《人教版(新教材)高中英语选修2Unit 2 Bridging Cultures教学设计1：Using Language & Assessing Your Progress.docx》由会员分享，可在线阅读，更多相关《人教版(新教材)高中英语选修2Unit 2 Bridging Cultures教学设计1：Using Language & Assessing Your Progress.docx（3页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、Unit 2 Bridging CulturesUsing Language & Assessing Your Progress教学目标与核心素养知识目标：学会并能熟练运用从语篇学到的新词汇。能力目标：培养对信息理解、提取和归纳的能力。情感目标：引导学生表达对出国留学的看法。教学重难点教学重点：强化学生运用略读策略快速获取文本的主要信息。教学难点：帮助学生分析语篇的组织结构，引导学生思考出国留学的利与弊。教学过程Pre-writing1. Greeting2. Leading-in教师活动：导入话题，引导学生谈论“留学热”现象。These years, more and more studen
2、ts are choosing to study aboard. Do you think its necessary to study aboard? Why or why not?While-writing1 .学生活动：快速阅读文章，把握文章的主旨大意。Where are the two passages from? Who are the writers? What topic are they talking about?What is the main point of each letter?What are the reasons for their opinions?2 .教
3、师活动：细读文章，理清上下文逻辑关系。第一步：让学生阅读活动2中的句子，并判断它们来自哪篇文章。第二步：让学生基于文章内容，用方框中的衔接词语改写每组句子，使表意更清晰、逻 辑更顺畅。第三步：让学生在原文中找到相应的句子，比照两种表达方法。教师提示学生：同样的 意思可以用不同的方式表达；学习不同的表达方式能够使写作的语言更丰富。第四步：引导学生关注此局部提供的四个衔接词语，并在原文中找到它们的近义词，即:as a result-therefore, besides-in addition, fbr instance-for example, that is to say-that means.
4、3 .教师活动：教师提问“What is the text type of these two passages?”，让学生关注文章 体裁一一既是信件也是议论文。ParagraphArgument chainLetter 1 (body part)Letter 2 (body part)1Introducing the topicFact: dramatic increase in the number of people studying abroadQuestion: Is studying abroad a good idea or not?Main pointThe disadvant
5、ages are greater.The advantages are much greater.2Reason 1Great economic pressurePersonal growth3Reason 2Tremendouspressure:unfamiliar environment, limited language skills, not mature, safety problems, different approaches to teaching and learningChance for culturalexchange4Reason 3Great future for
6、young peopleGreat opportunity to contributetothedevelopment of our motherland5ConclusionStudying in China should consider the disadvantages.Thislife-changingexperience is worthwhile.4.学生活动：写作准备。学生列出出国留学的好处和不利之处，有助于学生形成自己的写作思路。After-writing1 .学生活动：学生在初稿完成后，小组成员进行交换修改。教师活动：教师在交换批改时进行指导。2 .学生活动：修改完成后将文章在班级上展示，与同学提供。Summary总结课上所学。