高中英语-体现学科核心素养的教学设计-Unit1-reading
在高中英语阅读中融入核心素养的教学设计——以Unit_1_Life_Choice_Lesson_1_
精品案例在高中英语阅读中融入核心素养的教学设计———以Unit1Life Choice Lesson1Lifestyles为例文|郑继红一、指导思想在《普通高中英语课程标准（2017年版2020年修订）》的指导下，本课程遵循六要素整合的英语学习活动观，致力于培养学生的核心素养。
此外，本课程遵循建构主义学习理论，重视文化背景在学习过程中的作用。
教师通过搭建支架，将学生的学习与现实结合起来，帮助他们建立认知桥梁。
整个教学过程关注学生的主动参与和自主探究，倡导学生在体验、合作和交流中逐步提高英语综合应用能力。
二、教学内容分析北师大版英语必修第一册Unit1Life Choices之Lesson1Lifestyles，以不同国家和地区人们的生活习惯为题材，引导学生拓宽视野，感受多元文化的魅力。
课程以“人与自我”为主题语境，通过Joe和Li Ying介绍自己生活习惯的语篇，精心设计了多样化的学习活动。
这些活动旨在引导学生深入理解文章内容，梳理文章结构，提升学生的语言运用能力。
同时，学生还可以反思自己的生活习惯，并与同学分享，从而增强理解和表达能力。
通过阅读、思考和讨论，学生将学会尊重并理解不同的生活方式，同时加深对自己生活方式的认识。
为了帮助学生更好地理解和掌握教材内容，教材还设计了丰富的练习活动，旨在培养学生的英语综合应用能力。
此外，教材还注重培养学生的批判性思维，鼓励他们思考自己的生活方式并对未来的生活做出规划。
总之，Lifestyles是一节集语言知识、文化认知和思维能力培养于一体的课程，对于提高学生的英语综合素养具有重要意义。
三、学情分析本班学生具有一定的英语语言知识，能够运用阅读策略有效获取信息，但在表达观点时仍会出现卡顿和语病。
他们对不同国家青少年的学习和生活方式较感兴趣，但相对缺乏对国外高一新生活以及相关科技知识的了解。
在思维品质方面，学生具有一定的逻辑思维能力，能够梳理文章、归纳整理，找到各段中心句。
人教课标版高中英语必修1Unit1_Reading_优教教学设计(1)
Unit1 Reading 优教教学设计（三）设计思想新一轮高中课程改革把“为了每一位学生的发展”置于课程改革的核心位置，更新教育观念，优化教学方式，促进教师专业成长；并以提高学生的技术素养、促进学生全面而富有个性的发展为基本目标，努力培养学生的技术实践能力和创新精神；强调课程要为学生全面、和谐、健康发展服务，为学生的升学和就业作准备，并为学生一生的发展打下重要基础，培养学生具有终身学习的能力。
《普通高中英语课程标准（实验）》指出：高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。
本单元的教学目标重在培养学生在语言技能、语言知识、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力。
所以，在设计此阅读课时重在培养学生的阅读策略、语感和学生在阅读过程中获取和处理信息的能力。
另外，在阅读教学过程中重视文化导入，从而完成文化意识及情感态度两方面的目标。
教材分析本堂课包括Pre- reading，Reading 和Comprehending 三部分。
它们是语言知识和文化意识的输入过程；是语言技能、情感态度和学习策略的培养过程，也是语言输出过程。
在整个教学过程中它是培养学生阅读能力的主要过程，教学重点为阅读技能的培养、交际能力的提高以及文化意识、情感态度的提升。
Pre-reading 部分结合学生自身有关朋友的经验和看法进行“读前”的说写活动，让学生带着悬念进行阅读，切合学生的心理。
Reading 部分（ANNE’S BEST FRIEND）以日记形式讲述了犹太女孩安妮的故事。
二战中为躲避纳粹的迫害，她和家人不得不藏身于荷兰阿姆斯特丹的一个小阁楼里，不能与外界接触，周围又没有可以推心置腹、与之深谈的朋友。
孤独之中她将日记作为朋友倾诉衷肠，在写日记的过程中寻求解决问题的办法。
人教版高中英语必修2 Unit1 Reading 优秀教学设计(一)
Unit1 Reading 教学设计（一）教学设计（一）设计意图This is the second teaching period of this unit, aiming to help students get a thorough understanding of the reading material in this unit. The emphasis of this period is mainly placed on the main idea, some key details and the structure of the passage. While teaching, teachers should also focus on some difficult expressions and sentences in order that students can really understand the passage thoroughly. At the same time, teachers should help students get acquaintance with some reading skills about narrative writing.教学重点1. Learn some detailed information about the Amber Room.2. Improve students’ reading ability.3. Train students’ ability to grasp key information while listening.4. Train students’ speaking ability.教学难点1. Let students master the reading skills such as skimming, scanning and getting the main idea of a paragraph or passage.2. Get students to understand the structures and meanings of some difficult sentences.(l) Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history.(2) Later, Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers.(3) This was a time when the two countries were at war.(4) There is no doubt that the boxes were then put on a train for Konigsberg ...教学过程Step 1 Lead-inT: Hello, everybody! As you know, we can usually get some information frompictures. Please look at the pictures and use the words in Unit 1 to describe them. (Students give their answers.)Can you imagine building a room using amber? Today we will get to know a mysterious amber room. Now watch a short VCR to get some brief information.Step 2 Reading1. SkimmingT: Read the text quickly, trying to get the main idea about the text.It tells us the strange history of the ,a cultural relic of two countries: and .T: Have you finished? If you find the answer, please put up your hand. Now let’s check up the answer.S1: Amber Room, Germany and Russia.T: Excellent. OK, class, just now you found out some simple facts about the text. Read the pas-sage quickly and. find out the main idea of each paragraph.Para.1: The Amber Room and itsParagraphs 2~3: of the Amber RoomPara.4: of the Amber RoomPara.5: of the Amber RoomT: Have you got the answers？Ss: Yes.T: All right. Tell me your answers.Ss: Para. 1: designParagraphs 2~3: The historyPara.4: The missingPara.5: The rebuilding2. ScanningA. Read through the text and decide whether the following statements are true or false.1. The Amber Room, which was a great work of art, was originally (起初) made to be a gift to the Russian people. ( )。
Unit1TeenageLifeReadingandThinking教案-高中英语人教版
Unit 1 Teenage LifeReading and Thinking 教学设计科目：英语课题：Reading and Thinking 课时：1课时教学目标与核心素养：知识目标：Students can learn some new words, phrase.能力目标：Examine the structure of the text to see how it was formed. Reflect on the text and gain understanding about students’ own lives.情感目标：Students can think individually and learn cooperatively.教学重难点教学重点：Identify the useful patterns and expressions about the topic from the reading text.教学难点：To appreciate the stylistic features, stylistic device of the text and express their reading feelings.课前准备：多媒体，黑板，粉笔教学过程：一、Prereading1. Greeting2. Leadingin教师活动：教师提问。
How is your school life? Do you have any problem in school?二、While reading1.Ask the students to read the article carefully and underline any new vocabulary or phrases they encounter.2.After reading, ask the students to summarize the main idea of the article in their own words.3.Discuss the questions below to enhance prehension:a)What are Adam's first impressions of senior high school?b)What courses does Adam choose? Why did he choose these courses?c)What extracurricular activities does Adam join? How does he feel about not being able to join the football team?d)What challenges does Adam face as a senior high school student? How will he overe them?e)What does Adam hope to achieve in his studies and future career? Why?4.Read the text quickly to find the main idea of each paragraph.参考答案：Paragraph 1: Senior high school is a big challenge.Paragraph 2: Adam had to think very carefully about which courses he wanted to take. Paragraph 3: Adam had to choose extracurricular activities.Paragraph 4: Adam will have to study harder in the future and get used to being responsible for a lot more.5.Read Paragraphs 2 to 4 and tell what challenges Adam met as a freshman. Challenge 1:Challenge 2:Challenge 3:参考答案：1. Choosing suitable courses2. Making the school football team3. Keeping up with other students and getting used to homework6. Find out the sentences about Adam's solutions to the challenges.Solution Supporting detailTo challenge 1To challenge 2To challenge 3参考：Solution Supporting detailTo challenge The school adviser helped choose suitable courses. My adviser remended that I should...because...1Tochallenge2I'll find a way to improve on my own so that...To challenge 3I know I'll have to study harder as...and get used to being responsible fora lot more. Studying hard isn't always fun,but I'll be well prepared for university or whatever else es in the future.7. Read the whole passage again and plete the outline. ParagraphChallenge How Adam feels Solution1Confused2Choosing suitable courses34参考答案：Paragra ph ChallengeHow AdamfeelsSolution1Going fromjunior highschool tosenior highschoolConfused2ChoosingsuitablecoursesSerious/CarefulThe school adviser helped him choosesuitable courses.3Making theschoolUnhappyHe will find a way to improve in order tomake the team next year.football team4Keeping upwith otherstudents in hisadvancedcourse andgetting usedto all thehomeworkWorried butstillhappy,confident about hisfutureHe will try to study harder and get usedto being responsible for a lot more.8..Ask the students to write a short paragraph about their own high school experiences or expectations. They should include some personal stories or goals that they want to achieve.9.Encourage them to use the new vocabulary and phrases from the article in their writing.10.Review each student's paragraph and provide feedback on their language use and content.三、Afterreading1.学生分组讨论活动4中的第一个问题，然后用自己的语言回答。
人教版高中英语必修一unit1 reading 教案
人教版高中英语必修一unit1 reading 教案unit1 readingTeaching Contents: The lesson is a passage about Anne's Best Friend Teaching Objectives: Knowledge Objectives: (1) Students are able to find out the main idea and the details of the passage. (2) Students can learn some background about Would War ll Ability Objective: (1) By reading the passage, students' reading ability of skimming and scanning can be improved. Emotional Objective: (1) After the class, students can cherish peace. Teaching Key and Difficult Points: (1) Teaching key point: Students can find the main about the passage and list some details. (1) Teaching difficult point: Students can train their reading skill and they can use this topic in their daily life. Step1: Pre-reading (1) The teacher will give a VCR about the tragic life of the Jews during Would War ll (Justification: VCR can give Students a more intuitive feeling. Though watching VCR, they can know what they will learn in this class and their curiosity will be stimulated.) Step2: While-reading (1) Skimming The teacher will ask Students to read the whole passage quickly to get the main idea, then ask someone to share it with the whole class. (Justification: To help Students understand this passage in short time so that they can improve their Skimming skill.) (2) Scanning The teacher will ask Student to read the passage again finish the blank: 1. Anne kept a diary because 2. She felt very lonely because 3. They had to hide because 4. Anne named her diary Kitty because After that, ask them to discuss the following questions : question1: About how long had Anne and her family been in the hiding place when she wrote this part of her diary? question2: How did Anne feel about nature before she and her family hid away? question3: Why do you think her feelings changed towards nature? question4: Why did Anne no longer just like looking at nature out of the window? (Justification: Filling in the blank can help Studentsunderstand the passage better. The discussion can not cultivate their cooperation sense but also stimulate their imagination.) Step3 : Post-reading (1) Retelling In this step, the teacher will invite two of them to narrate the passage in his or her own words standing on the platform. (Justification: Standing on the platform can give them much more confidence in expressing them. Narrating in their own words can train their concluding ability and deepen their impression of the content of this class. ) (2) Group Work Teacher give Students some questions: Imagine you have to go into hiding like Anne and her family. What would you miss most? Why? Add students can first dicuss them in groups, give their own opinions and choose a member to present their opinions to the whole class. (Justification: This step will pratice student's ability of speaking anf develop their spirit of cooperating with others.) Step4 : Summary and Homework Summary: The teacher summarizes what they have learnt in this class. Homework: Read the passage fluently and oay attention these important words. (Justification: Students can review and consolidate what they have learnt in this class. )。
人教版高中英语必修一unit1 reading 教案
人教版高中英语必修一unit1 reading 教案人教版高中英语必修一unit1 reading 教案Teaching: The la passage about Anne's Best Friend Teaching Objectives:wledge Objectives:(1) Students are abld out the main idea and the detailassage.(2) Students can leabackground about Would War llAbility Objective:(1) By reading the passage, students' reading abilg and scanning can be improvedal Objective:(1) Alass, students caaTeaching Key andDifficult Points:(1) Teaching: Students can find the main about the passage and ldetails.(1) Teaching difficult point: Students can traading skill and they can udaily l: Pre-reading (1) The teacher will give a VCR abouagic lws during Would War ll(Justification: VCR can give Students auitive feeling. Though watching VCRan know what they willlealass anduwill be stimulated.)2: While-reading (1)gThe teacher will ask Studad the whole passage quickly to gain idea, then aare it wwholecla(Justification: To help Students understand this passagaan improvg skill.)(2) ScanningThe teacher will ask Studad the passage agablank:Aa diary becau2lt very lonely becauThey had to hide becauAnne named her diabecauAfter that, adiscullowing qu:question1: About how long had Anne and her family bding place wwadiary?question2: How did Anne feel about nature band her family hid away?question3: Why do youlings changed towards nature?question4: Why did Anne no longer just like looking at nature ouwindow?(Justification: Fillingblank can help Students understand the passage better. The discussion can not cultivaabut also stimulaagination.):Post-reading(1) RetellingIacher will invite twarraassagwn words standingla(Justification: Standinglatform can givudxpressing them. Narratingwn words can traluding ability and dlass. )(2) Group WTeacher give Studquestions: Imagine you have to gding like Anne and her family. What would you? Why? Add students cadicugroups, givwanda membwhole cla(Justification: Twill pratice student's abilaking anf develating w): Summary and Homewummary: The teacher summarizes whaave lealaHomework: Read the passage fluently and oay aant words.(Justification: Students can review and consolidate whaave lealass. )。
人教课标版高中英语必修1Unit1 Reading 教学设计
Para3. It's no pleasure looking through these any longer because nature is one thing that really must be experience.
（2）了解“Friends and friendship”这一话题，使学生感受主人公Anne乐观自信的人生态度和纯洁美丽的心灵。
4.思维目标
通过阅读让学生了解阅读过程中有很多阅读障碍，但是可以通过调整心态和注意力，读懂细节，推测隐含内容，从而掌握大意，获取所需信息。
教学重点：
1.文章的背景是二战期间犹太人被迫害的历史，重点引导学生结合当下去珍惜现在美好生活；
教
学
目
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1.语言知识目标：
通过对阅读文本的学习，要求本堂课后学生能熟练使用以下词汇、短语：
add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power
7.T: How would you describe Anne’s feelings as she was in hiding? Do you understand why Anne regarded her diary as her best friend now? Why?
(完整word版)高中英语-体现学科核心素养的教学设计-Unit1-reading
学习目标描述学习内容解析学科核心涵养解析授课重点授课难点表现学科核心涵养的授课方案学习内容解析1.to master the new words and some useful expressions.2.to understand the text and finish the exercises in Comprehending.提示：可从学习内容归纳、知识点划分及其相互间的关系等角度解析To help students learn to use useful words and expressionsTo help students learn to use The Past Participle (1) as the Predicative & attribute提示：说明本课堂可以落实哪个或哪些学科核心涵养利用学生在此前英语学习中形成的优异直觉，尔后去迅速加工阅读资料，进而形成第一认识，这是语言能力形成的重点，是英语学科核心涵养中最基本的组成部分的能力培养。
Use the given adjectives and sentence structures to describe one of your friends.Learn to evaluate friends and friendship.Work together with partners and describe one of your good friends.Discuss with partners and find out ways to solve theproblems.学生学情解析大多数人把学习英语看作是“为了高考”是“被迫无奈”，而没有看作是多掌握了相同人生的工具。
因此，很多学生缺乏学习动力，无法将强烈的学习梦想变成富强的学习内驱力，有效地推动自己的英语学习。
事实表示，目的明确的学生英语学习水平较高，而缺乏明确目的的学生，水平较低。
高中英语_Unit 1 Reading教学设计学情分析教材分析课后反思
M3 Unit1 Festivals and Celebrations课标分析根据《普通高中英语课程标准》，六级目标和七级目标要求学生能就熟悉的话题交流信息，提出问题并陈述自己的意见和建议；能主动扩展和利用学习资源，从多渠道获取信息，并能利用所获得的信息进行清楚和有条理的表达；能理解口头或书面材料中表达的观点，并简单发表自己的见解；能在教师的帮助下策划、组织和实施英语学习活动；能初步对学习过程和结果进行自我评价，调整学习目标和策略；能体会交际中所使用语言的文化内涵和背景。
结合本节课的教学进行具体分析：1.语言知识通过阅读，学生们了解不同类型的节日，以及节日的起源、庆祝时间、庆祝地点、庆祝活动、庆祝原因等知识。
掌握了与节日有关的词汇，并且能在输出活动时用所学词汇对节日进行描述。
2. 语言技能“读”是这节课的重点，“说”“写”是这节课的输出形式。
读的方面：学生能阅读文章中获取有关于节日的主要信息；能利用上下文和句子结构等方式猜测词义；能根据阅读目的使用不同的阅读策略；能理解文章主旨。
说的方面：导入部分，学生能就自己熟悉的节日进行简单的介绍，发表看法。
输出活动能用所学语言知识进行简单的合作交流。
写的方面：作业部分是一个关于节日的介绍，让学生能用文字或图表提供信息进行简单的描述。
3. 学习策略学生在学习过程中，能够抓住重点，对所学内容进行整理和归纳；在听和读的过程中，根据上下文猜测词义和推断段落大意，借助图表进行理解和表达。
能够利用评价标准对自己和他人的活动进行评价。
能够利用各种机会进行练习，积极用英语进行交流。
4. 情感态度学生在学习过程中有较强的合作精神，在小组比赛环节表现积极，培养了团队合作意识和集体荣誉感。
在输出活动中，小组内成员的配合也体现了合作精神。
5. 文化意识通过学习本课，学生了解了世界各国不同种类的节日，增进了对各国文化的了解，开阔了视野。
同时，通过中西方节日的比较，加深了对于中国传统文化的理解，激发了爱国之情。
人教课标版高中英语必修1Unit1_Reading_名师教学设计(一)
Unit1 Reading 名师教学设计（一）M1U1 Friendship Reading Teaching PlanI. Analysis of the Teaching MaterialThe reading passage “Anne’s Best Friend”is loaded with the most important language and cultural information of Unit 1, whose topic is “Friendship”. It talks about that the Jewish girl Anne, a victim of the WWⅡ, had to hide from the German Nazi and regarded her diary as her best friend. In the diary, she described her eagerness for friendship, peace, freedom and especially nature and the outside world. It’s a good material for students to appreciate the language, get to know the sufferings of the Jews and reflect upon the importance of friendship, peace, as well as of cherishing the present.Ⅱ. Analysis of the StudentsThe Students in the class are Senior 1 students from the Ding Lan Campus of the High School Attached to Zhejiang University. They are familiar with the topic but they may not be fully aware of the sufferings of the Jews during the WWII. With the accumulations in the junior high school, they have mastered some basic reading skills but may have some difficulties in understanding the long and complex sentences in the diary. Therefore, the class is aimed at training their reading skills, guiding them to appreciate the literature work, inform them of the sufferings of the Jews in the WWII, and inspire them to have some thoughts on friendship based on their reading.IⅢ. Teaching aims1. Ss will master the usage of new words and phrases appearing in the reading part with contexts;2. Ss will train their reading skills such as guessing, fast reading, scanning and careful reading, learn to appreciate the literature work and try to apply them in their writing；3. Ss will have a deeper understanding of the sufferings of the Jews during the WWI by videosand by reading about How Anne felt and thought as well as what she was eager for. 4. Ss will get some inspirations from reading about friendship, about wars, and about the presentlife.Ⅲ. Teaching Procedureafter reading and guide them to be more aware of what Anne was eager for.(2) Guide the Ss to share their feelings and thoughts after reading the whole passage.(3) Guide the Ss to read the three quotes and have a further understanding of friendship and the(1) Ss are to share their understandings on the questions after their reading;(2) Free-talking: Ss are to share their feelings, thoughts and what they’ve got from the passage. (3) Ss are to read the three quotes aloud and strengthen their feelings and thoughts about peace, friendship and present life.Importance of the cherishing the present. The quotes are as follows: Friendship needs to besown with loyalty,watered with enthusiasm,fostered(培养) with rulesand nursed withunderstanding.Whoever is happywill make others happytoo. He who has courageand faith will neverperish(死亡) in misery.Think of all thebeauty still left aroundyou and be happy.IV. Teaching Reflections本课以学生为主体，教师为辅助，注重学生思维的逐步生成，通过启发式、探究式、参与式的教学方法，引导学生逐层建构对友谊的理解，培养学生阅读理解的能力和分析问题的能力，最终建立正确的人生观与世界观。
高中英语必修1 Unit1 Reading教案
Unit 1 Friendship : Reading——Anne’s Best Friend 教案课时：一课时课型：讲授课一、教材分析本单元的主题是友谊。
这一课时主要是围绕阅读部分来讲，阅读是整个单元的核心部分，是在学习上一课时Warming up and Pre-reading的基础知识上接着对阅读文本“安妮最好的朋友”中词汇知识点和阅读技巧等的学习，为接下来的第三课时的语法知识的学习及以后的听说读写综合技能的练习打好基础。
文章通过一个虚拟的采访——两千年前古希腊作家帕萨尼亚斯与一位当代女孩李燕的对话，向学生介绍了古代和现代奥运会的异同及奥运会的一些基本情况。
文章讲述了犹太女孩安妮为躲避纳粹迫害而藏身于小阁楼中，并把日记作为自己朋友，通过写日记来表达自己孤独和郁闷的心情。
二、教学目标：(一) 知识目标:1. 掌握文章中的生词和短语:reason; list; share; feeling; Netherlands; German; series; outdoors; crazy; nature; purpose; dare; thunder; entirely; power; according; trust; indoors; share. . . with...; go through; hide away; set down; a series of; be crazy about; on purpose; in order to;in one’s power; face to face; according to ;2. 帮助学生找到他们觉得最困难单词和短语,并帮助他们理解。
3. 了解强调句型。
(二) 技能目标:1.更好地掌握Skimming和Scanning。
2.能分析并总结直接引语和间接引语（疑问和陈述）的规律，能熟练地进行两者间的转换，并在生活中运用。
3.能介绍Anne的基本情况，说明她当时的心情和内心的渴望。
重大版高中英语必修第1册第1单元 Reading 教学设计
Part I 文本分析一 基于课标二 基于语料 What 第一封电子邮件发件人是即将入读高一的学生晓菁，内容为寻求有关高中词汇学习、语法学习以及如何保持学习兴趣的建议。
第二封电子邮件是专业人士Alan 对于晓菁困惑的回应及建议。
Why 以高一新生的视角表达了在高中阶段词汇学习、语法学习以及如何保持英语学习兴趣的困惑。
以专业人士的视角回应以上三个问题并给出建议。
How本文第一封电子邮件是求助信，以时间顺序，根据晓菁姐姐的介绍和晓菁自己的需求，提出希望获得有关词汇学习、语法学习以及如何保持英语学习兴趣的帮助。
第二封电子邮件是Alan 按照第一封邮件的疑问顺序，按逻辑顺序展开，逐一给出建议。
同时，Alan 还安慰对方不要担心，并表达成功的关键是投入足够的时间去愉快学习。
Part II 学情分析授课对象是重点中学高一年级新生。
他们的英语基础中等，在漫长暑假中，大多数同学疏于英语阅读，英语表达能力欠佳。
学生能读懂一般难度的文本，能从文中提取主要信息，勉强能用英语进行表达，但欠缺评判英语学习方法以及提出改善学习建议的能力，缺乏关注文本衔接手段的意识。
Part III 教学目标1.通过关键词、标题预测文章内容，培养学生预测语篇主题和内容的语言技能；2.通过快速阅读及关键词提取，引导学生检测预测，培养学生辨认关键字词、抓住关键概念的语言技能；3.通过思维导图，引导学生梳理文本相关主要信息，获取细节，培养学生信息处理的能力；4.通过关注语篇结构以及语言特征，让学生熟悉建议型应用文的框架结构和语言特征。
4.通过问题引领，引导学生对文本中建议进行评判，培养他们的批判性思维能力，发展思维品质；主题语境 人与自我---生活与学习 认识语言学习的方法 语篇类型 以电子邮件形式呈现的应用文体。
语言知识通过关键词预测语篇内容；梳理具体与词汇学习和语法学习相关的表达； 根据上下文学会猜测单词；关注给予建议型应用文体的结构和语言特点； 关注语篇中陈述要点时的显性衔接和连贯首段； 学会运用得体礼貌的语言给予建议。
名师教学设计《必修一unit 1 reading》示范教学教案
课题名称
必修一unit 1 reading
学科年级
高一英语
教材版本
一、教学目标设计
By the end of this lesson,students should be able to:
I.Knowledge Aims
Get the main idea about the passageand learn some new words and expressions;
Activity description: If you were Anne’s best friend, what would you like to say to her
小组讨论的活动，讨论时间五分钟，四个人为一组，每组需要一个代表，展示时间五分钟。
Purpose: Train the students’ability of speaking and cooperative ability.
六、教学过程设计
教师活动
学生活动
设计意图
Step1: Lead-in
Brain storming
Activity description: Ask some questions to the students.
Does a friend always have to be a person Tell us about your unusual friends.
根据所给的单词，词组与对应的正确释义相联系。三分钟。
Purpose: Help the students understand the passage better.
Step3: While-reading (This part includes 3 activities)
高中英语必修一人教版：Unit+1+reading+教学设计-
议
教师要求学生组内核对答案并讨论
学生起立，针对导学提纲上的问题展开讨论
展
教师可以点学生个人回答或者点小组来展示，展示形式可分口头展示，也可以书写展示。
学生按小组来口头展示或书写展示答案。
评
教师针对学生的完成情况，以及还未完成的问题来进行解释说明。
重点
学生能够在教师的指引下，概况文章的主旨大意，能理解语篇中的重要细节，进而体会作者的情感变化。
难点
学生能够在教师的指引下，概况文章的主旨大意，能理解语篇中的重要细节，进而体会作者的情感变化。
导学过程
教师活动
学生活动
效果及问题预设
导
教师点学生用英语谈论自己的朋友
学生用英语谈论自己的朋友
思
教师要求学生阅读课文并独立完成导学提纲上的阅读任务。
3)根据上下文推断单词和短语的含义
4)做出判断和推理
5)理解文章的基本结构
6)理解作者的意图、观点和态度
考试大纲描述
1．能从一般文章中获取和处理主要信息；
2．能理解文章主旨和作者意图；
3．能通过上下文猜词，理解语篇意义；
4．能通过文章中的线索进行推理；
5．能根据需要从网络等资源中获取信息；
6．能阅读适合高中生的英语报刊或杂志；英语科课时教学设计课题名称
Book1 Unit1 Reading Anne’s Best Friend
授课时间
2018.9.2
教师姓名
学生年级
高一
课时
1
课程标准描述
要求考生能读懂书、报、杂志中关于一般性话题的简短文段以及公告、说明、广告等，并能从中获取相关信息。考生应能：
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Read the passage and number these events in the order that they happened.
2John Snow began to test two theories.
1An outbreak of cholera hit London in 1854.
学生学情分析
大多数人把学习英语看作是“为了高考”是“被迫无奈”，而没有当作是多掌握了一样人生的工具。因此，不少学生缺乏学习动力，无法将强烈的学习愿望变成强大的学习内驱力，有效地推动自己的英语学习。事实表明，目的明确的学生英语学习水平较高，而缺乏明确目的的学生，水平较低。教师应该试图提升中学生的学习动机，从而提高中学生的英语学习水平。
add (to) v. 1) to put together with something else so as to increase the number, size, or importance; 2) to join (numbers or amounts ) so as to find the total.
3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?
(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.
)
个人反思
课后反思：本节课分层教学，在阅读课文，理解课文的基础上进行课文知识点的细致处理。需要改进的地方：单词短语部分讲解过多，占了很多时间，可以将其改为课后练习的形式。在以后的教学中要注意改进。
4John Snow marked the deaths on a map.
7He announced that the water carried the disease.
3John Snow investigated two streets where the outbreak was very severe.
(John Snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.)
提示：可从学习内容概述、知识点划分及其相互间的关系等角度分析
To help students learnto use useful words and expressions
Tohelp students learnto use The Past Participle (1) as the Predicative & attribute
1).Imagine what it might be like if you had to stay in your bedroom for a whole year. You could not leave it even to go to the WC or to get a cup of tea. How would you feel?
学科核心素养分析
提示：说明本课堂可以落实哪个或哪些学科核心素养
利用学生在此前英语学习中形成的良好直觉，然后去迅速加工阅读材料，进而形成第一认识，这是语言能力形成的关键，是英语学科核心素养中最基本的组成部分的能力培养。
教学重点
Use the given adjectives and sentence structures to describe one of your friends.
教学策略设计
教学环节
教学目标
活动设计
信息技术运用说明
Looking and guessing
Reading to summarise the main idea of each paragraph.
Languagepoints
Work in pairs. Look at the pictures and the heading and guess what the text might be aboutd.
5He found that most of the deaths were near a water pump.
6He had the handle removed from the water pump.
1. John Snow believed Idea 2 was right. How did he finally prove it?
2).What would you choose if you are only allowed to have five things with you in the hiding place because there is very little room?
Skim the text and summarise the main idea of each paragraph in one sentence.
Learn to evaluate friends and friendship.
教学难点
Work together with partners and describe one of your good friends.
Discuss with partners and find out ways to solve theproblems.
体现学科核心素养的教学设计
学习内容分析
学习目标描述
1. to master the new words and some useful expressions.
2. to understand the text and finish the exercises in Comprehending.
学习内容分析
2. Do you think John Snow would have solved this problem without the map?
(No.The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)