Using LanguageⅠppt配用优秀获奖教案

Unit2 King Lear《Using LanguageⅠ》教学设计

1教学目标

(1) 语言知识目标:学习Using Language 中新词汇HIV, AIDS, survival, at risk, sex, needle, male, female, prejudice, judgment, embarrassed, awkward (2) 语言技能目标:培养学生的阅读能力,让他们掌握不同的阅读技巧;学会用英语提出劝告和建议,培养写的能力。

(3) 情感态度目标:增强学生的自我保护意识,远离艾滋病;激

起学生对艾滋病人的关心,唤起他们的社会责任感。

2学情分析

本单元Using Language 中的Reading部分是一篇有关艾滋病的文章,而Speaking和Writing部分的内容都与艾滋病这一话题相关度很小。因此,笔者对教学内容进行了调整。笔者将 Using Language 中的 Reading和 WB 中的 Reading task 进行整合,对学生进行泛读训练,同时给学生输入了与艾滋病有关的大量信息,为之后的写作做了充分的准备。写作部分,笔者重新设计写作任务,创设了真实的写作情境,要求学生给“我”的笔友写一封回信,给她一些与艾滋病有关的信息以消除她的恐惧心理,同时提一些如何帮助艾滋病患者的建议。

3重点难点

(1) 让学生更多地了解艾滋病,激起他们对艾滋病患者的同情并

愿意给予艾滋病患者以关心和帮助。

(2) 通过阅读获取信息为写作做铺垫;指导学生利用所学知识,用恰当的语言写一封信,给他人一些建议。

4教学过程

4.1第一学时

4.1.1教学活动

活动1【导入】导入

Step 1.Lead-in

Show students a video about President Hu Jintao visiting some AIDS patients.After watching,students are required to answer the following questions: 1. What place did President

Hu Jintao visit? And when?

2. What disease were the patients infected with? 3. Did President Hu shake hands with the patients? Do you think he will be infected with the disease?

[设计说明] 通过一段英语新闻视频,教师有目的地创设图、声并茂的场景。视频中纯正的新闻英语立刻吸引了学生的注意力。虽然,视频中语速较快,但结合画面,学生们兴趣盎然地回答了所设问题。听力和口语得到锻炼的同时,“艾滋病”这一主题也被自然而然地引出。为了了解更多有关艾滋病的信息,带着好奇心学生进入了课文阅读。

Step2. Reading 1. Skimming

This passage can be divided into three sections. Skim the poster and summarize the main idea of each part by filling in the following table.

Main Idea Paragraphs 1. Background information about what HIV/AIDS are 1~2 2. Ways to protect yourself 3~4 3.Some false statements about the disease 5~8

[设计说明] 略读是语篇理解的重要一环,这一环节通过指导学生在规定的时间内快速浏览课文各段主题句之后,归纳概括出各部分大意,既能培养学生的归纳与概括能力,也培养了学生领悟和分析语篇的能力。

2.Scanning Scan the first part of the text,find the answers to the following three questions: (1).What is a virus? (2).How does HIV affect people’s health? (3).What is the difference between AIDS and HIV? [设计说明]

在学生了解文章大意的基础上进一步寻读,过滤文章表层信息,训练获取有效信息的能力,并通过阅读进一步了解艾滋病的相关信息。给与学生时间限制,提高学生阅读速度,促使学生的观察力、注意力高度集中,提高认知能力。

3. Detailed reading Let students read the third part of text and do the following True or False exercises. 1. You can only get HIV from injecting drugs.

(F)

2. It is very likely that you will die if you get infected with HIV. (T)

3. If you look healthy, you can’t have HIV.

(F) 4. It could be dangerous to have sex with a person with HIV without using a condom. (T)

5. Taking food from the same dishes as someone infected with HIV will give you HIV too. (F) 6. If you have HIV, you will always get AIDS eventually. (T) [设计说明] 该环节要求学生仔细阅读文章,捕捉文章细节。学生通过完成上述练习,不仅了解了艾滋病的传播途径,消除对艾滋病的恐惧心理,同时掌握了细节判断题的基本解题方法,即先用寻读法找出相关的词语或句子,再细读相关部分,找出不同之处。

[December 1st] Step3. Extending Task1. Present some information about the World AIDS Day and the Red Ribbon.

[设计说明] 教师通过图片和文字形式,给学生补充更多与艾滋病相关的信息,激起他们对艾滋病人的同情和关心,也为之后的语言输出做了更充分的铺垫。

Task2. Reading task (Workbook Page60) Read the newspaper article and answer the questions: (1).What three important parts do the newspaper article contain? (2).What two things does the program do? (3).Why is the Chinese government concerned about HIV/AIDS? [设计说明] 了解新闻体裁的文章结构,有助于学生快速把握这类文体的文章大意,提高阅读速度;同时学生也了解到中国政府对艾滋病的关注和采取的措施,激起了他们的社会责任感。

Step4. Discussion Discuss in groups of four

1. How should we act towards people who have HIV/ AIDS? 2. What can we do to help them? .Don’t look down upon them. .Show love and care to them. .Help them fight fear, shame and injustice (unfairness). ..... [设计说明] 创设交际环境,要求学生利用以上环节获得的信息,把自己的思想传递给对方,弥补双方的信息差,达到交际的目的。小组讨论激活学生的思维,激起了他们关爱艾滋病人、尊重生命的意识,同时又能提高了学生口语表达能力。

Step 5.Writing [横卷形: Dear Miss Liu, I’m so sad and terrified these days. My best friend was diagnosed with AIDS. All the villagers in my village keep away from her including me. I can see she is so lonely and is living in despair. I want to help her, but what can I do? I need your help. Best wishes! Yours, Li Ran ] 1. Read a letter from the teacher’s pen-friend. Ask students to write a reply.

2. Assessment and Revision

Assessment

1 2 3 4 5 Content

Tone Polite, persuasive

CUPS Capitalization

Usage

Punctuation

Spelling

[设计说明]

教师要求学生“我”的笔友写回信,给学生提供了真实的写作

境从而在充分的语言输入之后实现有效的语言输出。同学互评可以

长补短,并能调动学生的参与热情,有利于培养其责任感。

Step6. Homework Revise and finish your writing according to your partners’ evaluation. [设计说明] 学生在同伴评价的基础上进行个人修改,是提高作文质量的有效环节,既可以使学生巩固学生的自身的语言知识,增强写作技巧,有利于其形成做事精益求精的优良品质。