高中英语人教版 (2019)必修 第一册Unit 2 Travelling around教案及反思

Teaching

Material

Textbook version

New Senior English For China, Student’s Book 1,

By People’s Education Press

Unit

Unit 2 English around the world

Type

Reading in the part of Using Language

Title

Standard English and Dialects

Students Analysis

1. Students have less knowledge on how to read an expository text.
2. Students are interested in different English dialects and are familiar with mandarin.

Learning Objectives

By the end of the class, the students will be able to

1. Learn the basic information of standard English and American dialects and learn some words about location.

2. Grasp some strategies to read an expository text from the aspects of structure, content, and language.

3. Raise the awareness of speaking mandarin and develop critical thinking.

Important and Difficult Points

Important Points:

To comprehend the passage from the aspects of structure, content and language

Difficult Points:

How to draw a mind map of an expository text

Teaching Methods

1. Task-based teaching method
2. Communicative teaching approach

Teaching Aids

Blackboard, worksheet and multimedia

Teaching Procedures

Estimated Time                                    25Min

Procedures

Activities

Purposes

Step 1

Lead - in

(3min)

The teacher shows students some emoji pictures about Chinese dialects and asks some students to imitate the emoji by saying them. Next the teacher asks students a question to lead in the topic.

Q: Does English also consist of many dialects?

To arouse students' interest by using the emoji about dialects and lead in the topic

Step 2

Reading for Structure

(7min)

1. The teacher leads the students to guess the main idea of the passage according to the title.
2. The teacher offers students a reading strategy on how to skim an article for main ideas. Then students skim the passage and underline the topic sentence of each paragraph.   (Individual work)
3. The teacher asks students to think of a question: What is the function of the last sentence in a paragraph?
4. Then the teacher shows students some clues to help students find the transitional sentences and draw a conclusion about the paragraph structure.

1. To get students to find the main ideas of the passage  by using the reading strategy
2. To make students master how to organize the structure of an expository text

Step 3

Reading for Content

(16min)

1. The teacher offers students another reading strategy on how to scan an article for details. Then Students scan the passage and judge some sentences true or false. (Individual work)
2. Students read the passage carefully and fill in the mind map. (Individual work)
3. The teacher gets students to learn some words about location with the help of a map and a video about American dialects.
4. The teacher shows students a micro-lecture about how to draw a mind map.
5. The students read another reading material and draw a mind map of it in groups. (Group work)

1. To make students learn to use reading strategies to find details
2. To make students learn some words about location
3. To develop students’ cooperative skills
4. To guide students to master how to draw a mind map

Step 5

Reading for Language

(4min)

The teacher provides students with the third reading strategy about how to choose linking words. Next, students fill in the blanks of the passage by using linking words according to the reading strategy above.

To make students pay attention to the logical relations between sentences

Step 6

Reading for Appreciation

(8min)

The teacher shows students a sentence in the text: Believe it or not, there is no such thing as standard English. And then the teacher asks students a question.

Q: Is there standard Chinese?

Then the teacher shows students some pictures and information about mandarin and let students organize a discussion.

Discussion: Why does our government promote mandarin? Do you agree with the policy?

1. To develop students’ critical thinking
2. To raise the awareness of speaking mandarin

Step 7

Summary and Assignment

(2min)

The teacher summarizes the passage from structure, content, language and gives students the assignment.

Assignment: Please sort out the discussion and write a passage about “Standard Chinese and Dialects” using what you have learned about.

To make students extend the discussion and apply what they learned about expository texts to writing

Blackboard Design