Unit 3 Learning about language 教案-高中英语人教版（2019）选择性必修第二册.docx

人教版高二英语教案教师学科English年级Senior 2教学课题B5U3 Section 2 Learning about language课时共 课时 第 课时时间 年 月 日课标要求 This section includes two parts, namely, “Build up your vocabulary” and “Discover useful structures”. The vocabulary part focuses mainly on the words from the reading text in the section of “Reading and Thinking”. Three activities are designed to help students further explore the words belonging to the topic of this unit. The grammar part of this unit involves “the past perfect tense” and “the past perfect passive voice”. 教学目标（核心素养） At the end of this section, students will be able to:1. Enhance their understanding of target words by finding words from the text which have similar meanings; 2. Infer the meanings of some food idioms based on the context;3. Identify the form, meaning and function of the past perfect tense and the past perfect passive voice;4. Make a conversation using sentences containing the past perfect tense and the past perfect passive voice.教学重点Enhance their understanding of target words by finding words from the text which have similar meanings and identify the form, meaning and function of the past perfect tense and the past perfect passive voice.教学难点 Make a conversation using sentences containing the past perfect tense and the past perfect passive voice.实施策略教学方法Activity-based Approach教学资源（信息技术应用）Seewo Whiteboard教学过程备 注Step One Finding words with similar meaning Ask six students to read the sentences in Activity 1 on page 28.Ask students to read through the reading passage on pages 26-27 and find words that have a similar meaning to the words in italics.人教版高二英语教案教学过程备 注Ask students to check their answers with their partners. Invite six students to share their answers with the class. Make corrections if any.Step Two Reading and matchingAsk students to learn more about foods around the world by matching the first and second halves of the following sentences in Activity 2 on page 28.Make corrections if any.Group students to read the sentence Lynn again and try to work out the cultural elements behind them by asking several questions like:1) What information have you just learned about food around the world?2) What do you know about Chinese cuisine?3) What is a traditional Western dinner like?4) What is special about Italian cuisine?.Step Three Learning food idiomsAsk students to read the sentences in the left column in Activity 3 and pay attention to the food words in them.Ask students to match the meaning on the right with the coloured word on the left.Ask students to have a group discussion about the question: Why does each food have such a meaning? Invite some of them to share their thoughts.Discover useful structuresStep One Recalling previous knowledgeAsk students to recall their memory of “the present perfect tense” as well as “the present perfect passive voice”.Invite several students to read the sentences on the screen and fill in the blanks with the correct forms of the verbs.Check the answers together and explain the meaning and use of such tenses.人教版高二英语教案教学过程备 注Step Two Identifying the meaning and useAsk students to look at the two pairs of sentences in Activity 1 on page 29, paying attention to the meaning and use of the past perfect tense and the past perfect passive voice.Ask students to read through the text in the section of “Reading and Thinking”, find out more sentences using such tenses and make a summary by drawing a table.Step Three Doing semi-controlled practiceAsk students to finish Activity 2 on page 29 individually.Ask students to check their answers with each other when most of them have finished.Present three students answer through projector and ask the rest of the class to decide whether they are correct or not. Some volunteers are invited to point out the mistakes if any and help make corrections.Step Four Doing productive practicePair students to finish Activity 3Ask students to peer-check for the mistakes in their answers.Invite students to report their answers to the class and check the answers at the same time.作 业（体现分层设计）Ask students to finish exercises on page 75.Ask students to finish exercises on page 76(Activities 1-3).教 学反 思成 效困 惑第3页共3页学科网（北京）股份有限公司