北师大版（2019）必修第一册 Unit1 Life Choices Lesson3 Your Life Is What You Make It名师教学设计

Unit1 Lesson 3 名师教学设计
课时内容：
Your life is what you make it
主题语境：人与自我
主题群：生活与学习
子主题：优秀品行
语篇类型：记叙文
文本分析：本节课是阅读课。文章主要讲述了张天大学毕业之后并没有按照父母的要求或和其他同学一样去大城市工作，而是选择去贵州的一所学校做志愿者英语老师，在那里他虽然面对很多生活上的困难，但也逐渐适应，给那边的孩子们带去了快乐，实现了自己的人生价值。该文章通过介绍张天的个人经历，帮助学生们树立良好的人生观和价值观，激发学生的学习兴趣，有利于思维品质素养的落地。
课时目标：
知识目标：
1.学习关于志愿者活动的相关表达；
2.了解支教老师的生活和现状；
3.学会ed形容词和-ing形容词的使用方法，并积累词汇
能力目标：
1.培养学生概括文章主旨大意和段落大意的能力；
2.培养学生归纳总结的能力。
情感目标：
1.培养学生乐于助人，为国家、为社会奉献的荣誉感和使命感；
2.引导学生树立正确的人生观和价值观；
3.教育学生尊敬志愿者，并呼吁学生积极投入到志愿者服务中去
重点难点：
重点：
1.让学生归纳概括志愿者老师张天的支教生活；
2.让学生掌握-ing形容词和-ed形容词的用法和含义。
难点：
1.对文本内容和意义的理解；2.能够复述张天的支教生活。
教学准备：
教师准备：
1.制作好标准课件，导学案。
2.电脑，PPT文件，多媒体设备等。
学生准备：
1.课前预习本节课内容，做好准备练习；
2.根据图片预测阅读内容，信息提取和词义猜测。
教学过程：
Step I Pre-reading
教师展示一些欠发达地区农村学校的图片，让学生用课本提供的短语描述农村教育的现状。
T：Look at the pictures below. What do you think of these village schools What do you think the life is like for a volunteer teacher there Use the words and phrases to help you
【设计意图】通过图片导入，激发学生的学习兴趣，活跃课堂气氛。
Step Ⅱ While reading
1.Fast reading
Give students 3 minutes to read the report quickly the main idea of it, and answer the following questions.
（1）What did Zhang Tian’s parents want him to do What did his friends do
（2）Where did he work as a volunteer teacher Why did he choose to go there
（3）What did he decide to do after a year
Suggested answers: Main idea About a volunteer teacher at a village school (1) Go to a big city and find a teaching job. His friends all left his hometown for work in Shanghai or Beijing. (2) Guizhou Province. He wanted a new lifestyle and was inspired by teachers he met in his early school years (3) He decided to stay for another year.
【设计意图】该环节意在让学生快速阅读，提升阅读速度，增强学生的归纳总结能力，了解文本大意。
2.Careful reading
（1）Ask students to read the report and complete the information. Then tell their partner about Zhang Tian.
Suggested answers:
Reasons to Be a Volunteer Teacher:
start a new lifestyle
Situations When He Arrived:
School: The school had only three classrooms and as much smaller than he expected. The playground was dusty on windy days and muddy on rainy days.
Living conditions: The power and water supplies were unstable. He could only shower once every three or four days, and he had to learn how to cook.
(2) Ask students to read the report. Find some words to describe Zhang Tian’s different feelings and talk about the changes. Let students use the diagram to help them.
Suggested answers:
Events Feelings Evidence
Graduated from university Inspired Applied for and became a volunteer teacher in a village school
Travelled to the village Eager Imagined all sorts of exciting things
Saw the school the first time Disappointed The school was much smaller than expected; for Dusty and muddy playground
Lived in the village Challenged Unstable power and water Supplies; Shower once every 3 or 4 days: Learned how to cook
Introduced new subjects and activities Satisfied Students love PE; School is full of laughter and music; First-ever school concert planned
End of the first year Motivated Enjoy working with the children: Planning on staying another year
【设计意图】该环节是文本内容的精读部分，意在学生在了解文本大意的基础上，对文本内容有更深层的理解。
Step Ⅲ Post-reading
1.Review the report by answering the following questions.
(1)How do you understand the title of the report “Your life is what you make it”
(2)What can you learn from the title
Suggested answers: (1)I think it is about doing what is right for you instead of what other people want you to do. (2)I think I can learn to be confident in my choice.
2. Ask students to complete the text with the words they have learnt. 1. ________ by the teachers from small villages Zhang Tian 2. ________ for and became a 3. ________ teacher after he 4. ________ from university. However, the teaching and living conditions were more 5. ________ than he had thought. The playground was 6. ________and the power and water supplies were 7. ________. Besides English, Zhang Tian introduced mores to the school-music, art and PE. The kids school lives are now more 8. ________ and interesting and the school is now full of 9. ________ and music. The 10. ________ he made to the village made him very popular among the villagers. He also 11. ________ to stay for another year.
Suggested answers: 1 Inspired 2 applied 3 volunteer 4 graduated 5 challenging 6 dusty 7 unstable 8 attractive 9 laughter 10 contribution 11 decided
【设计意图】该环节意在检测学生对文本的掌握程度，并着重检测一些重点词汇和相关表达。
Step Ⅳ Focus on language
-ed / -ing Adjectives
【语法知识点讲解详见第二教案综合素养精析】
1.Complete the Word Builder.
Suggested answers:
excited exciting
surprised surprising
interested interesting
challenged challenging
satisfied satisfying
2. Use the words in the Word Builder to complete the sentences.
1 After a long day, Zhang Tian finally got back to his small room, feeling _________. 2 He imagined all sorts of _________ things about living and teaching in a village. 3 Living In the village was also more _________ than he had thought. 4 It is not _________ that PE is the kids’ favourite subject! 5 Their school lives are now more attractive and _________. 6 Zhang Tian is planning to organise the first-ever school concert! Everyone is very _________. 7 What made him feel _________ was that his students were able to read, speak and write in English.
Suggested answers: 1 tired 2 exciting 3 challenging 4 surprising 5 interesting 6 excited 7 satisfied
3. Which type of adjectives (-ed/-ing) describes situations, people or things Which type describes people’s feelings
Give two examples of each.
a stiuations, people or things ( ) ①________ ②________
b people’s feelings ( ) ①________ ②________
Suggested answer:
a situations, people or things (-ing): ①Imagine all sorts of exciting things ②Living in the village was also more challenging b people’s feelings (-ed) ①feel tired ②feel satisfied
【设计意图】该部分通过三个活动，让学生在实际语境中操练含有-ed/-ing的形容词。
Step Ⅴ Express yourself
1. Ask students to work in groups of six. Imagine that Zhang Tian, Zhang Tian’s students, and one of the villagers are invited to participate in a talk show. Each one of them will take on a role to talk about Zhang Tian’s experience or what they know about Zhang Tian. The group leader is the talk show organiser.
2. If time permits, have different groups act out the talk show in front of the class.
【设计意图】该环节为半开放性环节，通过前几个步骤的学习，让学生结合所学的文本内容，用自己的话对文本进行总结和归纳，一方面检测学生对文本的掌握程度，方面培养学生的语言组织能力和信息筛选能力。
Step Ⅵ Homework
1. Read the whole report.
2. Review the language points.
板书设计