【課件】Unit+1Understanding+ideas+說課課件外研版（2019）必修第一冊

1.Analysisoftheteachingmaterial2.Analysisofthestudents

3.Analysisoftheteachingaims4.Analysisoftheimportantanddifficultpoints5.Analysisoftheteachingandlearningmethods6.Analysisoftheteachingprocedures7.Analysisoftheblackboarddesign8.Analysisofthehomework1.Analysisoftheteachingmaterial本篇文章是新外研book1unit1中的第一個語篇Myfirstdayatseniorhigh。What：

孟浩從newcampus,newteachers和newchallenges三個方面講述了他高中第一天生活的經歷，并且描述了他的感受。Why：文章通過描寫孟浩的經歷以及情感的變化，鼓勵高中生樹立對高中生活的自信。How：本語篇是日記。其明線是按照時間展開，來描述孟浩beforegoingtoschool,arrivingatschool,duringtheEnglishclass和aftertheEnglishclass的經歷。暗線則是通過描述孟浩的經歷，使讀者了解到孟浩的這一天中情感的變化，從而幫助高中生理解挑戰(zhàn)也是機遇，并且樹立對高中生活的自信。2.Analysisofthestudents

授課對象是高一3班。學生普遍較為活躍，課堂參與度高。但就基礎知識而言，學生之間存在一定的差異。有的學生基礎扎實，口語較好。而部分學生詞匯不過關。3.Analysisoftheteachingaims1.能夠獲取語篇信息，概括文章的主旨大意：按照時間順序，孟浩從三個方面描述了他的經歷與情感變化.2.能夠梳理細節(jié)信息，歸納情節(jié)發(fā)展的時間順序和作者情感的變化：beforegoingtoschool:excited;arrivingatschool:curious;duringtheEnglishclass:nervousandfrightened;aftertheEnglishclass:confident3.能夠在語境中猜測詞義：had

pictured；withbutterfliesinmystomach;turnonmybrainbuttheenginejustwouldn’tstart.4.能夠在語境中學習詞匯并運用詞匯：hadpictured,inone’eagernesstodosth;explore;bedoing....when;bedone;givesbanudge;lookatsbinpanic;makesbrelaxed;putsbunderpressure......4.Analysisoftheimportantanddifficultpoints1.能夠梳理細節(jié)信息，歸納情節(jié)發(fā)展的時間順序和作者情感的變化：beforegoingtoschool:excited;arrivingatschool:curious;duringtheEnglishclass:nervousandfrightened;aftertheEnglishclass:confident2.能夠在語境中猜測詞義,且能夠在語境中學習詞匯并運用詞匯：picture,inone’eagernesstodosth;explore;bedoing....when;bedone;givesbanudge;lookatsbinpanic;makesbrelaxed;putsbunderpressure......5.Analysisoftheteachingandlearningmethodscontent-basedinstruction基于英語學習活動觀的學習方法（自主學習）6.Analysisoftheteachingprocedures課前3分鐘StartingoutHowdoyoufeelonyourfirstdayatseniorhigh?seniorhighhappyembarrassedproudtiredexcitedcuriousnervous...設計目的：背景激活，利用問卷中的問題引出個體內心深處的真實認知、情感情緒。Activity1Ifyouwanttowritesomethingaboutyourfirstdayatseniorhigh,whatwouldyouliketoincludeinyourdiary?設計目的：激發(fā)學生思考，并從中簡單了解到學生的個性傾向性特點：面對newstart，學生真實的、個體化的思想和行為。Activity2:Readandchoose1.Whatdidtheauthorwriteinhisdiaryaboutthefirstdayatseniorhigh?A.theschoolcampusB.newteachersC.schoolsubjectsD.anewtimetableE.anembarrassingmomentsF.newfriendsG.hisfeelings2.Theauthordevelopsthediarymainlyby_________A.explainingB.comparingC.followingtimeorderD.givingexamples設計目的：獲取文章主旨大意和故事發(fā)展的時間順序Activity3:exercise4onP4MengHao’sexperiences1seniorhigh2rushed(outofthedoor)3exploreabit4wassurprisedto5butterfliesinhisstomach6thesamename7underpressure8keepcalm9beprepared10hadagoodbeginning設計目的：1.獲取與梳理作者的經歷---新的學校、新的老師和新的挑戰(zhàn)（時間和經歷線）

并通過思維導圖的形式使思維可視化2.在語境中猜測并學習新詞匯，1.Whatdoestheword“pictured”meaninparagraph1?A.drawnpicturesBtakenphotosC.imaginedD.shown2.Thephrase“withbutterfliesinmystomach”means“________”.A.Ifeltsick. B.Iwasangry.C.Iwashappy. D.Iwasnervous.beforegoingtoschoolarrivingatschoolduringtheEnglishclassaftertheEnglishclasstimeexperiences1.wokeupearlyandrushed2.hadpictured1.decidedtoexplore2.waslookingat....when1.wasnervousaboutintroducing..2.challengesput...underpressure1.agoodbeginningtohisnewschoollifeMengHao’sexperiences

MengHao’sfeelingsBeforegoingtoschoolexcited:hadpicturedit;

wokeupearly;rushedoutofthedoorArrivingatschoolDuringtheEnglishclassAftertheEnglishclassdecidedtoexploreabitcurious:triedtoturnonmybrainbuttheenginejustwouldn’tstart;butterfliesinmystomach;breatheddeeplylookedattheminpanic;embarrassed;mademerelaxednervous:frightened:confident:agoodbeginningtomynewschoollife設計目的：1.了解作者在經歷新的開始時，情感的變化。（情感線）.通過思維導圖的形

式使思維可視化2.在語境中猜測并學習新詞匯，3.Thesentence“Itriedtoturnonmybrainbuttheenginejustwouldn’tstart”means“________”.A.TherewassomethingwrongwithmybrainB.TheenginebrokedownandneededrepairingC.IwastoonervoustothinkabouthowtointroducemyselfD.Theenginewassooldthatitisimpossibletostartitagainexcitedeagercuriousnervous/frightened:withbutterfliesinmystomach......confidentfeelingsActivity4:RetellRetellthestoryaccordingtothemindmap設計目的：在學習理解活動的基礎上，引導學生開展描述活動，實現(xiàn)對語言知識的內化Activity5:ShareWhathappenedonyourfirstdayatseniorhigh?Shareyourexperiencesandfeelingswiththeclass.Aspects1.Beforegoingtoschool2.Arrivingatschool3.DuringtheEnglishclass4.AftertheEnglishclassMyfirstdayatseniorhighUsefulexpressions1.AfterIhadpictureditoverandoveragain...2.inmyeagernesstodosth3.withbutterfliesinmystomach,I.........設計目的：基于主題，提升思維。由閱讀他人的經歷到表達自己經歷的語言和思維的提升MyfirstdayatseniorhighfinallyarrivedafterI1._________(picture)itoverandoveragaininmymind.Irushedoutofthedoorinmyeagerness2.___________(get)toknowmynewschool.ThecampuswasstillquietsoIdecided3._________(explore)abit.Iwaslookingatthephotosonthenoticeboard4._________Iheardavoicebehindme.Isawawhite-hairedman.WhenmyEnglishteachersteppedintotheclassroom,IwassurprisedtoseethesamemanI5._______(meet)before.Heaskedustointroduceourselvestotheclassonebyone.Itriedtoturn6._______mybrainbuttheenginejustwouldn’tstart.I7.__________(organize)mywordsinmyheadwhenthegirlnexttomegavemeanudge.With8.

_______________(心里七上八下）,Ibreatheddeeply.“Hi,I’mMengHao.”Everyonestartedlaughing.Ilookedatthem9.____________(驚恐地）.“Nicetoknowweshare10._________samename.”saidmynew