Unit+1+Back+to+School+Reading 教学设计 高中英语牛津译林版（2020）必修第一册

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TeachingPlanfor"RealizingYourPotential"

TeachingObjective:

Studentswillbeabletounderstandandsummarizethemainideasofthetext,identifyandlearnrelevantvocabularyandphrases.

Studentswillbeabletoanalyzeideasandexamplesfromthetextandexploretheimportanceofpersonalpotential.

Throughdiscussionandsharing,studentswillbestimulatedtodeveloptheirself-knowledgeandencouragedtopursueandrealizetheirpotential.

TeachingPreparation:

1.Multimediacoursewarewithtextcontent,vocabularywords,phrases,picturesand2.videoclips

3.Personalpotentialexplorationcards(homemade)

4.Timer

Teachingprocess:

I.Introduction(5minutes)

Stimulateinterest:Playashortinspirationalvideoabout"realizingpotential",aTEDtalkoradocumentaryclip.

Introducethetopic:Askstudents:"Haveyoueverfeltthatyouhaveanunseenabilityortalent?Whatisit?"Leadstudentstosharetheirpersonalexperiences.

Ⅱ.NewLessonPresentation(10minutes)

Rapidreading:letthestudentsskimthetextquicklytounderstandthegeneralideaandmarkthevocabularyanddifficultpoints.

Explanationofvocabulary:showthevocabularyandphrasesthroughthemultimediacourseware,andexplainthemincombinationwiththeexamplesentencesofthetext.

Readthetextinsections:dividethetextintoseveralpartsandguidethestudentstoreadandsummarizethemainideaofeachparagraph.

①Teachermodeling:Theteacherreadsapassagefirstasamodelandaskssomequestionstoguidestudentstofocusonthemaincontentandkeypointsofthepassage.Forexample,"Whatisthemainideaofthisparagraph?"or"Whatarethekeypointsmentionedinthisparagraph?"andexplainhowtofindoutthemainideaandkeyinformationoftheparagraph.

②Students'independentreading:readtheassignedparagraphsindependentlyaccordingtotheteacher'sguidance.Intheprocessofreading,studentscanmarkthedifficultsentencesorimportantinformation,recordthethemeoftheparagraph,keypoints,importantinformationortheirownfeelings.

III.TextAnalysis(10minutes)

Thinkingmapconstruction:Usemultimediacoursewaretoshowthethinkingmapofthetextstructureandguidestudentstounderstandtheoverallframeworkofthetext.

Groupdiscussion:Studentsdiscussingroupstheideasandcasesaboutrealizingpotentialmentionedinthetextandthinkaboutwhatthesecasestellthem.

Reportingandexchanging:Eachgroupselectsarepresentativetoreporttheresultsofthediscussion,andothergroupscommentandsupplement.

IV.CreativeActivities(10minutes)

PotentialExplorationCards:Distributepersonalpotentialexplorationcardsforstudentstofillintheirpotential,goals,andplanstoachievethem.Thecardscancontainguidingquestionssuchas"Whatismyspecialtalent?","HowcanIdevelopit?","WhatarethestepsIneedtotake?WhatarethestepsIneedtotake?".

SharingandEncouragement:Encouragestudentstovoluntarilygouptothestagetosharethecontentsoftheirpotentialexplorationcards,andotherstudentswillgiveencouragementandsuggestions.

V.ConsolidationandEnhancement(5minutes)

Textretelling:Askstudentstoretellthemaincontentofthetextintheirownwordstoreinforceunderstandingandmemorization.

Vocabularyconsolidation:Consolidatethevocabularywordsandphraseslearnedinthislessonthroughvocabularygames(e.g.wordsolitaire,guessinggames,etc.).

(Specificoperation:

Teacherspreparesomecardswithnewlylearnedvocabularyrelatedtothecontentofthetext,andwriteawordorphraseoneachcard.

Studentsaredividedintogroupsandeachgroupelectsarepresentativetostandatthefrontoftheclassroom.

Theteacherdrawsacardatrandomandshowsittotheclass,buttherepresentativescannotseeit.

Theteachergivestheclassacertainamountoftime(e.g.,10seconds)todescribethevocabularywordonthecard,butnottosaytheworddirectly.

Thedelegatesguessthewordonthecardbasedontheclassdescription.

Thefirstgrouptoguessthevocabularywordscoresapoint,andthegroupwiththehighestfinalscorewins.

(Note:Teachersshouldmakesurethatthedescriptionsofthewholeclassarenottoodirectandavoidsayingthevocabularyworddirectlyinthisprocess,soastoincreasethedifficultyandinterestofthegame).

VI.HomeworkAssignment

Writingassignment:Askstudentstowrite