Unit 1 Science and Scientists Learning About Language (1) 教学设计-2024-2025学年高中英语人教版（2019）选择性必修第二册

Unit1 Learning About Language (1) 课时内容 Build up your vocabulary 主题语境：人与社会 主题群：历史、社会与文化 子主题：跨文化沟通、包容与合作 语篇类型：词汇、习题 文本分析：本板块围绕阅读语篇中的重点词汇设计，活动旨在引导学生巩固阅读语篇中的重点单词和词块，积累与本单元话题相关的词汇。活动一是一个纵横字谜，要求学生能读懂英语释义，了解词义，正确拼写出单词，巩固构词法，同时学会用英语解释单词，提高用英语思维的能力。活动二是句子填空，让学生在具体语境中加深对词汇的意义和功能的理解，指导学生在语境中正确使用词块，学会运用词汇和积累更多与话题相关的词块和俗语。活动三提供了一篇短文，在新语境中帮助学生进一步巩固、练习重点词汇的用法，把握这些词汇的意义和功能，拓展本单元话题。 课时目标 学完本课后，学生能够： 1．了解重点单词的词性和用法，学会使用构词法整理词汇，用英语解释单词，梳理阅读文本的结构，树立词块意识。 2．掌握并巩固与本单元主题相关的重点词汇的含义，在语境中正确运用，通过词汇的英文释义、近义词和反义词等加深对这些词汇的理解。 3．进一步思考留学生在文化传播中的角色和作用。 重点难点 重点 1．了解重点单词的词性及其意义，通过英文释义更准确地把握单词的意思；学会使用构词法整理词汇，树立词块意识。 2．掌握与本单元主题相关的重点词汇及其意义，在语境中理解和运用词汇。 难点 基于单元主题，进一步思考留学生在文化传播中的角色和作用。 教学准备 教师准备 1．梳理构词法、本单元单词的英文释义等相关知识。 2．相关教学设备。 学生准备 1．复习与单元主题相关的重点词汇，提前熟悉词义。 2．利用网络了解学习和记忆词汇的一些方法。 精彩课堂 Step I 学习理解 活动一：感知与注意 Ask students to review the structure of the reading article and the main idea of each paragraph 【设计意图】回顾上一节课阅读语篇的结构和每段重点内容，为下一个环节的词汇学习打好基础。 活动二：获取与梳理 1. Ask students to think of a word that best fits each definition, and then have them complete the crossword puzzle.(Activity 1) 【设计意图】在游戏中正确理解单词的意思，并提高用英语思维的能力。 2. Ask students to match each word with its definition. ①engage A.to remember sth ②recall B. to accept, admit, or recognise sth or the truth/existence of sth ③complex C. the process of changing sth or yourself to suit a new situation ④comfort D. to make sb feel less worried or unhappy ⑤ambition E. a strong desire to achievesth ⑥adaptation F. an exam you have passed or a course you have successfully completed ⑦cite G. to mention sth as an example ⑧qualification H. containing many different parts and often difficult to understand ⑨acknowledge I. to be actively involved with sth 【设计意图】在完成字谜的基础上，进行单词和意义的搭配练习，对目标词汇进行巩固，感知英文释义，了解词汇学习的策略。 3. Ask students to complete the sentences with the correct forms of the words from the unit. Tell them that the first letter of each word is given. (Activity 2) Suggested answers: ①engaged②participate ③involved④recalled⑤Adapting 【设计意图】在具体语境中理解词汇的意思和用法，通过练习巩固词汇，增加学生的语言输入量。 Step II 应用实践 活动三：概括与整合 1. Ask students to complete the passage with the correct forms of the words in the box.Then have them answer the following question.(Activity 3) ·How did the student's life change when studying abroad for the first time? 2. Ask students to find out the following phrases in Activity 2 and Activity 3, and then have students translate them into Chinese or English. ①remain actively engaged in sth ②participate in sth ③actively get involved in sth ④overcome culture shock ⑤adapt to a new culture ⑥走出自己的舒适区 ⑦获得商业资格证书 ⑧住在大学宿舍 ⑨回忆起各种事情 ⑩更加雄心勃勃 【设计意图】学生总结练习中出现的词块并进行英汉互译，在巩固和应用词块的操练过程中，学生积累了更多与话题相关的词块。 活动四：内化与运用 1. Ask students to discuss the following questions in groups. ·What should an introverted（内向的）person do to overcome culture shock？ ·What does “comfort zone"mean? ·Why do people need to step out of their comfort zone in order to adapt to a new culture? ·What does the saying “When in Rome, do as the Romans do." mean? Suggested answers: ·Learn about the local culture and people's living habits, or write e-mails to communicate with native friends and new classmates. ·It refers to a situation or position in which a person feels secure, comfortable,or in control. ·Because it can help one to build up confidence in his/her ability to meet new people, face new challenges and overcome new difficulties. ·It means that a guest must do as his host does,which can make sure that a foreigner speaks or behaves well like a native. 2. Ask students to evaluate each other's work. 【设计意图】以小组活动的形式，引导学生进一步挖掘文本蕴含的意义，思考相关问题，大但表达自己的观点和态度，锻炼学生的语言表达运用能力，培养发散思维，批判性思维和创造性思维。同时，进行同伴互评，实现“教一学一评”一体化。 Step III 迁移创新 活动五：批判与评价 Divide the whole class into several groups and ask students to finish the following tasks. (1)Everyone says a sentence with the words or phrases in the activities above. (2)Can you give some advice to the students studying overseas to help them adapt to their new environment? Suggested answer: After entering a new environment, one does not passively accept the local culture,but participates in local life in different ways, interacts with this new culture,and brings one's own culture to the local cultural environment. For example, tell Chinese stories to the world and spread Chinese culture to help "the world see China" and the world experience the beauty of Chinese culture, and gain cultural confidence in the process. 【设计意图】本环节旨在帮助学生复习本课所学词汇，并学会在句子中使用。通过给留学生提建议让学生思考留学生的桥梁作用，帮助学生提升文化自信，弘扬中国优秀传统文化，树立国际视野，向世界讲好中国故事，成为中国文化的优秀传承者和传播者。 活动六：想象与创造 Ask students to design a crossword puzzle for their partner. Tell them that they can refer to a dictionary if necessary. 【设计意图】学生借助字典复习词汇的英文释义，理解构词法和词汇学习策略。在实际设计字谜的过程中更好地感悟和学习，培养学生的发散性思维和创新能力，进一步将能力转化为素养。 板书设计 Unit 2 Bridging Cultures Period Il Learning About Language(1) Build up your vocabulary Words: recall; acknowledge; adaptation; comfort,ambition;qualification; cite; complex; engage Phrases: remain/be actively engaged n sth; participate in sth;actively get involved in sth; overcome culture shock;adapt to a new culture; step out of one's comfort zone Culture shock: When in Rome, do as the Romans do. 学科网（北京）股份有限公司 $$