2021版外研版必修一英语Unit 2 reading Misadventures in English教学设计.docx

1、Lesson Planning of Misadventures in English I. Analysis of teaching material 本文语篇类型是论坛专题讨论，是新媒体语篇。 课文介绍了四位英语学习者在学习过程中遭到的困惑和误解。 II. Analysis of students 授课对象为高一学生，有一定的词汇基础，但阅读能力和自主学习能 力有待提高。 III. Teaching objectives After class，students can 1.know the language features of English forum. 2.learn the c

2、ontent of the posts and get the misunderstandings. 3.realize the Internet sources are good for English learning. 4.be aware of the creativity of English and culture differences. IV. Teaching Key and Difficult points Key points: 1.Ss can know the language features of English forum. 2.Ss can understan

3、d the misunderstandings and find out the real meanings of the words and expressions. Difficult points: Ss can develop the habit of thinking in English and improve cultural awareness. V. Teaching methods TBLT VI. Teaching tools PPT，Blackboard VII. Teaching procedures Teaching procedures 设计意图 Step 1:

4、Pre-reading(8mins) Activity 1: T ask Ss to guess the following words and expressions by the contexts and pictures: ring a bell; small potatoes; toilet water; at sixes and sevens; green fingers; pull up ones socks 通过猜词游戏导入， 活 跃课堂气氛。 引导学生 关注英语俚语， 了解英 语的创造性。 Step 2: Fast reading (8mins) Activity1: Ss r

5、ead the short text and answer the question: What did the forum do? Activity2: Ss read the posts and underline words and expressions that caused the misunderstandings. 引导学生关注文体类 型， 鼓励学生扩充学习 资源。 通过快速阅读， 学生可 以大致了解故事内容 并找出被误解的表达。 Step 3: Careful reading (12mins) Activity1: Ss read the four posts careful

6、ly to find out their misunderstandings. Activity2: Ss read the posts again to find out the context clues and match 引导学生关注关键词 句， 了解四位学习者的 困惑与误解， 并能明白 被误解的表达的真实 意思。 引导学生关注文中网 the definitions to the words and expressions. 络表达， 帮助学生理解 课文内容和文体语言 特征。 Step 4: Post-reading (12mins) Activity1: T ask Ss to fi

7、ll in the blanks and retell the stories. Activity2: T play a short video and then ask Ss: Do you know of other Chinese expressions that often cause misunderstandings for foreigners? Activity3: T ask Ss to do a critical thinking: How should we treat misunderstandings of a different culture? 加深学生对故事及主

8、 题意义的理解， 增强学 生的文化意识， 发展学 生的批判性思维。 Step 5: Homework 1.To search for five common English expressions that cause the misunderstandings. 2.Retell the stories to your friends after class. 鼓励学生积累生活中 和媒体中使用的地道 的英语表达。 培养学生的复述能力， 强化语言的交际功能。 师徒结对课反思 1.教师教学目标明确，重难点突出 教师精心设计， 明确了合理可行的教学目标。 结构严谨， 环节紧凑， 重难点突出， 构建

9、了有效的课堂教学。学生在课后可以明白四名英语学习者的困惑，了解英语 的创造性。 2.教师应根据教学实际，合理调整教材内容 导入部分的 guessing game 可换为读后活动的视频，引导学生思考英文中是否 有类似的容易造成误解的表达。 3.教师的指令应简洁精炼 教师的部分指令语过长。 careful reading 中的 match 活动指令不清， 在教案及课 件中没有提到让学生找出对应的关键词。 4.教师主导，学生主体 教师要坚持学生主体的地位，发挥教师的主导作用。要积极倡导学生自主探究与 合作学习相结合的学习方法，培养学生的学习能力。课后活动中可以引导学生思 考更多的容易造成误解的中文表达。