Unit 2 Lesson 3 Reading 教学设计-2022-2023年高中英语北师大版（2019）选择性必修第一册

Unit2SuccessLesson3Reading课例教学内容：Gettingtothetop&ReadingClub1Contributionandsacrifice话题目标：成功需要奉献和牺牲，也是不同的人生选择主课文Gettingtothetop文本分析:主题意义：该文为一篇博客，主要内容是一位奥运冠军介绍自己的成功之路和人生选择，展现了她对体育事业的热爱和不畏他人言论力争奥运冠军的人生态度，属于“人与自我”主题。其主题意义在于引发学生对成功的理性思考，客观地认识他人获得的成功，批判性地审视作者的人生选择。主要内容：该文从一位奥运冠军的视角介绍她的成功之路和人生选择。作者通过介绍自己从小到大的亲身经历，阐述了为什么挑战自己的能力极限并一路走向奥运冠军领奖台。作者先是讲述了由于长期专注于训练而失去和错过的生活，同时也引入了朋友的顾虑，担心她会失去生活只剩一块奥运金牌独自分享。作者接着分析了自己做出这样选择的原因，并进一步表明要想战胜对手，就要多付出那么一点点，而正是多付出的这一点使她能够达到顶峰。文体结构：该文是一篇英文博客。主要由三部分构成：第一部分讲述了外界对作者的质疑，让读者体会到她运动生涯面临着极大地压力，吸引读者了解她选择这种生活方式的原因。第二部分讲述作者自己内心的纠结，扪心自问，为了追求奥运冠军所做出的放弃是否值得。第三部分阐述了作者走向成功的原因，即为了奥运冠军做出牺牲的真正原因，证明了自己的人生选择。语言修辞：作者采用了对比的手法表现面临外界压力时的内心纠结和经过反思后对自己人生选择的肯定。作者通过几个问句表达了自己内心的痛苦，如：Don’ttheyknowhowharditistobeatthetopinsport?Don’ttheyknowwhatittakestogetthere?whoamIdoingthisfor?Howmuchistoomuch?WhyamIdoingthis?HowcanIbesoselfish?Whatarethesacrificesfor?此外，作者通过自问自答的方式清楚地表达了对人生选择的肯定。在描写的过程中，作者使用大量地道的语言生动地描写情景、事物、表现人物的情感。作者意图：作者希望学生通过学习这篇文章，能够理性思考、客观地认识他人获得的成功，批判性地审视作者的人生选择。学生通过进一步深入理解文本，可以对作者的人生选择给予理解并加以评价，同时，根据自己的实际情况对自我成功做出理性思考并阐述个人观点。拓展课文ReadingClub1文本综合分析：本篇为记叙文，记叙了中国著名的地球物理学家黄大年秉持科技报国理想，把为祖国富强、民族振兴、人民幸福贡献力量作为毕生追求，为我国教育科研事业做出了突出贡献直至失去生命的事迹。它同时也是记叙文的一种特殊形式——人物传记。人物传记最大的语言结构特点是按照时间线记录主要人物的生平，包括出生、求学或工作经历、困难、主要成就、死亡、社会价值。穿插于时间线里的另外一条写作线索就是原因线索，即“为什么”。设计理念：以话题和技能为线编排教学，把课堂还给学生，教师通过问题的逐步深入引导血生积极思考，通过生生相互讨论和合作，用语言表达自己的看法，形成批判性思维。真正实现以学生为中心的交际教学。语言教学要求学习者用语言做事，将词汇教学穿插阅读中，可以实时巩固操练。教学设计思路：根据单元话题的目标达成和课型特点，Lesson3和ReadingClub1的选材在话题上具有相似性，因此将二者合并，Readingclub1作为对lesson3的有益补充，促成话题理解，共3课时完成。第一课时侧重阅读策略（预测策略）和篇章大意梳理；第二课时为获取事实阅读和细节推理理解，并形成对该运动员的看法；第三课时了解Readingclub1中科学家黄大年的相关信息，并比对两篇文章中主人公，批判性地形成对成功的理解，树立正确的人生观和价值观。宏观上以话题情感目标实现为主线，微观上关注技能渗透，词汇教学。通过语篇学习活动，学生能够获得并巩固语言知识，解析语篇内容和结构，培养阅读策略，养成阅读习惯。作业设计：三个课时的作业兼顾考虑到复习和预习的功能作用。课时作业目的1Readingforfacts:thesituationthewriterfaces.1、学生自主阅读，利用查找等手段获取相关事实信息。2、为下一课时课堂讨论节约更多时间。2Completethesummary.Watchamicro-lectureandfinishrelativetasksaccordingtothecluesofthemicro-lecture.巩固全文。微课指导学生做课后拓展阅读。为下一课时的翻转课堂教学准备。3Roleplay.角色扮演内化语言，巩固学习内容，形成批判性观点。教学方法：活动教学，翻转课堂，微课教学策略：常规阅读程序（大意、事实、推理、批判性思考）及答题策略，渗透阅读策略（预测的技能、提炼篇章大意的技能）教学思路导图：强调几个核心问题：教法：1、先语言输入再到语言输出，语言输出的目的是为了用目的语展示思维品质的形成。2、活动贯穿教学始终。3、两篇文章要关注话题大意、事实细节、推理判断、批判性思考、拓展性思考（可根据大是大非有标准，个人选择无对错的原则）。4、问题设计要能体现对学生呈梯度式的引导过程。两个理解：1、Gettingtothetop在文中指“OlympicChampion”,也能理解为作者在自己领略中的success.2、问题“Howtogettothetop?”要考虑到对于success标准的理解，而这个标准又是仁者见仁智者见智，无法统一。故要寻求另一个参照物，即“他人”。所以，此问题理解时应强调“doextralittlebit”。有两者理解：一是比别人多做一点，二是比自己规定的要多做一点。一个对比：（小）文章GettingtothetopContributionandsacrifice（大）观念Ichoose./Igiveup/sacrifice.Isticktoit.Istrive.Isucceed/gettothetop.Contributetothemotherland.Sacrificehishealth强化区别我要我的成功，放弃许多、努力为成功。海外求学归故里，不胃牺牲为祖国。批判性思考学生追求成功同时也应关注健康，以确保长久的成功，发挥更大价值。教学目标：知识目标：在本课结束时，学生能够大量使用新学的目的语词汇和知识对所学内容按照要求进行语言输出。技能目标：在本课结束时，学生能够：利用阅读预测技能预测同类文章大意。使用查读信息源、提炼、概括等方式解决阅读中不同类型的问题。学生能够利用微课指导自主学习、探究篇章。情感目标：在本课结束时，学生能够：肯定两位主人公在成功路上付出的努力并学习他们身上的优点。批判地看待他们为成功而做出的选择，形成自己对成功的理解。教学重点：阅读策略的渗透。文本内容的获取。相关词汇的掌握。批判的理性思考。教学难点：重点词汇教学的详略处理问题。如何合理引导学生并最终带领他们通向理性思考。教具使用：多媒体设备，黑板第一课时教学目标：在本课结束时，学生能够：通过积极参与小组讨论了解话题相关信息利用所学策略对本篇文章大意进行准确预测利用所学策略把握文章的共性特征并对本文大意精准概括TeachingproceduresStep1Brainstorming:stimulatingandactivatingbackgroundknowledgeTshowsthefollowingquestionsandasksstudentstodiscusstheminpairs.T:Fromnowonwewillgoontolearnanewreadingpart“Gettingtothetop”and“Readingclub1”,let’sbeginwithsomequestions.Ok,pairworktodiscussthem.Whichathletedoyouadmiremost?Why?Whatdidtheydotogettothetopofthesport?Tsuggeststhephrasesbelowtohelpstudents.T:Hopethosephraseswillhelpyou.TopushoneselftothelimitsTogiveupeverythingforthesportToliveone’slifetoextremesTobewillingtodotheextralittlebitTobetotallyfocusedonthesportTostriveforgreatness.(Meanwhile,Texplainsthenewwordsforthestudents.)(3minuteslater)T:Ok,letmeinvitesomestudentstotalkaboutyouropinion.【设计意图】通过图片和问题讨论激发学生兴趣，为阅读做好铺垫。同时，将相关生词教学穿插其中，减轻阅读负担。【备注】本环节生词主要有limit,extreme,extra,strivefor,详见ppt。【课堂生成记录】1、学生背景知识激活。2、学生运用相关生词用于讨论。Step2ReadingforgeneralideaTshowsthefollowingquestiononthescreenandguidesstudentstoformthereasonableanswerstepbystep.Whatisthearticleabout?T:Readthetextquickly.Trytofindapossibleanswertothequestion.(3minuteslater)Tusesthefollowingquestionstofurtherguidestudentstothinkofamorereasonableanswer.Someusefulreadingstrategieswillbepresentedandintroduced.Canyoufindsometextfeatures（文本特征）inthepassageandwhatarethey?Howdoyouknowaboutgenre（体裁）?Whatisgenreofthepassage?Isitfromanencyclopediaentry,anacademicbookorpossiblyablog?Howtoidentifythetypeofthepassage?Aretheresomespecificwordsthatcanbeusedtodescribethemainideaofthispassage?Tshowsstrategiesonthescreen.（DetailedexplanationcanbereferredtoPPT）Strategy1：Textfeaturestohelppredictthepossiblemainideaorthearticlestructure.Strategy2：StylisticclassificationofdifferentarticlesStrategy3：ClassificationanddefinitionofarticlegenresKeys：Apictureshowingawomanwhoisrunning.Capitalizedwords:Olympicathlete.Manyquestionmarksandasentencewithacolon“itboilsdowntothis:”Traditionally,itcanbedividedinto4categories.[见备注或ppt]Ablog.Actually,itisacommunicativeformorcalledanewstyle.Someguidingquestions:(Tusesthefollowingquestionstoguidestudentstohaveathink.)Whowrites?Forwhat?Anyproblems?Istheproblemsolved?Howtosolve?Companitsoropinions?Apossibleversion:ThisarticleintroducesherroadtosuccessandherlifechoicesfromtheperspectiveofanOlympicchampion.Byintroducinghisownpersonalexperiencefromchildhoodtoadulthood,theauthorexplainswhyhechallengeshisownlimitsofability.Theauthorfirsttellsofherfriends’worriesandhisownfears.Hegoesontoanalyzethereasonsforherchoice,andgoesontosuggestthattobeatanopponent,ittakesalittleextra,andthatextraextraeffortiswhatenableshertogettothetop.【设计意图】把握博客和传统体裁的区别。通过预测策略方法渗透，引导学生寻求对文章结构性特征的共性探究并较为准确地预判文章大意。【备注】1、4conventionalcategoriesNarrativeisakindofliteraryformwhichmainlyfocusesonrecordingpeople,narration,sceneryandthings,andmainlyfocusesontheexperienceofcharactersandthedevelopmentandchangeofthings.Argumentativeessay,alsoknownasLiWen,isastyleofanalyzingthings,discussingreason,expressingopinionsandputtingforwardopinions.Bypresentingfacts,reasoninganddistinguishingrightfromwrong,theauthordetermineswhetherhisviewsarecorrectorwrong,andestablishesornegatessomepropositions.Argumentativepapersshouldhaveclearviews,sufficientarguments,refinedlanguage,reasonableargumentandstrictlogic.Practicalwritingisastyleformedbyhumanbeingsinlong-termsocialpractice.Itisahabitualstylewithenlightenment,communication,adherenceandconvention,whichisoftenusedbystateorgans,politicalparties,socialorganizations,enterprisesandinstitutionswhendealingwithvariousthingsintheirdailyworkandlife.Expositorytextisakindofarticlegenrewithexplanationasthemainexpression.Throughthescientificinterpretationofphysicalthings,theexplanationofobjectivethingsortheinterpretationofabstractthings,itenablespeopletohaveascientificunderstandingoftheform,structure,nature,types,causes,functionsandrelationsofthings,ortheconcept,characteristics,sources,evolution,similaritiesanddifferencesofthings,soastoobtainrelevantknowledge.2、Thecharacteristicsofencyclopediaentry,anacademicbookandablogEncyclopedia:Kingofreferencebooks.Thefunctionistoprovidevariousresourcestohelpseeksystematicknowledge.Ithasthecharacteristicsofgenerality,authorityandeaseofuse.Blog:Anewtypeofliteratureinthenetworkenvironment,personal“Readers’Digest”inthenetworkera.Thecontentismainlytherecordofpersonallifeandemotionalexpression,freeandrandom.Bloggersunderstandtheobjectiveworldaccordingtotheirownunderstanding,venttheiremotionsandrecordtheirdailylife.Onesentencesummary:Subjectiveforwritersthemselvesandobjectiveforothers.Academicbook:Booksinvolvingacertaindisciplineorfield,whichareinnovativeandvaluableforprofessionallearningandresearch.Withhighdegreeoflanguagespecialization,theirarticlesaregenerallynotusedastheselectionscopeofbasiceducation.3、本环节生词主要有encyclopediaentry,academic,triathlete,countless,详见ppt。【课堂生成记录】1、学生了解四种主要文体区别。2、对新文体Blog进行感知、判断。3、学生可以用自己的语言粗略概括大意。Step3Homework:Readingforfacts（Exercise3onpage37）ThesituationthewriterfacesThingsshegivesupasanOlympicathleteHerfriends’worriesandherreactionsThefearsshefacesonadailybasis【设计意图】学生课下自主阅读获取相关事实，为下一课时翻转课堂的讨论学习铺路。【备注】提醒学生务必完成，确保下一课时课堂能充分讨论。【课堂生成记录】本课时学生们可以积极参与讨论，对篇章结构特征有了一定的了解，操练并尝试提炼大意。第二课时教学目标：本节课结束时，学生能够：积极深入讨论文中的细节问题，进一步理解文章。有能力进行推理性问题和批判性问题大讨论。TeachingproceduresStep1WarmingupandactivatingTwilldiscusssomequestionsbasedonthetopicwiththewholeclassandguidestudentstoobtainthepreliminaryinformationoftheauthor.(beforediscussion)Tshouldfocusonthefollowingproblem-solvingstrategyandemphasizethisfortheSs.T:Theanswertoanyquestionshouldhavethelocationoftheinformationsource,thatistosay,thereshouldberelativesentencesyoucanfindfromapassage,whetherdirectorindirect.(ThenTinvitesstudentstogivetheiranswers.)T:So,whentalkingabouttextfeatures,wefindthattherearemanyquestionmarks(?)toraisesomequestions.Sopayattentiontothequestionsraisedbytheauthorandpairworktofindtheanswers.(3minuteslater)T:Nowlet’sshareyouranswers.TdiscussesthefollowingquestionswiththeSs.Meanwhile,Tasksstudentstogivethesupportingsentencesoftherelativeinformation.Whatinformationaboutthisathletedoyougetfromthepassage?(Whatdoeshedo?Dotheysacrificesth.?...)Whatproblemdidtheauthorface?Keys:AnOlympicathlete.Hegivesupsomuch.Giveupsth,herfriends’worries,thefearsshefacesonadailybasis.【设计意图】再次强调阅读预测策略。讨论并获取问题事实答案来激活背景知识。【备注】1、本环节生词sacrfice,hire,详细见ppt。2、Whatdoesthephrasereferto?详见ppt。onaday-to-daybasis(line12)【课堂生成记录】学生回答问题时基本可以做到有理有据，提供信息源的位置。Step2ReadingforfactsTchecksoutSs’homeworkarrangedforstudentslastclass.Keys:ThesituationthewriterfacesThingsshegivesupasanOlympicathleteBirthdayparties,familyholidays,nightsoutHerfriends’worriesandherreactionsShewillloseherfriends.Sheknewtheywereright.ThefearsshefacesonadailybasisWhethersheispushingthelimitstoomuch.Whethersheisbeingselfish.TthencontinuestoaskSstodiscussthequestioningroupsoffourandtheninvitessomeofthemtoexpresstheirownideas.Q：Ifyouweretheauthor,howwouldyoufeelandhowwouldyourespond?(Nocorrectanswer.Reasonablekeysareallright.)【设计意图】通过检查作业获取更多细节，并通过讨论寻求读者感受，为下文推理性阅读作铺垫。【备注】1、本环节生词selfish,详见ppt。2、Whatdoesthesentencereferto?详见ppt。Thelistisendless.(line19)【课堂生成记录】1、学生基本可以通过自主阅读完成表格信息，获取相关事实。2、通过小组讨论，学生可以置身其中，寻同感受。Step3ReferentialreadingTguidesSstoknowabouttheathletethroughthefollowingquestions.Qs:1.Howdidshefeel?Didshegetangry?Why?Whatotherfeelingsdoyouthinktheauthorpossiblyhad?Why?Wassheclearaboutwhyshehadchosentobeanathlete?Howdoyouknow?Whatsacrificedidshemake?Whatarethesacrificesfor?Whatareyouexpectingtoreadinthenextpart?T:Now,let’sgoonreadingforgetting“Why”.Whywassheabletogettothetop?Identifythereasonswhythewriterwasabletogettothetop.(3minuteslater)Tgivestheanswerswiththewholeclass.Keys:Driveanddetermination;DolittleextrathingBetotallycommittedtoyoursport.【设计意图】在对作者初步了解的基础上，引导学生从作者的角度预测作者的情绪，通过阅读进行验证，判断作者的内心活动，培养学生的推理和判断能力。【备注】1、boildowntosth.,applyoneselfto,setsb.apart,normal,详细见ppt。2、Whatdoesthephrasesreferto?详见ppt。threeorfouroutstandingyearsofwinningstuff.(lines37-38)thosewords.(line19)【课堂生成记录】学生们在提炼答案要点时容易照本宣科，需要老师引导提炼关键词。Step4ReadingforcriticalthinkingTraisesthefollowingquestionsforSstohaveadeepthinkingtohelpthemtoformcriticalmind.Whatdoyouthinktheathlete’sgainsandlossesare?Hashispaybeenrecognizedbyhimself?Whatisthisfor?Howdoyouunderstandtherelationshipbetweenitandthetopic“success”inthisunit?Doyouthinktheathleteissuccessful?Why?Whataspectsofsuccessdoyouthinkthispassageemphasizes?Tusesthefollowingwordstoconnecttheproblemsabove,makinganaturaltransitionandguidingstudentstothinkpositively.T:Articlesshouldbereadinagrandview.Therearegainsandlossesindoinganything.Whatdoyouthinktheathlete’sgainsandlossesare?Inordertogettothetop,theauthorsacrificedalot.Hashispaybeenrecognizedbyhimself?Whatisthisfor?Thetitleofthetextis“gettingtothetop”.Howdoyouunderstandtherelationshipbetweenitandthetopic“success”inthisunit?Weoftenregardsomeone’sgettingtothetopinacertainfieldassuccess.Forexample,wegive“MaYun”anickname“DaddyMa”becauseofhisgreatcontributionstoInternetEconomicdevelopment.Doyouthinktheathleteissuccessful?Why?Thereisnodoubtthattheauthorhasmadealotofeffortstoachievegreatnessandwinthechampionship.Wealsothinkhegottothetopinthetriathlon（铁人三项赛）.Butsuccessisdefinitelynotmeasuredbyalineoracertainaspect.Whataspectsofsuccessdoyouthinkthispassageemphasizes?【设计意图】帮助学生形成批判性观点。【备注】关注问题逐个引导，自然引发对下一个问题思考。【课堂生成记录】学生们积极讨论，思维活跃，在教师创设的和谐的氛围中通过合作、协商，提供了很多千奇百怪却有似乎合理的观点。Step5SummaryTshowsamind-maptomakeasummary.【设计意图】思维导图理清教学思路，复习课文主要内容。【备注】板书相关细节的关键词。【课堂生成记录】大多数学生可以按照思维导图提示，用语言输出。Step6HomeworkCompletethesummaryusingthecorrectformofthewordsandphrases.（Exercise9onP38）Watchamicro-lectureandfinishrelativetasksaccordingtothecluesofthemicro-lecture.FindmoreinformationaboutHuangDanian.【设计意图】1、温习文章、巩固词汇。2、学生利用微课自我指导，完成自主阅读，为下个课时讨论作铺垫。【备注】微课详见本设计第四部分微课脚本和微课视频。微课中的主要作业有：利用文本特征预测文章大意。2、Matchthemainideawitheachparagraph:Para.1DeathPara.2BirthandstudyexperiencePara.3InformationaboutworkaftercomingbacktoChinaPara.4AchievementsaftercomingbacktoChina(contribution)Para.5CommitmentandsacrificePara.6Evaluation【课堂生成记录】本课时学生对教师引导的问题很感兴趣，并仍能积极参与，充满好奇，主动思考。可以用所学词汇做一些观点称述，用语言做事。 第三课时：本课时基于翻转课堂，学生讨论后能够：了解黄大年先生的牺牲和贡献。成功比较两篇文中的主人公各自的成功，形成对成功的自我理解。TeachingproceduresStep1Warm-upTchecksthehomeworkwiththewholeclass.T:Yourlasthomeworkistowatchamicrolecturetohelpyoufinishreading——ReadingClub1Contributionandsacrifice.Now,let’scheckhowwellyoudidit.Keys:Step2ReferentialdiscussionAccordingtothefifthparagraph,giveanevaluationtoHuangDanianinyourownwords.Howdoyouunderstand“tocelebratealifethatburnedsobright,butwassoshort”?Suggestedanswers:Atruescientist.Nevergiveup.Havegreatfaithinandpayattentiontothedevelopmentoftheup-and-cominggeneration.Hedidn’tlivelongbutmademajoradvancesinhisareaofexpertise.Hehadalifewithgreatsuccessandachievements.Step3CriticaldiscussionComparethetwopassages(Lesson1&ReadingClub1),discussthefollowingquestions.Whatdoes“gettingtothetop”referto?Whatdoes“contribution”referto?Talkabouttheirrespectivegainsandlosses.Sincetheyhavelostsomuch,doyoustillthinktheyaresuccessful?Whatdoyouthinkofsuchaproblem?Suggestedanswers:“Gettingtothetop”meansdoingthebestinafield.Inthispassage,itreferstobeinganOlympicchampion.“Contribution”meansanactionoraservicethathelpstocauseorincreasesth.,inthepassage,itspecificallyreferstoHuang’smainachievementsingeophysical.Theycanbefoundinparagraph3.TheOlympicathleteHuangGainsRealizehisdream,becomeanOlympicchampionandgettothetopofthesports.Deserverespect.LossesBirthdayparties,familyholidays,nightsout.Sacrificehealth,andevenhislife.Therearegainsan