Unit4SharingReadingandThinking教學(xué)設(shè)計-2023-2024學(xué)年高二英語人教版選擇性

Unit4ReadingandThinking課時內(nèi)容Helptheneedy主題語境：人與社會主題群：社會服務(wù)與人際溝通子主題：公益事業(yè)與志愿服務(wù)語篇類型：新媒體語篇博客文本分析：【W(wǎng)hat】該板塊的閱讀語篇是兩篇博客，文章講述了澳大利亞志愿者教師Jo在巴布亞新幾內(nèi)亞支教的經(jīng)歷。第一篇博客描述了Jo支教一個月左右后的經(jīng)歷和困難，以及產(chǎn)生的困惑和動搖。第二篇博客講述的是Jo第一次到一個偏僻村莊展開家訪的經(jīng)歷。[Why]該板塊的活動主題是“幫助有困難的人”。通過閱讀讓學(xué)生一方面了解支教的困難和意義，另一方面了解支教教師不畏困難、扶危助困、無私奉獻的精神和積極樂觀的心態(tài)，引導(dǎo)學(xué)生關(guān)注公益事業(yè)，形成助人意識，參與志愿活動?！綡ow】作者以博客的形式介紹自己支教的志愿活動。第一篇博客開篇寫了Jo收到家里郵寄的包裹時的驚喜，這說明了當?shù)亟煌ǖ牟槐闩c物資的匱乏。接著詳細描寫了簡陋的學(xué)校環(huán)境和教學(xué)設(shè)施，但是學(xué)生的精神面貌積極向上，讓人感到欣慰；然而化學(xué)實驗課上的意外讓作者感到措手不及，也很無奈，甚至懷疑自己支教的意義。第二篇博客講述的是Jo與另外一名教師翻山越嶺去家訪的經(jīng)歷，雖然看到的只是簡陋的屋舍和陳設(shè)，也因語言不通無法和當?shù)厝私涣?，但是有學(xué)生Tombe為他們充當翻譯，而且村民和學(xué)生家人的熱情招待也深深打動了她。當她第二天早上告別這些熱情的村民，拖著疲憊的身體再次長途跋涉回到自己的住處后，Jo感到愉悅和滿足。文章最后通過對比手法，烘托了志愿者心態(tài)上的積極變化。兩篇博客的明線是在講述志愿者Jo支教的經(jīng)歷和困難，暗線體現(xiàn)的是Jo積極樂觀、善良堅毅的性格特點。學(xué)完本課后，學(xué)生能夠：1．了解巴布亞新幾內(nèi)亞支教工作的困難和意義及欠發(fā)達地區(qū)的教育和生活情況。2．在閱讀中調(diào)整閱讀速度，選擇恰當?shù)拈喿x策略。3．掌握描寫類語篇的體裁特征及語言特點。4．了解支教的意義，樹立正確的價值觀，增強社會責任感。重點：了解巴布亞新幾內(nèi)亞支教工作的困難和意義，以及欠發(fā)達地區(qū)的教育和生活情況。難點：學(xué)習描寫類語篇的體裁特征及語言特點。學(xué)生準備1．預(yù)習本課的相關(guān)詞匯。2．利用網(wǎng)絡(luò)了解中外的支教現(xiàn)象。精彩課堂StepI學(xué)習理解活動一：感知與注意Lcadin.(1)AskstudentstolookatthephotoandthequoteontheOpeningPage.(2)Askstudentstotranslatethequote"Asyougrowolder,youwilldiscoverthatyouhavetwohands,oneforhelpingyourself,theotherforhelpingothers."andpayattentiontothelogo“CHINAAID”.Suggestedanswer:當你年歲漸長，你會發(fā)現(xiàn)你有兩只手，一只用來幫助自己，另一只用來幫助別人。薩姆·利文森(3)Askstudentstotalkaboutthefollowingquestions.·Whatdoyouthinkishappeninginthephoto?·WhatotherkindsofaiddoyouknowChinaisprovidingathomeandabroad?Suggestedanswers:·SomeyoungpeopleinAfricaareenjoyingwateratanewwellwhichwasprovidedbyChina.Thewell,whichwasdugin2016,waspartofaChinesegovernmentaidinitiativetodig1,000wellsinGhanaaspartoftheBeltandRoadInitiative.·Chinahasdonatedbillionsinsystemsandservicestoothercountries,suchasmedicalcare,energy,infrastructure.Inrecentyears,volunteeringhasbeenspreadamongChinesepeople.SomecollegestudentsvolunteertoteachintheWest.【設(shè)計意圖】借助開篇頁上的照片與引言，激活學(xué)生已有的背景知識和語言知識，了解中國在國內(nèi)外的援助計劃，彰顯國家的責任和擔當?；顒佣韩@取與梳理1.Predict.Askstudentstolookatthetitleandthephotosbeforetheyreadthetext.Thenhavethemanswerthequestions.·Whatcanyouseeinthephotos?Whatkindoflifedoyouthinkthepeopleliveinthephotos?·Whatchallengesdoyouthinkthevolunteerteachermighthavefaced?Suggestedanswers:·ItwouldbehardtogetusedtolivingwithoutaTV,puter,orothermodernconveniences.Thefoodandoveralllifestylemightalsobeachallenge,asitissodifferentfromthevolunteerteacher'scountry.Asateacher,gettinggoodteachingmaterialsandsupplieswouldalsobehard.Backgroundinformation:PapuaNewGuineaislocatedjusttothenorthofAustralia.Itisoneoftheleastexploredareasonearth.Mostpeopleliveinsmallvillagesinremotejungles.Theyareselfsustaining（自給自足）andtheeducationispoor.Thereisnomoderntransportation,sokidshavetotraveldangerouswaystogotoschool.Thekidstheretakeupthechallengetogotoschoolforabetterlife.【設(shè)計意圖】通過看圖片引入本課時主題，引導(dǎo)學(xué)生了解標題的字面意義，進而預(yù)測課文內(nèi)容，激發(fā)學(xué)生的閱讀興趣，形成對閱讀的期待。補充巴布亞新幾內(nèi)亞的背景知識，有助于學(xué)生了解文章內(nèi)容。2.Read,answerandlearn.(1)Askstudentstoscanthetextandanswerthequestion.·Whatisthetypeofthetext?(2)Askstudentstoreadthetextcarefullyandchoosethebestanswers.①What'sthemainideaofthetext?A.Jowenttoabushschooltovisitfriends.B.Introductiontoabushschool.C.IntroductiontoTombe'shomeinthevillage.D.Jo'sexperienceasavolunteerteacherinthebush.②ThepurposeofthewriterinwritingtheblogisA.totellusherteachinglifeatabushschoolasavolunteerteacherB.totellusherlearninglifeatabushschoolasavolunteerteacherC.totellusthatshecouldn'tgetanymoneybyteachingthepoorstudentsD.totellushowhappyshewasinthesmallvillage③InachemistryexperimenttheboysjumpedoutofthewindowsbecausetheyA.werefrightenedbythebubblingmixtureB.couldn'tstandtheterriblesmellofthemnixtureC.didn'tlikedoingchemistryexperimentsD.knewchemistrywasnotrelevanttothem④WhichofthedescriptionsisNOTtrueaboutTombe'shouse?A.Itwasalowbamboohutwithgrassstickingoutoftheroof.B.Itwasdarkandtherewasafireplaceinthecentreofit.C.Itwaslowandround,withnowindowsandabigdoorway.D.Therewereonlyafewpossessionsinit.⑤HowdidJofeelafterthevisittoTombe'sfamily?A.Happy.B.Sad.C.Worried.D.Upset.Suggestedanswers:①D②A③A④C⑤A(3)AskstudentstoreadtheblogentriesbyJo.Havethemunderlinethepartsofthetexttheyreadslowlyandparetheirreadingpacewithapartner.(Activity2)Gothroughthesentenceswithstudentsandmakesuretheyunderstandtheirmeanings.AdjustreadingspeedWhenreadingapassage,adjustyourspeedtogetthemostoutofit.Ifthematerialiseasyorfamiliar,youcanreadthroughitquickly.Ifitisdifficultorcontainsusefuldetails,readitabitslowerandtrytounderstandmore.提示：對于文章開頭為引出主要事件而進行鋪墊的部分，以及那些已熟知或不必知道的內(nèi)容，可快速閱讀。閱讀作者詳細描寫的學(xué)校環(huán)境、化學(xué)實驗課的場景以及去Tombe家進行家訪的經(jīng)歷時應(yīng)放慢速度，精讀文章，以便對學(xué)校環(huán)境、實驗課的場景，以及Tombe的家況有詳細的了解?！驹O(shè)計意圖】該環(huán)節(jié)主要目的是獲取和梳理信息。首先，引導(dǎo)學(xué)生判斷文章的體裁；然后，設(shè)計閱讀并選擇問題的最佳答案的活動引導(dǎo)學(xué)生通過關(guān)鍵詞獲取文本的細節(jié)信息，為進一步閱讀奠定基礎(chǔ)；最后，引導(dǎo)學(xué)生根據(jù)閱讀目的選擇閱讀策略，運用元認知策略調(diào)控閱讀過程，自主調(diào)整閱讀速度?；顒尤焊爬ㄅc整合1.Readforthestructure.Askstudentstodividethetextintofourpartsandmatchthemainideawitheachpart.Readfordetails.(1)Askstudentstoreadthetextcarefullyandfillintheblanks.(2)Askstudentstoreadthetextagainandanswerthefollowingquestions.(Activity3)·Whatdoyouthink“thebush”mean?·WhathasbeenJo'smostchallengingsubjecttoteach?Why?·WhatdidJonoticeaboutthehomesinthevillageshevisited?·WhatdidJonoticeafterthemeal?·WhatisJo'sgeneralimpressionoftheplaceandpeoplethere?Suggestedanswers:·Awildernessarea.·It'sscience,becauseherstudentshavenoconceptofdoingexperimentsandthereisnoequipment.·Theywerelow,roundbamboohutswithnowindows,withadoorjustbigenoughtogetthrough,andwithgrassstickingoutoftheroof.·Acanstandingupsidedownonthegrilloverthefire.·Shelovedbeingthereandfeltitwasaprivilegetohavespentadaywiththem.【設(shè)計意圖】采用從的閱讀教學(xué)策略來設(shè)置閱讀任務(wù)，使學(xué)生掌握語篇結(jié)構(gòu)。設(shè)計以幫助學(xué)生將閱讀到的信息進行結(jié)構(gòu)化和條理化處理，從而形成結(jié)構(gòu)化知識，加深對的理解，增強記憶；通過回答問題引導(dǎo)學(xué)生關(guān)注細節(jié)信息，檢查學(xué)生的閱讀理解能力。StepII應(yīng)用實踐活動四：描述與闡釋1.AskstudentstocirclethepositiveandnegativeaspectsofJo'svoluntaryworkinthebush.ThenhavethempletethetabletoanalyseJo'simpressionsoftheschoolandthevillage.(Activity4)Suggestedanswers:Positiveaspect·Abletogetmail·Takeonlyafewminutestowalktoschool·Thestudentsarefriendly·FantasticsceneryNicepeople·InterestingcultureNegativeaspect·Notextbooksorsupplies·Thestudentshavenoconceptofdoingexperiments·Nowashroom·Thestudentsmaynotbeabletousewhattheyhavelearnt·HavetowalkalongdistancetogoanywhereNobeds,fewpossessions2.Askstudentstousetheirownwordstodescribethebushschoolorthelocalvillage.【設(shè)計意圖】引導(dǎo)學(xué)生運用批注策略標注關(guān)鍵信息，在完成表格后，引導(dǎo)學(xué)生使用所獲取的信息簡要介紹叢林學(xué)?；虍?shù)卮迩f，有助于學(xué)生鞏固新的知識結(jié)構(gòu)，將知識轉(zhuǎn)化為能力。活動五：內(nèi)化與運用Askstudentstofillinthefollowingblanksafterreadingthetext.Joworkedasavolunteerteacheratabushschool①classroomsaremadeofbambooandwithclayfloorsandroofsofgrass.There'snoelectricity②runningwaterthere.Ittakessomeofthestudentsabouttwohours③(get)toschool.TheotherdayJowasshowingtheboysa④(chemical)experimentwhenthemixturewasbubblingovereverywhereandtheboysstartedjumpingoutofthewindows.Jodoubted⑤shewasmakinganydifferencetothechildren'slivesbyteaching⑥(they).JoandanotherteacherJennyvisitedTombe'shome.Whentheyarrivedatthevillage,Tombe'smothersawthem⑦(e)andstartedcrying“ieeeieee”.Tombe'sfatherledthemtohishouse,alowbamboohutwithgrass⑧(stick)outoftheroof,wheretheycouldonlyseeafewpossessions.Whattheyateweresweetpotatoes,ripecornandgreens.ThatnightJoandJennysleptonaplatform.Theyleftthevillagethenextmorningaftermanygoodbyesandfirmhandshakes.Suggestedanswers:偶有所得①whose②or③toget④chemistry⑤whether/if⑥them⑦ing⑧sticking【設(shè)計意圖】此環(huán)節(jié)通過完成語法填空練習，讓學(xué)生加深對語篇的理解，內(nèi)化所學(xué)語言知識和文化知識，提高學(xué)生的語言運用能力以及解題能力。StepIII遷移創(chuàng)新活動六：推理與論證1.Askstudentstoanalysethewritingtechniquesofthetextaccordingtothefollowingquestion.·Whatarethecharacteristicsofthedescriptivetext?Suggestedanswer:描寫類語篇的基本特點①遵循常規(guī)的描寫順序。這些順序包括空間順序、時間順序、邏輯順序等。如第二篇博文中作者按照由外到內(nèi)的空間順序描寫了Tombe的家：alow，roundbamboohutwithnowindows,withadoor...andwithgrass...;Suchhousingisdarkinside...Freshgrasshadbeenlaidonthefloor...Therewasafireplaceinthecentreofthehut。②運用大量的形象化語言。形象化語言主要是指那些起修飾限定作用的形容詞、名詞（短語）等。如第一篇博文中使用了bamboo、clayfloors、roofsofgrass、adustytrack、cottonuniforms等；第二篇博文中描寫Tombe的家時使用了alow，roundbamboohut、dark、freshgrass等。③綜合運用各種感官進行描寫。描寫類語篇運用多種感官描寫使文章更加生動。如第一篇博文中運用了視覺（Theclassroomsaremadeofbamboo，withclayfloorsandroofsofgrass.）、聽覺（WhenIreachtheschoolgrounds，I＇mgreetedbyachorusof“goodmorning”fromtheboys.）；第二篇博文中運用了嗅覺（Itsmelleddelicious.）、觸覺（firmhandshakes）等。2.Askstudentstothinkaboutthequestion.·HowdidJo'sfeelingschangewhenvolunteeringinthebush?【設(shè)計意圖】通過分析文章的寫作特點和Jo的情感變化，深化學(xué)生對語篇的理解。活動七：批判與評價1.Askstudentstoworkingroupstodiscussthequestions.(Activity5)·JofeltitwasaprivilegetohavespentadaywithTombe'sfamily.IfyouwereJo,howdoyouthinkyouwouldhavefelt?Why?·Whatarethedifferencesbetweentheschoolyougotoandtheonedescribedinthepassage?·Wouldyouliketobeavolunteerteacher?Whyorwhynot?Suggestedanswers:·IfIwereJo,Iwouldhavefeltprivilegedaswell,asitwasararechancetoglimpseintoanotherculturethatmostpeoplewillneverhave.·Igotoaschoolthathasalltheconveniencesofmodernsociety,sothereisnoparisonatall.Wehaveplentyofequipmentandsupplies,fort