还剩1页未读，
继续阅读
牛津译林版 (2019)Reading教学设计
展开
这是一份牛津译林版 (2019)Reading教学设计，共2页。
Canada—a land f diversity
教学目标
By the end f this sectin, students will be able t:
1. retell the article in a brief way;
2. illustrate the effects f the use f rhetrical devices;
3. intrduce a city r turist attractin in China with the knwledge learnt.
教学重难点
1. T apply what they’ve learnt in a new cntext;
2. T think abut hw t cpe with cultural differences.
教学过程
Revisin
Step 1：The teacher has students write a summary f the article within 80 wrds based n what they have learnt.
（引导学生回顾第一课时的学习内容，根据梳理出的文章结构，整合细节信息，用简练的语言概括出加拿大的多样性体现在哪些方面。）（5’ Individual Wrk）
Appreciatin
Step 2 ：The teacher has students answer the fllwing questins.
What rhetrical device is used in the first sentence “Canada is like a blming flwer, unflding with breathtaking beauty and richness t win the heart f thse wh enjy what it has t ffer”? What effect des it achieve?
What ther rhetrical devices are used in this article? Pick ut the sentences and read them alud, appreciating the beauty they bring abut.
（引导学生关注文中用到的修辞手法，如：明喻、拟人等，强化对语篇的深层理解。）（10’
Class Wrk）
Step 3：The teacher has students present their views.
Suppse yu are a tur guide, please use the wrds, expressins tgether with the rhetrical devices yu’ve learnt t intrduce a city r a turist attractin in China.（模仿本文的写作手法，以导游身份写一篇介绍中国某一旅游景点的文章，实现文本语言表达和篇章结构的知识迁移。）（15’ Individual Wrk Grup Wrk）
Applicatin
Step 4：The teacher has students discuss the fllwing questin.
When yu are in different cultures, chances are that yu may experience cultural differences r even cultural cnflicts in almst every aspect. Facing this situatin, what shuld yu d?
（由于文化的多元性，面对文化差异甚至文化冲突，我们需要理解和包容，并融入多元文化。）（13’ Individual Wrk 、Grup Wrk、Class Wrk）
Hmewrk
Finish Part A2 n Page 60 with yur partner.
Canada—a land f diversity
教学目标
By the end f this sectin, students will be able t:
1. retell the article in a brief way;
2. illustrate the effects f the use f rhetrical devices;
3. intrduce a city r turist attractin in China with the knwledge learnt.
教学重难点
1. T apply what they’ve learnt in a new cntext;
2. T think abut hw t cpe with cultural differences.
教学过程
Revisin
Step 1：The teacher has students write a summary f the article within 80 wrds based n what they have learnt.
（引导学生回顾第一课时的学习内容，根据梳理出的文章结构，整合细节信息，用简练的语言概括出加拿大的多样性体现在哪些方面。）（5’ Individual Wrk）
Appreciatin
Step 2 ：The teacher has students answer the fllwing questins.
What rhetrical device is used in the first sentence “Canada is like a blming flwer, unflding with breathtaking beauty and richness t win the heart f thse wh enjy what it has t ffer”? What effect des it achieve?
What ther rhetrical devices are used in this article? Pick ut the sentences and read them alud, appreciating the beauty they bring abut.
（引导学生关注文中用到的修辞手法，如：明喻、拟人等，强化对语篇的深层理解。）（10’
Class Wrk）
Step 3：The teacher has students present their views.
Suppse yu are a tur guide, please use the wrds, expressins tgether with the rhetrical devices yu’ve learnt t intrduce a city r a turist attractin in China.（模仿本文的写作手法，以导游身份写一篇介绍中国某一旅游景点的文章，实现文本语言表达和篇章结构的知识迁移。）（15’ Individual Wrk Grup Wrk）
Applicatin
Step 4：The teacher has students discuss the fllwing questin.
When yu are in different cultures, chances are that yu may experience cultural differences r even cultural cnflicts in almst every aspect. Facing this situatin, what shuld yu d?
（由于文化的多元性，面对文化差异甚至文化冲突，我们需要理解和包容，并融入多元文化。）（13’ Individual Wrk 、Grup Wrk、Class Wrk）
Hmewrk
Finish Part A2 n Page 60 with yur partner.
相关教案
Unit 2 Natural disasters Extended reading 教案 高中英语新牛津译林版必修第三册（2022年）： 这是一份Unit 2 Natural disasters Extended reading 教案 高中英语新牛津译林版必修第三册（2022年），共9页。
Unit 1 Nature in the balance Extended reading 教案 高中英语新牛津译林版必修第三册（2022年）： 这是一份Unit 1 Nature in the balance Extended reading 教案 高中英语新牛津译林版必修第三册（2022年），共6页。
牛津译林版 (2019)选择性必修 第三册Reading教案设计： 这是一份牛津译林版 (2019)选择性必修 第三册Reading教案设计，共2页。
