高中英语人教版 (2019)选择性必修 第二册Unit 2 Bridging Cultures教学设计

这是一份高中英语人教版 (2019)选择性必修 第二册Unit 2 Bridging Cultures教学设计，共6页。

Analysis f Teaching Cntents and Design Cncept [教学内容与设计思想分析]
This passage is an email frm Jim t his Aunt Jan abut his recent life in China. The key pints lie in that students are able t write an email back t Jim t express their desire t be the hst family. While learning, the teacher shuld instruct students t dig ut the reasns why the freign students wuld like t cme t China t study and imprve their culture cnfidence and als understand that civilizatins dn't have t clash with each ther; what is needed are eyes t see the beauty in all civilizatins.
Analysis f Students [学情分析]
Students have learned the relevant passages in the early parts f the unit , s they can understand the passage easily, but it’s still hard fr them t summarize the wrds and expressins that can be used in the writing..
In terms f language ability, the students are in the first grade senir high schl. Students have gt sme knwledge n the usage f wrds in the culture and life , s they can get the main idea f the passage, but it’s still hard fr them t summarize the wrds and expressins that can be used in the writing.
In terms f learning ability, students develp a gd habit f preparatin and review, and mst students are willing t participate in classrm interactin and expressin. Students can accept grup cperative learning.
Thrugh this lessn, students have a general understanding f sme writing skills, and their ability t put them int use are imprved.
Ⅲ Teaching Objectives [教学目标]
After the class, students are able t:
Subject Qualities [学科素养]
Learn t summarize the imprtant details frm the passage.
Grasp sme writing skills t put them int practical use.
Key Abilities [关键能力]
Let the Ss learn sme reading strategies by scanning and skimming.
Enable the Ss t understand the structure and the writing style f the passage well.
Cre Values [核心价值]
Imprve students’ culture cnfidence.
Learn t use their eyes t see the beauty in all civilizatins.
Ⅳ Learning Strategies [方法与策略]
Use situatinal teaching methd, TBLT and cmmunicative methd
D self-check and example -learning.
Ⅴ Presuppsed Prcess [预设过程]
Ⅵ Difficult Pints [教学重难点]
Hw t put the language materials int practical use.
Ⅶ Teaching Prcedure [教学过程]
Step ne: warming-up (2min)
Enjy a vide t shw freigners n 40 years f develpment in China.

Step tw: Lead-in and Situatin (3min)
T shw a picture f Jim and let the students get int the situatin.
T shw the ad Jim psted n the website t intrduce the email.
T shw a picture f a hst family and let the students be the writer themselves.
Step-three:Reading (10min)
3.1 T ask students t read the email fr structure.
Students can divide the email int 3 parts.
Para 1-2 reasns
Para 3-4 Experiences
Para 5-6 Plan and needs
3.2 Reading fr details f paragraph 3-4
T ask a questin: Which three aspects impressed Jim mst?
Students can summarize the infrmatin int int 3 parts.
Fd Fd is all delicius!
Fd is very________________ , s it’s great fr my_________ !
Enjy a____________ breakfast n the street
Peple The peple are all welcming, but smetimes a bit _________ as nt everyne can speak English.
T chse ne wrd t replace verwhelming
A. thrilled B. satisfiedC. disappinted D. dubted
Parkreally interested in tai chi; full f peple playing traditinal instruments, Chinese chess, and even writing calligraphy n the grund.
3.3 Reading fr details f paragraph5-6
Students can summarize the infrmatin int int 2 parts.
Learn Chinese Imprve my Chinese, especially my written Chinese, which I find the mst difficult t grasp.
I will get mre expsure t Chinese culture.
Learn Chinese fd recipes
I hpe I can learn sme Chinese fd recipes and I prmise t make everyne a meal when I return!
Step fur: writing (22min)
4.1 T instruct the students t analyze the structure fr the reply
Outdr activities
para 1: backgrund + purpse
Indr activities
para 2&3:Bdy
para 4: Ending ---hpe/wishes
4.2 T help students t srt ut utdr activities
Lcatin: it’s just 5 minutes’ walk t a big park . (playing traditinal instruments、Chinese chess、tai chi)
Cmbinatin:It’s just 5 minutes’ walk t a big park, which is always full f peple_ playing
traditinal instruments, Chinese chess and tai chi.
Fd: delicius、n the street、freshly made breakfast、reasnable price; budget
Cmbinatin：There are kinds f delicius freshly made breakfast ___at____ reasnable price, __which_ is great fr yur budget!
4.3 T help students t srt ut indr activities
peple--family member: friendly、easy-ging、gd at English
needs: imprve Chinese level、learn sme Chinese recipies
Grup wrk: Try t make sentences with the infrmatin.
4.4 T give students 10 mins t finish the reply t the ad.
4.5 T shw a student’s jb and let the students read and learn. Handwriting is als mentined.
Step five: Hmewrk (1min)
Try t find anther ad fr a huse wanted and write a reply accrdingly.
Step six: Cnclusin (2min)

Let students read the wrds frm the speech f Xi Jinping t imprve students’ culture cnfidence and learn t use their eyes t see the beauty in all civilizatins.
The President Xi Jinping was quted in the Cnference n Dialgue f Asian Civilizatins as saying that China tday is mre than the cuntry itself; it is very much a part f Asia and the wrld. In the time t cme, China will pen its arms wider t embrace the wrld and cntribute the dynamic achievements f Chinese civilizatin t a better wrld in the future.
(今日之中国，不仅是中国之中国，而且是亚洲之中国、世界之中国。未来之中国，必将以更加开放的姿态拥抱世界、以更有活力的文明成就贡献世界。)
Teaching reflectin
Title: Unit 2 wrkbk -Reading and writing, Bk 5
Type f lessn
Reading + writing
Teaching aids
Chalk, blackbard, pwerpint
Students: Class X, grade X
Time & Date:
40minutes
Teacher:
Schl:
Prcess
Activity
Skills
Lead in
A shrt vide
listening
Situatin
An ad n a website
Reading-predicting
reading
Read fr structure
Scanning
Read fr details
Reading and analyzing
writing
Structure fr the letter
Writing an utline
Writing preparatins
summarizing
Student’s jb
Example-learning