高中人教版选修七高二Unit5Keepitup,Xielei精读课教学设计

1、优质资料-欢迎下载教学基本信息课题Keep it up、Xie lei是否属于 地方课程或校本课程否学科英语学段：高中年级高二相关领域人与社会：领略多样文化教材书名：英语选修七 出版社：人民教育出版社 出版日期：2007年2月教学背景分析,学习内容分析What本单元主题是“领略多样文化”，内容主要涉及中国留学生在英国、加拿大国家的介绍、 不同国家间的文化冲突及对澳大利亚这个多元文化国家的人的采访。本行课是本单元的阅读 课，本篇课文Keep it up, Xie Lei是一篇记叙文，主题语境是人与社会一领略多样文化，主 要讲述了中国留学生Xie Lei在英国求学时所面临的学习及生活上的问题，及其

2、在房东、导 师的帮助下勇敢而对困难，迎接挑战，最终树立了信心的故事。Why本文通过描写Xie Lei在英国留学所面临的学习和生活上的困难，让我们了解Xie Lei是 如何一步步在房东和导师的帮助下克服苦难并重塑自信心，并最终适应留学生活的。文章明 线是Xie Lei在英国留学期间的所面临的各种困难，暗线是她在不同阶段的内心情感变化， 并由此推断出文章写作意图，引发读者思考不同的文化对人的影响以及人与人之间的关系， 使读者反思如何才能更好的处理人与多样文化以及人与人之间的关系How本文是篇记叙文，具备记叙文的要素：时间、地点、人物、事情的起因、经过、结果。 开篇点明事情发生的起因、人物、时间、地

3、点，主体部分介绍事情的经过和结果。引导学生 关注故事的发展尤其是情感传达时用的语言，进一步感受记叙文的风格。学生情况分析潍坊实验中学高二学生，经过高二一年的学习已经很好的具备获取信息处理信息的能 力，能够分析文本，但是口语表达能力欠缺，词汇理解难度略大，深入挖掘文本能力也有所 欠缺。本节.课预设主要困难：某些词汇不易理解：不熟悉mind map的建构；不能用英语流 利地交流个人想法。解决措施：对于词汇部分，先通过语境猜测词义，必要时引导近义词替 换，鼓励学生在交流环方多运用文中重要的新词。课前给予一定的引导，培训启发构建mind map的大致思路，同时发挥好组长的作用，老师也在合作交流时充分给

4、予学习有困难的学 生关注。鼓励他们敢于开口，树立信心。预设难点及解决措施难点：准确构建本文的思维导图措施：学生构建时教师应对其进行提示和指导，在学生展示完后老师再进一步用问题引 导学生进行深度思考，引导学生树立正确使用思维导图的思想：画思维导图不是谁画的好看 就评价它好，而是要有逻辑性，克服形式主义。教学方式与教学手段说明任务驱动下的自主学习与探究。教学资源设计教材、271教育英语学科学习设计与指导、多媒体课件、学案、黑板和粉笔。教学目标(内容框架)By the end of tliis class, students will be able to:read the hvo passages

5、 and know how the story goes.;draw the mind map of Xie Leis experience and use your own words to descnbe it; and retell it in your own words.To assess this article and provide more relevant iiifonnation.教学过程（表格描述）教学阶段教学活动设置意图时间 安排Pre-readingStepl: Lead inl.Ss answer do you want to go abroad for a ft

6、irtlier study?(Ss can answer yes or no, but must speak out the reason.)2.Ss answer next question:what are the advantages and disadvantages of studying in a foreign country?(Ss can answer from those aspects:advantage: broaden horizon, learn language, meet different kinds of persons know more English-

7、speaking countries cultures.disadvantages： lonely, problems of language, cultural conflict)利用两个问 题引出出国 学习及生活 这个话题和 出国学习的 优点和缺 点，激活学 生兴趣和背 景知识。同 时通过问答 引出部分生5 niiii词，为正文 的阅读作好 知识上和心 理上的准 备。WTiile-readingStep 2: Acthityl Summarize die main idea and draw the mind map.T invites Ss to draw a mind map of t

8、he story.l .Ss read the text and write down the main idea of the text.2.Ss tlmik about the stnictiire of the story and match die key pomt for each part.3. Ss tliiiik about what they are going to show m their mind map and draw the mind map学生自主阅 读，按照自 己的理解梳 理、归纳文 本信息。40iiihiStep 3: Activity2 Share, an

9、alyze and improve their own niHid-inaps.l.Ss work in groups to explain tlieir own muid-niaps, exchange their work and add more key points if necessary. Meanwhile, volunteers draw their works on the blackboards.Ss explain their own mind-map in public.If Ss havent pomted out. T will eiiligliten Ss to

10、infer some hidden infbnnation such as: the difficulties of Xie Leis studying and living; the way she solve her problems in studying abroad: the change of Xie LeTs feeluigs. Her difficulties in her life and study at the universitycan not find a balance between study and a social life.can not underhan

11、d what others say?can not make new friends.Not read widely and analyse the text.can not express one s own opmion witli reason. the way tliey solve problemsl .To leam how to fillfill westem academic requirementsTo get to used to a new way of life and improve her English.to learn more about everyday l

12、ife and customs.to have people to explain thmgs not imderstand.to explain about why you can not use other peoples work without ackiiowledgmg it.to encourage you to express your own ideas with reasons.the change of Xie Leis feelmgs.合作学习， 分享交流成 果，部分同 学来点评本 篇文章的思 维导图，主 要是从谢蕾 在英国的生 活、学习及 谢蕾的情感 变化进行点 评。注

13、意； 老师再进一 步对本篇文 章的思维导 图进行深度 点拨时，要 向孩子们明 确表明；画 思维导图不 是谁画的好 看就好，思 维导图要有 逻辑性。最 后老师引导 孩子们进行25niinlonely/conftised feel much more at home深度思考聊 拓展孩子们 的思维宽度 及深度。Step4: Activity 3 Questions for ftirther tlmikingWhy did Xie Lei tlmik her essay will get a good mark but her tutor gave her an E?Superficial: can

14、not copy others and you should have your own ideas.Tlie difference between China and English speakmg country.学生阅读之 后可依据自 己的认知和 价值观发表 个人看法5niinPost-readingStep5 Furtlier tlmikingAt the end of this story Ss know the ending: Xie Lei feels much more at home m England now. Then T asks Ss to tliuik about

15、the following questions:What type of text does the passage belong to?Why does the autlior write this article? Who are the intended readers?One possible opinion: Why the author write this article is to get more students who want to go abroad know what the life and study are really like m a totally di

16、fferent country with different culture. And the intended readers may be those who want to go to England for studying.If you have an opportmuty to study abroad, what can you get from tlie text? What should you prepare?One possible opinion: If I can study abroad, I must prepare to leam more about the

17、local culture, especially the customs and rules m life. And 1 must leam English well.Does die autlior give you all die expected infbnnation? If you were the author, what other infbnnation would you provide? What would you go on reporting about Xie Lei in the later editions.?最后老 师引导孩子 们进行深度 思考聊拓展 孩子们

18、的思 维宽度及深 度。015111K1HomeworkWrite a summary for this story.Do more research about tlie different cultures m the English-speaking countries and thnik about tliein and report the positive and negative effects of them.教学反思本行课活动的设置围绕”学习理解、应用实践、迁移创新”三个层次培养学生思维C先 是让学生通过mind map形式构建梳理文本框架，总结情感变化并推断写作意图，基本达到 了课堂预设目标。优点：本课比较实用，学生整体都很积