资源简介

课题 Unit 2 Improving Yourself(using language)
学科 English 学段 Senior High 年级 Grade 1
教材 外研版高中英语选修二
教学目标及教学重点、难点
Teaching aims: By the end of this period, students will be able to： Be familiar with and use the past perfect passive voice. Master and use the signs that express civilized behavior,reflect on and standardize their daily behaviors,and strengthen civilized cultivating. Understand and pay attention to campus integrity behavior. 4.Find the right solution to your own problems in civilized integrity. Teaching key points: Guide students to understand the basic characteristics of the past perfect passive voice and use it in real contexts. Guide students to master and properly use signs that express civilized behavior, reflect on and standardize their daily behaviors,and strengthen civilized cultivation; 3.Guide students to initially realize the importance of integrity,think about the specific practices of campus integrity,and form correct values. Teaching difficult points: 1.Guide students to use the past perfect passive voice in real contexts; 2.Guide students to initially realize the importance of integrity, think about the specific practices of campus integrity, and form correct values.
核心素养
Students will have an understanding of the usage of the past perfect passive voice and learn to apply it in real-life contexts； Students will learn and use phrases prohibiting uncivilized behaviors, reflect on and regulate their daily behaviors, and enhance their civilized manners; Students will pay attention to honest behaviors on campus, deepen their understanding of the theme through practical examples; To help students to focus on the pragmatic functions, learn to express and elaborate their personal views from different perspectives with examples, and be able to apply the relevant expressions in real life.
教学方法和手段
PWP Activity-based teaching Cooperative learning
教学过程(表格描述)
教学 环节 主要教学活动 设置意图
Lead-in Teacher asks students to read the sentences in the first box and pay special attention to the words in bold.Then ask students Questions 1-3. Teacher makes students look for more sentences with the past perfect passive in the reading passage and underline the sentences. 3.Teacher have students summarize its use in their own words. To help students find out the structure and function of the past perfect passive. To make students get familiar with the past perfect passive.
Whlie-reading Post-reading Activity 1:reading for cohesion and coherence. Teacher asks students to read the blog and complete it with the correct form of the verbs in brackets. Teacher asks students to share and discuss the answers in groups. 3.Teacher invites some students to share the answers and check them with the class. Activity 2:Observe and contrast. 1.Guide the students to observe the contrast pictures and describe the changes that have occurred in Jack's bedroom. 2.Have the students work in pairs and describe how Jack's bedroom looked two weeks ago based on the given prompts. Remind the students to use the Past Perfect Passive voice. 3.Invite a few students to share their answers, and encourage other students to provide additional input or feedback. Focus on the coherence of the students' descriptions while providing guidance based on the actual situation. Activity 3： 1.Guide students to observe the six signs and ask them to explain the meaning expressed by each sign. 2.The second step is for students to independently read the six sentences in activity 5 and match them with the corresponding signs below. 3.The third step is to invite some students to share their answers and check the answers with the whole class 1.The first step is to ask students to independently complete the dialogues using the appropriate forms of vocabulary and expressions from activity 5. 2.The second step is to invite several pairs of students to present their dialogues, and the class will check the answers together. 3.The third step involves students pairing up to discuss other uncivilized behaviors they encounter in daily life and propose practical ways to address them. 4.The fourth step sees representatives from each group share their group's ideas, allowing other students to evaluate or supplement them. Finally, the teacher will provide feedback and commentary. Learning ability: The ability to capture and summarize information Quality of thinking: Ability to analyze structure and text language. Through the above activities, students can review the content of the article again, but also have the ability.
Assignment Require students to write a summary of this article. Let the students consolidate what they have learned in class.
课堂 总结
板书设计
1）肯定结构： 主语+ had been done+其他成分。 eg: The pen had been broken by the boy before it was found. 在大家发现之前，那只钢笔就被那个男孩弄坏了。 2）特殊疑问结构： 疑问词+had +主语+ been done+其他成分？ eg: When had the building been destroyed 这些建筑是什么时候被毁掉的？ 3）否定结构： 主语+ had not been done+其他成分。 eg: The problem had not been solved by the time I left the room. 昨天我离开房间的时候，那个问题还没有被解决。 4）一般疑问结构： Had +主语+ been done+其他成分？ eg: Had the office been cleaned before the director came 主任来之前办公室打扫干净了吗？
教学设计反思 In teaching activities, it is necessary to carefully study various laws of junior high school teaching, and organically integrate them to form effective methods that are suitable for one's own teaching, which is the focus of reflection. Pay attention to exploring various question types with students. I have found that students have the characteristic of exploration. As long as they arouse their thirst for knowledge and interest, their learning enthusiasm will increase. For example, if there is time after each class, I will come up with several innovative and not difficult related question types to study with students.

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