2024新上教版（2020）《高中英语》选择性必修第一册教案(4)份（全册打包）.rar

1、课题：上教版选修 1 Unit 1 Reading and interaction:Is chocolate the answer?(1st period)执教班级：XXX 学校：XXX 执教者：XXX【指导思想】【指导思想】普通高中英语课程标准（2017 年版 2020 年修订）明确提出了立足学生发展的学科核心素养育人观，即普通高中英语课程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，落实立德树人根本任务。同时，新课标也提出指向英语学习活动观，倡导以学生为主体的常态化活动，并将这种活动视为英语教学的基本形式。新教材的一大特色是指向核心素养的单元主题教学，因此教师应在

2、单元主题引领下，运用英语学习活动观作为教学基本形式，在教学过程中不断落实英语学科核心素养的培养。而且，英语学科核心素养四大要素之间是相互渗透、融合互动、协调发展的综合素养。结合本次教研主题，在探索新教材的使用上，也全面探索了解学生，深入学生的新教法。通过文本篇章的学习，进一步挖掘人际关系和心态培养等核心话题，教导学生从品质和价值等方面落实学科核心素养中的语言能力和思维品质的培养，促进学生的学习活动向其品格和能力培养发面转化。【教材分析】【教材分析】1.单元分析本单元引入人际关系和情绪心境等话题来开展学习内容。在阅读和交际板块中，教材围绕“幸福感”这一话题，带领学生共同探讨影响幸福感的几大因素和

3、保持自身快乐的方法。在语法板块中，通过引用健康的身体和意识之间的关系的科学研究，讲解过去完成时的语法结构和练习。听说部分引述个人价值观在团队中的作用。写作部分通过朋友之间的通信，教导学生如何通过信件来讲述个人的经历。文化聚焦板块的文章介绍了美国人肥胖的主导因素，而视频部分则展示了英国的学校生活。本单元的学习内容紧紧围绕学生的日常生活，了解人的本质和内心。从立意上，教导学生怎样更加积极和乐观，有非常深刻的启发意义。本次课题为“Is Chocolate the answer?”，以巧克力这一日常食物着手，在篇章中引入了“世界幸福指数报告”，通过实证发布人类持久幸福感的因素，引导学生对于心态情绪培养

4、等话题进行深入思考。2.语篇分析本文“Is Chocolate the answer?”以黑体字，通过引入话题“到底使得人们快乐的因素是什么”总起全篇。文章为一篇说明文，结构清晰，开篇引入话题后，便通过一条主线“intangible factors”贯穿全文。次段，作者通过导入“世界幸福指数报告”将“short-lived happiness”和“long-lasting happiness”的概念引入，并诠释如何培养持久的快乐，并对“short-lived happiness”持否定态度。再随后的余篇中便通过“intangible factors；good human relationshi

5、ps,good health,sufficient sleep”阐释如何获得持久的幸福感。文章总体以“总分”结构归拢全文脉络。文章中有较多的习语表达，是学习地道英语的良好素材在教材书中，编者以一道亮眼的问题结束学生的思考：“Is there anything you would like to challenge the writer about?What is it?”新教材的编写和设置正是体现了新学法和新教法的独特之处。教师和学生将通过篇章的学习和发散性问题的探讨，将学习内容从教科书迁移到生活中来。通过“反叛性”思考，学生将联想生活和自己的切身实际，并提出自己的不同看法和见解，从而锻炼学生

6、的思维品质和学习能力等英语学科核心素养，真正地落实立德树人根本任务。【学情分析】【学情分析】从学生语言水平角度分析，本次上课班级为上海海洋大学附属大团高级中学高二（12）班，多数学生在课堂上表现积极，少数同学语言表达能力不足或缺乏当众表达的勇气，也有少数同学能够畅通无碍地自由表达。整体而言，学生具备中等语言能力。因此教师在课堂环节中应充分给予学生开口的机会，帮助学生运用课堂所学在小组中交流、思辨，合力产出。从学生前备知识角度分析，选修 1 教材的文章和语法都比必修部分增加一定的难度。文章内容更加本土化，长难句的增多也需要学生加深对词句结构和文章立意的理解。高二的学生对于情绪的调节和人际关系的处

7、理等话题有一定的认知，但对于课文中本土习语和辩证思考和论述的方式还不是很熟悉。好在文章的话题比较接近学生的生活，探讨使人快乐的因素都有哪些，学生比较容易带入。在授课时，教师通过关联学生自身经验的提问以及发散性思考的引入，可以帮助学生体验文章的论断是否与自身相符，这篇文章也给学生提供了表达自我，挑战作者观点的机会，是启发学生思考，大胆发表意见的绝佳素材。【困难预设】【困难预设】学生对于人际关系和情绪心境这一话题并不陌生，但是在文本中有大量的习语表达，如情绪的好坏“on cloud nine”“over the moon”“on top of the world”“positive and opt

8、imistic”“down the the dumps”“feeling blue”“feeling down in the mouth”，学生可能并不熟悉，这些短语蕴含的内容对学生而言比较抽象，在初期理解文本时有一点困难。所以在引入类似习语后，会通过如下解释，启发学生：“Q：Why are some people on cloud nine while others are always down in the dumps?A：The idioms on cloud nine and down in the dumps are connected by the linking word wh

9、ile,which signals a contrast.In English,down and dump both have a negative meaning,so down in the dumps probably means feeling depressed or unhappy.Therefore,on cloud nine must have the opposite meaning:feeling incredibly happy”.其次，学生的表达能力普遍还有所欠缺，因此在读后的小组讨论中，在学生的表达尚不流畅的情况下，教师课通过启发，引导学生丰富对话。【教学目标】【教学

10、目标】1.头脑风暴并列举出使人获得快乐的因素。2.通过略读和扫读技巧，总结有助于快乐的因素，并增强阅读文本信息的能力。3.在陌生的文本中，推断习语的用法和语义。【教学重难点】【教学重难点】教学重点：把握文章脉络，学会总结要点并提出自己的见解，升华文章幸福因素主题，学习迁移至生活本身，从自己的切身体会理解幸福。教学难点：学会理解并使用习语。【教学资源】【教学资源】课本、多媒体课件、网络资源（图片、动图等）、学历案等【教学设计】【教学设计】1.导入活动一：观看电影片段“Forrest Gump”，回顾电影台词：“Life was like a box of chocolates,you never

11、 know what youre gonna get.”引入问题“what do you usually associate chocolate with?”设计说明：电影场景可以快速吸引学生目光，通过“巧克力相关话题”迅速引入文本探讨，通过问题的思考和预测，激活学生对话题印象的已有图式，激发阅读兴趣，做好阅读准备2.读前活动二：在学生接触文本以前，通过简单的选项和图片让学生通过第一感觉选出令人快乐的因素，问题如下：“Before you read,choose one of the things that you think makes people happy.Why do you thi

12、nk so?”设计说明：直观地感受和选择可以给下文的主要脉络做出铺垫，学生大多会选择“short-lived happiness”，进而给文章主要结构的“long-lasting happiness”埋下伏笔。3.读中活动三：全体大声朗读文章首段“Have you ever wondered what makes people happy?Why are some people on cloud nine while others are always down in the dumps?Whats the secret?Is it pots of money,good health,lovi

13、ng relationships,owning the latest gadget or simply chocolate?”并思考 idioms“on cloud nine”和“down in the dumps”的区别。并鼓励学生找出文章后续中其他习语表达。设计说明：文章首段发出疑问，诱发学生思考。琅琅书声可以促进学生快速进入学习状态和感受课堂氛围，通过首段习语的表达和理解，也可以帮助学生理解语境。活动四：略读全文，划分段落，匹配大意。设计说明：锻炼学生略读技巧以及大意抓取能力，帮助学生了解文章结构。考查学生是否理解多模态语篇中非文字表意形式和手段（小标题）。能否根据语篇中的小标题预测和理

14、解篇章的主要内容。该活动旨在提升学生学科核心素养中 的语言能力（语篇知识和语言技能）和学习能力。活动五：扫读文章，并精度问题 1“What kind of happiness do material objects provide?”和问题 2“According to the passage,what are the three basic needs that are essential for happiness？”，并理解“intangible”的概念，区分“short-lived 和 long-lasting”幸福的不同之处。设计说明：问题 1 和 2 是引领全篇的核心问题，通过两个

15、问题的答案和引出文章的总体脉络如下：活动六：精读问题 3.4.5，理解在“intangible factors”中三个核心要素“Good human relationship”“Good health”“Sufficient sleep”的诠释。设计说明：问题 3-5 也涵括文章的核心内容，教师将通过个别语句和词汇的讲解，归纳全文。活动七：思考问题 6“Is there anything you would like to challenge the writer about?what is it?”引导学生发散性思考，并引出读后活动：总结归纳习语。设计说明：该问题作为本篇教材编写者的一道亮眼

16、性问题，使得教师和学生将通过篇章的学习和发散性问题的探讨，将学习内容从教科书迁移到生活中来。通过“反叛性”思考，学生将联想生活和自己的切身实际，并提出自己的不同看法和见解。4.读后活动八：通过文章内容的学习和发散性思考，教师将引导学生总结文章内容，结合已经学习推断习语使用方法的技巧，总结归纳文中列出的习语，并加以解释和运用。设计说明：习语的学习和使用是本文的一项重点和难点内容，在陌生的语境中如何推测并学会使用习语，是提高学生语言学习能力的一项重要途径。通过总结归纳，学生在认知理解后，通过双人对话方式运用习语。该活动旨在提升学生学科核心素养中的语言能力和思维品质。5.作业布置（1）跟读课文 2

17、遍，能够熟练朗读文本。（2）整理书中相关习语表达，并摘抄记录。Teaching planType of class:Reading and interactionDuration：40 minutesTeaching objectives:At the end of the lesson,students are expected to:1.Brainstorm and list the things that would make people happy.2.Familiarize the factors contributing to happiness via reading stra

18、tegies.3.Learn the meaning of the idioms about happiness and sadness through logical inference.Key points:Articulate your point of view and explain how you can be happierDifficult points:Learn and use idioms correctlyTeaching procedures:StagesLearning ActivitiesPurposesTimePre-readingWatch the video

19、 and learn sth about the chocolate.Review the movie quotes and answer the questions.To lead in the topic.To arouse students interest and draw their attention with a situation.3-5minutes1st reading:Skim the passage and identify the layout and main idea.To help students grasp the layout of the passage

20、.4-6minutesWhile-reading2nd reading:Scan Para.1 to Para.5 and answer the questions on the factors of feeling good.Read the summary and fill in each blank with a suitable word.think critically about the other contributors of mood and try to illustrate.To help students figure out the factors.To guide

21、students to review the phrases and idioms.To invite students critical thinking.23-25minutesPost-readingConclude the usage of idioms and try to practise them.To consolidate what has been learned in class.4-6minutesAssign-ments1.Listen to the audio recording of the text and read it aloud at least twic

22、e.2.Review relevant idiom expressions in the textbook.1 minute【Worksheet】Is chocolate the answer?【学习主题】【学习主题】Is Chocolate the answer，文章来自上教版选修一，Unit 1 Feeling good，第一课时。【设计者】【设计者】李涛李涛【课标要求】【课标要求】1.从语篇中提取主要信息和观点，理解语篇要义。2.语篇联系实际，培养批判思维和表达能力。【学习目标】【学习目标】1.通过略读，匹配各部分大意；2.通过扫读，从获得“happiness”的几大因素作为主线来了解文

23、章；3.通过头脑风暴和阅读，能够引发学生对于个人情绪的主观思考；4.通过小组讨论，学会文本中的习语表达和词汇搭配。【评价任务】【评价任务】1.通过略读完成匹配段落大意梳理文章脉络。（检测目标 1）2.通过阅读技巧，查找、填补信息。（检测目标2，3）3.通过课中学习进行知识迁移（检测目标 4）【学法建议】【学法建议】学生跟随课文的作者通过地道习语的表达方式，学懂影响人心情绪的主要因素，并将所学知识迁移到自己的生活中，并通过小组讨论，探讨如何获得快乐。【学习过程】【学习过程】I.Warm-up.【Task 3】Watch the video and try to review the scene

24、of the movie.What does the Forrest Gump say?Try to retell the movie lines about chocolate.What do you usually associate chocolate with?_II.Skimming and matching.【Task 1】Before you read,choose one of the things that you think makes people happy.Why do you think so?delicious food and sweetsThe latest

25、gadgetMoneyGood heathLoving relationshipsFriendshipOthers_Match the main idea to each Para.Para.1 What is it that really contributes to the different feelings of people?Para.2 Regular exercise will lead to the health.Para.3 Will the latest gadget really get you long-lasting happiness?Para.4 Good rel

26、ationships-one of the most powerful intangible factors.Para.5 Sufficient rest will hep a lot.III.Scanning.【Task 2】Scan Para.1-5 and answer the questions.1.What kind of happiness do material objects provide?_ 2.According to the passage,what are the three basic needs that are essential for happiness?_

27、 3.What does the sentence“happiness means you have to give and take”imply?Can you give examples?_ 4.What effect does regular exercise have on a persons mood?Try to explain in personal experience._ 5.According to the passage,what happens if you do not get enough sleep?Is this true in daily life？_ 6.I

28、s there anything you would like to challenge the writer about his concept of happiness?What is it?_IV.Read the summary and fill in each blank with a suitable word.【Task 3】People often believe that the more _ objects we own,the happier we would become.However,experts tell us we may get a _ out of own

29、ing things like a new dress,a new smartphone or a new tablet,but this kind of happiness is often _.According to the latest World Happiness Report,what makes people happy is not material objects,but intangible things such as loving relationships,kindness,_and good health.Loving relationships are _to

30、our feelings of happiness.We need our family members and friends to _and respect us in our everyday life.Good relationships are based on mutual understanding and _.In order to build love and trust,we should also perform acts of kindness and generosity on a _basis.Health is another important _ to hap

31、piness.We need to maintain a healthy diet and do regular exercise.Laziness or lack of sleep will often result in tiredness which may put us in a bad _.V.Language focus【Task 3】Learn the idioms and practice them by using dialogue.Feeling goodFeeling bad【Assignments】1.Listen to the audio recording of t

32、he text and read it aloud at least twice.2.Review relevant idiom expressions in the textbook.附件：教材文本样张 主题单元教学设计主题单元教学设计主题单元标题上教版高中英语选择性必修第一册第二单元 Making a difference教师姓名上海市 XX 中学 XXX学科领域（在内打表示主属学科，打表示相关学科）思想政治物理地理美术语文化学体育与健康心理健康数学生物信息技术社会实践英语历史劳动技术其他适用年级高二年级所需时间7 课时主题单元学习概述本教材单元的主题为“做出改变”，主题语境属于“人与自然

33、”，介绍了自然环境与人类社会发展之间的关系这一主题。Reading 部分：主阅读板块描述了岛上人们的生活如何受到全球变暖的影响，邀请读者思考我们的未来。Grammar 部分：以行动呈现倡导环保的快闪现象，在此学习和实践未来的连续性。Listening and Speaking 部分：讨论了在城市中建立更好社区的不同方法。Writing 部分：写作板块为学生提供了一个练习写作技巧的机会，以选择支持的慈善机构。Cultural focus 部分：文化焦点部分的阅读段落讲述了一个体育赛事的故事，该赛事作为筹款和慈善工作的载体，视频介绍了英国一家名为蓝十字的宠物慈善机构。主题单元学习目标（说明：依据新

34、课程标准要求描述学生在本单元学习中所要达到的主要目标）1.Describe how climate change affects the people and culture of the islands in the South Pacific(Reading and interaction)2.Use the future continuous correctly in the given context(Grammar activity)3.Make suggests on improving school services(Listening and speaking)4.Write

35、an opinion essay on supporting a charity using appropreate language and convincing arguments(Writing)5.Interpret the social value of the Run for Charity event.Appreciate the value of protecting animals.(Cultural focus)对应课标(Reading and interaction)2-8 能判断和识别语篇的意图，获取其中的重要信息和观点。2-8 能推断陌生语境中语篇所包含的隐含意义。2

36、-4 在比较陌生的语境中，能口头描述人或事物的特征，阐释和说明观点。(Grammar activity)2-11 能理解语篇中特定语言的使用意图。2-6 能在口头表达中有目地选择语法结构。(Listening and speaking)2-1 在听的过程中，能抓住熟悉话题语篇的大意，获取其中的主要信息、观点和文化背景。2-4 在比较复杂的语境中，能阐释和说明观点。2-5 能根据交际场合的正式程度和行事程序，选择正式或非正式、直接或委婉的语言形式表达建议。(Writing)2-13 能在书面表达中有条理地阐述观点，表达情感态度。2-14 能有目的地选择词汇和语法结构，确切表达意思，体现意义的逻辑

37、关联性。(Cultural focus)2-12 能识别语篇间接反映或隐含的社会文化现象。2-3 能借助多模态媒介，理解视频所传达的有关陌生领域的事实性信息。专题划分专题一：阅读（课时数：2 课时）专题二：语法（课时数：1 课时）专题三：听说（课时数：1 课时）专题四：写作（课时数：1 课时）专题五：文化聚焦课时数：2 课时）专题一阅读所需课时2 课时专题学习目标（说明：描述学生在本专题学习中所要达到的学习目标，注意与主题单元的学习目标呼应）At the end of the lesson,the students are expected to:1.Use appropriate readi

38、ng skills to understand the main idea of the text.2.Describe the impact of climate change on the lives and culture of Carteret Island residents.专题问题设计What is life like on the Carteret Islands?What first impression of the islands does the writer give?3.What causes the islanders to leave their home?4.

39、How do you understand the last sentence“He is the human face of climate change”?5.How would you respond to John Sailikes worries?所需教学环境和教学资源信息化资源视频、多媒体教案 PPT常规资源黑板教学支撑环境教室、视频播放软件、PPT 软件其他纸笔、教案学习活动设计第一课时 Reading and Interaction【Learning Procedures】I.Pre-readingInteractive Task 1:Pre-reading*T:Ask stu

40、dents to look at the title and the picture on page 24 and answer the following questions.*Ss:Look at the title and the picture on page 24 and answer the following questions.Purpose:Introduce the topic and warm the class.Guiding Questions:1.What do you think the story is about?2.How do you imagine th

41、e life on the island?II.While-readingInteractive Task 2:Read para.1 and make predictions.*T:Ask students to read para.1 and make predictions.*Ss:Read para.1 and make prediction.Purpose:Enable students to get the main idea and structure of the text.Guiding Instruction:1.Who is John Sailike?2.Why is h

42、e sad?3.What is the story probably about?Interactive Task 3:Match the headings by skimming.*T:Ask students to skim the text and match the headings.*Ss:Skim the text and match the headings.Purpose:Enable students to get the main idea and structure of the text.Guiding Instruction:1.Skim the text and m

43、atch paragraphs 2-6 with the main ideas.Interactive Task 4:Scan paragraph 2 and answer the following questions.*T:Ask students to Scan paragraph 2 and“Fact file:Carteret Islands”on page 25 and answer the following questions.*Ss:Read and answer relevant questions.Purpose:Help students to describe lif

44、e on the Caeteret Islands.Guiding Questions:1.What is life like on the Carteret Islands?2.What first impression of the islands does the writer give?3.What caused the islanders to leave their home?Interactive Task 5:Scan paragraphs 3-4 and complete the following table.*T:Ask students to scan paragrap

45、hs 3-4 and complete the following table.*Ss:Scan paragraphs 3-4 and complete the following table.Purpose:Help students know about the impact of global warming on the islanders.Guiding Questions:1.What causes the islanders to leave their home?Interactive Task 6:Scan paragraph 5 and complete the follo

46、wing table.*T:Ask students to scan paragraph 5 and complete the following table.*Ss:Scan paragraph 5 and complete the following table.Purpose:Help Ss find out efforts to help the islanders.Interactive Task 7:Scan paragraph 6 and answer the following questions.*T:Ask students to scan paragraph 6 and

47、answer the following questions.*Ss:Scan paragraph 6 and answer the following questions.Purpose:Help Ss know about the consequences of our actions towards the environment and theus make us care for our planet.Guiding Questions:1.How do you understand the last sentence“He is the human face of climate

48、change”?2.How would you respond to John Sailikes worries?III.Post-readingInteractive Task 8:Discuss and share opinions on the following questions.What are your feelings and thoughts after reading the island story?_Can you think of some other ways to support and help the islanders?_IV.Assignments1.Li

49、sten to the audio recording of the text and read the text at least twice.2.Finish Exercise 2 on page 26 in the textbook.3.Do some research on the causes and effects of climate change.单单元元名名称称 及及课课文文标标题题（上教版）选择性必修一Unit 3 Paying the Price-Does Smell Sell?学学校校洋泾中学授授课课年年级级高二执执教教者者XX教教研研主主题题新教材 新学法 以学定教新

50、模态 新教法 全面提高单单元元主主题题人与社会-社会热点单单元元标标题题Paying the Price单单元元内内容容分分析析本 单 元 由 六篇 多 模 态 语 篇 组成，包 含“人 与 社 会”主 题 范 畴 下 的“社 会 热 点 问 题”、“不同 民族文化习俗 和传统节日”子主 题。语篇内容 涉及“营销与消 费”，话 题 围 绕 现 代社 会 商 业活 动 与 消 费 行 为 展 开。通过 归 纳、整 合 语 篇内 容，并 结 合 学 生 的 认 知发展规律，尝试将单元语 篇的教学顺序调整 如下（见下表）。调整 顺序后，力求 实现单元整体教学设计重点突出，安排合理，逻辑严谨、生成自然