Unit5Languagesaroundtheworld單元復(fù)習(xí)課1教學(xué)設(shè)計-高中英語人教版

教學(xué)設(shè)計

課程基本信息學(xué)科高中英語年級高一年級學(xué)期秋季課題《人教版新教材必修一復(fù)習(xí)金課》M1U5LanguagesaroundtheWorld(Section1)教學(xué)目標(biāo)BYtheendofthisclass,thestudentswillbeableto1.designareviewingrouteunderthethemeof“l(fā)anguagesaroundtheWorld”;2.explorefouraspectsrelatedtothefoursectionsofthisunit:variouslanguagesaroundtheworld,theChinesewritingsystem,differentkindsofEnglish,Polyglot;3.reorganizethethoughtsandthink“what’sbeyondthelanguages”;4.rethinkcriticallyaboutthetheme“l(fā)anguages”andformapositiveattitudetowardslanguagelearning.教學(xué)重難點(diǎn)課時分析：本學(xué)習(xí)單元聚焦語言發(fā)展和語言學(xué)習(xí)這一主題。學(xué)生已通過本單元的學(xué)習(xí)，了解了聯(lián)合國官方語言多樣性及文化價值，漢字的獨(dú)特歷史，對比了英式與美式英語差異，清晰了Polyglot（多語者）是語言學(xué)習(xí)的佼佼者，更是文化交流的橋梁。單元復(fù)習(xí)第一課時旨在引導(dǎo)學(xué)生在單元整體學(xué)習(xí)基礎(chǔ)上進(jìn)一步深度思考漢字對我國文化傳承和發(fā)展的積極意義、語言作為人類共通工具的無限魅力和發(fā)展趨勢以及語言學(xué)習(xí)的策略和方法。教學(xué)重點(diǎn)：1.引導(dǎo)學(xué)生自我設(shè)計本單元的復(fù)習(xí)途徑：即自我安排基于單元內(nèi)容的四個探索◎explorethelanguagesaroundtheworld—exploretheChinesewritingsystem—◎exploredifferentkindsofEnglish—◎explorethebenefitsofbeinga“Polyglot”。

2.引導(dǎo)學(xué)生對基于單元主題的觀點(diǎn)進(jìn)行概括，并針對主題展開深層次的思考，即what’sbeyondthelanguagesaroundtheworld。

教學(xué)難點(diǎn)：1.激勵學(xué)生就reviewingroute切實(shí)開展基于主題探索四個層次的思考。

2.激勵學(xué)生評判性思考“語言的發(fā)展背后蘊(yùn)含”，并表達(dá)“語言相關(guān)引言的個理解及觀點(diǎn)”。教學(xué)過程LearningProcessLearningActivityPurposeInteractiveMode&TimePrereviewingactivityReviewwhatstudentshavelearnedinthisunitbyreferringtorelevantpictures.HelpSsrecallthethemeandcontentsoffourmajorsectionsinthisunit.Classwork(3minutes)1.Leadin1.Guidethestudentstothink:Howwillwereviewtheunit?Inspirethemtodesignareviewingroute,embarkingontheirjourneytoexplorethe“l(fā)anguagesaroundtheworld”.2.Setdownthereviewingroutetogetherwiththestudents:◎explorethelanguagesaroundtheworld—exploretheChinesewritingsystem—◎exploredifferentkindsofEnglish—◎explorethebenefitsofbeinga“Polyglot”LeadSstoconnectthereviewingclasswithwhattheyhavelearnedinthisunitandgetactivelyinvolvedinthefollowingreviewingexplorationtaskswithselfawarenessofhowtheywillreview.Pairwork(4minutes)2.Reviewingandgatheringthemerelatedthoughts1.Organizethestudentstodopairworkandfinishthefollowing4reviewingexplorationtasksbasedontheirrevisionofthefoursectionsofthisunit.◎Exploration1:RichardLederer’squoteQ1:WhatdoesRichardLedererconveybythequote?(InvitesomepairstopresenttheirunderstandingofLederer’squote.Andbasedontheirunderstanding,furtherthink“What’sbeyondthelanguages?”—messageandculture.)◎Exploration2:CWS’developmentQ2:CanyousummarizeCWS’developmentwiththeaidofthemindmap?(InvitesomepairstopresenttheirsummaryofCWS.Andbasedontheirsummary,furtherthink“What’sbeyondthelanguages?”—historyandfuture.)◎Exploration3:DevelopingtrendofAmE&BrEQ3:CanyouanalysethedifferencesbetweenAmE&BrEandpredictthedevelopingtrendofEnglish?(InvitesomepairstoshowtheirpredictionsaboutthedevelopmentofAmE&BrE.AndtheteachersummarizetheirpredictionsanddisplaysomeontheblackboardandPPT,guidingtheSstofurtherthink“What’sbeyondthelanguages?”—municationandblending.)◎Exploration4:Exploringthebenefitsofbeinga“Polyglot”Q4:Canyoulistthebenefitsofbeinga“Polyglot”?(InvitesomepairstoshowtheirpredictionsaboutthedevelopmentofAmE&BrE.Andbasedontheirsummary,furtherthink“What’sbeyondthelanguages?”—applicationandspreading.)InspiretheSstoreorganizethethoughtsandthink:Q5:Canyousummarizewhat’sbeyond“l(fā)anguagesaroundtheworld”?(Possibleanswers:Beyondlanguagesaremessageandculture.—Beyondlanguagesarehistoryandfuture.—Beyondlanguagesaremunicationandblending.—Beyondlanguagesareapplicationandspreading.PromoteSs’independentthinkingabilitiesbyconductingthefourreviewingexplorationtasks.Reconstructtheunderstandingofthematicmeaningbasedonthe4tasksofthematicexplorationWhatarebeyond“l(fā)anguagesaroundtheworld?”.Engageinexchangingthoughtswithpartnersaboutthethematicexploration.Independentthinking;Collaborativelearning;Classwork(24minutes)3.Criticallythinking1.Guidethestudentstoappreciate6quotesabout“l(fā)anguages”andrethinkcriticallyaboutthetheme“l(fā)anguages”.◎Quote1:"Ourlanguageisthereflectionofourself."◎Quote2:"Ourlanguageistheroadmapofaculture."◎Quote3:"Tolearnalanguageistohaveonemorewindowfromwhichtolookattheworld."◎Quote4:"Onelanguagesetsyouinacorridoroflife.Twolanguagesopeneverydooralongtheway."◎Quote5:Tohaveanotherlanguageistopossessasecondsoul.◎Quote6:"Alanguageisnotjustwords.It'saculture,atradition,aunificationofamunity,awholehistorythatcreateswhatamunityis."2.GuidetheSstoworkingroupsoffour,choosingonequoteandcriticallymentonthisquotebyreferringtoallthethoughtsgatheredduringthereviewingprocess.LeadtheSstosummarize:BeyondthethemeisourunderstandingandexpressionLanguageshavetransformativepower.Haveapositiveattitudetowardslanguagelearning.1.Criticallythinkaboutthethematicmeaningandpresentwhattheythinkinfrontoftheclass.2.PromoteSs’cooperationinexchangingideasandfurtherunderstandingaboutthetheme.3.GuideSstoadoptapositiveattitudetowardslanguagelearning.Independentthinking;collaborativelearning;classwork(7minutes)5.Summaryandassignments1.1.Doextensivereadingand(見配套學(xué)習(xí)資源推薦）summarizetheauthors