Unit2StudentsWhoVolunteer教学设计参考模板范本.doc

1、Unit 2 Students Who Volunteer 教学设计(section A 3a-3c)一、导学 1、学习目标 知识技能：能根据构词法、视频、图片及上下文猜测词汇 : several, strong, feeling, satisfaction, joy, owner, journey的含义；能表述出短语give up, care for, decide to, try out的含义，能认读以上词汇：学习策略：在学习中善于利用图画等非语言信息理解主题；能够准确根据阅读材料的内容提取要点，实现对文章内容的理解积极思考； 主动探究，善于发现语言的规律并能运用规律举一反三。情感态度：乐

2、于参与英语活动，敢于用英语表达自己，提出自己的观点和想法，积极与他人合作，体验自己的学习效果。文化意识：树立为他人服务的思想，胸怀大爱，用自己的努力付出去换得一点一滴正能量的改变，让世界更美好。2、问题引领 What do you know about volunteering? _. 二、探究 I. Warming-up：Show three photos of students doing volunteer work. 【设计意图】用图片能更形象的把学生带入情景，从而抓住学生的注意力，让学生初步了解志愿者，把他们带入本课的氛围，引出文本。II. Skimming: Skim the ar

3、ticle, guess what well learn with the help of the title and the pictures. III. Scanning: 1. Structure: 2. Main idea: Whats the passage mainly about? A. Two students volunteer to help others. B. Two students help each other.【设计意图】教给学生阅读的策略，通过对标题、首尾句及图片的观 察来猜测文章大意，引导学生总结出阅读策略；并在猜测的过程中， 引导学生理清结构脉络。 IV.

4、 Reading: Paragrph1: Where are Mario and Mary from? _ Are they volunteers? How do you know? _ 【设计意图】引导学生抓主干句，提取有效信息，猜测文章主人公相关情况，为下一步主人公的活动展开做好铺垫。Paragrph2: 1) What does Mario volunteer to do? He volunteers to_ _ _.2) Why does he volunteer to do that? He loves _ and he believes it can help him_. 3) H

5、ow does he feel about volunteering? Its_ _, but he wants to learn more about _. He gets _ when he sees the animals get better and the look of joy on their owners faces.4) Understand “a strong feeling of satisfaction”【设计意图】让学生学会在文章中选取自己需要的有效信息，通过问题一步步帮学生捋顺出文章的脉络，为后面的retelling做准备。引导学生更深一步理解Mario对志愿者工作

6、的体会。Para2 Retelling:【设计意图】让学生通过提示词来陈述Mario的志愿活动，并表达自己的观点，学会表达。 Paragrph3: 1) Try to ask questions using the key words: What Why How 2) Read and answer the questions: What does Mary volunteer to do? _. Why does she volunteer to do that? _. How does she feel about volunteering? _. 3)Understand “a drea

7、m come true” 【设计意图】发散学生的思维，引导学生根据文章脉络思考，提出问题并寻找相关线索，努力解决问题，层层递进，深入展开阅读。把对Mary个人梦想的实现引导学生从单纯地志愿服务（比如打扫卫生等）提升到把个人兴趣爱好甚至将来的理想工作和志愿服务结合起来，以提升志愿服务的境界和长久性。 Pair work: Face to Face: (Work in pairs: One is Mary；the other is a reporter） 【设计意图】 引导学生善于抓住用英语交际的机会，在课内外学习活动中能够用英语与他人交流，并借助手势表情等体态语言进行交流；在交际中注意中外交际习

8、俗的差异。三.知识延伸1) Read the article aloud and circle the infinitives, then sum up the structure of infinitives. 2) Exercise: finish 3c. 【设计意图】让学生自己读文章，提炼语法，拓展练习，提升能力。四.活动拓展 1. Role-play（角色扮演）: Divide all the students into different groups, and ask them to discuss together about their volunteering jobs. T

9、hen they will come to the stage and act it out. 【设计意图】小组活动促进了学生相互帮助，共同进步的同时又有效培养了竞争意识。用学生身边的同学做例子会更加突出语言的实用性和灵活运用，真正让学生成为课堂的主人，以学生为主体进行教学。 2. Development and summary（总结升华）:Volunteer work can bring warmness to this world. Lets volunteer now! 【设计意图】总结升华，提炼志愿服务精神和志愿活动的意义，将德育渗透入教学之中，引导学生从身边小事做起，用自己的努力去带动 周围的人，尽点滴之力为社会做贡献，让社会因为自己的存在而更加和谐与温暖。 五.作业1.Retell Marios and Marys volunteer stories to your friends.2 Discuss in groups what youll volunteer to do to help others this weekend. 【设计意图】进一步落实所学并将课堂学习延伸到课外，带动更多的人共同参与志愿服务活动，尽微薄之力进一步作出贡献，将德育延续下去。3 / 3