S3AU1牛津阅读设计第三课时（康蕾）.doc 已改.docVIP

More Reading 教学难点： 1. 引导学生通过阅读文章了解献血这一慈善义举的价值和意义； 2. 在一个课时里要理解文本还要兼顾处理一些重要词汇。 【教学目标】 To guide students to understand the content of the article; To help students learn the meanings of some new words; To raise students’ awareness of the importance of blood donation. 【教学活动设计】 Pre-reading Stage Get students to predict the topic of the article from the picture T: What is the doctor collecting in the picture? What is he collecting blood for? Who might he collect blood from? (通过观察图片和简单几个问题迅速进入文章主题blood donation) While-reading Stage 活动1.Have students find out two donators by scanning T: Who are two donators that are talked about in the article? What do they have in common? What are their differences speaking of blood donation? (该活动有助于学生理清文章脉络，了解文章主要是围绕Harry Loomer和Connie Sessoms两个不同的人的献血的故事展开) About Harry 活动2. Have students find out how Harry loomer donates blood by skimming T: after skimming do pair work by making a dialogue between one as an interviewer and one as harry (remind students to cover basic wh-questions like who, what, when, where, why and how ) For Example: (S←→S) Interviewer: When did you begin donating blood? Harry: I began donating blood at a college drive four decades ago. Interviewer: How often do you donate blood? Harry: Not once or twice a year, but every 56 days. Interviewer: Do you still keep donating blood when you are retired? Harry: It has not slowed me down at all. Interviewer: How many pints of blood have you donated? Harry: I have donated 480 pints of blood. （通过对话的形式，既锻炼了学生捕捉信息的能力也为学生提供对话的机会实践其语言表达能力。让学生自己提问可以很好地锻炼学生阅读思维的能力，这样的形式也更容易激发学生的兴趣，让学生更专注和投入这两段对于Harry的一些细节描述；同时也带出一些可能需要老师辅助讲解的生词，如：drive, extensively...）What kind of person do you think can be defined as a hero? What do you think they have in common with Harry? (通过思考为何说Harry是一个英雄这个问题，并通过找出和理解一些重要词汇如：regularly, generous, play a big role in等学生可以理解Harry的伟大之处，以及献血的重要意义和价值。) About Connie 活动4. Have students find out how Connie donates blood by comparing him with Harry H