中職英語語文版2023基礎模塊2 Unit 5 Learning from Role Models Listening and Reading 教學設計表格式

第第頁中職英語語文版（2023）基礎模塊2Unit5LearningfromRoleModelsListeningandReading教學設計（表格式）Unit5LearningfromRoleModels

Teachingplanlisteningandreading

課程Unit5LearningfromRoleModels建議學時About4

教學目標1.Leadstudentstolearnabouttheexemplarydeedsofthetimesinmultipleindustryfields,andhelpthemunderstand,respect,andlearnfromrolemodels;2.Leadstudentstodeeplystudythedeedsoftherolemodelsofthetimes,educatestudentstolearnthespiritofrolemodelsandcraftsmen,andestablishacorrectprofessionaloutlook;3.Guidestudentstofindrolemodelsaroundthem,allowingthemtorealizethatrolemodelsarenotfarawayfromus.Learnfromrolemodelsclosely,andlearnfromrolemodelsofthetimesfaraway;4.GuidestudentstolearntheusageofAdverbialclauseandperceivethedifferencesinexpressionandthinkingbetweenChineseandEnglishbyobserving,comparingandanalyzing;5.Cultivatestudents'awarenessofindependentlearningandgoodhabitsofCooperativelearningandinquirylearningbyarrangingquestionsandanswersandgroupdiscussionsbetweentwostudents

教學重點重點詞匯和短語role,model,exploration,selfless,skilled,technician,technical,engine,focus,pioneer,honour,contribute;learnfrom,becrazyabout,thecraftsman’sspirit

重點句型Willyou...Youmean......spend...doing...behonoured...

重點語法1.Condition,concession,resultandmannerAdverbialclause2.Conditions,concessions,resultsandmonconjunctionsofAdverbialclause

教法與學法1.GroupCooperativelearningmethod2.Taskbasedteachingmethod3.CompetitiveIncentiveLearningMethod4.Autonomouslearningmethod

教學手段PPT

教學內(nèi)容教學設計

活動11.Beforethestudentsbeginthediscussion,theteacherleadsallstudentstoreadtheseeightquestionsrepeatedly.Aftereveryoneisproficient,letthestudentsdiscussthemeaningofeachquestionwitheachother.Afteraboutonetotwominutes,theteacherwillusethePPTtoprovidethecorewordsandChineseannotationsforeachquestion,thenreadthecorewordsaloud,andfinallyhaveallstudentsreadthequestionstogether.Thiswillclearthelanguagebarriersforthefollowinggroupdiscussionsandlayasolidlanguagefoundation.2.Enterthegroupdiscussionsessionandtaketurnsaskingquestionswhileothersanswerquestionstoensurethateveryonehastheopportunitytoaskandanswer.Theteacherencouragesstudentstoanswerquestionswithcompletesentencestructuresanddemonstratethem.Forexample:Whoisthemosthardworkingstudentinourclass-IthinkxxxisthemosthardworkingstudentinourclassDuringthisprocess,theteacheronlyinspectsandlistenstothediscussionsofeachgroupofstudentswithoutmakinganyevaluations.Teachersdesignandprinttablesinadvancetofacilitatestudents'recordingoftheirgroupinformation.Afterthediscussion,eachgroupwillPosttherecordformontheblackboard.

活動21.Theteacherfirstasksallstudentstoreadthewordsandphrasesrelatedtoqualityprovidedinthetextbook.Iftheyencounteranyquestions,theywillskipandcontinuereading.Teachersshouldhaveaclearunderstanding.2.Theteachershouldreadallwordsandphrasestwice,withthefirsttimeusinganascendingtoneandthesecondtimeusingadescendingtone.TeacherscandirectlyaddChinesecharactersafternewwordsinadvancetoprovideeffectiveassistanceforstudentswithlearningdifficulties.Allowstudentstoconsultdictionariesoraskothersinalowvoicetocultivatethehabitofself-learning.3.TeacherscanaskstudentswithgoodEnglishfoundationintheclasstoreadthefollowingthreequestionsfirst,andthenhaveallstudentsasktheteacherquestionstogether,andtheteacherwillanswerthem.Thisnotonlyallowsstudentstounderstandthemeaningofthequestion,butalsodemonstrateshowtoanswerit.Student-DoyouhaveanyrolemodelTeacher-Yes,IdoStudent-Whoandwhatishe/sheTeacher-HeisZhongNanshanHeisadoctorStudent-WhatcanwelearnfromhimTeacher-WecanlearnthespiritofselfishnessfromhimAndheisalsohardworkingAftertheteachercompletesthedemonstration,immediatelyaskthestudentstoworkinpairsandstartaskingandansweringquestions,usingtheprovidedsentencepatternsfordialoguepractice.

PartIListening1.Beforeplayingthelisteningaudio,theteachershouldaskthestudentstolookatthecharacterpicturesandanticipatetheanswers.Sincetherearenamesbelow,moststudentsshouldbefamiliarwiththem.ThedifficultyisthattheymaynotunderstandwhattheEnglishmeaningoftheoptionsis.Inaddition,ifstudentsarenotfamiliarwithindividualobjectsbefore,activitiescanstimulatetheirinterestinunderstandingthecharacters,sotheywilllistenmorecarefully.2.Listentothefirstrecordingandchoosetheanswer.3.ListentothesecondrecordingandpresenttheoriginallisteningtextonthePPT,allowingstudentstolistenwhilewatching.4.Listentothethirdrecording,presenttheoriginallisteningtextonthePPT,andstudentsfollowalonginunison.5.PresenttheoriginallisteningtextinPPTandpracticedialogueinpairs.Forexample:A:WhodoyouadministermostB:IadmireLiSulimostA:WhatissheB:SheisabusticketsellerA:WhatisshefameforB:SheworkshardandpatientlySheisamodelworkerinpublictransportAftercompletingthetask,theteacherfinallyaskedthestudentstolistentotherecordingagain.Thistime,theywereaskednottoreadanymaterials,butonlytolistentotherecording.Finally,theteacherQuickLookeveryone'sunderstandingoflisteningmaterials(percentage),andencourageseveryonetolistenandpracticemore.

PartIIReadingAtthebeginningofthereadingactivity,itisnecessaryfortheteachertoleadthestudentstoreadthetextaloud2-3times.Teacherscanprovideseveraldiscourserelatedquestionsforstudentstoaskandanswereachotherinordertoachievecomprehension.Youcanalsogivesometimeforstudentstoworktogetherandaskeachotherkeyordifficultquestionsinthetext.Theanalysisofkeyanddifficultpointsprovidedtoteachersintheteachingreferencecanbeselectivelyexplainedtostudents.Finally,theteacherproposesseveralkeyphrasesorsentencepatternsthatstudentsneedtomasterbasedontheirlearningofthediscourse.

PartIIISpeaking1.Theteacherleadsthestudentstoreaddowntherelevantphrasesintheconversationfirst:Famousscientific,nuclearprogram,contributionalot,greatachievement2.Theteacherprovidesaparagraphaskingstudentstoputthelearnedphraseintothesentencetoachievethepurposeofusingthelearnedcontent.Forexample:QianXuesenisafarmerscientistHecontributedalottoChina'sspaceexplorationHemadegreatachievements3.Theteacherleadsthestudentstorepeatedlyreadthedialogueseveraltimes,andthenhastheentireclassworkinpairstorole-play.Teacherscanaskstudentstocontinuecollectingmoreinformationabouttheirrol