教学步骤
| 教学活动
| 设计意图
| 时间
|
Step 1 Warming Up
| Brainstorm: Let students look at the pictures shown on the screen and guide students to describe what life will be for a volunteer teacher in a village school．
| 任务型活动：课题引入采取小组讨论方式，选出代表进行发言。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。
| 5分钟
|
Step 2 Lead-in
| This step is to lead the students to the topic．
Work in groups and discuss．
| 紧扣上一环节的讨论，教师引导学生将谈论后的结果表达出来，激发学生的兴趣，导入文章主题。
| 5分钟
|
Step 3 Pre-reading
| Show pictures on the screen and some information about the pictures． Let students skim the whole passage and predict what they will read about．
Skim skills:
- Look at the title, subheadings, photos and drawings;
- Look at the first and last paragraphs, but do not read every word． Pick out key words．
- Read the first sentence of each paragraph very quickly．
| 通过读前头脑风暴和观察图片思考问题，有助于学生对文章主旨大意的掌握，进而帮助学生更好理解文章而进入泛读和精读环节。
| 5分钟
|
Step 4 Fast-reading
| Read the whole passage．
Answer the following questions after fast-reading．
1．Where is Zhang Tian from?
2．Where did he go as a volunteer teacher?
3．What did he decide to do after a year?
| 通过泛读，能够让学生对文章每段段意有个初步了解，锻炼学生对文章表层含义理解，养成良好的阅读习惯，提高阅读技能。在此过程中设置一些题目，会让学生更有针对性地阅读，题目比较容易，降低阅读难度，给学生成功感，增强学生学习兴趣。
| 10分钟
|
Step 5 Careful-reading
| Activity 1:
Read the passage again and try to complete the chart （on page 16） about Zhang Tian's experience as a volunteer teacher． Talk about his volunteer work based on the information．
1．What are the reasons to be a volunteer teacher?
2．What was the situation like when Zhang Tian arrived?
3．What ways did he use to deal with the difficulties for the students and the villagers?
Activity 2:
After reading the passage, encourage students to find the answers to the following question．
How did Zhang Tian's feeling and attitude change as a volunteer teacher? Please find some evidence．
Activity 3:
Recall the passage and review the text by answering the following questions．
1．What happened to Zhang Tian a year ago?
2．What was the school like and what were the living conditions like in the village?
3．What did Zhang Tian do during that year?
4．What is the situation like now?
| 活动1：阅读理解能力是高考中的关键，在主旨大意、细节题、猜词义和推断题中，细节理解题占据的比例较大，因此通过对文本细节进行提问有助于学生阅读时更投入，带着问题读文章，对提高阅读理解能力有着重要意义。此外，在读懂的前提下，引导学生找到语篇中出现的语法知识（ing和ed形容词），有助于学生在具体的语境中学习语法结构，从而更好地应用在实际交流、写作中。
活动2：有助于学生深层次把握文章细节内容，帮助学生建立起上下文关联的能力。
活动3：有助于学生理解文章主旨和细节，以提高学生深度阅读理解能力。
| 15分钟
|
Step 6 Post-reading and Homework
| - Fill the blanks on Page 16．
- Underline the -ed/-ing adjectives and complete Word Builder on Page 17．
| 充分发挥学生主观能动性，调动学生创造性思维，开发学生潜能，使学生主动参与深层次阅读，以检测学生是否对文章掌握透彻。此外，通过课后练习更进一步掌握-ed/-ing形容词的用法。
| 5分钟
|
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