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【2011浙江】人教版(新课程)高一年级 A Pioneer for All People 的教学设计
  发布者:学科专家  发布时间:2012-01-12

人教版(新课程)高一年级 A Pioneer for All People 的教学设计

 

工作单位及姓名:仙居中学 王媚 

教学年级:高中一年级

课题名称: 模块4  Unit 2 Working the Land

教材版本:人教版

授课时间:40分钟

 

一、设计思想

本课时的教学以高中英语课程标准中对高一学生的阅读要求作为指导思想。

设计特色:使用多媒体教学,制作PowerPoint课件并结合黑板板书来呈现整个教学流程,课件中的图片形象生动,让学生产生学习兴趣,同时,应用黑板的板书,适时调整教学步骤和扩展教学内容,掌握阅读策略。

 

二、教材分析

本课是普通高中课程标准实验英语教科书4 Unit 2 Working the Land 的第二课时,“A Pioneer for all People”,课型是阅读课,。在上此课时之前的第一课时中教师已与学生一起讨论了一些关于自然灾害的话题,如洪水、台风、海啸、飓风、火山爆发等,并已布置学生查阅地震方面的资料,使学生对该话题有良好的背景知识。

    这是一篇记叙文,用第三人称的形式讲述了1976年唐山大地震。分前兆、经过、结果三个段落来叙述。在行文中体现了作者对地震这一灾害所造成的危害的震惊和对唐山人民的同情。

本文以事情发生的先后顺序为线索来写作,运用了大量的细节来描述地震带来的可怕后果。如:one-third of the nation felt it. A huge crack… cut across…Steam burst…生动而清晰地反映了地震这一自然灾害,表达了对灾区人民的同情心,同时作者还运用了比喻、拟人等手法使得文章生动而富有感染力。

在这篇课文中出现了高中阶段的重要语法项目:定语从句,句型结构比初中丰富、复杂。

 

三、学情分析

高一学生经过初中三年的学习,掌握了一定的语言知识,获得了一定的学习能力,可是普遍存在着不良的阅读习惯、阅读能力较弱和信息获取能力弱等问题。经过高一前面3个单元的学习,学生已拥有小组讨论的经验,而且学生也已经具备一定的语言知识和语言技能以及独立思考的能力,掌握了如何运用寻读、细读等阅读策略来理解大意、获取信息等学习策略。但由于有很多学生来自个乡镇学校,英语基础差异很大。

 

四、教学目标

根据《英语新课程标准》关于总目标的具体描述,结合高一学生实际和教材内容,我将教学目标分为知识目标、能力目标、情感目标三个方面。

1.知识目标Knowledge

词汇(Vocabularyshake, rise, crack, burst, well, smelly, pond, steam, destroy, ruin, injure, survivor, brick, useless, shock, quake, rescue, electricity,

disaster, organize, bury, coal, mine, shelter, fresh, percent, honor, prepare.

短语(Phrases and expressions)right away, at an end, in ruins, be trapped under sth, to the north of sp, put up, give out, wake sb up, prepare sth for sth., think little of sth.

语法(Grammar)定语从句(The Attributive Clause.能用英语描述任务的特征、行为等---- who/ whom/ whose/ that引导;能用英语描述事物、事件的性质、内容等---- which/ that/ whose引导。

2.能力目标(Ability

    能运用所学语言知识描述地震方面的知识,如预测地震和地震时的自我保护,引起学生对自然灾害的关心,促使学生渴望了解医疗、通讯等其他方面的知识等;提高阅读技能和用英语进行思维、推理、判断的能力; 掌握新闻报道的写作步骤和要点。

3. 情感目标(Affect

学习唐山人民勇敢面对自然灾害,积极进行灾后重建的精神;在教学活动中培养学生的合作精神和面对困难互相帮助的精神。

 

五、重点难点

1教学重点:(1)词汇:injureorganize, bury, survivor, shock, rescue, disaster, fresh, judge, prepare, in ruins, dig out

           (2)重点句子:a. It seemed that the world was at an end!

                        b. Bricks covered the ground like red autumn leaves.

                        c. The army organized teams to dig out those who were trapped and to bury the dead.

                        d. Workers built shelters for survivors whose homes had been destroyed.

3)语法:The Attributive Clause

4)教学生学会对所读过的内容写摘要

3教学难点: 运用所学单词和短语表达自己的想法; 理解课文中较长的句子并学会划分句子成分;如何利用课文内容学习写摘要,如何延伸、拓展课文的内容;指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材,培养信息社会收集查找资料的能力

 

六、教学策略与手段

依据所教班级的学生实际和英语新课程标准的要求,在教学中引导学生对所阅读的内容采用略读(skimming)、自上而下top-down、自下而上bottom-up及图式理论等阅读策略进行阅读。我通过图片导入课文后,对阅读过程进行正确引导并及时疏导阅读疑难,包括让学生在教师的指导下自主进行快速阅读和细读等多种形式的阅读实践来获取信息。

在本课文教学中我将运用多媒体来辅助教学,多媒体具有文字、图片、动画、声音等直观媒体信息可同步进行的优点,能在课堂上充分调动学生的积极性。

 

七、课前准备

1  学生的学习准备:指导他们通过报纸、杂志、图书馆和网络等资源查找有关地震和其它自然灾害的相关知识。

2.教师的教学准备:利用网络资源整合唐山大地震有关的相关素材,熟悉教材,并设计课堂教学步步骤。

3.教学环境的设计与布置:配备多媒体设备的教室。

4.教学用具的设计和准备:由教师设计多媒体课件。

 

八、教学过程

Step 1 Lead-in (5 minutes)

T:  Today, before we begin our reading, I’d like to show you a picture.

Q: What can you see in the picture?

Ss: a modern city, wide roads, tall buildings, beautiful parks, and so on.

T:  Next I would like to show another picture.

Q: What can you see there? This picture is the picture of the city you saw just now.

Ss: Roads were cracked. People were injured. The city was in ruins…

T:  Q: Why did it look like that?

Ss: Maybe something terrible happened to the city---earthquake. 

T:  Q: How can we foretell an earthquake?

用图片巧妙的进行导入,直观、生动的图片能吸引学生的注意力。

Step 2 Fast reading (4 minutes)

T:  Let’s read a news report about a terrible disaster which happened in

Tangshan 30 years ago. There are two questions for this part. Allow

the students a few minutes to discuss the following first question

according to the text.

Q: What do you think may happen before an earthquake?

   (What kind of signs can tell you that there is an earthquake?)

   (what are the predictions of an earthquake?)

S1: Before an earthquake, animal will become nervous. Cows, pigs, horses        and dogs will be upset.

S2: People can see mice running about.

S3: If the earthquake happens during winter, people can even see snakes.

S4: The water will rise and fall.

S5: The fish will jump out of ponds.

S6: Bright lights can be seen in the sky.

S7: A smelly gas will come out.

S8: Noise sound can be heard.

S9: Water pipes will crack and burst.

通过让学生寻找并讨论地震发生前的迹象这样一个问题,既训练学生利用阅读技巧寻找所需信息的能力,又让学生了解地震的基本知识。在学生的回答中,学生学着运用课文中出现的词汇,其实又是对所学的单词和短语进行巩固练习。

T: Imagine there is an earthquake now, and your home is shaking, at this moment you have no time to take any other things but one, what it will be?

  S1: I will take as much water as possible, because it is said that people can

keep alive for nearly 7 days by drinking without any food.

  S2: In that case, I’d rather take some apples, so that besides drinking, I can

eat.

  S3: I will carry as much money as possible.

  

通过讨论“假如地震发生时,你只有机会带走一样东西,你会带什么?”,不仅活跃了课堂气氛,有锻炼了同学们的口语能力。

Step 3 Reading (25 minutes)

T: But millions of people in the city went to bed as usual that night and

they thought little of these signs of an earthquake.

Ask the students to go through the text to get the general idea of the

passage. This can help them finish exercise 3 in Comprehending.

 

    Topic sentence         Supporting details              Result

Para.1: 发生了奇怪的事        井水;井壁和气体;          人们无动于衷

动物的异常表现;

天空的白光和声音;

地下的水管

Para.2: 20世纪最大的地震     影响范围;巨大裂痕;         死亡总数

地下气体;山头变河流;

城市成废墟;

三分之二的人死亡;

成千上万的家庭消失

Para.3 所有各处所有物体的摧毁  医院、工厂、建筑、住宅;   幸存者的感受

                          大坝和桥梁;铁道;

                          牲畜和家禽;第二次地震;

                          新的伤亡;

水、电和食品的中断

Para.4 希望犹存                军队抢险;救助灾民;        城市重获新生  

抢救被困者;

矿工得到营救;

搭建临时帐篷;

提供水源

Para.1 before the earthquake

Para.2-3 during the earthquake

Para.4 after the earthquake

这个环节主要是指导学生通过阅读全文,了解课文大意,理清文章的脉络。我会这个环节中提醒学生不要逐字逐句地阅读,应跳过不太重要的词组去了解文章的段落大意,从而训练学生的阅读速度和概括大意的能力。我在幻灯片中用中文给学生提示,要求学生用英语表达出各段落中的topic sentence, supporting details and its

result.

T:  Now let’s read the passage again and find more information. Join the

correct parts of the sentences. (page 27, ex1)

T:  Here are some more work for you. You can work in groups.

Part 1

In order to consolidate the important words and phrases, I ask the students to

fill the following sentences with proper words.

u       At 3:42 am everything began to __________(震动).

u       It seemed that the world was _____________(结束).

u       In fifteen terrible seconds _________________(城市成废墟).

u       (三分之二的人死亡或受伤)________________during the earthquake.

u       (成千上万的家庭消失)____________________and many children were left without parents.

u       (一条巨大的裂缝)____________ that was eight kilometers long and thirty meters wide cut across houses, roads and canals.

Part 2

In order to develop the ability of searching the details, I give the students the following question to practise.

Q: How do you know that everything everywhere was destroyed?

   Give some examples:

   Hospitals: ___________________________________

   Bricks: _____________________________________

   Dams: ______________________________________

   Cows: ______________________________________

   Pigs and chicken: ____________________________

   Railway tracks: _______________________________

   Another big earthquake: _______________________

   Workers and doctors: __________________________

   More buildings: ______________________________

   Water, food, electricity: ________________________

   (本块内容均配上图片帮助学生用英语表达)

Part 3

In order to check the students’ further understanding in Part 3, I give the

following question to think about and tell the students that they can cooperate with others.

Q: Why does the writer say all hope is not lost?

l         First, the army…

l         Secondly, the army…

l         Third, to the north of the city…

l         Forth, workers…

l         Last, fresh water…

这个环节应该说是细读课文,目的是让学生对文章有更深刻的理解,训练学生获取详细信息的能力。我把课文分成三个部分,并给每个部分根据课文内容设置了检测题,我会让基础比较差的同学回答表层信息题,比如第二部分的细节找寻题,让他们在同学和教师的帮助下学会简单地处理信息;比如第三部分的复述题我会让基础好一点的学生去做,因为他们有更强的获取信息和处理信息的能力,同时引导他们学会总结、概括。

Step 4 Discussing (8 minutes)

After reading the news report and seeing so many pictures, what do you learn from such a disaster?

Ø         Self-rescue (give the students the index and ask them to learn to save themselves the others after class)

Ø         Environment protection (nowadays there are more disasters than before. One of the reasons is that pay more attention to our economy development than the earth we live.)

Ø         Friendship (though the disaster destroy everything, it can not destroy the love among us.)

设计这样一个课堂讨论目的是希望学生从课文中得到更深刻的启发,该项内容由学习小组讨论共同完成,以培养学生的合作意识和创造性地运用语言的能力,并让他们学习唐山人民勇敢面对自然灾害,互相帮助,积极进行灾后重建的精神。

Step 5 Homework (3 minutes)

   1. Writer a summary for the news report.

   2. Find out the attributive clauses in the passage and underline them.

 

九、知识结构或板书设计

smelly, injure, shock, canal, bury, rescue, organize, shelter, brick,

a great number of, right away, dig out.

 

十、作业设计

【问题研讨】

1  该如何指导学生写新闻报道的摘要?

2  如何让学生去欣赏课文中的一些生动而富有感染力的修辞手法?如:

Bricks covered the ground like red autumn. (比喻)

A night the earth didn’t sleep.

Slowly, the city began to breathe again. (拟人)

【参考资料】

本课设计的主要参考资料:

1.     普通高中课程标准实验教科书 英语 1,北京:人民教育出版社,2006

2.    任志鸿,高中同步导学大课堂,北京:华文出版社,2006

3.    席玉虎,名师说课(新高一上),北京:中国科学技术出版社,2006

4.    教育部,普通高中英语课程标准,北京:人民教育出版社,2003

5.    涛琪,45分钟作业与单元评估,北京:光明日报出版社,2006

 

 
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