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课题 Unit 6 Survival（Developing ideas）2课时
教材 版本 2019外研版 选修第二册 备课组教师
主备人 审核人
教学 目标 Through this lesson, students will: 1.Get the students to understand the whole passage. 2.Improve students’ ability of reading information . 3.Introduce the problems faced by human survival and the efforts made by human beings in the exploration of Mars.
教学 重点 1.Help the students to get the main idea by reading the passage. 2.Guide the students to feel the theme of the text on the basis of understanding. 3.Guide the students to understand the problems faced by mankind and the importance of protecting the earth.
教学 难点 1. Effective development of the questioning strategy of SOLO classification theory. 2. In-depth exploration of theme meaning.
教学 方法 1.Training the students to grasp the skills of fast-reading and getting the text’s structure. 2.Stimulate the students’ reading interests of learning English by reading the text. 3.Master some usage of key sentences.
学情分析及学习方法 This course is for junior high school students. The English level of the students is clearly divided, generally have a certain reading ability, can extract the main idea and sort out the context of the article. Most students in liberal arts classes like to read novels, but generally read them in a broad way without seeking in-depth understanding, nor do they like to communicate and share.
素养 水平 Level 2 of language ability; level 3 of learning ability and cultural awareness
信息技术应用 PPT, application of video and pictures, and other information techniques
教学过程
环节 教学活动 学生活动 设计意图 素养提升点
问题 情境 导入 Pre-reading(5min): Greet the whole class as usual. Task1:Introduce the topic of Mars through pictures or a short video. Task2:Guide the students to discuss some factual information about Mars. Task3:Ask the students to complete the quiz and find out how much they know about Mars. Try to guess if they are not sure of the answers. Task1:Introduce the topic of Mars through pictures or a short video. Task2:Guide the students to discuss some factual information about Mars. Task3:Ask the students to complete the quiz and find out how much they know about Mars. Try to guess if they are not sure of the answers. 1. Judge how much the students know about the novel by talking to them. 2. Answer the two questions to test whether the students understand the writing background of the novel and set up the scaffolding for the reading of the novel. Language ability: Language awareness and sense formed by listening. Quality of thinking: Creative divergent thinking Learning ability: The ability to capture and summarize information
教学 过程 Step1.While-reading Activity 1 Task1:Introduce the topic of Mars through pictures or a short video. Task2:Guide the students to discuss some factual information about Mars. Task3:Ask the students to complete the quiz and find out how much they know about Mars. Try to guess if they are not sure of the answers. Activity 3 Read the sentences from the passage and answer the questions. 1 What does the author really mean by these sentences 2 What figure of speech does the author use How does this figure of speech help to express the author’s attitude Step2.After-reading 1.According to the author, what is a child’s most valuable traits Do you agree with him 2.If you have different attitude and value with adults in the process of growing up, what would you do Step 3 Assignment : (2min) Based on the discussion, students write a short paragraph (5-6 sentences) to show their opinion on what they may acquire and lose as they grow up.supplements . Task1:Introduce the topic of Mars through pictures or a short video. Task2:Guide the students to discuss some factual information about Mars. Task3:Ask the students to complete the quiz and find out how much they know about Mars. Try to guess if they are not sure of the answers. Help students evaluate their classroom performance correctly Through the students' answers to the questions, we observe whether the students can summarize the the role of this rhetoric in digging out the meaning of the theme. By observing students' questions and answers, we can judge students' understanding of the general idea of the article and their thinking level. Judge students' understanding of the meaning of the theme by observing the reasons for the difference in concepts between children and adults. Lay the groundwork for further exploration. Students can clarify the content and context of the article. By checking whether students can understand the author's attitude and whether they can accurately find the points of view supporting the attitude Learning ability: The ability to capture and summarize information Quality of thinking: Ability to analyze structure and text language Language awareness and sense formed by listening. Learning ability: The ability to capture and summarize information Quality of thinking: Ability to analyze structure and text language Language awareness and sense formed by listening. Quality of thinking: Creative divergent thinking Quality of thinking: Ability to analyze structure and text language Language awareness and sense formed by listening.
小结 The two passages share the theme of protecting our living environments. The first passage focuses on balancing nature and urban development, and the need for harmony between humans and animals. The second passage focuses on our need to protect Earth
板书 设计 Plan B:Life on Mars terrifying adj.令人害怕的 terrified adj. 感到害怕的 expose v．使暴露 expose … to…使…暴露于… exposure n.暴露 make efforts to do...努力做… spare no effort to do...不遗余力做… consist of由……构成 =be made up of

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