Unit3Readingandthinking教案人教版高中英语必修第二册 (1).docx

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1、 时间二次备课课题Unit 3 reading and thinking教学目标1. 通过分析标题关键词，理清标题与文本的内在联系，掌握文本主要内容。2. 理解表示变化、互联网等的话题语言，能够在关键词的帮助下，复述主人公简的故事。3. 通过记者与简之间角色扮演，进一步梳理简的故事，训练语言的综合运用能力。教学 重点1. Cultivate students listening strategies by learning ways to define new words.2. Enable students to naturally use the functional and notion

2、al items of this unit to express their guess, expectation or belief.教学难点Enable students to naturally use the functional and notional items of this unit to express their guess, expectation or belief.主要 教法教学 过程Activity 1 Finding out the key words of the title本活动为实现课时目标1而设计。1. Brainstorm the use of the

3、 mobile phone.Ask the students to think about the functions of the mobile.Q：What can we do with the mobile？【设计意图】通过让学生头脑风暴手机的功能，激发学生的背景知识，激活相关语言，如：to make phone calls； to listen to music； to stream videos； to order food； to play games； to take pictures； to pay the bills； to shop online等等。2. Read the

4、 title and find out the key words.Ask the students to read the title and find out the key words.Q： What are the key words of the title？【设计意图】让学生反复朗读标题Stronger Together： How We Have Been Changed by the Internet，找到标题的关键词，提高学生抓取关键词的能力。Activity 2 Reading carefully to find out the information of “change”

5、.本活动旨在落实课时目标1和2。1. Look at the word “change” and predict the changes mentioned in the text.Let the students answer the following questions.Q1： When you look at the word “change”， what questions do you have in mind？Q2： What has been changed？ Read the passage and try to find out the answers.【设计意图】通过让学

6、生预测“变化”，能够有效激活原有的图式，排除干扰，提高阅读的专注力。通过搜寻发生的变化，让学生认真阅读文本，提高整理信息的能力。2. Read the second paragraph and find out the detailed information about Jan.Let the students answer the following questions.Q1： Who have been changed？Q2： Who is she？Q3： Where is she？Q4： When did it happen？Q5： What happened to her？Q6： W

7、hat did she do？Q7： Why did she do that？Q8： How did she feel？Q9： What did she realise？【设计意图】通过让学生查寻有关于Jan的事实性信息，训练学生快速阅读并抓取关键信息和具体信息的能力。3. Retell Jans story according to the key words given on the screen.Let the students retell Jans story according to the words given.develop a serious illness； quit h

8、er job； find herself and at home； keep sb. company； explore the world； the greatest benefits； its ability to remove 【设计意图】通过关键词整合信息，训练学生口头表达的能力。通过口头表达，进一步梳理文本的信息。Activity 3 Reading carefully to find out the information of “stronger”.本活动旨在落实课时目标1和2。1. Read the paragraphs and fill in the blanks.Ask th

9、e students to read the passage again and fill in the blanks.WhoWhatChangea 59-year-old manlearnt how to apply for work _；found a _ job；take care of _independenta 61-year-old womanstarted an _ company；_ feels lonely；her company was _.successfulchildren in poor countriesa charity website to _ money fo

10、r thembetter-educated（possible answers： online； great； himself； online； no longer； successful； raise）【设计意图】训练学生快速阅读抓取关键信息和具体信息的能力。通过运用表格的形式将信息条理化。2. Think about the differences between “before” and “later”. Find out the change brought to them.Q1： How did the 50-year-old man find a job？Q2： What did t

11、he 61-year-old woman do？Q3： What help will children in poor countries get？【设计意图】培养学生概括的能力、发现规律的能力。学生能够从具体事例总结到普遍现象，如从人物的个人变化推理到发生的变化为independent， successful， better-educated，进而推理到因特网使人们变得更强“stronger”。Activity 4 Reading the passage again and thinking why the title says “together”本活动旨在落实课时目标1和2。Find o

12、ut the phrases indicating “together” from each paragraph.Q1： Can you find the words or phrases relating to “together”？Q2： What do all the phrases indicate？【设计意图】通过让学生寻找关于“互相帮助”的特定的语言与信息，进一步建立关键词与文本内容的关系，建立起文本与标题的联系。如从“online communities and social networks； joined an online group where； people she m

13、et online； she and her friends； many people； together with two friends； take online classes； meet others”这些语言中可以得出，人与人之间最主要的是相互帮助。Activity 5： Interviewing as Jan and a reporter本活动为实现课时目标3而设计。Ask the students to role play as Jan and a reporter.T： Suppose A is a reporter from BBC and is going to inter

14、view Jan. B is Jan. Make preparations for the interview. A prepares questions to ask and B tries to remember the information about Jan.Encourage some of the pairs to present the interview in front of the class. Pay attention to the important information， such as who， what， when， how， why.【设计意图】通过两个同

15、学之间角色的扮演，重新梳理文本内容，通过问答的形式，转换形式进行信息的输入与输出，达到训练语言表达的目的。Activity 6 AssignmentAsk the students to write either an interview report or a diary.T： In pairs， one writes a report about Jan. The other writes a diary about her past events.make more convenient； updated information；download software； find onese

16、lf；keep sb company； the greatest benefit；remove the distance； inspire；bridge the digital divide； have access to；At least 5 of the following words should be used.版书 设计make more convenient； updated information；download software； find oneself；keep sb company； the greatest benefit；remove the distance； inspire；bridge the digital divide； have access to；作业 设计Finish page 44-45 in workbookReview the text课后反思6学科网（北京）股份有限公司