Using LanguageⅠppt配套的教案及板书设计

课题：Coping with Disaster

科目：

英语

提供者：葛巧霞

一、教学内容分析

本篇课文选自人教版选修11第三单元中的Using Language部分Coping with Disaster。该篇主题语境是“人与自我”，内容是一名高考落榜生重新振作起来的经历。文章按照明线“Coping with disaster”及暗线“Changes of Liu Xiaoming’s feelings”展开。本文的价值取向在于学生通过文本的学习，体会到即使高考失败，只要意志坚定积极向上，一个人同样可以成功，旨在帮助学生形成正确的世界观、人生观和价值观，发展英语学科核心素养，落实立德树人根本任务。

二、

教学目标

在本课学习结束时，学生能够

1.

获取梳理文中有关Liu Xiaoming高考落榜后的心境及他所阅读的两篇文章的事实性信息；

2.

概括、整合、阐释Liu Xiaoming高考落榜后“how to cope with disaster”重新振作起来的过程;

3.

概括、整合Liu Xiaoming在整个重新振作过程中的情感变化；

4.

推断归纳文中出现的一些人生哲理，给Liu Xiaoming提出重新振作的建议；

5.

总结高考落榜不是“disaster”，对即将到来的高考和自己的人生有清晰的认识和正确的规划，教学对象：

高三

单位：

浙江省宁海县知恩中学

课时： 40分钟

形成正确的世界观、人生观和价值观

三、学习者特征分析

笔者要授课的对象是宁海县知恩中学的高三学生。通过三年的英语学习，学生已基本具备在阅读中获取细节信息的能力，部分学生能源用英语自信地表达观点。但是多数学生在理解和整合知识、逻辑推理和分析观点，以及批判评价方面的能力比较欠缺。并且对即将到来的高考和人生的规划却不清晰，对文章中主人公出现的难题也很容易产生共情心理精神共鸣。

四、教学策略选择与设计

英语学习活动：获取与梳理、概括与整合、描述与阐释、分析与判断、内化与运用、迁移与创新

应用实践类方法：同伴交流、小组讨论、个人展示

五、教学重点及难点

本堂课的重点在于引导学生了解文章脉络，分析人物情感变化，提出适当的建议，以及对自己的人生有清晰的规划和认识，形成正确的世界观、人生观和价值观。

所选文本的内容较长，在引导学生理解语句的同时并能由此推断出隐含在语句间的信息时，可能存在一定挑战。

1

六、Teaching procedures(教学过程) I. Lead in

T greets Ss by referring to their present life and asks them,

“What’s your present life like?”

or “Are you satisfied with you present life? Why?”

【设计意图】通过高考即将来临之际学生生活这个真实情景，引出主题，拉近与学生的距离。同时，可以帮助学生反省现状，认识自我的处境，为下一部分的文本阅读做好心理铺垫。

II. Pre-reading 1. Predict T asks Ss to predict the meaning of “disaster” and the main idea of the passage according to the title , the two pictures from the passage and the three subtitles “World Values Survey”, “Seeking knowledge for its own sake”, and “Count my blessings”

【设计说明】充分利用教材所给的图片材料，让学生通过标题、小标题和图片预测，有助于学生带着自己的预测阅读课文，增强读的效果。同时，有助于学生理解、梳理全文的框架。

III. While-reading 1. Read for the main idea 1) T asks Ss to read the passage, check their prediction, and find out the main idea.

How

his problem after

with the help of

_____________ given by his parents.

(Liu Xiaoming, coped with, failing the college entrance examinations, two articles ) 2)

T asks Ss to read the passage again and try to summarize the main idea of each part using their own words. 2

【设计意图】让学生速读文章并验证先前的预测，并给出关键词，构建框架引导学生归纳出文章大意。鼓励学生遵循“预测——求证”的方式阅读，让学生的阅读兴趣在“求证”的过程中得到培养。然后让学生尝试用自己的话概括各个部分的大意，培养概括段落大意的能力。

2. Comprehend 1) T asks Ss to read Part 1 carefully and find out Liu Xiaoming’s and his parents’ physical behavior and inner feelings. After Ss answer these questions, T asks about Liu Xiaoming’s parents’ final suggestion and Liu Xiaoming’s response.

【设计意图】通过细读获取第一部分的内容，让学生了解到主人公刘小明的行为和心理，以及他父母的行为与心理，为之后的改变做好铺垫。同时，学生思考小明是否意识到他的“blessings”，为后面小明的转变做好铺垫。

2) T asks Ss to read Part 2 carefully and find out Liu Xiaoming’s attitudes toward money.

“Maybe money was not as important as I had thought.”



Happiness is not directly related to money.

3

3) T asks Ss to infer how Liu Liu Xiaoming felt when he discovered happiness is not directly related to money. 【设计意图】引导学生找出刘小明对金钱的态度，帮助学生更好地理解人物心理变化。推断出幸福与金钱没有直接的关系，而家人、朋友最重要，有利于引导学生树立正确的金钱观和人生价值观。

3) T asks Ss to read Part 3 carefully and think about 3 questions:



Why did Zhang Guoqing leave school? 

What do you think of his way of spending money? 

What helped him conquer his difficult life and realize his dream?

When Ss answer the reasons for Zhang Guoqing’s leaving school, T keeps asking the living condition in Zhang Guoqing’s pursuit of knowledge. ★

For twelve years, he went from job to job. ★

At different times, he was a street cleaner, a pedicab driver, vegetable seller and worker on a building site. ★

During these years, he slept rough under bridges and searched for food in dustbins…

When Ss refer to Zhang Guoqing’s way of spending money, T asks them to use their own words and offer the supporting details and concludes that “Seeking knowledge for its own sake” means not seeking “for money/material/physical life…”, but seeking “for knowledge itself/spiritual/mental life…”.

Then, T asks Ss to infer how did Liu Xiaoming felt when he read Zhang Guoqing’s story. Finally, T asks Ss to voice their own opinions about what they have learned from Zhang Guoqing and tell their partners. 【设计意图】通过细读课文，引导学生理解张国庆物质生活的艰难，并明白尽管物质生活贫困但不能阻挡求知的道路。同时帮助学生明白张国庆的求职道路激励并鼓励了刘小明，从而更好地理解刘小明的情感变化。让学生发表自己对他消费方式的看法，能进一步理解“seeking knowledge for its own sake”

的内涵。并尝试通过文本细节语句，用自己的话归纳张国庆的成功的秘诀，并说出自己从张国庆身上的所学到的，有助于学生树立正确的学习观和人生价值观。

3)

T first asks Ss to think about why Xiaoming began to feel ashamed and find the supporting details. 4

Then, T guides Ss to infer Liu Xiaoming’s attitude before the exams and conclude the real cause that led to his failure.

Finally, T asks Ss about the meaning of “Counting my blessings” and think about Xiaoming’s feelings and his attitude towards his future.

【设计意图】通过定位最后一部分进一步梳理细节信息、概括、整合高考前小明的学习和生活的态度,从而推断出小明失败的真正原因。学生能进一步理解“Counting my blessings”

的内涵，由人及己明白自己有多么的幸运。同时对比刘晓明的情感和态度的变化，并为之后的讨论做好铺垫。

IV. After-reading (Group work) T asks Ss to discuss in groups and write down the suggestions to help Liu Xiaoming to cope with his situation and begin his road to recovery.

【设计意图】刘小明从消极的态度到积极的态度的变化，也是学生一步步树立正确价值观的过程。在此期间，学生联系生活，融入刘小明的角色中，并通过最后的提建议的环节，与主人公拉近距离，也有助于自身的勉励。同时，让学生在讨论、黑板呈现的过程中提出自己的观点，实现语言和知识的内化。

V. Critical Thinking（Pair work）

T asks Ss to think about the “disaster”

they mentioned at first, “Is failing the college entrance examinations a disaster?”



No, not at all. It is no big deal failing in the exams, because …

5

Q: Does it really matter if one fails the college entrance examinations?



It doesn’t matter if one fails the college entrance examinations.

【设计意图】引导学生巩固并整合所学语言和内容，让学生再一次回到标题中的“disaster”，回顾前面提出的问题，进行批判性思考，有助于培养学生的逻辑思维与批判性思维能力。深化主题意义，加强德育渗透All roads leads to Roman，进一步帮助学生树立正确的人生观，树立克服困难的信心Life is what you make it，迁移创新，发展英语学科核心素养，落实立德树人根本任务。

VI. Homework Write a letter to Liu Xiaoming and give him some suggestions on how to cope with his situation and begin his road to recovery. 【设计意图】对讨论环节进行延伸，让学生完成建议信。把任务延伸到课外，实现课堂内学习向课外学习的过渡，实现课内的听、说训练向课外的写作训练过渡，培养学生综合语言运用能力，实践英语学习活动观。

Blackboard design

Coping with disaster

Changes of Liu Xiaoming’s feelings 备注：T:Teacher

Ss:Students negative relieved useless

anxious

tired reserved guilty

ashamed inspired encouraged positive

suggestions 6

Record after teaching

7