Unit2MakingaDifferenceUnderstandingideas教學(xué)設(shè)計(jì)-高一英語

TeachingPlan

Module&Theme:Book3Module2MakingaDifference–ThePowerofGood

TopicContext:Thetopiccontextofthisunitis“humanandsociety”.Studentsaresupposedtodevelopthepositiveattitudesofhelpingothersandhavetheawarenessofbuildingahumanmunitywithasharedfuture.ThepassageThePowerofGoodisabiographyofNicholasWintonwhoistheBritishSchindler,helping669childrenfromthehandoftheNazis.Bystudyingthispassage,studentswillhaveadeeperunderstandingofhelpingpeopleinneed.Inaddition,thestructureofbiographyiswellworthanalyzingandapplyinginwriting.Thelearningstrategybehindisreadingtolearn.

Type&Period:ReadingandWriting&1Period

Teacher:LIHaoyifromHarbinNo.1HighSchool

Students’Analysis:

ThetargetstudentsareinGradeOnefromtheseniorhighschool.Theyhavereadseveralpassagesintheformofbiography,buttheyhaven’thadadetailedlookatthisgenre.Theirunderstandingabouttheoverallstructureandreasoningprocessofthepassageneedstobeimprovedtosomeextend.Meanwhile,teacheroughttoprovidethemwithplatformtoshowtheirindependentjudgementandopinions,whichishelpfulforinvolvementintheclassroom.

LearningObjectives:

Toskimthepassageandunderstandthegistandstructureofit

ToscanthepassageandgetdetailedinformationaboutthelifeofNicholasWinton

Tolearntodevelopthequalityofbeinggoodandbuildingahumanmunitywithasharedfuture

Towriteaminibiography

Keypointsanddifficultpoints:

analyzingpassagestructure(biography)

developingpositiveattitudesofhelpingothers

extractingpassagestructureandwritingaminibiography

Methodology&Strategies:

Toachieveteachinggoals,themunicativeapproachandthetaskbasedteachingmethodswillbeadopted.Asforthelearningmethods,studentwilllearnthislessonbyindependentlearning,andcooperativelearning.

AidsandMaterials:

SmartBlackboard&StudentWorksheet

TeachingProcedures:

StepOne:Leadin

StudentswatchashortvideoclipaboutSchindlerandthenreadhisbriefintroduction.Afterthat,theBritishSchindler,NicholasWinton,willbeintroduced.

Justification:BywatchingashortvideoclipofSchindler,thebackgroundknowledgewillbeactivated.Afterthat,theheroofthispassage,NicholasWinton,willbeintroducedsothatstudentscanhaveabetterunderstandingofthepassagebymakingparison.

StepTwo:Prereading

StudentspredictwhatWintonmighthavedonebywordcloudandpictures.Discussingroupsandsharepersonalopinions.

Justification:Strengthenreadingstrategiesbyutilizinginformationotherthanwordsofthepassagetoaidunderstandingpassages.

CorepetenceImprovement:Bypredictingthemainideaofthepassageviawordcloudandpicturesingroups,studentsreadingstrategiescanbedeveloped.Moreover,somespokenabilitieslikesharingopinionsandevaluatingotherswillbepracticed.

StepThree:Whilereading

GeneralReading

Readthepassageforthefirsttimeandtrytoanswerthefollowingquestions.(groupdiscussion)

What’sthemainideaofthepassage?

What’stheliteratureformofthepassage?(novel/argumentation/biography)

Thinkaboutthestructureofthepassage.Howmanypartsdoesthepassagehaveandwhatarethey?

DetailedReading

Readthepassageagainandtrytofinishthetimeline.

ReadthelistedkeyactionsandfindasmanywordsasyoucantodescribeWinton’spersonal.qualities.

Justification:Bydesigninggradualreadingtasks,studentscanbeguidedtopayattentiontothepassagefromgisttothestructure,andfromthetopicwordstothetopicsentences.Theteacherfocusesondevelopingstudents’readingstrategiesofskimmingandsummarizing.

CorepetenceImprovement:Studentsacquiretextinformationbyscanningandextracttheoverallstructureofthepassage.

StepFour:PostReading

StudentActivity:WritingtheoutlineofaminibiographyofTUYouyoubyusingthestructureofthereadingpassage.(Studentswillfinishthewholewritingafterclassashomework)

Justification:Throughwritingoutline,studentscanreviewwhattheyhavelearntandlearnthestructureofbiographywithattention(explicitlearning).“N+1”isaproperknowledgegapforstudentstolearn.Readtolearnandthenusethatknowledgeinwritingisagreatwaytopractice,whichisareasonablechallengetotakeup.

CorepetenceImprovement:Biographystructurewillbestrengthenviawritingaminibiographybythemselves.Readingskill,readingtolearn,canbedevelopedinthissection.

StepFive:Summary

Leadthestudentstosummarizethestructureoftheessay.

Askquestionstofurtherexplorethethememeaningofthelessonanddevelopthequalityofbeinggoodandbuildingahumanmunitywithasharedfuture.

SelfevaluationTable

Items

Yes

No

Goodclassroominvolvement

Contributioningroupdiscussion

Readingspeed

Biographystructure

Writingpletion

Attitudesofhelpingothers

Justification:Theteacherhelpsstudentsdevelopasenseofresponsibilityandexploituniqueandeffectivelearningmethods.

CorepetenceImprovement:Studentsdeveloptheabilitytoassessthemselves.

Homework:

Finishingtheminibiography

Extractingthetimelineoftheminibiography

Givingreasonsofhelpingothers

AssessmentFunction:

Inthislesson,theteacherusesfiveassessmentfunctionstopromotethedevelopmentandimprovementofstudents.

DentificationFunction:Theidentificationfunctionisthebasicfunctionofeducationalassessment.Throughthetableinthesummarypart,studentscanassessthemselvesonhowtheygraspthemainpointsofthislesson.

OrientationFunction:Forthestudents,theteacher'staskactsasa"baton",whichdirectstheirorientations.Intheleadinandprereadingparts,theteacherdesignsquestionsfromshallowleveltodeeplevelandstudentscanworkhardtoreachtheeligiblestandardsothatstudentscangetpositivements.

MotivationFunction:Allstudentshavethedesiretoobtainhigherassessmentandrealizetheirownvalue.Inthelastpartofthewhilereading,theteacherasksthest