x高中英语学科教学设计

x高中英语学科教学设计 我的教学设计课题：Unit4 Sharing Reading: A Letter Home科目 高中英语教学对象高二课时 1课时提供者胡行丽单位 山西省长治市沁源县教师进修学校 一、教学目标知识目标： (1)学生能够正确读写及运用以下单词：airmail；fortnight；roof；muddy；textbook；concept；weekly；relevant；remote；weed；rectangle；rectangular；adjust；platform；broom；tin；jar；sniff；participate；interpreter；grill；otherwise；privilege (2)学生掌握下列词组的意思并能在句子中熟练运用：hear from；(be)dying to；the other day；dry out；dry up能力目标： (1)强化略读、查读等阅读技能，训练通过寻找关键词、主题句等方式更快速并准确地确定文章的段落大意，理清文章的总体框架与脉络的技能。 (2)继续运用已经掌握的基本猜词技巧猜测文章中的部分单词。 (3)增强阅读理解能力；发展借助图片、表格等非语言信息进行语言输出的能力。情感、态度与价值观目标： (1)帮助学生理解志愿者工作的意义，培养学生在日常生活中帮助他人、扶贫救困的爱心。 (2)在小组合作互动中，增强学生的团队合作精神与分享意识。二、教学内容及模块整体分析 本单元以Sharing为话题，旨在通过单元教学，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己的贡献。本课是是本单元的重点阅读课，这一部分承载着整个单元中的语言和文化信息，也是教师在整个教学过程中需要重点处理的部分。通过一篇Jo写给Rosemary的信，介绍了自己在PNG的所见所闻。读完这封信，学生能感受到PNG的儿童生活之艰难，从而珍惜自己的生活和学习机会。三、学情分析本班学生的水平参差不齐，且大部分学生的思维活动、学习热情、表现欲望不如初中时高涨，这有待于教师在平时教学中不断鼓励与培养学习热情，根据这些特点，可采用小组合作方式，以好带差，以点带面，在师生互动中实现教学任务和目标。1学生在课前要做的准备:查找关于巴布亚新几内亚独立国的信息。学生可以通过上网等形式搜集信息，并且把搜集到的信息编成问题或写成一段文字，在课堂上向其他同学汇报。这提高了学生的学习兴趣，把被动的学习变成主动的学习。2查找关于国内外关于帮助他人的个人和组织。老帅要做以下的教前准备：在教室里张贴班级学生参加社团活动或志愿者活动和“献爱心”捐款的照片及资料。以帮助学生更形象直观地理解相关知识和背景。四、教学策略选择与设计 针对本课主要是英语阅读教学，我的基本教学策略是任务型教学和多媒体辅助教学。本课在教学设计上以学生为中心，充分调动发挥学生的积极性和参与性，通过多媒体创设情境，让学生自己的讨论、交流、思考，培养学生的语感，重点培养学生在阅读过程中获取和处理信息的能力，同时培养塑造学生的情感取向和价值观，充分体现智育渗透德育以及学科整合的理念。五、教学重点及难点1教学重点： .获取巴布亚新几内亚独立国各部落生活状况和风俗习惯的信息； .阅读能力的培养和阅读技巧的训练，如精读课文完成表格填空等。2教学难点： .理解作为志愿者工作的意义，从而树立正确的价值观； .训练用英语获取信息、处理信息、分析问题和解决问题的能力。六、教学过程教师活动学生活动设计意图Step 1Warming up1Show the sign of United Nations Volunteer in China.2What does the word “volunteer” mean？In groups，discuss who can be called volunteers.People who help others in their community or outside their community would be called volunteers.However，they would not be called volunteers if they help their parents，other relatives or friends运用多媒体展示让相关图片标志形象直观，且联系到学生的课外知识:（1）激活学生已有的信息，使学生具备摄入新知识的心理定势。（2）激发学生的学习兴趣，帮助老师引入课文的主题。?Step 2Prereading1Show the title and a map to the students and introduce some information about Papua New Guinea.(T：Now，lets read a passage about a volunteer working in Papua New GuineaA Letter Home.)2Show some pictures to the students and make them get some background information.Some students show their relevant prepared materials:Introduction：Papua New Guinea is situated in the Pacific Ocean，to the north of Australia.It is a poor country with a population of 5.7 million，around 80% of Papua New Guineans living in rural areas with few or no facilities such as running water and electricity.English is the official language.Because of the poverty，not all children go to school.Around 85% of children tart school but about 60% of these reach Year 5.通过展示自己准备好的相关资料,学生既获得了一定的成就感，又提高了查找和处理信息的能力。由于学生对于巴布亚新几内亚独立国的情况了解不多，教师有必要在阅读课文之前介绍一些这个国家的信息，也可以布置学生在课前上网查找这个国家的资料，上课时由学生用英语汇报，或者采用“头脑风暴”或分组竞赛抢答的形式，使学生在较短的时间里掌握足够的背景资料。随后展示一些图片，既加深学生对于这个国家落后的经济、教育状况的印象，也有助于之后阅读活动的展开。Step 3ScanningDivide the passage into 4 parts and match ?the main idea of each paragraph with the right paragraph.Part 1(Paragraph 1)? End of the letter.Part 2(Paragraphs 23)? Opening of the letter and introduction to what will be talked about in the passage.Part 3(Paragraphs 48)? The school where Jo worked and Jos work at school.Part 4(Paragraph 9)? Jo and Jenny visited Tombes home in the village.思考并讨论并做答。因班级阅读理解能力普遍较弱，故降低了对本题型的要求。通过这部分设计提高学生的归纳总结能力。Step 4SkimmingSkim the passage and finish the following tasks：Task 1?Answer the following questions：(1)Why did Jo send Rosemary some photos?(2)Why was science the most challenging subject for Jo?(3)Why did the boys start jumping out the windows?(4)Why should it take Jo and Jenny two and a half hours to get to the village?Task 2?What have you learned about the customs and lives of the people in Tombes village？Read Paragraphs 48 carefully and complete table 1 on p31.?分组讨论思考。学生回答问题。Task1:1.It is difficult for Rosemary to imagine how life was hard.2.(Her students had no concept of doing experiments and there was no equipment.3.The boys never came across anything like the bubbling mixture.4.They had to climb up a mountain to a ridge first and then down a steep path to the village below.Task2:Type of housessmall，round，made of bamboo，grass roofs；mens huts have grass sticking out of the top of the roof，no windows；small doorway；floor covered with fresh grassDietSweet potato，corn，vegetables peanuts Family relationshipslarge extended families (Everyone seems to be a relative of Tombes) PossessionsNot manyone broom，a few tin plates and cups，a couple of jar Cooking methodsHot stones are placed in an oil drum，then vegetables are placed in the drum，covered with banana leaves and steamed.AgricultureTools are very basic，e.g.a digging stick(There is no machinery.)Sleeping arrangementsA new sleeping platform for the guests，Kiak usually slept in her own hut.BeliefsThe villagers believe in evil spirits.They believe that leftover food attracts evil spirits so they dry it out in a can over the fire.Then the can is thrown out of the hut运用多媒体来展示既节约资源也方便快捷，效果不错。仔细阅读是快速阅读的延续。通过阅读，查找到巴布亚新几内亚独立国里各部落居民的生活状况和风俗习惯。这也是这篇课文的重点之一。如果学生感觉难度较大，则给出句子，只留一些关键词汇的空格让学生填写，如空出答案中的画线的单词。Step 5Reading aloudRead the passage aloud and underline the important phrases and difficult sentences朗读并找出重难点边读课文边画出重点词组和难句，加深对于课文内容的理解。而且，在时间允许的情况下，教师可以在朗读课文结束后插入一些词汇和句型的讲解。Step 6Discussion1Why do you think Jo became a volunteer in PNG?2Would you like to work as a volunteer in a poor area？Give reasons.思考讨论并回答。通过讨论Jo作为志愿者的原因，可以使学生更好地了解这个单元的主题：帮助他人、分享合作。通过第二个问题，教师可以进一步了解学生对于志愿者工作和帮助他人的看法，有利于教师进行德育教育，帮助学生树立正确的价值观。Step 7HomeworkWrite a passage about 100 words to introduce the village and life in the village according to the photos and the table in Exercise.1.写作? 过总结提升知识，研究性学习和应用可以巩固所学并拓展学生的思维根据图片和图表写一段关于村落情况和生活的介绍文字，既加深了学生对于课文重点段落的印象，又发展了借助图片、表格等非语言信息进行语言输出的能力。如果学生英语程度不够好，教师可以给出短文的开头几句，例如One of my students，Tombe lives in a small village in Papua New Guinea.The visit to his home impressed me.。时间允许的话，还可以在上一个讨论问题环节结束后，让学生两人一组，先轮流进行口头作文，再回家完成书面作文。七、教学评价设计 大多数学生都能积极的参与到学习活动中来，表现出了浓厚的学习兴趣，强烈的参与意识、合作意识、和效率意识，在老师的指导下，根据不同的学习任务临时的调整学习策略，通过课堂发言和课后作业的了解分析，我认为大多数学生已经较好的掌握了本节课的重点，能够以谈论是、Sharing为主体进行阅读，综合语言的运用能力和交际能力得到了加强。八、板书设计Main idea for each part:Part 1 (Para 1): Opening of the letter and introduction to what will be talked about in the passage.Part 2 (Para 2-3): The school where Jo worked and Jos work at the school.Part 3 (Para 4-8): Jo and Jenny visited Tombes home in the village.Part 4 (Para 9): Closing of the letter.words?Phrases:1. relevant?adj.?有关的?be relevant to2. adjustvt.?整理,?调整, ?vi适应adjust to3. hear from . “收到的信”,?相当于receive a letter from .hear sb. / sth. out?听完hear about sth.听到关于某事物的消息hear of sb. / sth.听说或知道某人/物的情况4. up to?多达,?直到,?胜任,?由负责/决定be up to sth = be busy doing sth.?忙于,?从事its up to sb. to do sth.?由某人负责做某事be up to = be fit for胜任(常用于否定句和疑问句中)Sentence pattern:Tombers father, Mukap, led us to his house, a low bamboo hut with grass sticking out of the roof- this shows its a mans house.汤贝的父亲,?莫卡普,?把我们带到他的家里。那是一个低矮的竹屋,?屋顶上伸出一簇茅草。1) with +?n.?+ doing (doing表示?with?后名词发生的动作,?此名词为动作的执行者) He lay there with his eyes looking at the sky.2) with +?n. + done (done和with后面的宾语构成动宾关系,?此宾语是动作的承受者。 The thief was brought in with his hands tied back.3) with +?n.?+ to do?动词不定式表示目的,?或将发生,?未发生的事。 With all these mouth to feed, he didnt know what to do. With five minutes to go before the last train left, we arrived at the station.4) with +?n. + prep. phrase The teacher came in with some textbooks under her arm.5) with +?n. + adj. When he is eating, he doesnt speak with his mouth full of food.