Unit 5 Problems and advice公开课教案（教学设计）

Teaching Plan Subject: S1B U5 Reading Text What should I do? (2nd period)

Teacher: Xu Li（徐厉）

Class: Class 1, Senior 1, Shixi High School Duration: 40 minutes

I. Teaching Aims：



To let the students grasp the usage of new/key words and expressions in the text;



To let the students summarize the three letters covered in the text and practise their ability to summarize a certain piece of article;



To train the students’

ability to express their own opinions or feelings orally regarding a certain topic;



To make the students think about the moral issues mentioned in the text and realize the importance of being honest and righteous.



To enhance the students’ teamwork spirit.

II. Key and Difficult Points:



To get the students to grasp the usage of new/key words and expressions in the text;



To help the students better express their own opinions or feelings orally regarding a certain topic;



To make the students think about the moral issues mentioned in the text and realize the importance of being honest and righteous.

III. Teaching Aids:

Multimedia, blackboard

IV. Teaching Methods: Communicative approach, task-based approach

V. Teaching Procedures

Step 1 Warming-up (5 mins) a. Ask the students to have a quick review of the text and briefly summarize the three letters by completing the sheet below;

Letters

What happened “The flowerpot”

What the writer How the writer did

felt

“Bad

behaviour

on the underground

“A rude checkout

assistant”

b. Invite some students to share their summary with the whole class;

Step 2 Further Explanation of New/Key Words and Expressions (16 mins)

a.

Let the students review the new/key words and expressions they learned in the previous period by asking them to speak out the meanings of these words and expressions;

b.

Explain in more detail the usage (or the other meanings) of these words and expressions (for certain words, there might be some vocabulary expansion so as to let the students learn in a more efficient way); while explaining, keep interacting with the students by asking them questions;

c.

Have the students do some sentence-making or translation exercises orally to consolidate their knowledge and let them fully understand how to use the words and expressions.

Step 3 Discussion about the Text (18mins): What would you do?

a.

Ask the students to work in pairs and discuss the following questions regarding Letter A (3mins) 

Suppose in the case someone had been seriously injured, do you think the writer would still keep silent?



What would you do if you were the writer? 

What should we do when a close friend or family member does something wrong?

b.

Invite 2-3 students to express their opinions on the first two questions and another 2 students to answer the third question and share their views (4mins) c.

Summarize the students’ views and make a short comment (1min)

d.

Let the students form in groups of 3-4 and choose either of the following sets of questions for a discussion (4mins)

Letter B 

Why did the writer do nothing to help the young boy? 

What would you do if you were the writer? 

What should we do when we see that someone seems to be in danger, especially when we know helping that person would possibly get ourselves into trouble?

Letter C 

Why did the writer have a clear conscience when he left the shop?



What would you do if you were the writer? 

What should we do when someone that we dislike or has treated us badly is in need of our help?

e.

Ask two groups (one discussing Letter B, and one discussing Letter C) to report the results of their discussion and share their views with the whole class.

(5mins) f.

Summarize the students’ views and make a short comment (1min)

Step 4 Homework (1min) 1.

Ask the students to finish exercise D1 and D2 on page 66 of the textbook. 2.

Ask the students to select one of the three letters and retell the story.

教学说明：

本课教学内容为牛津英语高一下册第5单元Reading部分文章，本课为第二课时。在前一课时中，学生已对文章进行了略读（把握大意）、寻读（定位细节）和整体通读，基本了解了文章内容，同时对文中出现的生、难词（组）的含义也做了初步理解和掌握，但学生对文章的整体把握和理解（如对文章的概括归纳）仍会存在欠缺，对新学的生词(组)印象也尚不深，对词(组)的用法更缺乏全面了解，因此教师需要引导学生进一步加强对文章的综合分析与理解，并对学生所学生、难词（组）做进一步巩固和解释，使其真正学会将生词运用于实际表达中。特别是有鉴于第一课时是在上一周进行，学生隔周后对所学知识

的遗忘度通常会相对增加，因此在本课时教师最好让学生对先前所学略做回顾，从而使学生能更有效进行后续学习。

综上所述，我对本课进行如下设计：第一，做一个课堂“预热”活动，要求学生快速游览文章，同时提供一张表格（表格中含一些必要提示词），让学生对文章中三封信的主要内容进行简要概括，随后完成表格并进行交流。该环节设计主要有两个目的，一是让学生重温课文，使他们快速融入课堂，二是考察学生对课文的整体理解，锻炼学生归纳、概括文章的能力，使学生对文章脉络了解得更为清晰；

第二，就文中生、难词（组）的用法结合例句、练习（填句+翻译）做进一步解释和巩固。由于本文出现的生、难词（组）仍较多，且用法多样复杂（如一词的不同搭配、多义词等），学生要充分掌握这些词及其用法并非易事，因此我不仅通过PPT形式将每一个词（组）的主要含义和用法清晰地呈现给学生，同时配套了例句和填句、翻译等练习，在课堂上通过与学生问答互动的形式让学生口头进行填句和翻译，使学生当场体会、了解这些词（组）在实际表达中究竟是如何使用的，从而帮助他们真正、有效地学会使用这些词（组）。此外，让学生口头做填句和翻译也可以锻炼学生的口语表达能力，并增强学生的反应力。

第三，组织学生就文章主题进行自由讨论，表达观点。在完成了宏观的文意概括和微观的词汇巩固后，学生对全篇课文已经有了较好的掌握，因此我设计让学生就文章主题进行分组讨论，随后进行观点分享。由于本篇课文主要围绕学生日常生活中可能碰到的道德问题展开，文中的每一封信都涉及一个道德问题，因此学生对课文主题会觉得较为亲近，这为讨论和观点表达创造了有利条件。该环节设计旨在达到如下目的：一是锻炼学生的思维能力，促使他们就

问题进行广泛、发散性思考；二是通过围绕文章主题进行探讨进一步增强学生对文章的理解；三是切实锻炼学生口头表达观点的能力；四是通过讨论激发学生的道德感和是非感，帮助学生树立正确的道德观，同时增强学生的团队意识和协作精神。在具体操作上，我将该环节讨论分为两个部分：一是就课文第一封信的内容给出几个开放性问题，让学生就问题俩俩进行讨论，然后进行交流；二是就第二、第三封信的内容同时给出两组开放性问题，让学生分成3-4人一组，每个小组任选一组开放性问题进行讨论和交流，随后邀请几个小组派组员代表上台陈述组内观点。为了帮助学生更好表达观点，我会在PPT上罗列一些句型供学生使用参考，同时在学生表达观点的间隙引出列举一些与课文相关的社会案例（如近期发生的“女生举报父亲开车打电话”事件和2011年的“小悦悦事件”），从而进一步激发学生的讨论，促进学生对道德问题进行深入思考。

总结来说，本课的内容设计比较丰富，不仅可以帮助学生巩固课文知识点，也可以锻炼学生的归纳概括能力、口头表达能力和思维能力，同时更可以促进学生对道德问题进行思考，因而从设计上来说预期可以取得良好的教学效果。