【新教材教案】1.3 A volunteer teacher 教學設(shè)計（2）-北師大版高中英語必修第一冊

1、Unit1 Life choicesLesson3 A volunteer teacher教學設(shè)計主題語境： 人與社會社會服務與人際溝通公益事業(yè)與志愿服務語篇類型：新聞報道語篇研讀：該文講述了大學生張?zhí)爝`背父母意愿，只身前往貴州偏遠山區(qū)支教。在面對學?；A(chǔ)設(shè)施及居住環(huán)境惡劣的情況下，張?zhí)旆e極努力找到解決辦法，不僅使學校基礎(chǔ)設(shè)施、學生學習及村民的生活都有了很大的變化，而且也贏得了學生和村民的尊敬。文章重點詞匯主要涉及學校生活。如：get a teachers certificate, an eager heart, unstable water and power supplies, organ

2、ise the first ever concert ,become confident in learning .該文是一篇人物報道，采用倒敘的方式，開門見山描述了張?zhí)熘Ы虒こ５囊惶?。通過對比張?zhí)熘Ы糖昂髮W校，學生生活，及村民生活的變化，沿著張?zhí)鞂χЫ痰那楦泻蛻B(tài)度的變化這兩條主線，探討了人們對公益事業(yè)與志愿者服務的態(tài)度。這兩條主線相互交織，把語篇的事實性信息，語言表達方式及對張?zhí)熘Ы虘B(tài)度的探討有機整合在一起，由此梳理出本文的信息結(jié)構(gòu)圖和結(jié)構(gòu)化知識圖。作者希望通過本文引發(fā)人們對公益事業(yè)與志愿者服務的思考： 人們參與志愿者服務及支教等公益事業(yè)，在幫助別人的同時，也獲得了鍛煉自己提高社會活動能力的

3、機會，內(nèi)心也得到了快樂。本課結(jié)束時，學生能夠：語言能力：1通過快速瀏覽課文對課文主要內(nèi)容進行預測。2獲取梳理文中描述張?zhí)毂救思爸Ы痰氖聦嵭孕畔ⅰ?比較描述張?zhí)熘Ы糖昂髮W校，學生及村民生活的變化。比較張?zhí)熘Ы踢^程中態(tài)度和情感的變化。 思維品質(zhì)：4 評價張?zhí)斓闹Ы绦袨椴⑺伎际欠袼腥硕紩С炙倪x擇。學習能力：5通過小組合作，同伴討論，個人思考，分享自己對公益事業(yè)及到貧困山區(qū)支教的看法。比較描述張?zhí)熘Ы糖昂髮W校，學生及村民生活的變化。比較張?zhí)熘Ы踢^程中態(tài)度和情感的變化。 學生自學單詞和預習課文。主要學生學習活動：1創(chuàng)設(shè)情境，熟悉主題，鋪墊語言。教師展示朋友在貧困山區(qū)支教的照片。用課文中的新詞匯描述

4、照片，幫助學生在情境中認知和理解新詞匯。 接著展示張?zhí)旒捌渲Ы虒W校的照片，并提出問題：What do you think of the village school? Whats life like for a volunteer teacher there? 來激活與學校生活相關(guān)的詞匯；2教師闡述何為略讀，如何略讀。學生略讀文章來預測課文內(nèi)容。 3概括梳理整合信息，內(nèi)化語言，獲得結(jié)構(gòu)化知識。學生第一遍閱讀課文，核對自己的對課文內(nèi)容的預測。學生第二遍閱讀課文，概括主旨并梳理張?zhí)熘Ы痰闹饕聦嵭孕畔?。教師提問檢查學生提取課文中事實信息的情況。學生第三遍閱讀課文，兩兩合作歸納總結(jié)對比張?zhí)熘Ы糖昂髮W

5、習，學生及村民生活的變化，標記出體現(xiàn)變化的形容詞的比較級。學生第四遍閱讀課文，分組完成歸納比較張?zhí)熘Ы踢^程中態(tài)度和情感的變化。 通過對細節(jié)信息的梳理，熟悉并學習一些固定搭配及本課特有的語言表達方式。之后，教師和學生在黑板上共同完成信息結(jié)構(gòu)圖和結(jié)構(gòu)化知識圖。4學生依據(jù)所梳理和提煉的結(jié)構(gòu)化知識，重組課文中的固定搭配或語言表達方式。采用兩人問答或?qū)υ挼男问剑枋霾㈥U釋張?zhí)熘Ы糖昂髮W校，學生，村民生活的變化及張?zhí)熘Ы踢^程中態(tài)度和情感的變化，內(nèi)化所學語言知識與相關(guān)信息。5根據(jù)已知，推理判斷。學生討論并交流張?zhí)鞙蕚湓僦Ы桃荒甑脑颍⒊醪接懻搹氖鹿媸聵I(yè)的意義；學生預測張?zhí)斓母改笗С炙僦Ы桃荒陠帷?表

6、達感受，分享自己觀點，培養(yǎng)批判性思維。學生分組對張?zhí)熘Ы绦袨樽龀鲎约旱脑u價。并討論是否所有人都會支持他的選擇。學生嘗試分析不同的人可能對這選擇的態(tài)度，并再次聯(lián)系自我進行思考，理性表達自己的觀點。通過全班交流，提升對這一問題的批判性思考。7互動交流，遷移創(chuàng)新。學生分組創(chuàng)編人物訪談類節(jié)目，從主人公及其親人學生村民的角度，深度剖析張?zhí)熘Ы探o學生和村民作出的貢獻及自身的收獲。教學過程：Step 1 Leading in 1T shows some pictures of some volunteer teachers and describe the pictures .And then show t

7、he pictures of Zhang Tian and his school. Asks Ss: What do you think of the village school? Whats life like for a volunteer teacher there?23Ss work in groups and talk about the life in the village school.4 Ss share their ideas. T write them down on the blackboard.Step 2 Predicting1 T explains what s

8、kimming is and asks Ss to skim the passage. 2T invites Ss to look at the photos again and asks Ss to think about :Was the village school as good as zhang Tian expected?3T asks Ss what type of text it is . Step3 1st reading 1T invites Ss to read the passage to check their prediction. T invites Ss to

9、think of the Order of article writing and role of the first paragraph .2Ss work in pairs to illustrate the Order of article writing and role of the first paragraph .Step 4 2nd reading for information Ways to deal with challenges:For the students;For the villagersT asks ss to read the texts quickly a

10、nd answer the following questions about zhang Tians experience as a volunteer teacher based on the text .Situation when he arrived:School:Living conditions:teacherReasons to be a volunteer teacher:teacher 2T asks Ss to share and check the answers to the question.Step 5 3rd reading1T asks Ss to read

11、the texts carefully and pay attention to some adjective comparisons, for example: much smaller, healthier and lovelier, more confident - 2Pair Work: What changes did Zhang Tian make to the school and the village?School subjects School activitiesSchool facilities Students learning Villagers life3T as

12、ks Ss to explain how they can get the answer and what the adjective comparisons are in the texts and how they are usedStep 6 4th reading for Deep Understanding .1Group work: How did Zhang Tians feeling and attitude change as a volunteer teacher? Find evidence.eventsgraduatedfrom universitytravelled

13、to the villagesaw the school for the first timeLived in the villageIntroduced new subjects and activitiesend of the first yearfeelingsevidence2T asks Ss to find out the useful expressions . T and Ss write down the Information Structure Diagram and Structured Knowledge Graphon the blackboard3T invite

14、s Ss to work in pairs and based on the Information Structure Diagram and Structured Knowledge Graph make an dialogue which can contain the following questions .1) Why did you come to guizhou to teach instead of working in shanghai?2)How did you imagine living and teaching in a village?3)What challen

15、ges did you have to deal with ?4)Did you want to leave and return to shanghai?5)How did you find ways to deal with difficulties?6)What satisfied you most after a rough year ?4Ss present their dialogues within the whole class.Step 7 Discussion Ss work in groups to discuss the following questions:1) W

16、hy does Zhang Tian feel ready to stay for another year?2) Will zhang Tians parents support the idea of staying for another year ? Why or why not ?Step 8 Critical thinking 1) Voice your opinion: Ss talk about their opinions about Zhang Tians experience as an volunteer teacher.2) T asks Ss to think :

17、Are all the people in favour of Zhang Tians choice as an volunteer teacher? Why or why not ?3) Would you like to do some voluntary work? If yes, what kind of work? Why?Step 9 Interview 1)Ss work in groups to prepare an interview where an interviewer asks Zhang Tian, his parents, his students and some villagers some questions about Zhang Tians experience as a teacher. The interviewer may prepare the questions like this: Zhang Tians hopes about living and teaching in a village; his parents worries; the contributions he made to the village ,the changes of the school ,and the students and