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2019-2020年高中英语《Unit1LivingwellPeriod4Usinglanguage》教案新人教版选修7教材分析 本单元以残疾及残疾人的生活为话题,介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难,以积极的态度面对人生的挑战UsingLanguage中的Reading,speakingandwriting部分要求学生先讨论行动困难的人在电影院可能会遇到的困难,然后引出AliceMajor写给thenewBankstowncinema的建筑设计师的一封信,在信中她给建筑设计师提出一些建议,请求建筑师充分考虑残疾人的需求这封信后有说和写的练习题,通过不同的语言技能训练,完成本单元教学目标通过读这封建议信,要求学生学会写建议信学情分析 本单元的话题是围绕残疾、残疾人的生活展开的,在阅读了残疾人MartyFielding的故事和聆听了盲人BarryMinto攀爬MountKilimanjaro的故事之后,学生对残疾人以及他们在生活中会遇到的困难有了一定的了解在此基础下,笔者水到渠成地引出此封建议信,增强学生们关心、理解、帮助残疾人的意识同时,通过阅读这封建议信,让学生熟悉建议信的格式并尝试写建议信教学目标 1.语言知识目标1学生能够正确读写及运用以下单词architect,adequate,access,accessible,handy,basement,row,outwards,exit,approval,dignity,profit,munity2学生掌握下列词组的意思并能在句子中熟练运用haveaccessto;enjoythepanyof;infort;meetwithonesapproval;makeprofits2.语言技能目标强化学生通过略读、查读理清文章脉络结构的能力;训练学生运用所学知识就某一话题展开讨论,并在讨论的基础上进行写作3.语言能力目标提高学生的阅读理解和书面表达能力4.情感态度目标1教育健康学生理解、尊重、关心、帮助残疾人,使残疾人与健全人一样共享美好生活2在小组合作互动中,增强学生的团队合作与分享意识重点难点 1.教学重点阅读能力、写作能力的培养和提高2.教学难点掌握建议信这一应用文体的格式,并尝试写建议信教学策略与手段 在教学过程中,笔者坚持以“教师为主导,学生为主体,任务为基础”的教学原则,以读前、读中、读后三大版块展开阅读教学,任务明确,活动面广同时贯彻“教中学,学中用”的教学策略,通过仿写建议信,使学生学以致用,学到生活中真正的语言Step1 Pre-readingShowpicturesofacinema,includinginsideandoutsidefacilitiesandaskstudentstodiscusswhatproblemsthatpeoplewithdisabilitiesmighthaveinacinema.该部分作为读前的热身活动,通过全班讨论使学生关注残疾人可能会遇到的困难,为阅读接下来的建议信作好准备Step2 While-reading1.Skimming1WhoistheletterwrittentoTheletteriswrittentothearchitectforthenewBankstowncinema.2WhatisthepurposeoftheletterTomakesuggestionsabouthowtomakethecinemaaccessibleforthedisabledpeople.3Dividetheletterintoseveralparts.Suggestedanswers Part1Paragraph1ThepurposeoftheletterPart2Paragraphs2-6SomesuggestionstothearchitectPart3Paragraph7Theadvantagesofdesigningthecinemawithgoodaccessfordisabledpeople2.Scanning1Listthesuggestionsthewriterputforward.
①Thereshouldbeadequateaccessforwheelchairs.
②Itwouldhelptofitsetsofearphonestoallseats,notjusttosomeofthem.
③Theseatsatthebackshouldbeplacedhigherthanthoseatthefront.
④Fordisabledcustomers,itwouldbemoreconvenienttoplacethetoiletsneartheentrancetothecinema.
⑤Thereareusuallyspacesspeciallyreservedfordisabledandelderlydrivers.2WhydoyouthinkthewriternumberedhersuggestionsanduseditalicsThewriterhasusednumbersandatitleinitalicsforeachparagraphtoorganizetheideasandtomakeiteasierforthereadertounderstandandrememberthefivesuggestions.3Besidesusingnumbersanditalics,whatotherwayscanweusetomakethethingsyousayclearWecanusefirst,second,third...finally/atlast/lastbutnotleast.4WhyshouldthearchitectconsiderthewriterssuggestionsDisabledpeopleshouldhavethesameopportunitiesashealthypeopletoenjoythecinemaandtodosowithdignity.Goodaccessfordisabledcustomerswillhelpmakethecinemasuccessful.5Thewriterusespoliteformsintheletter;doyouknowwhyPoliteformsareusedtoencouragethereadertotaketheideasseriously.6Underlinetheexamplesofthepoliteformsintheletter.该部分是整个教学环节的重点,通过略读,快速理清文章脉络,掌握建议信的基本格式通过查读把握文章细节,在学生回答相应问题时引入haveaccessto,enjoythepanyof,infort,meetwithonesapproval,makeprofits这些词组,同时通过查找文中的礼貌用语,使学生关注建议信语言上的得体和语气上的委婉Step3 Post-readingGroupworkSupposeanewsupermarketwillbebuiltinyourarea.Suggestwaystomakethesupermarketmoreaccessibleforthedisabledpeople,especiallyforthepeopleinwheelchairs.运用文中所学知识,通过小组合作讨论的形式,打开学生的思路,集思广益,为接下来的写作打下基础Step4 HomeworkThearchitectofthenewsupermarketisMrSmith.Pleasewritealettertohimtosuggestwaystomakethesupermarketaccessibleforthepeopleinwheelchairs.Remembertousethepoliteforms.Asampleletter DearMrSmith,Iamwritingtosuggestthatyouconsiderthefollowingthingswhenyoudesignthesupermarket.First,couldyoupleasemakesurethattheaislesarewideenoughtoallowwheelchairstopassthrough?Insomesupermarketstheaislesaresonarrowthatapersoninawheelchaircannotmoveeasily.Second,couldyoupleasedesignshelvesthatcanbereachedbypeopleinwheelchairs?Insomesupermarketspeopleinwheelchairshavetoaskotherstohelpthem.Lastbutnotleast,liftsshouldbeinplacesthatpeopleinwheelchairscangettoeasily.Ihopeyouwillconsidermysuggestions.Yours,LingMing学生在课堂讨论之后进行写作,大大降低了写作的难度同时学生通过仿写一封建议信,及时地复习了本节课所学内容,从而真正做到学以致用,提高学生对英语学习的兴趣。