Understanding ideas板块教学设计
| （建议时长30–35分钟，教师可根据教学实际酌情调整。） | |||
| 课型 | Reading | ||
| 主题语境 | 人与自我——认识自我、丰富自我、完善自我 | ||
| 内容分析 | 本板块呈现了一篇体现单元主题的课文，语篇类型为专栏文章。课文中三位来自不同国家的学生分别表达了自己对于18岁的理解与定位。读前的导入活动帮助学生明确在我国做不同事情的法定年龄，激活学生对法定年龄的已有知识，为课文学习做铺垫。读中活动考查学生对课文标题的理解和提取关键信息的能力。读后活动通过判断主旨大意、理解细节信息和回答开放性问题等活动，启发学生深入思考，理解文本内容，积极探究主题意义。 | ||
| 教学目标 | 在本板块学习结束时，学生能够： 1.通过阅读课文，获取文章的主要信息，并根据文章内容准确理解标题的含义，为文章另选一个合适的标题； 2.准确获取关键信息，并学会辨别事实和观点，进一步理解课文内容； 3.体会成年的意义与责任，思考如何完善自己、提升自己，树立正确的生活观与积极的人生观。 | ||
| 教学重点 | 引导学生读懂课文，获取文章的重要信息，学会辨别事实和观点，把握三位学生对成年的理解与定位。 | ||
| 教学难点 | 引导学生体会成年的意义与责任，加深对主题意义的认识与思考。 | ||
| 教学策略 | P-W-P模式 | ||
| Teaching contents | Procedures | Purposes | |
| Teacher’s activity | Students’ activity | ||
| Activity 1 | 1.Teacher asks students to look at the pictures and think about the age when people are allowed to do the six things on the book. 2.Teacher divides the class into several groups to discuss about the question. 3.Teacher invites some students to share the answers. 4.Teacher asks students to think about more examples and the legal ages to do them. 5.Teacher invites some students to share the answers. | 1.Students look at the pictures and think about the age when people are allowed to do the six things on the book individually. 2.Students work in groups and discuss the question. 3.Some students share the answers with the class. 4.Students think about more examples and the legal ages to do them. 5.Some students share the answers. | 1.To help students get familiar with the topic in advance. 2.To activate the students’ existing background knowledge. |
| Activity 2 | 1.Teacher asks students to look at the title and pictures, then try to guess the meaning of the title. 2.Teacher asks students to read the passage quickly and check the answer. 3.Teacher asks some students to share the answers. | 1.Students look at the title and pictures and guess what the title means. 2.Students read the passage quickly and check the answer. 3.Some students share the answers with the whole class. | To help students understand the meaning of the title. |
| Activity 3 | 1.Teacher asks students to read the passage quickly and choose the best title according to the personal understanding. 2.Teacher invites some students to share their answers with the whole class and give the reasons. 3.Teacher asks others to express different ideas and give reasons. 4.Teacher divides the class into several groups to discuss how to choose or give a proper title. 5.Teacher invites some groups to share their answers and others to make comments. | 1.Students read the passage quickly and choose the best title according to the personal understanding. 2.Some students share their answers with the whole class and give the reasons. 3.Other students express their different ideas and give reasons. 4.Students work in groups and discuss how to choose or give a proper title. 5.Some groups share their answers with the class and other students make some comments. | 1.To help students grasp the main idea of the passage through fast reading. 2.To help students figure out the methods of choosing a proper title. |
| Activity 4 | 1.Teacher asks students to go through the table quickly and have a basic understanding of the task. 2.Teacher asks students to read the passage carefully and pick out the relevant information to complete the table. 3.Teacher invites some students to check the answers with other students. 4.Teacher asks students to read the passage again and helps them analyse the structure of the passage. 5.Teacher asks students to answer the questions raised in the introduction part. 6.Teacher invites some students to share their answers with the class. | 1.Students go through the table quickly and have a basic understanding of the task. 2.Students read the passage carefully and pick out the relevant information to complete the table. 3.Some students check the answers with other students. 4.Students read the passage again and analyse the structure of the passage with the help of the teacher. 5.Students try to answer the questions raised in the introduction part. 6.Some students share their answers with the class. | 1.To help students have a deep understanding of the information. 2.To practise students’ ability to sort the specific information of the passage. |
| Activity 5 | 1.Teacher asks students to read the four sentences individually and decide if they are facts or opinions. 2.Teacher invites some students to share their answers with the class and help them summarise how to tell facts from opinions. 3.Teacher asks students to work in groups and find more sentences about opinions and discuss if they agree or not. 4.Teacher invites some students to share their answers and give proper reasons. | 1.Students read the four sentences individually and decide if they are facts or opinions. 2.Some students share their answers with the class and summarise how to tell facts from opinions with the help of the teacher. 3.Students work in groups and find more sentences about opinions and discuss if they agree or not. 4.Some students share their answers with the class and give proper reasons. | 1.To help students distinguish facts from opinions. 2.To have students interpret the text through the details. |
| Think & Share | 1.Teacher asks students to go through the four questions and think about them individually. 2.Teacher asks students to discuss the questions in groups. 3.Teacher invites some students to share the answers with the class. | 1.Students go through the four questions and think about them individually. 2.Students discuss the questions in groups. 3.Some students share the answers with the class. | 1.To help students focus on the meaning of growing up and responsibility. 2.To help students apply what they have learnt to express their ideas. |
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