Project(1): Putting on a play教学设计(第二课时)

M6U2 What is happiness to you? Project Making a happiness handbook

译林版《牛津高中英语》必修模块六

I. Analysis of teaching materials:

本堂课为Project的第一堂课。Project是一种探究式学习，它是课堂教学的延伸和拓展，突出学生的说和写的主体地位，使学生积极参与，让各层次的学生都能体验到用英语说、写和制作的乐趣，从而培养各方面综合技能，体现语言学习的激励性、工具性和交际性功能。

本单元的Project板块是基于单元主要话题happiness来展开的，其最终输出为：Making a happiness handbook。而制作手册的前提是要有能感受快乐并能描述快乐的能力，而Reading两篇文章为学生创设了良好的情境。因此，执教者根据本板块的教学目的对阅读材料进行信息处理，设置了相应的教学任务，即“阅读积累语言素材——讨论中探讨自己的快乐——合作完成幸福手册”。课本先从感受两篇有关the happiest time of life的文章开始，引导学生口头描述，展望未来，想象美好幸福画面；再讨论幸福源泉，感受周围的幸福，最终输出一篇关于幸福的文章(essay)。

II. Teaching ideas：

根据Project板块特点和课题(happiness)特征，执教者设置了以下教学思路：

1.

从引入开始，直入主题，展示My happiness handbook。

2.

Feel others’ happiness.（Reading）指导学生对阅读材料中描述快乐的句子进行信息处理，让学生感知他人的快乐，并进行语言素材积累。

3.

Find out your own happiness. (Description )从阅读他人的快乐中学会如何描述幸福并分享你未来的和身边的幸福。

4.

Record your happiness(Writing). 从之前的种种语言输入过渡到语言和情感的输出。让学生有感而写，想写并会写，这也为下节课的happiness handbook小组展示做好了准备。

III. Teaching aims: 1.

Help students get a clear understanding of handbook. 2.

Help students understand the reading passages better and feel others’

happiness. 3.

Inspire students to find out and talk about their own happiness.

4.

Encourage students to write an essay about their own ideas of happiness.

5.

Help Ss exert their imagination and develop the positive attitudes towards life.

IV. Teaching important points: 1.

Arouse students’ interests to speak out through discussion, samples and pictures.

2.

Help Ss write out what they think about happiness and guide students to make a happiness handbook. V. Teaching difficult points: 1.

How to encourage students to express themselves. 2.

How to organize the students to finish the different missions: reading, description and writing. VI. Teaching procedures:

Step 1

lead-in 1. Show pictures of my family to lead to the topic of this class——happiness. 2. Show my happiness handbook.

[Explanation]：用老师自己的快乐引入课堂，并自然过渡到幸福手册。一方面激发学生兴趣，另一方面给学生更直观的感受什么是快乐手册，又是如何制作的。

Step 2

Feel others’ happiness

1. Match the paragraphs with the topic sentences.

Para 1 A. I had a wonderful life and I’m proud when I think

about my achievements.

Golden days

Para 2 B. Good health is an important part of

happiness.

Para 3 C. Those golden days at school were the

happiest time of my life.

Para 4 D. I didn’t have any worries in life.

Para 1 A. It’s nice to think of my happiness days ahead of

me. My future

Para 2 B. My happiest days will be in the future. happiness

Para 3 C. Being an adult will also make me happy.

Para 4 D. Technology will guarantee good health and

happiness

[Explanation]：Project文章结构清晰，可以借助topic sentences的寻找和配对让学生从语篇的角度理解文章。只有理解了文1章，才能感受出两篇文章对于the happiest time of life的不同看法和不同描述。同时，湖南采用全国高考卷，其中七选五的题型中，对主题句的把握与否起着至关重要的作用。

2. Guide students to find out the sentences describing happiness in passage one

Opinions:

The old man thinks those golden days at school were the happiness of his life.

Descriptions:

1.

… worries…

2.

…spend…outside; play…;

3. …take care of…

4. …friends…; …books…; …sports…

5. …think about…; worry about…

6. …run….;tired…

…

3. Find out the sentences describing happiness in passage two and underline them.

Opinions:

The young girl thinks the happiness days will be in the future.

Descriptions: 1. People can live…

1 2. …interesting part-time jobs;

3. Families will spend much time…

4. Handy robots and computers can…

5. …more mature…; …make decisions…

[Explanation1]：进行任务型阅读，从文章中找出描述老人幸福的语句，并通过竞赛的形式让学生能站起来描述快乐。为降低难度给予了关键词的提示。这样，避免文章无目的阅读，学生能找出并转述与描述他人与快乐相关的语句，让各层次的学生能获得知识构建的成就感，为其后的语言输出做铺垫。

[Explanation2]：在设计描述future happiness的关键词时，设计为：Families will spend________；She can/will___________.这样，学生在回答问题时能主动的思考并理解她未来的幸福所在，拓展了学生思维，避免与前面环节设置的单一化。同时，对文中的难句进行了paraphrasing(改述)：Families will spend the maximum amount of their precious time enjoying each other’s company and

the minimum amount of time doing housework. 改为：Families will spend more precious time being together and less time doing housework. 这样细微的处理目的在于培养学生语感，获取信息、整理信息和处理信息的能力，是培养学生英语语言运用能力的一种方法。

Step 3

Find out your own happiness

1. Show some pictures to inspire students to imagine their happiness.

[Explanation]：在对两篇文章中描述快乐的语句积累、素材输入之后，回归学生生活，用图片和疑问的形式激发学生想象力，展望未来的幸福。并适时总结：Imagining your future happiness can give you the motivation to work hard now. 2. Enjoy a poem about happiness. Happiness is a warm bed. Happiness is a shared victory. Happiness is bringing over a hot meal when you’re sick in bed.

Happiness is sitting still and feeling the air on your skin. Happiness is when I look at the sky and feel that you’re watching it too.

Cheer up and be happy, happiness is not far from you.

It’s just around you. Try to grasp it and enjoy it.

[Explanation]：挑选一位学生朗读诗，让学生们安静的欣赏和享受美的语言，同时感受到幸福其实就在我们身边，幸福可以很简单。

2. Describing the happiness around you.

Useful expressions: no chance to learn;

learn together

no warm clothes ;

get the prize

no enough food;

teachers’ care

poor classrooms;

parents’ love

wars;

friends’ company…

Sample 1: As a teenager, I think I’m happy now because…

Sample 2: When I …, I can feel great happiness.

[Explanation]：展示The poor children和现在我们父母关爱的图片，给予视觉2

冲击，让学生感受当下生活的幸福；展示师生一起学习的图片，让学生感受到学习的幸福。学生进行小组讨论，感受与他人讨论和分享的乐趣，并鼓舞他们站起来分享自己心中的幸福，从而获得成就感。最后对学生的感受做总结和延伸：Making others happy can also be the source of happiness. Step 4

Record your happiness 1. Self-assessment.

Feel others’ happiness

Golden days My future happiness

no worries

live longer;

spend time outside;

be healthier;

play in the sunshine;

part-time jobs;

visit friend;

be more mature

needn’t worry about

make decisions

…

…

Find your own happiness Happiness lies in the past.

Happiness lies in the future.

Happiness is around us.

Record your happiness

[Explanation]：带领学生沿着教学主线回忆本堂课已经学过的和探讨过的话题，一方面巩固所输入知识，另一方面引出record the happiness,回归到本堂课的最终输出环节：记录幸福瞬间，制作幸福手册。

2. Record your happiness: a specific happy event or your idea of happiness. Sample one:

Everyone has different ideas about what makes them happy.

From my point of view, happiness lies in…

Sample two: Happiness is precious(珍贵的) in our life. I will never forget one thing…

[Explanation]：学生阅读了the happiness time of life的两篇文章，从中得到启发；又在体验、探究、合作学习的过程中感受和领悟什么是属于自己的幸福，激发了学生输出的积极性，想要把幸福记录下来。从而达到小组分工制作幸福手册的教学目的。

3.Remember: Smile more and you will own more happiness. [Explanation]：情感输出，培养学生积极乐观的心态。遇事学会微笑，才会收获更多的幸福。

Step 5

Homework 1. Continue to finish the essay about happiness. 2. Read Part B and prepare for the happiness handbook.

Blackboard design:

M6U2 Project (1)

Making a happiness handbook Learning aims: New words:

Competition:

3

Feel others’ happiness Find our your own happiness Record your happiness Screen guarantee

Group1 Group2 Group3

maximum

minimum secure mature

VII. Teaching evaluation

1. 未能深刻地意识到project中文章结构服务于课堂的重要性，在课堂中未能引导学生分析篇章结构，只引出其主题句，未突出“篇”的结构，这对我以后的教学有很大的启发。

2. 应更好的规划课堂结构，把课堂回到happiness handbook的制作上。可以把制作handbook几要素体现在ppt上，让学生更直观的感受手册的制作。

3. 因为学生在想象幸福和感受身边的幸福环节中，表现活跃，因而耽误了写出幸福事件或想法的时间。对课堂中出现的情况处理得不够灵活，对学生的学情分析不够。

4. 学生非常活跃，能自主的学习。

5. 教学效果好。

4