Unit 5 Problems and advice优秀教学设计

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Unit 5

Problems and Advice Reading:

What Should I Do? 一、教学课型：阅读课（40分钟）

二、教材分析：

1. 教学内容（教材内容见文末）

2. 教材处理

本课是上海版《牛津高中英语》第五单元阅读课的内容。《牛津高中英语》教材的阅读课分为读前问题、快速浏览、仔细阅读和巩固练***部分。笔者根据自己对教材的理解、紧扣主题设计了导入、阅读、拓展和作业四个教学步骤，旨在通过这些活动帮助学生理解课文、复述内容、端正价值观，进而提高学生的阅读理解能力以及口语表达能力。

3. 教学目标（Teaching Objectives）

（1）知识目标 ( Knowledge objectives) ①能理解文章中have a guilty conscience 和have a clear conscience 的涵义，并能对生活中的实例进行判断。

②能结本课的语法知识对文章中的部分句子进行分词与从句的互换。

（2）能力目标 ( Competent objectives) ①能读懂、理解该篇阅读文章，按要求提取所需信息，从而提高阅读能力。

②能结合所给的动词，添加自己的语言，口头复述课文中的三个故事情节，锻炼口头表达能力。

（3）情感目标 ( Emotional objectives ) 能对三个故事情节中主人公的行为做出正确的评价，并给与积极的可行性建议。

4. 教学重点和难点 ( Language focus and difficult points) （1）创设情境，引导学生正确、深入地理解have a guilty conscience 和have

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a clear conscience 的涵义。

（2）在训练学生口头语言表达能力的同时，注重激发学生的想象力，培养学生的创新思维，引导学生树立正确的价值观。

三、教学设计

1. 总体思路

本篇是阅读课，重在培养学生的阅读理解能力，在阅读过程中，笔者把对学生阅读策略和阅读技能的培养放在第一位。同时，本篇阅读是三则发生在学生身上的事件，故事情节起伏，结尾留有思考的余地，笔者应鼓励学生对事件的过程和结尾进行复述和拓展，进一步提高他们的口头表达能力。此外，笔者应结合本篇阅读对学生进行应变能力和人生价值观的正确引导。

2. 教学过程

I. Pre-reading (1). Look at two questions and give responses orally. ☆What will you do if you notice a wallet on your way to school? ☆What will you react if you fail in an exam and your mother just asks you about it? (2). Make a conclusion according to the responses.

A person who thinks he has done something right has

a clear conscience.

A person who thinks he has done something wrong has

a guilty conscience (3). Quote a proverb about conscience *A clear conscience is a soft pillow. 问心无愧，高枕无忧。

[阅读前设计说明] 笔者通过对两个生活实例的提问来考察学生的应变能力以及判断学生的价值观正确与否，激发他们说英语的兴趣。接着引导出文章中have a guilty conscience 和have a clear conscience 的涵义，

并通过谚语帮助学生树立正确的价值观，从而为课文阅读做好了铺垫。

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II. While-reading Letter 1: ‘ The flowerpot’

(1). Read the first letter and answer the questions to make a good understanding of the story in the letter. ☆What happened to the flower pot? ☆Why did the student and his friend say nothing before leaving for the movie? ☆Who came to the flats and what did they do? (2). Make an outline of the story with key words and try to retell the story. The student’s friend accidentally knocked a flower pot from her window.

…smashed…narrowly missing…

…was hunt…said…left for…

…questioned…took…to…

(3). Think about the situation the student in the letter faced and discuss how to solve the problem. ☆Why did the student’s friend say nothing to the police? ☆How did the student feel about the incident? ☆what’s your advice? (4). Transfer the sentences between adverbial clauses and participles. ① Returning home later that evening, my friend learnt that the police had been to the flats and questioned everyone. (分词做状语) ---- When she returned home later that evening, my friend learnt that the police had been to the flats and questioned everyone. （状语从句）

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② After questioning him, they let him go temporarily.（分词做状语）

Having been questioned，he was made to go temporarily （分词完成式做状语）

(5). Introduce proverbs about courage. *Courage and resolution are the spirit and soul of virtue. 勇敢和决心是美德的灵魂。

*No way is impossible to courage. 勇者无惧。

Letter 2: ‘ Bad behavior on the underground’ (1). Read the second letter and answer the questions to make a good understanding of the story in the letter. ☆How did the young boy react when three tough guys teased and bullied him? ☆Did three guys stop bullying him later? ☆Seeing that on the train, did the student do anything to help the boy? (2). Make an outline of the story with key words and try to retell the story. Three tough guys teased and bullied a young boy on the train.

…moved to…

…followed…continued…

…stopped…….got off……..

(3). Think about the situation the student in the letter faced and discuss how to solve the problem. ☆ How did the student feel about the boy?

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☆ Why didn’t he help the boy? ☆ If you were he, what would you do on the train? (4). Transfer the sentences between clauses and participles. ① Last night, while travelling home on the underground, I saw three tough guys enter my almost empty carriage. (分词做状语) ---Last night,

while I was travelling home on the underground, I saw three tough guys enter my almost empty carriage. （状语从句）

② They sat down beside a young boy who was travelling alone and began to tease and bully him. ( 定语从句) --- They sat down beside a young boy travelling alone

and began to tease and bully him. （分词做定语）

(5). Introduce the proverbs about wisdom.

* Wisdom is better than gold and silver.

智慧胜过金银。

*A wise man will make tools of what comes.

聪明的人会随机应变。

Letter 3: ‘A rude checkout assistant’ (1). Read the last letter and answer the questions to make a good understanding of the story in the letter. ☆ Why did the student go back to speak to the check-out assistant? ☆ What did the assistant bark to the student before he could say anything? ☆ Did the student do as the assistant asked him to? (2). Make an outline of the story with key words and try to retell the story. The check-out assistant gave him an extra hundred dollar note in his change.

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…discovered…went back…

….“go to…wait…”

…left…with…. (3). Think about the situation the student in the letter faced and discuss how to solve the problem. ☆ Why did the student have a clear conscience when he left for the shop? ☆ Did the extra ten-pound note belong to him? ☆ What’s your advice to the student? (4). Transfer the sentences between clause and participle. On discovering the error, I went back and tried to tell her. （分词做状语）

---When I discovered the error，I went back and tried to tell her. （状语从句）

(5). Introduce the proverbs about honesty

* He is wise that is honest. 诚实者最明智。

*Honesty is the best policy. 做人诚信为本。

[阅读中设计说明] 本篇阅读主要以三封学生写给学校顾问的来信组成，笔者主要通过以下几个环节来引导学生对每封信展开阅读活动。

在第一环节中，学生通过仔细阅读来捕捉文章信息，并根据阅读内容回答相关问题。学生通过回答问题能更深入地理解文章内容，并在此基础上寻找并列出引导情节展开的关键词（动词），为下一环节的阅读活动打好基础。

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在第二环节中，学生在理解文章的基础上根据关键词复述课文。这样既有益于学生进一步熟悉课文内容，又使他们的口语表达能力得以锻炼，促使他们更好地把所学的知识和技能转化为运用英语的能力。

在第三环节中，学生在理解文章内容的基础上对信中的三个学生所处的困境给予建议。学生们可以通过小组讨论得出解决方法，并进行口头表达。小组讨论旨在培养学生自主、合作和探究的学习精神。这一环节也能帮助学生进一步辨别是非，端正价值观。

在第四环节中，学生利用文中的句子进行句型转换：即分词做状语和状语从句，分词做定语和定语从句之间的转换。学生在练习中进一步巩固了分词语法，获得温故而知新的学习效果。

在第五环节中，笔者通过补充谚语对学生进行勇气，智慧，诚信三方面的正确引导，即要有勇气面对错误，在危难中能急中生智以及做事要讲诚信。

III. After-reading Choose one story in the letters and make a short dialogue in pairs. The end of the story may be changed according to the situation you create. [阅读后设计说明]

以上任务旨在进一步为学生提供口语训练的机会以及培养学生丰富的想象力。与此同时，笔者也能通过学生对故事结尾的改编或续写来考察对学生德育渗透的效果和程度。

附:教材内容

Reading: What should I do? Letters from students asking for advice are published anonymously in a school newspaper as a part of the ‘Counsellor’s Corner’. Read excerpts from the letters below. 1. One evening last month, I was visiting a close friend in her new high-rise flat when she accidently knocked a flowerpot from her window. It smashed to the ground below, narrowly missing some children at play.

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On our way out, we stopped to take a look, but no one was hurt, so we said nothing and left for the cinema as planned. Returning home later that evening, my friend learnt that the police had been to neighbor’s son to the police station. After questioning him, they let him go temporarily. Frightened, my friend has said nothing to the police. Though no one was hurt, I have a guilty conscience and... 2. Last night, while travelling home on the underground, I saw three tough guys enter my almost empty carriage. They sat down beside a young boy who was travelling alone and began to tease and bully him. Their behavior was so bad that it made him move to another seat, but that did no good. They just followed him and continued their bullying. The boy was obviously frightened. At this point, I stopped looking and got off at my station, feeling sorry for the boy. I regret not helping him, but not being Superman and hating violence, what could I do? Should I …

3. The checkout assistant at my usual supermarket is always rude and unhelpful. A few days ago, I gave her a fifty-pound note to pay for a six-pound purchase, but she was so busy grumbling that she accidently gave me an extra ten-pound note in my change. On discovering the error, I went back and tried to tell her. ‘Excuse me,’

I said. However, before I could continue, she barked, ‘Can’t you see there’s a queue? Go to the end and wait your turn.’

That did it! I left the shop with the ten pound and a clear conscience. I had meant to correct the error before leaving, but she would not let me. On the other hand…

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