初中英语新教材培训学习札记1~课例展示篇~

8月9日下午     

基于以上设计理念，我们开始研读本单元的教学内容。从本单元的主题图以及目录中我们可以看到本单元围绕 a day in the life 为主题，以 how can we make good use of time 为大问题展开。整个单元分为两部分，a部分围绕how do you spend your school day展开，b部分围绕问题 how different are peoples daily routines展开。从问题当中我们可以得出，a部分学生学习自己，b部分学生学习他人，a部分围绕校园生活展开，部分围绕他人的每日生活展开。由此我们可以得出这样的课程内容，大结构图，围绕单元主题展开大问题。为了探讨这个大问题，本单元着重解决两个子问题。最后有一个项目实践，引导学生去实践解决大问题。a部分包括听说、语音、语法三个部分。b部分包括阅读、写作两个部分。实践项目实践的内容为采访他人的每日常规。翻开课本儿，我们发现本单元由五个主题语境构成。语境1是听说训练，报道上学日的每日常规。语境2是语法运用，报道周末的每日常规。语境3是读写结合，报道自己的每日常规。语境4是项目实践来采访编辑、报道他人的每日常规。课本后面部分还有本单元的 reading plus，通过这个阅读语篇，学生能够拓宽国际视野，理解并尊重不同文化下人们不同的每日常规。由此，我们梳理出本单元的单元内容结构。语境 1 到语境 4 都在报道常规，语境5在引导学生理解并尊重不同文化下的常规，最终帮助学生树立要规划时间、珍惜时间的思想观念。有了单元的内容结构，我们对结构内的各语境从课程六要素的角度对各语境进行深入的研读与分析。本单元的主题语境是人与自我，子主题是丰富、充实、积极向上的生活以及自我认识、自我管理和自我提升。本单元语篇包括口语语篇、填空语篇以及记叙文语篇。在语言知识方面，我们会结合不同的语境，从语音知识、词汇是语法知识、语篇知识以及语用知识方面来进行分析。在文化知识方面，本单元让学生知道在不同的文化背景下，人们有着不同的学习和生活方式。在语言技能上方面，我们会围绕理解性技能和表达性技能进行分析。在学习策略方面，从元认知策略和认知策略方面进行分析。然后我们对每一个语境进行详细的课程六要素分析。

创始好单元大行径之后，我们明确本单元不同语境下需要完成的子任务，即报道同伴的每日常规、报道同伴的周末常规、报道自己的每日常规、报道别人的每日常规。基于对课程内容的分析整合，我们确定好核心任务和子任务的最终目标。这个最终目标要可操作、可观测、可评价。核心任务的最终目标是学生作为一名专栏记者，能够采访、编辑和播报子任务1到子任务4分别有对应的最终目标。然后我们对照新课标的初中英语学业质量水平的要求，确定本单元各语境的课程目标，我们对 1- 5 个语境都在核心素养学的目标上进行了匹配，最终确定出本单元每一个语境的教学目标。即学生在完成第一个主题语境的学习后，能够用英语说出时间；获取对话语中的每日常规及时间等信息，关注、提取、归纳并内化核心语言表达方式，完成日常事务表；基于日常事务表，讲述 Tomi 的上学日生活；运用相关语言表达方式与同伴角色扮演进行采访，并完成上学日常规的报道。学生学习完语境2之后，能够基于对话例句，关注、归纳what time和when引导的问题的区别；运用what time和when引导问题采访他人的日常活动；运用相关的语言表达方式与同伴角色扮演进行采访，谈论周末的活动及对应时间，并完成假期的每日报道。学习完语境 3 之后，学生能够梳理芬兰学生的日常作息，借助核心语言进行描述；获取芬兰文化的信息，了解中外校园文化的意图；归纳合理利用时间的方法树立时间管理意识；借助语言输入框架和语言提示写出自己的一日作息，并完成自己每日常规的报道。完成语境 4 和语境 5 之后的学习，学生能够采访不同职业群体的每日常规，完成日常事务表；基于日常事务表，编辑文字信息； 报道不同职业人群的每日常规；反思评价自己的单元学习情况。

我们用 6 个课时完成学习任务，大家会发现我们每一个课时的任务都指向子任务，而子任务的目标都为核心任务而服务。本单元学习过程，我们首先展开核心任务，然后完成子任务一、子任务二、子任务三、子任务四，最后完成核心任务这样沉浸式的结构展开全过程。

前四个主题语境，从不同的视角谈论每日常规单元内各语篇与单元主题之间、各语篇之间相互关联。围绕主题 to plan time is to see time 构成三个子主题，即树立意识，认识提前规划时间的意义与价值、落实行动和主动合理规划假期和上学日的学习与生活、最终形成珍惜时间，追求丰富充实的生活的积极态度。各语境围绕子主题展开，语境之间既相互独立又紧密关联，语言学习渗透在对语圈主题意义的探究当中。学习活动由浅入深，按照学习理解、应用实践和迁移创新三个层次逐步展开。表达性技能、理解性技能与表达性技能协同发展，帮助学生将零散的知识内容有意义的联系起来，形成基于主题的结构化知识，发展语言运用能力，形成正确的时间观念和价值观念。明确了学习内容和育人方向之后，对本单元进行情境创设，我们都知道真实和有吸引力的情境能够吸引学生的注意。让学生在真实的情境当中接触和体验语言，并激发学生主动的参与。课堂依托单元主题与校园生活有关的情境，尤其能够让学生对课堂产生兴趣，为掌握智能和语言交际搭建平台。从教材中的 project 部分可以看到，学生在学完本单元后要采访他人的每日常规。那么在真实的生活中，学生有实际采访的需要吗？为了让学生在实际生活中有综合运用本单元所学的机会，我们创设了以下情境，我校校园广播站 daily life 栏目正在招募成员，在本单元中表现优秀的学生有机会成为本栏目的专栏记者，负责本栏目的采访、编辑、播报任务。设置这个核心任务的时候，我们围绕一件事展开，这件事情具有统领性，也就是让学生围绕此事来学习所有的内容，这件事情具有运用性，即学生综合运用所学内容才能完成的一件事。这件事情具有适切性，即学生有兴趣、有难度、有可能完成的一件事情。这种贴近生活的情境为学生在真实情境中解决问题搭建了平台，也利于学生解决问题、提高语言交际能力。

成为下一个课时作为学习去的评价，以此来形成一个学习评价连续题，以多种形式来收集学生学习发声的证据。本单元除了可视化的形成性评价，包括观察、提问、鼓励等方式来收集学生学习的证据，动态观测及推进学习过程，对学生进行激励和指导。单元结束教学结束后，学生立即完成综合学习评价表，进行自我评价。现在展出的是我们济南市新课堂项目进行单元设计时的设计模板。完成了单元设计，我们开始进行课时的设计。接下来由我和我的同伴王春雨老师分别以第一课时听说课和第四课时读写结合课为例，分享我们的课时教学设计和模拟讲课。

我从文本解读学情分析教学目标、教学过程、课后反思几个方面对本课进行设计。基于新课标，在实施课程之前，我们从what、 why 和 how 三个方面对文本进行解读。本课由三个对话语篇组成，语篇一是 Peter 和妈妈在上学前在家中的对话。对话中 Peter 上学要迟到了，只能在上学前刷牙换衣服，没有时间吃早餐。语篇二是皮特和他的同学韩林在学校刚刚见面后的对话，当中，两人谈到了早早到学校的原因，谈到了自己的每日常规。语篇三是校园记者陆佳琪和 Tom 之间的对话，是校园记者采访的开头部分，涉及到记者的自我介绍、采访、早上的常规活动。这三个对话按照时间的顺序展开，内容紧紧围绕学生的上学日常规，从不同的角度来教给学生如何进行采访。通过对话内容，学生能够感受到提前规划时间，不让自己陷入被动局面的重要性。对话中包含了有关日常活动的核心词汇和短语，比如 take a shower get dressed brush tooth on beauty 等。包含了询问对方在什么时间做某事的核心语言表达，如 what time do you usually 等。

听力语篇按照上学前、上学时、上学中的时间顺序展开，研读完内容，我们对本课时的课程六要素进行分析。这一部分刚才在单元设计中进行了解释。本课的授课对象是七年级学生，他们对校园广播有所了解或经历，具备听说英语的经验，能根据音标拼读部分单词，初步具备对照评价量表进行自评的能力。在语言储备方面，学生对于日常生活有相关的词汇积累，有用顺时法来表达实践的能力。在生活经验方面，在学完前五个单元的基础上，学生已逐渐了解并适应充实且有规律的初中生活，有初中校园生活的经验。但是学生们需要有更好的时间观念，以更高效的利用时间，让自己的初中生活更加有意义。本课学生存在的潜在困难有：词汇积累较少，用英语来表达时间的知识储备不足，在发音和语音语调方面的训练不足。基于以下分析，我们设置了以上学习目标。

本节课的教学过程由听前、听中、听后三部分组成。听前活动首先我们来发布本单元的大任务，以及各语境和本课时的任务。然后我们通过问题来，我们用主题图来导入本单元。这样的设计意图是想创设真实和有吸引的情境，以吸引学生的注意，让学生在真实的情境当中接触和体验语言，并激发学生主动的参与课堂。同时我们会评价学生，我们会观察学生回答问题的表现，根据学生的回答，了解其判断单元主题的准确程度。观察学生回答问题的表现，根据学生的回答了解其用英语说出时间的能力储备。在主题图最后一个问题猜测时间的基础上，我们来引导学生来说出时间该内容的设计意图是让学生在真实的情境当中接触并体验用英语说出时间的方法，并为接下来的听力做知识准备。会根据学生回答问题的表现判断学生表达时间的准确程度。然后对于第一个对话语篇，我们让同学们先来听，然后回答说话人是谁以及他们的感受。这样设计是想帮助学生整体感知对话内容，并培养学生准确获取、梳理和记录关键信息的能力。观察学生回答问题的表现，判断其获取并记录信息的全面和准确程度。判断其感知和理解说话人表达的意义、意图和态度的全面和准确程度。整体感知对话之后，我们开始去听涉及到的详细的信息，但是在听之前，同学们要根据情境来预测 Peter 可以做的，那可能做的那些活动。本部分的示意图是通过预测任务来引发学生的思考，培养学生利用情境线索进行推断预测的能力。会根据学生的预测表现了解并判断学生根据图片进行预测的准确程度。

接下来进一步去听皮特和韩林早到学校的原因是为了培养学生准确获取、梳理和记录关键信息的能力。同时对话语篇中的文化现象进行分析，通过观察学生回答问题的表现，判断学生获取并记录信息的全面和准确程度。判断其感知和理解说话人表达的意义、意图和态度的全面和准确程度。观察学生回答问题的表现，判断其归纳中外文化信息，认识不同文化的全面和准确程度。听过之后，学生开始超越语篇，联系实际生活进行用所学的语言进行采访，观察同学们之间同伴练习和在展示当中学生是否能够用正确的语言进行采访，是否能够正确的说出时间，是否能够按照时间先后的顺序来进行采访，而不是在采访的时候先问早上几点上学，再问几点起床。

听后我们对同学们情境当中的一些语音来进行学习，这里我们需要关注的是语音教学是新教材的特色之一。著名英语教育专家胡春栋教授说过，语音是存在的物质基础，英语语音教学是整体教学发展的起点，也是教学的第一关，并始终影响着以后的其他教学。由此可见抓好语音教学在英语教育中的重要性。尤其是在初一这样在学习英语的初期，在语音教学当中，我们通过学习理解、应用实践、迁移创新的活动，引导学生学习语音，最终达到见词能读的目的。首先，我们挖掘优质的语音训练资源，使学生能够愉快地进行主动的模仿、练习、修正和调节。本节课当中，我们使用清晰的可视化资源，让学生接触、吸收习得真正鲜活的英语。在此我们会根据学生的表现，观察学生的发音是否正确，把握学生对本课重点发生、重点发音的学习和内化情况。新课标当中还明确提出教师应该在课堂当中转变自己的地位，充分发挥学生的主体地位，让学生成为课堂的主人，培养学生的综合素质。在本节课的语音训练中，学生以小组为单位，从学过的单词当中找到含有当前因素的单词，自觉对学过的单词进行分析总结，充分发挥学生的主体地位。

Good afternoon. How are you today? Great. Today we are going to learn Unit 6, a day in my life. First, I want to share some good news with you. The daily life of our school broadcasting station is looking for new reporters. Do you want to join? Yes, it's very cool. Is it hard for you? Okay, class. After learning this unit, you will be able to interview people about their daily routines, edit and report people's daily routines. Don't be nervous. We will learn to be a reporter in different steps. And today we are going to learn to interview. Look at the picture, why are the students smiling? Because they have PE class today, maybe. And I'm sure you enjoy your PE class because they enjoy their school life. I agree with you. That's why they come to school with smiles. Class, do you enjoy your school life? Yes. No? Okay, that's fine. You can share your true feelings in my class. And then what time is it? Can you guess? It's 6:30. Do you come to school so early? I see, when you are on duty. 7:00, probably. Eight, a half past seven, maybe, you have different opinions about the time. Now let's tell the time together. It’s a quarter past one. It’s a quarter past eleven... It's a quarter to four and it's a quarter to eight. Wonderful. Now it's a quarter past six in the morning. What do you think of the time? Is it early for you? Maybe? Oh, no, it's not early for you. You must be an early word. Now. Let's listen to a conversation and see who are talking, how they are feeling and why. Are you ready to listen? Let's start.

Peter is running late. So what can he do before going to school? Can you guess? He will get dressed best for sure. And anything else? Let's listen and take Peter's activities this morning.

Does he have time for breakfast? No, because time is really limited, right? And plus, do you like such a nervous morning? No, we all like relaxing mornings. So how can we have relaxed mornings? Can you come up with some good ideas? Oh, we can get up early. It's not a bad idea. But I think if you get up too early, you may feel sleepy in the daytime. And what else? This boy, please. Okay, we should plan our time correctly. I agree with you. If we plan our time, we will not feel such nervous, right? So, what do you usually do in the morning? You usually..., okay, you have different living habits, but most of you get up, brush teeth, have breakfast at home, get dressed and go to school. What time do you usually go to school ? At a quarter past seven? Okay. Class, today, Peter and Heidi are at school very early. Let's listen and see why they are at school so early. Are you ready to listen? Let's start. Yeah.

Peter is on duty today, and Han Lin wants to do some reading before class. What do you think of them? Peter is very responsible for his duty, right? Are you responsible for your duty? Yes. And that's fine. Our classroom is so clean and tidy and handy. Wants to do some reading before class. What do you think of him? He really values his time. Do you value your school time? Yes. And then can you share some example about you value your time? Okay. You listen to teachers carefully. It's a very good learning habit. And you get up early to read some English before go to school. That's why you are really good at English. So class what time do you usually have breakfast? Okay, now let's continue to listen and see the day routine about Peter and Han Lin. Now, are you ready to take notes? Brilliant. Now let's start.

Peter takes a shower. Because they have different living habits. Right. And let's observe more carefully. Han Lin is a Chinese or a foreigner? He's a Chinese, you're right. And Peter is a foreigner. Here comes the cultural difference. Foreigners usually have the habit of taking a shower in the morning. Yes. What should we do if we are facing cultural difference? We should then, yes, you're right, we should accept and respect it. Good boys and good girls. Now,, suppose you are the reporter of our school broadcasting station, interview your partner about the school day routines in the morning, this example. And can you interview a partner by yourself? So in your peer work, what should we pay attention to? Yes, we should see your routines in the morning correctly and you should tell the time correctly. Now, please interview start. Okay, everybody who can share your pairwork. Okay, this peer is the first one to raise hand. Let's welcome. Okay, class. I think they do this interview perfectly. They say there's routines in the morning and they tell the time correctly. What do you think of it? Can you share your opinion? Okay, you agree with me, right? Very good. Next this pair, the students speak English really fluently. Do you think so? Very good.

Okay, class, let's pay attention to some pronunciation in your school day routines. Let's look at this routine. How do you pronounce the red letters? Can you tell me? s Okay, how do you spell? How do you pronounce the red letter? Space. Very good. And I say how to pronounce it and learn. Very good. Okay. Class, we have Learned many words that include this sound. Now, can you work in your group and think of more words that includes this sound, discuss, video, group members start , can you share your words this group? Excellent. Next one, great. And next one, wonderful. Okay, do you want to add more? Oh, you know, a lot words class. Can you make sentence as a reporter about this picture, for example, this boy is smart. Now I use two of the words in my sentence. Can you use more words? Can you have a try? Okay, you are using more words as a reporter, you can speak the rich content.

Now let's challenge. How do you pronounce these words? Very good. And of course, how do you pronounce these letters? Let's read them together. Nose. Next one. It's right. And then let's learn to pronounce it. And okay, class, what's the difference between and now let's put your hand on your neck. Can you do with me? Let's put your hand on your neck and then pronounce the next one. Can you feel the difference? Excellent. And then we have Learned many words that include this. Done. So chant with me.

Okay guys, let's look at your another team, which word is pronounced. You're right. You have sharp eyes. And how about this blue letter? How do you pronounce it? I see, right. And how about the red letters? Very good. And then let's learn now. Good. Get it? Let's pick up the words that we have Learned. For example, sheep, fish, head vision. Can you come forwards? Okay, this group. Very good. Plus, can you try to use the words to make a sentence? Okay, she wishes to be a teacher. Very good. In your sentence, you have two of the words and anybody can try to use more words. Excellent. You are using 4. That's a lot. And I think your sentence is really logical. Okay, as I try, how do you pronounce it is shake.

Next one Vision. Good job. And then in your daily routine, you see, I usually watch TV with my sister Jane at it. So, class, how do you pronounce the red letters? Okay, guys, let's pick up the words we have Learned. For example, cheer. What? Jane Orange, can you think of more words? Wonderful. Okay, class. Now your friend Jean has good eating habits. Can you report what she has for lunch? Can you have a try? Don't be nervous. Jane likes chicken. Wonderful. And where else? Gene has chicken and orange juice for lunch. You are using five of the words. You really can speak the rich content as a reporter, I think. Okay, that sounds fine. Can you read the words yourself? Cheese. Next one. Okay, next one. Thank you.

Okay, class, next one. We say. can you try to make sentence by using these words? Hey, both town's mother and father have 3 brothers. Tom must have a big family, right? And then let's have a try. How do you pronounce these words? The first one and next one. And then good job, everyone. Now you can turn us better as a reporter. Right now, our school reporter, Lu Jiaqi is interviewing Tang. Let's look at the picture. Class, how to be a reporter. As a reporter, we should prepare a notebook and a pen. Why? Because we need to take notes, right. And what else is the reporter? Confident. Yes. How do you know it? Because she stand straight away, right? And what else is she? How do you know it? Yeah, because she wears smiles and she has eye contact with Tom.

Now, let's listen to their conversation and pay attention to the stress . Are you ready? Okay, now let's imitate. Hi, I'm Lee. Okay, cool. Can have a try. Wonderful. I can hear your excitement. Hi, right. And then let's continue. Hi, I'm Liu Jiaqi, a school reporter once who can have a try. Okay, not bad. Pay attention to the word reporter, right? It's reporter, not reporter. Okay, let's listen again and imitate. Who can have a try. This one, good job. And next one, perfect. Then let's continue. Your name? Tom. Okay, who can have a try? Good job. Who can imitate? Okay, it's a little bit long, right? Let's listen again. They'll be nervous. Now let's role play their composition. So in your role play, what should you pay attention to? Can you share with us? Yes, the recorder should be confident and edible, right? And then what else? We should start the interview by introducing ourselves and then pronounce and stress the sentences and words correctly. Okay, now, can you practice with your partner?

Okay, who can share their play this group, please? Okay, I like their way and I think they are really confident. But next time, please speak louder. Okay, next year. Okay, boy, what do you think of their performance? They do perfectly in the second and third tips, but they should introduce themselves at the beginning. I agree with you. I'll be next year. You two can speak really fluently and you can stress the sentences and words correctly. Thank you guys. Now, class, suppose you are a reporter of our school broadcasting spaceship, continue to interview partner about the daily routines on school days. So in this interview, what should you pay attention to? Can you share with us? Yes, you should ask about the routine on school days, not only in the morning, right? And then tell the time correctly and then pronounce and stress the words and sentences correctly.

And don't forget that the reporter, please be confident and echo. Okay, now please interview by sales start. Okay, anyone can show you interview this word, please. Mom, guy, Richard, they ask about native teams and they actually they ask about three native teams. Very good. What do you think of their performance? Can you share your opinion? Okay. You think they should pay attention to the stress? Maybe. Thank you. Okay, next year, can you show your interview? Okay, class, what do you think of their performance? Can you see something about it?

Okay, anyway, you like it, right? Class, in this class, we started to learn to be a reporter and we learn to interview your partner about his school day routines. And we learned to interview the daily routines and different living habits. When we interview, we should be confident and editable. And when we interview, we should make more students know the importance of planning time and saving time. What do you think of performance today? Can you reflect yourself according to the chart?

Okay, class, can you share your reflection? You do very well. I'm very glad to know that. And you must attend this class really carefully and you do. Okay, that's fine. And let's see how to improve, right? And how about you? You okay? You need to work. Don't be nervous. Please tell me your problems after class. Okay? Plus homework for you today. Thank you, class, and I hope you can enjoy your school day today.

You have heard that our broadcasting station is looking for reporters from all of you, right? To be a good reporter, you shall be able go to do any base. ​

​ In section A, You have Learned how to ask and answer the time in English, how to interview your classmates about their routine. And in this part, you will learn how to write your daily routine.​

Now, let's start from a reading. Look at the two photos here and have a guess. Which part of the world do you think the boy is from and why? I guess he is from somewhere cold, because I can see a big hat and a heavy scarf. Very good. You have sharp eyes. I guess he is from a place close to the North Pole. I believe you Learned well in geography class.​

Now, what's the story about this boy? Please read the text quickly and finish. 1 b. Okay, which one is the suitable title and why? Yes, a day at table school, because I can see the words like school lesson, and there's a timeline from 7:30 to 9:30. Well done. Remember a suitable title can summarize the main idea. A few more questions. How old is Timon? At your age, when is it? December, cold winter. Where is it from exactly? Yes, Helsinki, Finland. What do you know about Helsinki, Finland? It's a country from northern Europe. Very good. It is close to the North Pole. Well done. It has a long winter and it is really cold. Very good. Here is a short introduction about how city read by self and know more about it.

Okay, here are two photos. We can see the ice and snow is everywhere and people are playing winter games outside, right? Okay, what does a boy from Helsinki do in a day? Now let's read the text again and complete the timetable in 1C. Okay, now let's check what you have written. Tell me in a complete sentence like this, Timu gets up at 7:30. Yes. Go on. School begins at 9 AM. Then he has lunch at 12 PM, the afternoon lessons finished at a quarter past two. Well done. I believe you have Learned well in Section A. A new word here, read after me finish. Great. Now let's move on. He gets home at 4 PM and then he has dinner at six PM good. After dinner, he reads for an hour and prepares the school bag. You pronounce the new words correctly. Read after me again. Prepare. Finally, he goes to bed at 9:30. Yes. That's the timetable of Timo.​

Now, let's look at it again and think about it. What good habits does he have and why. Yes, he gets up at 7:30, one and a half hours before school begins. He has enough time to there. He goes to bed very early at 9:30. Do you think he has good living habits? Yes. Agree. What else? He reads for an hour and prepares the school bag after dinner. Do you read and prepare the school bag? Yes and no. Do you think it is a good learning habit? Yes. Agree? Yes. So from here, we can see Timo has good habits, right? One more thing, he gets home at 4 PM, really early, right? Can you tell me the reason? According to the passage, yes, the daytime is really short during winter in Finland. That's a big difference between Finland and China. Are there any other differences?​

Now, let's read the passage again and answer the questions in 1D. Read alone and then discuss within your group. Question 1. Yes, he has one Finnish lesson and a 2 home economics lesson. Think about it. What do you know about these two lessons? Finnish lesson is like the Chinese lesson. Here in China, Finnish is the main language and it is necessary for them to learn Finnish lesson. Good. And how about home economics lesson?Here are several photos. Look at the photos and tell me what are they doing? Yes, they are cooking. So in home economics lesson, students learn cooking and baking. How about this one? He is making the table. Yes, they learn doing housework, like doing the dishes, making that table. The last one. Yes, they have the form, but they use the form to learn how to spend money. That's what students learn during this lesson.​How do you like this lesson? Special, necessary? Interesting? Yes. Although we don't have home economics lesson, it is necessary for us to learn how to cook and how to do housework. Agree? Good

Question 2. Yes. Each lesson is a 45 minutes long and there's a break between lessons. Is it the same here in China? Yes, it is. Question 3, he goes to the ice hockey club. And think about it, is ice hockey a popular sport there and why? Yes, of course. And yes, the winter is long and really cold and there is so much snow and ice outside. It is perfect for play ice hockey. Wonderful.​

Question 4. Okay, group 1,2, 3. I will summarize what you have said. Timo has some hobbies like playing sports or reading after class. He has the habit of preparing the school bag and he goes to the bed early and he gets up on time.​

These are all the good habits of Timo. Are there any way we can do to make a good use of our time? Yes. Do one thing at a time. Good. Plan your day. Great. Find a quiet place. Okay, think about it. If you need help, you can ask somebody else or search on the internet. And this is one of our homework today.​

Now we know the day of Timo. How about yours? We have finished the homework yesterday. These are two samples. Well done. Can you tell me how different is yours today from Timo’s? Yes, we have different subjects. He goes to bed early, but I always stay up late. Not a good habit. I always exercise in the morning and in the evening. Good habit. I always watch the news with my family in the evening. Good for you.​

Well, we can see we have different subjects. We cannot change that. But we can learn from Timo and make better use of our time. And now, please write down your own team and finish 2B, when you are writing, pay attention to the following 4 things. Okay, please check by yourself to see if you can write the time in English, if you can write down the activity in English, and if you use the correct form of verbs, pay attention to your handwriting.​

Next, let's share your daily routine in our class. Think about what you can learn from others and what you can do to make better use of the time in the future. Homework today, make a poster about how to make a good use of our time and then finish 3 a and 3 b in page 66. Okay, that’s all for today，see you next time.

随着社会的发展，教育理念、教育技术，人们对知识的需求和学习方式等都在发生翻天覆地的变化，所以我们不能拿着过去的理念和教材来面对未来的学生。教育需要与时俱进，反映社会变化，满足学生需求，培养他们面对未来挑战的能力，所以教材更新迭代是大势所趋，课本国之大者 2024 人教版新教材，展现新时代面貌后教育教学改革的先进理念，反映精社会发展新变化，体现科学技术进步新成果创新教材的内容体系和呈现方式注重思维能力发展，突出语言实践能力，着重培养学生的批判思维和创新思维，满足国家创新型人才的培养需要。总而言之，新教材用心打造，启智增慧，作为新课标与新课堂之间连接的纽带，别具特色。新教材板块设计与功能尤其适用于新课标指出的基于主题意义探究的单元整体教学。

我就来说一下单元整体教学的内涵，单元整体教学基本的设计思路，并结合新教材 Uni one you and me 具体说明单元教学设计。义务教育英语课程标准在课程实施部分明确提出要加强单元教学的整体性，推动实施单元整体教学的建议，素养围绕单元主题，充分发掘育人价值。要建立单元内各语篇内容之间及语篇育人功能之间的联系，形成具有整合性、关联性、发展性的单元育人蓝图。要引导学生基于对各语篇内容的学习和意义主题的探究，逐步构建和生成围绕单元主题的深层认知态度和价值判断，促进学生核心素养综合表现的达成。​

基于主题意义探究的单元整体教学设计可以分为以下四步，首先，教师要根据教学内容和学情提炼单元主题。第二，从课程内容视角，连同单元全部内容确定单元学习目标。其后安排课时，围绕每一课时的具体内容，梳理结构化知识和语言重点，确定课时目标。第三，在此基础上去逆推设计课时学生学习活动。最后，在活动设计中，教师应同步拟定课堂评价的方式和具体的评价要点，推进教学评一体化。

下面我将结合人教版新教材七年级上 Unit1 you and me 单元教学设计作具体说明。首先，新教材用大问题big question 引导单元主题内容的整体框架，unit1的大问题为 how do we make new friends？如何交到新朋友？属于人与社会这个主题范畴下的社会服务与人际沟通主题群，子主题是良好的人际关系与人际交往。 section a 与 section b 部分也分别出现了各自的模块引导性的问题。Section a day, how do we get to know each other? Section B, what do we need to know about friend?​

本单元以如何交到新朋友为主线。通过本单元的学习，学生能够礼貌地使用各种日常问候语与同学、老师打招呼。学生能够介绍朋友信息和自我介绍，认识到了解彼此是结交新朋友的第一步，能够主动与他人进行交往，建立良好的人际关系，尽快适应初中新生活。对教材进行具体分析，发现本单元是由 3 个日常对话、一篇记叙文、一篇论坛的交友帖子、一个项目制作任务制作个人简历和一篇关联主题的拓展阅读所组成。第一个对话是宋梅梅和 Peter 的第一次碰面，双方问候了姓名、国籍、班级等内容。第二个对话是 Ella 和李老师之间的对话，李老师询问了 Ella 的姓氏、年龄，两人互相礼貌的问候。第三个对话是史密斯老师陈杰和 Peter 之间的对话，陈杰向老师介绍了新同学Peter，向 Peter 介绍了新的英语老师，双方互相问候。史密斯先生询问了 Peter 的班级，班主任陈杰纠正了 Peter 的错误。由于文化冲突， Peter 将高慧老师叫成了慧老师。​

记叙文主要介绍了刘宇的个人信息，如年龄、家乡最喜欢的动物和食物，同时介绍了新同学Sally，内容包括 Sally 的年龄、国籍、现状、最喜欢的食物等。论坛截图主要呈现了 Polo Lee 和 Peter brown 的交友帖子，Pauline Lee介绍了个人信息，包括年龄、国籍、宠物喜欢的运动，并且表达了想要交友的愿望。 Peter brown 介绍了年龄国籍现居住地，自己喜欢的食物兴趣等，也表达了几条交友的愿望。拓展阅读依旧围绕交朋友展开与单元主题相关为单元主题的有效补充。文章是说明文体，主要介绍了交朋友的三个基本方法，即，第一，别害羞，要主动。第二，积极问他人问题来了解别人。第三，主动分享关于自己的情况以促进交流。三个方法简单、切实可行。

三个对话以问答的形式组织语篇；记叙文是以个人和朋友的信息顺序组织语篇；论坛的交友帖子以两类外国中学生的个人信息顺序组织语篇，以网页截图的形式呈现；拓展阅读以交友技巧顺序组织语篇。通过第一单元的教材内容分析，也不难发现，新教材不仅增加了语篇的量，大语篇和小语篇，主语篇和副语篇配合出现，也大大丰富了语篇的类型，体现不同语篇特征。并且所有语篇都与单元主题相关联，不断强化单元主题聚焦单元主题内容呈现语篇主题意义也在不断上升，培养学生的语篇意识。​

本单元的核心语言主要围绕个人信息的介绍和交友展开，涉及的语言有如下介绍信息，full name，last name, age，grade, class, teacher，country等。辨认人物的句型 are you ?询问个人信息的句型where is MR Smith from? 等。表达交友愿望的句型would you like to be my friend. Do you want to be my friend?​

我们可以生成一个单元主题内容框架图，该单元旨在培养学生社交能力，这是一项非常重要的能力。它可以帮助我们建立人际关系和社交圈子，通过互相问候，可以了解彼此，这是友谊建立的开始。信息的介绍是为了让对方了解我们的背景、兴趣爱好、价值观等方面的信息，这有助于构建相互理解和共鸣的基础，从而培养出真诚之真诚而持久的友谊。总之，学会基本的寒暄、问候和自我介绍是建立友谊和社交网络的重要环节，它有助于建立深层次的互相支持和理解，并为我们创造了一个丰富多彩的人际关系网格。

接下来分析一下学情，学生已经具备的知识和能力。本单元教学内容围绕个人信息介绍和交友展开，对于刚刚进入初中的学生来说，话题贴近学生生活。本单元为正式单元的第一单元，学生在小学阶段已经学过个人信息介绍、询问他人信息以及个人喜好、食物、运动等。对本单元涉及的英语语言有基本的了解，单元下单元话题下学生比较熟悉的表达方式有：Nice to meet you. Where are you from? What class are you in?等。学生可能存在的困难与问题有：语言知识方面，元音字母组合ea ee的发音。特殊疑问句回答时主语的用法随着主语的变化， be 动词的用法。语言技能方面，在听说活动中，学生还不能快速、准确地获取信息，不能主动、准确进行表达，不能做到采用合适语体体现礼貌。在读写活动中，部分学生不能快速、全面归纳不同对象的基本信息，不能通过对象的基本信息深入分析人物性格，不能用准确的语言进行回帖。学习策略方面，部分学生不能正确地使用目标语言，准确全面的介绍个人信息。情感态度方面，部分学生不能对英语学习产生兴趣。

通过研读单元主题和学情分析，我们清楚地了解到老师与学生现处于何处，我这是单元教学设计的起点，我们将带领学生走向何处？教学目标的设定为单元教学设计的终点。教学目标不是教师主观制定的，而是对学生教学内容以及活动的关联结果的表述。教学目标不是摆在那里作为教学设计的一部分，而是要真正作为引导教学活动实施、持续的教学评价的依据来发挥作用的。

从单元目标、课时目标两个层面进行目标分析。此处的单元整体学习目标是按照单元结构板块来进行分析的。对于单元对话目标，灵活运用各种日常问候语，并能根据身份亲疏关系，自然得体的与同学、朋友、老师打招呼，简单的介绍自己或将同学、朋友、老师介绍给他人。对于单元语音目标，轻便并准确认读这两组音标以及带有这些音素的单音节词汇，建立音素知识听面，并准确认读系动词be的常见缩略形式与非缩略形式，在口头表达中做到单词发音清晰准确，句子朗读流畅。对于单元语法目标，理解含有系动词 be 等一般现在使用的表意功能，并能正确使用该结构。谈论个人信息能梳理和归纳一般现在时中，系动词与不同主语的匹配关系，初步建立英语主谓一致的意识。对于单元读写目标，通过观察语篇形态，识别网络论坛发帖，理解网络交友帖的内容。通过对比分析两个交友帖，梳理出语篇内容要点，并与个人信息进行比较，做出交友选择，完成跟帖表达结交意愿。对于项目学习目标，学生能够做到制作个人简历，介绍自己的姓名、年龄、兴趣爱好等基本信息。对于拓展阅读目标，通过阅读梳理并理解出文章提供的 3 个交友技巧，通过小组合作学习明确文章文体和基本结构，能够围绕交友话题列举出更多可行的交友技巧。

新课标指出基于具体语言的教学，教师要以帮助学生建构语篇小观念，以服务于单元大观念的建构与目标，引导学生梳理结构化知识，把握语言重点，将逐步生成的一篇小观念整合到单元大观念的体系中。基于文本的解读、学情的分析以及单元教学目标，本课时划分仅基于我校学生可能出现的学情和我个人对于新教材的理解来进行划分，所以我会将第4课时和第5课时的课时目标与大家进行详细的分析。

第4课时目标为识别网络论坛交友帖的形态特征，了解发布者的自我介绍。梳理发帖人自述内容中的要点，借助可视化图形呈现两位发帖人基本信息结构化知识。比较发帖者的个人信息与自我信息，推断发帖者性格。模仿所学句式结构简要介绍自己，梳理回帖文本结构，归纳自我简介的内容要点，运用相关语言表达，完成回帖，习得交友小技巧，认识到跨文化交流的重要性，建立跨文化交际意识。本部分教材呈现阅读任务链，体现阅读教学过程。阅读和写作紧密联系、相互联动，强化读写的有机结合，提供基础性的写作支架，帮助学生做自信的语言产出。七年级上册写作基本采用了模仿的形式，降低写作难度。第五课时 project 课时目标为运用本单元素学语言写出完整的个人简介，并能进一步修改完善，形成正式的学生信息侧。列入学校交友信息展览，积极参与教师组织的项目学习，与同伴交流分享并感受其中快乐。通过个人信息的分享，增强彼此间的了解，尽快融入新的初中生活。项目学习是一个综合语言运用活动教材呈现项目学习任务量。提供活动的操作步骤供学生探索，提供活动的结果模板供学生模仿。该部分为选学内容，为不同的学校和不同学情的学生提供选择，体现课标级别。​

主题内容研读后，我们知道我们与学生在何处，目标明确后，我们也知道要将学生带领学生走向何方。内容和目标确定之后，教学活动和评价活动的设计就是关键。基于活动观展开学习活动设计，体现有层次、有逻辑和有内在关联的学习活动和评价活动。下面我将以 unit one section B 为例做具体说明。首先，本单元的大行径，创设单元的大情景。学校帮助新生交到朋友做了两件事情，第一件事情是在开学后的几天内举办一次新生联谊。假设 a 部分的三个对话均发生于赶往联谊会的路上，遇见了老师同学，寒暄问候、打招呼就变得非常合理。新生联谊会上也免不了打招呼寒暄问候等等这样的活动，为了给他人留下好的印象，交到朋友，学生要做到态度礼貌，语言得体。作为即将要参加联谊会的我们，也要为此做好充分的准备，很巧妙地将学生与文本联系起来。学生理解课本上的对话习得基本的问候与表达，模仿课本对话用语，正确的进行寒暄问候，了解中百姓名文化差异而不闹笑话，加强语音练习，不念错别人的姓名，在这个情景中就变得真实和有意义起来。

第二件事情就是学校为了帮助大家交到朋友，设置了一面展板，想要交朋友的学生可以制作关于自己的信息小册子，并随意张贴在展板上。学校为了鼓励大家广泛交友，扩大交友途径，树立跨文化交际意识，在展板的下方附上了一个交友论坛的网站。网站上想要交朋友的中学生来自于五湖四海，世界各地，引出两位学生的论坛交友帖子。此情境的设置可以很好地引出论坛交友帖子，并且也可以非常好地呼应本单元的项目学习及制作个人信息册子张贴到学校走廊交友展板处。

在单元教学中，创设情境是一个重要的教学策略，它通过模拟真实或虚构的场景，为学生提供一种身临其境的学习体验。这种教学方法的意义在于，它能够激发起学生的学习兴趣。在情景中学生可以学，在情景中学习可以让学生产生情感共鸣，使他们更加投入学习过程，从而提高学习的主动性和积极性。情景的创设伴随着明确的学习目标，帮助学生理解学习的具体目的，增强他们完成学习任务的动静。情景也为学生提供了丰富的背景知识，使他们能够在已有的认知框架下更好地同化心智。通过情景的模拟和体验，学生能够更深刻的理解抽象的概念，将理论知识与实际情况相结合，增强知识的实际应用能力。​

情景创设也往往伴随着问题的出现，学生需要动用批判性思维来寻找解决问题的方法。情景中的事件和问题常常需要逻辑推理，这也有助于学生锻炼逻辑思维能力。有了大观念、大情景、大思路，我将以 section b 1a to 2b 这一课时来具体说明我是如何结合单元目标，参照具体课时目标来设计学生活动的。整个课时设计也分为读前、读中和读后三大部分。我在一开始的时候设计了 free talk 环节，并启动了三个问题，分别是How many friends do you have in the class? How much do you know about your friends? And do you want to make more friends? Do you have any good ways? 让学生带入交友话题，并且唤起对于此话题的已有知识。接下来以一张图片，学校为了鼓励学生交友，设置了走廊、个人信息展板，鼓励大家粘贴自己的信息卡在展板上来促进交友，这样的情境引起学生的兴趣和共鸣。七年级学生的学段儿特征，处于小学与初中衔接的关键性课堂活动的趣味性是我们需要去关注的一个重点。另外，经过小学英语的学习，可能已经有同学在情感态度方面出现了消极态度的情绪，所以七年级，尤其是七年级上层快乐的英语课堂可能对于这些孩子们而言是一个非常重要的转折点。

基于此，我设计了一个猜测小游戏，有 3 名同学在学校展板放置了自己的信息小册子，下面是一些关于他们基本信息的词。你可以根据这些词用完整的句子向老师提问任何问题，根据老师的回答来猜测这名同学是谁。这一小活动看似简单，实则巧妙。首先，它在学校展板这一情境下，与情境相关，学生思维不跳脱。其次，学生提问问题时也一定会用到 section a 的基本句型或小学已知的句型。所以既是对 a 部分的复习，也是对学生已知的一种唤起。第三，被猜的学生是本班的学生，很感兴趣，我们能够很快烘托起轻松愉快的课堂氛围。第四，在此处也可以灌输第一个交友小技巧，即像这 3 名同学一样，勇敢地展示自己。勇敢的人先交到朋友，勇敢的人先享受世界。在这一步之后，继续丰富情境。为了扩大同学们的交友途径，增强学生们的跨文化意识，学校为大家提供了交友论坛网站，自然地过渡到了多模态语篇论坛网站、交友帖子截图上去。那么通过老师的过渡语Oh, do you want to make friends from foreign countries? Are you curious about what kind of friends foreign students like to make? What are the foreign student's daily life like, though? 可以很自然地去提升学生的跨文化交际意识。

读中活动的设计，第一个目标为识别网络论坛交友帖的形态特征，了解发布者的自我介绍。针对此目标的达成，我设计了四项学生活动。首先引导学生进入论坛网页，通过问题引导学生发现这是一个交友网站，有两名学生在网站上提供了图片信息。其次，告知学生这其实是一个Forum，并向学生解释什么是Forum，学生就会对交友论坛的形态特征有初步的了解。其次，根据论坛上的两幅图片，对两类国外学生的信息进行预测，整句输出，既练习了语言知识，完成了课本任务要求，无形之中也向学生们普及了文化知识。如新加坡的重要象征，英国的地标以及日常生活中的地道文化元素双层巴士等，培养学生的文化意识。接下来引导学生关注两位外国小朋友发布在论坛上的个人信息页面里，引导学生说出是谁，什么时间在本网站上发布了什么内容，进一步让学生了解论坛交友帖的形态特征。论坛交友帖具有超强的时效性、文本多样性、包容性等特点。最后让学生首次泛读文章，通过1b活动，将图片与交友帖进行匹配的形式来检测学生是否大致读懂文章。也可顺序提出第二个交友小技巧，如果学习和理念交不到朋友，网络也是一种扩大交友途径的好方式。

第二个目标为梳理发帖人自述内容中的要点，借助可视化图形呈现发帖人结构化基本信息。此处的教学活动，即细读文章，完成表格。在核对表格答案时，注意教师应当用完整句子提问，学生尽量用完整句词回答，促进学生语言知识应用和语言技能的提升。在读完后引导学生观察表格，启发学生注意到分享个人信息时可以从表格提供的这几个方面入手去介绍自己。

第三个目标为比较发帖者的个人信息与自我信息，推断发帖者性格，模仿主角句式结构，简要地介绍自己。活动分为两大步骤，学生按姓名、年龄、国家等方面梳理完人物信息，并且用完整的句子表达了人物基本信息。其后趁热打铁，将 2A 活动前置完成目标及模仿所学叙事简要介绍自己，前面感知理解，后面实践应用迁移创新，写出简要的自我介绍，也为后面的回帖写作任务打下基础。首先抛出任务，你能不能用具体的形容词来形容一下这两位外国学生，学生提出的形容词可能会有 friendly 的，这个词是怎么推断出来的？有一只鹦鹉可以推断出他是一个很友好的人物，因为爱小动物的人基本上都有耐心。再比如 Peter brown 喜欢音乐，而且是乐队里的吉他手，我们可以断定他是在学校，是一个很受欢迎的小男孩儿。乐队频繁演出，可能许多人都认识他，他有许多朋友。学生需要根据填表信息进行推理和判断，进行深度思考，这样的学习活动设计可以引领学生思维发展。当然也可以让学生通过浅表信息看到人物性格，引起人格方面沉淀，帮助学生选择适合自己的朋友。对于课本上信息比较这一活动，我又进行了深层次的加工，不仅在活动中提醒学生，比较的信息可以来源于很多方面，又为学生提供了丰富的语言支持，有利于接下来写作回帖部分。比如在表达相同或相类似时，我们可以使用 too both also来使语言丰富化。在表达不同时，我们可以提醒学生用but来作为语言输出支撑。随后又抛出问题，你觉得和你相同的人能和你做朋友吗？你觉得和你不同的人又能和你做朋友吗？通过引导学生思考两个问题，帮助学生树立正确的交友观。只要你觉得可以，好朋友无所谓异同，情况相同的朋友可以步调一致，有话可聊；情况不同的朋友可以取长补短，相互促进。此活动设计也有着深刻的育人价值和功能，当然也可以提出下一条交友的小技巧。

第四个教学目标为梳理、回帖等等结构，归纳自我简介的内容要点，运用相关语言表达完成回帖。通过一系列的学生活动，不难引导学生梳理出回帖的几个要素，即有序陈述自我信息的基本方面，像是姓名、年龄、国籍、爱好等。那生可以选择与自己情况相同的朋友进行回帖，表达你们有很多一致的方面，可以做朋友，也可以选择情况不同的朋友进行回帖表达，你们之间虽有所不同，但依然可以成为朋友。还有一个很重要的要素，就是不要忘记在文章的最后表达交友愿望。对于水平较高的同学，可以选择这个子任务，即根据回帖基本要素创编创写一篇文章。那么对于水平较低的同学，可以选择课本上的子任务，课本上2b 任务为学生提供了基本写作结构和语言框架，根据语言支架灵活运用本节课程解决单词、短语和表达进行回帖。

最后一个目标为习得交流小技巧，认识到跨文化交流的重要性，建立跨文化交际意识，本目标在整个教学活动中贯穿实现。本节课引导学生总结归纳了 4 个交友小技能，相信可以起到良好的促进学生交友能力。所以本节课学生活动设计根据教学目标所展开，又支撑着逐个教学目标的达成。围绕主题语篇语言知识、文化知识、语言技能和学习策略，通过学习史、学习理解、应用实践、迁移创新等活动，推动学生英语素养发展。

最后我来说一下单元系统评价。义务教育英语课程标准坚持以评促学，促教，将评价贯穿英语课程与英语课程教育学的全过程，注重发挥学生的主观能动性，引导学生成为各类评价活动的设计者、参与者和合作者。运用评价结果改进学习，坚持形成性评价与终结性评价相结合，逐步建立主体多元、方式多样、素养导向的英语课程评价体系。逆向教学设计强调以学习结果为导向，制定教学目标，以始为终，确定学习评价任务，设计教学活动。下面以 project 为例来进行本课时的课时评价。项目学习活动可以作为整个单元学习的评价活动，在学完这个单元后，如果你能写出一篇内容比较丰富、逻辑比较清晰、语法比较正确的个人介绍，那么整个单元的学习目标也就基本达成了。但与此同时，project又是一个独立的课时，在课时学习中也无法避免过程性评价。项目学习活动更强调学生的主动探究，应当以学生自评、互评为主要评价方式，配合部分教师评价。设置的这几个评价标准：He or she uses complete sentences. Does he or she use m or s correctly? Is his or her handwriting good? Can you learn about him or her? According to the introduction? Do you learn all the other sentence structures to answer the questions from his or her introduction?通过互评，学生可以关注到整句回答、书写等书面表达的关键要素和关键方面。此活动也为整篇输出自我介绍打下基础。项目学习结果模板，首先，学生能够根据结果模板梳理出自我介绍的基本方面，并引导学生对基本方面进行补充。老师在过程中可以继续观察学生的参与程度并积极回答问题，并对积极回答问题的同学给予口头上的表扬和鼓励。其次，学生可根据结果模板架构模仿其语言创编创写自我介绍，创作完成后可借助自评和互评量表修改自我介绍。自评量表提醒学生关注文章架构、语法书写、人称时态等语言知识和语言技能。互评量表，引导学生关注情感态度，你是否能够通过阅读别人的自我介绍而找到你们的共同之处，萌生建立友谊的想法。、通过游戏的形式来转述他人自我介绍学习结果，输出形式为口头表达，在互评过程中也可以放入几项口语评价指标如是否流利、发音是否准确等。由于这是转述他人自我介绍，第三人称的适用及系动词的应用在转述过程中，对七年级学生来说可能是需要攻克的难点。所以在评价量表中引导学生关注人称和系动词的使用准确性。由于 project这个课时也是本单元的一个评价活动，所以在评价量表中也可引导学生关注单元主题意义如can you get to know more about your classmate is through this activity?​

单元整体教学系统评价应关注教学的全过程，从教学目标、内容、方法、组织评价等多个方面进行综合分析，以全面了解教学效果，为教学改进提供依据。最后，骄而不言则浅，言而不骄则空。教严结合方能治人。老师们只有在研究之路上永不止步，坚持探索，勇于创新，才能不断共研新理念、共享新模式，共建新课堂、共生新样态，共创英语教育美好未来。