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《Reading and vocabulary》集体备课教案优质课下载
b. Process and methods:
Through different reading activities such as group reading, group and pair discussion, reading while listening and scanning, students’ reading skills will be enhanced.
c. Emotions and values:
After learning the article, students will realize the importance of equality and learn to respect each other.
Teaching important and difficult points:
How to paraphrase the content and analyze the argument, the function of certain sentence and the ending of the article. How to evaluate a person according based on the passage.
Teaching process:
Step 1. Lead-in & Words explanation
a.Show a tie and white collar to students. Ask students the questions as follows: Who would wear a tie and white collar to go to work? (white-collar workers) Where do they work? (corporation)
b.show students two pictures of overalls. Ask them the question: Who would wear overalls? (cleaner/dustman, blue-collar workers) Then explain that the blue-collar workers do manual work.
Step 2: Group reading
a. Teacher has divided the article into four parts. Four students form a group. Each student reads one part in silence, and then paraphrases the part to the other three group members.
b. Group discussion: Let students discuss in groups and then put the four parts into the correct order to make the passage compete.
Step 3: Specific reading:
a. Make students listen to the recording to consider the question: “What does the expression ‘curious situations’ refers to?”
b. Ask students to read paragraph 2 together and then try to answer the question above.
c. Explain the sentence “A great many people are often willing to sacrifice higher pay for the privilege of becoming white-collar workers ” to students. Ask students to figure out the function of this sentence. (transitional sentence: connecting two parts)
d. Tell students that this sentence is the argument, and let them find out the supporting sentence. (“He feels that his rise in status is well worth the loss of money.”)
e. Analyze the writing style of the ending. (a subtle ending)
Step 4: detailed reading:
a. Ask students to reread the passage and find out the differences between Alfred and Mr. Bloggs, and then fill in the blanks.
Step 5: Brainstorming:
a. Ask students the question: “What do you think of Alfred Bloggs according to his behavior?”
b. Pair work: watch a video, and then reconsider a question: “Is the father in this video similar to Alfred? What do you think of the father? ”
Step 6: Conclusion: