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1、Unitl Life choicesLesson3 Your Life Is What You Make It教材分析主题语境：人与社会社会服务与人际沟通一公益事业与志愿服务语篇类型：新闻报道语篇研读：该文讲述了大学生张天违背父母意愿，只身前往贵州偏远山区支教。在面对学校基础设施及居 住环境恶劣的情况下，张天积极努力找到解决办法，不仅使学校基础设施、学生学习及村民的生活都有了 很大的变化，而且也赢得了学生和村民的尊敬。文章重点词汇主要涉及学校生活。如：get a teacher9s certificate, an eager heart, unstable water and power su
2、pplies, organise the first ever concert,become confident in learning .该文是篇人物报道， 采用倒叙的方式, 开门见山描述了张天支教寻常的一天。通过对比张天支教前后学校，学生生活，及村民生活的变化，沿着 张天对支教的情感和态度的变化这两条主线，探讨了人们对公益事业与志愿者服务的态度。这两条主线相 互交织，把语篇的事实性信息，语言表达方式及对张天支教态度的探讨有机整合在一起，由此梳理出本文 的信息结构图和结构化知识图。作者希望通过本文引发人们对公益事业与志愿者服务的思考：人们参与志 愿者服务及支教等公益事业，在帮助别人的同时，也
3、获得了锻炼自己提高社会活动能力的机会，内心也得 到了快乐。教学目标语言能力：1通过快速浏览课文对课文主要内容进行预测。2获取梳理文中描述张天本人及支教的事实性信息。3比较描述张天支教前后学校，学生及村民生活的变化。比较张天支教过程中态度和情感的变化。思维品质：4评价张天的支教行为并思考是否所有人都会支持他的选择。学习能力：5通过小组合作，同伴讨论，个人思考，分享自己对公益事业及到贫困山区支教的看法。教学重难点比较描述张天支教前后学校，学生及村民生活的变化。比较张天支教过程中态度和情感的变化。教学过程主要学生学习活动：1创设情境，熟悉主题，铺垫语言。教师展示朋友在贫困山区支教的照片。用课文中的新
4、词汇描述照片， 帮助学生在情境中认知和理解新词汇。接着展示张天及其支教学校的照片，并提出问题：What do you think of the village school? Whats life like for a volunteer teacher there?来激活与学校生活相关的词汇； 2教师阐述何为略读，如何略读。学生略读文章来预测课文内容。3概括梳理整合信息，内化语言，获得结构化知识。学生第一遍阅读课文，核对自己的对课文内容的预测。学生第二遍阅读课文，概括主旨并梳理张天支教的主要事实性信息。教师提问检查学生提取课文中事实信 息的情况。京生第三遍阅读课文，两两合作归纳总结对比张天支
5、教前后学习，学生及村民生活的变化，标记出体现变 化的形容词的比较级。学生第四遍阅读课文，分组完成归纳比较张天支教过程中态度和情感的变化。通过对细节信息的梳理，熟 悉并学习一些固定搭配及本课特有的语言表达方式。之后，教师和学生在黑板上共同完成信息结构图和结 构化知识图。4学生依据所梳理和提炼的结构化知识，重组课文中的固定搭配或语言表达方式。采用两人问答或对话的 形式，描述并阐释张天支教前后学校，学生，村民生活的变化及张天支教过程中态度和情感的变化，内化 所学语言知识与相关信息。5根据已知，推理判断。学生讨论并交流张天准备再支教一年的原因，并初步讨论从事公益事业的意义；学生预测张天的父母会支 持他
6、再支教一年吗。6表达感受，分享自己观点，培养批判性思维。学生分组对张天支教行为做出自己的评价。并讨论是否所有人都会支持他的选择。学生尝试分析不同的人 可能对这选择的态度，并再次联系自我进行思考，理性表达自己的观点。通过全班交流，提升对这一问题 的批判性思考。7互动交流，迁移创新。学生分组创编人物访谈类节目，从主人公及其亲人学生村民的角度，深度剖析张天支教给学生和村民作出 的贡献及自身的收获。教学过程：Step 1 Leading inIT shows some pictures of some volunteer teachers and describe the pictures .And
7、then show the pictures of Zhang Tian and his school.Asks Ss: What do you think of the village school?Whafs life like for a volunteer teacher there?23Ss work in groups and talk about the life in the village school.4 Ss share their ideas. T write them down on the blackboard.Step 2 Predicting1 T explai
8、ns what skimming is and asks Ss to skim the passage.2T invites Ss to look at the photos again and asks Ss to think about:Was the village school as good as zhang Tian expected?3T asks Ss what type of text it is .Step3 1 st readingIT invites Ss to read the passage to check their prediction. T invites
9、Ss to think of the Order of article writingand role of the first paragraph .2Ss work in pairs to illustrate the Order of article writing and role of the first paragraph .Step 4 2nd reading for informationT asks ss to read the texts quickly and answer the following questions about Zhang Tians experie
10、nce as avolunteer teacher based on the text.Situation when he arrived:Ways to deal with challenges:Reasons to be aSchool:For the students;volunteer teacher:Living conditionsFor the v川agers2Tasks Ss to share and check the answers to the question.Step 5 3rd reading1 Tasks Ss to read the texts carefull
11、y and pay attention to some adjective comparisons, for example: much smaller, healthier and lovelier, more confident 2Pair Work: What changes did Zhang Tian make to the school and the village?School subjectseSchool activitiesSchool facilitiesStudents5 learningVillagers5 life3T asks Ss to explain how
12、 they can get the answer and what the adjective comparisons are in the texts and how they are usedStep 6 4th reading for Deep Understanding .1 Group work: How did Zhang Tians feeling and attitude change as a volunteer teacher? Find evidence.eventsgraduatedfrom universitytravelled to the villagesaw t
13、he school forthe first timeLived in the villageIntroducednewsubjects and activitiesend of the first yearfeelingsevidence2T asks Ss to find out the useful expressions . T and Ss write down the Information Structure Diagram and Structured Knowledge Graph on the blackboard3T invites Ss to work in pairs
14、 and based on the Information Structure Diagram and Structured Knowledge Graph make an dialogue which can contain the following questions .l)Why did you come to gui zhou to leach instead of working in shanghai?2)How did you imagine living and teaching in a village?3)What challenges did you have to d
15、eal with?4)Did you want to leave and return to shanghai?5)How did you find ways to deal with difficulties?6)What satisfied you most after a rough year ?4Ss present their dialogues within the whole class.Step 7 DiscussionSs work in groups to discuss the following questions:1) Why does Zhang Tian feel
16、 ready to stay for another year?2) Will Zhang Tians parents support the idea of staying for another year ? Why or why not ?Step 8 Critical thinking1) Voice your opinion: Ss talk about their opinions about Zhang Tians experience as an volunteer teacher.2) T asks Ss to think : Are all the people in fa
17、vour of Zhang Tians choice as an volunteer teacher? Why or why not ?3) Would you like to do some voluntary work? If yes, what kind of work? Why?Step 9 Interviewl)Ss work in groups to prepare an interview where an interviewer asks Zhang Tian, his parents, his students and some villagers some question
18、s about Zhang Tians experience as a teacher. The interviewer may prepare the questions like this: Zhang Tians hopes about living and teaching in a village; his parents9 worries; the contributions he made to the village ,the changes of the school ,and the students and villages9 evaluation of Zhang Tian.Ss act out the interviewT invites 2 groups to present their group work to the class.Step 10 summary and homeworkSs and t together reflect and summarize what has been learned.Step 11 HomeworkWrite down what has been talked about in the interview.