Unit5 On the Road Developing ideas Writing 教学设计-2024-2025学年高中英语外研版（2019）必修第二册

外研版必修二Unit 5 On the Road Developing ideas Writing Design concept: The teaching design of this lesson is based on the main concept of this unit, “Understanding the world through traveling, appreciating and respecting cultural diversity”. Through introducing, reading and analyzing postcards, students learn about the format, style and content of postcards. On this basis, students record what they see and hear during their travels in the form of writing. It exercises their writing skills and enhances their ability to understand the world, so they can,record life, appreciate life and love life.Besides, students can also strengthen their understanding of different regional cultures, learn to appreciate and respect cultural diversity, and ultimately promote the comprehensive improvement of core literacy. Theme: Man and Nature Theme Context: Students learn about the world through traveling, appreciate and respect cultural diversity. Unit content: Geographic and cultural knowledge of different countries and regions and the meaning of traveling. Objectives: To make travel plans, to talk about travel-related content, to write postcards about travel experiences, and to introduce tourist cities in China. Meaning of unit theme: By talking about customs of different countries and regions, comparing Chinese and foreign cultures, deepening students’ understanding of geographic knowledge of major countries in the United Kingdom and the United States, and learning to appreciate and respect cultural diversity. Unit Big Idea: Students learn about the world through traveling, appreciate and respect cultural diversity. Sub-concepts of the unit: 1.make travel plans and describe preparations for a trip. 2.talk about what is involved in traveling. 3.write postcards about travel experiences. 4.introduce and recommend Chinese tourist cities. Text Analysis: What: The model text of this reading and writing section presents a postcard Alice sent to Emma when she traveled to Yunnan, expressing her feelings about her trip to Yunnan. Through the study of this board, students can learn the expression of travel insights, and master the format, stylistic features and content elements of postcards. Why: Through the study of this section, students record what they have seen and heard during the trip through postcards. They can deeply understand and master the format, stylistic characteristics and content of postcards. How: Through Alice’s postcard to Emma, the teacher helps students analyze the organization of postcards and the content of writing. Learning Situation Analysis: After the previous lessons, students know that travel is not only visiting a place, but also experiencing the history and culture of it. But students still lack writing skills to record travel. This section cleverly uses the form of postcards to help students record what they see and hear during their travels. Through the model text,students can practice their ability to organize and integrate information, and deepen their ability to write and think independently. Teaching Objective: Through the study of this lesson,students will be able to: 1.Read the model text and summarize the format, stylistic features and contents of a postcard; 2.Imitate the model text and write a postcard from Beijing to their foreign friends. Teaching Focus and Difficulties: 1.Read the model text and summarize the main points of writing postcards; 2.Imitate the model text and write a postcard to a foreign friend within a limited time. Teaching procedures: Steps Times Teaching activities Students' activities Design purposes 1.Lead-in 3min Encourage students to share places they have traveled in class and then give students the postcard from Yunnan. Think about the question and talk freely. Create a situation to arouse students' interest and introduce the topic. 2.Read for writing 10min 1.Ask students to read the postcard and answer the questions in the book. 2.Ask students to reread the postcard and make a summary of the format, stylistic features, and content of the postcards. Read postcard answer questions. the and the To make students identify learning objectives and keep their minds active 3.Group work 10min 1.Ask students to discuss the task 1 and 2 of presenting ideas. 2.Organize students to think about what they have experienced in a tour and share it in groups. Discuss in groups and finish the tasks. To accumulate enough writing materials and get ready to share their experience 4.Writing Independently 12min 1.Assist students in condensing their ideas about travel to write a mind map 2.Gives students instructions about writing. 1.Students list and summarize the information about travel. 2.Students write an outline, 3.Students write independently. To practice employing words and phrases in their writing and writing coherently. 5.Peer's evaluation 5min Give students the criteria for assessing writing and guide them to exchange compositions with each other to correct them. Evaluate other students' compositions based on the criteria of assessing writing. Enhance students'writing abilities and their comprehension of their material. 6.Teacher’s feedback 5min 1.Provide feedback on common problems with student compositions 2.Invite some students to share their compositions with the whole class. Record teacher's suggestions and correct their compositions. 1.Get better ideas or expressions and improve their writing skills 2.Be more willing to share their ideas in public and learn from others. 学科网（北京）股份有限公司 $$