高中英语外研版 (2019)必修第一册Unit 2 Exploring English授课课件ppt

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这是一份高中英语外研版 (2019)必修第一册Unit 2 Exploring English授课课件ppt，文件包含新外研必修一U2课时7PresentingideasReflectionpptx、新外研必修一U2课时7PresentingideasReflectiondoc等2份课件配套教学资源，其中PPT共27页，欢迎下载使用。

Teaching Plan

Unit	Unit 2, Book 1	Title	Exploring English
Class, Grade School	Grade 1, Shenzhen Experimental School Guangming Department	Type	Presenting ideas, Reflection & Project

Objectives: By the end of the lesson, the students will …

 review some theme-related words and expressions (hamburger, eggplant, pineapple, homesick, have a frog in one’s throat, etc), four types of word formation and differences between American English and British English

 present creative ways to learn English, explain why and describe what to do

 monitor, evaluate and reflect on performance during Unit 2 and make adjustments as needed

 finish a project by identifying and correcting mistranslations in Shenzhen

Key points and / or difficult points

 present creative ideas to learn English, explain the reasons and describe what to do

 finish a project by identifying and correcting mistranslations in public places

Methodology & Strategies

overall unit instructional design, six components integrated English learning activity approach, question chains, cooperative learning and project-based learning

Aids and / or Materials

PPT, video clips

Discourse Analysis

【主题语境】人与自我——语言学习规律、方法

【What】本节课设计四方面内容：复习(review)、陈述(presentation)、反思(reflection)和项目式学习(project)。

复习部分包括：基于主题相关词汇和表达的复习，如：hamburger, eggplant, pineapple, sculpture, homesick, wind up, have a frog in one’s throat, a toad in a hole等；四种基本构词法，如：合成法、派生法、转化法、缩写；美式英语和英式英语的区别。

在陈述部分，学生思考有创意的英语学习方法，选出最有创意的英语学习方法，解释原因并对其进行阐述。

在反思部分，学生对本单元学习行为和效果做出评估和分析。

在项目式学习部分，学生识别并收集公共场所的英文误译实例，分析误译类别并提出修改建议。

【Why】激发英语学习兴趣，提高理解表达能力，促进语言能力、文化意识、思维品质和学习能力综合提升。

【How】基于单元整体教学设计，复习单元重点内容，使用问题链设计，深化主题意义的理解与挖掘；创造性地提出英语学习的新方法，促进学生复习和掌握所学内容，并在真实的情境下综合运用，内化单元主题，发展学生思维品质，实现学习的迁移与创新；评价和分析学习行为和效果，对自己的优缺点和得失做出反思，优化学习方法并调整学习策略；项目式学习综合运用本单元所学内容，开展自主学习、合作学习和探究式学习，进一步发掘探索单元主题语境，体会语言差异性，提高综合语言运用能力，养成严谨的学习态度和良好学习习惯，培养跨文化交际意识。

Analysis of Students

Students are in the first semester of Senior High school. In this unit, they have learned some theme-related words and expressions, four types of word formation and differences between American English and British English. As language learners, they notice the misunderstandings in English learning, explore the reasons and comprehend cultural diversity.

From the perspective of overall unit instructional design, students are expected to consolidate understanding, monitor progress, evaluate performance, reflect on effects and adjust learning strategies.

Procedures

教学环节 Steps	活动形式与步骤 Activities	活动意图 Activity goals	活动层次 Activity Level	学习效果评价 Assessment
Engage	Review theme-related words and expressions T engages Ss in the question chain: Q1: Can you give some examples from Understanding Ideas and Developing Ideas to show the unique madness of English?	Ss will consolidate the theme-related words and expressions and comprehend the meaning of the theme.	reviewing and consolidating	Ss remain actively engaged in the review and brainstorm the theme-related words and expressions.
	Review four types of word formation T engages Ss in the question chain: Q2: How many types of word formation have you learned? Q3: What are they? Q4: Can you give some examples for each type?	Ss will consolidate the four types of word formation and improve the language ability.	reviewing and consolidating	Ss remain actively engaged in the review and brainstorm the types and examples of word formation.
	Review differences between American English and British English T engages Ss in the question chain: Q5: Is American English the same with British English? Q6: In what ways are they different? Q7: Can you give some examples?	Ss will consolidate the differences between American English and British English and internalize linguistic and cultural knowledge.	reviewing and consolidating	Ss remain actively engaged in the review and brainstorm the differences between American English and British English.
Study	Think and share T encourages Ss to summarize and share some ways they have learned in Unit 2 to learn English.	Ss will reflect on and internalize related information in Unit 2.	perceiving and noticing	Ss actively brainstorm and summarize the ways to learn English.
Study	Think and write T encourages Ss to talk about creative ways to learn English and list the ideas. T encourages Ss to choose the most creative idea and make a short presentation.	Ss will internalize the theme of Unit 2, generate new ideas, develop thinking capacity, transfer and create.	internalizing and utilizing imagining and creating	Ss actively participate in the activity and share their creative ways to learn English.
Activate	Reflect and improve T motivates Ss to rate their performance in Unit 2, summarize what they have learned and what they need to improve	Ss will apply metacognitive and cognitive strategies to English studies.	reflecting and improving	Ss actively finish the reflection, monitor progress, evaluate performance, reflect on effects and adjust learning strategies.
Activate	Identify and correct T encourages Ss to carry out a project to identify mistranslations in Shenzhen in groups, take photos, correct them and make a presentation.	Ss will experience the language differences, integrate language ability, serious attitudes towards learning and cross-cultural awareness.	perceiving and noticing appraising and evaluating	Ss learn to cooperate and further explore the theme of Unit 2.