北师大高中英语unit8Green Living 单元教学说课稿

北师大版高中英语必修三Unit 8Green Living说课稿
Xinxing Middle School Li Xiaoyu
Model 3 Unit 8 Green Living:
Good morning, ladies and gentlemen. Today, I feel honored to have the chance to share my ideas about the teaching design of unit 8Green Living.I am Li Xiaoyu from Xinxing middle school.
In this unit, I will focus on students’ long-term development. My teaching design will include 4 sections. They’re analysis of the textbook, Teaching Key and Difficult Points, identifying the Core literacy goals of this unit, and finally showing Class hour arrangement.
This unit is about Green Living.Before class, students need to know what green life is and what it is related to by previewing and consulting materials.
So the first part I’ll show is analysis of the text book.
Section 1 Analysis of the textbook
Green living belongs to environmental protection in the context of the theme man and nature. This unit's teaching design revolves around the theme of Green Living, so Green Living is the grand view of this unit. According to the reorganization of the discourse, it can be divided into three parts: individual's understanding of green life; People's efforts in green life; People pay attention to the present situation of green life. These three small concepts together constitute the big concept of green life. Topic talk and lesson 1 reflect the individual's understanding of green life, criticize the wrong cognition and form a correct cognition; Lesson 2、Lesson3 viewing workshop and Reading club1 introduce people's efforts in green life from the aspects of individuals、groups、countries、
regions and even the whole world. Writing workshop and Reading club2 are related to people's concern about the present situation of green life. Under the guidance of the theme, it pays attention to the internal relations among the texts, and designs relevant and progressive learning activities to help students form a deep understanding and attitude to Green Living in the construction of knowledge and promote the implementation of core literacy.
Based on the analysis of the textbook, I design the Teaching key and Difficult Points of this unit .
Section 2 Teaching key and Difficult Points
Key Points:
(1) Master the vocabulary related to "green life"; Learn to use verb-ing and verb-ed forms.
(2) Obtain, sort out, summarize and integrate the "Roots and Shoots" organization, the story of Yi Jiefang, the development of "White Bikes", the popularization of bike-sharing and other related information.
(3) Appreciate the basic structure of texts, explore their relationship with the theme meaning, criticize and evaluate the author's opinion, and deepen the understanding of the theme.
(4) Carry out self-evaluation and mutual evaluation, promote self-supervised learning, and reflect in mutual evaluation.
Difficult Points:
(1)Rethinking personal awareness of environmental protection and practicing green life.
(2) Use the language learned in this unit to express your attitude towards environmental protection and think about actions and concrete measures that can be taken.
Section 3 Identifying the Core literacy goals of this unit
According to the new standard curriculum and the syllabus, based on the contents mentioned above, I show the following four parts as the Core literacy goals:
The first is linguistic competence: Learn about the vocabulary and phrases of "green life": ocean、 global、 solution、 extinction、 take action、do one’s part for sth; Correctly use verb-ing and verb-ed forms, and use sentence patterns with formal mood to ask questions.
Understand the connotation of green life 、the potential impact and harm of "just-me-ism" on the environment, and realize that environmental protection depends not only on national policies, the efforts of organizations, but also on every individual in society, which is the Cultural awareness.
The third part is Thinking quality:
students can reflect on their environmental awareness and lifestyle by listening and reading the discourse of green life, think about how to adopt a low-carbon lifestyle, and logically express the topic of environmental protection through speaking and writing.
Learning Ability:
In the process of listening and reading, students learn to extract key words, record important information, master the strategies of reading events, and learn to use mind mapping to sort out and refine the logical process of event development.
Section 4 Class hour arrangement.
In order to achieve the core literacy mentioned above, I have made the following arrangements for the class hour of this unit:
The above is the unit teaching design under the grand view, and the design of each class is based on the idea of refining the small concept of the unit. Tha t’s all. Thank you for your attention!。