外研版（2019）选择性必修第三册 Unit2 A life’s work Using Language板块教学设计
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| 名称 | 外研版（2019）选择性必修第三册 Unit2 A life’s work Using Language板块教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 18.4KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-03-05 13:45:03 | ||
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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80–90分钟，教师可根据教学实际酌情调整。）
课型 Reading + Listening + Speaking
主题语境 人与自我——优秀品质，正确人生态度，公民义务与社会责任
内容分析 本部分包括语法部分Predicative Clauses和听说部分The spirit of craftsmanship。语法部分介绍了英语表语从句的用法，由两个小语段组成。第一个小语段介绍了Ruth Bancroft和她的花园，第二个小语段介绍了我国著名京剧表演艺术家梅兰芳及他的艺术贡献。听说部分的材料是两段和传统手工艺相关的语篇，分析了传统手工艺逐渐失传的现状，号召人们保护传统手工艺，帮助学生构建描述传统手工艺的词汇和表达，使学生在真实语境下进行思考和交际运用，全方位提高综合语言运用能力。
教学目标 1. 学生能够在教师的引导下，发现并总结表语从句的构成形式和基本用法。 2. 学生能够进一步理解表语从句的特点和意义。 3. 学生能够根据需要在真实情境中恰当地运用表语从句。 4. 学生能够运用相关的词汇和表达描述传统手工艺的现状及体现工匠精神的品质。
教学重点 引导学生学会运用表语从句及描述传统手工艺的词汇和表达。
教学难点 引导学生学会根据语境恰当地运用表语从句和相关词语。
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，pay attention to the bold parts and answer Question 1. 2. T asks Ss to read the sentences again, thinking about Question 2 and find out the similarities and differences by comparing the example sentences. 3. T guides Ss to sum up the usage of predicative clauses. 4. T asks Ss to look for more examples of predicative clauses in the reading passage. 1. Ss read the sentences, think about the bold parts in the sentences and answer Question 1. 2. Ss read the sentences again with Question 2 in mind and try to find out the same function and different characteristics in the example sentences with the teacher’s help. 3. Ss check answers together, sum up the usage of predicative clauses and find out more examples. Train Ss’ learning ability to sum up the grammatical rules.
Activity 2 1. T gives a brief introduction to Ruth Bancroft. 2. T plays the tape and asks Ss to get the main ideas of the listening. 3. T asks Ss to complete the sentences according to the listening in Activity 2. 4. T asks Ss to read the sentences they complete and check the answers. 1. Ss listen to the introduction and get familiar with the topic. 2. Ss listen to the tape and sum up the main idea of the listening. 3. Ss listen carefully and finish the sentences in Activity 2. 4. Ss read the sentences and check the answers together. Use predicative clauses in a real context to get better understanding of them.
Activity 3 1. T asks Ss to read the short passage and pay attention to the underlined sentences. 2. T asks Ss to rewrite the underlined sentences into the sentences with predicative clauses using correct related words. 3. T invites some students to read their rewritten sentences and check the answers. 1. Ss read the passage and focus on the underlined sentences. 2. Ss rewrite the underlined sentences into the sentences with predicative clauses. 3. Ss read and share their rewritten sentences and check the answers together. Improve Ss’ ability to use predicative clauses correctly by creating their own sentences.
Activity 4 1. T asks Ss to brainstorm the names of some artists that they like or are familiar with. 2. T asks Ss to work in groups and talk about the life and contributions of the artists that they like or are familiar with. 3. T asks Ss to introduce an artist written at least five sentences using predicative clauses where appropriate. 1. Ss think fast and tell the names of the artists that come into their minds. 2. Ss work in groups and introduce the life and contributions of the artists. 3. Ss introduce an artist including his or her life and contribution using predicative clauses where appropriate. Train Ss’ ability to transfer and innovate what they have learnt in a real language context.
Activity 5-7 1. T creates a real context related to the topic to help Ss to review the relevant vocabulary. 2. T guides Ss to read and understand the four sentences in Activity 5. 3. T plays the tape and asks Ss to finish the task in Activity 5. 4. T plays the tape again and asks Ss to finish the task in Activity 6 by detailed information; and then work in pairs to have a discussion about the information they get related to traditional crafts. 5. T divides Ss into groups and asks them to talk about the meanings and pragmatic function of the listed expressions and finish Activity 7. 1. Ss review useful words and relevant phrases with the help of the real context. 2. Ss read the sentences in Activity 5 and try to understand the meanings. 3. Ss listen to the tape, finish the task, discuss the answers in groups and check the answer. 4. Ss listen to the tape again, take notes about the detailed information and finish Activity 6; and then do pair-work to talk about traditional crafts using the information they get. 5. Ss work in groups and talk about the meanings and pragmatic function of the listed expressions and finish Activity 7. Train Ss’ ability to listen for details and understand the intention of listening material as well as their ability to express themselves by giving reasons to support their opinions.
Activity 8 1. T presents pictures or videos to lead in the topic of traditional crafts. 2. T asks Ss to read the passage individually and answer Questions 1 and 2 according to the information they get from the passage. 1. Ss watch the pictures or videos and think about the topic. 2. Ss read the passage, get the information and finish Questions 1 and 2 in Activity 8. Raise Ss’ awareness of protecting traditional crafts.
Activity 9 1. T asks Ss to read and understand the text, focusing on the bold words and expressions. 2. T asks Ss to read the text again with the questions below and then divides Ss into groups to discuss these questions. 3. T asks some groups to share their answers with other groups supplementing and assessing. 1. Ss read the text and try to guess the meanings of the bold words and expressions according to the context. 2. Ss search for the answers to the questions in the text and then share with their group members. 3. Ss give their improved answers after the cooperation before listening to other groups’ opinions. Know about some words and expressions and the main idea of the passage—the 23 scientists’ contributions and their harsh conditions.
Activity 10 1. T asks Ss to find the words and expressions about the qualities as many as possible in the text. 2. T divides Ss into groups to discuss how to put their findings into the boxes with four qualities. 3. T chooses some students to show their ideas and then encourages other students to supplement or assess. 4. T helps Ss brainstorm words or expressions about positive qualities in Activity 9 and put them into the boxes. 5. T motives Ss to have a word competition among them, in which the winner presents more words or expressions. 1. Ss find the qualities the scientists have in the text. 2. Ss distinguish the words or expressions about qualities and put them into the right boxes. 3. Some Ss give their answers while others voice their own opinions to modify. 4. Ss think out other positive qualities, ones that are not mentioned in the text and add them into the suitable boxes. 5. Ss try their best to come up with words or expressions about positive qualities scientists should have as many as possible, helping their own group to be the winner in the word competition. Having a better understanding of good qualities these scientists have.
Activity 11 1. T assigns a task to Ss in pairs to introduce your favorite people with spirits of craftsmanship, using the words and expressions in Activity 10 as many as possible. 2. T encourages pairs of Ss to show their work, contributing to active interaction with each other. 1. Ss describe their favorite people who dedicate their life to their work using the words and expressions in Activity 10 as many as possible in pairs. 2. Ss share their description with the class while learning from other peers. Consolidate and integrate the language and content learnt.
Using Language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 + Listening + Speaking
主题语境 人与自我——优秀品质，正确人生态度，公民义务与社会责任
内容分析 本部分包括语法部分Predicative Clauses和听说部分The spirit of craftsmanship。语法部分介绍了英语表语从句的用法，由两个小语段组成。第一个小语段介绍了Ruth Bancroft和她的花园，第二个小语段介绍了我国著名京剧表演艺术家梅兰芳及他的艺术贡献。听说部分的材料是两段和传统手工艺相关的语篇，分析了传统手工艺逐渐失传的现状，号召人们保护传统手工艺，帮助学生构建描述传统手工艺的词汇和表达，使学生在真实语境下进行思考和交际运用，全方位提高综合语言运用能力。
教学目标 1. 学生能够在教师的引导下，发现并总结表语从句的构成形式和基本用法。 2. 学生能够进一步理解表语从句的特点和意义。 3. 学生能够根据需要在真实情境中恰当地运用表语从句。 4. 学生能够运用相关的词汇和表达描述传统手工艺的现状及体现工匠精神的品质。
教学重点 引导学生学会运用表语从句及描述传统手工艺的词汇和表达。
教学难点 引导学生学会根据语境恰当地运用表语从句和相关词语。
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，pay attention to the bold parts and answer Question 1. 2. T asks Ss to read the sentences again, thinking about Question 2 and find out the similarities and differences by comparing the example sentences. 3. T guides Ss to sum up the usage of predicative clauses. 4. T asks Ss to look for more examples of predicative clauses in the reading passage. 1. Ss read the sentences, think about the bold parts in the sentences and answer Question 1. 2. Ss read the sentences again with Question 2 in mind and try to find out the same function and different characteristics in the example sentences with the teacher’s help. 3. Ss check answers together, sum up the usage of predicative clauses and find out more examples. Train Ss’ learning ability to sum up the grammatical rules.
Activity 2 1. T gives a brief introduction to Ruth Bancroft. 2. T plays the tape and asks Ss to get the main ideas of the listening. 3. T asks Ss to complete the sentences according to the listening in Activity 2. 4. T asks Ss to read the sentences they complete and check the answers. 1. Ss listen to the introduction and get familiar with the topic. 2. Ss listen to the tape and sum up the main idea of the listening. 3. Ss listen carefully and finish the sentences in Activity 2. 4. Ss read the sentences and check the answers together. Use predicative clauses in a real context to get better understanding of them.
Activity 3 1. T asks Ss to read the short passage and pay attention to the underlined sentences. 2. T asks Ss to rewrite the underlined sentences into the sentences with predicative clauses using correct related words. 3. T invites some students to read their rewritten sentences and check the answers. 1. Ss read the passage and focus on the underlined sentences. 2. Ss rewrite the underlined sentences into the sentences with predicative clauses. 3. Ss read and share their rewritten sentences and check the answers together. Improve Ss’ ability to use predicative clauses correctly by creating their own sentences.
Activity 4 1. T asks Ss to brainstorm the names of some artists that they like or are familiar with. 2. T asks Ss to work in groups and talk about the life and contributions of the artists that they like or are familiar with. 3. T asks Ss to introduce an artist written at least five sentences using predicative clauses where appropriate. 1. Ss think fast and tell the names of the artists that come into their minds. 2. Ss work in groups and introduce the life and contributions of the artists. 3. Ss introduce an artist including his or her life and contribution using predicative clauses where appropriate. Train Ss’ ability to transfer and innovate what they have learnt in a real language context.
Activity 5-7 1. T creates a real context related to the topic to help Ss to review the relevant vocabulary. 2. T guides Ss to read and understand the four sentences in Activity 5. 3. T plays the tape and asks Ss to finish the task in Activity 5. 4. T plays the tape again and asks Ss to finish the task in Activity 6 by detailed information; and then work in pairs to have a discussion about the information they get related to traditional crafts. 5. T divides Ss into groups and asks them to talk about the meanings and pragmatic function of the listed expressions and finish Activity 7. 1. Ss review useful words and relevant phrases with the help of the real context. 2. Ss read the sentences in Activity 5 and try to understand the meanings. 3. Ss listen to the tape, finish the task, discuss the answers in groups and check the answer. 4. Ss listen to the tape again, take notes about the detailed information and finish Activity 6; and then do pair-work to talk about traditional crafts using the information they get. 5. Ss work in groups and talk about the meanings and pragmatic function of the listed expressions and finish Activity 7. Train Ss’ ability to listen for details and understand the intention of listening material as well as their ability to express themselves by giving reasons to support their opinions.
Activity 8 1. T presents pictures or videos to lead in the topic of traditional crafts. 2. T asks Ss to read the passage individually and answer Questions 1 and 2 according to the information they get from the passage. 1. Ss watch the pictures or videos and think about the topic. 2. Ss read the passage, get the information and finish Questions 1 and 2 in Activity 8. Raise Ss’ awareness of protecting traditional crafts.
Activity 9 1. T asks Ss to read and understand the text, focusing on the bold words and expressions. 2. T asks Ss to read the text again with the questions below and then divides Ss into groups to discuss these questions. 3. T asks some groups to share their answers with other groups supplementing and assessing. 1. Ss read the text and try to guess the meanings of the bold words and expressions according to the context. 2. Ss search for the answers to the questions in the text and then share with their group members. 3. Ss give their improved answers after the cooperation before listening to other groups’ opinions. Know about some words and expressions and the main idea of the passage—the 23 scientists’ contributions and their harsh conditions.
Activity 10 1. T asks Ss to find the words and expressions about the qualities as many as possible in the text. 2. T divides Ss into groups to discuss how to put their findings into the boxes with four qualities. 3. T chooses some students to show their ideas and then encourages other students to supplement or assess. 4. T helps Ss brainstorm words or expressions about positive qualities in Activity 9 and put them into the boxes. 5. T motives Ss to have a word competition among them, in which the winner presents more words or expressions. 1. Ss find the qualities the scientists have in the text. 2. Ss distinguish the words or expressions about qualities and put them into the right boxes. 3. Some Ss give their answers while others voice their own opinions to modify. 4. Ss think out other positive qualities, ones that are not mentioned in the text and add them into the suitable boxes. 5. Ss try their best to come up with words or expressions about positive qualities scientists should have as many as possible, helping their own group to be the winner in the word competition. Having a better understanding of good qualities these scientists have.
Activity 11 1. T assigns a task to Ss in pairs to introduce your favorite people with spirits of craftsmanship, using the words and expressions in Activity 10 as many as possible. 2. T encourages pairs of Ss to show their work, contributing to active interaction with each other. 1. Ss describe their favorite people who dedicate their life to their work using the words and expressions in Activity 10 as many as possible in pairs. 2. Ss share their description with the class while learning from other peers. Consolidate and integrate the language and content learnt.