Unit 1 Relationships Lesson 2 How Do We Like Teachers'Feed back- 教學(xué)設(shè)計(jì)-高中英語(yǔ)北師大版（2019）選擇性必修第一冊(cè)

課程基本信息課題高二【英語(yǔ)（師大）002】選擇性必修一Unit1Relationships(2)教科書書名：高二英語(yǔ)(師大版)--選擇性必修第1冊(cè)出版社：北京師范大學(xué)出版社出版日期：2020年8月教學(xué)目標(biāo)教學(xué)目標(biāo)：Toreviewsomespecificinformationandexpressionsinthetwostories.Toretellthetwostoriesbasedonthediagram.Tocompleteaspeechandidentifythecompositionofthespeech.Towriteandgiveaspeechfollowingthepatternofthesamplespeechandusingtheexpressionslearntinthestories.教學(xué)重點(diǎn)：Toretellthetwostoriesbasedonthediagram.2.Togiveaspeechusingtheexpressionslearntinthetwostories.教學(xué)難點(diǎn)：Towriteaspeechfollowingthepatternofthesamplespeechandusingtheexpressionslearntinthestories.教學(xué)過(guò)程教學(xué)環(huán)節(jié)主要教學(xué)活動(dòng)設(shè)置意圖StepI.ReviewthecontentTask1:ReadthefollowingstatementsanddecidewhethertheyareTrueorFalse.Findtheevidencefromthetextstosupportyouridea.TorefreshSs’memoriesofthespecificinformation.StepII.FocusonexpressionsTask1:TasksSs“Canyoufigureoutwhattheunderlinedwordreferstointhesentenceaccordingtothecontext?”Everyoneisgoodatsomethingandit’simportanttofindoutwhatthatisforeachstudent.AskQ:Whatdoes“that”referto?Findawordinthetextthatcanbestexplainit.Task2:Findtheexpressionsinthetextthattellyoutheinformationbelow.Grahamdidn’thavemuchbeliefinhimself.MrJenkinsfeltproudthatwithhishelp,Grahambecameasuccessfuladult.Ateachercanplayanimportantroleinstudents’developmentasateachercanreachdeepintostudents’mindsoncetheygetinterested.Toguidestudenttodevelopahabitofreadingfordeepercomprehensionbasedonthecontextaswellasasenseofreferringtothecontextforaclearideaofthemeaningofacertainexpression.ToguideSstofocusonsomeexpressionsthattheywilluselaterinretelling.StepIII.RetellthestorySscanchooseonestorytoretell,eitherworkingasGroupAorGroupB.GroupA:PrepareapresentationtotellGraham’sstory.GroupB:PrepareapresentationtotellMrJenkins’story.SsinGroupAandBformpairstoretellthestoryaccordingtothediagram.Ssgivetheirpresentationinclass.Torecallthecontentlearntinthepreviouslessonandtrytousethelanguagetheylearnttotellthestory.StepIV.Getreadyforaspeech1.Texplainsthesituation:GrahamisgoingtogiveashortspeechforhishighschoolradiostationonthecomingTeachers’Day.Sscompletehisspeechusingthewordsandexpressionstheyhavelearnedinthetwotexts.2.SsreadGraham’sspeechagain.Thinkaboutthequestion.Whataspectsareincludedinthespeech?TogiveadifferentcontextforSstoreviewthecontentandtheexpressionsinthestories.ToguideSstofocusontheelementsthatcomposethespeech.StepV.WriteaspeechSsfollowGraham’sexampletowriteaspeechtoexpressthankstooneoftheirteachersfortheschoolradiostation.Trytousetheexpressionstheyhavelearntinthetexts.Toconsolidatethestructureandtheexpressionstheyhavelearnt.StepVI.GiveaspeechSsgivetheshortspeech.Toshareandpromotetheirgratefulnesstotheirteachers.StepVII.SummaryTgivesabriefsummary:Inthislesson,wehavereviewedthecontentandexpressionsinthestories.practisedretellingthetwostories.triedtoprepareandgiveaspeechtoateacherwearespeciallythankfulto.TorefreshSs’memoriesofwhattheyhavelearntandbuildasense