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1、Unit 2 Success Lesson 3 Reading 课例教学内容： Getting to the top & Reading Club 1 Contribution and sacrifice 话题目标：成功需要奉献和牺牲，也是不同的人生选择主课文Getting to the top文本分析：主题意义：该文为一篇博客，主要内容是一位奥运冠军介绍自己的成功之路和人 生选择，展现了她对体育事业的热爱和不畏他人言论力争奥运冠军的人生态度, 属于“人与自我”主题。其主题意义在于引发学生对成功的理性思考，客观地认 识他人获得的成功，批判性地审视作者的人生选择。主要内容：该文从一位奥运冠军的视
2、角介绍她的成功之路和人生选择。作者通过 介绍自己从小到大的亲身经历，阐述了为什么挑战自己的能力极限并一路走向奥 运冠军领奖台。作者先是讲述了由于长期专注于训练而失去和错过的生活，同时 也引入了朋友的顾虑，担心她会失去生活只剩一块奥运金牌独自分享。作者接着 分析了自己做出这样选择的原因，并进一步表明要想战胜对手，就要多付出那么 一点点，而正是多付出的这一点使她能够达到顶峰。文体结构：该文是一篇英文博客。主要由三部分构成：第一部分讲述了外界对作 者的质疑，让读者体会到她运动生涯面临着极大地压力，吸引读者了解她选择这 种生活方式的原因。第二部分讲述作者自己内心的纠结，扪心自问，为了追求奥 运冠军所做
3、出的放弃是否值得。第三部分阐述了作者走向成功的原因，即为了奥 运冠军做出牺牲的真正原因，证明了自己的人生选择。语言修辞：作者采用了对比的手法表现面临外界压力时的内心纠结和经过反思后 对自己人生选择的肯定。作者通过几个问句表达了自己内心的痛苦，如：Don, t they know how hard it is to be at the top in sport? Don, t they know what it takes to get there? who am I doing this for? How much is too much? Why am I doing this? How c
4、an I be so selfish? What are the sacrifices for? 此外，作者通过自问自答的方式清楚地表达了对人生选择的肯定。在描写的过程 中，作者使用大量地道的语言生动地描写情景、事物、表现人物的情感。作者意图：作者希望学生通过学习这篇文章，能够理性思考、客观地认识他人获 得的成功，批判性地审视作者的人生选择。学生通过进一步深入理解文本，可以 对作者的人生选择给予理解并加以评价，同时，根据自己的实际情况对自我成功Step 5 SummaryT shows a mind-map to make a summary.Warm-up discussion:Your f
5、avorite athlete:1st period (warm-up & reading strategy)Learning strategy 2:4 conventional genres, summarizing the general idea.Facts:The problems she faces on the way to success.2nd period (Article combing)Reasons fbr getting to thetop:Determination & drive, be fully committed to., do a little bit,T
6、he reasons why he insists on.Thinking:Is it worthwhile? Your opinion【设计意图】思维导图理清教学思路，复习课文主要内容。【备注】板书相关细节的关键词。【课堂生成记录】大多数学生可以按照思维导图提示，用语言输出。Step 6 Homework1. Complete the summary using the correct form of the words and phrases. (Exercise 9 on P38)2. Watch a micro-lecture and finish relative tasks acc
7、ording to the clues of the micro-lecture.3. Find more information about Huang Danian.【设计意图】1、温习文章、巩固词汇。2、学生利用微课自我指导，完成自主阅读，为下个课时讨论作铺垫。【备注】微课详见本设计第四部分微课脚本和微课视频。微课中的主要作业有：1、利用文本特征预测文章大意。2、Match the main idea with each paragraph:Para. 1DeathPara. 2Birth and study experiencePara. 3Informationabout work
8、after coming back to ChinaPara. 4Achievements after coming back to China (contribution)Para. 5Commitment and sacrificePara. 6Evaluation【课堂生成记录】本课时学生对教师引导的问题很感兴趣，并仍能积极参与，充满好奇， 主动思考。可以用所学词汇做一些观点称述，用语言做事。第三课时: 本课时基于翻转课堂，学生讨论后能够：1、了解黄大年先生的牺牲和贡献。2、成功比较两篇文中的主人公各自的成功，形成对成功的自我理解。Teaching proceduresStep 1 Wa
9、rm-upT checks the homework with the whole class.T: Your last homework is to watch a micro lecture to help you finish readingReadingClub 1 Contribution and sacrifice. Now, lefs check how well you did it.Keys:Step 2 Referential discussion1. According to the fifth paragraph, give an evaluation to Huang
10、 Danian in your own words.2. How do you understand “to celebrate a life that burned so bright, but was so short”? Suggested answers:1. A true scientist. Never give up. Have great faith in and pay attention to the development of the up-and-coming generation.2. He didnt live long but made major advanc
11、es in his area of expertise. He had a life with great success and achievements.Step 3 Critical discussionCompare the two passages ( Lesson 1 & Reading Club 1), discuss the following questions.1. What does getting to the top refer to? What does contributionrefer to?2. Talk about their respective gain
12、s and losses.3. Since they have lost so much, do you still think they are successful? What do you think of such a problem?Suggested answers:1. Getting to the top“ means doing the best in a field. In this passage, it refers to being an Olympic champion. “Contribution“ means an action or a service tha
13、t helps to cause or increase sth., in the passage, it specifically refers to Huangs main achievements in geophysical. They can be found in paragraph 3.The Olympic athleteHuangGainsRealize his dream, become an Olympic champion and get to the top of the sports.Deserve respect.LossesBirthday parties, f
14、amily holidays, nights out.Sacrifice health,and even his life.3. There are gains and losses in life. Its worth losing more for your dream, even you lose your life for your country.T then points out the differences the two articles emphasize:The lsl article: I choose.I strive for it.I stick to it.I d
15、o little extra thing.I get to the top.Sacrifice fbr ones own dream.The 2nd article: Sacrifice for the country.Step 4 Expansive discussionGroup work to discuss the following question.Isit worth advocating devoting himself regardless of his personal health worth ?T： As we all know, Mr. Yang Zhenning,
16、a famous physicist, is known as an all-round genius in physics. He is now 100 years old. His influence on physics in China and even the world is extremely great. Well, as a top scientist, Mr. Huang Danian has made outstanding contributions to Chinas space exploration, but is it worth advocating devo
17、ting himself regardless of his personal health worth ?(5 minutes later)T: In my opinion, I think national honor is above all else. When personal interests conflict with national interests, of course, national interests are paramount, even at the expense of precious lives. However, for personal succe
18、ss, health still comes first. You should rest when necessary. You cant play with health. You know, success is a continuous journey.【设计意图】引导学生欣赏语篇的深层内涵，对两位成功人士的选择作出理性评判，提升思 维能力和迁移创新能力。同时为下一课Success is a continuous journey,/铺路。【备注】板书相关细节的关键词。【课堂生成记录】学生基本可以主动积极发言，表达自己较为积极的独特观点，部分学生回 答有创造性。Step 4 Homewo
19、rk:Role play to act out an interview.Requirements:1. work in groups of 3.2. 3 roles are needed: Huang Danian (interviwee), the athlete (interviewee), the interviewer.3. The interview must have the prologue. The host must elaborate questions. The mutual response must be natural, fluent.【设计意图】角色扮演，模仿真
20、实访谈环境，再现两位成功人士的经历，内化语言运用。 【备注】道具：聚光灯，座椅等【课堂生成记录】受邀小组均能运用所学知识大胆表达自己，基本能按照要求完成访谈。部 分小组(王某某、李某某组)采访者角色缺乏经验，串联过渡缺乏必要语言，衔接不太自然。做出理性思考并阐述个人观点。拓展课文ReadingClubl文本综合分析：本篇为记叙文，记叙了中国著名的地球 物理学家黄大年秉持科技报国理想，把为祖国富强、民族振兴、人民幸福贡献力 量作为毕生追求，为我国教育科研事业做出了突出贡献直至失去生命的事迹。它 同时也是记叙文的一种特殊形式一一人物传记。人物传记最大的语言结构特点是 按照时间线记录主要人物的生平，
21、包括出生、求学或工作经历、困难、主要成就、 死亡、社会价值。穿插于时间线里的另外一条写作线索就是原因线索，即“为什 么。设计理念：以话题和技能为线编排教学，把课堂还给学生，教师通过问题的逐步 深入引导血生积极思考，通过生生相互讨论和合作，用语言表达自己的看法，形 成批判性思维。真正实现以学生为中心的交际教学。语言教学要求学习者用语言 做事，将词汇教学穿插阅读中，可以实时巩固操练。教学设计思路：根据单元话题的目标达成和课型特点，Lesson 3和Reading Club 1的选材在话题上具有相似性，因此将二者合并，Reading club 1作为对lesson 3的有益补充，促成话题理解，共3课
22、时完成。第一课时侧重阅读策略（预测策 略）和篇章大意梳理；第二课时为获取事实阅读和细节推理理解，并形成对该运 动员的看法；第三课时了解Reading club 1中科学家黄大年的相关信息，并比 对两篇文章中主人公，批判性地形成对成功的理解,树立正确的人生观和价值观。 宏观上以话题情感目标实现为主线，微观上关注技能渗透，词汇教学。通过语篇 学习活动，学生能够获得并巩固语言知识,解析语篇内容和结构，培养阅读策略，养成阅读习惯。作业设计：三个课时的作业兼顾考虑到复习和预习的功能作用。课时作业目的1Reading for facts: the situation the writer faces.1、
23、学生自主阅读，利用查找等手段获取相关 事实信息。2、为下一课时课堂讨论节约更多时间。21. Complete the summary.2. Watch a micro-lecture and finish relative tasks according to the clues of the micro-lecture.1、巩固全文。2、微课指导学生做课后拓展阅读。3、为下一课时的翻转课堂教学准备。3Role play.角色扮演内化语言，巩固学习内容，形成批 判性观点。教学方法：活动教学，翻转课堂，微课教学策略：常规阅读程序（大意、事实、推理、批判性思考）及答题策略，渗透 阅读策略（预测的技
24、能、提炼篇章大意的技能）教学思路导图：课时1目标:搞清文体结构特征并 利用阅读策略准确预 测概括篇章大意解,活动1：事实性阅读 活动2:推理性阅读 活动3:批判性阅读 作业：微课自学课时2目标：了解阅读程序，对事 实细节、推理性问题 和批判性问题讨论并 逐步形成对主题的理活动 1: Brainstorming 活动2:文体区别和共 性探究活动3:预测阅读策略 作业：事实性阅读填空一个核心目标：培养阅读技能，产生话题共鸣课时3目标： 比较两篇文中的主 人公各自的成功， 形成对成功的自我 理解活动1：事实性阅读作 业检查活动2:推理性思考 活动3:批判性讨论 活动4:拓展性讨论 作业：扮演强调几个
25、核心问题：教法：1、先语言输入再到语言输出，语言输出的目的是为了用目的语展示思维品 质的形成。2、活动贯穿教学始终。3、两篇文章要关注话题大意、事实细节、推理判断、批判性思考、拓展性 思考（可根据大是大非有标准，个人选择无对错的原则）。4、问题设计要能体现对学生呈梯度式的引导过程。两个理解：1、Getting to the top 在文中指 “Olympic Champion”，也能理解为作者 在自己领略中的success.2、问题“How to get to the top?”要考虑到对于success标准的理解, 而这个标准又是仁者见仁智者见智，无法统一。故要寻求另一个参照物，即“他 人”
26、。所以，此问题理解时应强调“do extra little bit”。有两者理解：一是 比别人多做一点，二是比自己规定的要多做一点。一个对比：（小）文章Getting to the topContribution and sacrifice（大）观念I choose./1 give up/ sacrifice.I stick to it.Contribute to the motherland.Sacrifice his healthI strive.1 succeed/ get to the top.强化区别我要我的成功，放弃许多、努力为成功。海外求学归故里， 不胃牺牲为祖国。批判性思考学生
27、追求成功同时也应关注健康，以确保长久的成功，发挥 更大价值。教学目标：知识目标：在本课结束时，学生能够大量使用新学的目的语词汇和知识对所学内容按照要求进行语言输出。技能目标：在本课结束时，学生能够：1、利用阅读预测技能预测同类文章大意。2、使用查读信息源、提炼、概括等方式解决阅读中不同类型的问题。3、学生能够利用微课指导自主学习、探究篇章。情感目标：在本课结束时，学生能够：1、肯定两位主人公在成功路上付出的努力并学习他们身上的优点。2、批判地看待他们为成功而做出的选择，形成自己对成功的理解。 教学重点：1、阅读策略的渗透。2、文本内容的获取。3、相关词汇的掌握。4、批判的理性思考。教学难点：1
28、、重点词汇教学的详略处理问题。2、如何合理引导学生并最终带领他们通向理性思考。教具使用：多媒体设备，黑板第一课时教学目标：在本课结束时，学生能够：1、通过积极参与小组讨论了解话题相关信息2、利用所学策略对本篇文章大意进行准确预测3、利用所学策略把握文章的共性特征并对本文大意精准概括Teaching proceduresStep 1 Brainstorming: stimulating and activating background knowledgeT shows the following questions and asks students to discuss them in pa
29、irs.T: From now on we will go on to learn a new reading part Getting to the top and Reading club r lefs begin with some questions. Ok, pair work to discuss them.1. Which athlete do you admire most? Why?2. What did they do to get to the top of the sport?T suggests the phrases below to help students.T
30、: Hope those phrases will help you.To push oneself to the limitsTo give up everything for the sportTo live ones life to extremesTo be willing to do the extra little bitTo be totally focused on the sportTo strive for greatness.(Meanwhile, T explains the new words for the students.)(3 minutes later)T:
31、 Ok, let me invite some students to talk about your opinion.【设计意图】通过图片和问题讨论激发学生兴趣，为阅读做好铺垫。同时，将相关生词教学 穿插其中，减轻阅读负担。【备注】本环节生词主要有limit, extreme, extra, strive for,详见ppto【课堂生成记录】1、学生背景知识激活。2、学生运用相关生词用于讨论。Step 2 Reading for general ideaT shows the following question on the screen and guides students to fo
32、rm the reasonable answer step by step.What is the article about?T: Read the text quickly. Try to find a possible answer to the question.(3 minutes later)T uses the following questions to further guide students to think of a more reasonable answer. Some useful reading strategies will be presented and
33、 introduced.L Can you find some text features (文本特征)in the passage and what are they?2. How do you know about genre (体裁)?3. What is genreof the passage? Is it from an encyclopediaeniry, cm academic book or possibly a blog? How to identify the type of the passage?4. Are there some specific words that
34、 can he used to describe the main idea of this passage?T shows strategies on the screen. (Detailed explanation can be referred to PPT)Strategy 1 ： Text features to help predict the possible main idea or the article structure.Strategy 2： Stylistic classification of different articlesStrategy 3： Class
35、ification and definition of article genresKeys：1. A picture showing a woman who is running.Capitalized words: Olympic athlete.Many question marks and a sentence with a colon it boils down to this:“2. Traditionally, it can be divided into 4 categories.见备注或 ppt3. A blog. Actually, it is a communicativ
36、e form or called a new style.4. Some guiding questions: (T uses the following questions to guide students to have a think.)Who writes? For what?Any problems? Is the problem solved? How to solve?Companits or opinions?A possible version: This article introduces her road to success and her life choices
37、 from the perspective of an Olympic champion. By introducing his own personal experience from childhood to adulthood, the author explains why he challenges his own limits of ability. The author first tells of her friends9 worries and his own fears. He goes on to analyze the reasons for her choice, a
38、nd goes on to suggest that to beat an opponent, it takes a little extra, and that extra extra effort is what enables her to get to the top.【设计意图】把握博客和传统体裁的区别。通过预测策略方法渗透，引导学生寻求对文章结 构性特征的共性探究并较为准确地预判文章大意。【备注】1、4 conventional categoriesNarrative is a kind of literary form which mainly focuses on record
39、ing people, narration, scenery and things, and mainly focuses on the experience of characters and the development and change of things.Argumentative essay, also known as Li Wen, is a style of analyzing things, discussing reason, expressing opinions and putting forward opinions. By presenting facts,
40、reasoning and distinguishing right from wrong, the author determines whether his views are correct or wrong, and establishes or negates some propositions. Argumentative papers should have clear views, sufficient arguments, refined language, reasonable argument and strict logic.Practical writing is a
41、 style formed by human beings in long-term social practice. It is a habitual style with enlightenment, communication, adherence and convention, which is often used by state organs, political parties, social organizations, enterprises and institutions when dealing with various things in their daily w
42、ork and life.Expository text is a kind of article genre with explanation as the main expression. Through the scientific interpretation of physical things, the explanation of objective things or the interpretation of abstract things, it enables people to have a scientific understanding of the form, s
43、tructure, nature, types, causes, functions and relations of things, or the concept, characteristics, sources, evolution, similarities and differences of things, so as to obtain relevant knowledge.2、The characteristics of encyclopedia entry, an academic book and a blogEncyclopedia: King of reference
44、books. The function is to provide various resources to help seek systematic knowledge. It has the characteristics of generality, authority and ease of use.Blog: A new type of literature in the network environment, personal “Readers Digest“ in the network era. The content is mainly the record of pers
45、onal life and emotional expression, free and random. Bloggers understand the objective world according to their own understanding, vent their emotions and record their daily life. One sentence summary: Subjective for writers themselves and objective for others.Academic book: Books involving a certai
46、n discipline or field, which are innovative and valuable for professional learning and research. With high degree of language specialization, their articles are generally not used as the selection scope of basic education.3、本环节生词主要有 encyclopedia entry, academic, triathlete, countless, 详见 ppt。【课堂生成记录
47、】1、学生了解四种主要文体区别。2、对新文体Blog进行感知、判断。3、 学生可以用自己的语言粗略概括大意。Step 3 Homework: Reading for facts(Exercise 3 on page 37)The situation the writer facesThings she gives up as an Olympic athleteHer friends9 worries and her reactionsThe fears she faces on a daily basis【设计意图】学生课下自主阅读获取相关事实，为下一课时翻转课堂的讨论学习铺路。【备注】提醒
48、学生务必完成，确保下一课时课堂能充分讨论。【课堂生成记录】本课时学生们可以积极参与讨论，对篇章结构特征有了一定的了解，操练 并尝试提炼大意。第二课时教学目标：本节课结束时，学生能够：1、积极深入讨论文中的细节问题，进一步理解文章。2、有能力进行推理性问题和批判性问题大讨论。Teaching proceduresStep 1 Warming up and activatingT will discuss some questions based on the topic with the whole class and guide students to obtain the preliminary information of the author.(befor