译林版英语必修二《Unit 3 Festivals and customs》Reading2教学设计

PAGE第4页共4页Book2Unit3FestivalsandcustomsReading2Alexaroundtheworld教学目标Bytheendofthissection,studentswillbeableto:1.understandandappreciatethedifficultsentencesinthetraveljournals;2.usenewwordsandexpressionsinappropriatesituations;3.explorethemetaphorsandapplymetaphorscorrectly;4.extendtheirvocabularyofcountries.教学重难点1.Tounderstandandappreciatethedifficultsentences;2.Tousethenewwordsandexpressionsappropriately;3.Toexplorethefunctionsofmetaphorsandapplymetaphorscorrectly.教学过程步骤教学活动设计意图互动时间&模式RevisionStep1Theteacherinvitesstudentstogothroughthetwotraveljournalsquicklyandthinkaboutthefollowingquestion.Besidesweddingsandfestivals,whatotherelementsareanimportantpartofacountry’scustomsandtraditions?Studentsdiscussingroupswhilemakingalistandthendescribeoneafteranother.通过设问，让学生回顾文本，内化所学，在此基础上延伸拓展，迁移创新语言能力，提升思维品质。6’IndividualworkGroupworkAppreciationStep2TheteacherpresentssomephrasesandsentencesonPPT:(1)…itwouldbetheopportunityofalifetime.(2)Thecustomsthatfollowedwereanythingbutordinary.(3)Ihavetwoleftfeet…andbothofthemhurt!Studentsareinvitedtolocatetheseinthejournalandreadthemcarefullybythemselvesandanswerthefollowingquestions.(1)Whydidtheauthorthink“itwouldbetheopportunityofalifetime”?(2)Howdoyouunderstandthesentence“Thecustomsthatfollowedwereanythingbutordinary”?(3)Whydidtheauthorsay“Ihavetwoleftfeet…andbothofthemhurt”?Theteacherencouragesstudentstothinkcarefullyandguidesthemtoexpresstheirunderstandings.在学生理解文本表层信息后，帮助学生深入挖掘文本，理解文本中的难点及深层涵义，通过启发性的设问开展有效的阅读和思维训练活动，关注语言、内容和思维的统一，提升学生的语言能力和思维能力。12’IndividualworkGroupworkStep3TheteacherpresentssomesentenceswithsomehighlightedphrasesonPPT:(1)NowonderpeoplefromRiotakeaweekoffforthishappyoccasion.(2)ToexperiencethespiritoftheCarnivalformyself,Iwenttoastreetparty.(3)Thentherewasanexplosionofbrightcoloursandlivelymusic,andthegroupjumpedintoaction.(4)IwassocaughtupinthepartyfeverthatIhardlynoticedfivehoursflyby!Studentsareinvitedtolocatetheseinthejournalandreadthemcarefullybythemselvesandanswerthefollowingquestions.(1)Whydidtheauthorsay“Nowonder”?Whatdoestheauthorwanttoshow?(2)Whatis“thespiritofCarnival”?(3)Withthetwophrasesusedhere,whatdoestheauthorwanttoshow?(4)Whatdoesthe“fever”meanhere?12’GroupworkIndividualworkApplicationStep4TheteacherhasstudentsreadtheintroductiontoLaTomatinaonPage33andmakessurethatstudentsunderstandthewordsandphrasesintheboxandtheirusagesbeforeputtingtheminthecorrectblanks.Thenstudentscompleteitwiththecorrectformsofthewordsandphrasesinthebox.通过对文本中所学的重点和难点进行操练，完成语言知识的运用和巩固。5’IndividualworkStep5TheteachertellsstudentsthatthetraveljournaldescribingAlex’sexperienceattheRioCarnivalusesagroupofwordsrelatedtothesea.Thentheteacherencouragesstudentstofindthemoutandreadthembythemselvesinsilence.Theteacherpresentsthewordsandphrasesrelatedtotheseaandletsstudentsfeeltheatmospherewiththemetaphor.Theteacherencouragesstudentstouseagroupofwordsrelatedtoatopictodescribetheirexperienceatafestival.Beforestudentsstartout,theteacherpresentsasample.掌握文本中的暗喻手法，感受暗喻在描述中的作用，结合自身经验，运用暗喻这一修辞手法进行描述。8’GroupworkIndividualworkExtensionStep6TheteacherpresentssomecountriesandseveralrelatedadjectiveswithmostmissinginatableonPPTandencouragesstudentstorefertothediction