2024-2025學(xué)年新教材高中英語 Unit 5 On the road泛讀 技能初養(yǎng)成教學(xué)實(shí)錄 外研版必修第二冊

2024-2025學(xué)年新教材高中英語Unit5Ontheroad泛讀技能初養(yǎng)成教學(xué)實(shí)錄外研版必修第二冊學(xué)校授課教師課時授課班級授課地點(diǎn)教具設(shè)計(jì)思路本節(jié)課以《Ontheroad》為泛讀文本，旨在培養(yǎng)學(xué)生英語閱讀技能。課程設(shè)計(jì)緊密結(jié)合外研版必修第二冊教材，通過引導(dǎo)學(xué)生在閱讀中培養(yǎng)預(yù)測、略讀、精讀、查讀等技巧，提高閱讀理解能力。教學(xué)過程中，注重激發(fā)學(xué)生興趣，培養(yǎng)自主學(xué)習(xí)能力，使學(xué)生在實(shí)際語境中運(yùn)用所學(xué)知識，提升英語綜合應(yīng)用能力。核心素養(yǎng)目標(biāo)1.培養(yǎng)學(xué)生的語言理解能力，通過閱讀理解文章主旨和大意。

2.提升學(xué)生的文化意識，了解不同文化背景下的旅行體驗(yàn)。

3.增強(qiáng)學(xué)生的思維品質(zhì)，通過分析文本結(jié)構(gòu)和邏輯，培養(yǎng)批判性思維。

4.強(qiáng)化學(xué)生的學(xué)習(xí)能力，學(xué)會通過多種途徑獲取信息，提高自主學(xué)習(xí)效率。教學(xué)難點(diǎn)與重點(diǎn)1.教學(xué)重點(diǎn)：

-核心內(nèi)容：文章主旨和大意的理解。教師需引導(dǎo)學(xué)生通過關(guān)鍵詞和主題句識別文章的中心思想，例如，通過文章中的描述性細(xì)節(jié)和轉(zhuǎn)折詞來捕捉作者的旅行體驗(yàn)。

-具體細(xì)節(jié)：通過練習(xí)題和討論，幫助學(xué)生識別文章的結(jié)構(gòu)，如引言、發(fā)展、高潮和結(jié)論，并理解每個部分如何支持文章的主旨。

2.教學(xué)難點(diǎn)：

-難點(diǎn)內(nèi)容：跨文化理解能力的提升。由于文化差異，學(xué)生可能難以理解某些旅行體驗(yàn)背后的文化背景。

-具體細(xì)節(jié)：教師可以設(shè)計(jì)包含不同文化習(xí)俗的閱讀材料，引導(dǎo)學(xué)生分析并討論文化差異對旅行體驗(yàn)的影響。例如，通過比較中西方旅行習(xí)慣的不同，幫助學(xué)生理解文化背景對旅行描述的影響。教學(xué)方法與手段教學(xué)方法：

1.講授法：用于引入閱讀技巧和文章結(jié)構(gòu)分析，講解關(guān)鍵文化背景知識。

2.討論法：組織小組討論，鼓勵學(xué)生分享旅行經(jīng)歷，提高跨文化理解能力。

3.角色扮演：通過角色扮演模擬不同文化背景下的旅行情景，增強(qiáng)學(xué)生的實(shí)際應(yīng)用能力。

教學(xué)手段：

1.多媒體展示：使用PPT展示旅行圖片和視頻，激發(fā)學(xué)生學(xué)習(xí)興趣。

2.在線閱讀平臺：利用在線資源提供額外的閱讀材料，拓展學(xué)生的閱讀視野。

3.互動軟件：利用教學(xué)軟件進(jìn)行互動練習(xí)，提高學(xué)生的參與度和學(xué)習(xí)效果。教學(xué)過程【導(dǎo)入】

（教師）：Goodmorning,everyone.Today,wearegoingtoembarkonavirtualjourneythrough"OntheRoad,"atextthatcapturestheessenceoftravelexperiences.Beforewediveintothereading,let'sactivateourpriorknowledge.Haveanyofyoutraveledabroad?Whataresomeofthehighlightsofyourtrip?(學(xué)生分享旅行經(jīng)歷)

【熱身活動】

（教師）：Now,let'swarmupwithsomevocabularyrelatedtotravel.I'llsayaword,andyoutrytocomeupwithasentenceusingit.Ready?Herewego...

【新課導(dǎo)入】

（教師）：Great!Nowthatwe'veactivatedourpriorknowledgeandwarmedupwithtravelvocabulary,let'sfocusonourtext."OntheRoad"isaboutajourney,butit'snotjustanyjourney.It'saboutpersonalgrowth,culturaldiscovery,andthequestforself-identity.Let'sexplorethesethemestogether.

【閱讀指導(dǎo)】

（教師）：First,let'spreviewthetext.Lookatthetitleandthepictures.Whatdoyouthinkthisstorymightbeabout?(學(xué)生預(yù)測)

（教師）：Now,let'sstartreading.Remember,wearegoingtouseourreadingstrategiestohelpusunderstandthetextbetter.We'lluseskimmingtogetthemainidea,scanningforspecificinformation,andclosereadingtoanalyzethedetails.

【段落閱讀與分析】

（教師）：Let'sbeginwiththefirstparagraph.Whatisthemainidea?Canyoufindthetopicsentence?(學(xué)生閱讀并回答)

（教師）：Now,let'sdiscusstheauthor'stoneandpurposeinthisparagraph.Howdoestheauthordescribethesetting?(學(xué)生討論)

（教師）：Movingontothenextparagraph,weseetheauthor'sjourneytakeaturn.Whatnewinformationdowelearn?Howdoesthisparagraphcontributetotheoverallthemeofthetext?(學(xué)生閱讀并分析)

【討論與分享】

（教師）：Now,let'shaveaclassdiscussion.Howdoyouthinktheauthor'spersonalexperiencesinfluencedtheirwriting?Whatcanwelearnfromtheirjourney?(學(xué)生分享觀點(diǎn))

【角色扮演】

（教師）：Tofurtherunderstandtheculturalaspectsofthetext,let'srole-playascenefromthestory.Imagineyouaretheauthorinthissituation.Howwouldyoureact?(學(xué)生進(jìn)行角色扮演)

【總結(jié)與反思】

（教師）：Nowthatwe'veexploredthetext,let'ssummarizewhatwe'velearned.Whatarethekeythemesof"OntheRoad"?Howdoesthisstoryrelatetoourownlives?(學(xué)生總結(jié))

【作業(yè)布置】

（教師）：Forhomework,Iwouldlikeyoutowriteashortessayreflectingonyourowntravelexperiencesandhowtheyhaveshapedyourperspectiveontheworld.Remembertoincludespecificexamplesandrelatethemtothethemeswediscussedinclass.

【課堂小結(jié)】

（教師）：Today,wehavejourneyedthrough"OntheRoad,"uncoveringthemesofpersonalgrowth,culturaldiscovery,andself-identity.Readingisnotjustaboutunderstandingthewordsonthepage;it'saboutexperiencingtheworldthroughdifferentlenses.Ihopeyouallenjoyedthisvirtualtripandthatithasinspiredyoutoexploremoreoftheworldaroundyou.Remember,everyjourneyisalearningexperience.Keepreading,keepexploring,andkeepgrowing.拓展與延伸1.提供與本節(jié)課內(nèi)容相關(guān)的拓展閱讀材料：

-《TheTraveler'sGift》：這本書通過旅行者的故事，探討了人生旅程中的個人成長和發(fā)現(xiàn)自我。

-《TheArtofTravel》：AlaindeBotton的這本書提供了關(guān)于旅行的哲學(xué)思考，包括旅行如何影響我們的世界觀。

-《Vagabonding》：RolfPotts的這本書鼓勵讀者進(jìn)行長時間的旅行，以發(fā)現(xiàn)生活的意義和自我實(shí)現(xiàn)。

-《AWalkintheWoods》：BillBryson的這部作品以幽默的筆觸講述了他在美國東南部徒步旅行的經(jīng)歷，揭示了旅行中的自然之美和人生哲理。

2.鼓勵學(xué)生進(jìn)行課后自主學(xué)習(xí)和探究：

-學(xué)生可以選擇上述書籍中的任意一本進(jìn)行閱讀，并撰寫書評，分享他們的閱讀體驗(yàn)和對書中主題的理解。

-組織一個小組項(xiàng)目，讓學(xué)生研究一個特定的國家或地區(qū)，了解其文化、歷史和旅行特色，然后制作一個展示板或進(jìn)行口頭報告。

-利用在線資源，如旅行博客、視頻和虛擬旅游網(wǎng)站，讓學(xué)生探索不同地區(qū)的旅行故事，并討論這些故事如何反映當(dāng)?shù)匚幕蛡€人經(jīng)歷。

-設(shè)計(jì)一個模擬旅行計(jì)劃，讓學(xué)生規(guī)劃一次假想的旅行，包括目的地選擇、旅行路線、預(yù)算和活動安排，以此提高他們的規(guī)劃能力和決策能力。

-鼓勵學(xué)生參與或觀察學(xué)?；蛏鐓^(qū)組織的旅行活動，如戶外探險、文化交流或志愿服務(wù)，將這些實(shí)際經(jīng)驗(yàn)與課堂學(xué)習(xí)相結(jié)合。

-通過社交媒體或在線論壇，讓學(xué)生分享他們的旅行故事和照片，與其他同學(xué)交流旅行心得，擴(kuò)大他們的國際視野。

-安排一次專題講座或研討會，邀請旅行作家、攝影師或旅行專家來校分享他們的旅行經(jīng)歷和攝影技巧，激發(fā)學(xué)生的興趣和靈感。教學(xué)反思與總結(jié)Ah,well,aswewrapupthislessonon"OntheRoad,"Ifindmyselfreflectingonthejourneywe'vetakentogether.It'salwaysabitliketraveling—fullofunexpectedturnsandmomentsofdiscovery.

Letmestartwiththeteachingstrategies.Ithinkwedidagoodjobofactivatingpriorknowledgebyhavingthestudentssharetheirtravelstories.Itwasgreattoseehowpersonalexperiencescanreallybringatexttolife.However,IrealizedthatIcouldhavegivenmoretimeforstudentstodelvedeeperintotheirownstories,whichmighthaveenrichedourdiscussionevenmore.

Intermsofthereadingstrategies,I'mhappytosaythatthestudentsseemedtograspthemainideaofeachparagraphquitewell.Weusedskimmingandscanningeffectivelytogetthegistanddetails.ButInoticedthatsomestudentsstruggledwithidentifyingtheauthor'stoneandpurpose.Maybenexttime,I'llspendabitmoretimeonthis,perhapswithsomeguidedpracticeexercises.

Now,let'stalkaboutclassroommanagement.Overall,thestudentswereengagedandparticipative.However,thereweremomentswhenthenoiselevelwasabittoohigh,andIthinkIcouldhavebeenmoreassertiveinmaintainingaquietandfocusedenvironment.I'llworkonthatforthenextclass.

Asfortheteachingsummary,Ibelieveweachievedquiteabittoday.Thestudentsdemonstratedanunderstandingofthetext'sthemesandwereabletoconnectthemtotheirownlives.Theirabilitytoanalyzetheauthor'suseoflanguageandtheculturalaspectsofthestorywasimpressive.Theyalsoshowedimprovementintheirreadingskills,especiallyinidentifyingmainideasandsupportingdetails.

But,ofcourse,there'salwaysroomforimprovement.Somestudentsseemedabithesitanttosharetheirthoughts,whichmightbeduetotheclassroomenvironmentortheirownconfidencelevels.IneedtothinkabouthowIcancreateamoreinclusiveandsupportivespaceforeveryone.

Intermsofthehomework,I'mlookingforwardtoseeinghowtheyapplywhatthey'velearnedintheiressays.It'sagreatwaytoassesstheirunderstandingandtoseehowtheycanexpresstheirthoughtsinwriting.

Forthefuture,Iwanttofocusonafewthings.First,I'llworkondevelopingmoreinteractiveactivitiesthatcanhelpbuildconfidenceandencourageparticipation.Second,I'lltrytoincorporatemorevariedreadingmaterialsthatcatertodifferentlearningstyles.Andlastly,I'llcontinuetomonitorthenoiselevelandfindwaystomaintainacalmandproductiveclassroomatmosphere.

Inconclusion,today'slessonwasasuccess,butitalsotaughtmealot.Teachingisacontinuouslearningprocess,andeveryclassisanewadventure.I'mexcitedaboutthejourneyaheadandtheopportunitiesitwillbring.Here'stomoretravelsanddiscoveriesinournextclass!課堂Intheclassroom,evaluationisacriticalpartoftheteachingandlearningprocess.Itallowsmetogaugethestudents'understanding,identifyareasofstrength,andpinpointareasthatneedimprovement.Here'showIapproachclassroomevaluationinthecontextofour"OntheRoad"unit.

1.ClassParticipation:

-Throughstudentresponsestoquestions,Iassesstheircomprehensionofthetextandtheirabilitytorelateittotheirownexperiences.

-Iobservehowstudentsengageindiscussions,notingtheirabilitytoexpressthemselvesclearlyandcoherently.

-Iusepeerreviewtoencouragestudentstogiveconstructivefeedbacktotheirclassmates,whichalsohelpsintheirownlearningprocess.

2.ReadingComprehension:

-Iposeopen-endedquestionsthatrequirestudentstoanalyzethetext,extractkeyinformation,andmakeinferences.

-Iuseshort-answerquestionstotestthestudents'abilitytosummarizethemainideasofthepassagesandunderstandtheauthor'sintentions.

-Iadministercomprehensionquizzesthatincludemultiple-choiceandtrue/falsequestionstoevaluatethestudents'factualunderstandingofthetext.

3.SkillsApplication:

-Duringgroupactivities,Iwatchasstudentsapplyreadingstrategieslikeskimming,scanning,andclosereading.

-Iaskstudentstowritebriefsummariesorrespondtodiscussionprompts,whichallowsmetoassesstheirabilitytoprocessandsynthesizeinformation.

4.CulturalInsight:

-Iusediscussionsandactivitiestoseehowwellstudentsunderstandandappreciatetheculturalaspectsofthestory.

-Imightaskstudentstocompareandcontrasttravelexperiencesdescribedinthetextwiththeirownorthoseoftheirpeers,encouragingculturalsensitivity.

5.ReflectiveWriting:

-Iprovidestudentswithreflectivewritingassignmentswheretheycanexpresstheirthoughtsandfeelingsaboutthetext.

-Theseassignmentsallowmetoassesstheirabilitytoanalyzethemesandhowtheyconnecttothebroaderconceptsdiscussedinclass.

Intermsofimmediatefeedback,Iensurethat:

-Questionsareposedtokeeptheclassengagedandtoencouragedeeperthinking.

-Studentsarepraisedforcorrectresponsesandconstructivecriticismisofferedwhennecessary.

-Anyconfusionormisunderstandingisaddressedpromptlytopreventmisconceptionsfrombecomingingrained.

Asforhomework,here'showIapproachtheevaluation:

1.GradingCriteria:

-Iprovideaclearrubricthatoutlinestheexpectationsfortheessaysandotherwrittenassignments.

-Therubricincludescriteriaforcontent,organization,languageuse,andmechanics.

2.Feedback:

-Iwritedetailedcommentsonthestudents'essays,pointingoutstrengthsandareasforimprovement.

-Ischeduleindividualconferencestodiscussthefeedbackwithstudentsandtoguidethemonhowtoimprove.

3.ProgressMonitoring:

-Bytrackingstudents'performanceonhomeworkovertime,Icanmonitortheirprogressandadjustmyteachingmethodsaccordingly.

-Ifastudentconsistentlyunderperforms,Iwillprovideadditionalsupportandresourcestohelpthemcatchup.

Overall,myapproachtoclassroomandhomeworkevaluationisdesignedtobesupportiveandconstructive.It'snotjustaboutassessingwhatstudentsknowbutalsoaboutfosteringtheirlearningandgrowth.課后作業(yè)為了鞏固學(xué)生對“OntheRoad”這一課的理解，以下是一些課后作業(yè)題目，旨在幫助學(xué)生深入思考課文內(nèi)容，并提高他們的閱讀和分析能力。

1.**寫作練習(xí)**：

-題目：Writeashortessaydiscussingthethemeofself-discoveryin"OntheRoad."Howdoestheauthor'sjourneyreflectthesearchforpersonalidentity?

-答案示例：In"OntheRoad,"theauthor'sjourneyisametaphorforthequestforself-discovery.Theconstantmovementandencounterswithdifferentpeopleandplacessymbolizetheexplorationofone'sownidentity.Theauthor'stransformationfromanaiveyoungmantoamoreintrospectiveindividualhighlightstheimportanceofself-reflectionandthejourneywithin.

2.**角色分析**：

-題目：Analyzethecharacteroftheauthorin"OntheRoad."Whatpersonaltraitsdoyouthinkcontributetotheirjourneyandexperiences?

-答案示例：Theauthorin"OntheRoad"ischaracterizedbyastrongsenseofcuriosityandadesireforadventure.Theirrestlessnessandwillingnesstoembracenewexperiencesarekeytraitsthatdrivetheirjourney.Thesetraitsalsocontributetotheirabilitytoadapttodifferentsituationsandlearnfromthem.

3.**文化對比**：

-題目：Compareandcontrasttheauthor'stravelexperienceswiththoseofanothertravelerfromadifferentculture.Howdotheirexperiencesreflectculturaldifferences?

-答案示例：Theauthor'stravelexperiencesin"OntheRoad"canbecontrastedwiththoseof,say,atravelerfromJapan.WhiletheJapanesetravelermightfocusontheaestheticandhistoricalaspectsoftheirjourney,theauthorismoreinterestedinthepersonalandemotionaljourney.Thisdifferencereflectstheculturalemphasisonintrospectionandself-expressionintheauthor'sbackgroundversusthemorecommunalandtraditionalvaluesinJapaneseculture.

4.**寫作風(fēng)格分析**：

-題目：Explaintheauthor'swritingstylein"OntheRoad."Howdoesitcontributetotheoveralltoneandimpactofthestory?

-答案示例：Theauthor'swritingstylein"OntheRoad"isintrospectiveandreflective,oftenusingstream-of-consciousnessnarrative.Thisstyleallowsthereadertoexperiencetheauthor'sthoughtsandfeelingsinreal-time,ma