学科频道 - 英语

教学设计

【浙江项目】人教版高三年级Unit 6“Going West”教学设计

　　作者：学科专家　发布时间：2011-06-16

案例名称：人教版高三年级Unit 6“Going West”教学设计

科目：英语

教学对象：高三

课时：1

提供者：毛鸿燕

单位：奉化武岭中学

一、教学内容分析（简要说明课题来、学习内容、这节课的价值以及学习内容的重要性）

本单元以“西进运动”为话题，旨在通过单元教学，使学生了解美国的西进运动及其所代表的美国人勇于开拓、不畏艰辛的西部精神。并能正确运用表示“不屈不挠”及“成功”类的交际用语，学习相关语法，同时扩大知识视野。文章通过介绍西方的文化历史，激发学生主动参与、主动探究的求知欲。
正文部分采用叙事的写作手法,介绍了作者一家迁移过程中所遭受的种种艰辛,充分体现了这些走向西部的移民那种艰苦卓绝、顽强拼搏的精神。正是依靠这种“坚忍不拔、百折不饶”的毅力，最终帮助他们摆脱困境，胜利到达目的地。故事以第一人称讲述，语言浅显流畅，多用短句，学生读起来会有身临其境之感。故事主题鲜明，容易引起学生的阅读兴趣和共鸣。

二、教学目标（从知识与技能、过程与方法、情感态度与价值观三个维度对该课题预计要达到的教学目标做出一个整体描述）

（1）知识目标（knowledge goals）：Learn some of the important new words and expressions

Words: beyond, frontier, salty, pond, drinkable, barren, patch, burden,

desperate, beast, accustomed, thirst, starvation, anxiety, thirst

Phrases: leave behind, lose one’s way, be accustomed to, come to an end

Grammar: review the Attribute Clause

（2）学能目标（Leaning ability goals）：Let the students learn how to talk about perseverance and success with the target language and how to make a brief summary of the experience of going west.

（3）能力目标（Ability goals）： Learn what difficulties the travelers faced and

how they survived on their way to California.

（4）情感目标（emotional goals）：Let the students learn something about “Going West” in the history of America and learn about their perseverance.

（5）态度目标（attitude goals）： Develop the students’right attitudes towards perseverance and success.

（6）方法目标（method goals）： Train the students reading ability.

三、学习者特征分析（说明学习者在知识与技能、过程与方法、情感态度等三个方面的学习准备（学习起点），以及学生的学习风格。最好说明教师是以何种方式进行学习者特征分析，比如说是通过平时的观察、了解；或是通过预测题目的编制使用等）

本节课的教学对象为省二级重点中学高中三年级的学生，这个班的学生学习英语的兴趣比较浓厚, 学生的英语成绩相对比较好,英语基础知识也比较扎实。在经过了过去几年的英语学习后,同学们已经掌握了一定的听,说,读,写能力。同时，他们的智力发展趋于成熟，认知能力比高二时也有了进一步的发展，渐渐形成了用英语获取信息、处理信息、分析问题和解决问题的能力，因此在本篇课文中我特别注重提高学生用英语进行思维和表达的能力。高三的学生已经有了自己的学习技能和策略，会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。他们会对课文内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。

但是受高中学生普遍感到英语难学思想的影响，老师满堂灌的教学会使学生感到乏味，并且记忆不牢。结果导致很多学生死的语法知识学了不少，可是综合运用语言的能力却有待提高。

因此，设计这节课时，我抓住它们的这些特点，以朋友的身份走进他们，以基础的语言启发他们，消除他们的心理障碍，以轻松的谈话开始，并愉快地结束这节课。

四、教学策略选择与设计（说明本课题设计的基本理念、主要采用的教学与活动策略）

本节课采用多媒体教学，用相关的图片和录音，激起学生对即将阅读的文章的兴趣，提高他们的学习积极性，主动性。同时采用任务教学法，合作教学法，学生中心教学法等教学方法，突出学生在课堂中的地位，活跃课堂气氛，让学生在各项教学活动中，自然而真实的掌握知识，提高阅读技能，丰富文化背景。

教学设计结构紧凑，环环相扣，有浅入深。先利用图片引起学生兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握文章细节，再从整体上把握文章的结构、特色，学习如何用英语归纳以及复述文章内容，最后自己小结上完这节课的收获，使他们掌握阅读技巧的同时也增加了知识，丰富了他们的文化内涵。在小组讨论过程中，学会用英语口语谈论自己本节课的收获。

Teaching Methods:

1. Scanning the passage to get the general idea of it.

2. Careful reading to answer some detailed questions.

3. Discussion after reading the passage to make the students understand what they can learn from the text.

4. Individual, pair or group work to make every student work in class.

五、教学重点及难点（说明本课题的重难点）

Teaching Important Points:

1. Master the new words and phrases in this period.

2. Enable the students to understand the text better.

3. Improve the students reading ability.

Teaching Difficult Points:

1. How to make the students understand the reading passage better.

2. How to master the language points in the passage exactly.

3. Give students the background information of this story.

六、教学过程（这一部分是该教学设计方案的关键所在，在这一部分，要说明教学的环节及所需的资源支持、具体的活动及其设计意图以及那些需要特别说明的教师引导语）

教师活动

学生活动

设计意图

Step I. Warming-up and Lead-in(第1－5分钟)

Ask the following questions one by one and show the pictures of the routes of the Red Amy.

1. Do you think it’s difficult to travel from here to Gansu?

2. What about the Red Army?

3. Can you tell me the difficulties they met in the journey?

（学生原有的相关知识较为丰富，因此大部分学生能踊跃发言。）

【设计目的】第一个问题比较贴近学生生活，能够激起学生的学习主动性与积极性，并会积极作答，以活跃课堂气氛。而第二个问题马上把学生的思绪从现代社会拉回到了红军长征那个艰苦的年代，并唤起了他们已有的知识及情感态度。同时，第三个问题让他们具体考虑红军长征路上所碰到的困难，为后面的环节中让学生为两者作比较打下了基础，作了铺垫。

Step II. While－Reading——培养学生的阅读能力，增加学生对课文的熟悉了解程度，通过“我”的描述，对美国西进运动的过程及其艰辛有所了解。（第6－22分钟）

1、Fast-reading：Read the text quickly and answer the following two questions and then try to fill in the table. （第6－12分钟）

①．When did their travel begin and what was their destination?

②．What difficulties did they meet？

③. Fill in the table

	The Long March	Going West
Place
Time
Route
Difficulties

（学生基本能在规定时间内阅读完课文，并作出应答。）

【设计目的】快速阅读，训练学生跳读及快速捕捉特定信息的能力。任务要求较为简单，而且因为有了Warming-up and Lead-in中的铺垫，学生能迅速跟上老师的节奏，使程度较低的学生也能出色地完成任务，增强他们的兴趣和信心。

2、Careful reading: Enable students to get the main idea of the passage and gain more detailed information. （第13－22分钟）

①. Read the text carefully and match the main idea with each paragraph:

Para. 1 The hard journey across the Salt Lake Desert

Para. 2 We get ready for the journey westward by reaching the first destination of Indian Greek

Para. 3 A brief introduction to the journey

Para. 4 The writer at last arrived at the promised land.

Para. 5 The writer was exhausted but persisted on the journey.

Para. 6 The hard journey through the Death Valley

（Most students are able to find the answers on the expected time.）

【设计目的】让学生带着任务有目的的阅读课文，不但了解了课文大意，同时也培养了学生迅速查找、归纳和整理信息的能力，对于提高他们的阅读理解能力有很大的帮助作用。

②. Divide the text into 3 parts and organize its main idea.

Part 1 (para1.) ________________________________________

Part 2 (para2.-5.) ________________________________________

Part 3 (p 6.) ________________________________________

【设计目的】通过仔细阅读并分段，使学生对课文的脉络和结构更加了解，熟悉，同时也加强了学生概括段落大意的能力。

③．Fill in the following chart with proper events of the journey.

Time	Events
October, 1845
April 12, 1846
November, 1846
For many weeks
On the morning of Christmas Day

（有一定难度，在老师的指导下和同学帮助下，基本可以完成。）

【设计目的】通过这个任务，学生对课文中的行进路线及时间有了非常具体与直观的了解，并清楚地明白了文章的结构。

Step III. Post-reading: Enable the students to consolidate the text and know more about the detailed information.（第23－33分钟）

①. Decide whether each of the following statements is true (T) or false (F) without referring back to the text.

( ) 1. We traveled alone.

( ) 2. We traveled day and night.

( ) 3. During walking through the desert, we couldn’t ride the wagons.

( ) 4. For many weeks w had suffered from heart, thirst and starvation.

( ) 5. During the long journey, we could help each other.

( ) 6. When a young man in our group suggested that I stay behind with the children and wait for help, I agreed.

( ) 7. When the animals smelt the water, they all ran.

②. Multiple choices

1．The purpose of their journey was to ____.

A．search for the promised land B．dig for gold

C．enjoy themselves D. look for a book about California

2. How long did it take the writer and his family to make their journey?

A. eighteen months

B. one year

C. more than one year

D. less than one year

3. We can infer from the story that the writer was a person _______.

A. of great determination and perseverance

B. always in high spirit

C. strong enough

D. easily giving up

4.Why didn't the author stay behind with the children and wait for help?

A. Because that meant he would die.

B. Because he knew that children were tiresome.

C. Because he knew that there was a wagon waiting for him/her.

D. Because he felt he/she could get a prize by his/her father.

5.From the passage, we can learn that ________.

A. Misfortunes never come singly.

B. Practice makes perfect.

C. Victory belongs to the most persevering.

D. More haste, less speed

（大部分学生能快速并准确地回答问题。）

【设计目的】通过T or F和Multiple choices这两个任务，学生可以自我检测对课文的熟悉程度，巩固对课文内容的理解，同时任务设计难度不大，可以照顾到程度一般的学生。

③. Answer the following questions.

Q1: Where in the US are the states called Kansas and California? Where are the Rocky Mountains?

Q2: Where in the text do you find evidence that the wagons were not the most suitable means of transport?

Q3: Why did the travelers call their ninety-mile drive through the Salt Lake Desert th“long drive”?

Q4: What can we learn from the text? What impresses you most？

Q5: Can you think of any other legendary journeys in China or other countries? Discuss this question in groups. Which hardship did the people have to live through?

（难度加大，要求深层次了解课文，程度好的学生能积极作答。）

【设计目的】从回答问题、概括提炼中心思想和小组讨论三个方面逐步推进，激发学生的求知欲，并充分利用学生已有的知识达到运用英语进行交际的能力。

Step IV. Discussion：(Discuss in groups of four)（第33－38分钟）

1．According to the fourth paragraph, why do people call the desert death Valley.

2．What can we learn from this text?

【设计目的】小组讨论，加强了师生互动、生生互动，即进一步挖掘课文的深层含义，加深了学生对课文的深层次了解，又鼓励学生用英语与同学交流，表达自己的想法，同时引发学生思考西进运动在美国历史上所发挥的作用以及从课文中所应学习到的情感态度和价值观态度。

Step V. Consolidation （第38－43分钟）
Read the text again and try to fill in the blanks.

In the ______ of 1845, after his father read a book about _________, he decided to _____ there. His family and many other families ________ for their journey by the middle of October. After traveling through _________, they had to spend __________ in Kansas. Until ____________ , they wouldn’t leave. They traveled by day. On November4, 1846, they entered __________ and soon lost their way. Due to lack of ______________, the oxen had no strength to pull the wagons and were burnt. People had no choice but to cover another 500 miles ________. At last, they _________ all the difficulties and got to the west on the morning of _____________. They started their new life there.
Keys: spring, California, move, 4 states, the winter, April 12, 1846, the desert, water and grass, on foot, overcame, Christmas Day

【设计目的】通过填空练习，增强学生用英语概括归纳的能力，提高了学生写作的能力，同时进一步巩固了对课文的理解。
Step VI. Homework：（第43－45分钟）

Review the language points in this passage.
Finish the Ex.1,2,&3 on Page 51

【设计目的】引导学生复习所学内容，并强化他们自我分析,并解决问题的能力。

七、教学评价设计（创建量规，向学生展示他们将被如何评价（来自教师和小组其他成员的评价）。也可以创建一个自我评价表，这样学生可以用它对自己的学习进行评价）

八、板书设计（本节课的主板书）

Unit6 Reading----Going West

Time: the middle of October in 1845 account

--------at 3 a.m of Christmas Day leave behind

Place: Indian Creek in Kansas--à the Salt Lake Valley lose one’s way

---à the Salt Lake Desert---àDeath Valley---à in desperate need of

the promised land (California) be accustomed to

Persons: my father, I, the people moving to the west… get on one’s knees

Thing: Going west suggest that…+V

Difficulties: lost their way/ no water/ animals died come to an end

“An iron pestle can be ground down to a needle.”

九．教学反思

本次教学的成功之处是引导学生一步接一步从阅读文章表层意思，到探讨深层意思，结构紧凑，使学生明白西进运动过程中移民所碰到的艰难困苦。例如，先带着问题阅读课文，回答问题，接着填充表格，然后分析文章，（这是表层理解），最后总结全文，通过课文理解使学生达成共识，升华到深层理解，思考西进运动对美国所造成的巨大作用。引入部分较好地达到了预期效果，用自己准备的问题和图片作为引入，时间短且能引起学生兴趣及渴望了解更多的求知欲。

不足之处是在阅读后回答问题那部分，设计问题大多是深层次问题，因此对阅读能力稍差的学生难度稍大，在以后类似的教学过程中，我会分几个环节设计精读练习，力求能使每个层次的学生都有所收获。

原文链接：http://2011.zhejiang.teacher.com.cn/GuoPeiAdmin/TrainingActivity/TrainingActivityStudentView.aspx?TrainingActivityStudentID=816&cfName=20110522816


相关评论	点击数：954 评论数：0