资源简介

U4 Exploring Literature
Welcome to the unit & Reading 教案
教材分析：
本课时包含Welcome与Reading两个板块。Welcome部分基于两段出自著名文学作品的节选，引入单元话题，激发学生学习兴趣。Reading板块中的阅读文本介绍了经典名著的特性，语言地道，结构清晰。课文后面Understanding the text设置了多维度、分层次的读后活动，促进学生对文本的理解。Building your language板块则聚焦语言知识与写作技巧，基于文本巩固与拓展词汇，训练写作技巧。教学中注重语言的运用，采用任务型教学法，自主学习与合作学习相结合的学习法，扩大课堂的语言输入量及学生的语言输出量。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，在活动中达成教学目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，识别和提取阅读文章中重点内容，语言运用能力得到提升，巩固与拓展语言积累。(seem to, a range of sound, lie in store, appeal to, speak one’s whole message, in forms of) 掌握文本中“论点+论据”表达技巧。
思维品质上，辩证思考文学作品的特性，并发展举例支撑论点的思维模式，提升对事物一般特性的掌握与概括能力。
文化意识上，意识到“名著”与“阅读”的意义。
学习能力上，自主思考能力、合作学习能力以及语言运用的综合能力得到训练，获得通过近反义词识记与拓展词汇的词汇学习方法。
教学重点：
理解文本内容，了解文章写作结构，拓宽词汇积累。
教学难点：
结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写、能力，加强和提高运用英语的综合能力。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Quoting the saying, Great literature is simply language charged with meaning to the utmost possible degree, to begin the class. Ss are asked to share their opinions as for the question: 1.What do you think of the saying 2.Do you agree with it 3.Give example to support your ideas. T leads in the concept, literature, to introduce its meaning. And then Ss need to answer the question: What does literature mean 通过话题讨论，引出本课话题，激发学生的兴趣，驱动学生调动已有知识。 介绍“文学”的含义，为后续学习做准备。 5’ IW/CW
Step 2 Reading the excerpts: Ss are required to read the two excerpts in the textbook and T selects two Ss to read them aloud. After that, 4 Ss as a group are asked to translate one of the excerpts and answer the questions. Excerpt 1: Which rhetoric has been applied in this expert Answer: Parallelism. And highlight key structure. Excerpt 2: What does the words in red refer to on earth Then, Ss are required to think and answer the question individually. Which of the excerpts makes you feel like reading on Why 训练学生的朗读能力与翻译能力； 提出问题，从语言方面入手促进学生的理解，并且感受“排比”这一修辞手法。 询问学生更愿意继续读哪一段落，调动学生思维，促进学生对意义的思考。 在小组讨论与班级展示中，训练学生的有效、清晰陈述个人观点的能力。 8’ IW/CW
Step 3 Lead in: Ss are asked to discuss the question and then T selects several Ss to share their opinions: Combined with the following saying, what qualities do you think a good piece of literature should have What are some of the benefits of reading literature Showing a map for displaying different layers of benefits. 话题讨论,引出阅读话题——文学的特质。调动学生已有知识，为接下来的学习活动热身。 2’ CW/IW
Step 4 Fast reading—Complete the chart: Ss are required to read the text quickly in 2 minutes and complete the chart in A1 individually. Then T selects some Ss to share their bined with this chart, T inspires Ss to think about the structure of this article. 训练学生的快速阅读、信息获取以及文章概括能力； 分析文章结构，了解文章脉络，学习行文技巧。 4’ IW/GW/CW
Step 5 Careful reading-Q&A: Ss need to read the text again with the task of finishing the exercises in A2 and the first question in A3 in 5 minutes. Then T selects some Ss to share their answer. Along with checking the answers, T analyses the questions to teach reading skills. Q1: reference of pronouns Q2/Q4: stated information Q3: inferred information, signal words of cause-effect relations 让学生带着问题进行阅读，不仅能训练其信息获取能力，还有助于锻炼其阅读理解能力，加深对文本的理解。 教师带领学生分析每道题的出题意图，介绍相关的阅读技巧。 7’ IW/GW/CW
Step 6 After reading-Have a discussion: Firstly, Ss are asked to think about the second question of A3 individually and then discuss with their partners. (4 Ss as a group) T selects some students to present their final work. 1. How is the story of the man and the child related to the topic of literature 2. Judge your favourite Chinese work of literature by the three qualities in the article. How does it measure up (lead Ss to design a mind map to display favourite Chinese work, combine three qualities Ss learn from article, and prepare for last task of the class) 这一任务的设计，基于课本又走出课本，促进学生进行独立思考与问题分析。在小组讨论中，互相学习，同时锻炼语言表达能力。 6’ IW/GW/CW
Step 7 Expression and writing skills: T selects several key words, phrases and sentences in the text to teach; at the same time, T leads Ss to finish the exercises in B1. Before doing that, T leads Ss analyse the part of speech of each blank. Having finished it, Ss need to answer 2 questions to understand the text. As for B2, Ss need to find the related examples in the article and think about the function of using synonyms and antonyms. (Lead Ss to think deeply about how to use synonyms and antonyms to memorise vocabularies) Next, it comes to B3. 4 Ss as a group find the examples in the article together and think about its advantages. Next, T introduces this kind of expression skill. 聚焦语言知识，借助情境巩固词汇，利用词汇策略（近反义词）拓展词汇，并提高学习能力； 通过文本示例，介绍“论点-论据”表达技巧。 15’ CW/GW
Step 8 Presentation Linking because-cause structure and statement-example structure to organise the map which completed in step 6. And presenting in front of crowds. 结合主题、思维、内容和表达结构，鼓励学生提高口语表达能力。 CW/IW
Step 9 Homework: Ss are asked to finish the following homework: Finish the task in B3: try to give proper examples to support the idea at least in 50 words. 通过写作输出巩固所学内容
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
通过本课时学习，学生能否理解全文，掌握文中重要表达；
通过本课时学习，学生能否掌握“论点+论据”的表达技巧；
通过本课时学习，学生能否意识“文学”的意义。

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