高三英語高考Teaching Design教學設計

1、.Teaching DesignReading for Writing Theme: Man and Society-Transport and SafetyLesson Type：Reading for WritingDuration：40 minutes Date: October 14, 2019Learning Objectives: After the class, students will be able to1. pick up the expressions related to the theme Transport and Safety;2. talk about the

2、 theme Transport and Safety using the expressions in a rational way-the traffic problems, causes and solutions; 3. put the expressions into proper use in writing; 4. enhance the awareness of traffic safety and social responsibility.Key point: Accumulate and internalize expressions about Transport an

3、d Safety through readingDifficult point: Write a passage about transport in an organized way.主題語境：人與社會-交通平安語篇類型：說明文主題分析：本主題是“交通與平安，涉及兩個語篇，其中Passage 1是一篇根據(jù)外研版Book4 Module 2的Reading and Vocabulary改編的一篇文章，介紹游成都能使用的各種交通方式及其利弊。Passage2是根據(jù)牛津版教材Book7 Unit 4的一篇閱讀文章改編，涉及造成交通事故的原因分析及其建議，圍繞世界范圍內交通事故不斷加劇的現(xiàn)狀，分析其

4、原因，警示人們標準自我，增強平安意識。學情分析：按英語程度中等的高三學生設計。教學目的經過本課的學習，學生可以：1. 提取語篇大意，梳理文章構造，獲取有關交通的表達，歸納文中關于交通的事實性信息;2. 通過閱讀圈活動，基于自主學習與小組合作學習，進一步梳理和整合所讀的文章信息，完成各自學習任務，對文本從不同角度進展分析和深度解讀，運用學到的有關交通的表達通過議論并書面表達交通平安問題、造成問題原因以及對應的解決方法，實現(xiàn)語言才能的遷移與創(chuàng)新思維的培養(yǎng)；3. 體會并考慮人與社會的關系，增強交通平安意識、培養(yǎng)自覺遵守交通法規(guī)意識。學習準備：課前，學生已學過相關話題單元，有一定的話題詞匯、表達以及話

5、題意識的輸入。教學過程步驟教學活動設計意圖活動形式及時間核心素養(yǎng)提升點Step 1Leading in the topicActivity One-Free Talk: where did you go in this National Day Holiday? What means of transport did you choose? Why?1. Ss speak, stating reasons.2. T prompts Ss to talk.創(chuàng)設情境，引出主題。激活學生背景知識，激發(fā)學習欲望，形成學習期待。3IW&CWStep 2 Reading for main idea and

6、 key informationActivity Two-Read Passage 1語篇附后and find out what is mainly talked about in the passage, focusing on relevant expressions. 1.T gives prompts to Ss to read Passage 1 quickly and find out what the passage is mainly about.2. T asks Ss to look through the text again for means of transport

7、 and their advantages and disadvantages.3. Ss present and explain their ideas in class.4. T leads in the new topic-traffic problems.閱讀教材語篇，獲取文章主旨,提取、分類并概括根本信息。5IW&PW語言才能：獲 取、歸類并概括信息。思維品質：利用構造圖 通過分 析、概括并整合信息，形成主題意義及語義內部聯(lián)絡。Step 3 Reading and Speaking for structure and expressionsActivity Three-Read th

8、e title , the subtitles and the first paragraph of Passage 2 語篇附后 and answer questions.1. T prompts Ss to read the title , the subtitles and the first paragraph of Passage 2 and find out- what the passage is about, what motivates the author to write the passage, what the writers writing purpose is,

9、what will be talked about in the following part of the passage.2. Ss read and then check answers in groups.3. T asks Ss to explain their ideas and adds essential information if anything is missing.關注文章體 裁和文章構造， 為提取和歸納根本信息作準備。梳理文本信息，建構新知。學生自主閱 讀， 按照自己的理解梳理、歸 納文本信息，體驗作者的意圖。5IW&PW語言才能：獲 取、 概括信息。思維品質：利用

10、構造圖 分 析、概括并整合信息。描繪闡釋意義。Activity Four-Read the rest parts of Passage 2 quickly in groups of 6 and find the causes and the offered suggestions, meanwhile putting them in the mind map.1. Ss read the rest parts of Passage 2 in groups of 6 to find the causes of traffic accidents and relevant suggestions

11、solutions with a different reading job: Student A&B-find the causes and and suggestions related to drivers, Student C&D find the causes and and suggestions related to cyclists, Student E&F find the causes and and suggestions related to pedestrians. 2. Ss exchange gained information within their grou

12、p. 3. T invites some Ss to present their group work to the whole class.Activity Five- After reading, discuss other causes and relevant suggestions solutions based on their own experiences 2. Ss present their ideas within the group. 3. T prompts some Ss to present their group discussion.語言理論并內化語言。多角度

13、深度理解文本， 語 境中關注詞匯的意義，活動中訓練思維與表達。12IW&GW語言才能：整合運用語言進展表 達； 描繪闡釋意義； 提 出自己的觀點；思維品質：分析論證、推理判斷作者的目的； 文化品格：聯(lián)絡現(xiàn)實生活， 思 考人類與社會的關系；學習才能：自主學習，合作學習。Activity Six- Think about two questions and express ideas about them1. Who should be to blame for the accidents?2. What is the writers purpose to give the last paragr

14、aph?3. What do you want to say to all the road users?深化主題意義，聯(lián)絡生活實際，培養(yǎng)學生平安意識和責任意識，學會遷移創(chuàng)新。5IW&GW思維品質：考慮交通問題的根源；文化品格：聯(lián)絡生活，提出自己的建議。Step 4 Writing for language useLast Sunday evening, you were stuck in a traffic jam due to a traffic accident ahead for such a long time that you missed the whole mornings c

15、lasses, which motivates you to write a letter to the local newspaper: 1. explaining the present state of transport and the traffic problems in your city 2. analyzing the causes of the traffic problems 3. offering your suggestions to ease traffic problems, based on rules and regulations社會標準 and indiv

16、idual behaviors個人行為 4. your expectation拓展話題內容， 穩(wěn)固運用課上所學。10IW學習才能：回憶前面所學，梳 理并運用所學內容，發(fā)現(xiàn)未能解決的問題。備注：Ss: Students T: Teacher IW: Individual work GW: Group work CW: Class work PW: Pair work設計說明：本設計基于文本分析、學情預測和教學目的設計了四個層次的教學活動，包括創(chuàng)設情境，激活；獲取事實性信息，交流內化信息；關注體裁，梳理構造；深度理解文本，分享閱讀成果；開展批判性和創(chuàng)新思維，鼓勵創(chuàng)意表達。這四個層次的活動旨在使其邏

17、輯清楚，層層遞進，表達理論性、綜合性和關聯(lián)性的特點。采用閱讀圈活動，為學生分組自主完成閱讀任務提供平臺。希望通過明確的任務設計，詳細的要求，可操作性強的活動，為學生主動參與、積極考慮、互助合作，真實交流與表達提供保障。最后的作業(yè)設計為穩(wěn)固所學內容。Passage 1 Adapted from FLTRP Textbook Book 4 Module 2 Reading Getting around in ChengduDifferent means of modern transport can be used to get around in Chengdu. For example, if

18、 you raise your hand, a taxi will appear in no time. Also, there are many buses in Chengdu and fares are cheap, starting at 1 yuan. Some buses are limited to travel within the city center and some have destinations in the suburbs. But they can also get very crowded. In some areas, minibuses with 12

19、seats and Didi taxi offer an alternative to expensive taxis and crowded public transport. At present, there are 10 underground lines in Chengdu and several other lines are under construction. They are preferred by citizens, for they are fast and convenient. In addition, tricycles are also worth usin

20、g. They are specially for those who want to feel the slow pace of life in Chengdu. And of course, you can also choose your own private cars to get around if you can stand frequent traffic jams in Chengdu.Passage 2Adapted from Oxford English Book7 Unit 4 Traffic Accidents and Road SafetyThe number of

21、 road accidents and the deaths arising from those accidents has increased over the past year. This passage is aimed at increasing peoples knowledge of the problem. We must all be aware of the potential causes of traffic accidents and act to prevent them. This is true of everyone as accidents affect

22、drivers of vehicles as well as cyclists and pedestrians. We all have a responsibility to prevent accidents. The following are some of the chief causes of road accidents related to drivers, cyclists and pedestrians行人, and what they should do to prevent accidents. Driversl Drivers not paying attention

23、-This is the most common cause of accidents. When drivers do not pay attention to surrounding traffic, they are not ready when another driver does something wrong, like turning without signaling or giving wrong signals. l Drivers speaking on mobile phones-Recently the number of people fined for spea

24、king on their mobile phones while driving has increased by 30 percent. l Drinking and driving-If you drive after you have consumed alcoholic drinks or are drunk, you are violating the law and risking your own life as well as the lives of others. If you are with someone who has been drinking alcohol,

25、 even if it is just a couple of beers, do not allow them to drive.l Drivers speeding-Speed kills. This is a fact that is easily ignored, but driving too fast through city streets is very dangerous. Cyclistsl Cyclists not paying attention-Many cyclists fail to pay attention to the cars that surround

26、them, and often ride too close to cars to allow them space and time to stop. Some cyclists make the assumption that traffic laws do not apply to them, but this is not true. Cyclists should always signal at turnings and stay on the correct side of the road. l Riding bicycles on the pavement-Sometimes bicycles are allowed on the pavement, but cycling on the pavement can be dangerous to pedestrians. When on the pavement, cyclists had better walk next to their bicycles to avoid causing any acc