高中英语教学设计.docx

1、高中英语教学设计高中英语教学设计教学课 题(普通高中课程标准实验教科书)人教版高二英语 (选修7 )第三单元“Under the sea”的热身与阅读部分“OLD TOM THE KILLER WHALE”课文教学: OLD TOM THE KILLER WHALE课程类 型阅读课授课地点小多媒体教室课时第一课时教理学论设依计据根据高中英语新课程标准的要求，英语教师在课堂教学中必须以学生为主体，大力发展学生自主学习的能力和合作精神；注重提高学生用英语获取信息，处理信息，分析问题和解决问题的能力。为此，我采用任务型教学方式设计本课的教学，为学生提供任务，以便引导学生带着自主学习的愿望，在与其他同

2、学交流与合作的过程中完成学习任务。教学由图片开始，引入本课阅读文，让学生通过快速阅读和细读等活动，按照教材要求理解课文。此外，本设计还注意到阅读活动由整体入手，步步推进，由浅入深、由易到难的自然教学结构。教材分析本课是高二英语选修七第三单元的第一课时，本单元的中心话题是海底世界，介绍了不同海底生物的一些信息。本课时是此单元的热身与阅读部分，作者以第一人称的口吻，讲述了一个名叫Old Tom的虎鲸的故事。课文“OLD TOM THE KILLER WHALE”，由“读前”、“阅读”和“读后”三个过程组成。文章生动有趣，学生阅读兴趣较大，因此我在教学中将教师对语言点和语法知识的简单传授改变为学生在

3、任务完成过程中的小组合作和探究性学习，从而扩大课堂的语料输入量及学生的语言输出量。学生分析本节课的教学对象是高中二年级的学生，他们已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动开口表达自己的意见，有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的学习活动，因材施教，才能让他们投入到课堂活动中来。教学目标

4、Learning objectives for knowledge (知识目标)(1) Get the students to learn and grasp the important useful new words and expressions. (让学生学习并掌握重要的新单词、短语) Important words (重点单词)：annual witness accommodation shore offshore opposite pause teamwork dive flee(fled fled) drag urge abandon Important phrases (重点词

5、组)： witness sth with ones own eyes, sort out, in time to do sth, crash down, call out, yell out, there was about to be, ahead of, have the right clothes on, race after, head out into, show sb. the way, lead sb to sp., in the distance, a pack of, on top of, stop sb (from) doing sth, aim sth at sth, b

6、ring in, in the meantime, have a good feed on, wash off, carry away from, be terrified of, hold up, be off(2) Let the students learn about different types of plants and animals that live under the sea .(让学生了解不同种类的海底生物)Learning objectives for language skills能力目标(1) Enable the students to learn to tal

7、k about different kinds of plants and animals that live under the sea. (使学生学会谈论不同种类的海底生物)(2) Improve the students reading ability through reading the passage. (通过阅读提高学生的阅读理解能力。) Learning objectives for Affection情感目标(1) Arouse the students great interest in plants and animals that live under the sea

8、(激发学生对海底生物的兴趣)（2）Develop the students sense of protecting plants and animals under the sea.（培养学生热爱和保护海底生物的意识）教学重点1.Learn the words and phrases listed above. (学习上列单词和短语)2. Let the students learn different reading skills. (让学生学习不同的阅读技巧)教学难点1. How to improve the students reading skills and reading stra

9、tegies. (怎样提高学生的阅读理解能力和阅读策略)2. How to help the students understand the implied meaning of the passage.(怎样帮助学生更好地理解这篇课文的内涵意义)教学方法1. Task-based approach to interesting learning. (任务型学习法)2. Skimming for the general idea of the passage. (略读策略 )3. Scanning for the detailed information. (细读策略)学法渗透本课我将结合活动

10、教学法和任务型教学法，在教学中将学生分成四人一组的学习小组。让学生们在小组中通过合作和探究来完成他们的任务。合作学习（cooperative learning）是指促进学生在小组中彼此互助，共同完成学习任务，并以小组总体表现为奖励依据的教学理论与策略体系。合作学习在形式上是学生座位排列由过去的秧田式变成合围而坐，但其实质是学生间建立起积极的相互依存关系，每一个组员不仅自己要主动学习，还有责任帮助其他同学学习，以全组每一个同学都学好为目标。教师根据小组的总体表现进行小组奖励，学生是同自己过去比较而获奖励。合作学习不仅有利于提高学生的学业成绩，而且能满足学生心理需要，提高学生自尊，促进学生情感发展

11、与同学间互爱及学生社交能力的提高。通过这种形式的教学，学生可以较好地适应将来在校外可能遇到的各种能力差异，使个别差异在集体教学中发挥积极作用。教学手段1、多媒体辅助：将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件使抽象的语言变得直观，为学生运用英语进行交际创设情景。2、非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。 要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我

12、评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。教学过程设计教学步骤活动内容设计意图Step1 Warming up(6 minutes) (热身，6分钟)（热身IntroductionsT: Good morning, class. Today we are going to talk about plants and animals that live under the sea. Have you seen plants and animals that live under the sea ? Where did you see them

13、 ? Whats your favourite ? Share what you know about the plants and animals under the sea.教师活动：老师问学生. Have you seen any plants and animals under the sea? Talk about them.学生活动： Talk about the plants and animals that they have seen before.(海洋生物：whale dolphin sea star angle fish shark jelly fish coral a

14、nd so通过讨论海洋生物，激发学生的学习兴趣Enjoying picturesT：Ok, everyone. Lets look at the pictures on the screen and enjoy the beautiful sea creatures. (打开多媒体，展示图片)学生活动：Look at the pictures & talk about the plants and animals they know. (把动植物名称和每幅图片连起来)让学生欣赏美丽的海洋生物，帮助他们更多了解海洋生物从而培养他们热爱和保护海洋生物的意识。DiscussingIm sure yo

15、u really enjoy the beautiful marine lives, right? What is your favourite sea plant or animal? Why do you like them? Lets discuss these questions in small groups. Try to share your opinions with one another.教师活动：让学生在小组中自由谈论自己所喜欢的海洋生物。学生活动：在小组中和同伴们分享自己喜欢的海洋生物和喜欢的理由。培养学生的口语表达能力和合作性学习的精神Step2 Pre-readin

16、g (6 minutes) (读前，6分钟)(1) Thinking and sayingT: Just now ,we enjoyed some beautiful plants and animals under the sea .We all know whales are the biggest animals in the world. Do you think whales are fish? Why do you say so? (Get one or two Ss to talk about whales).Today we are going to read a story

17、of a large animal living in the sea, a killer whale. Please turn to page 19 and look at the picture of Pre-reading and answer the following questions.(1) What do you think is happening? (2) What is a killer whale? Can you tell me about it? 学生活动：说出有关鲸的一些情况以及图中发生的事情。以提问的方式让学生了解有关鲸的一些信息，从而让学生了解到不同种类的鲸，

18、为下面学习虎鲸的故事做好铺垫。2）EnjoyingPlay the video about the killer whale学生活动：欣赏录像了解虎鲸的生活习性并谈论对虎鲸的看法通过让学生谈论虎鲸，从而引出今天的主题-虎鲸老汤姆。Step3 Fast reading（泛读）(six Minutes)（6分钟）教师活动：Skim the text and get the general idea of the passage ,then fill in the blanks.(1)_was 16 when he went to work at the whaling station.(Clanc

19、y)(2) _ordered Clancy to go to the boat as there was a whale out there in the bay.(George)(3)_was swimming by the boat, showing the whalers the way .(Old Tom)(4)_told Clancy that they would return the next day to bring in the body of the whale .(Jack)(5)_was carried by the waves further and further

20、away from the whales .(James)(6)_knew that Old Tom would protect James.(Red)学生活动：学生分组合作，快速浏览课文，了解课文大意,并迅速找到答案训练学生快速阅读，用英语获取信息和处理信息的能力。Step4 Careful reading12minutes) (精读，12分钟)一 Get the students to read the reading passage again more carefully and find out whether the following sentences are true or

21、false.教师活动：教师用投影仪展示出下面句子：(1) The writer didnt believe that killer whales could help whale hunters until he saw it with his own eyes.(2) When the writer heard the great noise, he knew that a killer whale was telling them that there was a whale nearby. (3) George could hardly wait to hunt a whale and

22、followed the killer without putting on right clothes.(4) George beat the water with his oar so that the killer could swim faster.(5) There were altogether seven killers attacking a whale.(6) After the whale died, the hunters dragged it home. (7) It was a shark that saved James after he fell into the

23、 sea.学生活动：认真阅读课文完成任务，然后向全班汇报。Suggested Answers:(1) True (2) False. It was George who told the writer that Old Tom was telling them there was a whale.(3) False. It was the writer who didnt have the right clothes on.(4) False. George beat the water because Old Tom disappeared.(5) True(6) False. After

24、the whale was killed, it was the killers that dragged it into deep water.(7) False. It was Old Tom that saved James.训练学生快速查读细节、捕捉信息的能力Step4 Careful reading12minutes) (精读，12分钟)二T: Now answer the following questions in pairs.1. What evidence was there that Old Tom was helping the whales out?2. What ot

25、her animals did the author compare the killer whales with? Why do you think the killer whales behaved like this?3. Why did George think that the killer whales worked as a team?4. Why did the whalers allow the killer whales to drag the whale away?5. How did Old Tom help James? Why do you think he did

26、 this?教师活动：就短文内容设计几个问题要求学生回答。学生活动：两人一组讨论这些问题，然后回答。设计意图：培养学生的阅读理解能力，发展自主学习的能力和合作精神。Suggested answers:1. Old Tom let the whalers know that there was a baleen whale nearby; he showed them the way to the whale.2. Dogs. Because they knew that, together with the whalers, they would soon kill the baleen wh

27、ale and get a good feed.3. Because he could see that some of the killers were throwing themselves on top of the whales blowhole while others were preventing it from diving or fleeing out to sea.4. Because they knew the killer whales would leave the rest of the body to them.5. Old Tom prevented James

28、 from drowning. Old Tom wanted to help his human friends.培养学生的阅读理解能力，发展自主学习的能力和合作精神。Step5 Post-reading（5minutes）(读后，5分钟)教师活动：教师展示一些讨论性话题： In groups, discuss the relationship between Old Tom and the whalers. What other animals help humans out in hunting? The last whaling station in Australia closed i

29、n 1978. Whales are now an endangered species and in need of conservation. They are now protected by an international ban on whaling .However, some countries oppose the ban. In groups, discuss the reasons for and against banning whaling.学生活动：学生思考并讨论上述问题，然后向全班同学汇报。帮助学生进行课堂反思，自己学到了些什么知识；培养学生保护海洋生物的意识。S

30、tep 6 Language study(10minutes)(语言学习，10分钟)1) Reading aloud to the recordingNow please listen and read aloud to the recording of the text OLD TOM THE KILLER WHALE. Pay attention to the pronunciation of each word and the pauses within each sentence and underline the words and phrases that you dont und

31、erstand.教师活动：教师放课文录音带。学生活动：学生小声跟读课文，并注意语音语调，并画出不懂的词语。2） Present the following phrases on the blackboard while the students are listening to the tape. Ask the Ss whether they are what they have underlined and then ask them to translate them into Chinese. Finally, get them to remember the sentences containing these phrases by heart. witness sth with ones own eyes, sort out, in time to do sth, crash down, call out, yell out, there was about to be, ahead of, have the right clothes on, race after, head out into, show s