1.3 A volunteer teacher 教学设计(1)-北师大版高中英语必修第一册

Lesson-3 A volunteer teacher教学设计

本节课是高中英语第一册Unit 1 Life Choices的第三课A volunteer teacher，课型是阅读课，介绍了一位叫做张天（译音）的大学毕业生，在偏僻地区做志愿者教师的故事。通过本节课的学习，让学生学会如何描述一段成为志愿者的经历，如何表达个人感受以及如何用英语表达从事志愿者过程中的细节描写。

1. 语言技能目标

（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题； （2）用所学的词汇和语言的对课文进行复述。 2. 语言知识目标

（1）能够正确运用以下单词和短语：inspire, independently, apply for, imagine, live up to, flash, deal with, be responsible for, attractive, as well as, fist ever, satisfied, treat sb as...； （2）能掌握-ed/-ing形容词表达对物或人的修饰。 3. 文化意识目标

（1）了解英语交际中如何根据对方的话语作出恰当的反应； （2）了解志愿者工作的辛苦以及学生对志愿者事业的思考。 4. 情感态度目标

热爱志愿者活动，积极参与不同的志愿者活动，从中学会如何克服困难，如何与人际交往，在新环境中进一步树立准确的语言学习观。

1. 重点

（1）如何使用地道的英语介绍志愿者活动； （2）正确理解并运用-ed/-ing形容词的修饰对象。 2. 难点

（1）能用得体的英语表达自己从事志愿者活动的细节、个人情感； （2）能正确识别-ed/-ing形容词的修饰对象并准确使用。

教学步骤 教学活动 Brainstorm: Let students look at the pictures shown on the screen and ask guide students to describe what life will be for a volunteer teacher in a village school. 设计意图 任务型活动：课题引入采取小组讨论方式，选出代表进行发言。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。 时间 Step-1 Warming Up 5分钟 紧扣上一环节的讨论，教师This step is to lead the students to the 引导学生将谈论后的结果Step-2 Lead-in topic--a volunteer teacher. 表达出来，激发学生的兴Work in groups and have a discussion. 趣，导入文章主题。 Give pictures on the screen and some information about the pictures. Let students skim the whole passage and predict what they will read about. 通过读前头脑风暴和观察Skim skills: 图片思考问题，有助于学生✓ Look at the title, subheadings, photos and 对文章主旨大意的掌握，进drawings; 而帮助学生更好理解文章✓ Look at the first and last paragraphs, but do not 而进入泛读和精读环节。 need to read every word. Pick up key words. 5分钟 Step-3 Pre-reading 5分钟 ✓ Read the first sentence of each paragraph very quickly. Step-4 Fast-reading 通过泛读，能够让学生对文章每段段意有个初步了解，Read the whole passage (para.1-para.4). 锻炼学生对文章表层含义Answer the following questions after 理解，养成良好的阅读习fast-reading. 惯，提高阅读技能。在此过10分钟 1. Where is Zhang Tian from? 程中设置一些题目，会让学2. Where did he go as a volunteer 生更有针对性地阅读，题目teacher? 比较容易，降低阅读难度，3. What did he decide to do after a year? 给学生成功感，增强学生学习兴趣。 Activity 1: Read the passages again and try to complete the diagram (on page 15) about Zhang Tian’s experience as a volunteer teacher. Talk about his volunteer work based on the information. 1. What are the reasons to be a volunteer teacher? 2. What was the situation when Zhang Tian arrived? About school and living conditions? 3. What ways did he use to deal with the 活动1：阅读理解能力是高考中的关键，在主旨大意、细节题、猜词义和推断题中，细节理解题占据的比例较大，因此通过对文本细节进行提问有助于学生阅读15分钟 时更投入，带着问题读文章，对提高阅读理解能力有着重要意义。此外，在读懂的前提下，引导学生找到语篇中出现的语法知识（ing和ed形容词），有助于学生Step-5 Careful-reading difficulties for the students and for the villagers? Activity 2: After deeply read the passage, encourage students to find the answers to the following questions.  How did Zhang Tian’s feeling and attitude change as a volunteer teacher? Please find some evidence. Activity 3: Recall the passage and review the text by answering the following questions. 1. What happened to Zhang Tian a year ago? 2. What was the school like and what were the living conditions in the village? 3. What did Zhang Tian do during the year? 4. What is the situation now? Step-6 Post-reading and Homework

在具体的语境中学习语法结构，从而更好地应用在实际交流、写作中。 活动2：有助于学生深层次把握文章细节内容，帮助学生建立起上下文关联的能力。 活动3：有助于学生理解文章主旨和细节，以提高学生深度阅读理解能力。 充分发挥学生主观能动性，1. Fill the blanks on Page 16. 调动学生创造性思维，开发2. Underline the -ed/-ing Adjectives and 学生潜能，使学生主动参与complete the word builder on Page 17. 深层次阅读，以检测学生是5分钟 3. Do exercises on Page 17 and apply for 否对文章掌握透彻。此外，-ed/-ing adjectives well. 通过课后练习更进一步掌握-ed/-ing形容词的用法。