Unit11ConflictandCompromiseLesson1LivinginaCommunity教学设计高中英语北师大版选择性

卓尼县藏族中学教学设计学科英语时间2024.7.1班级高二教师代玉芬安丽课题Unit11ConflictandpromiseLesson1课时2主备人丁丽华学情分析学习目标1.获取和梳理两篇新闻报道中关于邻里矛盾的细节2.谈论和阐述两篇报道中的事件发生的背景、冲突及结果，学会从不同角度看待问题、分析问题并解决冲从而建立良好的人际关系,妥善解决矛盾与冲突。重难点重点:概括新闻报道的主要内容。难点:从其他人的角度来转述故事。教学过程Step1:Warmingup1.Writethephrase“neighborhoodconflicts”ontheblackboardandaskstudentstoanswerthequestionsbelow.Haveyoueverexperiencedaneighborhoodconflict?Whatdoyouthinkmightcauseconflictsbetweenneighbors?2.Drawstudents‘attentiontothelistofpossiblecauses.Elicitsomeotherpossiblecauses.loudnoisemadebyneighbourscan'treadwithoutpluggingyourearstobedrivenmadbyneighboursbadsmellsfromaneighbour'sfishtankcanrarelygetafullnight'ssleep3.Invitesomestudentstovoicetheiropinions.[设计意图]通过讨论的形式导入本课话题，激活学生已有的相关背景知识，为后文做好情感以及话题的铺垫。Step2:Predict.1.Tellstudentsthattheywillreadtwonewspaperreportsonneighbourhoodconflicts.2.AskstudentstolookatthetitlesonPages30and31andpicturesbelow,andthenletthempredictthemainideasofthetwonewspaperreports,[设计意图]在阅读之前让学生仔细观察图片并结合标题大胆预测文本内容，形成阅读期待，为提高阅读效率奠定基础。Step3:Reading1.Fastreading(1).Askstudentstoquicklyreadthetwonewspaperreportsonneighborhoodconflictsandfindoutwhatcausedeachconflict.(2).Checktheanswersasaclass.Suggestedanswers:DrummerHitstheRoadMaMingoftenheldpartiesatnight,butthebiggestproblemwashistendencytodrumlateatnight.GrandpaArrestedAfterOneShowerTooManyItwasnotonlythewaterfallingontotheMckays'balconyfromSmithwateringhisplantsthatbotheredthem,butalsothewayhecleanedhisfishtanks.[设计意图]通过快速阅读找出邻里冲突的原因,获取文章的主要内容。2.CarefulreadingTask1Answerthequestions.(1).Askstudentstoreadthereport“DrummerHitstheRoad”andanswerthefollowingquestions.WhydidtheneighborsplainaboutMaMing?Whatdidthemunitycouncildo?Whydidtheytakeaction?WhereisMaMingnow?Whatishisattitudetowardstheconflict?Whatdoyouunderstandbythetitle“DrummerHitstheRoad"?.Becauseheoftenheldpartiesatnightanddrummedlateatnight..Theytookavote,gaveMaMingawarningandtoldhimthatheoughttoceasedrummingorleavetheproperty.Becauseaftersuchachorusofplaints,theyhadtotakeaction..NowheisinahotelinShanghai.MaMingfeltthattheywereprejudicedagainsthim.He'sbitteroverthefactthatpeoplethoughtofhismusicas“noise".Otherwisehedidn'treallymindhavingtoleavetheflat..Thedrummerstartsajourneytolookforaproperhousetostay.(2).Checktheanswersasaclass.Suggestedanswers!【设计意图]通过对文章内容深层次的挖掘，可以加深学生对文章的理解，强化对主题语境的理解。Task2Readandplete.(1).Askstudentstoread"GrandpaArrestedAfteiOneShowerTooMany”andpletethetable.PeopleinvolvedTimeTheeventBackgroundConflict Result(2).Havestudentsdiscusstheiranswersinsmallgroups.(3).Reviewtheanswersasaclass.Suggestedanswers:PeopleinvolvedJamesMcKay,80yearoldretiredtailor,apeacefulperson1Laurene,McKay'swife:KeithSmith,30yearsold,akeengardenerandafishcollectorTimeonSaturdayeveningTheeventBackground:Smithmovedintotheflat.WaterfellontotheMcKays'balconyfromSmithwateringhisplantsandcleaninghisfishtanks,TheMcKayscouldn'tgetridofthesmellofthefish,Conflict:KeithSmithemptiedoneofhislargertanksoverhisbalconyandboththeMcKaysandthecakegotallwesthroughonJamesMeKay'sbirthday.JamesMcKayhitSmith'sheadwithhiswalkingstick?andwasputintojail.Result:Smithisnotgoingtotakethingsfurtherwiththepolice.Healsopromisedtochangehiswaysfromnowon.Alargecrowdofsupporterssang“HappyBirthday"toJamesMcKayasheleftthepolicestation.Hewashappy.【设计意图]该部分聚焦第二个新闻报道,让学生从语篇中获得新知，建立信息间的关联,形成新的认知结构，更深入地理解语篇。Task3Retell(1).Encouragestudentstochoosearolefromeitherreport,e.g.MaMing,oneofMaMing'sneighbors,James,LaureneorSmith.Askthemtotellthestoryfromthatperson'sperspective.(2).Elicittheword“perspective”andhelpsomestudentswhomayhavedifficultyintellingthestoryfromotherpeople'sperspective.(3).Invitesomestudentstosharetheirstory.[设计意图]教师鼓励学生从另一个人的角度来讲述故事，有助于学生更好地理解和掌握故事的主要内容。学生在思考从新的角度来讲述故事的过程中，可以提升他们的语言表达能力及写作水平，积累语言知识以及提升思维品质.3.AfterreadingTask1描述与阐释(1).AskstudentstoreadthroughtheitemsinbothlistandpointoutthattheyrefertothetworeportsonPages30~31.Causes&ConflictsRessultstoholdpartiesatnight tohitsomeoneoverthehead todrumlateatnight tothrowwateroverthebalcony tobewetthrough tospendSaturdaynightinacelltobedrivenmad tobeintrouble totakeactiontogiveawarning tobedriventoanactofviolence (2).Drawstudents’attentiontotheexampleandaskthemtofindthepeoplewhodidtheaboveandwritesentencesaccordingly.example:Mingoftenheldpartiesatnightandhisneighborsweredrivenmadbeingexposedtosuchnoise. [设计意图]通过匹配左右栏中的重点信息,可以再次让学生熟悉文本重点内容,内化语言知识Task2分析与判断(1).Instructstudentstoworkingroups;scanthereportsandexplorethequestionsbelow,invitesomegroupstosharestheiranswerswiththeclass..Doyouthinktheconflictswerewellresolvedinthetworeports?.Whatotherwayscanyouthinkoftodealwiththeconflicts?Suggestedanswers:.Ithinktherehadbeenotheropportunitiesofresolvingtheconflictsinamorepeacefulmanner,.AnotherwaytodealwithMaMing'sconflict,henegotiatesanagreementwiththemunitycouncilonacoupleofhourshecoulddrumduringtheday,SmithandMcKay'sconflictcouldbedealtwithdifferentlyiftheMcKayshadmadetheirplaintstoSmithearlierandSmithhadchangedhiswaysofdoingthings,(2).Askstudentstofindan