外研版高中英语必修3《odule 1 EuropeWriting》优课导学案3.docx
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外研版高中英语必修3《odule1EuropeWriting》优课导学案3
高中英语人教版必修三Unit3TheMillionPoundBankNote
Learningaboutlanguage教学设计
一、教学背景分析(teachingbackground)
1.教学内容分析(teachingcontentanalysis)
本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片断以及马克·吐温的生平简介。
Learning about Language部分突出了词汇和语法的学习与训练。
本单元的语法是名词性从句中的表语从句的具体用法。
2.学情分析(studentanalysis)
人教版高中英语必修三是设计在高一下期学生使用的教材。
学生在经过高一上期初高中磨合时期过后进入了一个相对稳定时期。
对高中英语的教学内容及教学强度有了一定了解,但是基础仍然比较薄弱,所以一节课的容量仍然不宜过大。
对当堂课所学的内容做到真正过手才是能达到效果的一节课。
具体针对我校高一学生来说,虽然经过了高一上期的磨合,但是在课堂中不敢表达,不能表达的情况依旧很普遍。
所以还需要教师在课堂中进行适当的引导和鼓励,以及组织相应的课堂活动来激发学生学习兴趣,增加学习英语的信心。
二、设计思路(designthought)
本节课是以learninglanguage为主,我把表语从句的讲解同languagelearning结合在一起。
使得课堂更加紧凑的同时也不会让学生感觉难以消化。
在课堂开始用歌曲引起学生的兴趣,再引入本节课话题。
而后播放百万英镑短片使学生回忆起上节课所学的课文内容,进而用听自制录音的方式让学生一面回忆上节课内容,一面引入新课。
在听对话中设计了让学生听后paraphrase这一环节,主要是让学生从高一逐渐形成英英释义的思维。
纠正学生一直依赖汉语学习英语的习惯。
在悉知了本节课所要学习的词汇和短语后我设计了一篇与百万英镑主题相切合的短文填空,一方面加强学生对词汇短语的运用能力,一方面由这篇文章引出表语从句的学习。
在表语从句的学习中,我主要引导学生自己找出表语从句的特点,由于是语法板块,对我校学生来说难度偏大,所以这一部分设计成了小组讨论的模式。
在了解了表语从句的特点后,为了加强学生理解,结合百万英镑主题设计了表语从句相应的练习题,并鼓励学生大胆表达。
最后由单句过渡到篇章的表达,并且也结合了前半节课所学的词汇和短语的运用。
三、教学目标分析(teachingaims)
1.Knowledgeaims:
(1)Tolearnnewwordsandexpressions.
Words:
birthplace,adventures,wealthy,concern,relatives
Phrases:
byaccident,Tobehonest,makealiving
Expressions:
Hisproblemisthat…
Hisnewconcernis…
Myconcernis…andmyhopeis…
Thereasonis…
(2)ToreviewthecontentofTheMillionPoundBankNote
2.Abilityaims:
Beabletousethewordsandphrasescorrectly.
Canexpresstheirideasusingpredictiveclause.
3.Emotionaims:
Tohelpthestudentsformaproperattitudetowardstherelationshipbetweenmoneyandhappiness.
4.Learningstrategiesaims:
(1)Toincreasestudents’cooperativeconsciousness.
(2)Tohelpstudentstakepartinavarietyoflanguagepracticeactivitieshappily.
5.Culturalawarenessaims:
(1)Todevelopstudents’cross-cultureawareness.
(2)TohelpstudentstoformEnglishthought.
四、教学策略(teachingmethoddesign)
Task-basedLanguageTeachingMethod,CooperativeLanguageLearningMethod,CommunicativeApproach,Activity-basedApproach,Student-centeredMethod,InductiveMethod,DeductiveMethod.
五、教学重难点(Teachingimportantanddifficultpoints)
1.Teachingimportantpoints
(1)Learnthemeaningoftheimportantwordsandphrases,andlearntousethemcorrectly.
(2)GettoknowthefeaturesofPredictiveclauseandlearntomakesentencesusingPredictiveclause.
2.Teachingdifficultpoints
LearntocombinetwosentencesusingPredictiveclause.
六、教学过程(teachingprocedures)
Beforetheclass
Playasongnamed“magic”toattractstudentattentionandlaythegroundworkfortheclass.
1.Step1lead-in
Greetingtoallthestudents
T:
JustnowIplayedasongnamed“magic”,doyoubelievethatlifeisfullofmagic?
ThemagicformetodayisthatIspendmorethanthirtyyearsandcoveralongwayjustformeetingyouhere.
Ok.Let’slookatthescreen,doyoustillrememberhim?
Whoishim?
S:
HenryAdams,thecharacterinthenovel.
T:
Thenwhat’sthemagicforHenry?
Let’sseeashortmovietoseewhatthemagicforHenryis.
Showthemovie
T:
What’sintheenvelope?
S:
Themillionpoundbanknote.
T:
SothemagicforHenryisthat…(writedownontheblackboard)
(利用短片使得学生回忆起上节课的内容,引出本节课话题)
2.Step2Listeningandparaphrase
T:
BecauseHenryhasgotsomuchmoney,hebecomesfamousovernight.AbeautifulreporternamedLuYuinterviewedhim.Let’slistentotheinterviewandpayattentiontothewordsandphrasesunderlined.Afterthat,we’llparaphrasethesewordsandphrases.
ParaphrasemeansusingyourownEnglishtoexplainaword.
Playtheradio
(Listeningmaterial):
Aninterview
Q:
Mr.Adams,IknowyourbirthplaceisinAmericabuthowdidyoucometoLondon.
A:
Ididn’texpectto.IlandedinLondonbyaccident.Tobehonest,Idon’tlikeLondon.
Q:
Youwereherebyaccident?
Howwasthatpossible?
A:
Well,yousee,Iloveadventures,whicharedangerousbutexciting.Sooneday,Iwassailingoutofthebayandalmostlostmylife.AndlaterIwastakentoLondonbyaship.Iwasmostworriedatthattime…
Q:
Whatwasyourworry,Mr.Adams?
A:
Myworrywashowtomakealivinghere.
Q:
Andthetwowealthybrothersgaveyouanenvelope?
A:
Yes,theyareveryrich.Butbeforethat,theyaskedmesomequestions.
Q:
Oh,whatwastheirconcern?
A:
TheirconcernwaswhetherIhadanyfriendsorrelativesinLondon.
Q:
Butwhydidtheygiveyousuchabigbanknote?
A:
Thereasonwasthattheymakeabetonme.Theirbetwaswhethermylifewouldbechangedbythemillionpoundbanknote.
Q:
Ok,ladiesandgentlemen,thestoryofMr.Adamsistobecontinued.Seeyounexttime,bye!
T:
Ok,Iknowyouhavealreadygotthemeaningofthesewordsandphrases,andthenlet’strytoparaphrasethem.
Askstudentstoparaphrasethewordsandphrases.
1birthplace
2byaccident
3Tobehonest
4adventures
5makealiving
6wealthy
7concern
8relatives
(利用自制的听力材料自然的带领学生进入到词汇的学习,听力材料既切合了百万英镑文章的主题,又能使学生对将要学习的词汇有一个初步的理解。
听力的运用也使课堂教学方式更加多样化。
入了英英释义这个概念,使学生的英语学习进入到一个新的平台。
虽然学生一开始可能不习惯使用英语表达,但是却让学生可以逐渐形成英语思维,对整个高中阶段的英语学习有至关重要的作用。
)
3.Step3Fillintheblanks
T:
Nowyouhaveknownthemeaningofthesewordsandphrases,butIstilldon’tknowwhetheryoucanusethemcorrectly.Solet’scheckifyoureallymasterthem.Usingthemtofillintheblanks,changetheformsifnecessary.
IamHenry.IamnotEnglish.ThefactisthatAmericaismy_________.ThereasonwhyIcametoLondonisthatIlove________andthatwaswhyIsailedmyboatoutofthebayonedayandgotlostatsea.AndlaterIwastakentoLondonbyship__________.MyworrywashowIcould____________here.
Later,thetwo_________brothersmetmeandaskedmesomequestionsandtheir_________waswhetherIhadanyfriendsor________inLondon.Thereasonwhytheygavemethemoneywasthattheymadeabetonme.Theirbetwaswhethermylifewouldbechangedbythemillionpoundbanknote.____________Ireallyneedthemoney.
Asksomestudentstosharetheiranswers.
(本段文章的运用起到承上启下的作用,对所学词汇更进一步加深印象,另一方面引出本节课的另一个主题,表语从句)
4.Step4predictiveclause
T:
Allofyouhavedoneverywell.Thenlet’slookatthepassageagain,andpayattentiontosentencestructureunderlined
IamHenry.IamnotEnglish.ThefactisthatAmericaismybirthplace.ThereasonwhyIcametoLondonisthatIloveadventuresandthatwaswhyIsailedmyboatoutofthebayonedayandgotlostatsea.AndlaterIwastakentoLondonbyshipbyaccident.MyworrywashowIcouldmakealivinghere.
Later,thetwowealthybrothersmetmeandaskedmesomequestionsandtheirconcernwaswhetherIhadanyfriendsorrelativesinLondon.Thereasonwhytheygavemethemoneywasthattheymadeabetonme.Theirbetwaswhethermylifewouldbechangedbythemillionpoundbanknote.Tobehonest,Ireallyneedthemoney.
1.Thefactisthat…
2.Thereasonisthat…
3.Myworrywashow…
4.Theirconcernwaswhether…
5.Thereasonwasthat…
6.Theirbetwaswhether…
T:
Allthesesentencesarecalled…predictiveclause.Nowworkwithyourgroupmemberstofigureoutthefeaturesofthepredictiveclause.
Groupwork(about4minutes)
ThefeaturesofthePredictiveclause:
1.A_____________(sentenceorwordorphrase)
2.Linkword(whichoneisusedbeforeafactandwhichoneisusedbeforeaquestion)
3.Tense(时态)
4.Order(语序)statementorderorquestionorder?
Teachertakespartinthediscussionandgivesthestudentssomeclues.
Asksomegroupleaderstosharetheirideas,correctthemifnecessary.
(由填空的文章引导学生发现表语从句的例句,抛出表语从句的概念,但是却并不是由老师直接给出表语从句的讲解,而是把主动权交给学生,希望通过学生的小组活动自己发现和总结表语从句的特点。
这也符合新课程改革的宗旨,教师在课堂中更多的起引导学生去发现和解决问题的作用。
)
5.Step5exercise
T:
Let’strytodosomeexercisestoemphasizeourunderstandingofthePredictiveclause,ok?
BeforeHenrygotthemoney,hehadsomeproblems.
1.IhavenofriendsorrelativesinLondon.
2.HowcanIfindajob?
(Canyoucombinethetwosentencestogether?
)
______________________________________________________________________________________________________________________________________________________________
SinceHenryhasgotthemoney,hehadnewconcerns.
1.HowcanIspendthemoney?
_______________________________________________________________________________
2.WhereamIgoingnext?
_______________________________________________________________________________
3.Willmylifebechanged?
_______________________________________________________________________________
WhatisyourconcernorhopeaboutHenry?
1.Myconcernisthat/whether___________________________________________________________________________
2.Myhopeisthat___________________________________________________________________________
Encouragethestudentstoexpresstheirideasfreely.GuidethemtousethePredictiveclause.
(这一部分的练习题设置得尤为巧妙,结合了整节课的重难点。
在句子的设计上既贴合了本单元的话题百万英镑,又使用到了本节课所学习的词汇,还对表语从句加强了练习,可谓一举三得。
)
6.Step6teamworkandshowtime
T:
DoyouthinkthatHenrywillbehappyaftergettingthemoney?
IsHenryhappyaftergettingthemoney?
Whatisyouropinionaboutmoneyandhappinessandwhy?
Doasurveyinyourgroupandrecordtheresult.
Ladiesandgentlemen,wehaveaheateddiscussionaboutmoneyandhappinessinourgroupandhereistheresultofthediscussion.
XX’sopinionisthat______________________________________.Thereasonisthat_________________________.His/herconcernis__________________________________.Thatiswhy________________________________________________________.
What’smore/ontheotherhand,XX’sopinionisthat______________________andhis/hersuggestionisthat__________________________________________________.
Myopinionisthat_______________________________________________________.
Thatisall.Thankyouforlistening!
Asksomegroupsto