北师大版Unit 2 Books—Communication Workshop (A) 教案

Communication
Workshop
(A)
教学目标：
在本课结束时，学生能够:
1.
通过阅读，获取有关paper
books和e-books的信息。
2.
通过阅读，理清文章的结构。
3.
运用所学过的被动语态的知识及有关于paper
books
和e-books的信息，写一篇作文。
教学重点：
获取有关paper
books和e-books的信息。
教学难点：
运用所学过的被动语态的知识及有关于paper
books
和e-books的信息，写一篇作文。
教学过程：
教学环节
教师活动
设计意图
互动模式&时间
Step
1
Before-reading
Besides
traditional
paper
books,
what
other
kind
of
books
do
we
have
at
the
digital
time Do
you
like
to
read
paper
books
or
e-books
And
why
引出话题
3’
Step
2
While-reading
1st
Reading
Read
Jenny’s
blog
and
complete
the
sentences
with
e-books
or
paper
books.
2nd
Reading
Read
the
blog
again
and
fill
in
the
blanks
with
Introduction,
Conclusion,
Advantages
of
paper
books,
Advantages
of
e-books3rd
Reading
Look
at
the
list
and
underline
the
advantages
and
disadvantages
of
paper
books
and
e-books.
4th
readingRead
for
the
third
time
and
answer
the
question:
What
does
the
writer
think
of
these
two
kinds
of
books
获取主题信息获取浅层具体信息和文章的结构引导学生自己在文中找出这两种不同种类书的优缺点。获取较难一些的表层信息
20’
Step
3
Post-reading
Listen
and
read
the
passages
after
the
speaker.
Underline
the
words
or
phrases
that
you
couldn’t
understand
clearly
with
pencils.
What
grammar
does
this
unit
have
Can
you
find
the
examples
in
the
text Why
does
it
use
the
passive
voice Work
in
groups
of
four.
Talk
about
your
opinions
on
e-textbooks
and
paper
books.
朗读课文，纠正语音；发现生词或短语，进一步理解课文。内化课文。帮助学生发现如何适当使用语法。鼓励学生运用到本单元学到的被动语态口头表达自己对于这两种不同种类书的观点。
17’
Homework
1.
Listen
to
the
recording
and
read
the
text
three
times.2.
Write
a
composition
titled
Which
Is
Better
-
Paper
Textbooks
or
E-textbooks .
Communication
Workshop
(B)
教学目标：
在本课学习结束时，学生能够：
1.
结合自己和教师的写作评价标准，就写作的结构、内容、语言等几个方面进行自评和互评。
2.
根据评价的反馈，修改写作内容。
教学重点:
结合自己和教师的写作评价标准，就写作的结构、内容、语言等几个方面进行自评和互评。
教学难点:
根据评价的反馈，修改写作内容。
教学过程：
教学环节
教师活动
学生活动
设计意图
互动模式&时间
Review
Step
1
T
helpsSs
to
go
over
the
writing
taskto
make
sure
about
the
structure:
Para1:IntroductionPara
2
:
Advantages
of
paper
booksPara
3
:
Advantages
of
e-booksPara
4
:
Conclusion
Ssreview
the
content
and
structure
of
the
writing
with
T.
引导学生回忆、复习写作内容及结构。
5’
Self-editing
and
Peer-editing
Step
2
T
asks
Ss
to
discuss
the
key
points
to
assess
the
writing.
Ss
summarize
the
key
points
to
assess
the
writing
学生学会总结评价的标准
5’
Step
3
1.
T
asks
Ss
to
check
their
own
writings
with
the
help
of
the
Assessment
Chart.2.
T
asks
Ss
to
peer-edit
their
partners’
writings
with
the
help
of
the
Assessment
Chart.
Ss
check
their
own
writings
and
peer-edit
their
partners’
writings
with
the
help
of
the
Assessment
Chart.
1.
学生学会评价自己的作文。2.
通过互评，提出修改建议。
15’
Editing
Step
4
T
asks
Ss
to
rewrite
their
writings.
Ss
rewrite
their
writings.
引导学生学会修改自己作文，提升写作能力。
10’
Speaking
Step
5
T
chooses
some
Ss
to
come
to
the
front
to
show
and
read
their
writings.
Some
Ss
read
their
writings.
学生展示作文，引导学生关注修改的过程与结果。
5’
Homework
1.Read
the
text
after
the
recording.2.
Polish
your
writing.