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《牛津高中英语》单元教案格式要求(1)  

2009-11-21 00:26:53|  分类: 教学研究 |  标签: |举报 |字号 订阅

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Module 1

Unit 1     School life

Goal     Making a poster for a school club  (这里标出本单元的终级目标)

Plan for the whole unit

 

Teaching objectives

(要求从学生的角度提出学习目标。目标一定要具体、可及、可测,绝不能从教师的角度制定教学目标,谨防目标泛泛而谈。目标应从三维的角度,按顺序以流水号的形式呈现。内容可参见教师用书Highlights of the unitOverview两个部分<教材、教参上的具体教学内容和板块标示用斜体>)

By the end of this unit, Ss will be able to:

Language   (本项按功能function, 词汇vocabulary, 语法grammar顺序排列)

1         describe school life

2         describe school activities and school clubs

3         compare school life in China and in the UK

4         use words and expressions such as attend, approve, regret, inform etc

5         use relative pronouns and relative adverbs in attributive clauses

Skills & strategies  (本项按 skills, strategies 并结合其在教材出现的顺序排列)

6         read articles and gain much knowledge about British school life and school clubs in the process

7         listen to a talk and a conversation related to school activities, understand the information, then deal with it by making comparisons and drawing conclusions

8         discuss daily school life and report their school activities to their class teacher

9         write a notice about school activities

10     master two basic reading skills—skimming and scanning

11     use expanded vocabulary related to school life, activities and facilities

12     make a poster for a new school club

Culture & morals  ( 本项按culture, morals 顺序排列)

13     learn about the school life in the UK

14     get to know about after-school activities in the UK

15     learn to deal with the information about school activities and school clubs

16     discuss and conclude the differences about the school life between China and the UK as well ad the reasons behind

17     get interested in school activities

18     make good use of school days

 

Overview

(内容参见教师用书Overview部分。基本内容:“本单元…(教材介绍,怎么展开?)…。为了实现……目标,结合……实际情况(具体学情、地域环境等教学相关因素分析),依据……(课程标准…要求、……教学理论),我们借助……(有效课内外资源、教学手段),主要采用……(教学方法),拟按以下总体思路展开本单元教学。)

[范例]

Unit 1 School life involves a wide coverage of school life from school facilities to school activities, from a comprehensive description of school life in the UK to a special focus on a single aspect of school life, that is, school club, based on some beneficial reading and listening materials related to school life, including a magazine article about school life in the UK ( P2-P3), two other articles about school clubs (p18), and two recording clips about school visit and school activities (p12-p13) etc……

At last, with the aid of the varied resources, such as textbooks, workbook, courseware, the Internet, this unit is to be task-based and unfolded section by section as the following:

1         In Welcome to the unit, Ss are expected to find the differences between high schools in China and in the UK so as to warm themselves up and get ready for learning more about high school life in the UK in the reading part…….

2         In Project, students are applying what they have learned in this unit into practice…….Again, students are practicing and polishing their four abilities, moreover, they are learning how to work as a team.

 

Period arrangement

 

Contents & pages or sources

Self-assessment

 

Textbook

Workbook

(Page)

Supplementary

(Source)

T

M

Y

Section

Page

1

Welcome to the Unit

1

 

A game(original)

1,3

4

 

2

Reading (2-1)

2-4

 

Skimming and scanning exercises (original)

6

10

13

16

5

 

3

Reading (2-2)

2-5

A1, A2 (86); B(91)

Two tests(original)

4

5

 

4

Word power

6-7

 

An audio clip of part A (original)

11

4

 

5

Grammar and usage (2-1)

8-9

C1 (88); A (90)

Consolidating exercises (original)

5

5

 

6

Grammar and usage (2-2)

10-11

C2 (88)

 

5

4

 

7

Task(3-1)

12-13

 

 

7,15

4

 

8

Task(3-2)

14-15

D2(89)

An IQ test(英语奥林匹克)

8,14

5

 

9

Task (3-3)

16-17

 

 

9,17

4

 

10

Project (2-1)

18-19

 

A schedule (original)

6,12

5

 

11

Project (2-2)

19

A, B(93)

 

2,18

5

 

12

Revision and exercises

 

B1,B2(87); D1(89); ABC(92)

 

4

5

 

13

Self-assessment

20

 

A quiz (original)

4,18

5

 

Total

20

8

8

18

92

 

 

Very confident  Quite confident  Confident  Slightly confident  Not confident

(本单元教学效果采用百分制表示,公式为100+实际课时数+5X各课时自评等级分之和。)

[表中最右栏供教师课后自评教学效果用,T表示Teaching objectivesMMy self-assessment, YYour self-assessment, 评价等级5-1 总评成绩采用百分制,公式为100+实际课时数+5X各课时自评等级分之和]

 

Feedback

(主要记述本单元教学目标的达成程度、预期之外的效果以及自我感受。有何成功经验?存在哪些不跳?拟如何改进?值得进一步探讨的问题是什么?

表述的基本思路:个人认为本单元教学目标达成(100-80分)/基本达成(79-50分)/未能实现(49分以下),学生积极投入学习活动……,同时,……(预期之外的效果和自我感受)。就其成功原因主要是……,但还有……(不足之处)。拟通过……(方法、途径)加以完善、提高。然而,如何……(探讨的问题,本人尚未能解决的问题),还有待进一步研究、解决。)

[范例]

In general, 90% drafted teaching objectives have been fulfilled. In terms of language and knowledge, the students have learned a lot about school life in the UK, familiarized themselves with school facilities, had some achievements in understanding and forming relative clauses, and have experienced working on a listening and writing task alone and carrying out a project on a team. In the aspect of attitudes toward learning, learning strategies, and cultural awareness, students have also gained some knowledge. For example, most of them actively participated in the process of learning and took a lot of responsibility for the result of it. To my surprise and delight, students showed extraordinary interest in the project. They tried to come up with unique ideas, and really worked on it. One movie club even recruited a lot of members on the campus and they are planning to make it one of he best clubs in the school. The enthusiasm will carry them a long way, as far as I can see. On the whole, the teaching plans have worked well, mostly due to the sufficient need analyses. I’ll always bear it in mind that students’ needs are the window of their mind, and getting them deeply involved can double the efficiency of learning and teaching. However, after three weeks’ teaching, I’ve come to realize that students seem to lack supplementary authentic reading materials to activate and internalize the newly-accumulated words and expressions. Also, while assigning the project, I should have given them an explicit schedule and do some formative assessment at different stages. Otherwise, students only run up for the deadline without much effort in wording and perfecting as they did in designing a post advertising a new club. As for the reading materials, I may need to cooperate with someone to search more resources, and make sure to do it ahead of time.

 

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