外研版（2019）选择性必修 第一册Unit2 Onwards and upwards Section A（教案）

1、Unit 2 Onwards and Upwards Understanding ideas教学设计科目：英语 课题：Understanding ideas 课时：1课时教学目标与核心素养：知识目标：学生掌握文章大意，获取文章信息，感知语篇特点和文章特点能力目标：学生能够顺利作答各个习题情感目标：学生学习文章中人物的精神，面对挫折要有不轻言放弃的毅力和品质教学重难点教学重点：1. Help the students understand the text, the writers writing purpose and the inner logical links. 2. Help the

2、students feel the writing style.教学难点：Help the students figure out the structure of the text.课前准备：多媒体，黑板，粉笔教学过程：一、Pre-class1. Greeting2. Leading-in教师活动：教师通过读前活动鼓励学生做课前的研究，培养学生良好的学习习惯和探究精神。第一步：鼓励学生课前预习，通过网络搜集有关三位作家生平事迹及成就的资料。背景信息Joanne Rowling Joanne Rowling is a British author, screen writer and prod

3、ucer, who uses the pen names J. K.Rowling and Robert Galbraith. She is best-known for writing the Harry Potter books,which to date have been sold over 400 million copies and have won many awards. The books have also been made into films, of which Rowling approved all scripts and was a producer on th

4、e final versions.Jerome David Salinger Jerome David Salinger (1919-2010) was an American writer known for his widely-read novel The Catcher in the Rye. Following his early success publishing short stories and The Catcher in the Rye, Salinger led a very private life for more than a half-century. He p

5、ublished his final original work in 1965 and had not been interviewed since 1980.Emily Jane Bront Emily Jane Bront (1818-1848)was an English writer who wrote under the pen name Ellis Bell. She is best known for her one novel, Wuthering Heights, today a classic of English literature. Emily had three

6、siblings who reached adulthood: her sisters, Charlotte and Anne, and her brother, Branwell.教师通过教学课件向学生展示文章中几位作家的照片，并提出一些问题。Do you know who is he or she?Whats his or her famous work?Do you like their works?While- class学生活动：完成活动1。第一步：请学生浏览学生用书中的图片和信息，尝试完成图片与信息的匹配，并说明匹配理由。第二步：学生分组讨论三位作家的生平及成就，并向全班汇报讨论成

7、果。参考答案1 J. K. Rowling 2 J. D. Salinger 3 Emily Bront2. 学生活动：完成活动2。Read the passage and find out what problems the writes overcame.教师引领学生带着任务阅读课文，理解课文内容。第一步：请学生通过读标题和首尾句，对课文内容进行预测。第二步：引导学生进行快速阅读，验证读前的预测并完成活动。第三步：请部分学生分享答案并阐述理由，教师酌情进行讲解，引入课文学习。WritersProblems they overcameJ.K.RowlingShe spent years su

8、rviving on little money and her first book received criticism frompublishers and was rejected twelve times.J.D.SalingerHe received criticism and rejections from publishers.Bront sistersAt that time, women were not encouraged to become writers. Their book of poems which they wrote under male names on

9、ly sold two copies.3. 学生活动：完成活动3。教师可通过此活动检验学生初读课文后对课文主旨大意的理解和掌握情况。第一步：请学生阅读选项，根据自己对课文的理解选出最佳标题，同时能够阐述理由并能从文中找到相应语句支持所选选项。第二步：请学生分组讨论答案并阐述理由，全班核对答案。第三步（适合程度较好的班级或学生）：学生分组讨论“什么是好标题？”，然后请小组代表阐述观点，教师对学生的观点进行点评和补充。参考答案：34. 学生活动：完成活动4。教师可利用此活动，引导学生从语篇结构入手，进一步解读课文。此外，教师还可以通过本活动中的开放性问题培养学生深层理解语篇、探究主题意义的能力和高

10、阶思维能力。第一步：请学生阅读课文，通过回答下列问题，归纳总结课文结构和段落大意。1. How many parts are there in the passage? 2. What is the main idea of each part? 第二步：请学生分组绘制课文结构图，然后与学生用书活动4中的结构图进行对比。第三步：请学生精读课文，根据活动的要求，从课文中提取关键信息，补全结构图中缺失的信息。 第四步（适合程度较好的班级或学生）：教师和学生共同总结语篇的结构特点。教师指导学生思考并举例说明哪些文章可以使用这样的语篇结构。第五步：各小组讨论并回答结构图下方的开放性问题，然后各小组派代

11、表陈述观点，教师进行点评。Perseverance is the key to success.Now read the sentences from the passage and answer the questions.We regret to inform you. . . We are delighted to inform you. . . 1 What might come next in each sentence?2 Which paragraph does each of the sentences come from? Why does the author use th

12、em like this within the passage?参考答案：1 We regret to inform you that your book is rejected/turned down/refused. . .We are delighted to inform you that your book is accepted/well-received. . .2 We regret to inform you. . . comes from the first paragraph. We are delighted to inform you comes from the l

13、ast paragraph. The author intends to begin with the negative theme of rejection, but then reveal that perseverance can turn a bad beginning into a good ending. Or rather, success comes to those who dont give up. In addition, the passage is made complete by the way in which the first sentence is mirrored by the last sentence.After-classThink & Share教师提供必要的支持，进一步帮助学生理解主题意义，提高思辨能力和自身领悟能力，实现阶段性自我反思。第一步：学生分组，讨论本环节问题的答案。第二步：请个别学生回答问题，其他学生进行补充或展开自由讨论。1 What can you learn from these writers?2 Have you read any books by these writers? Recommend one to your classmates.3 Do you kn