外研版(2019)选择性必修第四册Unit 2 Lessons in life Period 2 Using language 教学设计
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| 名称 | 外研版(2019)选择性必修第四册Unit 2 Lessons in life Period 2 Using language 教学设计 |  | |
| 格式 | zip | ||
| 文件大小 | 60.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-29 19:59:34 | ||
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文档简介
(
Teaching desi
gn
)Unit 2 Lessons in life
Period 2 Using language
(教学设计)
( Teaching material analysis)
As for the grammar section, students will be led to review the passive voice. They will introduce briefly Aesop’s Fables and then describe pictures given in Activity 3 using the passive voice,which aims to help students consolidate the use of this grammatical item in some real context.
In the vocabulary learning part, students will be guided to read and understand some proverbs about life. In addition, students will further develop their listening ability by listening and communicating with each other. By conduct an efficient comprehensive training, students are expected to better understand the theme of this unit and improve students' capacity for application towards target language.
(Teaching objectives & Core Competencies and Values for students)
1. Guide the students to correctly use the passive voice according to the context.
2. Lead the students to learn some proverbs about life and use them to express themselves in different situations.
3. Help the students enhance their listening ability. In the listening activity, the students are expected to understand the main idea of the listening material
4. Guide the students to share his or her life experiences and give some advice or comments, .
(Teaching focuses)
1. Guide the students to correctly use proper tenses in the real context.
2. Lead the students to talk about their choices and decisions and make communication with partners.
3. Help the students improve the listening ability to get the main idea of the interview about an old man’s life story.
4. Have the students use their experiences to illustrate the understanding of the proverbs learned in class.
(Teaching procedure)
Step 1 Review the passive voice
Activity 1 Review the rule and the basic structures of the passive voice.
1. Have students learn to correctly choose the passive voice in real contexts.
2. Guide students to correctly use the basic structures passive voice, especially pay attention to learn right forms in different tenses.
Step 2 Practice Activity 2, Activity 3 &Activity 4
Activity 2
Guide the students to rewrite the paragraph about Aesop’s Fables, which helps students better master the usage of the grammar items and know more about the collection of stories.
Activity 3
1. Students look at the four pictures and describe the story about a lion and a mouse from Aesop’s Fables.
Picture 1
Picture 2
Picture 3
Picture 4
2. Write the story using the passive voice where appropriate and share it with the class.
Activity 4
Work in pairs. Share another fable you have known and the lesson you have learned from it. Use the passive where appropriate.
Step 3 Before listening
Focus on vocabulary-- “proverbs about life”
1. Read the proverbs about life given and work out what the proverbs means.
You must face challenges in order to be successful
It’s easier to achieve something if you cooperate with someone else.
Doing something late is better than not doing it at all.
You should start things earlier rather than later.
Do not put all your efforts or resources into doing one thing.
Problems don’t matter if the final result is good.
2. Have students find Chinese proverbs with similar meanings.
Step 4 Listen and talk about proverbs about life
Activity 5, Activity 6 & Activity 7
1. Students listen for the first time and complete the conversations on Page 18.
2. Listen again and check their answer before the class are given reference answers.
3. Match the proverbs in Activity 5 to their meanings.
① You must face challenges in order to be successful
② It’s easier to achieve something if you cooperate with someone else.
③ Doing something late is better than not doing it at all.
④ You should start things earlier rather than later.
⑤ Do not put all your efforts or resources into doing one thing.
⑥ Problems don’t matter if the final result is good.
4. Work in pairs. Think of other situations to which the proverbs can be applied.
Step 5 Listen to the interview and talk about experiences
Activity 8, Activity 9 & Activity 10
1. Have students choose the best headline after listening to the interview with Janet Rose.
A. University Fees are No Barrie to Grandma!
B. Dream Come True for Graduating Grandma
C. Jane Says: “Family first!” That’s what matters!”
D. How the Students Experience Has Changed with the Centuries
2. Listen again and complete the notes of the interview and then talk about what he or she can learn from Janet’s story.
3. Have some students share his or her own life story or personal experiences to illustrate the understanding of the proverbs. Listeners then make comments about it.
Step 6: Language appreciation
1. Recently, there has been an increase in the number of mature students going to university after working for a few or many years.
[句式分析] 现在分词短语 “going to university” 充当名词students的后置定语，相当于定语从句who are going to university. 而现在分词短语 “after working for a few or many years” 在本语境中充当时间状语，相当于时间状语从句after they worked for a few or many years.
[尝试翻译] 最近，有越来越多的成年学生在工作几年后去上大学。
2. In China, a man from Jiangsu Province graduated from university at the age of 88, making him the oldest university graduate in the country.
[句式分析] 现在分词短语 “making him the oldest university graduate in the country”, 在本语境中充当伴随状语；而且采用“make + 宾语(him) + 宾语补足语(the old ....the country)”复合结构。
[尝试翻译] 在中国，江苏一名男子以88岁的高龄大学毕业，成为中国年龄最大的大学毕业生。
Step 7: Assignments
1. Review the new words and expressions learned in this period.
2. Review the usages of the passive voice in different tenses.
3. Write a short story about yourself to can be summarized by a proverb of life.
(
2
)
Teaching desi
gn
)Unit 2 Lessons in life
Period 2 Using language
(教学设计)
( Teaching material analysis)
As for the grammar section, students will be led to review the passive voice. They will introduce briefly Aesop’s Fables and then describe pictures given in Activity 3 using the passive voice,which aims to help students consolidate the use of this grammatical item in some real context.
In the vocabulary learning part, students will be guided to read and understand some proverbs about life. In addition, students will further develop their listening ability by listening and communicating with each other. By conduct an efficient comprehensive training, students are expected to better understand the theme of this unit and improve students' capacity for application towards target language.
(Teaching objectives & Core Competencies and Values for students)
1. Guide the students to correctly use the passive voice according to the context.
2. Lead the students to learn some proverbs about life and use them to express themselves in different situations.
3. Help the students enhance their listening ability. In the listening activity, the students are expected to understand the main idea of the listening material
4. Guide the students to share his or her life experiences and give some advice or comments, .
(Teaching focuses)
1. Guide the students to correctly use proper tenses in the real context.
2. Lead the students to talk about their choices and decisions and make communication with partners.
3. Help the students improve the listening ability to get the main idea of the interview about an old man’s life story.
4. Have the students use their experiences to illustrate the understanding of the proverbs learned in class.
(Teaching procedure)
Step 1 Review the passive voice
Activity 1 Review the rule and the basic structures of the passive voice.
1. Have students learn to correctly choose the passive voice in real contexts.
2. Guide students to correctly use the basic structures passive voice, especially pay attention to learn right forms in different tenses.
Step 2 Practice Activity 2, Activity 3 &Activity 4
Activity 2
Guide the students to rewrite the paragraph about Aesop’s Fables, which helps students better master the usage of the grammar items and know more about the collection of stories.
Activity 3
1. Students look at the four pictures and describe the story about a lion and a mouse from Aesop’s Fables.
Picture 1
Picture 2
Picture 3
Picture 4
2. Write the story using the passive voice where appropriate and share it with the class.
Activity 4
Work in pairs. Share another fable you have known and the lesson you have learned from it. Use the passive where appropriate.
Step 3 Before listening
Focus on vocabulary-- “proverbs about life”
1. Read the proverbs about life given and work out what the proverbs means.
You must face challenges in order to be successful
It’s easier to achieve something if you cooperate with someone else.
Doing something late is better than not doing it at all.
You should start things earlier rather than later.
Do not put all your efforts or resources into doing one thing.
Problems don’t matter if the final result is good.
2. Have students find Chinese proverbs with similar meanings.
Step 4 Listen and talk about proverbs about life
Activity 5, Activity 6 & Activity 7
1. Students listen for the first time and complete the conversations on Page 18.
2. Listen again and check their answer before the class are given reference answers.
3. Match the proverbs in Activity 5 to their meanings.
① You must face challenges in order to be successful
② It’s easier to achieve something if you cooperate with someone else.
③ Doing something late is better than not doing it at all.
④ You should start things earlier rather than later.
⑤ Do not put all your efforts or resources into doing one thing.
⑥ Problems don’t matter if the final result is good.
4. Work in pairs. Think of other situations to which the proverbs can be applied.
Step 5 Listen to the interview and talk about experiences
Activity 8, Activity 9 & Activity 10
1. Have students choose the best headline after listening to the interview with Janet Rose.
A. University Fees are No Barrie to Grandma!
B. Dream Come True for Graduating Grandma
C. Jane Says: “Family first!” That’s what matters!”
D. How the Students Experience Has Changed with the Centuries
2. Listen again and complete the notes of the interview and then talk about what he or she can learn from Janet’s story.
3. Have some students share his or her own life story or personal experiences to illustrate the understanding of the proverbs. Listeners then make comments about it.
Step 6: Language appreciation
1. Recently, there has been an increase in the number of mature students going to university after working for a few or many years.
[句式分析] 现在分词短语 “going to university” 充当名词students的后置定语，相当于定语从句who are going to university. 而现在分词短语 “after working for a few or many years” 在本语境中充当时间状语，相当于时间状语从句after they worked for a few or many years.
[尝试翻译] 最近，有越来越多的成年学生在工作几年后去上大学。
2. In China, a man from Jiangsu Province graduated from university at the age of 88, making him the oldest university graduate in the country.
[句式分析] 现在分词短语 “making him the oldest university graduate in the country”, 在本语境中充当伴随状语；而且采用“make + 宾语(him) + 宾语补足语(the old ....the country)”复合结构。
[尝试翻译] 在中国，江苏一名男子以88岁的高龄大学毕业，成为中国年龄最大的大学毕业生。
Step 7: Assignments
1. Review the new words and expressions learned in this period.
2. Review the usages of the passive voice in different tenses.
3. Write a short story about yourself to can be summarized by a proverb of life.
(
2
)