資源簡介

Unit 1 Back to school
Extended reading （教學設計）
I. Learning objectives
By the end of the lesson, the students will be able to:
1. learn about what school life is like in the UK;
2. learn how to read a narration;
3. understand the author’s attitude towards school life in the UK and adopt a right attitude towards studying abroad;
4. apply what’s been learnt and write a narration about their dream school.
II. Key competence focus
1. Compare school life in the UK and that in China.
2. Analyze the author’s attitude towards school life in the UK.
III. Predicted areas of difficulty
1. Understand the author’s attitude towards school life in the UK.
2. Write a narration about dream school by employing what has been learnt.
IV. Teaching procedures
Step 1 Lead-in
1. T greets the students and asks them to answer the following question:
What is your senior high school life like
2. T asks the students to answer the following question:
What do you know about school life in the UK
【設計意圖：緊扣主題，用學生熟悉的話題作為預設教學目標的情境載體導入，創造生動活潑有趣的課堂氛圍，激活學生已有的知識和經驗。】
Step 2 Title prediction
T asks the students to answer the following question:
Can you predict what aspects might be included in the article
【設計意圖：通過預測制造懸念，激發學生研讀語篇的興趣。】
Step 3 Global reading
1. Understanding the genre
(1) T asks the students to go through the passage quickly and answer the following question:
What is the genre of the article, a narration, an argumentation, or an exposition
(2) T guides the students to brainstorm and list the key elements of a narration, and find answers to the following questions:
What topic does the author talk about
Who is the narrator of the article
Where did he study
When did he study there
2. Understanding the structure
(1) T asks the students to answer the following question:
What is the structure of a narration
Reference answer: beginning, body, ending
(2) T guides the students to read the article again, find answers to the following questions and fill in the missing information:
How many parts can we divide the article into
What’s the main idea of each part
Beginning (Part 1) Para. ______ _________ to the school life in the UK
Body (Part 2) Paras. ______ Different _________ of the school life in the UK
Ending (Part 3) Para. ______ _________
【設計意圖：引導學生通過獲取、概括、整合等思維訓練活動，從宏觀層面理清語篇結構，把握語篇信息，為進一步挖掘語篇深層信息搭建“腳手架”。培養學生查找處理信息的能力。】
Step 4 Detailed reading
Understanding the details
(1) T asks the students to read the passage again and answer the following questions:
What aspects of school life in the UK are included in the article Fill in the missing information.
__________
__________
(
____________ moving around
)
(
about _______
students
per class
)__________
(
___________:
very important
)
__________ less
__________ lots of options including bread and butter, chicken and puddings
__________ many, _________ and _________ included
What challenges was he confronted with How did he overcome them
What are the similarities and differences between the school systems in the UK and in China
the UK VS China
(
9:00-16:00
？
)Timetable
(
？
)
Subjects
(
____________ moving around
) (
Students
moving around
)
(
About _______
Ss per class
) (
About
20
Ss per class
)
Classes
(
Discussion
:
____________
_
) (
Discussion
:
very important
)
(
lots of options including
bread and butter, chicken and puddings
)Homework Less More
School lunch

(
Many, including the Rugby Club and the Theatre Club
)
Clubs

(2) T guides the students to reflect on the following question:
Some people think school life in the UK is superior to that in China. What is your opinion
【設計意圖：呈現形式多樣的“思維導圖”，設計層層遞進的“問題鏈”，引導學生通過闡釋、分析、判斷等思維訓練活動，進一步研讀語篇。培養其分析問題、解決問題的能力。并通過中英學校生活的對比，引導學生感悟體會中英文化差異，思考中英教育體系的利弊，樹立正確的“留學觀”。】
2. Writing a summary
T asks the students to summarize the main idea of the article with about 50 words.
Sample: John Li, who studied at a British secondary school as an exchange student a year ago, introduces to us different aspects of the school life in the UK, including timetable, subjects, classes etc. He also talks about the challenges that he faced and how he overcame them.
Step 5 In-depth reading
1. Understanding the attitude
(1) T asks the students to read the article again and answer the following question:
What’s the author’s attitude towards his school life in the UK List the words or expressions in the article to support your idea.
(2) T leads the students to the following conclusion and encourages them to apply it to their writings:
In order to express his positive attitude towards his school life in the UK, he employs some positive words.
【設計意圖：引導學生通過推理、論證、評價、批判等思維訓練活動，感悟并體會作者的觀點態度，培養其批判性思維能力。】
2. Understanding the overt plot (明線) and the covert plot (暗線) of the text
T guides the Ss to discuss in groups and conclude the over plot and the covert plot of the article.
(
School life in the UK
) Beginning Body Ending
Overt plot
(
Education system in the UK
)
Covert plot
【設計意圖：引導學生通過闡釋、分析、判斷等思維訓練活動，進一步研讀語篇，賞析記敘文的語言風格及寫作手法，為讀后寫作做好語言和技能的鋪墊。】
Step 6 Sharing
T guides the Ss to write a narration about their dream school life following the instructions:
T: Suppose you were invited to write a narration about your dream school for the school newspaper. Please follow the requirements:
1. Include at least 3 of the aspects talked about during this period;
2. Limit your article to 100 words.
3. Share your articles in groups of four, choose the best one, and present it to the whole class.
【設計意圖：引導學生綜合運用語言，創造性地解決陌生情境中的問題，運用語言表達自己的觀點態度。培養其創新性思維能力，實現能力向素養的轉化，實現“深度學習”。】
V. Homework
1. Polish up your article.
2. Get divided into groups and search for information about school life in different countries.

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