinChinatostudentsandinvitesstudentstothinkaboutappearanceofsharedbikesinChina.设计意图：延伸话题内容，师生共同探讨中国共享单车的出现，体现迁移创新。Step5.Writing(18’)WriteanewspaperarticleontheappearanceofsharedbikesinChina.设计意图：学生内化课堂所学知识，然后通过写相关的话题来有效地输出语言。Step6.SummaryandHomework(1’)1.Studentsandteachertogetherreflectandsummarizewhathasbeenlearned.2.HomeworkassignmentsOption1:Readthesupplementaryreadingmaterialandfindtheproblemsandthesolutionsfromthegovernmentandcompanyinthetext.Option2:Polishthecomposition.设计意图：巩固课上内容，体现课标中：表达个人的情感和观点。LearningPlotforthestudentsModule3Unit9Lesson1OnYourBikeStep1.Pre-ReadingⅠ.Guessfromthetitle:Returnofthewhitebikes!*Whatdoestheword“return”suggest?A.Returningaborrowedwhitebike.B.Reappearingofthewhitebikes.C.Gettingwhitebikesbackfromthieves.Step2.ReadingⅡ.Readthetextandmatchthemainideaofeachparagraphwiththecorrespondingparagraph.MainideaPara.Whitebikes30yearslater. Para.1Amsterdamisagoodcityforcycling. Para.2Effectsofthewhitebikes. Para.3Whitebikesinthe1960s. Para.4Ⅲ.Readthetextquicklyandchoosewhattypeoftextitis.*Thepassageisa/an_________.Advertisement B.articleinthenewspaper C.speechKeyelementsKeyelementsⅣ.Readparagraph2carefullyandcompletethetable.TheWhiteBikeplan_________________Whoofferedtheidea?Whytomaketheplan?Tosaveenergy.__________________________________________________________Howtocarryitout?They________thebicycleswhite.They________theminlotsofneighborhoodsforpeopletouse.Anyonewas________totakethemforashortjourneyandto_______themforsomeotherstousewhereverthey________thejourney.Whatwastheproblem?Ⅴ.Readparagraph3andparagraph4carefullyandcompletethetable.TheWhiteBikeplan_________________Howtosolvetheproblem?Acomputerchip_______________.____acardwhenyouwanttouseit.Thenew“whitebike”isanunusualdesignwithbrightcolors.Thebikes_________atspecial____________.What’stheeffectoftheplan?___________incentralAmsterdam.Step3.Post-reading*ThehistoryofbicyclesinChina.Inthe1970s,bicycleswerejudgedasexpensivecommodities.Peopleboughtthemwithspecialtickets,whichweregivenoutbyorganizations.Asaresult,bicycleshadbecomeoneofthethreepopular“must-have”itemsformarriage.Andin1980s,Chinawasa“kingdomofbicycles”.Butatthebeginningof21stcentury,thepercentageofcyclinginChinaexperiencedaquickdrop,becauseofthedevelopmentofcitiesaswellasthebiginfluenceofcars.Butwhentherearemorecars,therearemoretrafficjamsandairpollution.Step3.Writing写一篇关于中国共享单车的新闻文章。题目为“AppearanceofSharedBikesinChina”，内容可包括三方面：1.共享单车的出现（原因）。2.共享单车的优点。3.（可选）共享单车也存在问题。4.（可选）对解决问题的建议。____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________