m3u2project公开课

高中英语必修三第二单元公开课流程The public class for the second unit of compulsory English in high school is a crucial event that aims to showcase the achievements and progress of students in their English language learning. This event not only provides an opportunity for students to demonstrate their skills and knowledge but also serves as a platform for teachers to evaluate the effectiveness of their teaching methods and strategies. The entire process of the public class involves meticulous planning and execution to ensure a seamless and engaging experience for all participants.The first step in the preparation for the public class is the selection of the content and materials to be covered. Teachers carefully review the curriculum and the learning objectives for the second unit to determine the most relevant and engaging topics to be presented. They then work collaboratively to develop lesson plans that incorporate a variety of teaching techniques and activities to cater to the diverse learning styles of the students.Once the content and materials have been finalized, the next step isthe organization of the event itself. This involves the coordination of various logistical aspects, such as the venue, seating arrangements, and the use of multimedia equipment. The teachers also work closely with the school administration to ensure that the necessary resources and support are in place to facilitate a smooth and successful event.The day of the public class is a highly anticipated occasion for both students and teachers. Students arrive at the designated venue, eager to showcase their knowledge and skills. The class begins with a warm welcome from the teachers, who set the tone for the event and outline the agenda for the day.The core of the public class is the presentation of the lesson content. Teachers utilize a range of teaching methods, including lectures, group discussions, and interactive activities, to engage the students and reinforce their understanding of the material. Students are encouraged to actively participate in the class, asking questions, sharing their insights, and demonstrating their language proficiency.Throughout the presentation, teachers closely monitor the students' responses and provide feedback to ensure that the learning objectives are being met. They also make adjustments to the lesson plan as needed, adapting to the needs and interests of the students.One of the unique aspects of the public class is the presence ofobservers, which may include other teachers, school administrators, and even parents or community members. These observers play a crucial role in the evaluation and assessment of the event. They provide valuable feedback and suggestions to the teachers, which can be used to improve the quality of the teaching and learning process.After the presentation, the public class concludes with a question-and-answer session, where students have the opportunity to clarify any doubts or seek further explanations from the teachers. This interactive exchange not only reinforces the students' understanding of the content but also fosters a sense of community and collaboration among the participants.The final step in the public class process is the evaluation and reflection. Teachers, students, and observers engage in a comprehensive review of the event, analyzing the strengths and weaknesses of the presentation, the engagement of the students, and the overall effectiveness of the teaching methods. This feedback is then used to inform future planning and the ongoing improvement of the English language curriculum.In conclusion, the public class for the second unit of compulsory English in high school is a meticulously planned and executed event that serves as a testament to the hard work and dedication of bothteachers and students. Through this event, students have the opportunity to showcase their language skills, while teachers can assess the effectiveness of their teaching strategies and make necessary adjustments to enhance the learning experience. The public class is a crucial component of the English language education process, as it not only provides a platform for learning but also fosters a sense of community and collaboration among all stakeholders involved.。

Unit 2 I don't like riding my bike.外研版三起英语 三年级 下册Learning goals能听、说、认读单词：ride 、bike 、swim 、skip✔ 能够运用句型：1. I like swiming.2. I don't like riding my bike.3. I don't like skipping.✔Football, football, I like football.Basketball， basketball，I like basketball. Table tennis, table tennis, I don't like table tennis. Morning exercises, morning exercises,I don't like morning exercises.Look and learnswimswim mingI like swim ming. .Watch and follow1.Why doesn't Amy like swimming?2.Is it a shark?What else do you like?bike ride 、ride 、 ride my bikeI like rid ingmy bike .ride骑自行车skipI like skip ping .跳绳What else do you like?I like .I like .I like .swim ming rid ing my bike skip ping I don't like... .Watch and followI like skipping !I don't like riding my bike!Read the text in pairs.I like swimming !I don't like skipping !Point and sayFollow and sayI like swimming.I like swimming and football.I like swimming 、football and basketball.I like...Can you do it?I like...I don't like....Can you do it?I like...I don't like....Watch and follow.Look and sayE is for e lephant.Look and sayF is for f ootball.G is for girl.Look and sayswim, skip, ride, bike1. I like swimming.2. I don't like riding my bike.词汇清单句型Summary1. Read M3U2.2. Make a survey “What do you like?”Homework谢谢观看 Thank You。

人教版新教材B3U2 Project教学设计主题语境：人与自我授课时长：40分钟文本分析：（文本分析中需关注其与单元其它语篇之间的关联点）该板块的主题活动是“制作践行美德的海报”（Make a poster to motivate others to practice virtues），梳理有关美德的词汇和名言警句，课外阅读文本“A firefighter stopped a woman from being hit by a train”与单元主题引领下的语篇题材和体裁紧密结合。

文本指向“人与自我”的主题语境，关乎道德与美德这一话题，围绕“年迈的志愿者消防员救女司机”这一主题，文本记叙了在深夜，Janice Esposito在回家的路上发生了意外，她开的小车被另一辆小车撞到了铁轨上，被穿着睡衣的Pete DiPinto在火车开过来之前将她从被困的小车中救了出来，从而揭示主题观点：消防员志愿者服务始终在进行中（Any volunteer firefighter is always on duty.）。

可供学生制作颂扬美德的海报提供素材。

文本是一篇记叙文，文章长度为354字，采用可读性测量公式Flesch Reading Ease 和Flesch-Kincaid Grade Level检测文本可读性，文本易于阅读和理解的程度为分别为63.6 和8.3，适合高一学生阅读。

语篇以时间发展为主，时间顺序的连接词使语篇体现出结构上的完整性，同时，富含行为和情境的描写，采用了多种修辞法使情境描述更生动化，能让读者体会人物的情感变化。

此外，在文本最后救护中心主管的话有一个留白，提醒读者“Last night the hero arrived in pajamas, not in a fire truck.”这是一个激发学生对文眼“hero”进行创造性思维的重要切入点。

学情分析：该阅读文本是课外阅读材料，适用于高一年级学生。

Unit 2 Out of this worldProject: Providing solutions for living beyond the Earth ◆内容分析：本板块围绕单元话题，要求学生结合本单元所学的语言知识和文化知识,以小组为单位,合作完成一项关于如何在外星球生存的解决方案。

教师首先让学生就人类有可能移居的外星球展开讨论,然后各小组根据所选择的某一外星球展开深入探究,多渠道获取信息。

在形成解决方案的过程中,学生可以参照课本范例,对所获信息进行合理的梳理与整合,有针对性地依据预设的挑战,制订相应的解决方案。

学生当堂展示合作成果,用英语进行汇报。

全班对各组的展示进行简要点评,最后各小组投票选出最佳解决方案。

◆教学目标：By the end of this section, students will be able to:1. gather and sort information about a certain heavenly body;2. brainstorm the challenges the heavenly body will present and provide solutions;3. make a profile and present it to the whole class;4. evaluate and comment on each other’s work.◆教学重难点：1. Brainstorm the challenges the heavenly body will present and provide solutions;2. Make a profile and present it to the whole class.◆教学过程：Step 1 Lead-inQ: What heavenly body（天体）do you know?Answers:MercuryJupiterUranusMarsVenusSaturnNeptuneMoon...Step 2 DiscussionHave you ever thought about the possibility of living on another planet? If so, where do you think humans could possibly move to live?Yes, I have. Humans could possibly move to live on Titan, which is larger than the planet Mercury and the second largest moon in the solar system. It is the only moonknown to have a dense atmosphere like the Earth, and the only known body in space, besides the Earth, where clear evidence of stable bodies of liquid on its surface has been found. It is said that there might be some life forms on this moon.Step 3 DiscussionAs a group, research your chosen heavenly body and brainstorm the challenges it will present. What aspects of information should you include?●Basic information (size, distance from the Sun/Earth, surface features, climate,water, atmosphere, etc.)●Challenges (resources, food supply, cold, radiation, communication with theground, etc.)●SolutionsStep 4 ExampleCould we actually live on Mars?Step 5 PresentationAs a group, put together your information to make your solutions. Use the example to help you. Then present your solutions to the rest of the class.◆教学反思。

幻灯片1M3U2 LanguageProject - Designing a booklet幻灯片2lead-inD o y o u k n o w t h e d e v e l o p m e n t o f C h i n e s e c h a r a c t e r“马”?幻灯片3The development of Chinese characters马幻灯片4幻灯片5●Learning aims :●By the end of the class, we will be able to:● 1. get the main idea of the passage● 2. master some key words and phrases幻灯片6●Self- study●●Read the first article quickly and try to figure out the basic structure.幻灯片7S t r u c t u r e o f t h e p a s s a g ePart 1Form and development of Chinese characters.(Para 1)Part 2(Para 2)The origins of Chinese characters.Part 3(Paras 3-4 )Brief introduction to Chinese characters.Part 4(Para 5)Simplified Chinese characters.幻灯片8Guidance and explorationTask 1: Read the first paragraph to tell the differences between Chinese and westerncharactersUses 1__________ to stand for ideas, object etc.alphabetUses 2_________Words are formed by putting together different 3____________. A 4______ character can also make up a word.A word is often formed by putting some letters together.singlecharacters幻灯片9T a s k2:R e a d t h e s e c o n d p a r a g r a g h t o k n o w t h e b e g i n n i n g o f C h i n e s e c h a r a c t e r s.How did Cang Jie invent chinese writing?幻灯片10Task 3: Read the third to fourth paragraph to know othertypes of Chinese characters.Use different shapes or drawingsrepresent different objectscombine two or more characters togetherexpress an ideause position to express anideadirections andnumberscombine one part indicating meaning and the other suggesting pronunciationshow their meaningand pronunciation幻灯片11SummaryWhat have we learnt today ?幻灯片12consolidationThe chinese language _ ____ western languages___, __________, it uses characters which_________________. Chinese writing began _________________. _______an ancient story, a man_____________________________. _______characters were developed from drawings of objects. Sometimes to express ideas, some characters weremade__________________________________. Other characters were developed for directions and numbers. Though these kinds of characters____________,__________________is that they do not show how they should be pronounced. Therefore, a method was developed to have one part of a character ______________and theother_________________.in thatdiffers frominstead of an alphabetstand for ideas,objects or deedsthousands of years ago.According tonamed Cang Jie invented Chinese writingNot allby combining two or more characters togetherindicate meaningsOne of their shortcomingsindicate the meaningsuggest the pronunciation幻灯片13Language pointsThe Chinese language differs from Western languages in that, instead of an alphabet, it uses characters which stands for ideas, objects or deeds.汉语与西方语言不同，区别在于它不使用字母，而是用汉字表示思想、物体和行为。

牛津高中英语教学设计教材：牛津高中英语(模块三)高一下学期文档内容：教学设计—教案单元：Unit 2 Language板块：Project Designing a booklet作者：江苏省扬中高级中学黄琳Teaching aims:1.Get to know the development of Chinese characters.2.Get to know how to design a booklet.3.Search the Internet to find related information.4.Cooperate with the group members and finish the design of the booklet.课堂设计指导思想：Welcome是一个单元的序曲，Project则是单元的尾声。

就像一首动听感人的乐曲，需要每个章节都有恰到好处的表现一样，单元的处理也要采取各种适当的方式来进行演绎。

Project的设计通常有两部分构成：一篇阅读文本和学生的合作项目，要处理得得当，真正操作起来是有很高的要求的，这种要求体现在：学生方面，需要投入大量的时间、精力以及超出语言学习本身的各种社会交往、协调、工作能力；老师方面，则要有统筹、策划和全盘掌控、指导的能力。

Project在具体操作上应该因时因地制宜，作出适当调整和取舍。

本课时的设计为两部分。

第一部分主要是文本的处理。

对于Project的文本，是不同于Reading的阅读。

Project的文本阅读不是单单以获取信息、了解文本为目的的，它的存在是以阅读为基础，为第二部分的图册文本设计提供信息与蓝本。

Project的第二部分，进一步明确图册设计的要求，在课堂上完成对于汉字研究图册的设计、制作和润色修饰，最后进行展示的过程。

Teaching proceduresStep1. Lead inLet ’s enjoy a short film(The development of Chinese characters)【设计说明】作为文本阅读的导入，主要实现：挑动学生的学习兴趣，激发学生的学习热情，自然而然地引至主题。