Unit 1 Reading and interaction 教学设计-2024新上教版（2020）《高中英语》选择性必修第一册.docx

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】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，因此教师应在单元主题引领

2、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】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保持自身快乐的方法。在

3、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等话题进行深入思考。2

4、. 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 relationships,good he

5、alth,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，从而锻炼学生的思维品质和学习能

6、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】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理等话题有一定的认知，但对于课文中

7、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】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 optimistic”“down the the d

8、umps”“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 while, which signals a c

9、ontrast. 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】1. 头脑风暴并列举出使人获得快乐的

10、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】课本、多媒体课件、网络资源（图片、动图等）、学历案等【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 know what youre gonna get.”引入问题“w

11、hat 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 think so ?”设计说明：直观地感受和选择可以给下文的主要脉

12、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,loving relationships, owning

13、 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解篇章的主要内容。该活动旨在提升学生学科核心素养

14、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.

15、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

16、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。

17、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 strategies.3. Learn the meaning

18、 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-reading Watch the video and learn sth about the

19、 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.3-5minutesWhile-reading1st reading: Skim the passage and identify the layout and main idea. To help students grasp the layout of the passage.4-6mi

20、nutes2nd 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 students to r

21、eview the phrases and idioms. To invite students critical thinking.23-25minutesPost-reading Conclude 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 twice.2. Revi

22、ew relevant idiom expressions in the textbook.1 minute【Worksheet】 Is chocolate the answer?【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】 李涛【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】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章；3. 通过头脑风暴和阅读，能够引发学生对于个人情绪

23、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】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】I. Warm-up.【Task 3】 Watch the video and try to review the scene of the movie . What does the Forrest Gum

24、p 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 sweets The latest gadget Money Good heath Lov

25、ing relationships Friendship Others_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 relationships-one

26、 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?_ 3. W

27、hat 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

28、. Is 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 _

29、out of owning 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 rela

30、tionships are _to 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 ano

31、ther important _ to happiness. 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 the text and read it aloud at least twice.2. Review relevant idiom expressions in the textbook.附件：教材文本样张