Using LanguageⅠ教学实录

Part I 文本分析

一

基于课标

主题语境

语篇类型

语言知识

文化知识

语言技能

学习策略

二

基于语料

What

Coping with Disaster 教学设计

人与生活 积极面对生活中的“灾难”

记叙

根据文本对于刘小明在高考失败后如何转变态度面对生活的相关描述，降低课文难度压缩课文，提取关键词语，便于学生对文章大意的整体把握。

通过刘小明的故事，学习积极乐观的生活态度，加深学生应对苦难的决心和信心。

通过听说读看写等活动发展学生理解性技能和表达性技能。从语篇中提取主要信息 元认知策略、认知策略、交际策略和情感策略

Coping with Disaster是一篇夹叙夹议的文章，记叙了小明在高考失败后陷入困境中，在父母的帮助下，并在阅读了解了他人在困境中的奋斗励志故事及对生活幸福感更深的理解后调整了自己对待学习和生活的态度，成功跳出来困境。

Why How

通过小明的视角以记叙的方式介绍了如何应对生活和学习上的“灾难”，以文本为基础在语境中学习词汇，加深理解。

以阅读为基础，以文本为材料，展开对较难词汇的学习和理解。

Part II 学情分析

授课对象是垫江中学高一年级9班的学生。他们的英语基础较好，大多数同学已具备从高中相应阶段一般难度的文本中提取主要信息，用英语进行表达的能力和在阅读中猜词的能力。通过文章篇章结构分析和主要信息梳理，将有利于学生的有效语言学习和输出。

Part III 教学目标

1.通过skim等阅读技巧，引导学生要重视文本主题与语篇；培养他们的阅读能力，发展语言能力；

2.通过压缩文本材料，引导学生梳理文本线索，提取关键词汇，培养他们信息处理的能力；

3.通过分组讨论，引导学生在语境中对词汇的正确理解及使用，培养他们的思辨能力，发展思维品质；

4.通过不同的活动方式，引导学生进行自主学习，合作学习和探究学习，优化他们的学习方式； 5.通过课前分享学习目标和课后学习反思，引导学生养成目标意识，同时及时反思学习方式和效果，

发展他们的学习策略，提升他们的学习能力。

Part IV 教学重难点

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教学重点

1.

引导学生学习和使用skim技巧找出文章主题及划分段落大意。

2.

使学生在语境中理解词汇不同的词性，含义，及用法。

3.

通过一系列的融语言、思维，文化为一体的学习活动发展学生英语学科核心素养。

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教学难点

1.

本堂课以文本为语境基础学习词汇，文本细节信息比较难以理解，学生难易建构整体语境。

2.

40分钟的有限课堂时间，要充分达成学生对本堂课所学知识的迁移与创新。

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Part V 教学流程

▌学习理解类活动

Stage I Lead-in 课堂活动1：Prediction

活动设计：通过文章标题猜测文本内容，学生对disaster的理解与文本内容不一致，通过生活中面

临的自然灾害来预测此处的disaster是否相符，引导学生带着问题及好奇心加入阅读，并积极思考。

【设计意图】感知主题

围绕课文的主题创设语景，通过Prediction 唤起学生的好奇心，激发思维，对于文章中所描述的disaster形成一定的感知与注意。

【设计意图】建立语境。

学生通过skim，了解文章整体内容，铺垫必要的语言和背景知识，为词汇学习建立语境。

Stage II Presentation 课堂活动2：Fast-reading

（认知策略）

活动设计：要求学生略读文本（指导略读方法），让学生概况本文的主要内容，指出文本体裁。

Task I：What`s the main idea of the passage?A. How Liu Xiaoming`s parents persuaded him to work in a school.B. How Zhang Guoqing got admitted to Shangdong University on his fifth attempt.C. How Liu Xiaoming coped with his problem after failing the college entrance examinations. Task II：Part I—Para（1）——I failed the exam and my parents did their best to help me.

Part II—Para（2）——An article researched the happiness and lifestyle.

Part III—Para（3-5）——An article talked about the learning experience of a student.

Para IV—Para（6-7）——My attitude changed.

【设计意图】围绕主题，创建语境。

运用认知策略，根据篇章标题和图片信息预测和理解篇章主要内容，通过快速浏览，引导学生获取理解大意，通过观察概括语篇文体，建构对该语篇主题的初步认知。

课堂活动3：Vocabulary

（认知策略）

活动设计：将较长且复杂的文本信息压缩成篇幅较短的小短文，学生小组合作学习找出关键词汇即是本堂课所要学习的词汇。词汇学习注重语境，在原文语境及创设语境中感知词汇的不同含义，并学习其相关用法，引导学生独立思考。

Task III: Fill in the blanks Task IV: Understand and examine the following vocabulary

withdraw

alternative

sake

pursue

outweigh 

withdraw

v. ( withdrew; withdrawn): to stop communicating; to take sb/sth back or away …My personality changed. I withdrew from people, becoming unusually reserved, tired and anxious….

Finding that her brother had withdrawn ( ) all the money from her account, Alice decided to withdraw ( ) from the summer camp for she didn`t have enough money to cover the expense. While her classmates were eager to go camping, she withdrew ( )from them, avoid talking about her situation. 

Alternative

adj/n.

have no alternative but to do sth

…They sent me on a holiday and afterwards to a consultant to discuss alternative careers.

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--- Xiao Jun, it looks as if it`s going to rain! --- Don`t worry! I have an alternative plan in case it rains during the picnic. A. adj. offering a choice B. n. choice C. v. making a choice 采取行动前你应该准备几个可供选择的计划。(Translation) _______________________________________________ 

sake (n. purpose or benefit) for sb`s/sth`s sake=for the sake of sb/sth 为了…(的目的，利益或缘故 )起见；看在…的份上

seeking knowledge for its own sake （Translation）

Use this phrase to write a simple sentence on a piece of paper: 

pursue v.; n. pursuit …who had suffered a great deal in his pursuit of knowledge

…Had I ever pursued knowledge for its own sake or given

up anything for my studies?... seek: to try to achieve or get sth (=search/look/hunt for) pursue: to continue doing sth or trying to achieve sth to chase or follow sb or sth in order to catch them The policeman ( ) the thief down the street. 

Outweigh vt. to be more important or valuable than sth else Its advantages were outweighed by one important disadvantage: it didn`t give him enough time to study. eg. Although the project has some disadvantages, its advantages outweigh the disadvantages. We should support it. weight n.lose weight ; put on/gain weight weigh v.I weighed 60 kg last week. The twins _________ 10 pounds when born gained _______quickly. 【设计意图】创建语境，词汇习得。

引导学生在原有语境和创建的语境中去获取词汇信息，进行词汇的知识学习，语言技能运用和学习策略发展。通过小组合作探究，丰富学习方式，培养学生学习能力。

▌运用实践类活动

Stage III Practice 课堂活动4：Using vocabulary

（认知策略）

活动设计：根据新的语境，运用所学词汇填空。

Xiao Jun failed his first monthly exam last week. Finding that his mother took all the money out of his bank account, Xiao Jun had no _________ but ___________ from a day trip to Beijing for he didn`t have enough money to cover the expense. But he was eager to take part in it. He really loved travelling for its own ____. He thought that the benefits of travel __________the benefits of sitting and studying in the classroom all the day, and that students should ______

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their own interests, as well as do their school work. 【设计意图】内化知识，运用实践。

在获取五个重要词汇知识的基础上，开展有针对性的词汇理解和运用的实践活动。学生在新的与他们自身相关的语境中不断内化和巩固词汇的涵义和用法。

▌迁移创新类活动

课堂活动6：Discussion （交际策略）

活动设计：学生小组之间就本堂课的而第一个问题回归课本并延伸到生活中进行讨论。

What do you think the “disaster” here refers to?

Have you ever been faced with a “disaster” in your life or study? How did you cope with it?

【设计意图】发展思维，迁移创新

调动学生的潜能，组织开放的，具有挑战的创作性学习活动。通过联想自身实际，促进学生综合运用语言技能理性表达观点、情感和态度，实现深度学习，促进能力向素养的转化提供平台。

Assignment Write down your own experience of coping with disaster 【设计意图】内外结合，知行合一

课后作业的目的是巩固课内所学，帮助学生将所学知识和能力迁移到课外的真实生活情景中，用于解决真实生活情景中的问题。

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