1、精品教學(xué)教案設(shè)計| Excellent teaching plan教師學(xué)科教案20 -20學(xué)年度第一學(xué)期任教學(xué)科:任教年級:任教老師:xx市實驗學(xué)校精品教學(xué)教案設(shè)計| Excellent teaching plan育人猶如春風(fēng)化雨，授業(yè)不惜蠟炬成灰高中英語教學(xué)設(shè)計（普通高中課程標(biāo)準(zhǔn)實驗教科書）人教版高二英語（選修7 ）第三單元“Under the sea的熱身與閱讀部分 “ OLD TOM THE KILLER WHALE ”課程 類型閱讀課授課地點小多媒體教室課時第一課時課文教學(xué):OLD TOM THE KILLER WHALE教理 學(xué)論 設(shè)依 計據(jù)根據(jù)高中英語新課程標(biāo)準(zhǔn)的要求，英語教師在課

2、堂教學(xué)中必須以學(xué)生為主體，大 力發(fā)展學(xué)生自主學(xué)習(xí)的能力和合作精神；注重提高學(xué)生用英語獲取信息，處理信息， 分析問題和解決問題的能力。為此，我采用任務(wù)型教學(xué)方式設(shè)計本課的教學(xué)，為學(xué)生提供任務(wù)，以便引導(dǎo)學(xué)生帶著自主學(xué)習(xí)的愿望， 在與其他同學(xué)交流與合作的過程中完 成學(xué)習(xí)任務(wù)。教學(xué)由圖片開始，引入本課閱讀文，讓學(xué)生通過快速閱讀和細(xì)讀等活動， 按照教材要求理解課文。止匕外，本設(shè)計還注意到閱讀活動由整體入手，步步推進(jìn)，由 淺入深、由易到難的自然教學(xué)結(jié)構(gòu)。本課是高二英語選修七第三單元的第一課時，本單元的中心話題是海底世界，介紹了教材分析不同海底生物的一些信息。本課時是此單元的熱身與閱讀部分， 作者以第一人稱

3、的口 吻，講述了一個名叫 Old Tom的虎鯨的故事。課文 OLD TOM THE KILLER WHALE "，由饃前“、閱讀“和 饃后”三個過程組成。文章生動有趣，學(xué)生閱讀興趣 較大，因此我在教學(xué)中將教師對語言點和語法知識的簡單傳授改變?yōu)閷W(xué)生在任務(wù)完成 過程中的小組合作和探究性學(xué)習(xí)，從而擴(kuò)大課堂的語料輸入量及學(xué)生的語言輸出量。本節(jié)課的教學(xué)對象是高中二年級的學(xué)生， 他們已經(jīng)掌握了略讀、跳讀等一定的閱讀技巧以及識別關(guān)鍵詞、確定主題句、預(yù)測等閱讀微技能，形成了初步的閱讀策略。但大部分學(xué)生的基礎(chǔ)知識仍然較為薄弱， 運用英語進(jìn)行交際活動的能力較差； 主動學(xué)習(xí)的生動力不夠，然而他們學(xué)習(xí)比較認(rèn)

4、真，好勝心強(qiáng)，渴望在班集體里得到他人的承認(rèn)，很在乎別人對他們的評價；求知欲旺盛，思維比較活躍。部分學(xué)生的基礎(chǔ)較好，能主動開口表達(dá)自己的意見，有著高中生獨立、愛表現(xiàn)自我的特點。因此，只有設(shè)置使他們感興趣的學(xué)習(xí)活動，因材施教，才能讓他們投入到課堂活動中來。教學(xué)目標(biāo)Learning objectives for knowledge (知識 目 標(biāo))(1) Get the students to learn and grasp the important useful new words and expressions. (±學(xué)生學(xué)習(xí)并掌握重要的新單詞、短語)Important words

5、(重點單詞)：annual witness accommodation shore offshore opposite pause teamwork diveflee(fled fled) drag urge abandonImportant phrases 重點詞組)：witness sth with one 's 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

6、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, bring 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 plan

7、ts and animals that live under the sea .(±學(xué)生了解不同種類的海底生物)Learning objectives for language skills 能力 目標(biāo)(1) Enable the students to learn to talk about different kinds of plants and animals(2) Improve the students'reading ability throughthleadpansage.迪過閱讀提高that live under the sea.使學(xué)生學(xué)會談?wù)摬煌N類的海底

8、生物）占J 學(xué)生的閱讀理解能力。）Learning objectives for Affection 情感目標(biāo)（1） Arouse the students ' great interestaunts and animals that live under the sea（激發(fā)學(xué)生對海底生物的興趣）（2） Develop the students sense of protecting plants and animals under the se0§ 養(yǎng)學(xué)生熱愛和保護(hù)海底生物的意識）1 .Learn the words and phrases listed above事習(xí)上

9、歹！J單詞和短語)2 . Let the students learn different reading skills.讓學(xué)生學(xué)習(xí)不同的閱讀技巧)1. How to improve the students ' skOsimnd reading strategies.怎樣提高學(xué)生 的閱讀理解能力和閱讀策略)2. How to help the students understand the implied meaning of the passage.（怎樣幫助學(xué)生更好地理解這篇課文的內(nèi)涵意義）1. Task-based approach to interesting learnin

10、g任務(wù)型學(xué)習(xí)法）2. Skimming for the general idea of the passage兄（讀策略 ）3. Scanning for the detailed information. （ffl讀策略）學(xué) 法 滲 透教 學(xué) 手 段本課我將結(jié)合活動教學(xué)法和任務(wù)型教學(xué)法，在教學(xué)中將學(xué)生分成四人一組的學(xué)習(xí) 小組。讓學(xué)生們在小組中通過合作和探究來完成他們的任務(wù)。合作學(xué)習(xí)(cooperative learning)是指促進(jìn)學(xué)生在小組中彼此互助，共同完成學(xué) 習(xí)任務(wù)，并以小組總體表現(xiàn)為獎勵依據(jù)的教學(xué)理論與策略體系。合作學(xué)習(xí)在形式上是學(xué)生座位排列由過去的秧田式變成合圍而坐，但其實質(zhì)是學(xué)生

11、間建立起積極的相互依存關(guān)系，每一 個組員不僅自己要主動學(xué)習(xí)，還有責(zé)任幫助其他同學(xué)學(xué)習(xí)，以全組每一個同學(xué)都學(xué)好為目標(biāo)。教 師根據(jù)小組的總體表現(xiàn)進(jìn)行小組獎勵，學(xué)生是同自己過去比較而獲獎勵。合作學(xué)習(xí)不僅有利于提 高學(xué)生的學(xué)業(yè)成績，而且能滿足學(xué)生心理需要，提高學(xué)生自尊，促進(jìn)學(xué)生情感發(fā)展與同學(xué)間互愛 及學(xué)生社交能力的提高。通過這種形式的教學(xué)，學(xué)生可以較好地適應(yīng)將來在校外可能遇到的各種 能力差異，使個別差異在集體教學(xué)中發(fā)揮積極作用。1、多媒體輔助：將本課所需要的動畫、錄音、圖片、文字、圖表和音樂制成CAI軟件使抽象的語言變得直觀，為學(xué)生運用英語進(jìn)行交際創(chuàng)設(shè)情景。2、非測試性評價：傳統(tǒng)的評價觀念的出發(fā)點是學(xué)

12、科本位，只重學(xué)科，不重學(xué)生 發(fā)展。要體現(xiàn)新課程標(biāo)準(zhǔn)的實施效果，評價體系應(yīng)該 正確反映外語學(xué)習(xí)的本質(zhì)和過 程，滿足學(xué)生發(fā)展的需要為了達(dá)到這一目標(biāo)，唯有重視形成性評價，充分發(fā)揮其 積極作用，促進(jìn)新的評價體系的形成。因此，本課我將各種活動設(shè)計成小組活動并開 展小組競賽和填寫課堂自我評價表等非測試性評價手段，幫助學(xué)生學(xué)會自主學(xué)習(xí)，學(xué)會與人合作，培養(yǎng)創(chuàng)新意識以及具備科學(xué)的價值觀。教學(xué)過程設(shè)計教學(xué)步驟活動內(nèi)容設(shè)計意圖SteplT: Good morning, class. Today we are going通過討論海 洋生物，激發(fā)Warming up學(xué)生的學(xué)習(xí)|to talk about plants

13、and animals that live（6 minutes）（熱身，6興趣 d分鐘）（熱身一under the sea. Have you seen plants ananimals that live under the sea ? Wheredid you see them ? Wha ts yourIntroductionsfavourite ? Share what you know aboutthe plants and animals under the sea.教師活動：老師問學(xué)生.Have you seen（海;any plants and animals under th

14、e sea?Talk about them.學(xué)生活動：Talk about the plants andanimals that they have seen before.牛生物： whale dolphin sea starangle fish shark jelly fish coral andsoEnjoying picturesT: Ok, everyone. Let s look at the pictures on讓學(xué)生欣賞 美麗的海洋 生物，幫助他 們更多了解 海洋生物從 而培養(yǎng)他們 熱愛和保護(hù) 海洋生物的the screen and enjoy the beautiful s

15、eacreatures. （丁開多媒體，展示圖片） 學(xué)生活動：Look at the pictures & talk about the plants and animals they know.（把動植物名稱和每幅圖片連起來）意識。DiscussingI ' m sure you really enjoy the beautifu培養(yǎng)學(xué)生的 口語表達(dá)能 力和合作性marine lives, right? What is yourfavourite sea plant or animal? Why do學(xué)習(xí)的精神you like them? Let ' s discus

16、s thesequestions in small groups. Try to shareyour opinions with one another.教師活動：讓學(xué)生在小組中自由談?wù)撟约核矚g的海洋生物。學(xué)生活動：在小組中和同伴們分享自 己喜歡的海洋生物和喜歡的理由。Step2T: Just now ,we enjoyed some beautiful plants and animals under the sea .We all know whales are以提問的方Pre-reading(6minutes)(讀前,6 分 鐘)the biggest animals in the w

17、orld. 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 of a large animal living in the sea, a式讓子生J解啟美穌的一些信息，從(1) Thinking andkiller whale. Please turn to page 19 and look at the picture of Pre-reading and answer the followin

18、g questions.而讓學(xué)生了saying解到不同種(1) What do you think is happening?(2) What is a killer whale? Can you tell me about it?類的鯨，為下面學(xué)習(xí)虎鯨學(xué)生活動：說出有美鯨的一些情況以的故事做好及圖中發(fā)生的事情。鋪墊。2) EnjoyingPlay the video about the killer whale通過讓學(xué)生學(xué)生活動：欣賞錄像了解虎鯨的生活談?wù)摶ⅥL，從習(xí)性并談?wù)搶ⅥL的看法而引出今大的主題虎鯨老湯姆。Step3Fast reading (泛讀)(sixMinutes) (6 分鐘

19、)教師活動：Skim the text and get the訓(xùn)練學(xué)生快general idea of the passage ,then fill in速閱讀，用英the blanks.(1)was 16 when he went to話獲取信息和處理信息work at the whaling station.(Clancy)的能力。(2) ordered Clancy to go tothe boat as there was a whale out there in the bay.(George)(3) was swimming by theboat, showing the whal

20、ers the way .(Old Tom)(4) told Clancy that theywould return the next day to bring inthe body of the whale .(Jack)(5) was carried by the wavesfurther and further away from the whales .(James)(6) knew that Old Tomwould protect James.(Red)學(xué)生活動：學(xué)生分組合作，快速瀏覽課文， 了解課文大意，并迅速找到答案Step4Careful reading一. Get the

21、 students to read the reading passage again more carefully and find out訓(xùn)練學(xué)生快 速查讀細(xì)節(jié)、 捕捉信息的 能力12minutes)(精讀, 12分鐘)whether the following sentencesare true or false.教師活動：教師用投影儀展示出卜面句子：(1) The writer didn't believe that killer whales could help whale hunters until he saw it with his own eyes.(2) When

22、 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 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 we

23、re 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 sea.學(xué)生活動：認(rèn)真閱讀課文完成任務(wù)，然后向全班匯報。Suggested Answers:(1) True(2) False. It was George who told the writer that Old Tom was telling them there was a

24、whale.(3) False. It was the writer who didn't havethe right clothes on.(4) False. George beat the water because Old Tom disappeared.(5) True(6) False. After the whale was killed, it was the killers that dragged it into deep water.(7) False. It was Old Tom that saved James.Step4Careful reading二.T

25、: Now answer the following questions in pairs.1. What evidence was there that Old Tom was helping the whales out?2. What other 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

26、. 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 this?教師活動：就短文內(nèi)容設(shè)計幾個問題要求學(xué)生回 答。學(xué)生活動：兩人一組討論這些問題，然后回答。設(shè)計意圖：培養(yǎng)學(xué)生的閱讀理解能力，發(fā)展自主 學(xué)習(xí)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 sh

27、owed them the way to the whale.2. Dogs. Because they knew that, together with the whalers, they would soon kill the baleen whale and get a good feed.3. Because he could see that some of the killers were throwing themselves on top of the whale's blowhole while others were preventing it from divin

28、g 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 from drowning. Old Tom wanted to help his human friends.培養(yǎng)學(xué)生的閱 讀理解能力，發(fā) 展自主學(xué)習(xí)的 能力和合作精 神。12minutes)(精讀, 12分鐘)Step5幫助學(xué)生進(jìn)行課堂反教師活動：教師展示一些討論性話題： In groups, discuss the思，自己學(xué)到Po

29、st-reading (5minutes)(讀后，5分鐘)relationship between Old Tom and the whalers. What other animals help humans out in hunting? The last whaling station in Australia closed in 1978. Whales are now an endangered species and in need of conservation. They are now protected by an international ban on whaling

30、.However, some countries oppose the ban. In groups, discuss the reasons for and against banning whaling.學(xué)生活動：學(xué)生思考并討論上述問題，然 后向全班同學(xué)匯報。了些什么知識；培養(yǎng)學(xué)生 保護(hù)海洋生 物的意識。Step 6 Language1) Reading aloud to the recording讓學(xué)生更進(jìn)study(10minutes)(語Now please listen and read aloud to the一步鞏固課言學(xué)習(xí)，10分鐘）recording of the text

31、 OLD TOM THE文內(nèi)容，并訓(xùn)KILLER WHALE. Pay attention to the練其語音語pronunciation of each word and the pauses調(diào)。within each sentence and underline thewords and phrases that you do nunderstand.教師活動：教師放課義錄音帶。學(xué)生活動：學(xué)生小聲跟讀課文，并注意語 音語調(diào)，并畫出不懂的詞語。2) Present the following phrases on the blackboard while the students are

32、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 one's own eyes, sort out, in time to do sth, crash down, call out, yell ou

33、t, there wasabout 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, bring in, in the meantime, have a good feed on, wash off, carry away from ，be terrified of, hold

34、 up, be off3) Lead the Ss to deal with the following language points. crash (Line 9,Para.2): fall or strike (sth.)suddenly and noisilyThe huge rock crashed down onto the car. 巨石砸 在了車上。The dishes crashed to the floor.盤子摔在了地板 上。She crashed the dishes (down) on the floor. 她把 盤子摔在J地板上。(2) .It was black

35、and white and fish-shaped. (Line 10, Para.2): It was shaped like a fish. Or it has the shape of a fish.a U-shaped pipe U 形管a T-shaped road T 形路(3) . head out Line2, Para 6): start out, set offThe ship left port and headed out to sea.船出港 后，駛向大海。When shall we head out to our school?我們何時出發(fā)去學(xué)校。(4) . in

36、the distance (Line1,Para.7): far awayA ship could be seen in the distance. 在遠(yuǎn)方 可以看見一艘船。The hills in the distance were purple. 遠(yuǎn)方的 山是紫色的。(5) . a pack of (Line3, Para.7): a group of (especially for wild animals that hunt together)A pack of angry shoppers demanded their money back. 一群憤怒的消費者要求退寬。What he

37、 told me was nothing but a pack of lies. 他 告訴我的全是謊話。(6) .flee (Line 4, Para.9): run way (from)The robbers tried to flee (the shop), but they were caught.強(qiáng)盜企圖(從商店)逃跑，但還是 被捕了。The frightened people fled (from) the burning學(xué)生更進(jìn)一 步理解并掌 握課文內(nèi)容， 并積累f 的詞匯量ship.受驚的人們紛紛從著火的船上逃離。.drag （Line 5, Para.10）: pull sth

38、 heavy along with difficultyAfter a busy day, he dragged his legs home. 經(jīng)過繁忙的一天，他邁著沉重的步伐回家。He dragged the box to the chair. 他把箱子拖 到了椅子邊。（8）. be off （Line 9, the last Paragraph）: leave There goes the bell. I must be off now. 鈴響 了，我必須得走了。教師活動：教師講解一些重要詞匯的用法。學(xué)生活動：學(xué)生認(rèn)真聽并做筆記。Step71. (1) Learn the useful n

39、ew words andAssignmentexpressions by heart.住所有的新任務(wù)型活動：（作業(yè)布置）單詞和短語)(2) Read the reading passage again and finish off the exercises in Comprehending.課外作業(yè)，課 堂小組活動 延伸到課外， 學(xué)生仍然可 以互相合作 完成該寫作（再次閱讀課文和完成理解部分的練習(xí)）任務(wù)。該環(huán)節(jié) 是本課所有 教學(xué)環(huán)節(jié)的 e延續(xù)，通過寫的練習(xí)，使學(xué) 生逐步學(xué)會 使用文段中 的語百素材， 活用固定的 表達(dá)方法，學(xué) 生需要用所 學(xué)的語言討 論自己感興 趣的話題，表 達(dá)自己的思 想，與同伴交 流各自了解 的信息，達(dá)到 了形成和提 高寫作能力 與技巧的目2 . If you want to know more about plants and animals under the sea you can search th internet and write a composition about one of them according to the