牛津译林版()高中英语必修第一册Unit1BacktoschoolExtendedreading

《英语》（必修·第一册） Unit 1 Back to school Extended reading 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? 【设计意图：紧扣主题，用学生熟悉的话题作为预设教学目标的情境载体导入，创造生动活 泼有趣的课堂氛围，激活学生已有的知识和经验。】 Step 2 Title prediction T asks the students to answer the following question: Can you predict what aspects might be included in the article? 【设计意图：通过预测制造悬念，激发学生研读语篇的兴趣。】 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: ① What topic does the author talk about? ② Who is the narrator of the article? ③ Where did he study? ④When 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: ① How many parts can we divide the article into? ② 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. ______ _________ 【设计意图：引导学生通过获取、概括、整合等思维训练活动，从宏观层面理清语篇结构， 把握语篇信息，为进一步挖掘语篇深层信息搭建“脚手架”。培养学生查找处理信息的能力。】 Step 4 Detailed reading 1. Understanding the details (1) T asks the students to read the passage again and answer the following questions: ① What aspects of school life in the UK are included in the article? Fill in the missing information. __________ __________ __________ __________ less __________ lots of options including bread and butter, chicken and puddings __________ many, _________ and _________ included ② What challenges was he confronted with? How did he overcome them? ③ What are the similarities and differences between the school systems in the UK and in China? ____________ moving around about _______ students per class ___________: very important the UK VS China Timetable Subjects Classes Homework Less More School lunch ? 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? 【设计意图：呈现形式多样的“思维导图”，设计层层递进的“问题链”，引导学生通过阐释、 分析、判断等思维训练活动，进一步研读语篇。培养其分析问题、解决问题的能力。并通过 中英学校生活的对比，引导学生感悟体会中英文化差异，思考中英教育体系的利弊，树立正 确的“留学观”。】 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. ？ Students moving around ____________ moving around About 20 Ss per class About _______ Ss per class Discussion: very important Discussion: ____________ _ lots of options including bread and butter, chicken and puddings Many, including the Rugby Club and the Theatre Club 【设计意图：引导学生通过推理、论证、评价、批判等思维训练活动，感悟并体会作者的观 点态度，培养其批判性思维能力。】 2. Understanding the overt plot (明线) and the covert plot (暗线) of the text T guides the Ss to discuss in groups and conclude the over plot and the covert plot of the article. Beginning Body Ending Overt plot Covert plot 【设计意图：引导学生通过阐释、分析、判断等思维训练活动，进一步研读语篇，赏析记叙 文的语言风格及写作手法，为读后写作做好语言和技能的铺垫。】 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. 【设计意图：引导学生综合运用语言，创造性地解决陌生情境中的问题，运用语言表达自己 的观点态度。培养其创新性思维能力，实现能力向素养的转化，实现“深度学习”。】 V. Homework 1. Polish up your article. 2. Get divided into groups and search for information about school life in different countries. School life in the UK Education system in the