Unit2 Developing ideas and Presenting ideas 名師教學設計

2/2Unit2Developingideas&Presentingideas名師教學設計課時內(nèi)容:本課時包括Developingideas和Presentingideas兩部分。Developingideas分為兩部分：第一部分節(jié)選自美國作家海倫·凱勒的《假如給我三天光明》，介紹了失明的海倫·凱勒希望自己能夠擁有三天的光明，她想用這三天的時間去觀察世界，去看她想看的人和物。海倫·凱勒的故事本身就很勵志，她用自己感受到的、想象到的情景，表達自己對求知的渴望和對人類的真摯熱愛；第二部分Writingaboutanexperience通過陳述在黑暗中和朋友就餐，體驗盲人生活中的挑戰(zhàn)和不易，從而尊重、關愛那些需要關注的人群。Presentingideas部分以辯論賽的形式論述堅持和放棄。首先明確自己的觀點，然后用充足的論據(jù)來支持自己的觀點。課時目標：1.掌握本課時的重點單詞appreciative、worthy、mere、companionship、delight、revelation、delightful、embarrassed以及短語worthyof、inparticular、beappliedto等和重要句型，并能熟練運用。2.通過閱讀，理解課文內(nèi)容并敘述海倫·凱勒的愿望；理解并學會運用虛擬語氣、倒裝以及排比等修辭手法。3.學會描述一段經(jīng)歷。4.通過了解海倫·凱勒創(chuàng)造的奇跡，引導學生“在逆境中學會珍惜擁有的一切，在逆境中保持快樂”，面對挑戰(zhàn)充滿信心，以自己獨特的方式和勇氣擁抱未來。重點難點:重點：1.掌握重點單詞appreciative，worthy、mere、companionship、delight、revelation、delightful、embarrassed以及短語worthyof、inparticular、beappliedto的用法。2.了解散文的寫作方法和技巧，找出文章中的排比句，并根據(jù)課后要求描述一段經(jīng)歷。3.通過學習文章，引導學生理解文章傳遞的信息：在逆境中我們需要保持樂觀的態(tài)度和堅韌的精神，這樣才能創(chuàng)造奇跡。難點:運用虛擬語氣、倒裝以及排比等修辭手法并根據(jù)課后要求描述一段經(jīng)歷。教學準備：教師準備：1.做好該部分內(nèi)容的PPT。2.有關海倫·凱勒的更多介紹。學生準備：1.用簡短的英語介紹海倫·凱勒。2.上網(wǎng)查資料：《假如給我三天光明》的完整篇目，了解更多關于海倫·凱勒的故事。教學過程：StepILeadinginLookatthechartsandanswerthequestions：·Arethenumbersdifferentfromwhatyouexpected?Inwhatway？·Whatspecialassistancecanpeoplewithdisabilitiesmakeuseofintheirdailylives?Suggestedanswers：·（略）·Peoplewithlimitedmobilityproblemscouldusewheelchairs，walkingsticks，handrails…Peoplewhohavereducedvisioncouldusespecialpavementsfortheblind，Braillesigns……【設計意圖】通過看圖表回答問題，引發(fā)學生的思考，同時將話題自然帶入對殘疾人的關注，引導學生以不同的視角來關心、幫助殘疾人。StepⅡReading1.Fastreading.(1)Readthepassageandfindoutwhattheauthorwoulddoifshecouldsee.Suggestedanswers：Onthefirstday,shewouldwanttoseethekindpeoplewhohavehelpedherandaccompaniedherthroughlife.Thenshewouldliketoseethebookswhichhaveopenedhermind.Intheafternoon,shewouldtakealongwalkinthewoodsandappreciatethebeautyofnature.Onthesecondday,shewouldliketoseeadisplayoftheprogressofcivilisation.Shewouldgotothemuseumsandspendtheeveningatatheateroratthemovies.Onthethirdday,shewouldagaingreetthedawn,anxioustodiscovernewdelights,newrevelationsofbeauty.Shewouldspendthethirddayobservingpeopleintheirday-to-daylife.(2)Matchtheparagraphstotheirmainideas.Para.1A.Makingbestuseofeyescangetmuchpleasure.Para.2B.WhatIwilldowithmygoodeyesonthefirstday.Para.3C.Darknesswouldmakeonemoreappreciativeofsight;silencewouldteachonethejoysofsound.Para.4D.WhatIwilldowithmygoodeyesonthesecondday.Para.5E.Theauthoroftentestswhatherseeingfriendssee.Para.6F.ablindpersongivesadvicetonormalpeople.Para.7G.WhatIwilldowithmygoodeyesonthethirdday.Para.8H.Atmidnightpermanentnightwouldcloseinonmeagain.Suggestedanswers：Para.1—C；Para.2—E；Para.3—A；Para.4—B；Para.5—D；Para.6—G；Para.7—H；Para.8—F.【設計意圖】通過快速閱讀，引導學生提取段落關鍵信息，同時也能提高學生的概括、歸納能力。2.Carefulreading.(1)Choosethebestanswersaccordingtothepassage.①Whydoestheauthorthinkthatifeachhumanbeingwerestrickendeafandblindforafewdays,itwouldbeagoodthing?A.Peoplearegratefulforwhattheyhave.B.People’ssufferingisgoodforadultlife.C.Theauthorhatesnormalpeopleverymuch.D.Theauthorbelievesthatdarknessandsilenceeducatepeoplewell.②Whatdidtheauthor’sfriendseeinthewoods?A.Thebeautyofthewoods.B.alotofinterestingthings.C.Nothingspecial.D.Alotofpleasure.③Whatwouldtheauthordoonthefirstday?A.Shewouldseethekindpeoplearoundher.B.Shewouldgotothemuseums.C.Shewouldwritedowneverythingshe’sseeing.D.Shewouldspendintheworkadayworld.④Whenwouldtheauthorrealizethattherewouldbestillalotnottosee?A.Onthesecondday’smorning.B.Onthethirdday’smidnight.C.Onthenightofthenextday.D.Onthethirdday’safternoon.Suggestedanswers：①~④ACAB（2）Languagepoints.Masterthewordsandphrases：appreciative，worthy，mere，companionship，delight，revelation，delightful，embarrassed，worthyof，inparticular，beappliedto【備注】詞匯知識點講解詳見第二教案“新知探究”。（3）Askstudentstoreadthepassageagainanddiscusswhattheyhavelearntfromit.【設計意圖】通過閱讀文章，選擇正確答案和說出自己從文中學到的東西，進一步理解文章內(nèi)容。讓學生說出自已的感受是一種更高級的語言表達形式，也是深層理解文章的過程。3.Post-reading(1)DoActivity3onPage22.Askstudentstochoosetheauthor’spurposeinwritingthepassageandgivetheirreasons.①Tohelpreadersunderstandwhatitisliketobeblind.②Tomakereaderswithoutdisabilitiesappreciatewhattheyhave.③Topersuadereaderstocareabouttheblind.Suggestedanswers：②【設計意圖】寫作意圖題是透過文章內(nèi)容，理清作者的真實意圖。作者通過盲人對視力的渴望，勸誡人們珍惜擁有的一切。（2）DoActivity4onPage22.①Beforeansweringthequestions，theteachershouldexplainthemeaningofparallelism.(2)Askstudentstoreadthesentencesfromthepassageandanswerthequestions.·Whatsentencestructureisusedrepeatedly?Whatfigureofspeechisit?·Howdoesthistechniquehelptoexpresstheauthor’semotions?Suggestedanswers：·Asimilarstructureisusedrepeatedly.Namely,“Use…asif…h(huán)ear…asif…Touch…asif…”.itisparallelism.·Theuseofparallelisminspeechorwritingallowsspeakersorwriterstomaintainaconsistencywithintheirworkandcreatesabalancedflowofideas.Moreover，parallelismcanbeusedasatoolforpersuasion.3Askstudentstomaketheirownsentencesusingparallelism.【設計意圖】排比句是散文中常見的修辭手法，其節(jié)奏性強，使感情表達更加強烈。通過該活動讓學生理解排比句在英語中的運用以及表達的效果。（3）DoActivity5onPage22.Dividestudentsintosmallgroups.Askthemtogiveatalkabouttheiropinionsonthesentencefromthepassage.Suggestedanswers：（略）【設計意圖】通過分組討論，鼓勵學生積極表達自已的觀點和看法，在鍛煉口語表達能力的基礎上，引導學生體驗失聰失明的感受，從而更加珍惜擁有的一切.StepⅢWritingaboutanexperience1.DoActivity6onPage23.Askstudentstoreadthepassageandanswerthefollowingquestions：·Whydidtheauthorgotothe“darkrestaurant”?·Whatdifficultiesdidtheauthorhaveduringthemeal?·Howdidtheauthorfeelafterfinishingthemeal?Suggestedanswers：·Becausetheauthorwantedtounderstandtheexperienceofbeingblind,thinkingeatingwouldbethemostdifficultactivity.·a.Theauthorknockedoverglassesanddroppedfood.b.Theauthoratemuchmoreslowly,tryingtoguesswhatwasbeingeaten.c.Pouringwaterwasverydifficult.d.Afterfailingtopickupanyfoodwithaforkforfiveminutes,theauthordecidedtousehands,butstuckonehandintoabowlofwarm,thicksoup.e.Evenusingaspoon,mostofthesoupendedupontheauthor’sshirt.·Theauthorlefttherestaurantfeelinghungry,thoughmuchmoreawareofthechallengesthatblindpeopleface.2.DoActivity7onPage23.(1)Askstudentstotrytoexperiencewhatitisliketohaveadisabilityandmakenotes.①Whatkindofexperienceyouhad___________________________________________________________________②Whatthemostdifficultthingwasandwhy___________________________________________________________________③Howyouovercamethedifficulty___________________________________________________________________④Whatyouhavelearnt.___________________________________________________________________(2)Askstudentstowriteashortpassagetodescribetheirexperiences.3.Doactivity8onPage23.Workinpairs.Makeimprovementstoeachother’spassagesandsharethemwiththeclass.【設計意圖】該部分的練習設置由筒入繁，層層遞進。先根據(jù)提出的問題，做出簡要回答，讓學生進一步掌握文章要點。然后記錄要點，提綱挈領，讓學生了解文章的主要框架并描述一段經(jīng)歷，最后進行分享。StepIVPresentingideas1.Readthetwopointsofviewandexplaintheirmeaningsinyourownwords.2.Workingroupsanddecidewhichopinionyouagreewithmore.Thinkofargumentstosupportyourpointofviewandmakenotes.Pointofview：_____________________________________Arguments：_______________________________________Supportingexamples：_________________________________________________________________________________3.Prepareforadebate.Considerthefollowing：·therolesandresponsibi