Unit 2 Exploring English
Period 1 Starting Out & Understanding Ideas 教学设计
本节课是高中英语第一册Unit 2 Exploring English 的引入和阅读部分。本单元的内容异常丰富多彩，活动形式多种多样，集趣味性和实用性为一体。教师通过深入挖掘教材，充分发挥教材的功能，有助于激发学生对于英语学习的兴趣，提升学生的英语学科素养，同时为以后的英语学习铺平道路，打好基础。单元标题中的Exploring值得教师深思。英语语言就好像一个广阔的海洋，教师想办法将学生带入其中，去探索，去发现，去获取。
就本节课而言，教师需要兼顾知识性，趣味性，思辨性，因此要仔细设定教学目标与重难点，再通过教学流程呈现出来，还是具有相当挑战性的任务。
1. 语言能力目标：
1） 能够读懂简单图表，从中获取具体信息，并将图表内容文字化； 2） 能够通过阅读文章，快速获取细节信息,并概括归纳出作者意图/观点。 2. 思维品质目标：
初步了解举例、对比等写作手法，并理解作者如何通过这些方法组织安排文章，呈现自己观点。 3. 文化意识目标：
1） 通过了解一些单词/词组的起源，探究思考单词/词组的含义，体会英语语言的多样性，趣味性。
2） 初步将英语语言与汉语母语进行比较，培养跨文化交际意识。 4. 学习能力目标：
1） 树立正确的英语学习观，通过初步了解英语语言的一些特点，培养对英语学习的兴趣。 2） 能够多渠道获取英语学习资源，培养英语学习能力。
1. 重点
1） 读懂简单图表，从中获取具体信息，并描述自己所见；
2） 通过阅读文章，快速获取细节信息,并概括归纳出作者意图/观点。 2. 难点
（1） 理解文章的组织方式（举例/对比）；
（2） 理解英语语言特点，并将其与汉语进行比较。
Part 1. Start out
Step 1 Charts and questions
Look at the charts and answer the questions:
1. According to Chart 1, which language has the largest number of native speakers?
Answer: Chinese. (There is no doubt Chinese has the largest number of native speakers because China has the largest population in the world.)
2. According to Chart 2, which language has the largest number of learners? Answer: English. (English is widely used and learned in the world. 3. What can you learn from Chart 3? Advice:
Teachers ask students to describe Chart 3 use their own language. And the description will be excellent if it includes facts and opinions. For example：
In 1993/2003/2014, there are 50 million/200 million/300 million Chinese learning English. (facts) From the statistics we can know the number of English learners in China is increasing rapidly. (Opinion) 4. Why do you think so many people in China learn English? Answer: OPEN. Step 2 Video Time
Watch the video and answer the question.
1. Which countries have English as their first language? Tips:
(1) There are more than one countries have English as their first language because the question uses “which countries”.
(2) When students watch the video, they can take some notes using short hand.
2. Where do a third of English words come from? What examples are given in the video? Part 2. Understanding ideas Step 1. Activity 1 & 2 on page 14.
Look at the title of the passage and the pictures. Tick what you think the passage is about. Food
Cooking Words Plants Fruit Tips:
The question “what do you think the passage is about” refers to the topic/main idea of the passage, so there is only one choice meet the requirement. But some students may choose plants or fruit, that’s all right. Step 2. Activity 4 on page 16.
Task 1. Complete the notes with words from the passage. Task 2. Answer the questions according to the notes.
1. How does the author organize his passage? Give some examples. 2. Why does the author think people often have trouble learning English? Tips:
The tasks require students to find out facts and opinions. Step 3. Activity 3 on page 16.
Choose the author’s purpose in writing the passage. Tips:
To get the author’s purpose, students should get the key words of each choice. For example, for the first choice, the key word should be “tell” and for the second choice, the key word should be “give advice”. Step 4. Read the following information and answer the questions. 1. How did the pineapple, hamburger and eggplant get their names? (Answer the questions from the aspects of shape, type, ingredients, etc.)
2. Does the information offer you a better understanding of the passage? Give your reasons. Step 5. Think and Share
1. Do you agree with the author’s opinion about the English language? Give your reasons. (Before answering the questions, think about “what’s the author’s opinion” carefully.) 2. What do you find most challenging about learning English? How do you deal with this? (guide students to think about their problems in learning English)
3. The author describes some phenomenon of English in the passage. For example, “When I wind up my watch, it starts, but when I wind up this passage, it ends.” Can you think any similar phenomenon of Chinese like this? Give your examples.
Step 6. Homework
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