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课题

8B Unit7 International charities(Integrated skills)

主要

研究

问题

拓展课堂活动内容，提升学生文化意识和思维品质

相关

研究课题

基于核心问题的课堂学习活动设计和实施策略研究

附教案一份

教案：

I. Teaching aims and learning objectives

By the end of the lesson, students should be able to:

1. learn about the work of UNICEF and some basic background knowledge;

2. catch the key points from the listening materials;

3. learn to talk to the doctor about problems.

II. Teaching contents

1. New words and phrases: war, organize, pale, matter, check, get toothache, organize other activities, prevent sb. from getting illnesses, have a check;

2. New structures: What’s the matter?

               I’ve got toothache.

               How long have you felt like this?

Well, it’s nothing serious.

III. Focus of the lesson and predicted area of difficulty

1. To talk about UNICEF;

2. How to talk to the doctor.

IV. Teaching procedures

A  The work of UNICEF

Step 1 Warming-up

1. Watch a video.

  (1) The teacher introduces Daniel and raises questions.

 How can Daniel use his pocket money? What could a 5-cent coin do? Is it useless?

  (2) Students watch a short video.

  (3) The teacher guides students to discuss what a 5-cent coin can do and introduces UNICEF. Then the teacher tells students that by donating to UNICEF, we can make a useless coin powerful.  

2. Brainstorm.

  T: This video totally changed Daniel’s mind and he wanted to know more about UNICEF, so he planned to search for more information about it on the Internet. And what would you like to know about UNICEF?

【设计意图：本段来自UNICEF的公益广告视频紧扣本课主题，思想性和艺术性兼备，容易被学生所接受。通过Daniel的个人观念转变迅速导入，引发学生思考5分钱的用途，将慈善这种观念植入学生日常的行为中。头脑风暴引导学生思考了解某一组织需要哪些方面的信息，建立本课知识体系，同时又教给了学生学习的方法。】

Step 2 Presentation and Listening

1. Read and help find the information (A1).

  Students read and see if they could find the answers to “how, where, what, why and when”. If they could, just underline the sentences.

2. Listen and put the sentences into the correct order (A2).

  Some listening tips:

(1) Read quickly to get the main idea.

  (2) Underline the possible key words.

  (3) Listen and match.

3. Read and help answer the questions (A3).

  (1) Students read and find the answers to the questions, underlining the related sentences.

  (2) Students write down the answers to the questions, using the complete sentences.

4. Complete the report and listen to check (A4).

  (1) Students complete the report using the information in A1 and A2.

  (2) Students listen to check.

(3) T guides the students to get the structure of the report.

【设计意图：本环节的设计紧扣教材，读并寻找信息、听并排序、读并写，三个任务逐层递进，难度逐渐加大，在教授的过程中注重了策略的传授，帮学生详细地理清了思路。】

5. Work in pairs to have an interview.

  T: Daniel’s classmates are also interested in UNICEF. They all wanted to interview Daniel about it. Let’s work in pairs. Good questions are very important in an interview. Open-ended, follow-up, and personal questions would help.

【设计意图：两两合作进行访谈训练呼应了本单元阅读部分ORBIS的采访稿，借用当时总结的三种采访中的好问题，引导学生自行设计问题进行实际的访谈。这项任务具有实际意义和挑战性，在做中学，发展了学生的语言能力、思维能力以及交流与合作的能力。】

B  Speak up: I’ve got toothache.

Step 1 Lead-in

Introduce the health centres of UNICEF.

T: To keep the children healthy, UNICEF does a lot. A number of health centres are built all around the world. As you can see in the pictures, these children are receiving free medical treatment.

Step 2 Presentation and Listening

1. Listen and answer.

  T: Today, a boy goes to one of them, what’s the problem? Let’s listen and find it.

  T: He’s got toothache. That means his tooth hurts. If my ear, head, back or stomach hurts, then I’ve got earache, headache, backache or stomachache.

【设计意图：让学生带着简单问题听录音，初步感知听力录音中的内容。】

2. Listen and check for mistakes.

3. Read aloud in different ways.

Pay attention to linking and loss of blasting.

【设计意图：以多种形式读对话，帮助学生进行正音练习，提醒他们注意连读和失去爆破这两种特殊情况。】

Step 3 Practice

1. Pick a role and prepare for it.

T: I’ll show you some pictures of roles. Each student can choose one and prepare for it with the help of sentences provided. You are also encouraged to use your own words.

2. Play the game.

T: Now let’s act it out. All the doctors sit in a row, and the patients can choose different doctors as they like. Patients will talk to the doctors about their problems, and they’ll vote for “the Most Popular Doctor” at last.

【设计意图：教师给予学生角色的自由选择权，激起他们的参与热情；根据角色的不同事先提供一些参考句型，并给予一定的时间准备，提高学生情境下的语言储备；全班参与角色扮演，自由选择搭档，模拟了真实的看病场景，即时生成的语言真实有效。】

V. Homework

1. Remember the new words and phrases;

2. Practise reading the report and the dialogue aloud after the record.

教  后  反  思

本课时是关于国际慈善机构。用图片导入新词，解决听力中的单词问题，听完后再让学生操练对话。然后看关于叙利亚儿童的视频，让学生体会到自己生活的美好，同时又关心他国儿童的生存现状，思考他们的需求，激起他们帮助他人的欲望。然而学生力量渺小，什么机构能帮助他们。学生联系前面的知识，能说出联合国儿童基金会。然后再进一步学习联合国儿童基金会的内容，通过听说读写来完成关于联合国儿童基金会的一些练习，最后能口头输出一篇关于联合国儿童基金会的文章。第一个读后活动是假设你是一个联合国儿童基金会的大使，接受记者的提问；第二个活动是观看“网络茧儿”，它也是联合国儿童基金会组织的一个活动，关注到了学生沉迷网络的情况。第三个活动是学生写下能为自己选的慈善机构所做的事。

核心问题还是对国际慈善机构的关注，希望学生能关注自己学习和生活的同时，也能关心国家大事，提高思维品质和文化意识等核心素养。看到叙利亚等国儿童苦难生活的同时，学生能表现同情怜悯，做力所能及的事的同时，也能珍惜现在的美好生活，并以祖国的强大为荣。可以从一节课以小见大。

A部分有些环节有点重复，A3部分的总结，要让学生多读，多练，分析写作方法，为后期的输出做准备。这样节约出来的时间就可以进行读后活动的开展，使一节课的内容更丰富，主题意义更加能得到体现，使不同层次的学生都能有收获。