主题语境

人与自我—kids who have it all

课型

reading and speaking

授课年级

new grade 10

课时

1 period (40minutes)

授课时间

2019.04

授课

武岳

教学设计理念

《普通高中英语课程标准（2017年版）》指出：“高中英语课程应充分发挥课程的育人功能，发展学生的语言能力，文化品格，思维品质和学习能力等英语学科素养。”英语课程既通过英语学习和实践活动逐步提高语言实际运用能力的过程，也是学生磨炼意志、发展思维、拓展视野、丰富生活经验，发展个性和提高人文素养的过程。在教学过程中，通过对语篇的感知，预测，以及对信息的提取，比较、概括，将语言内化、加工，以创新的方式表达出来，从而达到锻炼思维品质，启发对文化知识的获得，理解文化内涵，形成正确的价值观，坚定文化自信，形成自尊，自信，自强的良好品格。

教材版本

unit 4 getting it right，new headway intermediate，4^th edition, published by oxford university press

教材分析

the theme of the unit is “doing the right thing” and it includes a focus on giving advice, and on rules. this theme provides contexts for model verbs of advice, permission, and obligation. the grammar presentation includes a focus on modern dilemmas and appropriate advice.

the idea of “rules for life” is presented in the listening and speaking section, which includes a note-taking task on people’s personal beliefs and a song by ian dury and the blockheads. this section also contains spoken english feature on have got to.

the reading and speaking section focuses on rules within the family, with an article on a modern family who spent two weeks living as if they were in the 1970s as part of a social experiment. there is also a language focus on understanding phrasal verbs, and this is carried through into vocabulary and speaking section, which covers both the meaning and form of common phrasal verbs.

the everyday english focus is polite requests and offers, and the writing syllabus continues with practice of combining sentences into paragraphs in a biography.

文本分析

what：

本文是一篇来自报刊杂志的文章，介绍了电台将一个现代家庭“穿越回”七十年代中生活两周的真人秀节目。文章在引言部分，对比了三十年前后一般家庭中孩子们房间里的摆设。三十年前的房间里，主要有书、洋娃娃或者玩具车、毛绒玩偶，以及书桌等。而今天孩子们的房间堪称“太空站”。电脑和高科技玩具价值不菲。但不仅如此，运动装备、名牌衣服和饰品：太阳镜、手表和珠宝应有尽有。孩子们拥有一切却不知感恩，这是真的么？为此，电台做了一个实验。

文章在一开始先介绍实验的对象为住在milton keynes 镇的gregory一家人。父亲jon十五年前来到这里创业并积累起财富。他有两个孩子，女孩叫hannah，12岁。男孩叫josh， 10岁。他们有自己的大房间，房间里摆满了昂贵的高科技玩具和各种服饰。他们不需要为经营家庭付出任何劳动。而回忆爸爸jon的童年却大相径庭。从小生活在狭小的廉住房里，母亲去世后，父亲养活着家里五个孩子。在家中，必须服从家规，父亲的命令，勤俭生活。电台节目组让gregory搬出大房子并暂时脱离现在的生活方式。在两周时间里，他们要过着如同jon的童年般的生活：家里没有任何的现代设备和工具，两个孩子只能自己洗衣服及熨衣服，并且帮助家里洗碗和种菜犁地。他们家的车也换成破旧的老式箱车。全家的生活开销一周只有39英镑。一开始，孩子们各种不适应。hannah不相信居然自己不能买摩丝；更受不了衣橱空空，只留下几件牛仔裤，两件上衣和一件礼服。而josh不能看大电视只能练琴。最尴尬的是爸爸用老式箱车接他们放学。不过在接下来的日子里，他们渐渐地学会了感激生活，享受吃着自己挖来的菜，赚来出售自制小点心的零花钱。他们开始攒钱而不是花钱。

最后笔者提出一个问题，现在的父母应该怎样做？这部分主要引用jon的感想，不能一味的满足孩子。更没有什么比得上通过努力获得的东西好。hannah现在就学会了通过自己的劳动赚钱，学到更有人生意义的东西。

why：

本文通过对电台实验的介绍，对比今昔童年生活的不同，并成功将生活在富裕环境中的孩子培养起艰苦朴素，知劳而获的生活习惯。引起读者的思考，更启发孩子在家庭生活中培养起有担当，能吃苦，懂得珍惜的品质。

how：

本文内容完整、结构整齐、逻辑清晰。作者以时间为序，介绍了本次电台实验的目的、实验对象及成员背景、实施方法、过程感受以及最后的结果，并在结尾处以“what should today's parents do？”引发读者的思考。在此过程中，重点描述了两个对比，一个是爸爸和孩子童年生活的对比：孩子是 “have huge bedrooms full of expensive hi-tech toys and clothes” “they don’t have to help at all with the running of the house”, 爸爸是 “discipline, order and thrift ruled his life.”；另一个对比是孩子在实验开始和试验结束时的心理对比：实验开始时 “there were tears and furious rows as the children tried to adjust”, 试验结束时 “hannah and josh learnt to appreciate small treats”。

设计思路

本文采取 “pre-reading—while-reading—post-reading”三段式教学模式。 基于对于文本内容，文章结构，以及语篇的意义和价值研究，结合英语学科核心要素的基本理念和六要素整合的英语活动学习观，通过学习理解、应用实践、迁移创新等一系列体现英语综合性、关联性和实践性等学习活动，促进学生语言知识技能发展，文化内涵理解，多元化思维发展、价值取向判断以及学习策略运用。

pre-reading：

创设情境，引出话题。从生活情境入手，给出早些时候一张卧室图，让学生描述里的一些陈列。随后，教师引入现代高科技的玩具及饰品，询问学生是否拥有这些事物。（这些房间陈列名称与书中引言部分的房间陈列基本吻合，为学生后续阅读扫清障碍）。通过教师提问，让学生设想自己回到过去，没有网络，电脑及高科技的生活状态，学生是否可以接受。当学生充满想象，激发起兴趣时，引出文章主人公介绍，加之对于标题和引言的阅读，询问同学这个实验的目的是什么？是为了验证 “do they have everything and appreciate nothing?”

while-reading：

梳理、整合信息。在明确实验目的之后，学生阅读文章前三段，根据已给问题提示，独立绘制思维导图用以介绍实验人物背景和实验方法。此活动可以很好的内化信息，清晰思路，并以小组为单位整合信息，挑选其中一到两组进行全班分享。教师要在此做一个信息回收和整合，并对难理解的词句进行简要分析。

预测内容，对比信息：在学生对于实验有了初步了解之后，先让学生预测本次实验结果。再让学生快速阅读，检测预测是否正确。其后进行两两合作，将第二部分选以转变为中心补充进入第一部分的思维导图中。

post-reading：

拓展思维，深入思考。教师引导学生思考，在这个实验过程中，他们收获了什么？形成了哪些品质？之后，教师对故事情节做一个延伸。在实验结束后，hannah和josh成为很多中学生喜欢的偶像。他们来到中国·北京·朝外。朝外吱声要对他们进行一个专访，学生讨论采访时的问题，并分角色扮演，四人一组，分别为interviewer，jon，hannah and josh。

理解文本内涵，启发学生品格思考。教师给出最后采访总结 “what should today’s parent do?” 呈现jon实验过后的感想，同时提问学生 “what should today’s children do?”

学情分析

the students are from level a, whose language foundation is relatively good. they are willing to work with others but a little bit shy to express their thoughts in class. besides, they know how to make a mind map but not skillfully, so more instruction will be necessary here. what’s more, they can help each other in the learning process.

the students from grade 9 forming new grade 10. they are so young, so maybe some of them never thought about the topic before. in their own families, they are the “princess” and “prince” who can have everything but help nothing to run the families. this is a good opportunity for them to think about it, and help them to learn to appreciate small treats and get something they have worked really hard for. they will enable to build their own characters, such as thriftiness, tolerance, wisdom, responsibility, gratefulness, determination and so on.

教学目标

学习

理解

at the end of the class, students should be able to:

a. summarize the experiment and what happened to the family members;

应用

实践

b. read and think critically , analyzing what sort of characters they have built during the experiment;

迁移

创新

c. raise questions to the characters in the experiment and act out an interview;

d. inspire students to learn to appreciate small treats and build their own characters in their daily life.

教学重点

a. summarize the experiment and what happened to the characters;

b. read and think critically , analyzing what sort of characters they have built during the experiment.

教学难点

1. raise questions to the characters in the experiment and act out an interview;

2. inspire students to learn to appreciate small treats and build their own characters in their daily life.

教学资源

new headway students book, handout, multimedia (ppt), backboard, chalks

板书计划

jon’s child life:

experiment:

:

at the beginning:

教学过程

教学目标

教学活动

活动意图

时间

pre-reading

1. t presents one of the bedrooms thirty years ago, and asks ss to name some of the items in it.

2. t adds hi-tech items and valuable goods, asking ss to name them in english and whether they have them in their rooms.

• t asks ss:

do you want to transport a typical 21^st century live back to the 1970s?

3. t shows the picture of the family, introducing the family members, and asks ss to read the heading and the introduction.

• t asks ss:

what is the purpose of the experiment?

• to introduce the topic

• to draw ss’ attention and arouse their interest

• to prepare ss with some background information and vocabularies.

3minutes

cw

while-reading

• summarize the experiment and what happened to the family members

• b. read and think critically , analyzing what sort of characters they have built during the experiment

1. with the purpose of the experiment, ss read the passage independently, and underline the key information to complete their own mind maps. during the process, t presents the following questions as the tips to help them complete the mind map.

1. what kind of life dose the family live now?

2. what kind of life did jon live in his childhood?

3. pick out the typical sentences or phrase representing their life.

4. how does the experiment work?

2. ss share their mind maps in groups and improve their own. t asks one or two share their structures they adopt to summarize the passage. combining ss’ work, t shows the structure on the backboard and explains some of the difficult expressions.

e.g. “they don’t have to help at all with the running of the house.”, “discipline, order and thrift ruled his life.”

3. ss predict what would happen after the change in groups and share their prediction in the class.

4. t hands out the second part and asks ss to read though quickly to check whether they have predicted correctly. and ss ask to re-read the passage and work in pairs to add more information to the mind map.

• t provides ss:

tips: from two aspects(feeling, examples) and two stages (at the beginning , at the end)

• t asks ss:

during the experiment, what kind of characters have they built?

• to help students get a general idea about the modern family and the experiment.

• to help students to integrate information and arouse ss’ interest in further reading about the experiment.

• to enable ss to deeply understand the meaning of “appreciate small treats” and dig into the characters the children have built.

10minutes

iw

cw

gw

post-reading

• raise questions to the characters in the experiment and act out an interview;

• read and think critically , analyzing what sort of characters they have built during the experiment.

1. t extends the story, informing ss hannah and jon have become the superstars in their town. luckily, they will come to chaowai to take part in an activity held by the voice of chaowai. then ss will have the importunity to interview hannah, josh and jon. ss work in groups of four and list the questions they are eager to ask.

2. ss act out the interview in groups. one is the interviewer, the other three as hannah, josh and jon. their performances would be based on the story and quote some expressions form the passage. later, one of them will present the interview in front of the class.

• to inspire ss think creatively and critically about the experiment.

• to explore the further information and internalize language from the passage

• to enable ss to act out what they have learnt, especially the proper expressions connected with the topic.

10minutes

gw

• inspire students to learn to appreciate small treats and build their own character in their daily life.

1. t presents the last part of the passage “what should today’s parents do?” showing jon’s saying and hannah’s recent situation.

2. t asks ss to think “what should today’s children do?” ss discuss in their groups and share their idea in front of the class.

• to inspire students to deepen their thoughts and build their characters consciously.

6minutes

gw

cw

homework

write a passage and talk about what should today’s children do?

• to consolidate what ss have learnt and inspire ss to build their good characters in their daily life.

1 minute mimute

教学反思

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