英语上外版 (2020)Unit 3 AdventuringReading BCritical Thinking优秀教学设计

这是一份英语上外版 (2020)Unit 3 AdventuringReading BCritical Thinking优秀教学设计，共4页。教案主要包含了教学设计与说明等内容，欢迎下载使用。
课型：Reading B
一、教学设计与说明
教学目标
本课为本单元的第 5 课时，核心目标为引导学生理解博客文章的主要内容和观点，了解其基本特征，能分析语篇所反映的社会文化现象，从而学会尊重不同国家文化的差异， 培养学生的跨文化意识。
设计思路
本课时，学生的学习素材以博客文章为阅读主体，首先带领学生回顾第四课时试听板 块中电影片段的主要内容，借由回顾旧知识，引出新内容，使学生产生阅读兴趣。引导学 生快速阅读标题，预测文章主要内容，并通过搜索线索，让学生识别博客文章的文体风格。带领学生通读全文，并对文章进行分段，归纳总结文章的段落大意。通过对每个部分的具 体分析，引导学生进一步理解作者从一开始对志愿者活动信心满满、到发现现实和理想的 巨大差异的转变，进而产生进一步思考的心理变化过程。
在阅读过程中，帮助学生在语境中理解生词和短语，同时完成对细节信息的搜索和填写，形成完整的阅读思维导图。
最后，学生以 4-5 人为一组，就开展此类志愿者活动的利弊进行讨论，发表个人观点， 并形成小组汇总表格。
重点难点
能在语境中体会生词和短语的含义；
能分析博客文章中所反映的社会文化现象，进行个人观点陈述。
Lessn Plan
By the end f this perid, students will be able t:
understand the main idea and the basic features f a blg pst.；
analyze the scial and cultural phenmena reflected in the vlunteering trip.；
learn t respect the cultural differences f varius cuntries and develp crss-cultural awareness.
Prcedures:
Interactive Activity 1: Answer the questins
*T: Ask Ss recall what they saw in the film clip in the previus viewing sectin.
*Ss: Recall the cntent f film clip in viewing part.
Purpse: T activate students’ knwledge abut vlunteering in previus lessn.
Guided questins:
Did yu als have less successful vlunteering experience as Russell did?
Interactive Activity 2: Identify the feature f the blg pst
*T: Have Ss read the title carefully and then find the clues abut the style f the text
*Ss: Read the title and predict the type f the article by finding clues. Purpse: t understand the characteristics f blg pst.
Guided questins:
Is it an article published n the newspaper?
What might the authr write abut?
Interactive Activity 3: Skim the blg pst
*T: Have Ss skim the article t think abut hw many parts can the article be divided int and what the main idea f each part is
*Ss: Skim the article, think abut the structure and main idea f each part.
Purpse: t help the students grasp the structure f the text. Practice the students’ skimming skill.
Guided questins:
Hw many parts can this article be divided int?
Can yu match the ideas with the crrespnding part?
Interactive Activity 4: Understand the text and vcabulary
Scanning:
*T: Ask Ss t scan part 1 (para1) and answer the questins. Guide Ss t paraphrase sme key wrds and expressins.
*Ss: Scan, answer the questins and guess the meaning f sme key wrds and expressins
cncerned.
T: Ask Ss t read para2, para3-6 and para7 respectively t finish the table, analyzing the cause f authr’s failure t build the library and give gifts, understanding the meaning f new wrds and expressins, and discussing within the grup.
*Ss: Scan the rest f the paragraphs t finish the table. During the prcess, analyze the text, understand the meaning f key wrds and discuss with classmates.
Purpse: t help the students understand the text, expand vcabulary.
Guided questins:
Hw did she feel at that time?
If yu were ne f the Tanzanian girls, what wuld yu think f the hair band given as a gift?
Interactive Activity 5: Think further
*T: Ask Ss t give their wn pinins based n the authr's experience. Discuss in the grup and cmplete the table.
*Ss: Talk within the grup and finish the table.
Purpse: t check the students’ understanding and enable them t express ideas abut vlunteering.
Guided questins:
Is this kind f vlunteering trip beneficial r nt?
D yu think it wuld be better fr peple t d vlunteering wrk in their lcal cmmunity?
Assignment
Interact with the blgger by leaving her a message, with n mre than 120 wrds t make cmments and express pinins.