Unit4SharingReadingandThinking教學設計-2023-2024學年高二英語人教版選擇性

Unit4ReadingandThinking課時內容Helptheneedy主題語境：人與社會主題群：社會服務與人際溝通子主題：公益事業(yè)與志愿服務語篇類型：新媒體語篇博客文本分析：【What】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在巴布亞新幾內亞支教的經歷。第一篇博客描述了Jo支教一個月左右后的經歷和困難，以及產生的困惑和動搖。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歷。[Why]該板塊的活動主題是“幫助有困難的人”。通過閱讀讓學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)，引導學生關注公益事業(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校環(huán)境和教學設施，但是學生的精神面貌積極向上，讓人感到欣慰；然而化學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歷，雖然看到的只是簡陋的屋舍和陳設，也因語言不通無法和當?shù)厝私涣?，但是有學生Tombe為他們充當翻譯，而且村民和學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。學完本課后，學生能夠：1．了解巴布亞新幾內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：學習描寫類語篇的體裁特征及語言特點。學生準備1．預習本課的相關詞匯。2．利用網絡了解中外的支教現(xiàn)象。精彩課堂StepI學習理解活動一：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.【設計意圖】借助開篇頁上的照片與引言，激活學生已有的背景知識和語言知識，了解中國在國內外的援助計劃，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.【設計意圖】通過看圖片引入本課時主題，引導學生了解標題的字面意義，進而預測課文內容，激發(fā)學生的閱讀興趣，形成對閱讀的期待。補充巴布亞新幾內亞的背景知識，有助于學生了解文章內容。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容，可快速閱讀。閱讀作者詳細描寫的學校環(huán)境、化學實驗課的場景以及去Tombe家進行家訪的經歷時應放慢速度，精讀文章，以便對學校環(huán)境、實驗課的場景，以及Tombe的家況有詳細的了解。【設計意圖】該環(huán)節(jié)主要目的是獲取和梳理信息。首先，引導學生判斷文章的體裁；然后，設計閱讀并選擇問題的最佳答案的活動引導學生通過關鍵詞獲取文本的細節(jié)信息，為進一步閱讀奠定基礎；最后，引導學生根據閱讀目的選擇閱讀策略，運用元認知策略調控閱讀過程，自主調整閱讀速度?；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.【設計意圖】采用從的閱讀教學策略來設置閱讀任務，使學生掌握語篇結構。設計以幫助學生將閱讀到的信息進行結構化和條理化處理，從而形成結構化知識，加深對的理解，增強記憶；通過回答問題引導學生關注細節(jié)信息，檢查學生的閱讀理解能力。StepII應用實踐活動四：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.【設計意圖】引導學生運用批注策略標注關鍵信息，在完成表格后，引導學生使用所獲取的信息簡要介紹叢林學?；虍?shù)卮迩f，有助于學生鞏固新的知識結構，將知識轉化為能力。活動五：內化與運用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【設計意圖】此環(huán)節(jié)通過完成語法填空練習，讓學生加深對語篇的理解，內化所學語言知識和文化知識，提高學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?【設計意圖】通過分析文章的寫作特點和Jo的情感變化，深化學生對語篇的理解?；顒悠撸号信c評價1.Askstudentstoworkingroupstodiscussthequestions.(Activity5)·JofeltitwasaprivilegetohavespentadaywithTombe'sfamily.IfyouwereJo,howdoyouthinkyouwouldhavefelt?Why?·Whatarethedifferencesbetweentheschoolyougotoandtheonedescribedinthepassage?·Wouldyouliketobeavolunteerteacher?Whyorwhynot?Suggestedanswers:·IfIwereJo,Iwouldhavefeltprivilegedaswell,asitwasararechancetoglimpseintoanotherculturethatmostpeoplewillneverhave.·Igotoaschoolthathasalltheconveniencesofmodernsociety,sothereisnoparisonatall.Wehaveplentyofequipmentandsupplies,fort