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视频标签：HIV AIDS ARE,YOU AT RISK
所属栏目：高中英语优质课视频
视频课题：高中英语人教课标版选修6Unit 3 HIV AIDS ARE YOU AT RISK重庆
教学设计、课堂实录及教案：高中英语人教课标版选修6Unit 3 HIV AIDS ARE YOU AT RISK重庆市黔江中学校
教学目标
1. Instructive objectives
At the end of the class, my students should be able to:
1) get and understand general information about HIV/AIDS(definition, ways to spread, ways of protecting oneself ) after comprehending the whole text by finishing the task-----read and correct.
2) consolidate their reading skills: scanning.
3) act as an image ambassador to apply information from the reading text to making a speech about what we can do for AIDS patients.( let more people know basic knowledge of HIV/AIDS and call on them to have a right attitude towards people with HIV/AIDS.)
2. Educational objectives
At the end of the class, my students should be able to:
1) study individually and cooperatively.
2) change their attitude towards people with HIV/AIDS and call on people around to help these sufferers.
3. Personal objectives
During the whole class, the teacher should be able to:
1) give direct, brief instructions and manage the class step by step.
2) involve as many students as possible in the class activities.
2教材分析
This lesson is taken from reading “HIV/AIDS: ARE YOU AT RISK?” , Using Language of Unit 3, New Senior English for China Student’s Book 6 by People’s Education Press. Each unit has two reading passages, and this unit contains: ADVICE FORM GRANDAD and HIV/AIDS: ARE YOU AT RISK? The former is for students to practice intensive reading, and the latter is in Using Language, so the latter focuses on reading for language using. National English Curriculum for Senior High School (experimental draft, 2012) emphasizes the importance of developing senior students’ overall ability and the ability to collect and process information, analyze and solve problems, think and express in an English way. So this class focuses on reading for language using: firstly reading for information about HIV/AIDS and then applying information to making a speech.
3学情分析
My students are liberal art students. Although they are in Senior 2, they know little about HIV/AIDS. The only thing they know is that HIV/AIDS is very serious and they are afraid of getting along with people with AIDS. They sometimes feel it boring to learn English vocabulary and grammar, so they are eager to learn something new from interesting, unfamiliar topics. This text is a good chance to help them apply their reading skills to renew their knowledge, let them have a better understanding of HIV/AIDS and change their attitude towards people with AIDS.
In terms of English level, there exist gaps among them and most of them are in the middle level or lower level. When doing comprehending tests, only a few of them can get 30 points or more (the total score is 40), but most of them can get right answers if the questions are about detailed information. That is to say, reading part -------“scanning for specific information” in this class is easy for them. They can get key information of HIV/AIDS from the text. So, the most difficult point for the students is the activity in Post-reading-----Discuss and make a speech: acting as an image ambassador. In this stage, the teacher will guide them step by step and offer some useful expressions they can use in the work sheet.
4重点难点
Focal points
1) Students can apply their reading skills to effective reading to get and understand general information of HIV/AIDS.
2) Students can change their attitude towards AIDS patients and apply information from the reading text to making a speech about what we can do for AIDS patients.
Difficult points
1)Students canact as an image ambassador to apply information from the reading text to making a speech about what we can do for AIDS patients.( let more people know basic knowledge of HIV/AIDS and call on them to have a right attitude towards people with HIV/AIDS.)
5教法分析
Task-based language teaching (TBLT)
TBLT should follow the principle of learning by doing, which emphasizes that teachers had better design suitable tasks for students to complete while studying language. During the whole class, the teacher designs different tasks and activities for students: Watch and answer; Read and correct; Look and say; Discuss and make a speech.
Communicative language teaching (CLT)
In class, students can learn English through communication, and the class can move on use the given information to solve problems etc. Students use proper communication to give their voices out which reflect their comprehending of reading passage. Also students need to show their speech in front of their classmates. Adopting CLT develops students’ both reading skills and speaking skills.
Situational teaching method (STM)
In this class, the teacher will adopt Situational Teaching Method to let students learn in a situation, just like they are really doing something in daily life. In stage 1: Greetings and Lead-in, The teacher will ask students a question: “Would you like to be an image ambassador of AIDS to help them?” to lead in the class and then after reading the text, the teacher will ask the students the question again. Then in the Post-reading part, the students will act as an image ambassador to make a speech.
6板书设计
In my lesson, computer plays an important role. Almost all my teaching procedures and contents are displayed on the PPT. However, the blackboard is also useful. And my layout of blackboard is as follows:
7教学过程
7.1第四学时Using language：HIV／AIDS：ARE YOU AT RISK？ Reading For Language Using
7.1.1教学活动
活动1【导入】Stage1： Greetings and lead－in. (5 mins)
(This stage aims to get the students ready for class and lead in the topic by watching a short video made by the teacher herself. After watching the video, students can know AIDS patients are living a miserable life. And the teacher will ask them if they would like to be an image ambassador to help AIDS patients to lead in the topic.)
Step1: Greetings
Step2: Lead- in.
Task: Watch and answer
T: At first, let’s watch a video. After watching it, please tell me “what kind of life do they live? Why?
Ss: …..
T: Would you like to be an image ambassador to help them?
Ss: No/Yes.
活动2【讲授】Stage2： While－reading (15 mins)
(This stage aims to let students read for information. After scanning the text, the students are supposed to get general information about HIV/AIDS (definition, ways to spread and ways of protecting oneself. And then there will be a task: Look and Say-----“Are you at risk?” for students to see if they really have a good understanding of the text. Then, they will know we can treat AIDS patients normally and can do daily activities with them just like what we do every day with our friends----- communicating, hugging, and having meals together…And the students are likely to change their attitude to people with HIV/AIDS. Again, the teacher will ask students if they would like to be an image ambassador to help AIDS patients.)
Step 1: Fast reading.
Task: Scan and correct.
T: Here are some wrong statements about HIV/AIDS. Now it’s your time to scan the text and try to correct them. You have 5 minuets and then, I will ask some of you to share your answers.(While reading, please underline the supporting information.)
Ss: …
T: Volunteers?
S1:…
S2: …
Step 2: Checking the understanding.
Task: Look and say.
T: Just now, we got information about HIV/AIDS. So, let’s do the following task to see if you really understand the text. Here are some pictures, please tell me when we do these activities, are we at risk?
Ss: …
活动3【活动】Stage3： Post－reading (19 mins)
(This stage aims to let students act as image ambassadors and apply information from the reading text to making a speech about what we can do for people with AIDS through group work----let more people know basic knowledge of HIV/AIDS and call on them to have a right attitude to people with HIV/AIDS.)
Task: Discuss and make a speech.
What can you do for people with AIDS?
Tips:
Tell more people knowledge about HIV/AIDS.
Call on more people to treat people with AIDS normally.
活动4【作业】Stage4： Assignment (1 min)
Beautify and polish the speech.
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