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新外研版高中英语必修二 Book 2 Unit 2 Let’s celebrate!
Writing a letter to express ideas教学设计
课题 Book 2 Unit 2 Let’s celebrate! (Writing a letter to express ideas) 课时 1课时
主题语境 人与社会
语篇类型 Editorial column
教学分析
教学内容分析 主要内容:通过阅读材料对春节话题进行扩展,探究世界各地不同国家庆祝中国新年的不同做法,并引导学生对这一现象表达自己的看法(what)。通过写作训练提高学生对本单元语言知识的掌握程度,在写作过程中,让学生更加了解中国文化走向世界的趋势,树立文化自信,增强民族认同感和自豪感(how)。 写作意图:让学生了解不同文化行为背后的原因和体现的价值观念,并运用所学知识表达自己的理解。对不同的表现行为做出自己的判断并提出想法(why)。 文体结构及语言特色:让学生在听、说、读、看、写的过程中,对本课时的内容进行学习。引导学生掌握书信体的篇章写作结构和提出看法类文章主体段落的写作结构,充分利用本单元所学知识完成写作。
学情分析 本课面向高一上学期的学生,在完成必修一和必修二第一单元的学习后,学生对高中的学习有一定的认知。听、说、读、写的能力比起初中有一定的提高。有利于培养学生多角度思考的意识,能用书信来表达自己的观点。
教学目标 通过本课的学习,学生应能达到: 1.语言能力目标:能根据图片信息文段信息了解这种现象产生的原因,通过书信把自己的想法和思考表达出来,掌握语言运用,提高笔头及口头的语言组织表达能力。 2.思维品质目标:学生根据阅读材料探究得知世界各地国家庆祝中国春节的不同做法,并能对某一节日现象进行理解分析和评价,具备用英读进行多元化思维的能力,强化逻辑思维能力。 3.学习能力目标:提升学生的学习兴趣,能充分利用本单元语言知识来完成写作任务,充分掌握本课时的重点词汇、短语和句型结构。 4.文化意识目标:通过分析和评价这种现象,理解文化内涵,比较文化异同,吸收文化精华,进一步增强对文化内涵的理解和文化自信,增强自身全球一体化的意识,增强民族自豪感。
教学重点 引导学生对不同现象作出评论表达自己对某一节日现象的观点,掌握书信体的篇章写作结构。
教学难点 引导学生基于对文章的理解,以书信形式论述中国节日走向世界的原因并发表自己的看法。
教学策略 实践英语学习活动观,通过个人活动,小组讨论,分组合作及全班合作实现难点突破。
教学手段 利用多媒体、网络资源、影像等创设教学情境,扩展教学容量,增强教学趣味性和时效性。
Teaching Procedure(Time:40 minutes)教学过程 Note: Iw(个人活动), Pw(同桌互助), Gw(小组集体活动), Cw(班级体活动)
Teaching Steps Activity Level Teaching’s Activity Students’ Activity Purpose Assessment
Activity 1 (Iw&Pw) Learning and Understanding activities 1.Tasks Ss to look at the pictures in powerpoint and talk about Chinese Spring Festival traditions. 2.T invites some Ss to come up with more traditions. 1.Ss 1ook at the pictures in Activity 1 and talk about Chinese Spring Festival traditions. 2.Ss come up with more traditions and describe them. Increase activities background knowledge Ss could talk about their feelings and opinions about the pictures and Chinese traditional culture
Activity 2 (Iw&Pw) Learning Comprehension Read the letter on page30. 1.Ask the Ss to read the letter carefully and answer the questions. (1)Which countries are mentioned and how do they celebrate Chinese Spring Festival (2) Which event would you like to attend most Why (3)Why do you think the Chinese Spring Festival is"going global" Ss can acquire background knowledge about the phenomenon of the global celebration of the Chinese Spring Festival in the reading part Ss should brainstorm the reasons. Read for comprehension and analyse the reasons for Chinese Spring Festival's going global. Ss could know the phenomenon of the global celebration of the Chinese Spring Festival and acquire some expressions.
Activity3 (Gw&cw) Practice activities 1.T asks Ss to discuss in groups and complete the notes according to their own ideas. 2. Get students organize their ideas. Genre, topic Tense Structure. What the phenomenon is: What reason lie behind it: How you feel about it To get the ideas of genre, topic, structure, specific content, choice of tense. Practise writing about opinions based on giving information Ss could know what to write and how to organize the article.
Activity 4(cw) Application and Practice activities T give Ss some related vocabularies and expressions. Write a basic structure of topic. Ss could write their letters with the help of the vocabularies and expression. Some commonly used sentence patterns Ss could know how to express their feelings and opinions properly with the help of related vocabulary and expressions.
Activity 5: Evaluating and commenting Tgive Ss the evaluation criterion to help them evaluate their writing. To guide Ss to objectively and accurately evaluate their writing. Students can learn how to evaluate, edit and improve their writing. Improve writing ability through evaluation. Ss could evaluate their writing and others' based on the criteria and improve these aspects in their future writing.
Activity 6: conclusion T gives Ss a thinking question about culture spread: What role can we play in spreading Chinese culture Students can think about the question and improve the cultural confidence. To build up the cultural confidence and make Ss more proud of our nationality. Ss could 1earn form our cultural belief and be proud of our country. Make Ss play an important role in spreading Chinese culture.
Activity 7： Review Homework T asks Ss to write an article about the topic using the words and expressions you have learnt. Ss can write an article to test what they had learned in class. Review and improve. To evaluate their writing test to have a complete idea of the class.
案例评析:
教师从what,why,how三方面深度解读教学内容,使得教学内容更结构化;准确分析学情,合理制定语言能力目标、思维品质目标、学习能力目标、文化意识目标等四个层面的核心素养发展目标。引导学生阅读理解一篇栏目文章,读懂中国春节全球化的具体体现,思考中国节日走向世界的原因并发表自己的看法。
以个人活动、小组讨论、分组合作及全班合作等多种策略实践英语学习活动观,培养学生的学习策略和合作意识。
春节的真实情境使得学生有感可悟、有话可说。阅读语篇三个问题组成的问题链引导学生由表象到本质分析中国节日走向世界的原因,培养逻辑思维能力,发展思维品质。最后问题What role can we play in spreading Chinese culture 引发学生思考自身在民族文化传播中的作用,进一步增强对文化内涵的理解和文化自信,增强自身全球一体化的意识,增强民族自豪感,很好地发展了学生的文化意识。
各教学活动依托真实的情境层层深入,帮助学生在分析问题和解决问题的过程中促进自身语言知识学习、语言技能发展、文化内涵理解、多元思维发展和学习策略运用,到达深度学习的目的。

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