还剩3页未读,继续阅读
文本内容:
北师大版2019Module2Unit6TheAdmirableLesson2HistoryMakersPeriodl北师大版新教材必修二Unit6Lesson2第二课时主题语境人与社会一历史、社会与文化一对社会有突出贡献的人物语篇类型采访对话文本分析What:本语篇主要介绍了穆罕穆德甘地为争取印度独立平等权利发声,用和平方式争取和战斗的经历其主题意义在于,通过梳理甘地的抗争经历,认识其抗争结果对印度乃至整个世界独立平等的巨大贡献,总结其优秀品质,引导学生向以甘地为代表的人权斗士及其他伟大社会改革者们学习,立志做对社会有贡献的人具体内容包括甘地的奋斗经历,甘地的成就以及对甘地的评价Why:透过语篇,学习印度伟人甘地的优秀精神品质,认识到他作为推动民族独立和社会发展的伟人的值得敬佩之处面对歧视和压迫,他勇敢担当、奋勇抗争;面对压迫,他勇于抵抗、不断前行How:语篇是人物对话,基本按照时间顺序构建,逻辑结构清晰共可分成两部分第一部分对甘地做出了总体评价,快速吸引了读者的注意力第二部分作为主体部分,依次介绍了甘地在争取民族解放和平等权利中所遇到的困难以及组织的各种活动甘地的人格力量和为权利平等所做出的贡献为世人所敬仰学情分析授课对象为六安一中高二2班学生该班学生上课参与较好,整体比较活跃学生英语基础可以,有一定词汇量,但对词汇的掌握停留在识别层面,部分词汇发音不准确,同时听取材料中能力较为薄弱学生能听懂大概信息,但精确听取具体信息能力比较弱学生已学过TheAdmirable一课,对于单元主题“值得敬佩的人”有了一定了解,但对本课主人公马丁路德金和甘地的具体示例缺乏系统的认识,对这两位社会革命家为什么值得敬佩缺乏深度的思考AnalysisoftheteachingmaterialsThetextisapieceoflisteningmaterialaboutthehistorymaker一MahatmaGandhisoitiseasytoarousestudents9interests.Thelengthofthetextisshortercomparedtothefirstpieceoflisteningmaterial.ThestoryofGandhihasbeenseenorheardbymanystudentsbefore.Itisalsoathemethatworthdeepthoughtanddiscussion.Analysisofthestudents:teacher-oriented/knowledge-based/interactive/communication-oriented.eagertolearn;.participateactively;.differentlanguagelevelsandlearningstyles.教学目标Theknowledge-learningaims:Tobuildthestudentswordbankabouthistory-making;ToexpandtheirknowledgeaboutMahatmaGandhiandhishistory;TodosomelisteningexercisesaboutcertaintyanduncertaintyToapplythecertaintyanduncertaintyexpressionsindebatesanddiscussions;Theabilities-cultivatingaims:Toimprovethestudents9integratedcompetenceofusinglanguagespecificallylistening——beabletoknowtheexpressionsandtonesaboutcertaintyanduncertainty.Emotions:Toraiselearners9awarenessoftheimportanceoflivinginthepresentandbeingthemselvesbylisteningtothetextanddoingthefollowingactivities.教学方法Onteachingmethods:.Task-basedapproachinvolvesthestudentswithdifferenttasks;Constructivismemphasizesthestudents5owngenerativelearningprocess;HowardGardnerstheoryofMultipleIntelligencesintendstodevelopthestudentsall-roundpotentials.Pre-listeningwhile-listeningandpost-listeningmodeOnlearningmethods:Learnerslearningactivitiesshouldcenterontheircooperationandautonomyextendtheiractivitiesoutsidelearningpracticebenefittheirlife-longlearning.>教学重难点helpstudentstounderstandthelisteningmaterialandthedifficultexpressionsencouragestudentstounderstandandpayattentiontotheexpressionsandtonesofcertaintyanduncertaintywhenlisteningtothematerialafterlisteningmakesurethestudentscanapplytheexpressionsandtonesofcertaintyanduncertaintytodailydiscussionanddebate教具安排multimediadevices;blackboard教学步骤Step-1Lead-in5mHomeworkCheckAskoneortwostudentstosharethehistory-makerintheirheart.Listenandtell.Listentothesixstatementsaboutthehistory-makersgivenbytheteacherandtellwhetherthesestatementsaretrueorfalse.Step-2Pre-listening2mListenforthefeelofcertaintyanduncertainty.Listentotheconversationbetweentwostudentsandthenanswerthequestions.Thetaskisdesignedtohelpstudentstogetfamiliarwiththetoneofcertaintyanduncertainty.Step3while-listeninglOminListenandjudgeAskstudentstolistentothedialogueandtellwhetherthespeakersarecertainoruncertain.Afterlisteningleadthewholeclasstochecktheanswersbyfindingtheevidence.Thetaskisdesignedtocheckifstudentscantellthedifferencebetweenexpressionsofcertaintyanduncertainty.ListenandsummarizeAfterlisteningleadthestudentstosummarizetheexpressionsofcertaintyanduncertainty.Thepurposeistohelpstudentsbecomemorefamiliarwiththeseexpressions.Listenandimitate.CompletetheTalkBuilderwiththewordsyouhearfromthedialogue.Thentrytoimitatetheexpressionsbyrepeatingthesentences.ImitateandspeakAnswerthequestionsonthequestionnaireonstudentsexercisesheetwiththefollowingphrases:
6.ReallyAreyousureaboutthat
7.1dontknowif....
8.PerhapsThepurposeofthisdesignistohelpstudentsputtheexpressionsaboutcertaintyanduncertaintyintopracticaldailydialogue.Step4Post-listening13m.HoldingaDebate:Showstudentstwodifferentopinionsaboutcertaintyanduncertaintyinlife.Askthemtoshowtheirattitudeandholdadebateagainsteachother.Duringthedebatetrytousethetheexpressionsofcertaintyanduncertaintyasmuchaspossible.ThedebateisdesignedtoleadstudentstotalkabouthowtofacecertaintiesanduncertaintiesinlifeandpracticeusingexpressionsaboutcertaintyanduncertaintyinoralEnglish.
3.Discussionandreflection.Afterthedebatethestudentswillhaveageneralviewaboutthefeelingofbeingcertainoruncertaininlifethenshowthemthethingsthatarecertainandthingsthatareuncertaininlife.Discussabouthowtofacethecertaintiesanduncertainties.Thepurposeofthisdesignistohelpstudentcultivateabrightandactiveattitudetowardslifeandlearntoliveinthepresentandbethemselves.Step5Homework2mThefeelingofbeingcertainoruncertainwhichdoyoulikemorewhyWritedownyourreasonsandshareitwithyourclass.教学反思Positive:Studentsshowedgreatenthusiasmanddesiretogetinvolvedintotheclassactivities.Theyarereadytolearnandgladtofollowtheteachersinstructions.Mostofthemarereadytodothetasksomeofthemdidamarvellousjob.Negative:Somestudentsarestillhavingdifficultyinexpressingthemselveswhenaskedtotalkabouttheiropinionsandsharetheirfeelings.Itsawiseoptiontogivethemmoreencouragementandtips.。