Lesson 1 Your Choice优质课一等奖教案

教学基本信息

课题

The Human Traffic Signal 教师

北京市大峪中学

王桂英

班级

学科

英语

2018-11-2 高二1班

时间

教学背景分析

教学内容分析：

新课标指出“普通高中英语课程具有重要的育人功能，旨在发展学生的语言能力、文化意识、思维品质和学习能力等英语学科核心素养，落实立德树人的根本任务”。（《普通高中英语课程标准（2017年版）, P2》

本单元的主题是“Unit 14 Careers（职业）”，Lesson 1 Your choice职业选择，Lesson 2 Interviews面试，Lesson 3 Nine to Five 朝九晚五，Lesson 4 Job Trends. 涉及的课标主题语境为：人与自我。通过本单元的学习，学生了解未来职业发展趋势，个人职业倾向、未来规划等，增强创新与创业意识。在13单元学习Personality个性时涉及过一些职业领域，15单元会涉及到终身学习，也与职业有相关性。本课是在学生学完Lesson 1职业选择后增加的一节阅读课，通过本节课的学习，让学生了解志愿者工作的艰辛和乐趣，培养学生们在职业选择的同时要参与志愿者工作，为他人为社会做出自己更多的贡献。同时进行思维训练，在听、说、读、写、看各方面语言能力提高的同时，进行思维训练，培养孩子的思维品质，提高学生的文化意识，提高学习能力，从而培养学生的核心素养，落实立德树人。

指导思想和理论依据：

新课标2017版（P117）提出对高中生语言能力的要求：在常见的语境中, 较为熟练地整合性运用已有的英语语言知识，理解多模态语篇传递的要义和具体信息，推断作者的意图、情感、态度和价值取向，提炼主题意义，分析语篇的组织结构、文体特征和语篇的连贯性，厘清主要观点和事实之间的逻辑关系。传递信息，表达个人观点和情感，体现意图、态度和价值取向。本节课要通过让学生阅读文本，观看视频理解文本传达的具体信息和作者的态度、价值取向，并利用相关材料表达个人情感、态度和价值取向。

新课标2017版（P117）提出对高中生文化意识的要求：能够选择合适的方式方法在课堂等现实情境中获取文化信息；感悟中外优秀文化的精神内涵，树立正确的价值观。本节课要引导学生获取中外文化中的精神内涵，树立正确的价值观。

新课标2017版（P117）提出对高中生思维品质的要求：辨析、判断观点和思想的价值，并形成自己的观点。学生在本节课要学会判断、辨析现象后的思想价值，形成自己的观点。

布鲁姆的学习能力目标分类（2001）提出要培养学生的各层级能力，remember-understand-apply-analyze-evaluate-create，在本节课，依据于此，对学生进行记忆-理解-分析-应用-评估-创造的由低到高的思维训练，从而帮助学生提高思维能力。

学生情况分析：

本节课的主体为高二1班学生。作为郊区示范校，大部分学生来自农村，英语水平较弱，虽然是实验班，因为分班时依据语文、数学、英语的综合排名分班，有些同学数学好，有些语文好，英语基础并不统一。大部分同学单词量小，语言知识不扎实，听说读写能力都比较弱，尤其是深层理解能力和迁移能力。本节课主要是针对这个问题而设计的，引导学生除了关注文本的本意read the line，关注文本的联系read between lines, 还关注言外之意read beyond lines，关注语言知识、学习能力的同时加强思维训练，从而增强学生的语言能力、思维能力和学习能力，进一步加强对志愿者工作的理解，从而加强争取的思想教育，立德树人。

教学方式：

“发展学生的英语语言技能，就是使学生能够通过听、说、读、写、看等活动，理解口头和书面语篇所传递的信息、观点、情感和态度等，并能利用所学语言知识、文化知识等，根据不同目的和受众，通过口头和书面等形式创造新语篇。这些活动是学生发展语言能力、文化意识、思

维品质和学习能力的重要途径。”

（《普通高中英语课程标准（2017年版）, P36》

本节课采用了多种教学活动方式，设计听、说、读、写、看等教学活动，即关注具体技能的训练，也关注技能的综合运用。选择既有意义又贴近学生生活经验的主题，创设丰富的语境，激发学生参与学习和体验语言的兴趣，以使学生能够在语言实践活动中反思和再现个人的生活和经历，表达自己的观点和情感。

教学手段：

1. 阅读材料；2.白板、粉笔；3.教学课件；4.多媒体设备；5. 实物投影

教学资源：

1. PPT

2. A worksheet

3. Projector

教学目标：

By the end of the class, students will be able to:

1.

tell the story of the human traffic signal;

2.

write an application letter to be a volunteer;

3.

understand the meaning and importance of being a volunteer. 教学重点

Tell the story of the human traffic signal. 教学难点

How to understand the meaning beyond lines. 教学流程示意图

Leading-in: Talk about the jobs they like

to do in the future and the reason. (2’)

Reading

(23’)

Practicing: Complete the report about the

volunteer in Beijing.(5’) --Apply

Watching and Thinking: Find the meaning

of being a volunteer (3’)--Evaluate

Writing: Apply to be a volunteer (6’)

Homework: Scan the QR code to apply

to be a volunteer on the internet.

(1’)

Find the main idea of each part.--Remember

Read the lines. --Remember

Read between the lines. --Understand

Read beyond the lines. --Analyze

教学过程(表格描述) Procedures& Time Teacher’s activity Ask the students to talk about the jobs they like to do in the future and the reason. Students’ activity Talk about the jobs they like to do in the future and the reason. Purpose To review the jobs and the qualities needed to do the job well. Prepare for the words used to talk about being a volunteer.

IP IW

Leading-in (2’) 1. Ask the students to look Look at a picture and at a picture and predict predict what the man what the man is doing.

is doing. 2. Ask the students to find Find the main idea of the main idea of each part.

each part.

3. Guide students to Read Read the lines and the lines. find the similar sentence. 4. Ask students to read Read between the between the lines.

lines and find the meaning behind it. 5. Ask students to read beyond the lines. Read beyond the lines. Arouse their interest and CW

see the situation vividly.

To get the general idea. IW&CW

Reading (23’)

To find and tell the facts IW and remember facts.

& CW To understand the devotion of the man to his voluntary work.

To help students to compare and analyze the sentences.

GW& CW CW 6. Get the students to use the same structure to praise a person.

Practising (5’)

Ask students to complete the report about the volunteer in Beijing. 1. Show a video about doing voluntary work. 2. Get some students to talk about the meaning to be a volunteer.

Use the same structure to praise a person. To use the structure to IW complete the sentence.

& CW GW& IW CW& IW

Complete the report about the volunteer in To put it into practice. Beijing. 1. Watch a video about voluntary work. To develop their ability 2. Talk about the of evaluating.

meaning to be a volunteer.

Watching (3’) Writing (6’)

Homework (1’)

Ask the students to apply IW Apply to be a To help the students to to be a volunteer in the & volunteer in the BVF.

create.

BVF. CW 1. Search the official accounts of Beijing Volunteer Federation (BVF) with your Wechet and become a member of the organization. Check on the latest events and participate in one or two if possible. 2. Scan the QR code to apply to be a volunteer on the internet.

Note: IP=Interaction patterns; CW=Class work; PW=Pair work; GW=Group work; IW=Individual work