高一Unit 9 ,Lesson One 教學(xué)設(shè)計(jì)

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1、 教學(xué)設(shè)計(jì) Unit 9 Lesson 1 On Your Bike 教材分析 本課是第9單元的第1課，主課文介紹了阿姆斯特丹白色自行車(chē)的發(fā)展過(guò)程。 本課的教學(xué)設(shè)計(jì)分為兩個(gè)課時(shí)。第一課時(shí)側(cè)重對(duì)課文的理解，引導(dǎo)學(xué)生理出事件的發(fā)展脈絡(luò)，提取文章的主要信息和細(xì)節(jié)信息，并在整理信息的過(guò)程中，引導(dǎo)學(xué)生發(fā)現(xiàn)分析問(wèn)題和解決問(wèn)題的思維過(guò)程，最后結(jié)合課文的信息和語(yǔ)言實(shí)行輸出性活動(dòng)。第二課時(shí)在對(duì)課文實(shí)行復(fù)習(xí)的基礎(chǔ)上，引入本課的重點(diǎn)內(nèi)容——現(xiàn)在完成實(shí)行時(shí)，通過(guò)度析例句，體驗(yàn)、發(fā)現(xiàn)并總結(jié)該語(yǔ)法的形式和語(yǔ)意功能，并在不同層面的活動(dòng)中，進(jìn)一步體會(huì)該語(yǔ)法的語(yǔ)意功能，最后初步使用現(xiàn)在完成實(shí)行時(shí)實(shí)行表達(dá)。第二課

2、時(shí)的難點(diǎn)在于理解現(xiàn)在完成實(shí)行時(shí)的語(yǔ)意功能，而不是語(yǔ)言形式。在當(dāng)前階段，學(xué)生能夠使用這個(gè)語(yǔ)法解釋重復(fù)或持續(xù)性動(dòng)作對(duì)當(dāng)前造成的影響即可。 教學(xué)內(nèi)容 話題：阿姆斯特丹白色自行車(chē)的發(fā)展過(guò)程（閱讀） 詞匯：重點(diǎn)詞匯：benefit, flat, convenient, convenience, therefore, path, park, transport, neighborhood, chip, insert, thanks to, fed up 相關(guān)詞匯：hopeful, thief, indeed, consequence, arrest 策略：通過(guò)標(biāo)題預(yù)測(cè)課文內(nèi)容；

3、通過(guò)略讀獲取主要信息；通過(guò)細(xì)讀提取細(xì)節(jié)信息；通過(guò)上下文理解詞匯 語(yǔ)法：現(xiàn)在完成實(shí)行時(shí) 第一課時(shí) First Period 教學(xué)目標(biāo)： 在本課學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠： 1. 理清課文的發(fā)展脈絡(luò)； 2. 獲取白色自行車(chē)發(fā)展過(guò)程的細(xì)節(jié)信息； 3. 談?wù)摪⒛匪固氐さ陌咨孕熊?chē)； 4. 體會(huì)使用自行車(chē)對(duì)環(huán)境和交通的意義，并試著設(shè)計(jì)北京的公共自行車(chē)。 教學(xué)過(guò)程 教學(xué)活動(dòng) Activities 設(shè)計(jì)意圖 Intentions 互動(dòng)模式&時(shí)間 IP & time Warm-up Step 1 T asks Ss if they ride bicycles,

4、when they ride bicycles and why they use bicycles. 1. 調(diào)動(dòng)學(xué)生已有知識(shí)。 2. 預(yù)教benefit, flat, convenient, convenience, park, neighborhood等單詞。滲透詞匯學(xué)習(xí)策略：按類(lèi)別記憶詞匯。 CW 6’ Step 2 l T asks Ss where they think the “City of Bicycles” is and introduces Amsterdam, the Netherlands. T asks Ss what more they know abou

5、t the country. l T shares with Ss that they are going to learn why Amsterdam is called the “City of Bicycles”, what are the “white bikes”, how they work and the effects of them. 1. 文化背景知識(shí)介紹，激活學(xué)生的已有知識(shí)。 2. 與學(xué)生交流學(xué)習(xí)目標(biāo)。 CW 2’ Pre-reading Step 3 Ss look at the title of the text and guess what the

6、title means. 預(yù)測(cè)是本課需要訓(xùn)練的一個(gè)策略，此步驟旨在協(xié)助學(xué)生體驗(yàn)使用預(yù)測(cè)策略。 CW 2’ While-reading Step 4 1st reading： Ss skim the text to check their guesses. 通過(guò)略讀理解課文的主要內(nèi)容，核查預(yù)測(cè)。 IW, CW 3’ Step 5 2nd reading： Ss read the text again and find out what each paragraph is about. 進(jìn)一步閱讀課文，理清課文的結(jié)構(gòu)。 IW, CW 4’ Step 6 3rd

7、 reading： l Ss read the first paragraph again and find out why Amsterdam is called the “City of Bicycles”. l Ss read the second and third paragraphs and find out detailed information about the development of the event. l While checking answers, Ss try to think about the process of “having a purpo

8、se”, “take an action”, “come to a result (new problem)” and “find out solutions”. l Ss work in pairs to find out the differences between “white bikes” in 1960s and 30 years later. l Ss read the last paragraph and find out the effects of white bikes in Amsterdam. 1. 分步驟、用不同方式獲取課文細(xì)節(jié)信息。 2. 引導(dǎo)學(xué)生思考分

9、析問(wèn)題、解決問(wèn)題的方式。 3. 在理解課文的過(guò)程中，通過(guò)上下文理解path, wherever, chip, insert, thanks to等詞的含義。 IW, PW, CW 15’ Step 7 Ss ask and answer questions about the information in the text in groups. 內(nèi)化課文的信息和語(yǔ)言。 GW 6’ Post-reading Step 8 T tells Ss Beijing is considering having new “white bikes” in Beijing. Ss wo

10、rk in pairs to do an interview on if “white bikes” will be good for Beijing, why and what advice they would give on Beijing’s future “white bikes”. 1. 在新的語(yǔ)境中，運(yùn)用課文的信息和語(yǔ)言，進(jìn)行有意義地交流。 2. 體會(huì)自行車(chē)對(duì)緩解交通和環(huán)境壓力的意義。 PW 8’ 第二課時(shí) Second Period 教學(xué)目標(biāo) 在本課學(xué)習(xí)結(jié)束時(shí)，學(xué)生能夠： 1. 在語(yǔ)境中體會(huì)、發(fā)現(xiàn)和歸納現(xiàn)在完成進(jìn)行時(shí)的形式和語(yǔ)意功能； 2. 運(yùn)

11、用現(xiàn)在完成進(jìn)行時(shí)解釋由于重復(fù)性或持續(xù)性動(dòng)作產(chǎn)生的結(jié)果或影響。 教學(xué)過(guò)程 教學(xué)活動(dòng) Activities 設(shè)計(jì)意圖 Intentions 互動(dòng)模式&時(shí)間 IP & time Review Step 1 Ss answer questions about white bikes in Amsterdam. 1. 復(fù)習(xí)上節(jié)課內(nèi)容，同時(shí)也讓學(xué)生有機(jī)會(huì)再次接觸本課的詞匯。 2. 引導(dǎo)學(xué)生說(shuō)出含有本課的語(yǔ)法句子。 IW, CW 4’ Discovering Grammar Usage Step 2 l T leads Ss’ attention to the

12、 two sentences on the screen and tells them the tense is Present Perfect Continuous (PPC). l T shares with Ss that they are going to find out the form, meaning and function PPC and try to use them in different situations. l Ss read four dialogues with PPC and match the dialogues with the pictures

13、. (Ex. 4). l Ss find out the key sentences that help them identify the pictures. 1. 與學(xué)生交流本課的學(xué)習(xí)目標(biāo)。 2. 首先引導(dǎo)學(xué)生在語(yǔ)境中體會(huì)語(yǔ)法的意義。 IW, PW 6’ Step 3 l Ss read the 4 dialogues again and find out the two uses (in Ex. 6) that all the PPC sentences express. l Ss answer the following questions about the sen

14、tences: What’s the consequence now? When did the action/activity start? Is it a repeated or long activity? l Ss summarize the function of PPC. l Ss read the dialogues aloud in pairs. 1. 進(jìn)一步在對(duì)話的語(yǔ)境中體會(huì)語(yǔ)法的語(yǔ)意功能，并進(jìn)行歸納、總結(jié)。 2. 朗讀對(duì)話，體會(huì)語(yǔ)法的用法。 IW CW PW 6’ Step 4 Ss complete the sentences in Ex. 5

15、and then summarize the form of PPC. 歸納、總結(jié)現(xiàn)在完成進(jìn)行時(shí)的形式。 CW 2’ Using Grammar Step 5 Ss complete the sentences in Ex. 7. 單句層面的填寫(xiě)時(shí)態(tài)形式的練習(xí)。學(xué)生在填寫(xiě)過(guò)程中，體會(huì)語(yǔ)法的使用。 IW 4’ Step 6 Ss complete the dialogue with proper tenses. 1. 語(yǔ)篇層面的填寫(xiě)時(shí)態(tài)形式的練習(xí)。學(xué)生在更具體的語(yǔ)境中體會(huì)語(yǔ)法。 2. 設(shè)置一個(gè)填現(xiàn)在完成時(shí)的空，幫助學(xué)生進(jìn)一步體會(huì)現(xiàn)在完成進(jìn)行時(shí)表達(dá)的意思，也避免學(xué)生只能

16、在當(dāng)堂使用該語(yǔ)法的現(xiàn)象。 CW, GW 5’ Step 7 T lists 4 sentences (all grammatically correct) and Ss work in groups to find out the sentences that are not appropriate in meaning. 進(jìn)一步體會(huì)現(xiàn)在完成進(jìn)行時(shí)表達(dá)重復(fù)性動(dòng)作和持續(xù)性動(dòng)作的功能。 GW 5’ Step 8 Amazing Minds: Ss work in pairs and give amazing explanations for the given situations following T’s example. 1. 這個(gè)活動(dòng)整合了教材練習(xí)7、8的內(nèi)容，是關(guān)注語(yǔ)法語(yǔ)意功能的活動(dòng)。 2. 學(xué)生在這個(gè)活動(dòng)中可以發(fā)揮想象。 PW 5’ Step 9 Ss choose one of their amazing explanations and expand it into a reasonable dialogue, which must contain at least 3 PPC sentences. 將解釋和場(chǎng)景結(jié)合起來(lái)，從單句擴(kuò)展到對(duì)話的語(yǔ)法應(yīng)用活動(dòng)。 PW 6’ Homework P78~79 Ex. 3~6