必修第二册 Unit 2 教学设计.pdf

《必修第二册 Unit 2 教学设计.pdf》由会员分享，可在线阅读，更多相关《必修第二册 Unit 2 教学设计.pdf（13页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Book 2 Unit 2 Lets celebrate!Book 2 Unit 2 Lets celebrate!教学设计教学设计单元主题单元主题本单元主题语境是“人与社会”，涉及的主题语境内容是中外不同民族文化习俗与传统节日。本单元从介绍世界各地的不同节日引入话题。第一篇主课文通过呈现与圣诞节有关的文学作品，引导学生理解圣诞节的真正内涵。第二篇主课文通过讨论春节团圆饭在外面吃还是在家吃的话题，引导学生关注中国传统文化的继承和发展。本单元还涉及了其他中外传统节日的庆祝活动以及世界各地庆祝中国的春节等话题，增强国家认同感和文化传播意识。学生能够围绕本单元的主题语境内容，基于单元提供的书评、专栏

2、文章、漫画、口头邀请等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂并谈论与节日有关的话题，深入理解不同国家的节日文化，使用新语言谈论节日的庆祝方式，恰当使用情态动词表示推测，能够书面表达自己对某种节日现象的观点，深化对单元主题意义的理解与挖掘；同时能够运用单元所学辨析不同节日的意义和内涵，通过了解中国传统节日走向世界的事实，增强国家认同感，主动弘扬和传播中华优秀文化，增强社会责任感；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学

3、习能力的综合提升。单元目标单元目标Starting outStarting out 板块教学设计板块教学设计（建议时长 1015 分钟，教师可根据教学实际酌情调整。）课型课型主题语境主题语境内容分析内容分析Viewing+Speaking人与社会中外不同民族文化习俗与传统节日本部分包括一段关于四季节日的视频和四个关于世界各地节日的小语段。本部分通过对不同节日的介绍，引领学生进入节日庆典这一话题，激活学生的背景知识，从节日时间、地点和庆祝目的及原因这几个方面展开，引起学生对于节日渊源探索的兴趣。1.通过观看视频，从视听材料中获取信息，了解一年四季不同的节日和庆祝方式；2.通过阅读短文，探讨不同节

4、日庆祝的原因，激活已有的语言知识储备；3.通过具体节日来历和庆祝方式，思考人类庆祝节日背后的原因。1.引导学生梳理不同节日相关信息；2.引导学生探讨不同节日的来历。1.引导学生思考节日庆祝的原因；2.引导学生思考人类庆祝节日背后的原因。听说法ProceduresProceduresTeachers activityTeachers activity1.T asks Ss to readthe questions inActivity 1 and playsthe video.2.T invites some Ss toshare their answerswith the class.Stud

5、ents activityStudents activity1.Ss watch a videoabout festivals indifferent seasons andanswer the questions:(1)What festivals arementioned in thevideo?(2)Why do peoplecelebrate thesefestivals?2.Ss share theiranswers with the class.1.Ss read thedescriptions andcomplete sentences.2.Ss share their answ

6、ersin class.教学目标教学目标教学重点教学重点教学难点教学难点教学策略教学策略TeachingTeachingcontentscontentsActivity 1PurposesPurposesUnderstand differentfestivals better viawatching video andbroaden knowledgeas well as raisecultural awareness.Activity 21.T asks Ss to read thefour festivaldescriptions andcomplete the sentencesin A

7、ctivity 2.2.T invites some Ss toshare their answers andencourages the Ss tocome up with moreFurther broadenknowledge aboutdifferent types offestivals.information about thesefestivals.Activity 3T ask Ss to talk aboutother festivals of eachtype and think aboutthe reasons tocelebrate thesefestivals.Ss

8、work in groups togive more examples ofdifferent types offestivals and discuss thereasons to celebratethese festivals.Train languageapplication ability toexpress ideas andgive reasons.Understanding ideasUnderstanding ideas 板块教学设计板块教学设计（建议时长 4045 分钟，教师可根据教学实际酌情调整。）课型课型主题语境主题语境内容分析内容分析Reading+Speaking人

9、与社会中外不同民族文化习俗与传统节日本文是一篇书评，介绍了托尔金的圣诞老人的来信。文章第一、二段介绍了圣诞老人的来信这本书深受欢迎的原因，三、四段对书中的内容进行介绍，最后一段探讨了这本书体现出来的托尔金对孩子们深沉的父爱，以及圣诞节的真正内涵。1.通过略读提取文章大意，梳理书评文体的结构；2.通过对文章细节的理解，并基于自主学习与小组合作学习，进一步梳理文章信息，深入理解主题意义；3.基于语篇信息，探讨节日传达的精神，并结合自身发表观点与评论。1.引导学生通过自主阅读和小组合作完成对 圣诞老人的来信 的内容及其深受欢迎原因的信息梳理，并基于文本理解圣诞节的真正内涵；2.引导学生总结书评的基本

10、文体结构和特点。引导学生探讨圣诞节的真正内涵，并进一步探讨节日的意义。任务型教学法、PWP 阅读模式ProceduresProceduresTeachers activityTeachers activity1.T asks Ss to read theinstruction of Tolkienand answer thequestions in Activity 1.2.T asks Ss to sharemore information theyknow about Tolkien.T asks Ss to read thepassage quickly andfind out:(1)W

11、hy did Tolkienwrite these letters?(2)What stories areincluded in Letters fromFather Christmas?1.T asks Ss tosummarise the mainidea of the passage.2.T asks Ss to chooseStudents activityStudents activity1.Ss read and answerthequestionsinActivity 1.2.Ss share what theyknow about Tolkien.教学目标教学目标教学重点教学重

12、点教学难点教学难点教学策略教学策略TeachingTeachingcontentscontentsActivity 1PurposesPurposesActivate backgroundknowledge.Activity 21.Ss read the passageand find the answersto the questions.2.Ss share theanswers with the class.Train the readingskills in skimming.Activity 31.Ss summarise themain idea and figureout the

13、 meaning of thetitle of the passage.Train the readingskills in globalcomprehension.the best explanation inActivity 3.3.T asks some Ss toshare their answers andgive the reasons.They may refer backto the passage ifnecessary.2.Ss share theiranswers with the classand makeimprovements on eachothers answe

14、rs.1.Ss complete thenotes in Activity 4.They can read thepassage again ifnecessary.2.Ss share theiranswers.Ss discuss the twoquestions in groupsand then share themwith the class.Train the readingskills in detailcomprehension.Activity 41.T asks Ss to read thepassage carefully andcomplete the notes in

15、Activity 4.2.T asks some Ss toshare their answers.T asks Ss to discuss thetwo questions in groupsand offers help if theyneed.Think&ShareTrain the ability touse language in theirreal life and expressthe ideas in a logicalway.Using LanguageUsing Language 板块教学设计板块教学设计（建议时长 6070 分钟，教师可根据教学实际酌情调整。）课型课型主题

16、语境主题语境内容分析内容分析Reading+Listening+Speaking人与社会中外不同民族文化习俗与传统节日本板块包括语法部分 Modals(2)、词汇部分 Lantern Festival celebrations和听说部分 A festival invitation。语法环节基于 The real Father Christmas语篇，遵循观察归纳运用的发现式语法教学思路，让学生在语境中体会情态动词表示可能性的用法，自主进行探究式学习，并内化及运用所学语法知识。词汇部分围绕元宵节的庆祝活动介绍展开，以思维导图的方式，引导学生发散思维，掌握更多与节日庆祝相关的词汇。在听说部分，学生

17、通过话题讨论、听力活动、创设情景、自编对话等方式，掌握如何使用功能句发出和接受节日活动邀请。1.发现、归纳情态动词表示可能性的用法，并在具体语境中简单应用；2.初步了解“黑色星期五”圣诞大采购活动，拓展文化知识；3.梳理和概括节日庆祝相关词汇；4.创设情景，学会运用正确的语言礼貌得体地发出邀请和接受邀请，实现语言知识和思维能力的迁移。1.引导学生利用情态动词描述可能性；2.引导学生发散思维，整理更多与节日庆祝相关的词汇。引导学生创设情境，开展节日活动邀请的对话活动。交际教学法、任务型教学法教学目标教学目标教学重点教学重点教学难点教学难点教学策略教学策略TeachingTeachingconte

18、ntscontentsActivity 1ProceduresProceduresTeachers activityTeachers activity1.T asks Ss to readthe sentences in thebox in Activity 1 andanswer questions.2.T asks Ss to readthe passage again andfind out moresentences with modalsand figure out theusage of these modals.1.T asks Ss to readthe conversatio

19、n inActivity 2 and talkabout what the peopleare doing.2.T asks Ss to rewritethe underlinedsentences.3.T invites some Ss toread the conversationrewritten with modalsin roles.1.T introduces BlackFriday to the Ss andasks Ss to observe thepicture.2.T asks Ss to makesentences to describethe picture using

20、modals in groups.3.T invites somegroups to share theirsentences.1.T asks Ss tounderline the wordsand expressions aboutcelebrations during theLantern Festival in thespeech bubbles.Students activityStudents activity1.Ss figure out thelevels of possibilityindicated by differentmodals by analysingthe se

21、ntences inActivity 1.2.Ss find out moresentences with modalsin the passage.1.Ss read the passagein Activity 2 andrewrite the underlinedsentences.2.Ss read theconversation with newsentences in roles.PurposesPurposesFigure out thepossibility levels ofmodals andgeneralise the rules.Activity 2Practise u

22、sing thetarget grammar in agiven situation.Activity 31.Ss work in groupsto describe the picturewith sentencescontaining modals.2.Ss share theirsentences with theclass.Using the languagein a more opencontext.Activity 41.Ss read the speechbubbles in Activity 4and find out the wordsand expressions abou

23、tcelebrations.2.Ss work in groupsClassify thetopic-related words.2.T asks Ss tocomplete the mindmap in groups andencourages them tocome up with as manywords as they can.Activity 5T asks Ss to talk aboutanother festivalcelebration with thehint of the mind map.T asks Ss to read theshort passage in“Did

24、you know?”on page19 and find out theproper way ofanswering aninvitation and thearriving time.T asks Ss to listen tothe conversation andcomplete thesentences with thecorrect ending.and complete the mindmap.Ss describe anotherfestival celebrationwith the hint of themind map.Ss read the passage onpage

25、19 and find outthe proper way ofanswer an invitationand the arriving time.Use topic-relatedwords to describe afestival celebration.Know cross-culturalbackgroundinformation.Did youknow?Activity 6Ss listen for the firsttime to get the mainidea of theconversation andcomplete thesentences with thecorrec

26、t ending.1.Ss read“Learningto learn”on this pageto get the point.2.Ss listen for thesecond time andcomplete the notes.3.Ss work in groupsand talk about whatthe speakers say toextend and accept aninvitation.Train the listeningability to get themain idea in a quickway.Activity 71.T asks Ss to read“Lea

27、rning to learn”onthis page and remindsSs to pay specialattention to the crucialinformation.2.T plays therecording for the Ss tocomplete the notes inActivity 6.3.T asks Ss to talkabout what thespeakers say to extendand accept aninvitation in groups.Play the recordingagain if necessary.1.T asks Ss to

28、turn tothe correspondingUnderstand thedetails of theconversation andsummarise theproper way ofextending andaccepting aninvitation.Activity 81.Ss read theinformation on theUse the usefulexpressions ofpages and read theinformation.2.T asks Ss to workin pairs and act out theconversation.3.T invites som

29、e pairsto act out theirconversations in class.Activity 8T asks Ss to makeanother similarconversation.corresponding pages.2.Ss work in pairs andact out theconversation using theuseful expressions.3.Ss act out theirconversations in class.Ss make anothersimilar conversation.extending andaccepting aninv

30、itation to carryout a conversation.Further practiseextending andaccepting aninvitation.Developing ideasDeveloping ideas 板块教学设计板块教学设计（建议时长 8090 分钟，教师可根据教学实际酌情调整。）课型课型主题语境主题语境内容分析内容分析Reading+Writing人与社会中外不同民族文化习俗与传统节日本板块首先呈现了本单元的第二个主要阅读语篇，是两封写给报纸专栏的读者来信，呈现了两个不同年龄、不同职业的人对年夜饭在哪里吃的两种不同看法。第一位读者认为在外吃年夜饭为人们

31、提供了便利，让人们有更多的时间陪伴家人。第二位读者认为一家人一起准备年夜饭的过程是最珍贵的回忆。写作部分对春节这一话题进一步延伸，要求学生针对世界各地庆祝中国的春节这一现象发表自己的评论。通过完成写作任务，学生能够了解中国节日逐渐走向世界的趋势，坚定文化自信，传播中国文化。1.通过略读和详读了解对于年夜饭在哪里吃的两种不同观点，梳理和概括理由；2.理解不同观点体现的不同的价值观，增加对文化内涵的理解；3.能够对于不同观点做出自己的评价和判断，提高批判性思维能力。1.引导学生读懂文章，分析两种不同观点产生的原因；2.引导学生对于不同观点做出自己的评论。引导学生基于对文章的理解，以书信形式论述中国

32、节日走向世界的原因并发表自己的看法。交际教学法、任务型教学法ProceduresProceduresTeachers activityTeachers activityStudents activityStudents activity教学目标教学目标教学重点教学重点教学难点教学难点教学策略教学策略TeachingTeachingcontentscontentsPurposesPurposesActivity 11.T asks Ss to look atthe pictures inActivity 1 and talkabout Chinese SpringFestival traditi

33、ons.2.T invites some Ssto come up with moretraditions.T asks Ss to read thepassage quickly andfind out each personspoint of view.1.T asks Ss to read“Learning to learn”and figure out what isa fact and what is anopinion.2.T asks Ss to readthe sentences fromthe passage inActivity 3 and decideif they ar

34、e facts(F)oropinions(O).1.T asks Ss to workin groups and discussthe four questions in“Think&Share”.2.T invites some Ssto share theiropinions.1.T asks Ss to thinkabout the reasons whythe Spring Festivalfamily dinner meansso much to usChinese.2.T helps Ssunderstand how toorganise a talk aboutthe impor

35、tance of theSpring Festivalfamily dinner.3.T invites some Ss1.Ss look at thepictures in Activity 1and talk about ChineseSpring Festivaltraditions.2.Ss come up withmore traditions anddescribe them.Ss read the passagequickly and find outeach persons point ofview.1.Ss read“Learningto learn”and figureou

36、t what is a fact andwhat is an opinion.2.Ss read thesentences from thepassage in Activity 3and decide if they arefacts(F)or opinions(O).Ss discuss the fourquestions in groupsand then share themwith the class.Activate backgroundknowledge.Activity 2Activity 3Skim and get themain idea of thepassage.Dis

37、tinguish factsfrom opinions.Think&ShareFurther understandthe topic of thepassage and makecomments.Activity 41.Ss list the reasonswhy the SpringFestival family dinnermeans so much to usChinese.2.Ss work in groupsand organise theirtalks.3.Ss give their talksto the class.Improve criticalthinking abilit

38、y andconsolidate thelanguage andcontent learnt.to give their talks inclass.Activity 5T asks Ss to read theeditorial and answerthe questions inActivity 5.Ss read the editorialand answer thefollowing questions:(1)Which countriesare mentioned andhow do they celebrateChinese SpringFestival?(2)Which even

39、twould you most liketo attend?Why?(3)Why do you thinkChinese SpringFestival is“goingglobal”?(group work)1.Ss complete thenotes according totheir own ideas.2.Ss write their letterswith the help of thenotes.Read forcomprehension andanalyse the reasonsfor Chinese SpringFestivals goingglobal.Activity 61

40、.T asks Ss tocomplete the notesaccording to their ownideas.2.T reminds Ss torefer back to thereading passage onPage 2021for thestructure.3.T shows the criteriaof a good compositionand asks Ss to writetheir own letters.T asks some Ss toshow their writing tothe class,and invitesother Ss to makeimprove

41、ment.Practise writingabout opinions basedon givinginformation.Activity 71.Ss share theirwriting with the class.2.Ss do peerevaluation based onthe criteria.Improve writingability through peerevaluation.Presenting ideas&ReflectionPresenting ideas&Reflection 板块教学设计板块教学设计（Presenting ideas 和 Reflection 部

42、分建议总时长 4045 分钟，教师可根据教学实际酌情调整。）课型课型主题语境主题语境内容分析内容分析Speaking人与社会中外不同民族文化习俗与传统节日Presenting ideas 板块以主题节日庆祝为依托，围绕节日的创设开展探索式学习。学生首先了解书上给出的几个节日是因何创设的，从而进一步思考人类创设新节日的原因，然后创造一个自己认为重要的节日，在思考与表达的过程中提高创新思维能力。Reflection 板块为本单元的反思总结环节，学生全面回顾自己在学习本单元过程中的表现，分析自己的收获与不足。1.通过查找资料，分析世界卫生日、世界读书日和世界微笑日的具体信息和创设原因，梳理概括人类创

43、设新节日的原因；2.创造一个新的节日，并能阐述原因，锻炼创新思维能力；3.通过自我反思的方式，监控、评价、反思和调整自己学习内容和进度。1.引导学生思考人类创设节日的原因；2.引导学生从语言能力、思维品质等方面对自己在本单元学习过程中和结束时的学习行为和效果做出合理的评价。1.引导学生基于对节日庆祝原因的分析，创设一个新的节日，并向全班介绍该节日；2.引导学生养成自我评价的好习惯。元认知策略、认知策略、交际策略和情感策略教学目标教学目标教学重点教学重点教学难点教学难点教学策略教学策略TeachingTeachingcontentscontentsProceduresProceduresTeac

44、hers activityTeachers activityStudents activityStudents activityPresenting ideasActivity 11.T asks Ss to look atthe pictures and doresearch on thespecial days.2.T asks Ss tointroduce whatthey ve found aboutthese days,includingthe reasons for theircreation.T asks Ss to think of aspecial day andcomple

45、te the table.Activity 31.T asks Ss to work ingroups and share theirSs work in groups andorganise theirOrganisepresentation1.Ss do research on thespecial days in Activity1 and find out thereasons for the creationof these days.Prepare for thepresentation.PurposesPurposesActivity 2Ss think of a special

46、day they would like tocreate using the tableto help organise theirideas.Create a special dayand organise ideas.special days.2.T reminds Ss tofollow the steps inActivity 3 and preparefor their grouppresentation.presentation followingthe steps below:(1)Say what day youwould like to createand when it i

47、s.(2)State why youwould like to create it.(3)Talk about specialactivities to celebrateit.1.Ss present theirspecial days in class.2.Ss vote for the bestsuggestions.Practise skills ingiving apresentation,andlearn from eachother.Activity 41.T invites somegroups to dopresentations in class.2.T asks Ss t

48、o votefor the bestsuggestions.1.T asks Ss to recallwhat theyve learnt inthis unit.2.T asks Ss tocomplete“Reflection”on page 24.ReflectionReflectionSs rate theirperformance in thisunit,summarise whattheyve learnt andthink about what theyneed to improve.Rate performance,review the unit,andthink about

49、ways toimprove.ProjectProject 板块教学设计板块教学设计（此部分教师可根据教学实际酌情调整。）课型课型主题语境主题语境内容分析内容分析Speaking人与社会中外不同民族文化习俗与传统节日本项目实践活动以主题节日庆祝为依托，围绕世界各地节日展开。学生用书的活动步骤启迪思路，激发学生寻找自己感兴趣的节日，调查其起源、历史和庆祝方式等，并基于调查内容设计宣传海报。通过实践调查方式，学生能够增强对更多节日文化的了解，并提高搜集整理信息的能力以及创造性思维能力。1.从兴趣出发，多渠道获取节日相关信息；2.将所学知识迁移运用，全面系统地介绍节日；3.自主探究并小组合作制作节日

50、海报，并以小组为单位向班级展示合作成果。1.引导学生利用单元所学，上网查找资料，多渠道获取信息；2.引导学生进一步了解节日的内涵。引导学生明确小组分工，制作节日海报。任务型教学法教学目标教学目标教学重点教学重点教学难点教学难点教学策略教学策略TeachingTeachingcontentscontentsInvestigateProceduresProceduresTeachers activityTeachers activityT asks Ss to sharethe festivalinformation they haveinvestigated beforeclass with g