Unit1GettingalongwithothersReading教材：牛津高中英语(模块五)高二上学期文档内容：教学设计—教案单元：Unit1Gettingalongwithothers板块：ReadingThoughtsonthedesign:本课为阅读教学。教材中提供了两篇阅读文章，篇幅相当，文体相同，内容均涉及在交友过程中出现的问题与烦恼。如果在教学中均匀分配时间，不免重复拖沓。因此在教学中，把第一篇文章作为主阅读，并把阅读策略的指导融于其中。在第二篇文章的处理上，教师指导学生将所学的阅读策略运用其中，快速分析掌握第二篇文章的主旨大意及写作特点。此外，在导入部分教师引导学生以小组为单位写下自己在交友过程中碰到的问题和困惑，然后各小组交换问题。等阅读任务全部完成后，教师指导学生利用所学，为自己的同学解决实际问题，这样整堂课对友谊的探讨就不再只是纸上谈兵，而是有了真正的实际意义。Teachingaims:1.Studentswillunderstandthetwopassageswell;2.Studentswillknowthebasicformationofalettertoamagazineadvicecolumnist;3.Studentswilllearnandusethereadingstrategy:readingtounderstandfeelings;4.Studentswilllearnhowtomendabrokenfriendshipandhowtomaketheirfriendshiplastlong.Teachingprocedures:Step1leadin(PPT4-7)1.Studentsdoself-reflection:Thinkofthemostrecentfightwithyourfriend.Whatcausedit?2.Groupdiscussion:(1)Studentsworkinagroupoffouranddiscussallthepossiblereasonsleadingtoabrokenfriendship.(2)Studentsthinkabouttheirpuzzlesingettingalongwithfriendsandwriteallofthemdownonapieceofpaper.Thendifferentgroupsexchangethepieces.3.Brainstorming:Whocanweturntoforhelpwhenwehaveproblemswithourfriends?Studentsexpresstheirideasfreely.parents,teachers,…magazineadvicecolumnistsInthisway,thetopicofthelessonisintroduced.[Explanation]本环节引导学生通过自我反思和小组探讨的形式来思考朋友间产生矛盾的各种原因以及矛盾产生后的求助途径，以学生的真实经历和体会导入阅读课，使学生对即将进行的阅读产生兴趣。另外，此环节中还要求各小组写下在交友过程中的困惑，并与其他小组进行交换学生在理解完课文后，将利用所学为同学解决实际问题。这样，课堂教学层层推进，首尾照应，学生真正学有所获。Step2ReadingofSecretsandLies(PPT8-14)1.Studentsreadthetitleofthepassageandthefirstsentenceofthefirstparagraph,andtrytopredictthemainideaoftheletter.2.Fastreading:Studentsareaskedtogothroughthewholelettertofindoutwhatthesecretisandwhatthelieis.Secret:SarahgotaDinasurpriseMathstest.Lie:Hannahdeniedhavingletoutthesecret.3.Carefulreading:Studentsreadtheletteragain,thistimecarefullyandtrytoanswerthefollowingquestions:(1)WhydoyouthinkSarahandHannahcouldbegoodfriendsbefore?(2)WhydidSarahtellHannahthattheyweren’tgoingtobefriendsanymore?(3)Whatmighthavecausedtheirfriendshiptobreak?Keys:(1)Theywerelikeeachotherandhadmuchincommon.(2)BecauseshethoughtHannahhadtoldeveryonehowbadlyshehaddoneintheMathstest.(3)Sarahdidn’ttrustherfriend.Hannahmayhavebetrayedherfriend.SarahandHannahlackedcommunication.[Explanation]在教学中以第一封信为主阅读，培养学生预测、速读及查读等阅读技能。在速读阶段，教师引导学生抓住标题中的关键词secrets和lies，快速掌握文章大意。细读后的三个问题难度设置由浅入深，学生在回答问题的过程中，较好理解文章内容。Step3Readingstrategy:readingtounderstandemotion(PPT15-17)1.Teacherguidesstudentstoanalyzetheletter:whatisaletteraskingforhelplike?Alettertoamagazinecolumnistusuallyincludes:1)Descriptionsofproblems2)DescriptionsoffeelingsWhilereadingsuchaletter,it’simportanttoidentifythewriter’sfeelingstowardsacertainproblemandthenthinkaboutwhatadvicetogivehim/her.2.TeacherguidesstudentstotakeSarah’sletter:Secretsandliesforexample.Inthis...
