(2021新版)牛津译林版必修二英语Unit4 Reading1教学设计.doc
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1、 第 1 页 共 5 页 Book 2 Unit 4 Exploring literature Reading 1 The wonder of literature 教学教学目标目标 By the end of this section, students will be able to: 1. find the three qualities of good literature by skimming the text; 2. identify the function of the rhetorical device of analogy; 3. appreciate beautiful
2、 sentences from literary works; 4. give an example to support an idea; 5. judge a classic work of literature according to the three qualities of good literature. 教学重难点教学重难点 1. To understand the three qualities of good literature; 2. To judge their favourite book according to the three qualities; 3.
3、To identify the rhetorical device of analogy. 教学教学过程过程 步步 骤骤 教学教学活动活动 设计设计意图意图 互动互动时间时间&模式模式 Pre-reading Step 1 The teacher presents a reading list of Grade Ten students in America. The teacher asks students two questions. How many of these books have you ever read? What benefits do you get from rea
4、ding them? 通过让学生 分享阅读体验, 引 出本课主题, 为本 节课的教学做铺 垫。 2 Class Work Individual Work Step 2 The teacher introduces the text to the students. The text was written by a famous writer William J. Long, whose title is The wonder of literature. The teacher asks students what the wonder of literature is. 通过阅读标 题并自
5、由讨论, 激 活学生关于文学 作品的原有知识。 1 Individual Work 第 2 页 共 5 页 While reading Step 3 Students skim the article and try to identify the structure of the text. 利用信息结 构图, 引导学生通 过合作, 完成对信 息的获取与梳理、 概括与整合, 搭建 新的知识结构。 5 Group Work Step 4 1. The teacher has students read Paragraph 1 carefully and tell the function of
6、 the shell with the help of the following mind map. 2. The teacher asks students to analyze the function of Paragraph 1 and the story in it. What is the function of Paragraph 1? How is the story of the man and the child related to the topic of literature? 3. The teacher asks students to read Paragra
7、ph 2 carefully and find the sentence that links this paragraph with the previous one. Some such experience as this lies in store for us when we begin the study of literature. Students discuss what “such experience” and “this” 利用图示整 合已知信息, 并让 学生描述图示内 容, 实现知识的内 化。 通过带领学 生阅读和分析第 一段, 设置阅读的 悬念。 通过探究第 一段与
8、第二段的 联系, 训练学生分 析和推断信息的 能力。 引导学生理 解类比这一修辞 2 Individual Work 3 Pair Work 5 Class Work Group Work 第 3 页 共 5 页 refer to respectively. The teacher introduces the rhetorical device “analogy” to the students. The teacher presents the following thinking map so that students can have a better understanding o
9、f analogy. 4. The teacher asks students to read Paragraph 3 carefully and discuss the meaning of the first quality of literature. What truth and beauty are revealed? Who can reveal them? The teacher points out the use of analogy in this case and uses the following thinking map so that students can h
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