Unit4SharingReadingandThinking教学设计-2023-2024学年高二英语人教版选择性

Unit4ReadingandThinking课时内容Helptheneedy主题语境：人与社会主题群：社会服务与人际沟通子主题：公益事业与志愿服务语篇类型：新媒体语篇博客文本分析：【What】该板块的阅读语篇是两篇博客，文章讲述了澳大利亚志愿者教师Jo在巴布亚新几内亚支教的经历。第一篇博客描述了Jo支教一个月左右后的经历和困难，以及产生的困惑和动摇。第二篇博客讲述的是Jo第一次到一个偏僻村庄展开家访的经历。[Why]该板块的活动主题是“帮助有困难的人”。通过阅读让学生一方面了解支教的困难和意义，另一方面了解支教教师不畏困难、扶危助困、无私奉献的精神和积极乐观的心态，引导学生关注公益事业，形成助人意识，参与志愿活动。【How】作者以博客的形式介绍自己支教的志愿活动。第一篇博客开篇写了Jo收到家里邮寄的包裹时的惊喜，这说明了当地交通的不便与物资的匮乏。接着详细描写了简陋的学校环境和教学设施，但是学生的精神面貌积极向上，让人感到欣慰；然而化学实验课上的意外让作者感到措手不及，也很无奈，甚至怀疑自己支教的意义。第二篇博客讲述的是Jo与另外一名教师翻山越岭去家访的经历，虽然看到的只是简陋的屋舍和陈设，也因语言不通无法和当地人交流，但是有学生Tombe为他们充当翻译，而且村民和学生家人的热情招待也深深打动了她。当她第二天早上告别这些热情的村民，拖着疲惫的身体再次长途跋涉回到自己的住处后，Jo感到愉悦和满足。文章最后通过对比手法，烘托了志愿者心态上的积极变化。两篇博客的明线是在讲述志愿者Jo支教的经历和困难，暗线体现的是Jo积极乐观、善良坚毅的性格特点。学完本课后，学生能够：1．了解巴布亚新几内亚支教工作的困难和意义及欠发达地区的教育和生活情况。2．在阅读中调整阅读速度，选择恰当的阅读策略。3．掌握描写类语篇的体裁特征及语言特点。4．了解支教的意义，树立正确的价值观，增强社会责任感。重点：了解巴布亚新几内亚支教工作的困难和意义，以及欠发达地区的教育和生活情况。难点：学习描写类语篇的体裁特征及语言特点。学生准备1．预习本课的相关词汇。2．利用网络了解中外的支教现象。精彩课堂StepI学习理解活动一：感知与注意Lcadin.(1)AskstudentstolookatthephotoandthequoteontheOpeningPage.(2)Askstudentstotranslatethequote"Asyougrowolder,youwilldiscoverthatyouhavetwohands,oneforhelpingyourself,theotherforhelpingothers."andpayattentiontothelogo“CHINAAID”.Suggestedanswer:当你年岁渐长，你会发现你有两只手，一只用来帮助自己，另一只用来帮助别人。萨姆·利文森(3)Askstudentstotalkaboutthefollowingquestions.·Whatdoyouthinkishappeninginthephoto?·WhatotherkindsofaiddoyouknowChinaisprovidingathomeandabroad?Suggestedanswers:·SomeyoungpeopleinAfricaareenjoyingwateratanewwellwhichwasprovidedbyChina.Thewell,whichwasdugin2016,waspartofaChinesegovernmentaidinitiativetodig1,000wellsinGhanaaspartoftheBeltandRoadInitiative.·Chinahasdonatedbillionsinsystemsandservicestoothercountries,suchasmedicalcare,energy,infrastructure.Inrecentyears,volunteeringhasbeenspreadamongChinesepeople.SomecollegestudentsvolunteertoteachintheWest.【设计意图】借助开篇页上的照片与引言，激活学生已有的背景知识和语言知识，了解中国在国内外的援助计划，彰显国家的责任和担当。活动二：获取与梳理1.Predict.Askstudentstolookatthetitleandthephotosbeforetheyreadthetext.Thenhavethemanswerthequestions.·Whatcanyouseeinthephotos?Whatkindoflifedoyouthinkthepeopleliveinthephotos?·Whatchallengesdoyouthinkthevolunteerteachermighthavefaced?Suggestedanswers:·ItwouldbehardtogetusedtolivingwithoutaTV,puter,orothermodernconveniences.Thefoodandoveralllifestylemightalsobeachallenge,asitissodifferentfromthevolunteerteacher'scountry.Asateacher,gettinggoodteachingmaterialsandsupplieswouldalsobehard.Backgroundinformation:PapuaNewGuineaislocatedjusttothenorthofAustralia.Itisoneoftheleastexploredareasonearth.Mostpeopleliveinsmallvillagesinremotejungles.Theyareselfsustaining（自给自足）andtheeducationispoor.Thereisnomoderntransportation,sokidshavetotraveldangerouswaystogotoschool.Thekidstheretakeupthechallengetogotoschoolforabetterlife.【设计意图】通过看图片引入本课时主题，引导学生了解标题的字面意义，进而预测课文内容，激发学生的阅读兴趣，形成对阅读的期待。补充巴布亚新几内亚的背景知识，有助于学生了解文章内容。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：对于文章开头为引出主要事件而进行铺垫的部分，以及那些已熟知或不必知道的内容，可快速阅读。阅读作者详细描写的学校环境、化学实验课的场景以及去Tombe家进行家访的经历时应放慢速度，精读文章，以便对学校环境、实验课的场景，以及Tombe的家况有详细的了解。【设计意图】该环节主要目的是获取和梳理信息。首先，引导学生判断文章的体裁；然后，设计阅读并选择问题的最佳答案的活动引导学生通过关键词获取文本的细节信息，为进一步阅读奠定基础；最后，引导学生根据阅读目的选择阅读策略，运用元认知策略调控阅读过程，自主调整阅读速度。活动三：概括与整合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.【设计意图】采用从的阅读教学策略来设置阅读任务，使学生掌握语篇结构。设计以帮助学生将阅读到的信息进行结构化和条理化处理，从而形成结构化知识，加深对的理解，增强记忆；通过回答问题引导学生关注细节信息，检查学生的阅读理解能力。StepII应用实践活动四：描述与阐释1.AskstudentstocirclethepositiveandnegativeaspectsofJo'svoluntaryworkinthebush.ThenhavethempletethetabletoanalyseJo'simpressionsoftheschoolandthevillage.(Activity4)Suggestedanswers:Positiveaspect·Abletogetmail·Takeonlyafewminutestowalktoschool·Thestudentsarefriendly·FantasticsceneryNicepeople·InterestingcultureNegativeaspect·Notextbooksorsupplies·Thestudentshavenoconceptofdoingexperiments·Nowashroom·Thestudentsmaynotbeabletousewhattheyhavelearnt·HavetowalkalongdistancetogoanywhereNobeds,fewpossessions2.Askstudentstousetheirownwordstodescribethebushschoolorthelocalvillage.【设计意图】引导学生运用批注策略标注关键信息，在完成表格后，引导学生使用所获取的信息简要介绍丛林学校或当地村庄，有助于学生巩固新的知识结构，将知识转化为能力。活动五：内化与运用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【设计意图】此环节通过完成语法填空练习，让学生加深对语篇的理解，内化所学语言知识和文化知识，提高学生的语言运用能力以及解题能力。StepIII迁移创新活动六：推理与论证1.Askstudentstoanalysethewritingtechniquesofthetextaccordingtothefollowingquestion.·Whatarethecharacteristicsofthedescriptivetext?Suggestedanswer:描写类语篇的基本特点①遵循常规的描写顺序。这些顺序包括空间顺序、时间顺序、逻辑顺序等。如第二篇博文中作者按照由外到内的空间顺序描写了Tombe的家：alow，roundbamboohutwithnowindows,withadoor...andwithgrass...;Suchhousingisdarkinside...Freshgrasshadbeenlaidonthefloor...Therewasafireplaceinthecentreofthehut。②运用大量的形象化语言。形象化语言主要是指那些起修饰限定作用的形容词、名词（短语）等。如第一篇博文中使用了bamboo、clayfloors、roofsofgrass、adustytrack、cottonuniforms等；第二篇博文中描写Tombe的家时使用了alow，roundbamboohut、dark、freshgrass等。③综合运用各种感官进行描写。描写类语篇运用多种感官描写使文章更加生动。如第一篇博文中运用了视觉（Theclassroomsaremadeofbamboo，withclayfloorsandroofsofgrass.）、听觉（WhenIreachtheschoolgrounds，I＇mgreetedbyachorusof“goodmorning”fromtheboys.）；第二篇博文中运用了嗅觉（Itsmelleddelicious.）、触觉（firmhandshakes）等。2.Askstudentstothinkaboutthequestion.·HowdidJo'sfeelingschangewhenvolunteeringinthebush?【设计意图】通过分析文章的写作特点和Jo的情感变化，深化学生对语篇的理解。活动七：批判与评价1.Askstudentstoworkingroupstodiscussthequestions.(Activity5)·JofeltitwasaprivilegetohavespentadaywithTombe'sfamily.IfyouwereJo,howdoyouthinkyouwouldhavefelt?Why?·Whatarethedifferencesbetweentheschoolyougotoandtheonedescribedinthepassage?·Wouldyouliketobeavolunteerteacher?Whyorwhynot?Suggestedanswers:·IfIwereJo,Iwouldhavefeltprivilegedaswell,asitwasararechancetoglimpseintoanotherculturethatmostpeoplewillneverhave.·Igotoaschoolthathasalltheconveniencesofmodernsociety,sothereisnoparisonatall.Wehaveplentyofequipmentandsupplies,fort