Using LanguageⅡ教学创新设计

东莞市第八高级中学“智慧课堂”教学设计

学科

课题

English 授课教师

Grace Xie谢晓兰

授课时间

课

型

教学过程

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Topic of B10U3: Fairness for all Using Language: HIV/AIDS: Are You At Risk?

Style: Poster.

Introduction:

This passage is a poster about HIV/AIDS, introducing the basic knowledge about HIV/AIDS. More importantly, some common misunderstandings about HIV/AIDS will be clarified after studying this passage.



Knowledge: 1.

Enable Students to get some basic knowledge about HIV/AIDS. 2.

Enable Students to clarify some some common misunderstandings about HIV/AIDS. 

Skills: 1.

Students will use some reading skills, including skimming and scanning, to read through the passage, get the main idea and understand the detailed information. 2.

Students will be required to use charts or mind map to summarize what they have learned from the passage properly and systematically. 

Value: 1.

Students will learn how to protect themselves from HIV/AIDS.

2.

Students will learn what they can do to help persons with HIV/AIDS.

3.

Students will not only develop the attitude of help and respect towards HIV/AIDS patients but also build up their individual value of equality and love.

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Key Points: 1.

Students should understand what HIV and AIDS are. 2.

Students are required to break the stereotypes about HIV/AIDS. 

Challenging Points: 1.

Students should be able to give suggestions on how to protect themselves from HIV/AIDS. 2.

Students should be able to express their ideas about respecting, helping and showing love to persons with HIV/AIDS. 1.

Task oriented activity. 2.

Group cooperation. 1.

Miro course: Pre-reading

2. Reading comprehension quiz.

3.PPT. 先学内容

Message by Nicola Sturgeon on World AIDS Day 2017 课前

微视频

设计意图

To input more related information about the World AIDS Day. To check and help students understand the passage better. iPad 使用

课前

下发

2019年5月30日

星期四第3节

Reading 授课班级

高二

11 班

B10U3 Using Language HIV/AIDS: Are You At Risk? 教学内容分析

教学目标

教学

分析

教学重点难点

教学方法

教学准备

环节

微练习

1.

Reading comprehension quiz. 2.

Making a mind map of the passage. 课前

下发

环节

Step 1 (3min) 教学内容

Checking the feedback of quiz.

Q: HIV = AIDS? Sharing mind maps in groups.

师生活动

Teacher checks the feedback and students raise questions. Students share their ideas of why and why not. Students share their mind maps and introduce what they have learned from the micro course and reading before class. Teacher gives comments. 设计意图

iPad使用与二次备课

To check if students 统计与have understood the 反馈

important details of

passage. To inspire students’ ideas and practice their oral English.

拍照上传、抢答、随机点名

Step 2. (4min) Step3. (3min)

Doing a survey.

课中

Step4. (8+10min) Extensive reading & Debate.

Should people with HIV/AIDS go to public schools?

Students watch a video To know students’

about interviewing students attitudes towards in campus. HIV/AIDS. Teacher asks students if they will shake hands or hug a HIV/AIDS patient. Students will first read the story of Red Ribbon School and get the main idea.

After this, students will be divided into two groups as Pro. & Con. A debate will be on and teacher will be the judge. Teacher makes a summary. Students will design a poster for the World AIDS Day and share their ideas.

To help students develop the critical thinking, shape the value of equality and practice their oral English. 投票

下发网址，阅读课外资源

Step5. (6+4min) Post reading & Making posters.

To guide students 希沃助form the value of 手同步respecting, helping 分享

and showing love to people with HIV/AIDS. To sum up what we learned in today’s lesson. 投屏

Step6. (2min) Summary. Students share what they’ve learned today. Teacher makes a summary. 课后

练习

巩固

一、观看微课——写作技巧指导

二、完成巩固写作练习：假设李华周末将到“红丝带”学校进行有关艾滋病学童情况的调查，但他担心会受到感染，因此来信询问你的意见。请根据以下提示给李华写一封回信：1.建议他应该要进行关于艾滋病学童的调查；2.原因：(1)与艾滋病人握手、拥抱及同台吃饭是不会感染; (2)调查能让人们了解艾滋病学童的真实情况; (3)社会需要给予艾滋病患者更多的尊重、帮助、支持和关爱。