外研版（2019）必修第二册 Unit2 Let's celebrate! Using Language板块教学设计
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| 名称 | 外研版（2019）必修第二册 Unit2 Let's celebrate! Using Language板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 17.8KB | ||
| 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 20:04:09 | ||
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Unit2 Using Language板块教学设计
Using Language板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
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 本板块包括语法部分Modals (2)、词汇部分Lantern Festival celebrations和听说部分A festival invitation。语法环节基于The real Father Christmas语篇，遵循观察—归纳—运用的发现式语法教学思路，让学生在语境中体会情态动词表示可能性的用法，自主进行探究式学习，并内化及运用所学语法知识。词汇部分围绕元宵节的庆祝活动介绍展开，以思维导图的方式，引导学生发散思维，掌握更多与节日庆祝相关的词汇。在听说部分，学生通过话题讨论、听力活动、创设情景、自编对话等方式，掌握如何使用功能句发出和接受节日活动邀请。
教学目标 1. 发现、归纳情态动词表示可能性的用法，并在具体语境中简单应用； 2. 初步了解“黑色星期五”圣诞大采购活动，拓展文化知识； 3. 梳理和概括节日庆祝相关词汇； 4. 创设情景，学会运用正确的语言礼貌得体地发出邀请和接受邀请，实现语言知识和思维能力的迁移。
教学重点 1. 引导学生利用情态动词描述可能性； 2. 引导学生发散思维，整理更多与节日庆祝相关的词汇。
教学难点 引导学生创设情境，开展节日活动邀请的对话活动。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the sentences in the box in Activity 1 and answer questions. 2. T asks Ss to read the passage again and find out more sentences with modals and figure out the usage of these modals. 1. Ss figure out the levels of possibility indicated by different modals by analysing the sentences in Activity 1. 2. Ss find out more sentences with modals in the passage. Figure out the possibility levels of modals and generalise the rules.
Activity 2 1. T asks Ss to read the conversation in Activity 2 and talk about what the people are doing. 2. T asks Ss to rewrite the underlined sentences. 3. T invites some Ss to read the conversation rewritten with modals in roles. 1. Ss read the passage in Activity 2 and rewrite the underlined sentences. 2. Ss read the conversation with new sentences in roles. Practise using the target grammar in a given situation.
Activity 3 1. T introduces Black Friday to the Ss and asks Ss to observe the picture. 2. T asks Ss to make sentences to describe the picture using modals in groups. 3. T invites some groups to share their sentences. 1. Ss work in groups to describe the picture with sentences containing modals. 2. Ss share their sentences with the class. Using the language in a more open context.
Activity 4 1. T asks Ss to underline the words and expressions about celebrations during the Lantern Festival in the speech bubbles. 2. T asks Ss to complete the mind map in groups and encourages them to come up with as many words as they can. 1. Ss read the speech bubbles in Activity 4 and find out the words and expressions about celebrations. 2. Ss work in groups and complete the mind map. Classify the topic-related words.
Activity 5 T asks Ss to talk about another festival celebration with the hint of the mind map. Ss describe another festival celebration with the hint of the mind map. Use topic-related words to describe a festival celebration.
Did you know T asks Ss to read the short passage in “Did you know ” on page 19 and find out the proper way of answering an invitation and the arriving time. Ss read the passage on page 19 and find out the proper way of answer an invitation and the arriving time. Know cross-cultural background information.
Activity 6 T asks Ss to listen to the conversation and complete the sentences with the correct ending. Ss listen for the first time to get the main idea of the conversation and complete the sentences with the correct ending. Train the listening ability to get the main idea in a quick way.
Activity 7 1. T asks Ss to read “Learning to learn” on this page and reminds Ss to pay special attention to the crucial information. 2. T plays the recording for the Ss to complete the notes in Activity 6. 3. T asks Ss to talk about what the speakers say to extend and accept an invitation in groups. Play the recording again if necessary. 1. Ss read “Learning to learn” on this page to get the point. 2. Ss listen for the second time and complete the notes. 3. Ss work in groups and talk about what the speakers say to extend and accept an invitation. Understand the details of the conversation and summarise the proper way of extending and accepting an invitation.
Activity 8 1. T asks Ss to turn to the corresponding pages and read the information. 2. T asks Ss to work in pairs and act out the conversation. 3. T invites some pairs to act out their conversations in class. 1. Ss read the information on the corresponding pages. 2. Ss work in pairs and act out the conversation using the useful expressions. 3. Ss act out their conversations in class. Use the useful expressions of extending and accepting an invitation to carry out a conversation.
Activity 8 T asks Ss to make another similar conversation. Ss make another similar conversation. Further practise extending and accepting an invitation.
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Using Language板块教学设计 （建议时长60–70分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
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 本板块包括语法部分Modals (2)、词汇部分Lantern Festival celebrations和听说部分A festival invitation。语法环节基于The real Father Christmas语篇，遵循观察—归纳—运用的发现式语法教学思路，让学生在语境中体会情态动词表示可能性的用法，自主进行探究式学习，并内化及运用所学语法知识。词汇部分围绕元宵节的庆祝活动介绍展开，以思维导图的方式，引导学生发散思维，掌握更多与节日庆祝相关的词汇。在听说部分，学生通过话题讨论、听力活动、创设情景、自编对话等方式，掌握如何使用功能句发出和接受节日活动邀请。
教学目标 1. 发现、归纳情态动词表示可能性的用法，并在具体语境中简单应用； 2. 初步了解“黑色星期五”圣诞大采购活动，拓展文化知识； 3. 梳理和概括节日庆祝相关词汇； 4. 创设情景，学会运用正确的语言礼貌得体地发出邀请和接受邀请，实现语言知识和思维能力的迁移。
教学重点 1. 引导学生利用情态动词描述可能性； 2. 引导学生发散思维，整理更多与节日庆祝相关的词汇。
教学难点 引导学生创设情境，开展节日活动邀请的对话活动。
教学策略 交际教学法、任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. T asks Ss to read the sentences in the box in Activity 1 and answer questions. 2. T asks Ss to read the passage again and find out more sentences with modals and figure out the usage of these modals. 1. Ss figure out the levels of possibility indicated by different modals by analysing the sentences in Activity 1. 2. Ss find out more sentences with modals in the passage. Figure out the possibility levels of modals and generalise the rules.
Activity 2 1. T asks Ss to read the conversation in Activity 2 and talk about what the people are doing. 2. T asks Ss to rewrite the underlined sentences. 3. T invites some Ss to read the conversation rewritten with modals in roles. 1. Ss read the passage in Activity 2 and rewrite the underlined sentences. 2. Ss read the conversation with new sentences in roles. Practise using the target grammar in a given situation.
Activity 3 1. T introduces Black Friday to the Ss and asks Ss to observe the picture. 2. T asks Ss to make sentences to describe the picture using modals in groups. 3. T invites some groups to share their sentences. 1. Ss work in groups to describe the picture with sentences containing modals. 2. Ss share their sentences with the class. Using the language in a more open context.
Activity 4 1. T asks Ss to underline the words and expressions about celebrations during the Lantern Festival in the speech bubbles. 2. T asks Ss to complete the mind map in groups and encourages them to come up with as many words as they can. 1. Ss read the speech bubbles in Activity 4 and find out the words and expressions about celebrations. 2. Ss work in groups and complete the mind map. Classify the topic-related words.
Activity 5 T asks Ss to talk about another festival celebration with the hint of the mind map. Ss describe another festival celebration with the hint of the mind map. Use topic-related words to describe a festival celebration.
Did you know T asks Ss to read the short passage in “Did you know ” on page 19 and find out the proper way of answering an invitation and the arriving time. Ss read the passage on page 19 and find out the proper way of answer an invitation and the arriving time. Know cross-cultural background information.
Activity 6 T asks Ss to listen to the conversation and complete the sentences with the correct ending. Ss listen for the first time to get the main idea of the conversation and complete the sentences with the correct ending. Train the listening ability to get the main idea in a quick way.
Activity 7 1. T asks Ss to read “Learning to learn” on this page and reminds Ss to pay special attention to the crucial information. 2. T plays the recording for the Ss to complete the notes in Activity 6. 3. T asks Ss to talk about what the speakers say to extend and accept an invitation in groups. Play the recording again if necessary. 1. Ss read “Learning to learn” on this page to get the point. 2. Ss listen for the second time and complete the notes. 3. Ss work in groups and talk about what the speakers say to extend and accept an invitation. Understand the details of the conversation and summarise the proper way of extending and accepting an invitation.
Activity 8 1. T asks Ss to turn to the corresponding pages and read the information. 2. T asks Ss to work in pairs and act out the conversation. 3. T invites some pairs to act out their conversations in class. 1. Ss read the information on the corresponding pages. 2. Ss work in pairs and act out the conversation using the useful expressions. 3. Ss act out their conversations in class. Use the useful expressions of extending and accepting an invitation to carry out a conversation.
Activity 8 T asks Ss to make another similar conversation. Ss make another similar conversation. Further practise extending and accepting an invitation.
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