《G05高中英语一年级单元备课策略示例：高中英语模块1第二单元2案例解析5单元内各课教学建议和相应教学难点的》由会员分享，可在线阅读，更多相关《G05高中英语一年级单元备课策略示例：高中英语模块1第二单元2案例解析5单元内各课教学建议和相应教学难点的（10页珍藏版）》请在金锄头文库上搜索。
1、Module 1 Unit 2 Reading单元内各课教学建议和相应教学难点的教学情境设计江苏省通州高级中学 林红梅I Welcome to the unit一、教学建议本单元谈论的是“成长之痛”。 在成长过程中， 孩子与父母之间会产生各种问题及误解， 这些矛盾都是青少年学生在成长过程中或多或少经历过， 他们应该 能结合自身体验积极参与讨论。 教师应鼓励每一个学生结合自身实际， 用英语大 胆表述他们的想法。该板块是由四幅图画和三个问题组成， 主要功能是激活学生与单元话题有关 的知识， 引导学生结合自身经历进行相关话题的讨论。 其中， 生动的画面为该版 块的语言学习设置了生动的语言情景， 能有
2、效的引起学生对话题的兴趣， 调动学 生的学习积极性。 每幅画面都有与画面相关的提示语， 学生可以从中获取有效信 息；三个讨论题是为了引导学生开展交流，为下一步学习做准备。二、教学案例Step1Activate students imagination by the following questions:Q: 1. Do you love you parents?2. Do you think you show respect to you parents?3. Do you sometimes quarrel with your parents?4. Why do arguments usu
3、ally happen?Encourage the students to give examples of kinds of problems they do sometimes have with their parents.Step 2Have the students focus on pictures and instructions in the section.You can begin the activity with: They are four pictures here. First of all, I d like you to imagine the situati
4、on and try to describe each of them with your own words.Show students an example by the first picture.Step3Have students use their imagination and talk about each picture as fully as possible. Or better yet, have them share the opinions with their parents. Afterwards, have someof them to report back
5、 their description.Step 4Have students focus on three questions and answer them individually first. For the third question, introduce another topic for them to discuss: Do you think there is generation gap between you and your parents? Does the generation gap really exist? How do you overcome the ga
6、p?Make sure all the students are involved in the discussion and take an active part in the discussion.n Reading一、教学建议该板块提供了一篇主阅读文章- 戏剧，这一板块所有的学习活动都是围绕它展开， 其主要目的是帮助学生学习语言、 戏剧等方面的知识。 读戏剧与阅读其 他文章并不同，戏剧是由对话组成，为便于大声说出，语言口语化，情感化。这部短剧讲述的是一个美国家庭的小“内战”， 因为缺乏沟通， 在外度假的父母回家后发现家中一团糟，责怪当家“小鬼”丹尼尔和埃里克。在这个板块，教师需要向学生
7、教授戏剧的特征以及戏剧的基本阅读技巧。 学生不但要通过学习 这篇短剧学表演喜剧，更要学会如何阅读戏剧。二、教学案例Step 1 Lead-inIntroduce the passage by showing students parts of the famous TV show Growing pains, which was very famous during 1980s and 1990s. Make sure that the parts of the TV showselected represent the commonfamily problems. Begin it by a
8、sking the following questions:Have you ever seen the famous TV show Growing pains?What do you think of the show?Have you ever had this kind of experience when you parents had to go away and leave you alone or with a pet?If not, can you imagine what might happen if you were left alone?Step 2 ReadingF
9、irst, ask students if they have ever read a play before.Second, tell students that a play usually consists of several acts.Each act can have several scenes. Ask students questions like:Can you tell me some characteristics of a play? Are the words in the play very formal?Are there any instructions or
10、 tips do? What do the instructions or tips do?Do you think you should read a play silently or out aloud?Third, have students focus on the Reading strategy of this unit, which is how to read a play. Tell students that a play has a unique format andstyle. Most plays are in the form of a dialogue. A la
11、rge amount of casual speech is used, sometimes with incomplete sentences. Remindstudents that in order to better understand a play, hey should read it out loud instead of silently and that they have to pay attention to the instructions or tips include in a play.Fourth, Have students read the play fi
12、rst and then finish Part A individually.Fifth, have students read the play a second time, noting to them that the play has two acts, each with different themes. Encourage students to read it out aloud, with different students acting different students acting different characters.Sixth, have student
13、do Part C1 and C2 individually. If possible you can redesign the exercise.Seven, divide the class into several groups and ask each group to first read them out and then act out.Eighth, have students finish Part D1,D2 and E individually.Ninth, students should do Part A1 and A2 on Page 94 in the Workb
14、ookin class or after school, so they will be more familiar with the usageof the words and expressions in the play.Step 3 Post-reading activitiesFirst, have students use their imagination and think of an ending to the play.Second, have students talk about their own experienced, since thiskind of prob
15、lems exists in almost every family. Ask questions like “ Have your parents usually deal with your wrong doings? ”“Are they tooharsh? ”“Have they ever punished you or scold you for your being latewhen it was not your fault? ”“ How do you think of good parents shouldtreat their children? ”Third, have
16、students focus on Part F, which is designed for students to practice their Spoken English. Adapt the exercise in the following way:Do you think you have a good relationship with you parents? Why do you often quarrel with them?Do you agree there is a generation gap between you and your parents? How can you narrow it?While communicate is very important in
