外研版（2019）必修第一册 Unit2Exploring English Understanding ideas板块教学设计
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| 名称 | 外研版（2019）必修第一册 Unit2Exploring English Understanding ideas板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 21.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-02-26 09:17:33 | ||
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Unit2 Understanding ideas板块教学设计
Understanding ideas板块教学设计 （建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自我——学习英语、探索英语
内容分析 本文是一篇小品文。课文以幽默、风趣的笔触例举并评价了英语中让学习者迷惑不解的“疯狂”现象，从而反映了英语的趣味性、多样性、创造性和吸引力。读前活动要求学生通过阅读课文标题和图片对课文大意进行推测，使学生初步了解课文内容，激发阅读兴趣。读中活动对读前活动的推测进行验证，帮助学生了解课文大意。读后活动则包括判断作者写作意图、细节理解和开放性问答等活动，并对课文中的内容进行适当的补充，引导学生深入思考英语的特点，探究主题意义，感受英语语言的幽默、“疯狂”和创意，激发学生对英语学习的兴趣。
教学目标 1. 学生通过推测和略读，能够获取课文大意，根据课文内容准确理解课文标题和作者的写作意图； 2. 学生通过精读，能够获取重要信息，正确梳理信息之间的关系； 3. 学生通过思考理解英语的奇妙之处，理解英语词汇背后蕴藏的文化内涵，并就此发表自己的观点； 4. 学生能够基于课文内容，联系自己的英语学习实践，树立正确的英语学习观，培养对英语学习的信心和兴趣。
教学重点 引导学生通过自主阅读和小组合作理解文章的主旨大意。
教学难点 引导学生根据文章的标题、图片等元素预测文章主题和分析文章写作目的，培养这一阅读策略与技能。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to look at the title of the passage and the picture. 2. T asks Ss to tick what they think the passage is about. Ss read and tick the topic of the passage in Activity 1. Lead to the topic and activate knowledge.
Activity 2 T asks Ss to read the passage quickly and check their answers to Activity 1. Ss read the passage quickly and check what the passage is about. Train students’ reading skills of predicting and getting the main ideas.
Activity 3 1. T asks Ss to choose the author’s purpose in Activity 3. 2. T asks some Ss to share their answers and give the reasons. 1. Ss complete Activity 3. They can read the passage again if necessary. 2. Ss share their answers and give the reasons. Train students’ reading skills of getting the author’s purpose and main ideas.
Activity 4 1. T asks Ss to complete the notes with words from the passage in Activity 4. 2. T asks Ss to share their answers and give the reasons. 1. Ss read the passage again and complete the notes in Activity 4. 2. Ss share their answers and give the reasons. Train Ss’ skills of getting specific information.
Activity 5 1. T asks Ss to read the information in Activity 5 and answer the two questions. 2. T asks Ss to share their answers and give the reasons. 1. Ss read the information in Activity 5 and think about the answers to the two questions. 2. Ss share their answers and give the reasons. Deepen Ss’ understanding of the main ideas via reading supplementary information.
Think & Share T asks Ss to discuss the two questions in groups and offer help if they need. Ss discuss the two questions in groups and then share their ideas with the class. Train Ss’ ability to use language in their real life and express their ideas in a logical way.
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Understanding ideas板块教学设计 （建议时长30–35分钟，教师可根据教学实际酌情调整。）
课型 Reading + Speaking
主题语境 人与自我——学习英语、探索英语
内容分析 本文是一篇小品文。课文以幽默、风趣的笔触例举并评价了英语中让学习者迷惑不解的“疯狂”现象，从而反映了英语的趣味性、多样性、创造性和吸引力。读前活动要求学生通过阅读课文标题和图片对课文大意进行推测，使学生初步了解课文内容，激发阅读兴趣。读中活动对读前活动的推测进行验证，帮助学生了解课文大意。读后活动则包括判断作者写作意图、细节理解和开放性问答等活动，并对课文中的内容进行适当的补充，引导学生深入思考英语的特点，探究主题意义，感受英语语言的幽默、“疯狂”和创意，激发学生对英语学习的兴趣。
教学目标 1. 学生通过推测和略读，能够获取课文大意，根据课文内容准确理解课文标题和作者的写作意图； 2. 学生通过精读，能够获取重要信息，正确梳理信息之间的关系； 3. 学生通过思考理解英语的奇妙之处，理解英语词汇背后蕴藏的文化内涵，并就此发表自己的观点； 4. 学生能够基于课文内容，联系自己的英语学习实践，树立正确的英语学习观，培养对英语学习的信心和兴趣。
教学重点 引导学生通过自主阅读和小组合作理解文章的主旨大意。
教学难点 引导学生根据文章的标题、图片等元素预测文章主题和分析文章写作目的，培养这一阅读策略与技能。
教学策略 任务型教学法、P–W–P阅读模式
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to look at the title of the passage and the picture. 2. T asks Ss to tick what they think the passage is about. Ss read and tick the topic of the passage in Activity 1. Lead to the topic and activate knowledge.
Activity 2 T asks Ss to read the passage quickly and check their answers to Activity 1. Ss read the passage quickly and check what the passage is about. Train students’ reading skills of predicting and getting the main ideas.
Activity 3 1. T asks Ss to choose the author’s purpose in Activity 3. 2. T asks some Ss to share their answers and give the reasons. 1. Ss complete Activity 3. They can read the passage again if necessary. 2. Ss share their answers and give the reasons. Train students’ reading skills of getting the author’s purpose and main ideas.
Activity 4 1. T asks Ss to complete the notes with words from the passage in Activity 4. 2. T asks Ss to share their answers and give the reasons. 1. Ss read the passage again and complete the notes in Activity 4. 2. Ss share their answers and give the reasons. Train Ss’ skills of getting specific information.
Activity 5 1. T asks Ss to read the information in Activity 5 and answer the two questions. 2. T asks Ss to share their answers and give the reasons. 1. Ss read the information in Activity 5 and think about the answers to the two questions. 2. Ss share their answers and give the reasons. Deepen Ss’ understanding of the main ideas via reading supplementary information.
Think & Share T asks Ss to discuss the two questions in groups and offer help if they need. Ss discuss the two questions in groups and then share their ideas with the class. Train Ss’ ability to use language in their real life and express their ideas in a logical way.
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