Unit 2 Understanding each other：Integrated skills (I) 教学设计 -2024-2025学年高中《英语》 选择性必修 第四册（译林版）
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| 名称 | Unit 2 Understanding each other：Integrated skills (I) 教学设计 -2024-2025学年高中《英语》 选择性必修 第四册（译林版） |  | |
| 格式 | doc | ||
| 文件大小 | 27.0KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 牛津译林版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-01 07:59:03 | ||
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Unit 2 Understanding each other
Integrated skills (I)
I. Learning objectives
By the end of the lesson, the students will be able to:
know about the popularity of learning Chinese by listening and reading ;
use some guided strategies in listening and improve the ability of reading analysis;
analyse the reasons of the popularity of learning Chinese.
II. Key competence focus
Improve the ability to extract effective information through listening and reading.
III. Predicted area of difficulty
Discover the reasons of the popularity of learning Chinese and express the opinions freely.
IV. Teaching procedures
Step 1 Brainstorming
T asks the following questions:
·What are the four elements when you are learning a language
·Do you know which language is regarded as the world’s most spoken language
·Do you think learning Chinese is difficult or not
【设计意图：老师用三个问题层层递进进入课堂，旨在引导学生进入本堂课的主题，迅速完成导入，为进入听力环节做好铺垫。】
Step2 Listening
T asks Ss to listen to the recording for the first time and finish A1 on page 22.
Suggested answers: TFFTT
T asks Ss to predict the answers of A2 and finish it by listening to the recording again.
Suggested answers:
Having been interested in Chinese culture and enjoying learning Chinese
Writing (3) Reading
Visiting China next year (5) Through an online course
T checks the answers and listens to the difficult points with the students again.
【设计意图：听前训练学生抓取特定信息和预测答案的能力。听后两两讨论答案，学会向同伴学习，交流听力内容、修正答案，最后老师给出参考答案。】
Step 3 Reading
T asks the Ss a question before reading: What can you learn from the three talks
T asks the following questions after reading a feature article on page 23:
·What is good for Mary-Jo Saunders’ future career according to her mother
·What evidence can prove the popularity of learning Chinese across the world
·Why is learning Chinese becoming so popular
【设计意图：该环节通过设置几个问题，旨在帮助学生更好地理解文本信息，培养学生的思考能力和归纳总结能力。最后一步是旨在培养学生解决问题的能力，同时也为下一步的讨论和分享做好准备。】
Step 4 Discussing and sharing
T asks the Ss to share something in pairs by asking the following questions:
Why are more and more people starting to learn Chinese across the world
Do you think learning Chinese will continue to be popular in the future Why or why not
Some useful expressions:
·In one’s opinion/From one’s point of view...
·The reason why... is that...
·I believe.... because ...
·...
【设计意图：该环节把前面听力和阅读的积累付诸于实践，也就是充分发表自己的观点。是对本课的主题进行拓展和运用，培养学生口语表达、合作能力，并为下一课时的写作做好准备。】
V. Homework
1. Search more examples of foreigners learning Chinese online.
2. Do a survey about the reasons why more and more people starting to learn Chinese across the world. (You can ask some natives or foreign friends if possible.)
3. Make a questionnaire about the future trend of Chinese learning and analyse the result.
Integrated skills (I)
I. Learning objectives
By the end of the lesson, the students will be able to:
know about the popularity of learning Chinese by listening and reading ;
use some guided strategies in listening and improve the ability of reading analysis;
analyse the reasons of the popularity of learning Chinese.
II. Key competence focus
Improve the ability to extract effective information through listening and reading.
III. Predicted area of difficulty
Discover the reasons of the popularity of learning Chinese and express the opinions freely.
IV. Teaching procedures
Step 1 Brainstorming
T asks the following questions:
·What are the four elements when you are learning a language
·Do you know which language is regarded as the world’s most spoken language
·Do you think learning Chinese is difficult or not
【设计意图：老师用三个问题层层递进进入课堂，旨在引导学生进入本堂课的主题，迅速完成导入，为进入听力环节做好铺垫。】
Step2 Listening
T asks Ss to listen to the recording for the first time and finish A1 on page 22.
Suggested answers: TFFTT
T asks Ss to predict the answers of A2 and finish it by listening to the recording again.
Suggested answers:
Having been interested in Chinese culture and enjoying learning Chinese
Writing (3) Reading
Visiting China next year (5) Through an online course
T checks the answers and listens to the difficult points with the students again.
【设计意图：听前训练学生抓取特定信息和预测答案的能力。听后两两讨论答案，学会向同伴学习，交流听力内容、修正答案，最后老师给出参考答案。】
Step 3 Reading
T asks the Ss a question before reading: What can you learn from the three talks
T asks the following questions after reading a feature article on page 23:
·What is good for Mary-Jo Saunders’ future career according to her mother
·What evidence can prove the popularity of learning Chinese across the world
·Why is learning Chinese becoming so popular
【设计意图：该环节通过设置几个问题，旨在帮助学生更好地理解文本信息，培养学生的思考能力和归纳总结能力。最后一步是旨在培养学生解决问题的能力，同时也为下一步的讨论和分享做好准备。】
Step 4 Discussing and sharing
T asks the Ss to share something in pairs by asking the following questions:
Why are more and more people starting to learn Chinese across the world
Do you think learning Chinese will continue to be popular in the future Why or why not
Some useful expressions:
·In one’s opinion/From one’s point of view...
·The reason why... is that...
·I believe.... because ...
·...
【设计意图：该环节把前面听力和阅读的积累付诸于实践，也就是充分发表自己的观点。是对本课的主题进行拓展和运用，培养学生口语表达、合作能力，并为下一课时的写作做好准备。】
V. Homework
1. Search more examples of foreigners learning Chinese online.
2. Do a survey about the reasons why more and more people starting to learn Chinese across the world. (You can ask some natives or foreign friends if possible.)
3. Make a questionnaire about the future trend of Chinese learning and analyse the result.
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