英语外研版 (2019)Unit 1 Growing up教学设计

这是一份英语外研版 (2019)Unit 1 Growing up教学设计，共4页。教案主要包含了Unit1等内容，欢迎下载使用。
课程基本信息课例编号 学科英语年级高二学期秋季课题选择性必修二 Unit1 Growing up （1） Understanding ideas教科书书名：英语 选择性必修 第二册                                 出版社：外语教学与研究出版社     出版日期： 2020   年 6 月教学人员 姓名单位      教学目标教学目标：At the end of the class， students will be able to：1. get the main idea of the passage;2. find out what expectations Bethany， Lin Ning and Morgan has or had for turning 18 and what the reality is;3. share the understanding about reaching the age of majority.教学重点：1. get the main idea of the passage;2. find out what expectations Bethany， Lin Ning and Morgan has or had for turning 18 and what the reality is;教学难点：3. share the understanding about reaching the age of majority.教学过程时间教学环节主要师生活动 Step 1 Warm-up    Step 2Pre-reading  Step 3Reading for main idea      Step 4 Reading for information            Step 5Post-reading       Step 6 Application Step 7 Thinking and sharing       Homework    Teacher reads the things listed in Activity 1 together with students while showing pictures and asks at what age they are allowed to do in China. （Activity 1， Page 2）Teacher encourages students to list more things and tell the legal age to do these things in China.  Teacher leads the students to look at the title and predict what the passage is about.  Students read the passage quickly and get the the main idea of the passage to check their answers.Students read the passage again and find out what the title “The Age of Majority” means.Teacher asks the students to choose another suitable title for the passage and give some reasons. （Activity 3， Page 4）       Teacher explains the possible functions of a title.  Read the paragraph about Bethany and find out：Why Bethany can’t wait to be 18?Read the paragraph about Lin Ning and answer the following questions：1） What did Lin Ning expect when he turned 18?2） What is the reality like to him?3） What change has he experienced after turning 18?Read the paragraph about Morgan and answer：1） How is the reality different from Morgan’s expectations for turning 18?2） What is his understanding on turning 18?Teacher asks students to read the passage and complete the table. （Activity 4， Page 4） Students share their answers of the questions in the lead. Teacher asks students to read 4 sentences from the passage and decide if they are facts or opinions. （Activity 5， Page 4）Teacher asks students to find more sentences expressing opinions and encourages them to work in groups to talk about whether they agree with them， why or why not.Teacher lead the students to sum up the differences between facts and opinions.  Teacher encourages students to work in pairs to retell the passage. Teacher asks students to think about the questions in Think&Share part on page 4.1)  Do you think the minimum age limits in the passage are sensible?2)  What right are you most looking forward to having as an adult? Why?3)  What do you think it means to be a responsible adult?4)  How can you use the language you have learnt in the passage to express your ideas clearly? Option 1. Summarize the useful expressions and good sentences on your notebooks and remember them by heart.Option 2. Write a summary of the passage.Option 3. Tell your partner what you think it means to be a responsible adult. Use the language you have learnt in the passage to express your ideas clearly.