高中英语 Unit2 Tutorial Centresreading教案 上海牛津版S2AWord文档格式.docx
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高中英语 Unit2 Tutorial Centresreading教案 上海牛津版S2AWord文档格式.docx
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3情感目标
对文中持有不同观点的四篇短文进行讨论与分析,帮助学生辨证地看待语言培训中心,培养自主学习的积极态度与方法。
(三)教学方法
采用任务型教学法组织教学,通过听说,讨论等具体活动,达到教学效果。
(四)重点和难点
1词汇学习
1)核心词汇
mand
qualified
municate
confidence
force
range
remendation
experience
enroll
2)拓展词汇
considerably
furthermore
supplementary
major
factor
technique
3)词组和短语
tutorialcentre
havea/(one’s)mandofEnglish
qualifiedteachers
municateinEnglishwithsb.
givesb.confidenceinsth./doingsth.
beforcedto
rangefrom…to…
majorsubject
asksb.foradvice
asaresultof
enrollin
bewillingto
keyfactor
4)句型学习
Itisbettertodo…thantodo…
教学设计(TeachingDesigns)
教学内容
教学实施建议
教学资源参考
Pre-reading
●通过课本76页的图片,组织学生讨论中西方教育与中国不同地区教育的差异,引导出学生对校外学习经历的交流欲望。
通过“Whoweare”“whatwedo”两方面组成的简单的阅读材料介绍一个知名的培训中心,使学生首先比较客观地了解此类教育机构的构成,教学方法与目的,为下一步的讨论作好铺垫。
见[链接1]
《牛津英语教学参考》
While-reading
这是课文结构与内容理解的重点部分。
老师可通过Skimming,Scanning与Readandthink部分使学生一层层由面到点,由浅入深地了解四篇短文各自所要表达的观点与论据,并在阅读中学习议论文写作所需要的一些基本技巧,如承上启下的词或句,举例说明一个观点等。
见[链接2]
●Skimming部分是四个比较简单的问题。
通过对图片与课文的粗略阅读,学生可以了解文中四篇短文的出处,作者与他们对此的观点。
●Scanning部分提出了较细节的问题,要求学生通过对小标题与一些特定句子的理解,判断每封信中作者所要表达的观点。
在此阶段,学生对课文已较熟悉,建议让学生给出答案时,老师可要求学生在文中找出相对应的论据,以此在帮助学生理解的同时,也使学生对论据句子的写作方法有初步的印象。
●Readandthink放到课文整体阅读和理解之后进行,要求学生掌握每一篇短文的所有细节信息。
这不仅提高教学效果,更重要的是符合学生思维发展的循序渐进规律,让课堂的发展更有层次和合理。
●Furtherunderstandingofthetext环节引导学生找出文中一些用于段与段之间的连接词,词组或句子,并对核心词汇,句型进行一定量的操练。
这个设计安排既可以回顾短文的结构安排,看出学生的理解是否准确,还可以为writing部分做准备。
Post-reading
●课本91页的Listening部分可作为此环节的导入,即可帮助学生复习回顾课文中的核心词汇与词组,又可帮助学生对课文内容做进一步的梳理与总结。
●整合P88上Speaking部分的PartB,先让学生两位一组,在朗读B1的基础上,根据P89上B2的格式简单介绍自己参加过的培训科目的名称,时间和收费,并谈谈自己在培训中心的学习经历,可挑选部分学生对全班发言。
●推荐学生阅读补充材料,讨论:
Whataretheadvantagesanddisadvantagesofopeneducation?
Whatisyouropinion?
Why?
见[链接3]
[链接1]
说明:
此段阅读材料对一个知名的培训中心作了两方面的介绍,“Whoweare”,“whatwedo”。
使学生比较客观地了解此类教育机构的构成、教学方法与目的,为下一步的讨论作好铺垫。
NewOrientalEducation&
TechnologyGroup
AtNewOriental,ourmissionistoinspireChinesestudentsofallagestoimprovetheirlivesandexpandtheirhorizonsthroughalifelongmitmenttolearning.Byempoweringstudentstoachievetheirpotential,buildself-confidence,anddevelopaglobalvisionenpassingbothtraditionalChinesevaluesandmodernthinking,NewOrientalismittedtotraininganewgenerationofbusinessandmunityleaders.
WhoWeAre?
AsthelargestproviderofprivateeducationalservicesinChina,NewOrientalofferseducationforalifetime,teachingskillsthatgivesstudentsacrucialpetitiveadvantageintheworkplaceandhelpsimprovetheirqualityoflife.Ourwiderangeofeducationalprograms,servicesandproductsincludesEnglishandotherforeignlanguagetraining,testpreparationcourses,primaryandsecondaryschooleducation,educationalcontentandsoftwareaswellasonlineeducation.
NewOrientalhasbeethemostrecognizedbrandinChineseprivateeducation.BasedonfounderMichaelYu’sgroundbreakingvision,ourinspirationalinstructionbineshumorous,interactiveteachingtechniqueswithtraditionalChineseeducationalvalues.
Sinceourfoundingin1993,NewOrientalhashadoverthreemillionstudentsenrollmentincludingover800,000enrollmentsinxxalone.Today,wehaveanetworkof25schools,over110learningcentres,13NewOrientalbookstoresandover5,000third-partybookstores,andapproximately1,700teachersin24cities,aswellasanonlinenetworkwithapproximatelytwomillionregisteredusers.
WhatWeDo?
NewOrientalprovidesaprehensiverangeofeducationalservicesandproductstoaddresstheneedsofstudentsofallages.FromourPOPKidEnglishprogramandsummercamptofullprimaryandmiddleschooleducation,lifelongeducationwithNewOrientalbeginsasearlyasage5.
Ateachstepinourstudents’education,NewOrientalisthereasatrustedteacherandadvisor–whetherthetaskispreparingfortheChinesehighschoolorcollegeentranceexams,gettingreadytotaketheinternationalexamsforoverseasuniversities,orlearningtheskillsmostvaluablebytoday’semployers.
Anditdoesn’tstopthere–wereachadultstudentswithourAdultPracticalEnglishandELTIEEnglishprogram,onlineeducation,careereducation,andpopulareducationalpublications.
NewOrientaloffersadiversifiedportfolioofeducationalprograms,servicesandproductstomeettheneedsofstudentsineachstageoflife.
[链接2]
本部分建议采用任务型阅读教学方法。
通过略读、扫读、细读等不同手段来从而提高学生的阅读理解能力。
Teachingprocedures
StepOne
●Introductionofatutorialcentre
●Studentsdiscussion:
Haveyoubeentoanytutorialcentres?
Whatresulthaveyougot?
●Studentssharewitheachothertheiropinionsontutorialcentres.
StepTwo
●Skimming
SkimthetextandanswerthequestionsonP76andPartAonPage77.Questionsforthestudentstoconsiderandanswer:
1.Whatarethepeopleinthepicturesdoing?
2.Wherewouldyoufindtheletters?
3.Whomightwritetheletters?
5.Predictwhatopiniontheymightgive.
●Scanning
PartBonPage77
此部分练习要求学生通过对小标题与一些特定句子的理解,初步判断每封信中作者所要表达的观点,为进一步掌握课文内容打下基础。
1.Readtheparagraphbelowthetitle.Whatisthenameofthenewspaper?
Whatisthenameofthissectionofthenewspaper?
2.Readtheheadingsofeachletter(inboldtype)only.Doyouthinkeachletterwillbeinfavouroftutorialcentresoragainstthem?
3.Nowreadthefirstparagraphofeachletteronly.
a.Doyouagreewithyouranswerstoquestion2?
b.Haveallofthewritersbeentotutorialcentres?
c.Whichwriterdidnotwanttogotoatutorialcentre?
d.Whichwriterwillgivethemostbalancedopinion?
通过这样的快速阅读,我们可以让学生在考虑问题的同时,也了解到的文章的标题与首段在整篇文章中的地位与应起到的作用,为写作教学打下基础。
●ReadandthinkonPage79--81
这部分的练习主要测试学生对课文细节信息的把握,教师依然可以采取师生互动的方式进行。
1.DidMandyfeelmoreorlessconfidentaboutusingEnglishaftershestudiedatthetutorialcentre?
2.AccordingtoRexYang,whatisthemainaimoftheownersofthetutorialcentres?
3.Whichstudent(s)definitelyhadwesternersastheirteachers?
4.Thesementsaboutthefourstudentswerewrittenbytheirteachers.pletethembywritingonenameineachblank.
a.________isasensiblestudentandismakinggoodprogress.
b.________startedslowlybutisnowlearningtospeakwell.
c.________mustworkharderandattendlessonsmoreregularly.
d.________askslotsofquestionsinclass.
5.GraceLisays”….youmustdosomedetectiveworkbeforeyouenroll.”Whatdoesshemean?
●Furtherunderstandingofthetext
本部分是在基于学生对课文的整体理解以及文中细节把握的基础上,通过思考和小组讨论,找出文中出现的议论文常用连接词,同时,学习语意相近的表达方式,为写作部分打好基础。
First,….
Furthermore,…
Finally,…
However,…
Ithink…/ButIdonotthink…
Inmyopinion,…
More:
Somestudentsthinkitis….,whileothersthinkitis….
Inmyopinion,itis…
Firstofall/Tobeginwith
Second/Moreover/Inaddition
Lastbutnotleast,…
Inaword/Inshort/Allinall
[链接3]
在学生已能够对课文主题发表自己观点的基础上,补充与此篇相类似的阅读材料,同样要求学生在理解后对此文的主题表达自己的想法,帮助学生进一步强化观点的表达能力,为此课作文的教学打下基础。
OpenEducation
Therearesomeverygoodthingsaboutopeneducation.Thiswayofteachingallowsthestudentstogrowpeople,andtodeveloptheirowninterestsinmanysubjects.Openeducationallowsstudentstoberesponsiblefortheirowneducation,astheyareresponsibleforwhattheydoinlife.Somestudentsdobadlyintraditionalclassrooms.Theopenclassroommayallowthemtoenjoylearning.Somestudentswillbehappierinanopeneducationschool.Theywillnothavetoworryaboutgradesorrules.Forstudentswhoworryaboutthesethingsalot,itisagoodideatobeinanopenclassroom.
Butmanystudentswillnotdowellinanopenclassroom.Forsomestudents,therearetoofewrules.Thesestudentswilldolittleinschool.Theywillnotmakegooduseofopeneducation.Becauseopeneducationissodifferentfromtraditionaleducation,thesestudentsmayhaveaproblemofgettingusedtomakingsomanychoices.Formanystudentsitisimportanttohavesomerulesintheclassroom.Theyworryabouttherulesevenwhentherearenorules.Evenafewruleswillhelpthiskindofstudents.Thelastpointaboutopeneducationisthatsometraditionalteachersdonotlikeit.Manystudentsdonotbelieveinopeneducation.Teacherswhowanttohaveanopenclassroommayhavemanyproblemsattheirschool.
Younowknowwhatopeneducationis.Someofitsgoodpointsandbadpointshavebeenexplained.Youmayhaveyourownopinionaboutopeneducation.Openeducationisagoodidea,butonlyintheory.Inactualfact,itmaynotworkverywellinarealclassorschool.Itisbelievedthatmoststudents,butofcoursenotallstudents,wantsomestructureintheirclasses.Theywantandneedtohaverules.Insomecases,theymustbemadetostudysomesubjects.Manystudentsarepleasedtofindsubjectstheyhavetostudyinteresting.Theywouldnotstudysubjectsiftheydidnothaveto.
2019-2020年高中英语Unit2TutorialCentres-reading教案
(2)上海牛津版S2A
TeachingObjectives:
TohelpstudentsgetfurtherunderstandingofthefourlettersonPage17andthe
keywords
Tohelpstudentsstrengthenspeaking,readingandwritingabilities
Toencouragestudentstocooperatewitheachotherandexpresstheiropinions
Tohelpstudentsknowthatweshouldthinkofthingsaroundfairly
TeachingApproaches:
Interactiveapproach
Student-centeredapproach
Task-basedapproach
TeachingAids:
Multi-media
Handout
TeachingProcedures:
Section1Pre-task
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