Unit 5 Problems and advice公开课参赛课教案

Module 3

Ideas and viewpoints Unit 5 Problems and advice---What should I do? 教学目标：

1.

To guide students to read the three stories and understand the dilemmas of the writers. 2.

To guide students to guess and understand the meaning of some new words and the new meanings of some old words in the context: high-rise, question, carriage, bully, tough, bark, guilty, conscience, etc. 3.

To help students develop a proper attitude towards in their lives and learn to ask for help. 下面是我对这篇课文第一课时的教案设计，分为三部分（读前、读中、读后），在读前，我设计了一个导入，通过2个活动完成，并过渡到读中。活动一：

教学活动设计

Pre-reading Stage Lead-in 活动1

Free talk: Have you ever met any problems in your life? What were they ? Who would you like to turn to for help? In what way? 此活动的目的是为了引出本文写信求助的主题，通过教师与学生随意谈论他们在现实生活中曾经遇到过的困难与难题，激活学生

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的相关背景知识，而且这个活动针对所有程度的学生。

活动2 Read the introduction and answer the question. 1.

Who wrote the stories? 2.

Where are these stories from? 通过阅读文章前斜体部分的引言，让学生找出文章的作者和出处，为之后进一步阅读理解做好铺垫，同时也训练学生skimming 的阅读策略和对文本特征的注意。

下面是While-reading Stage 活动1 Read the three letters and find out what the three stories area about.（在这个过程中，我给了学生7---8分钟的时间进行阅读），读完之后的第一个任务是：

1. Have students read the passage carefully again and complete the table. Letter Who? Where? What happened? What did the writer do? 1 1)the writer 2)her friend 3)a boy

in a high-rise flat knocked、Said nothing smashed、left for the cinema、questioned、took a boy to 2

4）police the police station 2 1)the writer 2)a boy 3)some tough guys in the saw…enter、

did nothing got off at his station carriage of began to tease the underground

and bully、

moved 、followed、stopped looking 3 1)the writer 2)a checkout assistant at a supermarket busy was angry、left the grumbling、pounds、went back、tried to tell、barked gave extra ten supermarket with the money 活动2 Read the text again and do Questions and Answers.（在第一封信里，我设计了两个问题：

Letter 1 1.

Why did the writer say nothing before she left for the cinema with her friend? 2.

Why did her friend say nothing to the police? Letter 2

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1.

Do you think the writer get off only because it was his station? Why? Letter 3 1.

Why did the writer go back to speak to the checkout assistant? 2.

Why did the writer have a clear conscience when he left the shop? Post –reading Show time Divide the class into groups of four. One student plays the role of counsellor and the others as the writers of the letters. The counselor is listening to their sufferings and gives them his /her advice.

Example: Counsellor: Hello ,nice to meet you. What’s your problem? Student: Hello, counselor! I have a guilty conscience now because……

Homework: 1.

Listen to the tape and read the text aloud at least three times. 2.

Find the key words or sentences that affected the writers’

decisions. 3.

Choose one story in the text and give your decision.

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