牛津上海版高中一年级第二学期Unit5Problemsandadvice教案

Unit 5 Problems and advice 教材分析： 本篇课文的主题是说明问题和征求意见，话题贴近学生生活，容易引起学生 的兴趣。文章由三个独立段落组成，以信件的形式描述了三个学生所遭遇的迷茫， 并想征集老师的建议来解决困惑。从文本内容上来看，三篇小故事均采用第一人 称的叙事方式，注重事件本身的细节及当事人的心理描写，虽然有部分长句和分 词的使用，但是鉴于文章的题材比较生活化，学生对文本的理解并不会特别困难。 学情分析： 授课对象是我校高一（10）班的学生 34 人，学生思维较为活跃，学生总体 情况较好，能够较为准确流利地用英语表达自己的观点和想法，但是仍有少数同 学英语基础不够扎实，需要在教学中进行关注。通过本堂课的学习，希望可以加 强学生梳理文章脉络的能力，帮助学生积累语言表达的相关词汇，提升用英文表 达自己想法和建议的能力。 Teaching Objectives: By the end of the class, the students will be able to: 1. understand the dilemmas of the writers. 2. know how to use some keys words and phrases in the context: knock, smash, guilty conscience, tough, tease, bully, grumble, bark, question, etc. 3. realize that they may be in dilemma easily in their lives, and what they should do is ask their friends and teachers for help. Teaching Procedures Teaching In this section, the teacher will show a picture about “cheating in the exam” on the screen and ask the students to think about Lead- in activity what they should do in this situation. Purpose To raise the students’ interests and to introduce the main theme of the passage. Pre-reading Teaching activity The teacher will give the students 2 minutes to skim the first paragraph of each letter and ask them to answer the questions in Part B Q1: Who wrote the letters? Q2: Where can you find these three letters? Q3:Letter 1 is probably about a flowerpot falling _______ a flat. A inside. B outside Q4: Letter 2 is probably about ________ the underground. A riding B bad behavior on Q5: Letter 3 is probably about how a rude checkout assistant _______. A made a mistake B. changed into a polite one Purpose To help the students to understand the main idea of three letters. While-reading Teaching activity The students will be given 4 minutes to read the passage, and will be asked to fill in the worksheet. The teacher will ask the following questions to help the students understand the three letters in detail: Q1:What are the characters involved in the story? Q2: Where did the story happen? Q3: What happened? Q4: What was the writer’s reaction? Q5: How did the writer feel? Q6:Why did the writer have such a feeling? Q7:Why did the writer write to the counsellor? Key words: Letter 1: knock, smash, question, guilty conscience Letter 2: tough, tease, bully, Letter 3: grumble, bark, Purpose To help the students to know about the main content of each letter in detail. From this activity, the students will understand the dilemmas of the writers and will have a deep understanding of the problems in the three letters. Post-reading Task Pair work In this section, the students will be asked to work with their desk mates to make a conversation. One student will act the role of the writer in the letter, and the other will act as the counsellor. In the dialogue, the students need to: 1. use the key words on the blackboard to describe the problem. 2. come up with the solution to the problem Purpose Through the group work, the students will know about how to cooperate with others to work out a dialogue, how to express their suggestions in English as well as to learn to face the dilemmas in their lives. Homework Task 1. Write about your advice on the certain problem according to the dialogue you made in the class. 2. Compare your solution with the solution on P74-P75 (More Reading), which one is better? 附： 板书设计: Letter Who Where What happened Writer’s reaction Writer’s feeling 1 The flowerpot 1.The writer 2.The writer’s friend 3.A boy 4.The police In a high-rise flat 1. Knocked 2. smashed 3. no one was hurt 4. left for the cinema 5. questioned 6. The neighbor’s son was taken to the police station 7. let him go temporarily said nothing guilty conscious 2 Bad behavior on the underground 1.The writer 2.A boy 3.Three tough guys In the carriage of the underground 1. tough boys 2. teased and bullied 3. moved another seat 4. continued bullying 5. stopped looking 6. got off the bus did nothing and got off the bus felt regretful 3 A rude checkout 1. The writer 2. checkout In a shop 1. busy grumbling 2. gave an extra note left the shop with the did not correct the error assistant assistant 3. went back 4. barked 5. left the shop money a clear conscious