高中英语上外版 (2020)选择性必修第一册Digging in公开课教案

这是一份高中英语上外版 (2020)选择性必修第一册Digging in公开课教案，共4页。教案主要包含了教学设计与说明等内容，欢迎下载使用。


一、教学设计与说明
1. 教学目标
本课为本单元的第 1 课时，核心目标为依据记叙文的语篇特征获取沙克尔顿南极征程 的经历并加以描述，判断作者的写作目的、对象和态度，批判性表达自己对于沙克尔顿经 历的看法。
2. 设计思路
本课的第一个教学环节为导入活动，分为两个部分，活动 1 为名言与图片的配对，运
用多模态激发学生对主题语境探险话题的兴趣。活动 2 为学生分享课前预习所获取的与南 极相关的客观事实，并通过查阅字典，联系上下文等策略获取文章中影响阅读的词汇意义， 旨在激活相关背景和语言知识、激发学生的学习兴趣。
第二个教学环节为基于语篇的理解。学生根据引导性问题，依据记叙文语篇特征，进 行宏观分析，获取语篇的细节与大意。
第三个教学环节为深入语篇的理解。在此环节中，教师引导学生运用语用分析策略判 断作者的写作目的、写作对象以及对于沙克尔顿南极征程的观点。
第四个教学环节为超越语篇的理解。设计意图是让学生根据教师所给的引导性问题， 利用语篇信息，联系生活实际，借助语言框架批判性地表达自己对于沙克尔顿南极征程的 观点。
第五个教学环节为作业布置，旨在以书面表达的形式巩固和完善与话题相关的批判性 表达，并利用本课所学词汇为本单元的项目做准备。
3. 重点难点 利用记叙文语篇模式，梳理文章结构，分享文章内容；从“自我校准”的角度，进行
批判性思维，表达自己的观点。
Lessn Plan
By the end f this perid, students will be able t:
identify the main idea f the text with the help f textual pattern analysis and build up tpic- related vcabulary；
judge the writing purpse, intended readers and writer’s attitude thrugh pragmatic analysis.
express their wn ideas n the given tpics thrugh critical thinking.
Prcedures:
Interactive activity 1: Sharing cntent and language abut Antarctic
*T: Get students t match the mtt and the picture, and share the knwledge f Antarctic and key lexis they have grasped thrugh previsin.
*Ss: Share knwledge and lexis with the help f the learning prpsal.
Purpse: T direct students’ attentin t the cntents and language f the text.
Guided questins:
What knwledge abut Antarctic have yu btained frm the text?
What wrds and expressins have yu learned? Explain in English.
Independent activity 2: Literal cmprehensin
*T: Get students t figure ut the textual pattern f the passage.
*Ss: Wrk ut the textual pattern under the guidance f the learning prpsal.
*T: Guide students t build the tpic-related vcabulary.
*Ss: Build the tpic-related vcabulary.
Purpse: T develp students’ ability t analyze the text, deepen their understanding f the main idea, and get students prepared t describe the adventure.
Guided questins:
What is the textual pattern?
What are the key elements?
Independent activity 3: Inferential cmprehensin
*T: Let students analyze the pragmatic value f the text thrugh different angles.
*Ss: Analyze the text thrugh pragmatic analysis and supply evidence r details.
Purpse: T integrate language with meaning as well as t deepen students’ understanding.
Guided questin:
What is the authr’s main purpse f writing this passage?
Wh are the intended readers?
3. What is the authr’s stance n adventures?
Interactive activity 4: Critical thinking
*T: Prvide the template fr critical thinking and encurage students t share their wn pinins
cncerning questins abut the passage.
*Ss: Put frward their cmments, ideas etc. n the basis f having a gd understanding f this passage.
Purpse: T prvide a chance fr students t reflect n the article and apply what they’ve
learned t express themselves.
Guided questin:
Why is Shackletn lked up t as a her despite his failure t reach the Suth Ple?
If yu had the pprtunity, wuld yu try an expeditin like the ne led by Ernest Shackletn? Why r why nt?
Assignments:
Write a letter t Shackletn in which yu summarize Shackletn’s adventure and share what yu
have learnt frm his adventure.