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教学设计 课题英语人教版必修四第一单元第一课时Book4Unit1Womenofachievement——AstudentofAfricanwildlife本节课教学内容分析ThisperiodincludesWarmingupReadingandComprehendingoftheReading.Itintrodu__sadayofJaneGoodallandhercolleaguesintheforestsobservingthechimps.AfterreadingthepassagethestudentscanknowaboutJaneGoodall’sworkingmethodshergreatachievementsandherattitudetowardswildani__ls.Readingthepassagethestudentscanalsolearnsomereadingstrategiessuchaspredictingskimminganddrawingconclusions.依据标准新课标规定的课程性质和理念使学生在义务教育阶段学习的基础上,进一步明确学习目标,发展自主学习的能力和合作精神;在加强对学生综合语言运用能力的培养的同时,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,以及用英语进行思维和表达的能力;通过高中英语学习,使学生的语言运用能力进一步得到提高,国际视野更加宽广,责任人感和使命感进一步增强三维教学目标知识与能力Knowledge:adayofJaneGoodallandhercolleaguesintheforestsobservingthechimps.Skills:skimming;scanning;detail-finding;role-play;discussingsum__rizing;知识JaneGoodall和她的同事观察黑猩猩的方法,以及她在黑猩猩的研究和保护方面取得的成就技巧精读、泛读、信息查找、分组讨论、实际应用能力、总结概括过程与方法参看教学过程教学方法Predictionandstructure;task-teaching;practi__预测功能和结构、任务型教学、和实际应用;学法指导Individualworkpairworkandgroupwork.情感态度价值观ForfortyyearsJanehasbeenhelpingtherestoftheworldunderstandandrespectthelifeoftheseani__ls.Peoplewilldosomethingthatcansatisfytheirfeelingsand__keabetterworld.学生特征分析本堂课的教学对象是高一下学期学生,学生已经具备一定的阅读理解能力,但学生的口语表达能力有限,虽然学生对保护野生动物这一话题比较熟悉,但输出不够准确流畅学生对有成就的女性事迹有一定的背景知识,在讨论时有话可说教学重点及分析
1.ComprehendthestoryofJaneGoodall’sprotectingtheAfricanwildlife.
2.LearnfromJaneGoodall’sstoryandcometotheideathatgreatpersonalityisofimportan__toone’ssuc__ss.通过预测策略进行启发诱导式探索与总结;通过两两合作和小组活动等讨论法、操练法、角色扮演法等解决重点问题教学难点及突破Charmingsenten__anddifficultsenten__s;
1.Watchingafamilywakeupwakeupisourfirstactivityoftheday.
2.Onlyafterhermothercametohelpherforthefirstmonthswassheallowedtobeginherproject.
3.On__shestopsitallcomescrowdinginandsheremembersthechimpsinthelaboratories.培养学生积极并主动的英语生成汉语的思维,踊跃提出不懂的问题并将自己的想法和意见向老师或同学表达教学策略阐述探究引导策略探讨式学习;教师启发引导;自主合作探究式学习策略建立小组讨论、交流、合作的课堂氛围;情景创设策略运用生活中与教学内容相关的情景,借助多媒体展开教学活动;设计问题,__教学内容,提出有启发性的引申问题,激发学生的学习兴趣,积极地参与到探究学习当中;教学过程教学环节充分调动学生自主性和自觉性;老师指导为辅,学生活动为主;启发诱导为主,采取适当点评法;设计意图导入导入导入泛读泛读泛读精读精读角色扮演精读精读精读精读精读总结欣赏总结欣赏合作讨论StepIWarmingupThroughacharmingsenten__andsomepicturesaboutgreatwomen.T:InclassIwanttoaskyouaquestion:Womencanholduphalfofthesky.Ss:女人能撑半边天.T:Todaylet’slookatsomepicturesaboutwomenwhocanholduphalfofthesky.And__tchthepictureswiththedescriptions.YoucandiscussinpairsSs:Discussinpairs.StepIIPre-readingT:Todaywewilllearnoneofthem:JaneGoodall.Firstlet’senjoysomepicturesaboutJaneandthetitleofthepassage.Afterlookingatthepicturesandthetitleofthepassagethinkaboutwhatthepassageisabout.StepIIIWhilereadingT:Nowclasslookatmysuggestedanswer:Let’sskimthepassageandcheckifwewereright.
1.Readforstructure【Task1】SkimmingtocheckthepredictionThestudentsreadthetextquicklyandcheckifwewereright..T:Thesearethetwocluesofthetext.Soourpredictionsareright.【Task2】Skimmingtogetthetopicsenten__andthe__inideaofeachparagraph.Getthestudentstoreadthepassagequicklyandsilentlytounderlinethetopicsenten__ineachparagraphand__tcheachparagraphwithits__inidea.Theteachershouldgivethestudentssomeguidan__tohelpthemusetheproperskimmingstrategy.a.FollowingJane’swayofstudyingchimpsourgroupareallgoingtovisitthemintheforest.b.NobodybeforeJanefullyunderstoodchimpbeh__iour.c.ForfortyyearsJaneGoodallhasbeenoutspokenabout__kingtherestoftheworldunderstandandrespectthelifeoftheseani__ls.d.Shehasachievedeverythingshewantedtodo.
2.Readfordetails【Task1】Getthestudentstoreadparagraph1togetsomedetailedinfor__tionandtofillintheblanks.Thestudentsreadparagraph1carefullyandanswerthesequestionsinactorsforexampleoneactsthegroupanotheractsthechimpsandtheteacheractsthenarrator.Encouragethemtoanswerthequestionbr__ely.Theteachergetsthestudentstoenjoyacharmingsenten__and__keupasenten__accordingtoit.【Task2】Getthestudentstoreadparagraph2togetsomedetailedinfor__tion.Thestudentsreadparagraph2silentlyandanswerthesequestions.Theteachershouldinstructthemthewayofdoingthethirdquestionforexampleremindthemtopayattentiontothetransitionalwordslike“oneimportantthing”“also”and“and”.Theteachershouldhelpthestudentsto____yzeadifficultsenten__intheparagraph.【Task3】Getthestudentstoreadparagraph3anddosomeTrueorFalsequestions.Thestudentsreadparagraph3carefullyanddosomeTrueorFalsequestions.Theteacherinstructsthemtopayattentiontothesu__ectandthepredicateverbofthefoursenten__s.Theteacherhelpsthestudentsto____yzealongsenten__intheparagraph.【Task4】Getthestudentstoreadparagraph4andfindJane’sachievements.Thestudentsreadparagraph4carefullyandfindJane’sachievements.Whentheyreadittheyshouldpayattentiontoparallelstructure.StepIVPostreadingTask1AppreciationReadthewholepassageagainandappreciatetheorganization.Task2DiscussingOfferthestudentsthevideoaboutJanethediscussingtopicandtherequestofRole-play.Getthemtoworkingroups.Encourageallofthemtovoi__theiropinionsandfirstchoosesometeamstoreporttheiropinionstothewholeclassandthenchoosesomepairstodoRole-play.这个任务活动展示给学生一句耳熟能详的谚语,能够调动学生的积极性,并激发学生的兴趣使之思考这篇文章是否与伟大的女人有关,同时自然过渡到Pre-reading这个任务活动旨在培养学生对话题的敏感性和根据__、文章题目等预测文章内容的能力通过观察__,阅读文章的题目,预测文章内容是一种很好的阅读策略通过略读验证预测内容,这是一种很好的阅读带题目的文章的策略,能够锻炼学生在快速阅读中获取目标信息并同时增强学生学习这篇文章的自信心本篇课文把主题句基本设计为每段的第一句话,除了第一段是第二句因此,教师要学生快速浏览文章并画出每段主题句,通过引导学生对每段主题句位置的观察,总结找主题句的方法通过对每一段相关内容的理解,以及对每一段所提供的信息、词汇、短语的粗略分析进而确定每段的主旨大意通过对文章每一段大意的理解,进而理解全文要求学生使用默读的方式,注意信息处理的层次引导学生学会寻找段落中具有时间标志的词和贯穿段落的线索,指导他们利用这些去完成题目使学生对于该题材文章段落形成原理有一个整体的认识并充分意识到抓住文章细节,特别是关键细节的重要性美句欣赏能够加强学生的语言运用能力这几个题目以阅读表达的方式呈现,培养学生深入理解文章的能力,增强学生对文章的深层分析和理解能力进而培养学生的深入理解和__思维的能力同时培养学生通过抓住题目中的关键词并搜索与之匹配的答案的能力本过程主要采用判断正误的形式,让学生捕捉更具体信息,加深对课文的理解利用这种方式能够培养学生获取信息,发现问题,解决问题并练习用英语输出如何改正问题的能力在老师指导下观察这四句话的主语与谓语,培养学生通过__主语与谓语之间的关系,判断__对事物的态度使学生掌握课文内容的同时,体会__情感的升华这是对教材要求的寻找facts and opinions的操作通过学习JaneGoodall的伟大成就,使学生的情感态度价值观得到升华,特别是激发女同学为实现目标而更勇敢、更努力该环节是学生对全文的内容从知识层次、理解层次、到结构层次的认知跨越是为了让学生了解相关文体知识及材料__策略是为了培养学生的写作能力而作的必要准备通过对全文的理解和观看关于Jane的纪录片,让学生讨论,使他们学习到Jane的优秀思想品质,并生动形象地__到Jane的主张及人生追求达到使学生与之共鸣的效果作业Assig__ents:
1.Writeadescriptionofthewomenusingtheexpressionsindiscussion.
2.Sumuptheusefulvocabularyandexpressionsinthereadingpassage.课后反思能够完成本节课预设内容,较为流畅的表达要求;充分利用了生动有趣的图案和视频来调动学生的学习积极性和热情;
3.将教学设计较为完善的体现在各个环节上;
4.课堂活动前期铺垫不够,过快地进入到学生输出的环节;
5.个别口语错误需注意;教学模式探究型教学过程结构Suggestedanswer:Janeprotectsani__ls
1.Whoisthestudent
2.Whatani__lareprotectedSuggestedanswer:
1.JaneGoodall
2.ThechimpsSuggestedanswer:
1.a-thesecondsenten__inPara1b-thefirstsenten__inPara2c-thefirstsenten__inPara3d-thefirstsenten__inPara
42.Para1–APara2–DPara3–BPara4-CSuggestedanswer:
1.Thegroup:studyingchimps;wanderinto;worthwhileThechimps:wakeup;feedcleanshowinglove;play;gotosleepThenarrator:bond;strong
2.Watchingafamilywakeup为动名词短语作主语Studyingchimpsisnotaneasytask.1WhatdidJanespend__nyyearsdoing2WhenwasJanepermittedtobeginherwork3WhatdidshediscoveraboutchimpsSuggestedanswer:
1.Shespent__nyyearsobservingandrecordingchimps’dailyactivities.
2.Onlyafterhermothercametohelpherforthefirstmonthswassheallowedtobeginherproject.only位于句首,后跟after引导的状语从句时,这个句子要部分倒装,部分倒装的结构是情态动词/系动词/助动词+主语
3.Shediscoveredthatchimpshuntandeatmeat;ShealsodiscoveredhowchimpscommunicatewitheachotherDosomeTrueorFalsequestions.1Shehopesthatchimpscanbeleftinthecages.2Shesupportstheideathatchimpsshouldnotbeusedforentertai__ent.3Shehasspentmorethanfortyyearshelpingpeopleunderstandherwork.4On__shestopsitallcomescrowdinginandsheremembersthechimpsinthewild.Suggestedanswer:
1.False.Because she hopesthatchimpscanbeleftinthewild.
2.True.
3.True.
4.False.Because On__shestopsitallcomescrowdinginandsheremembersthechimpsinthelaboratories.On__shestopsitallcomescrowdinginandsheremembersthechimpsinthelaboratories.and连接两个并列的句子,on__一旦引导条件状语从句,crowdingin作状语Suggestedanswer:
1.Workingwithani__lsintheirownenviro__ent.
2.Gainingadoctor’sdegreeforherstu___s.
3.Showingthatwomencanliveintheforestasmencan.
1.Topictodiscuss:WhatshouldwelearnfromJaneGoodall
2.Role-play:Supposeyouareareporterwhoisinterviewingsomestudentsaboutwhatyouwoulddotohelpwildchimps.Pleaseworkinpairsand__keaninterviewTips:Protectthewildenviro__entthattheani__lslivein.Preventpeoplefromhuntingwildani__ls.Setupnaturalprotectionzones.............开始展示一句名言激发学生学习兴趣讨论事迹与成功女士匹配展示__激发学生讨论预测课文导入预读展示__教师帮助监督略读课文导入课文讨论并总结文章结构精读回答问题课后作业结束角色扮播放视频讨论问题欣赏文章结构。