外研版（2019）必修第二册 Unit5 On the road Using Language 板块教学设计
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| 名称 | 外研版（2019）必修第二册 Unit5 On the road Using Language 板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 23.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-02-27 18:27:35 | ||
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Unit5 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 人与自然—旅行
内容分析 语法部分的两个语篇介绍了贝尔尼纳快车的沿线风景以及夏威夷度假的广告；词汇部分通过制订旅行计划和做好旅行前的准备工作，帮助学生学习与旅行准备工作相关的词汇和表达；听说部分的材料是宾馆接待员与游客间的一段对话。
教学目标 1.引导学生在语篇中发现和理解现在分词作定语的使用规则，学习并运用和旅行相关的词汇与表达； 2. 引导学生发现并理解语篇中包含的文化元素； 3. 引导学生通过观察现在分词作定语的例句，归纳与概括现在分词作定语的内在规律，并在真实语境中进行运用； 4. 帮助学生掌握英语语法、词汇和听力学习的常用方法和策略。
教学重点 引导学生学会现在分词作定语的用法，掌握并运用与旅行相关的用语。
教学难点 引导学生用英语交流与解决在旅行前和旅行中遇到的问题。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Ask students to read sentences (a) and (b). 2. Let students discuss the relationship between -ing form and the noun it modifies. 3. Ask students to read sentences (c) and (d), and answer Question 4 by comparing these two groups of sentences. 4. Let students discuss Question 5. Help students summarize the usage of -ing as attributive and the differences between -ing as attributive and attributive clauses. 5. Ask students to look for more sentences with -ing as attributive in the text. 6. Ask students to rewrite the sentences they have found in the text into attributive clauses. 1. Read sentences (a) and (b). 2. Discuss the relationship between -ing form and the noun it modifies. 3. Read sentences (c) and (d), and answer Question 4 by comparing these two groups of sentences. 4. Discuss Question 5 and try to summarize the usage of -ing as attributive and the differences between -ing as attributive and attributive clauses. 5. Look for more sentences with -ing as attributive in the text. 6. Rewrite the sentences they have found in the text into attributive clauses. Let students discover the usage of -ing as attributive by analyzing sentences in the text.
Activity 2 1. Ask students to do Activity 2 and have a discussion in groups. 2. Let students share answers. 3. Ask students to translate the sentences with -ing as attributive into Chinese. 1. Do Activity 2 and have a discussion in groups. 2. Share answers in class. 3. Translate the sentences with -ing as attributive into Chinese. Learn how to use -ing as attributive in real situation.
Activity 3 1. Ask students to read the passage in Activity 3. 2. Ask students to explain the main idea of the passage. 3. Ask students to underline the attributive clauses and check answers. 4. Ask students to rewrite the passage using -ing as attributive. 1. Read the passage in Activity 3. 2. Explain the main idea of the passage. 3. Underline the attributive clauses and check answers. 4. Rewrite the passage using -ing as attributive. Learn how to use -ing as attributive in real situation.
Activity 4 1. Ask students to read these two emails and explain some difficult points for students. 2. Ask students to underline the tasks before going on a trip. 3. Let students share answers. 1. Read these two emails and figure out some difficult points. 2. Underline the tasks before going on a trip. 3. Share and check answers. Learn the topic-related words and expressions.
Activity 5 1. Ask students to read the emails again and complete the chart. 2. Ask students to share and check answers. 3. Ask students to think about more tasks they may have to do before a trip. 4. Give students some destinations to choose from. 5. Organize students to discuss what they need to do before a trip. 6. Let students create their own charts in class. 1. Read the emails again and complete the chart. 2. Share and check answers. 3. Think about more tasks they may have to do before a trip. 4. Choose a destination. 5. Discuss what they need to do before a trip. 6. Create their own charts in class. Learn how to use the topic-related words and expressions. Practice oral English in topic-related context.
Did You Know Ask students to read the short passage in “Did You Know ” and explain different types of tourism. Read the short passage in “Did You Know ” and learn about different types of tourism. Learn some culture knowledge.
Activity 7 1. Ask students to look at the pictures in Activity 7 and predict what the conversation is about. 2. Invite three students to talk about what they can see in the three pictures. 3. Play the audio and let students choose their answers. 4. Invite students to share answers and play it again if necessary. 1. Look at the pictures in Activity 7 and predict what the conversation is about. 2. Talk about what they can see in the three pictures. 3. Listen to the conversation and choose answers. 4. Check answers and listen again if necessary. Develop the listening skill of getting the main idea in a quick way.
Activity 8 1. Ask students to look at the map. 2. Play the audio and ask students to complete the map and the information in Activity 8. 3. Play it again to check answers. 4. Invite students to share answers in class. 5. Ask students to recall how the speakers ask for and give information. 1. Look at the map. 2. Listen to the conversation and complete the map and the information in Activity 8. 3. Listen again and check answers. 4. Share answers in class. 5. Try to recall how the speakers ask for and give information. Understand the details of the listening material and summarize how the speakers ask for and give information.
Activity 9 1. Ask students to read the content on Page 83 and Page 86. 2. Organize students to act out asking for and giving information. 3. Ask some students to present their conversations. 1. Read the content on Page 83 and Page 86. 2. Work in pairs. Act out asking for and giving information. 3. Present their conversations. Use the useful expressions learned in the previous activities to have a new conversation
Activity 10 1. Let students draw their own maps. 2. Ask students to have a similar conversation. 3. Choose some students to present their conversations in class. 1. Draw a map. 2. Have a similar conversation. 3. Present their conversations in class. Practice how to ask for and give information in specific context.
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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 人与自然—旅行
内容分析 语法部分的两个语篇介绍了贝尔尼纳快车的沿线风景以及夏威夷度假的广告；词汇部分通过制订旅行计划和做好旅行前的准备工作，帮助学生学习与旅行准备工作相关的词汇和表达；听说部分的材料是宾馆接待员与游客间的一段对话。
教学目标 1.引导学生在语篇中发现和理解现在分词作定语的使用规则，学习并运用和旅行相关的词汇与表达； 2. 引导学生发现并理解语篇中包含的文化元素； 3. 引导学生通过观察现在分词作定语的例句，归纳与概括现在分词作定语的内在规律，并在真实语境中进行运用； 4. 帮助学生掌握英语语法、词汇和听力学习的常用方法和策略。
教学重点 引导学生学会现在分词作定语的用法，掌握并运用与旅行相关的用语。
教学难点 引导学生用英语交流与解决在旅行前和旅行中遇到的问题。
教学策略 任务型教学法
Teaching contents Procedures Purposes
Teacher’s activity Students’ activity
Activity 1 1. Ask students to read sentences (a) and (b). 2. Let students discuss the relationship between -ing form and the noun it modifies. 3. Ask students to read sentences (c) and (d), and answer Question 4 by comparing these two groups of sentences. 4. Let students discuss Question 5. Help students summarize the usage of -ing as attributive and the differences between -ing as attributive and attributive clauses. 5. Ask students to look for more sentences with -ing as attributive in the text. 6. Ask students to rewrite the sentences they have found in the text into attributive clauses. 1. Read sentences (a) and (b). 2. Discuss the relationship between -ing form and the noun it modifies. 3. Read sentences (c) and (d), and answer Question 4 by comparing these two groups of sentences. 4. Discuss Question 5 and try to summarize the usage of -ing as attributive and the differences between -ing as attributive and attributive clauses. 5. Look for more sentences with -ing as attributive in the text. 6. Rewrite the sentences they have found in the text into attributive clauses. Let students discover the usage of -ing as attributive by analyzing sentences in the text.
Activity 2 1. Ask students to do Activity 2 and have a discussion in groups. 2. Let students share answers. 3. Ask students to translate the sentences with -ing as attributive into Chinese. 1. Do Activity 2 and have a discussion in groups. 2. Share answers in class. 3. Translate the sentences with -ing as attributive into Chinese. Learn how to use -ing as attributive in real situation.
Activity 3 1. Ask students to read the passage in Activity 3. 2. Ask students to explain the main idea of the passage. 3. Ask students to underline the attributive clauses and check answers. 4. Ask students to rewrite the passage using -ing as attributive. 1. Read the passage in Activity 3. 2. Explain the main idea of the passage. 3. Underline the attributive clauses and check answers. 4. Rewrite the passage using -ing as attributive. Learn how to use -ing as attributive in real situation.
Activity 4 1. Ask students to read these two emails and explain some difficult points for students. 2. Ask students to underline the tasks before going on a trip. 3. Let students share answers. 1. Read these two emails and figure out some difficult points. 2. Underline the tasks before going on a trip. 3. Share and check answers. Learn the topic-related words and expressions.
Activity 5 1. Ask students to read the emails again and complete the chart. 2. Ask students to share and check answers. 3. Ask students to think about more tasks they may have to do before a trip. 4. Give students some destinations to choose from. 5. Organize students to discuss what they need to do before a trip. 6. Let students create their own charts in class. 1. Read the emails again and complete the chart. 2. Share and check answers. 3. Think about more tasks they may have to do before a trip. 4. Choose a destination. 5. Discuss what they need to do before a trip. 6. Create their own charts in class. Learn how to use the topic-related words and expressions. Practice oral English in topic-related context.
Did You Know Ask students to read the short passage in “Did You Know ” and explain different types of tourism. Read the short passage in “Did You Know ” and learn about different types of tourism. Learn some culture knowledge.
Activity 7 1. Ask students to look at the pictures in Activity 7 and predict what the conversation is about. 2. Invite three students to talk about what they can see in the three pictures. 3. Play the audio and let students choose their answers. 4. Invite students to share answers and play it again if necessary. 1. Look at the pictures in Activity 7 and predict what the conversation is about. 2. Talk about what they can see in the three pictures. 3. Listen to the conversation and choose answers. 4. Check answers and listen again if necessary. Develop the listening skill of getting the main idea in a quick way.
Activity 8 1. Ask students to look at the map. 2. Play the audio and ask students to complete the map and the information in Activity 8. 3. Play it again to check answers. 4. Invite students to share answers in class. 5. Ask students to recall how the speakers ask for and give information. 1. Look at the map. 2. Listen to the conversation and complete the map and the information in Activity 8. 3. Listen again and check answers. 4. Share answers in class. 5. Try to recall how the speakers ask for and give information. Understand the details of the listening material and summarize how the speakers ask for and give information.
Activity 9 1. Ask students to read the content on Page 83 and Page 86. 2. Organize students to act out asking for and giving information. 3. Ask some students to present their conversations. 1. Read the content on Page 83 and Page 86. 2. Work in pairs. Act out asking for and giving information. 3. Present their conversations. Use the useful expressions learned in the previous activities to have a new conversation
Activity 10 1. Let students draw their own maps. 2. Ask students to have a similar conversation. 3. Choose some students to present their conversations in class. 1. Draw a map. 2. Have a similar conversation. 3. Present their conversations in class. Practice how to ask for and give information in specific context.
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