人教版 (2019)必修 第一册Unit 5 Languages around the world教案及反思

这是一份人教版 (2019)必修 第一册Unit 5 Languages around the world教案及反思，共5页。


Reading
Plyglts: what are they and wh can be ne?
Ⅰ. Analysis f the Teaching Material
This text mainly talks abut what plyglts are and wh can be a plyglt. The writer uses fur examples t state what plyglts are- Zha Yuanren, Queen Elizabeth I, Quiseppe Mezfanti and Tim Dner, and intrduces the stry f Tim Dner t tell the readers that anyne can try t be a plyglt. The first three examples are especially talented peple, whereas the furth example Tim Dner is an rdinary teenager, wh tried different methds t make learning fun. The text is intended t encurage readers t learn mre than ne language and nt just as a schl subject, inspire the readers t study languages by cmmunicating, learning abut its culture and understanding hw different peple think.
Ⅱ. Analysis f the Students
Senir 1 students have already mastered a certain number f English vcabulary, and reading skills. They can express persnal pinins clearly in English. Meanwhile, senir 1 students have the ability t study bth independently and cperatively. They have their wn values, criteria fr judgment, and will chse the relevant reading strategies respectively accrding t their wn needs. Mrever, they can als be inspired t think and utput creatively.
Ⅲ . Teaching Objectives
By the end f the class, students shuld be able t
figure ut the structure f the text accrding t signal wrds and transitinal sentences.
learn varius methds f language learning frm Tim Dner.
understand the sayings f Nelsn Mandela and Tim, and learn the essence f language study.
understand the imprtance f learning mre than ne language and analyze the writing skills.
Ⅳ. Teaching Imprtant and Difficult Pints
Lead the students t master the meaning and usages f the new wrds and expressins: plyglt, living prf, sign up fr, cmment, represent, translate, etc.
Lead the students t figure ut the structure f the whle text.
Lead the students t appreciate the sayings by Tim Dner and Nelsn Mandela.
Ⅴ. Teaching Prcedures
Activity 1: Activating
1.The teacher greets the students in different languages.
2.The teacher asks questins abut the vide shwn during the break.
Q1: Wh is the ld man in the vide?
Q2: What is very special abut him?
Q3: What d we call the peple wh can speak s many languages?
Q4: What d yu think f him?
Q5: D yu want t be a plyglt?
3.The teacher leads the students t read the wrd “plyglt” and explain the meaning f “ply-” and “-glt”.
[Intentin]
A series f questins asked abut the vide will stimulate students’ thinking abut what plyglts are and wh can be a plyglt. And they are led t believe that being a plyglt is really difficult. But after reading the passage, they will understand anyne can be a plyglt. Sme difficult wrds will be dealt with in lead-in.
Activity 2: Predicting
The teacher asks the students t read the title, lk at the pictures, and predict what the passage will be talked abut frm the title and the picture.
[Intentin]
Predicting is an imprtant reading strategy t help them mentally prepared fr what is ging t be read and guess the writing purpse, paving the way fr reading.
Activity 3: Reading fr structure
The teacher asks the students t read the passage fast and cnclude the main idea f each paragraph.
[Intentin]
Thrugh fast reading, the students can catch a few key wrds, like sme plyglts and Tim Dner. By cncluding each paragraph, students will have a general idea abut the text, paving the way fr the next step.
Activity 4: Reading fr detailed infrmatin
1. Read Para. 1 and find ut wh are mentined in Para.1.
Q1: Wh are mentined in Para.1?
Q2: What d they have in cmmn?
Q3: Hw d they seem?
Q4: D all plyglts have t be especially talented?
Q5: If n, can yu find the wrds that supprt yur answer?
Q6: Wh prved that anyne can be a plyglt?
Q7: What might be talked abut in this fllwing paragraphs?
2.Let’s read Para.2 and find ut what languages Tim has learned and hw he learned these languages.
Q1: What languages has Tim learnt? Hw he learnt these languages? Pay attentin t the verbs.
Q2: Hw did Tim feel when he first learnt French and Latin?
Q3: Hw did Tim feel when he learnt these new languages?
Q4: Why did Tim try different methds t learn languages?
Q5: What ther methds can make learning fun t?
[Intentin]
The passage intrduces fur examples. The first three examples are peple wh are especially talented, whereas the furth example is an rdinary persn t shw the readers that anyne can be a plyglt. the authr uses a transitinal sentence in paragraph ne t lead the reader t learn abut Tim Dner, and hw he leaned languages. Lking fr verbs is a gd way t lead students t read with purpse and find the methds f learning languages.
Activity 5: Understanding the sayings
T: Let’s read Para.3 and lk fr what Tim has said abut language learning. Pay attentin t the qutatin marks.
[Tim said,
“Knwing a language is a lt mre than knwing a cuple f wrds ut f a dictinary.”
“Open up yur mind t the fact that languages represents a cultural wrld view.”
“Yu can translate wrds easily but yu can’t quite translate meaning.”]
Q1: What des the first saying mean? What are languages fr?
Q2: Let’s lk at the secnd saying. Besides the language itself, what else shuld we learn?
Q3: Hw abut the third saying? What’s yur understanding?
Q4: That is Tim’s pinin. Hw abut Mandela?
[Mandela said,
“If yu talk t a man in a language he understands, that ges t his head. If yu talk t him in his language, that ges t his heart.” ]
Q5: What des Mandela want t tell us?
Q6: That is part f Tim’s wish. What is Tim’s wish?
Learn mre than ne language and nt just as a schl subject.
[Intentin]
Students are encuraged t think and talk abut their understandings f the sayings by Tim and Nelsn Mandela t extend their thinking.
Activity 6: Reading fr writing skills and theme
1. Review the whle passage and think abut hw the writer develps his text.
2. Think abut the authr’s writing purpse.
3. Think abut what we can learn frm Tim
T: Since internatinal cmmunicatin is playing an imprtant rle in the wrld, as language learners, what can we learn frm Tim in language learning?
[Intentin]
After reading the whle passage, students can learn sme writing skills by reflecting n the writing skills and the purpse f the writer. Understanding the intentin f the authr can help the students learn the spirits frm Tim, paving the way fr the next step. Thrugh grup wrk, the students will learn hw t wrk cperatively and cllect grup ideas t make a grup presentatin. This is als a step fr students t rethink abut the spirits f Tim and hw they can better learn languages.
Cncluding
Nthing is difficult t a willing heart.
With determinatin, we all can be a plyglt.
Participate in cultural cmmunicatin
Open yur mind t the wrld
Learn mre languages
Yu are mre capable than yu think
Get invlved in mre exchanges
Learn t understand the differences
Open yur heart t anther language
Take immediate actin
Let’s try t be a plyglt.
Assignments
Write a blg t share yur wn experience f language learning and yur understanding f being a plyglt.
D sme research nline abut hw ther plyglts learn freign languages.
Para.1
sme plyglts
Para.2
Tim’s methds
Para.3
Tim’s pinins
languages
methds
(pay attentins t the verbs)
feelings