Unit 3 Developing Ideas Reading 教案-高中英語(yǔ)外研版（2019）必修第一冊(cè)

Unit3FamilyMattersDevelopingIdeas課時(shí)：5JustABrother---Reading（教案）單元分析1.教材分析本節(jié)教材是新外研版必修一Unit3DevelopingIdeas中的課文。在整個(gè)單元當(dāng)中是第5課時(shí)。文本JustABrother的學(xué)習(xí)是為了更好的拓展學(xué)生的思維---拓展主題認(rèn)知，發(fā)展思維能力。通過(guò)本節(jié)課的學(xué)習(xí)，引導(dǎo)學(xué)生進(jìn)行主題探究與學(xué)習(xí)內(nèi)容的拓展，學(xué)生通過(guò)完成一系列的讀寫活動(dòng)，能夠表達(dá)自己的觀點(diǎn)。以下為本節(jié)第5課時(shí)的教學(xué)設(shè)計(jì)。學(xué)情分析對(duì)于剛剛升入高一的學(xué)生來(lái)說(shuō)，幾乎全英的閱讀課授課模式，他們還不是很習(xí)慣。此外，對(duì)語(yǔ)篇的深層次的挖掘，所設(shè)置的問(wèn)題對(duì)思維的高要求也是需要他們慢慢適應(yīng)的。所以，本節(jié)課在授課前要充分預(yù)估到這些困難，相應(yīng)的降低難度。單元重難點(diǎn)本單元學(xué)習(xí)的目標(biāo)旨在讓學(xué)生深入思考與家人的相處之道，如何對(duì)待親情，這是人與社會(huì)的一個(gè)主題。本單元也讓學(xué)生了解了西方文化中人們的價(jià)值觀。對(duì)于中西方文化，價(jià)值觀的異同學(xué)習(xí)對(duì)比是本單元的重難點(diǎn)。課時(shí)安排本單元共安排6個(gè)課時(shí)本節(jié)課流程TeachingdesignTeachinganalysisTeachingobjective:Teachstudentstolearnthereadingskills:whatissaid?&Howisitsaid?&Whyisitsaid?&Whatdoyouthinkofit?Teachstudentshowtowritelovestoriesaboutfamily.TeachstudentstofeeltheconflictofculturebetweenChinaandwestern,andthevaluetowardslife,especiallytheloveamongfamilymembers.Besides,studentscriticalthinkingwillbeimprovedbydiscussingthebehaviorofthetwobrothersintherace.2.Evaluationobjective:1)Studentscancheckwhethertheirpredictionsarerightornotbyafterreadingthepassagetochecktheirabilityofpredicting.2)StudentscanevaluatetheirrendingabilitybytheitemLearningtolearntoimprovetheirreadingability.3.Teachingimportanceanddifficulties:1)Toimprovetheirreadingskills2)Towritelovestoriesaboutfamily.4.TeachingmethodsCooperativeTeachingMethod,Task-basedApproach,Communicative?Approach5.TimearrangementOneperiodTeachingaidsTextbook;notebook;leaningmaterial;multimedia(二）TeachingproceduresStep1:Leadin【設(shè)計(jì)意圖】用Alistair的圖片導(dǎo)入，首先讓學(xué)生猜測(cè)whoisthisman?然后跟上他的簡(jiǎn)單的生平介紹，引出文章。Step2:MakepredictionsAccordingtothepicturegiveninthetext,makepredictions.Whatweretheydoing?WhatdidAlistairthinkatthatmoment?whatkindofwritingstylewillwemeet?【設(shè)計(jì)意圖】引導(dǎo)學(xué)生讀前預(yù)測(cè)文本內(nèi)容，以激活學(xué)生就本話題領(lǐng)域的固有認(rèn)知及知識(shí)儲(chǔ)備，為新舊知識(shí)的銜接做好鋪墊。而用文本所給的圖片及標(biāo)題來(lái)推測(cè)文章內(nèi)容是最為直接有效的。Teacher:Areyourpredictionscorrect?Let’sreadthetextandcheckit.Step3:Talktothetext（與文本對(duì)話）Whatissaid?（作者寫了什么？）Figureouttheframeofanarrative(明線)TofeeltheemotionAlistairhas（暗線）【設(shè)計(jì)意圖】在于文本對(duì)話中，筆者設(shè)計(jì)了whatissaid?旨在引導(dǎo)學(xué)生不但要理解文章的表層信息，更應(yīng)該理解想要表達(dá)的情感。即找出文章的明線----故事的發(fā)生發(fā)展，還有暗線—故事主人公在整個(gè)事件當(dāng)中的情感變化。Teacher:Thequestionsaboveallowustoknowwhatissaidinthetext.Doyouwanttoknowhowitissaid?Let’stalktotheauthornow.Step4:Talktotheauthor（與作者對(duì)話）Howisitsaid?（作者怎么寫的？）1.Howdoesthewriterintroducethetopic:1)Whydoesthewriteraskaquestioninthebeginning?Answer:Togetreadersinterestedinthestoryandleadinthecharacters.2)Whydoestheauthorendsthestorybyadoptingthelastsentence?Answer:Itendsthestorybyansweringthequestioninthefirstparagraph.Inotherwords”Question----Answerstyle”【設(shè)計(jì)意圖】本環(huán)節(jié)的設(shè)計(jì)旨在為學(xué)生記敘文的寫作提供技巧與方法，讓學(xué)生在記敘文寫作的時(shí)候能夠引人入勝，并快速進(jìn)入主題，此方法為首尾呼應(yīng)，開(kāi)頭引人入勝，結(jié)尾點(diǎn)明主題。2.Inclimaxpart,whattechnique(行文手法)doestheauthoradopt?Answer:B.quotespeechorviews3.Fromwhichperson’sperspective(人稱)dotheytellthestory?firstpersonorthirdperson?Answer:thirdperson4.Whydoestheauthorchoosethirdpersontotellthestory?whatthestorywillbelikeiftheauthorchoosefirstperson?Answer:ThirdpersonIttellsastoryobjectivelyandeasytomakejudgmentsIt‘sconvenienttogiveavividdescriptionofasceneandexpressemotionandfeelingsiftheauthorchoosefirstperson5.Doesthewriterdescribepeople’sfeelingsdirectlyorindirectly?Answer:indirectly.【設(shè)計(jì)意圖】本環(huán)節(jié)以4個(gè)問(wèn)題為引領(lǐng)，旨在引導(dǎo)學(xué)生從行文手法，敘事角度等方面來(lái)深層次理解文本，分析文本。引導(dǎo)學(xué)生思考作者這樣做的目的是什么，要達(dá)到什么樣的敘事效果。Step5:Talktotheauthor（與作者對(duì)話）Whyisitsaid?（作者為什么寫？）What’sthecharacteroftheelderbrotherAlistair(keywords)?showyourreason.Answer:courageous;kind;selfless;caring;confident;devotional;positive;competitiveDoyouhaveasisterorbrother?What’syouridealrelationship?(students’ownviews)3.WhatdoyouthinkmadeAlistairmakethechoicewithoutanyhesitation?Answer:Theeducationhereceive4.Whydoyouthinktheauthorwritethispassage?Answer:Bytellingthestoryofleadingfigures,theauthoraimstospreadthespiritofthetimeandthemoralthepublicneedtoshare.Familyvalue:personalindependence&individualrights&freedomequalityTeacher:Differentcountryhasdifferentculture.Ifyouwhattounderstandtheauthorbetter,let’sgettoknowtheculturefirst.ReadtoLearnCultureShockWhatdidtheauthorexactlytalkabout?【設(shè)計(jì)意圖】筆者通過(guò)whatissaid?的問(wèn)題引領(lǐng)，啟發(fā)學(xué)生思考主人Alistair的性格特點(diǎn)，對(duì)學(xué)生德育進(jìn)行潛移默化的滲透引導(dǎo)。從而形成正確的人生觀和價(jià)值觀。接著提出問(wèn)題.Doyouhaveasisterorbrother?What’syouridealrelationship?旨在引發(fā)學(xué)生思考現(xiàn)實(shí)生活中自己與家人的關(guān)系及如何更好的與家人相處。最后引導(dǎo)學(xué)生思考作者寫這篇文章的目的是什么，想要傳達(dá)的價(jià)值觀和人生觀。同時(shí)，讓學(xué)生感知中外文化的差異。Whatdoyouthinkofit?(作者寫的怎么樣？）1.Howdoyoulikethetitleofthispassage?Canyougiveanothertitletoit?Is“championorbrother”better?why?(students’ownviews)2.Inthefourparts,whichpartdoyouthinkcanbefurtherimproved?How?(students’ownviews)3.ObviouslytheauthorpraisedthechoiceAlistairmade.What’syouropinionandwhy?(students’ownviews)【設(shè)計(jì)意圖】本環(huán)節(jié)以whatdoyouthinkofit?為引領(lǐng)，引導(dǎo)學(xué)生對(duì)文本的各個(gè)方面進(jìn)行評(píng)價(jià)。對(duì)文本題目，文章結(jié)構(gòu)，作者觀點(diǎn)等方面的評(píng)價(jià)會(huì)引領(lǐng)學(xué)生更深入的理解文本。此外，這些評(píng)價(jià)也與考試考查題目緊密聯(lián)系。Step6:SummaryWhatdowelearn?1.Frameworkofnarrative2.Q—Astyle3.Techniques:setexamples,quotespeeches;makecomparison4.Showemotioninaindirectway【設(shè)計(jì)意圖】本環(huán)節(jié)旨在總結(jié)本節(jié)課所學(xué)，通過(guò)回顧所學(xué)知識(shí)為接下來(lái)的任務(wù)輸出做好充分的鋪墊與準(zhǔn)備。Step7:TaskOption1:JustimagineyouwereAlistairorJonnyortheirmothersittingonthegrandstand(看臺(tái))andsharethestoryyouexperienced.Option2:pleaseshareyourfamilystoryorafamilystoryyouKnow.Pleaseadoptwhatwelearnttoday【設(shè)計(jì)意圖】為學(xué)生設(shè)計(jì)了可供選擇的兩種任務(wù)來(lái)考查本節(jié)所學(xué)知識(shí)的掌握情況和運(yùn)用所學(xué)知識(shí)的能力。本環(huán)節(jié)設(shè)計(jì)旨在促進(jìn)學(xué)生用所學(xué)知識(shí)來(lái)解決實(shí)際生活問(wèn)題的能力。Step8:HomeworkWritethestoryyoushared.【設(shè)計(jì)意圖】把課上口頭表達(dá)分享的內(nèi)容以文字的形式呈現(xiàn)出來(lái)，有利于教師的直觀評(píng)價(jià)，也可以生生互評(píng)，評(píng)選出優(yōu)秀作品，對(duì)學(xué)生的學(xué)習(xí)進(jìn)一步激勵(lì)。Blackboarddesign:PredictionsthatstudentsgiveatthebeginningoftheclassTheframeofanarrative(明線)andtheemotionAlistairhas（暗線）【教學(xué)反思】本節(jié)課以whatissaid?&Howisitsaid?&Whyisitsaid?&Whatdoyouthinkofit?問(wèn)題為引領(lǐng)，引導(dǎo)學(xué)生對(duì)文本進(jìn)行了深入分析與理解；引導(dǎo)學(xué)生從行文手法，敘事角度等方面來(lái)深層次理解文本，分析文本；引導(dǎo)學(xué)生對(duì)文本的各個(gè)方面進(jìn)行評(píng)價(jià)。對(duì)文本題目，文章結(jié)構(gòu)，作者觀點(diǎn)等方面的評(píng)價(jià)會(huì)引領(lǐng)學(xué)生更深入的理解文本。以上教學(xué)設(shè)計(jì)與一般的閱讀課設(shè)計(jì)不同，培養(yǎng)學(xué)生閱讀能力的側(cè)重點(diǎn)不同。這也是符合新課程標(biāo)準(zhǔn)和新教材的新要求的，即對(duì)DevelopingIdeas的學(xué)習(xí)是為了更好的拓展學(xué)生的思維---拓展主題認(rèn)知，發(fā)展思維能力。當(dāng)然，在實(shí)際的課堂教學(xué)中也遇到了一些困難，對(duì)教學(xué)設(shè)計(jì)中的一些問(wèn)題學(xué)生感到有相當(dāng)?shù)碾y度，所以在以后的教學(xué)中還需要多一些這方面的訓(xùn)練。[備課材料]Ayearago,weboughtoursonabikeforhisbirthday.Inthiswayhecouldstaymoreactive.Besides,wedidn'thavetopushatricycle(三輪車)aroundtheneighborhood.Ithoughtheevenwantedtosleepwithhisbike.Hegoton,rode,andhadahugesmileonhisface.Whenwewentoutforawalk,hewouldaskmepolitelyifhecouldridehisbike.Isaidyes.Thenhewouldplayforalongtimeanddidn'twanttogohome.Herodealltheyearround,regardlessoftheseason.Thisyear,wehadhimjoininaprogramcalledSprocKidsstartedbyourlocalmountainbikeclub.O