Unit 6 Design Lesson 4 Dream House 閱讀語篇 教案-2024-2025學年高中英語北師大版必修二

閱讀語篇教學設計DreamHouses--TheHouseonMangoStreet主題語境：人與自我語篇類型：自傳體小說授課時長：一課時（40分鐘）文本分析本課節(jié)選自一篇自傳體小說《芒果街的小屋》。作者桑德拉?西斯內(nèi)羅絲(SandroCisneros)是美國著名拉美裔作家。其父親是墨西哥人，母親是西班牙裔美國人。貧困的出身對作者的童年生活造成了很大影響。本文正是記錄了她和家人在被迫頻繁搬家過程中的一些痛苦回憶以及對夢想之家的憧憬。本文的重點詞匯主要涉及房屋設施和條件等，如damp,narrow,holdone’sbreath，句式以排比句和簡單句等為特點。本文的價值取向在于引導學生通過本文的學習，推測作者在搬家過程中的不同心境，以此作為抓手，提升學生做閱讀理解推斷題型的能力，并且通過了解作者自身的勵志經(jīng)歷，培養(yǎng)學生的逐夢精神。學情分析本班學生英語基礎較好，學習態(tài)度較認真，學習熱情高。學生已具備在閱讀中獲取大意的能力，部分學生能用英語自信地表達觀點。但是多數(shù)學生在理解和整合信息、尤其是邏輯推理和分析論據(jù)等方面能力較為欠缺。教學目標在本課學習結(jié)束時，學生能夠：通過反復閱讀文章，進行推測，尤其是對搬家過程中，作者的不同心境，做出推測；通過分析細節(jié)信息，提升做閱讀理解態(tài)度推斷類題型的能力。教學重點學生通過閱讀，獲取關于不同房屋狀態(tài)的事實類信息，整合推斷出作者在搬家過程中的不同心境。教學難點根據(jù)不同房屋狀態(tài)的事實類信息，尤其以形容詞、副詞、動詞、排比句式等為主，推斷作者在搬家過程中的不同心境，由此作為做閱讀理解態(tài)度推斷類題型的方法技巧，進行舉一反三，提升解鎖此類題型的能力。教學資源教材、多媒體課件、希沃白板、學案、黑板和粉筆。教學過程步驟教學活動設計意圖互動時間&模式Pre-readingStep1TshowspicturesofMartinLutherKing,YuanLongpingandGuAilingandasksSsabouttheirdreamstointroducethetopicofthislesson:DreamHouses利用圖片，創(chuàng)設情境，引出主題。1’CWStep2TinvitesSstoreadthelearningobjectives目標導學1’CWWhile-readingStep31streadingSsreadthetextquicklytograspthegistofeachparagraphTinvitesoneofthemtodothematchingtochecktheirwork快讀略讀，提取段落大意4’CWIWStep42ndreadingTasksSstoreadcarefullytomakeinferencesfromeachparagraph.?Para1:Howmanyplaceshasthegirllivedin?Whatdoesshethinkofthat??Para2:What’stheuseofanotherparallelstructurehere??Para3:ArethereanydetailsshowingthepoorconditionsofthehouseonLoomis?Howdoesthegirllikeit??Para4:What’sthedreamhouselike?What’sthegirl’sattitudetowardsit??Para5:HowaboutthehouseonMangoStreetandhowdoesshefeelaboutit?逐段精讀，根據(jù)問題，提取關于房屋的事實類信息；引導學生據(jù)這些信息，對作者的不同心態(tài)進行推測。15’IWCWStep5Summary&3rdreadingBasedontheinformationfromthetext,TasksSstoanswerthefollowingquestions:Howmanyhousesaredescribedhere?Whatarethegirl’sattitudestowardsthem?Howcanyoumakesuchinferences?Then,TinvitesoneoftheSstoputthekeydetailsintotherightcategories.通過發(fā)問，引導學生再次速讀全文，提取關鍵信息，總結(jié)可推斷依據(jù)，即關于房屋描寫的動詞、形容詞、副詞以及排比句式等。3’IWCWStep6Groupwork&4threadingSsworkingroupstodrawamindmaptoshowtheconditionsofthehousesusingsomekeywordsandthegirl'sattitudestothem.Differentgroupsareinvitedtointroducetheirmindmaps.Ttransformstheblackboarddesignintoamindmap.通過繪制思維導圖，鞏固并內(nèi)化所學知識，為提升閱讀技巧和遷移能力打下基礎10’GWIWPost-readingStep7TasksSstodosomeexerciseofreadingcomprehensionaboutinferringone’sattitudeintheformofagame.應用實踐，檢驗學生的閱讀技巧和遷移能力4’IWCWStep8TprovidesanextractfromthelastchapterofTheHouseonMangoStreetforSstomakeinferences,andthenTintroducestheachievementsoftheauthorinherlaterlifetoinspireSs’enthusiasmtopursuetheirdreams.培養(yǎng)學生逐夢精神2’IWCWStep9AssignmentTellastoryorwriteashortpassagetoshowaspecificfeeling,suchashappiness,excitement,orshock,etc..鞏固所學，提升學生遷移和創(chuàng)新能力1’備注：Ss:StudentsT:TeacherIW:IndividualworkGW:GroupworkCW:Classwork課文原文DreamHousesTheHouseonMangoStreetWedidn’talwaysliveonMangoStreet.BeforethatwelivedonLoomisonthethirdfloor,andbeforethatwelivedonKeelerStreet.BeforeKeelerStreetitwasPaulinaStreet,andbeforethatIcan’tremember.ButwhatIrememberedmostismovingalot.Eachtimeitseemedthere’dbeonemoreofus.BythetimewegottoMangoStreetweweresix--Mama,Papa,Carlos,Kiki,mysisterNennyandme.ThehouseonMangoStreetisours,andwedon’thavetopayrenttoanybodyorsharetheyardwiththepeopledownstairs,orbecarefulnottomaketoomuchnoise,andworriedaboutthelandlordbeingangry.Butevenso,it’snotthehousewethoughtwe’dget.Therewerewormsinthewoodenwalls.Thenthewaterpipesbrokeandthelandlordwouldn’tfixthembecausethehousewastooold.Hehadnomercysowehadtoleavefast.Wewereusingthewashroomnextdoorandcarryingwaterover.Andeverythingintheflatwasdamp.That’swhyMamaandPapalookedforahouse,andthat’swhywemovedintothehouseonMangoStreet,faraway,ontheothersideoftown.Theyalwaystoldusthatonedaywewouldmoveintoahouse,arealhousethatwouldbeourssowewouldn’thavetomoveeachyear.Andourhousewouldhaverunningwaterandabathtubandpipesthatworked.Andinsideitwouldhaverealstairs,likethehousesonTV.Andwe’dhaveabasementandatleastthreewashroomssowhenwewantedtobathewewouldn’thavetotelleverybody.Ourhousewouldbewhitewithtreesaroundit,agreatbigyardandgrassgrowingwithoutafence.ThiswasthehousePapatalkedaboutwhenhedreamedofbeingrichandthiswasthehouseMamadreamedupinthestoriesshetoldusbeforewewenttobed.ButthehouseonMangoStreetisnotthewaytheydescribeditatall.It’ssmallandredwithnarrowstepsinfrontandwindowssosmallthatyou’dthinktheywereholdingtheirbreath.Thereisnofrontyard,onlyfourlittletreesthecityplantedonthesideofthestreet.Outbackisasmallgarageforthecar