英语必修 第一册Unit 2 Exploring English教案及反思

这是一份英语必修 第一册Unit 2 Exploring English教案及反思，共6页。教案主要包含了设计意图等内容，欢迎下载使用。

本课时的话题是对一些英语词汇的困惑，包括Starting ut和 Understanding ideas两部分。Starting ut是导入部分，通过解读表格，让学生了解说本族语最多的五个国家、全世界学习者最多的五种语言以及中国人学英语人数，从而进一步明确英语学习及其应用的广泛性。Understanding ideas部分以一个学习者的视角，通过列举具体的例子来阐述自己对英语词汇的思索和困惑。文章幽默活泼，耐人寻味，让人忍俊不禁。
课时目标：
1.认知并灵活运用本课时的重点词汇 title, ppsing, behavir, cnfusing, unique, alarm, reflect, creativity, visible, creative, burn up, burn dwn, wind up。
2.通过不同层次的阅读，学会抓关键词、原文定位的阅读技巧，并深层次分析问题，进行语言加工，提高归纳概括、推理判断的能力。
3.通过文章蕴含的哲理，培养学生良好的思维品质和价值取向，养成爱思考、善于思考的习惯，并溯本求源，找到问题的关键。
重点难点：
重点：
学习、掌握本课的重点词汇和短语，通过拓展延伸词汇的用法，构建自己的词汇树，形成自己的知识体系。
难点：
通过解决阅读阶段所设置的题目，学会分析问题、解决问题，找准问题的关键。
教学准备：
教师准备：
准备好该部分内容的PPT以及音频素材；设置不同层次的阅读理解题目，利用多种方式拓展语言点，激发学生的学习兴趣。
学生准备：
1.在网上搜索了解英语使用的广泛性，为课文的学习奠定基础。
2.收集英语中的合成词，并和同学们课前讨论，哪些词汇令自己感到困惑，收集整理出来，以备上课之需。
教学过程：
Step I Starting ut
1. The teacher guides students t read the three charts Page 13 and asks them what they can knw frm the chart.
2. The teacher asks the questins：
（1）Which language is spken mst in the wrld.
（2）Which language is used widely, especially in the internatinal cnference and business?
（3）Hw many Chinese peple are learning English? Why?
3. Students cmplete the questinnaire and share answers with the class.
4. Ask students t watch the vide and learn abut the number f English learners. Find the answers t the questins:
（1）Which cuntries mentined in the vide have English as their first language?
（2）Where d a third f English wrds cme frm? What examples are given in the vide?
Step II Understanding ideas
1. Pre-reading.
Ask the questins:
(1) D yu knw why pineapple gt its name?
(2) Why can’t we find apple and pine in it at all?
Ask students t think and discuss, making them eager t knw the cntent f the passage.
2. Fast reading.
Find the wrds which make the authr cnfused in each paragraph.
Keys：
Para.1：（1）ham（2）egg（3）pineapple
Para.2：（1）take（2）n（3）hmesick（4）hmewrk
Para.3：（1）hardly（2）harmful
Para.4：sunshining
：medical
Para.6：（1）up（2）ut
Para.7：（1）stars（2）wind up
【设计意图】该部分用表格的形式将课文的主要内容呈现出来，一目了然，让学生学会根据所设置的空白处查找关键信息。该表格理清了文章脉络，对学生分析问题、概括总结、提炼主题很有帮助。
3. Careful reading.
Read the passage again and cmplete the text.
Keys：1. Neither 2. t learn 3. verbs 4. but 5. traveling 6. is raining 7. Cnfusing 8. filling 9. be; heard 10. which
【设计意图】本文是原文的概括归纳，通过设置该题，帮助学生进一步理解原文，理清文章脉络，锻炼概括提升能力。同时，通过具体题目的设置，锻炼、提升学生分析语境，解决问题的能力。同时，该题型侧重语篇考查，将英语词汇、语法，句法上的运用综合在语篇中，更科学地反映学生的英语综合能力。
4. Language pints.
Master the wrds and phrases: title, ppsing, behavir, cnfusing, unique, alarm, reflect, creativity, visible, creative, burn up, burn dwn, wind up
【备注】部分知识点讲解详见第二教案。
5. Pst-reading.
Finish Activity 3, 4 & 5 n Page 16.
（1）Activity 3以选择的形式设题，考查文章的写作意图。文章第一段导出话题“Have yu ever asked yurself why peple ften have truble learning English? I hadn’t, until ne day my five-year-ld sn asked me whether there was ham in a hamburger.”作者开始并没有觉得英语难学，直到5岁的儿子提了一个 hamburger里是否有ham的问题，引发了作者的思考。下文列举的具体例子都是阐述上述问题，对英语学习者来说，都是很困惑的问题。因此文章前两句即点明主旨和意图，由此可判断与第一项相符，从而得出正确答案。
（2）Activity 4是通过表格的形式，将原文要点提炼出来，要学生们按图索骥，找出正确答案。该题源自原文，回扣文章，难度不大。
（3）Activity 5解释了上文中的困惑，根据 pineapple、hamburger、eggplant的来源解释了其构词和含义。有助于学生进一步理解英语词汇的来源和含义，加深对文章的理解。
Step Ⅲ Sum up
1.总结本节课的重点词汇、短语和句型，采用表格、思维导图等形式更清晰地了解它们的用法，并形成知识脉络。
2.让学生用简短的英语分享、复述文章中提到的令作者困惑的词汇，锻炼学生提炼要点和口头表达能力。
3.和学生分享几个学英语的技巧，引导学生多探求新知。尽管英语复杂、不容易掌握，但“冰冻三尺非一日之寒”，鼓励学生贵在坚持，将英语学习和培养学生良好的品质和素养结合起来。
【设计意图】英语教学中既让学生掌握英语基础知识，也要将道德感情、英语思维能力、意识渗透在里面。让学生通过学习，既可以提高学科知识，又可以获得学科素养，使学生终生受益。
Step IV Hmewrk
1. Sum up what we learned in class and take ntes.
2. Preview the next perid.
板书设计：
Para
Situatins
Cnfusing questins
Para. 1
(1) hamburger
(2) eggplant
(3) ________
(1) There is n ________ in a hamburger.
(2) There’s n ________ in eggplant.
(3) Neither is there pine nr apple in pineapple.
Para. 2
(1) sculpt a sculpture / paint a painting
(2) traveling
(3) hme
(1) Why d we use “________” when having phts taken?
(2) in the car/ taxi, but ________ the train/ bus
(3) Seasick, airsick, carsick, but what des ________ mean?
(4) ________ r husewrk
Para. 3
(1) Why are “________” and “sftly” nt an ppsing pair?
(2) Why are shameless and shameful behavirs the same?
Para. 4
weather
It’s raining/ snwing. Why can’t we say “it’s ________” when it is fine?
Para. 5
________
What des it mean in a ________ reprt? What abut IT and US?
Para. 6
(1) a huse
(2) a frm
(3) an alarm
(1) burn ________ r burn dwn
(2) fill in r fill ________
(3) nly heard nce it ges ff
Para. 7
(1) be ut
(2) ________
(1) the ________ r the lights
(2) ne’s watch r the passage
Many peple ften have difficulty in learning English. Once my little sn asked me whether there was ham in a hamburger. I remembered there were nt eggs in eggplant, either. 1. ________ is there pine nr apple in pineapple, s I began t understand why s many peple think English hard 2. ________ (learn). Fr example, we chse different 3. ________ (verb) when describing things. We can sculpt a sculpture r paint a painting, 4. ________ when it cmes t a pht, we use “take”. Different prepsitins als cnfuse us. While 5. ________ (travel), we are in the car r taxi but n the train r bus. “Hmesick” has different meaning, cmpared with seasick, airsick and car sick. “Hard” is the ppsite f “sft”, but hw abut “hardly” and “sftly”? When we lk ut f the windw, we can say “it 6. ________ (rain)” but we can’t express the sunshine in the same way. There are als sme ther 7. ________ (cnfuse) questins in English learning. A huse can burn up as it burns dwn. Yu fill in a frm by 8. ________ (fill) it ut. An alarm can 9. ________ nly (hear) nce it ges ff. English was invented by peple, 10. ________ reflects the creativity f the human race. When the stars are ut, they are visible, but when lights are ut, they are invisible.
Unit 2 Explring English
Perid I Starting ut & Understanding ideas
I. Starting ut
Which language is spken mst in the wrld?
Which language is used widely, especially in the internatinal cnference and business?
Hw many Chinese peple are learning English? Why?
II. Understanding ideas
1. Pre-reading
2. Fast reading: Fill in the frm.
3. Careful reading.
4. Language pints.
title, ppsing, behavir, cnfusing, unique, alarm, reflect, creativity, visible, creative, burn up, burn dwn, wind up
Pst-reading: Finish Activity 3, 4 & 5 n Page 16.
Ⅲ. Sum up
Ⅳ. Hmewrk