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    外研必修第二册Unit2_Developing_ideas_板块教学设计

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    外研版 (2019)Unit 2 Let's celebrate!教案

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    这是一份外研版 (2019)Unit 2 Let's celebrate!教案,共3页。

    Develping ideas板块教学设计
    (建议时长80–90分钟,教师可根据教学实际酌情调整。)
    课型
    Reading + Writing
    主题语境
    人与社会——中外不同民族文化习俗与传统节日
    内容分析
    本板块首先呈现了本单元的第二个主要阅读语篇,是两封写给报纸专栏的读者来信,呈现了两个不同年龄、不同职业的人对年夜饭在哪里吃的两种不同看法。第一位读者认为在外吃年夜饭为人们提供了便利,让人们有更多的时间陪伴家人。第二位读者认为一家人一起准备年夜饭的过程是最珍贵的回忆。
    写作部分对春节这一话题进一步延伸,要求学生针对世界各地庆祝中国的春节这一现象发表自己的评论。通过完成写作任务,学生能够了解中国节日逐渐走向世界的趋势,坚定文化自信,传播中国文化。
    教学目标
    1. 通过略读和详读了解对于年夜饭在哪里吃的两种不同观点,梳理和概括理由;
    2. 理解不同观点体现的不同的价值观,增加对文化内涵的理解;
    3. 能够对于不同观点做出自己的评价和判断,提高批判性思维能力。
    教学重点
    1. 引导学生读懂文章,分析两种不同观点产生的原因;
    2. 引导学生对于不同观点做出自己的评论。
    教学难点
    引导学生基于对文章的理解,以书信形式论述中国节日走向世界的原因并发表自己的看法。
    教学策略
    交际教学法、任务型教学法
    Teaching cntents
    Prcedures
    Purpses
    Teacher’s activity
    Students’ activity
    Activity 1
    1. T asks Ss t lk at the pictures in Activity 1 and talk abut Chinese Spring Festival traditins.
    2. T invites sme Ss t cme up with mre traditins.
    1. Ss lk at the pictures in Activity 1 and talk abut Chinese Spring Festival traditins.
    2. Ss cme up with mre traditins and describe them.
    Activate backgrund knwledge.
    Activity 2
    T asks Ss t read the passage quickly and find ut each persn’s pint f view.
    Ss read the passage quickly and find ut each persn’s pint f view.
    Skim and get the main idea f the passage.
    Activity 3
    1. T asks Ss t read “Learning t learn” and figure ut what is a fact and what is an pinin.
    2. T asks Ss t read the sentences frm the passage in Activity 3 and decide if they are facts (F) r pinins (O).
    1. Ss read “Learning t learn” and figure ut what is a fact and what is an pinin.
    2. Ss read the sentences frm the passage in Activity 3 and decide if they are facts (F) r pinins (O).
    Distinguish facts frm pinins.
    Think & Share
    1. T asks Ss t wrk in grups and discuss the fur questins in “Think & Share”.
    2. T invites sme Ss t share their pinins.
    Ss discuss the fur questins in grups and then share them with the class.
    Further understand the tpic f the passage and make cmments.
    Activity 4
    1. T asks Ss t think abut the reasns why the Spring Festival family dinner means s much t us Chinese.
    2. T helps Ss understand hw t rganise a talk abut the imprtance f the Spring Festival family dinner.
    3. T invites sme Ss t give their talks in class.
    1. Ss list the reasns why the Spring Festival family dinner means s much t us Chinese.
    2. Ss wrk in grups and rganise their talks.
    3. Ss give their talks t the class.
    Imprve critical thinking ability and cnslidate the language and cntent learnt.
    Activity 5
    T asks Ss t read the editrial and answer the questins in Activity 5.
    Ss read the editrial and answer the fllwing questins:
    (1) Which cuntries are mentined and hw d they celebrate Chinese Spring Festival?
    (2) Which event wuld yu mst like t attend? Why?
    (3) Why d yu think Chinese Spring Festival is “ging glbal”? (grup wrk)
    Read fr cmprehensin and analyse the reasns fr Chinese Spring Festival’s ging glbal.
    Activity 6
    1. T asks Ss t cmplete the ntes accrding t their wn ideas.
    2. T reminds Ss t refer back t the reading passage n Page 20–21fr the structure.
    3. T shws the criteria f a gd cmpsitin and asks Ss t write their wn letters.
    1. Ss cmplete the ntes accrding t their wn ideas.
    2. Ss write their letters with the help f the ntes.
    Practise writing abut pinins based n giving infrmatin.
    Activity 7
    T asks sme Ss t shw their writing t the class, and invites ther Ss t make imprvement.
    1. Ss share their writing with the class.
    2. Ss d peer evaluatin based n the criteria.
    Imprve writing ability thrugh peer evaluatin.

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