Unit 6 A variety of viewpoints教学设计及教案分析

Teaching Plan 金汇高中：朱琳

时间：2019.5.16

班级：高一（4）班

课题：We all have each other [单元规划]：

本单元教学内容主要包含四至五篇记叙文类型的文章，难度逐篇阶梯式上升。教学内容大多来源于21世纪英语学生报，比较贴近学生。文章在理解上需要学生提炼主题，概括作者的中心思想，并通过思想深化，更好地理解后续补充材料，运用所学词汇和句式结构对文章主旨的理解进行再次产出和升华。

[单元教学目标]：

报刊阅读，以读促说。通过指导学生阅读记叙文，理解文章所传递的较深思想内涵，由表及里，层层递进。学习理解每篇文章中的关键词汇和语句，通过句式重组和词汇替代等形式，对文章主旨进行二次加工和输出。培养学生提炼记叙文中心思想的能力，同时引发其对于人生观、价值观和世界观的深度思考，突出情感教育意义。

[学情分析]：

授课对象是金汇高中高一年级学生。学生英语基础不高，思维较活跃。通过单元前期教学，已经对记叙文的脉络把握具有一定能力。通过高一第一学期的学习，学生也对定语从句有了初步掌握。在教师引导之下，能够理解较难记叙文的文章中心思想，尤其是对一些引发深层思考的句子进行剖析理解，并运用定语从句句型进行再次产出。

[教学立意]: 通过学习作者在和家人经历火灾后明白了生命和爱比烧毁的财物更为宝贵的故事，理解钱财乃身外之物，并通过观看和学习补充材料——关于史蒂夫·乔布斯的视频，对所学内容进行复现和升华，从而使学生对真正含义上的“富有”有一个深刻而全面的理解，培养一种积极的生活态度。

[教学目标]: By the end of this period, students are expected to: 

Knowledge Aims: 1.

Grasp some new words and expressions in the article as well as their synonyms. 2.

Know the multiple meanings of “rich”.



Ability Aims: 1.

Get the key words in a story by skimming and scanning. 2.

Consolidate and apply the use of attributive clause by paraphrasing and making some sentences. 

Emotion Aims: 1.

Establish a positive attitude towards life. [教学重点与难点]: 1.

How to guide students to get the main idea of a narration in depth.

2.

How to broaden students’ understanding of “rich”.

[教学过程]: Stages Teachers tasks Students tasks Design Intent Lead-in 1.

Ask students “ Are 1.

Think about what Attract students’ you rich?”

does “rich” refer to.

attention and get

their original 2.

Introduce some 2.

Learn some famous understanding of

rich people. rich people. 3.

Elicit students’ 3.

Get a first interest in learning impression of the the story. article. While-reading 4.

Ask students to 4.

Know the content of read the whole the story and get the story and fill in the key words in it. blanks.

5.

Check the answers 5.

Learn the new with students. words in the article

and their synonyms.

6.

Analyze the article 6.

Discuss the attitude in depth. change of the author

and paraphrase

some difficult

sentences by using

attributive clause.

Post-reading 7.

Show students a 7.

Watch the video video about and complete the

“What’s more sentences. important than

money”.

8.

Let students 8.

Work in groups to discuss the find out the things question “What more important than makes a person money in life and really rich?”

write down their

answers on the

blackboard.

9.

Ask students the 9.

Work by themselves question at the to make up the beginning of the sentence about class “ Are you “rich” by using rich?” again.

attributive clause. Assignments Write a composition about “ What makes a person really rich?” (80-100 words) “rich”.

Analyze the plots of the story and pick up the new words and expressions by skimming and scanning.

Encourage students to think deeper about the article. Consolidate the use of attributive clause.

Get the main idea of the video by taking down some key words.

Know the multiple meanings of “rich” by learning the lesson.

Attain a positive attitude towards life and practice the attributive clause. Check and deepen students’ understanding of “rich”.