人教版高二英语选修七第四单元《Unit 4 Reading A Letter Home》教学设计

1、Book 7 Unit 4 Reading A Letter HomeReading教学设计基本信息课题Book 7 Unit 4 Reading A Letter Home教材人民教育出版社指导思想与理论依据1）高中英语学科核心素养理论本课堂的设计构建在英语学科核心素养理论的指导下，致力于培养学生四个方面的素养：语 言能力、文化品格、思维品质和学习能力。其中思维品质是思考辨析能力，包括分析、推理、评 判、理性表达、用英语进行多元思维等活动。本课重视在进一步发展学生综合语言运用能力的基 础上，着重提高用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用 英语进行思维和表达的能

2、力。在英语阅读教学过程中，必须把内容、思维和语言有机整合起来。 为内容而读，为语言而学，为思维而教。2）思维导图理论思维导图由东尼巴赞（Tony Buzan）提出。它的优势有：（1）可以成倍提高学习效率，增 进理解和记忆能力。（2）把学习者的主要精力集中在关键的知识点上。是发散思维的具体化、 形象化。（3）思维导图具有极大的可伸缩性，它顺应了我们大脑的自然思维模式。可以使我们 的主观意图自然地在图上表达出来。它能够将新旧知识结合起来。3）批判性思维理论Michael Scriven和Richard Paul在1987年的“批判性思维及教学改革第八届国际会议”上指 出，批判性思维包括两个方面：（

3、1）个人通过观察、经历、反思、推理或交流获取或生成信息, 并将此信息进行运用、分析、整合或评估；（2）其目的是指导个人的信条和行动。批判性思维 教育的直接目标是培育好的批判性思维者，即能够整合批判性思维的各种技能并加以有效运 用，增强在其他学科学习和日常生活中运用这些有力工具的自信心、自觉性和具备良好判断力的 人。教学背景分析学习内容分析：本节课内容选自人教版必修7, Unit 4 A Letter Home的reading部分。本单元的中心话题是“分 享阅读（Reading）部分描述了 J。的支教旅行。通过J。描述学校生活和参观村庄生活的经 历，学生进一步了解到贫困生活孩子的生存现状，学会如

4、何去帮助需要帮助的人。文章结构清晰, 观点明确，话题也为学生所熟知，但是有个别句子需要深刻感悟。学情分析：高一上学期是从初中到高中的过度时期，学生思维活跃，有强烈的好奇心和求知欲，所以对 于考察思维品质的题目多以问答题形式出现，甚至让学生直接画出思维导图。但是学生阅读能力 还有待提高，于是对于细节理解题部分多采取填空完成思维导图的形式，并引导学生归纳总结。教学目标及重难点教学目标：.知识与技能目标：初步理解、掌握课文中关于分享和帮助的词语，利用已获取的信息发表自己 对志愿帮助贫困地区孩子的看法。.过程与方法目标：能理解文章主题，形成分析篇章结构的能力，能够在阅读时理解信息点之间 的相互联系；能

5、够利用推理和归纳等逻辑手段分析作者的情感态度。增强学生批判性思维的能力。.情感态度与价值观目标：了解贫困地区生活现状和帮助贫困地区孩子的重要性：增强帮助他人 的意识。教学重点：.培养学生借助思维导图把握文章的框架结构；.描述文章中PNG国家孩子所在的学校和村庄生活的情况；.学生批判式地阐述个人见解。教学难点在第三项。这项任务的完成涉及到学生运用信息解决问题的能力。教学方式与手段教学方式：主要通过启发式，信息图解式，合作探究式教学手段：幻灯片，黑板，图片教学流程NNRead for Critical ThinkingJRead for consolidation卜Read for Informa

6、tionquestionsRead for StructureDiscussionQuestions and chartMind map教学环节学生活动设计意图Stepl Lead-in1. look at the pictures and answer the following two questions:Who are they?What did they do?.引入阅读话题，激发学生兴 趣；.引导学生初步了解志愿者行 动。.通过图片引入本课话题，为 接下来的学习任务做准备。Step 2 Readfor Structurel.Read the passage quickly to ge

7、t the main idea, then divide the text into four parts and match the main idea.2. (1) Draw a mind map(思维导图)of the text, using numbers to represent the paragraphs.快速阅读了解整篇文章主题 内容。. (1)借助思维导图进行阅 读教学从而帮助学生更好理清 文章脉络，用图的形式呈现文 本的内部逻辑关系，把握重点 信息，指导学生阅读策略。(2)进入高二阶段，学生总结 归纳能力有一定提高，用连线 的形式让学生把握重点信息， 并感知如何归纳段落大意

8、。Read the text quickly to say the main idea of the tat四Biis is a letter fromto: in which she will talk something about herin _Read the text quickly and tty to divide it into four part升PariseParagraphsMain ideas:4JPaitPParagraph 卜Pan2-HPan 卿12 -_Part?-yParagra而:加yPart*Paragraph: %Step 3 Read for Info

9、rmation1. Read Part 2, underline the words and expressions according to the same words to answer the questions.L Why does Jo call the high school a Esh school?2. How long does it take the students to go to school*3. Why did the boys start jumpingout of the windows?-1. (1)仔细认真阅读第二部分, 了解Jo所在学校的生活，总结 J

10、。支教生活的见闻，进而让学 生了解PNG国家孩子的学校生 活，从而引发学生对自己学校 生活的思考，让学生感知从自 身做起也可以帮助贫困地区的 孩子。(2)仔细认真阅读第二部分, 了解Jo和Rosemary参观 Tombe村庄以及村民的生活的 现状，以及J。的感受。Step4 Read forThinking3. Read Part carefiillv Ijfmish the chart. 2)choosethe best answers-Bpes of houses，Men s house is a low 1hut. No windows and the hut*is 2. floor i

11、s covered with fresh grass*(I-Family dationshipsEven,one seemed to be a 3.of Tombe s. (large extended familv卜Cooking methods妣ce hot 4.in an dmm; then covered the vegetables with 5*Sleeping mangem e&m(iak usually slept in her own hut. A newly made 6for Jenny and me tosleep on.*Diet，pSweet potato, com

12、s, greens*Possessions1:could only see one 7, a few 血 plates ,cups and a couple of jaivAgricultmefools are ven- basic. There is do machinery。Bdi*Rie villagers believe that any 8attract 9spirits in the night, so thefood is 10.Choose the best answers,Bv The onlv possessions (hat I could see were”, the

13、author wants to tdlus .A. Tombas family were kind-heaited*B.Tomby family were guest-lovers*C.Tombes family only used simple things-D Tombe：s familv were too poorHow did Jo fed after the visit to Tombe s familv%A. Sad B. HappyC. Wonied D. Upsets1. Discuss in pairs: How can we help the children in poo

14、r areas?Possible answerDonate pocket money clothes books to them.Raise money and send it to them.Call on people to show their love.Call on our government to take measures to help them.Go there to work as a volunteer2.We should treasure our present life and learn to share.If everybody offers a little

15、 love, the world will.利用所学单词和词组发表自 己对支援帮助贫困地区孩子的 看法。不仅锻炼学生用英语进 行表达的能力，还重在提高学 生用英语进行思维的能力，增 强学生思维能力。.使学生了解贫困地区孩子的 处境和帮助贫困地区孩子的重 要性，增强帮助贫困地区孩子 的意识。become more beautiful.As an old saying goes, “Give roses to others and the lasting fragrance will remain in your hand.Step5 read for consolidationI know yo

16、u re dying to hear all about my here, so I ve included some photos which will help you picture the places I talk about.To be honest; I doubt whether 17m making any difference to these boys lives at all*It was such a privilege to have spent a day with Tombes familv.*3Jo woiked as aJ_ woikisto teach c

17、hildien at a bush school. It takessome of the students about nvo hours 2.(get) to school Pie other day, Jo was showing theboys the 3. (week) experiment when the mixture was bubbling over everywhere and the boys staned jumping out ofthe windows. Jo douhed 4.she was making any difference?. thechildren

18、s lives by teaching them. Jo and Jenny isitcd a remote illage6.Tome lived.Tome-s father led them to his house, a low bamboo hut with grass 7.(stick) out ofthe roof.山ey ate were sweet potatoes, com and peens. Tht night Jo and Jenny slept on a(new) made platfonn. They left the village the next morning after many goodbyes and(&mlv) handshakes?.通过翻译和分析句子，增强 学生运用知识的能力。.通过课文内容浮现，增强对 课文知识的理解。Step6HomeworkRead for Writing: supposing you are Tombe, s pen friend, try to tell him your school and life in China. You can refer to the structure of this passage. No less than 100 words.Try to underli