人教版(2019)必修第三册 Unit 2 Morals and Virtues Reading 教学设计

文档属性

名称 人教版(2019)必修第三册 Unit 2 Morals and Virtues Reading 教学设计
格式 docx
文件大小 36.9KB
资源类型 教案
版本资源 人教版(2019)
科目 英语
更新时间 2023-05-21 00:21:38

图片预览

文档简介

人教版新教材B3U2 Extended reading教学设计
主题语境:人与自我
授课时长:40分钟
文本分析:(文本分析中需关注其与单元其它语篇之间的关联点)
该板块的主题活动是“分享善待他人的故事”(share a story of a kind act),课外阅读文本“THE TAXI RIDE I'LL NEVER FORGET”与单元主题引领下的语篇题材和体裁紧密结合,聚焦人的日常生活中的美德。文本指向“人与自我”的主题语境,关乎道德与美德这一话题,作者讲述了自己作为出租车司机,在深夜接乘客去临终安养院过程中所经历的一切,从而揭示主题观点:伟大的时刻让我们大吃一惊,因为它们往往看起来很小(Great moments catch us by surprise, because they often seem quite small.)。
阅读文本是一篇记叙文,文章长度为414字。语篇以时间发展和地点的转移为明线,作者和乘客的心理变化为暗线,富含行为和情境的描写,采用了对话,能让读者体会人物的情感变化。此外,在文本最后作者的话有一个留白,提醒读者“Great moments catch us by surprise, because they often seem quite small.”这是一个激发学生对文眼 “small great moments” 进行创造性思维的重要切入点。
学情分析:
该阅读文本是课外阅读材料,适用于高一年级学生。上课对象是重点中学学生,英语学科素养整体较好,具有良好的表达能力和语法基础。在话题内容上,学生对一个出租车的乘坐经历较为熟悉;在理解性技能方面,学生对所获取的信息缺乏系统的观察、比较、分析、推断和归纳,但在已有信息的基础上无法进行批判性思考和系统性创新;在表达性技能方面,学生对自主建构善待他人故事所需的语义场有难度。因而,本节课设计将凸显生本课堂理念,以学生为主体,充分保证学生在围绕“善待他人”的经历,梳理有关践行美德的动词词块和表达。
教学理念:
本课以发展学生学科核心素养为目标,践行综合视野下的自主学习教学,在综合兼顾语言、文化、思维和策略的同时,侧重于在读写活动中发展其运用语言的能力,通过自主探究式学习、合作学习等活动,让学生在语境中体验用语言做事的快乐。
教学目标:
在本词汇语法课结束后,学生应能够:
在意义建构方面,通过本文的阅读,学生能理解在深夜作者接乘客去临终安养院过程中所经历的一切,从而理解文章的主题观点;
在语言理解方面,学生能运用相应阅读策略获取和处理信息并理解文本内容,比如:根据篇章结构寻读事实细节、借助话语标记词分析语段结构、整合文本信息、推断作者意图、归纳主题等;
在语言表达方面,学生能分享善待他人的故事,宣传身边的好人好事;
在教学评价方面,学生能依据优秀故事的评价维度,修改自己的作文。
教学重点:
引导学生分自主阅读文本,梳理文本信息、推断作者意图、归纳主题等。
模仿借鉴主题语言,完成写作任务,分享善待他人的故事。
教学步骤:
教学步骤 教学活动 设计意图 互动时间&模式
导入阶段(Engagement)
Step 1 Lead-in Ask Ss to have a free talk about a taxi ride experience. Guide ss to pay attention to the expressions like take the suitcase for the passenger, the shortest way, turn on/off the meter, How much do I owe you 本活动旨在引出租车乘坐的相关话题,激活、补充主题学习所需的文化背景知识,并适度铺垫新语言 5’ CW
Step 2 Prediction Guide Ss to predict the text type and main idea of the text according to the title and pictures. Meanwhile, list the basic elements of a travel story (when, where, who, what, how, why). Inspire Ss to raise questions based on the title: What do you expect to read from the text according to the given title Q1: What is the text about Q2: Who is the passenger Q3: What did the author see Q4: What did the author hear Q5: How did the author feel Q6: What did the author do Q7: What did he learn from the experience Q8: Why is it an unforgettable taxi ride 通过描述教材插图、预测文体和标题、自主提问等系列活动,启动主题思维,引导学生初步感知、注意文本的话题内容、记叙文的基本要素及其可能的语篇内容,形成阅读期待。
探究阶段(Exploration)
Step 3 Global reading (skimming) Ask Ss to read the text briefly to confirm whether it’s a travel story and which elements are mentioned in the text. Meanwhile, try to conclude the main idea. 该活动旨在该活动旨在训练学生快速阅读全文以获取主要信息(Skimming for main idea)的阅读策略,并解决自主提问1,2。 3’ IW
阐述阶段(Explanation)
Step 4 Detailed reading Activity1: Read paragraphs 1-2 and explore author’s seeing and feeling. (Expectation) Guide Ss to read paragraphs 1-2 and solve the above questions: “What did the author see ” Try to identify the literal and implied meaning of the sentence. When I arrived, the building was completely dark except for one light in a window. What did the author expect the taxi ride to be 活动1聚焦文本开头两段,指向自主提问3,培养学生区分字面意义和隐含意义的阅读策略,体悟隐含意义对理解文本的深层含义的主要作用和意义,为下文难忘的经历做铺垫。 10’ CW IW
Activity 2: Read paragraphs 3-15 and draw a mind map. (Experience) Remind Ss of draw a mind map based on the time line and the transformation of places. Get Ss share their mind map briefly. Extended thinking in dealing with Q5: ①How do you understand “I try to treat my passengers how I want my mother treated.” ② Why did the author mention “I saw her eyes shining with tears” ③ Why did the author turn off the meter ④ Why did the author lean down and give her a hug without thinking 活动2围绕第3-15段,解决自主提问4-6。依托自主阅读并构建思维导图、分享阐述思维导图、深入探究思维导图三个层次来引导深度分析文本,形成对篇章结构的整体把握。在此过程中,依托拓展性问题的思考,更深层次分析推断作者的感悟。
Activity 3: Read paragraph 15-16 and think critically about his reflection and enlightenment.(Enlightenment) Guide Ss to read the 15th paragraph and think about the following questions: ①How did the author feel about his taxi ride ②Why did the author hardly talk Inspire Ss to discuss the question in groups of four: How can we do small gestures in our life Generous attitude Earnest efforts Sympathetic ears Tolerant mood Unconditional love Responsible acts Enthusiastic help 活动3指向对最后两段落的解读,解决学生的自主提问7,8。在此基础上,引导学生联结生活、联系自我,通过小组讨论,在回应原文关键信息的过程中,个性化思考、阐释善待他人的行为。
领悟阶段(Elaboration)
Step 5 Reading for theme: Interpreting the title Guide Ss to reread the title “The taxi ride I’ll never forget” and think about: Why does the author use this title What is the purpose of writing this story 该活动旨在通过再次解读标题,深度分析推断作者的写作意图。 10’ IW PW CW
评价表达阶段 (Evaluation)
Step 5 Writing Write an inspiring story about an act of kindness. The situation: Suppose you were the writer, you are going to share an inspiring story with your classmates. (100 words) The content: —What you have seen or experienced; —What enlightenment you get. Use the checklist to give feedback on your partner’s draft. Does the writer give a short description of the story Does the description include the most important details of the story Does the writer give his/her opinion about the characters or their actions Does the writer use the -ing form as the adverbial to describe their actions Are there any grammar, spelling or punctuation errors 基于所创设情境,依托建构创造类输出活动,迁移、运用主题内容及语言,建构新语篇。同时,根据评价标准对新语篇进行同伴互评。
备注:Ss: Students IW: Individual work GW: Group work CW: Class work
板书设计:
The taxi ride I’ll never forget
Expectation Experience Enlightenment
criteria
2