资源简介

/ 让教学更有效 高效备课 | 英语学科
Unit 2 Home Sweet Home-Section B 3a-3c 教学设计
课题 Unit 2 Home Sweet Home-Section B-3a-3c 课时 1
教学目标 Language Competence: Construct essays using chore-related vocabulary (e.g., "responsibility", "fairness") and complex sentences with "while", "although". Cultural Awareness: Explore cultural perspectives on family chores (e.g., shared duties in Western vs. traditional roles in others), fostering cross-cultural understanding. Thinking Quality: Organize arguments logically (e.g., pros/cons of sharing chores) and support opinions with reasons, enhancing critical thinking. Learning Ability: Self-edit essays for grammar (e.g., tense consistency) and use peer feedback to improve coherence, developing autonomous learning skills.
重难点 Key points: Essay structure (introduction-body-conclusion), topic sentences for each paragraph, and cohesive devices (e.g., "firstly", "in conclusion"). Difficult points: Balancing opinions without bias, avoiding repetitive vocabulary (e.g., alternate "chore" with "household task"), and correctly using transition words to link ideas.
教学环节 学习活动
新课教学 I. Lead - in Teacher: Good [morning/afternoon], class! In our previous lessons of Unit 2 "Home Sweet Home", we've explored various ways of helping others, especially those with special needs. We learned new vocabulary like “imagine,” “difficulty,” and “open doors for sb.” Let’s do a quick review. Who can use one of these words or phrases in a sentence Amy. Amy: I can imagine how difficult it is for disabled people to live alone, but we can open doors for them by offering help. Teacher: Excellent, Amy! You used all three elements perfectly. Today, we’re going to dive deeper into the theme of helping others through the reading and writing tasks in Section B 3a - 3c. Are you ready to discover more inspiring stories and improve your reading and writing skills Students: Yes! II. Pre - reading (3a) Teacher: First, let’s look at the title and the picture in 3a. The title is “He Lost His Arm but Is Still Changing His Life.” (Write the title on the blackboard) What can you infer from this title Take a moment to think and discuss with your partner. (Give students 1 - 2 minutes to discuss) Teacher: Okay, who’d like to share their thoughts Tom. Tom: I think the story is about a person who lost his arm, but he didn’t give up and is still doing something meaningful. Teacher: Great inference, Tom! Now, look at the picture. What do you see Lucy. Lucy: I see a man in a wheelchair, and he seems to be smiling while holding a book. Teacher: Good observation, Lucy. Based on the title and the picture, what kind of story do you think it might be Raise your hands. (Several students raise their hands) Teacher: Mike, tell us your idea. Mike: Maybe it’s a story about how this man overcame difficulties after losing his arm and started helping others or achieving his goals. Teacher: That’s a wonderful prediction, Mike. Now, before we read the passage, let’s learn some key words and phrases that will help us understand it better. The first one is “used to.” (Write “used to” on the blackboard) It’s used to talk about past habits or states that no longer exist. For example, “I used to play football every day, but now I’m too busy.” Repeat this sentence after me. Students: I used to play football every day, but now I’m too busy. Teacher: Next, we have “be interested in.” (Write it on the blackboard) It means to have a feeling of wanting to learn about or do something. For instance, “She is interested in painting.” Read this sentence aloud. Students: She is interested in painting. Teacher: Another important phrase is “make a decision.” (Write it on the blackboard) It means to choose something after thinking about it. For example, “He made a decision to study abroad.” Let’s practice using these phrases in pairs. You have two minutes. (Students practice in pairs) Teacher: Time’s up. Let’s hear some of your sentences. Sarah and John, would you like to share Sarah: He used to be afraid of dogs, but now he is interested in keeping one as a pet. John: After thinking for a long time, she made a decision to join the volunteer group. Teacher: Excellent job, both of you! Now, with these new expressions in mind, let’s get ready to read the passage. III. Reading Process Teacher: Now, I’ll hand out the printed passages. Please read the passage silently for the first time. While reading, try to find the main idea of each paragraph. If you meet any new words, don’t stop to look them up immediately. Just underline them. (Distribute the passages and give students 3 - 4 minutes to read) Teacher: Okay, have you finished Now, let’s work on understanding the details. I’ll ask some questions, and you answer them based on the passage. For the first paragraph, who is the main character Lily. Lily: The main character is Aron Ralston. Teacher: Correct. What happened to him Tom. Tom: He lost his arm in a mountain climbing accident. Teacher: Good. Now, for the second paragraph, what did Aron use to do Lucy. Lucy: He used to take risks in mountain climbing and loved outdoor activities. Teacher: Excellent. Moving on to the third paragraph, what decision did Aron make when he was in trouble Mike. Mike: He made a decision to cut off his arm to save his life. Teacher: Right. And in the last paragraph, what does Aron want to tell us through his book Sarah. Sarah: He wants to let people know the importance of making good decisions and being in control of their lives. Teacher: Perfect. Now, let’s read the passage together aloud. Pay attention to the pronunciation and intonation. (Students read the passage aloud together) IV. Post - reading (3b) Teacher: Now that we’ve thoroughly understood the passage, let’s move on to 3b. Here, you can see some questions. These questions are designed to help you think more deeply about the story and express your own opinions. Work in groups of four to discuss these questions. For example, the first question is “What do you think about Aron’s decision to cut off his arm ” Discuss it with your group members and try to use the vocabulary and expressions we’ve learned. You have five minutes. (Students discuss in groups) Teacher: Time’s up. Let’s share some of your ideas. Group 1, who’d like to answer the first question Student from Group 1: We think Aron’s decision was very brave. It must have been extremely difficult, but he knew it was the only way to save his life. Teacher: That’s a great point. Any other thoughts Group 2. Student from Group 2: We also think his decision shows his strong will. He didn’t give up easily and chose to take control of his own life. Teacher: Excellent insights, everyone. Now, let’s move on to the other questions. For the second question “Do you have the same spirit as Aron In what way ” Group 3, share your discussion results. Student from Group 3: Some of us think we have a bit of the same spirit. For example, when we face difficulties in study, we don’t give up easily and try to find solutions. Teacher: Very good. It’s great that you can relate the story to your own lives. Let’s continue with the remaining questions. V. Writing Preparation (3c) Teacher: Now, it’s time for the writing task in 3c. You’re going to write a story about a person who did something brave. Before you start writing, let’s brainstorm some ideas together. Think about the following aspects: Who is the person What happened to him/her What did he/she do And what did you learn from this person Let’s start with the first aspect. Who can give an example of a person who did something brave Amy. Amy: My grandmother once saved a little boy who fell into the river. Teacher: That’s a wonderful example, Amy! Now, based on this, what might have happened before she saved the boy Tom. Tom: Maybe the boy was playing near the river and accidentally slipped and fell in. Teacher: Good. And what did your grandmother do, Lucy Lucy: She quickly jumped into the river and swam to the boy to pull him out. Teacher: Excellent. And what can we learn from your grandmother’s act Mike. Mike: We can learn that we should be brave and ready to help others in danger. Teacher: Perfect. Now, each of you think about your own story. Make a simple outline on a piece of paper. You can include the main character, the problem, the solution, and the lesson learned. You have ten minutes to prepare your outline. (Students create their outlines) Teacher: (Walk around the classroom, offering help and suggestions) VI. Writing Practice and Sharing Teacher: Now that you have your outlines, start writing your stories. Try to use the vocabulary and sentence structures we’ve learned in this unit, as well as the ones we reviewed today. Make your story as vivid and interesting as possible. You have twenty minutes to write. (Students start writing) Teacher: (Walk around the classroom, checking students’ writing and providing individual feedback) Teacher: Time’s up. Who’d like to share their story with the class Raise your hands. (Select a few students to read their stories aloud) Teacher: (After each student reads) Great job! Your story is very touching/inspiring. You used some really good vocabulary and expressions. Let’s give [Student’s name] a big hand. VII. Summary and Homework Teacher: Today, we had a great journey through Aron Ralston’s story. We improved our reading comprehension skills by analyzing the passage, expressed our thoughts in the discussion, and practiced writing a story about a brave person. Remember, reading and writing are closely connected, and the more you practice, the better you’ll become. For homework, revise your stories. Check for grammar and spelling mistakes, and try to add more details to make your stories even more engaging. Then, exchange your stories with a classmate and give each other feedback. Bring the revised stories and your classmates’ feedback to the next class. That’s all for today. See you next time!
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
21世纪教育网(www.21cnjy.com)

展开更多......

收起↑