资源简介

Unit 5 Languages Around the World
Assessing Your Progress教案
教材分析：
本课时的主题语境围绕自主语言学习展开，通过练习介绍学习第二门外语的经验，在语境中对本单元的关系代词及关系副词，以及一系列重点表达进行复习，如civilisation, native, classic, attitude等。并通过项目活动——模仿英英词典制作词汇本，从而培养学生的英语思维能力。
教学策略与设计说明：
采用情境教学法(Situational teaching method), 借助多媒体设备，创设主题情境，引导学生进入情境，在情境中完成教学。
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本节课学习结束时，学生能够：
语言能力上，复习并掌握本单元的重点表达，如attitude, despite, civilisation, struggle等。进一步深化对关系副词和关系代词语法点的理解，能够灵活的运用和转换。
思维品质上，通过外语学习的相关文本，学生能够结合本单元的主题发表自己的看法，探究世界上的语言多样性以及学习元语言的意义。
文化意识上，通过对本单元的回顾，结合汉语汉字的发展历史和未来命运，以全球视野思考外语学习的意义。
学习能力上，对本单元的学习进行自我反思和检测，通过填空、口头表达等一系列练习，对学习成果进行自我检测。
教学重点：
复习并掌握本单元的重点表达，如attitude, despite, civilisation, struggle等。进一步深化对关系副词和关系代词语法点的理解，能够灵活的运用和转换。
教学难点：
对本单元的学习进行自我反思和检测，通过填空、口头表达等一系列练习，对学习成果进行自我检测。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Warm-up: Review： 1. T presents some pictures and asks Ss to guess and spell out the words according to the pictures and contexts. 2. Ss look at the pictures and guess the words. 3. T leads Ss to review the phrases and words. 利用图片和情境猜词，提高学生的学习兴趣；课前复习词汇和重点短语结构，为后续语言知识检测作铺垫。 4’ CW
Step 2: Think and answer： T asks Ss: Which language are you especially interested in why Suggested answer: I’m especially interested in French, because France in my heart is the symbol for romance and elegance. I really want to live in France. 通过提出与文本相关的问题，让学生进行阅读前的思考，为阅读相关文本埋下伏笔。 3’ CW
Step 3 Word practice: T asks Ss to read the first part of a passage and find suitable words for the blanks. 承接导入的复习，对重点表达进行操练，在语境中锻炼学生的实际使用能力。 5’ IW
Step 4 Think and answer: according to the text, T asks Ss: Do you think English is useful in daily life And why Suggested answers: YES: I suppose English is extremely important in my life because it enables to enlarge my social circle by making friends with people from other countries. NO: I don’t think so. Actually, I don’t have any foreign friends. So, I prefer to spend my time to learn some other practical skills say swimming or painting. 对听力活动进行拓展补充，让学生对外语学习用途进行思考。 5’ IW
Step 5 Fill in the blanks: T asks Ss to read the second part of the passage and combine the words in the two boxes to complete the restrictive relative clauses. Suggested answers: way in which; building in which/where; day when; class in which; someone who/that 在语境中训练学生关系代词和关系副词的运用转换能力，加深对语法的理解。 6’ GW/CW
Step 6 Think and answer: After reading the second part, T asks Ss to think about the following questions: What ways did the writer use to learn foreign languages What do you think makes a good teacher And T guides Ss to think deeper about these qualities. Suggested answer: The writer takes classes or asks help from neighbor to learn a foreign language. A good teacher should be patient, supportive, and knowledgeable. 依托书本上的活动，进行第二次拓展，让学生思考语言学习的方式方法，以及好的语言教师的特质。 6’ IW
Step 7 Reflecting: lead-in questions: 1. Do you usually use dictionary to look up new words Why 2. What kind of dictionary do you use in daily life English-Chinese dictionary or English-English dictionary 引起学生对于字典功能的思考。 3’ GW
Step 7 Reflecting: T asks Ss to think about the following questions: What do you think of the quote at the beginning of the unit Did you find it easy or difficult to talk about your reasons for learning a foreign language Why Did you learn anything new from the text about Chinese characters if so, what did you learn How does learning about different kinds of English affect your English study Overall, I thought this unit was… Suggested answers: The quote at the beginning of the unit is quite reflective. It reminds me that learning foreign languages can broaden our horizon and help us to know more about the whole world. It’s easy for me to find a reason for learning a foreign language. My reasons are obvious. I want to study further abroad and get good grades in English. I found that the Chinese characters had a really long and profound history behind, and had a great impact in the country. Learning different kinds of English helps me understand English from different places. 学生自我评价对本单元的掌握情况，有助于学生形成课后自我反思的良好学习习惯。 6’ IW
Step 8 Group work： T presents a sample of English-English dictionary, and analyze the elements within it. For example, there are the word, meanings, pronunciation, grammar information, and example sentence in the section. T also introduces the advantages of English-English dictionary. Then ask Ss to choose the words that are most difficult/useful and put them into word bank. Rules are plete the entries. (English definitions, Grammar information , One or two example sentences) Illustrate them by drawings, diagrams, tables, cartoons. Work in pairs. Exchange ideas with each other about how you made your word bank. Then discuss how you are going to use it to help your English study. 通过样例，让学生了解如何使用英英字典，并学会制作自己的单词本。 8’ IW
Step 9 Homework: Design your own word bank and make a short speech to explain why you orgainse the words in the way. 鼓励学生制作单词本，完善英语笔记，并与同学交换学习。练习阐述理由。 2’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思
通过本节内容学习，学生是否扎实掌握关系代词和关系副词的运用及转换；
通过本节内容学习，学生能否正确完成所有的练习项目，并能自我评价学习效果。

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