Book3Unit1Reading教学设计

“教学中的互联网搜索”参评教案

Book 3 Unit 1 Reading

海州高级中学外语组 王成娥

一、 教案背景

1、面向学生：高中 学科：英语 2、课时：1

3、学生课前准备： <1>初读课文了解大意

<2>自学单词，读准单词，理解意思，知道目的。 二、教学设计思想：

新课改后，我们要从整体上认识教材，并用联系的观点分析教材。在理解的基础上读懂教材，通过反复阅读教材并查阅有关资料，了解全册教材编写的指导思想，主要特点，结构体例，掌握教材的知识体系，逻辑结构和编排意图，了解全册教材的所有知识点在各单元的分布情况，确定每个单元和每节课的教学目标，重点难点，建立起知识之间的联系。新课标要求教师备课的有效目标必须把握三维目标，即结果性目标（知识与技能）、程序性目标（过程与方法）、体验性目标（情感态度与价值观）。注重三维目标的互动整合，逐步形成素质。因此,教师的备课应体现学生全面和谐的发展，个性充分发展。教师的备课应体现学科特点，教师特色，要有利于教师的提高，有利于学生的发展。在新课程课堂上，师生间合作极其重要，没有合作就难以实施新课程。老师与学生一起交流，一起活动。合作意味着参与，一种师生间的共同体验，师生合作是一种人文关怀，在参与活动中与学生交流，老师在新课程课堂上角色应是平等的交流者，这样才能调动学生学习的积极性。新教材中话题、结构、功能的结合，使学生能在大量的语言实践中既学到了语言文化知识又了解了各国的风土人情，生活习惯。新教材更鼓励教师采用现代化的教学手段，利用现代化教学设备，创设合适的教学情景，使语言内容直观，学生易于学习，降低教学难度，激发学生学习热情和学习动机，吸引学生的注意力，激发学生学习英语的兴趣，从而帮助搞好自己的教学。同时在教学中注重学生自我探究，让学生充分发表自己的意见。对不同见解要充分尊重，对有创意的解答要肯定赞赏，鼓励学生质疑求新，培养学生的创造思维，激发学生的学习动机，培养他们的学习兴趣，建立一个接纳，支持宽松的课堂气忿，使学生会学，乐学。根据高中学生认知能力、情感态度的特点和国家对人才培养的需求，在义务教育英语课程学习的基础上，进一步发展学生的基本英语语言运用能力，着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，努力培养学生用英语进行思维和表达的能力，使每位高中学生都具有基本的英语语言素养，为将来发展和终身学习创设平台和条件。 三、教学内容分析：

第三模块的主要内容是拓宽学生的眼界，开阔学生的视野，而第一单元的话题是人类和动物的五种感官，以及动物的特别感官。通过单元教学使学生了解人和动物都有感官，一种弱而其他的则更强；学生们会读到一篇一位盲人帮助别人通过大雾的故事，让学生明白帮助别人是一件快乐的事；学习同一单词的不同词性和用法以及和天气情况相关的词汇；学习名词性从句的基本概念和关系词的用法；能生动的讲故事，训练听、说、读、写的技能，他们也学会设计故事情节，加上意料之外的故事结尾，选择合适的形容词和副词使故事生动而有趣；在project中，学生将读到一篇有关鲸鱼的文章，他们将选择一种动物制作有关动物运用它们感官的电视片，并在全班面前展示他们的作品。 本单元让学生更好的理解人类的五官，也让他们见识动物是如何运用它们的感官的。整个技能——听、说、读、写都将得到训练和加强。而reading是本单元的重点,因此，我们要抓住文章的主线，从简单到复杂，从表层到深层，逐步深入进行。同时，在此基础上设计以地点位置和事件经过等为主线的练习，帮助学生对文章的主要内容进行梳理，达到对文章深层次理解的目的。 四、教学目标分析：

1. Target language目标语言 A．重点词汇和短语

fog, mist, forecast, conductor, observe, glance, nowhere, wherever, approach, hesitate, grasp, stare, anxious, firmly, grateful, aid, relief, pavement, wish for, in sight, reach out, watch out for B．重点句式：

(1). Once out in the street, she walked quickly towards her usual bus stop. (2). The truth is that it is too foggy for the bus to run that far.

(3). As Polly observed the passengers on the train, she had a feeling that she was being watched by

a tall man in a dark overcoat.

(4). The tall man was nowhere to be seen.

(5). Outside, wherever she looked, the fog lay like a thick, grey cloud.

(6). Suddenly Polly felt a rough hand brush her cheek, and she heard a man?s voice in her ear saying ?sorry.? (7). She could feel her heart beating with fear. (8). Now she wanted to run, but fear held her still.

(9). A few seconds later, a hand reached out and grasped her arm.

(10). Polly found herself staring up at the face of an old man with a beard. (11). Watch out for the step here.

(12). It gives me the chance to pay back the help that people give me when it?s sunny. 2．Ability goals能力目标

Enable students to learn to talk about the story of Fog. 3．学能目标

Help the students learn how to read and tell a story. 教学难点：how to read and tell the story.

教学重点：Enable students to retell the story in the Reading and to tell other stories. 五、教学准备：

Teaching methods教学方法

Cooperation and task-based activity。 Teaching aids教具准备 A computer

六、教学过程设计： Step 1: lead-in

Look at some pictures and discuss these questions. 1. What?s the weather like in these pictures?

2. Which city in the world is famous for its fog weather? 3. What can you think of when the word “fog” is mentioned?

4. According to your preview, what do you know about this article? What questions do you have? （自学质疑） 【百度搜索】伦敦大雾天气的图片

http://image.http://www.china-audit.com//i?ct=503316480&z=&tn=baiduimagedetail&word=?×??′ó?í&in=8580&cl=2&lm=-1&st=&pn=0&rn=1&di=73352420520&ln=1496&fr=&fm=hao123&fmq=1331794403312_R&ic=&s=&se=&sme=0&tab=&width=&height=&face=&is=&istype=#pn0&-1&di73352420520&objURLhttp://sci.ce.cn/yzdq/qx/qxxw/200712/24/W020071224448970183953.jpg&fromURLhttp://sci.ce.cn/yzdq/qx/qxxw/200712/24/t20071224_14018595.shtml&W500&H381&T8259&S30&TPjpg

（导入部分，用几张图片，引起学生关注，从大雾天气到雾都伦敦，调动学生的学习积极性和学习思维） Step 2: Fast Reading (精彩展示) 1.What is the story about? 2.Where did Polly live?

3.How did she usually get home? 4.Who helped Polly?

Step 3: Careful Reading （精彩展示） 1. Why did Polly leave work early?

Because there was a thick fog that afternoon and she wonder if the bus would still be running in the fog. 2. Why did Polly take the Underground train to Green park? Because the fog is too thick for the bus to go to King Street. 3. What was the weather like outside the train station? The fog lay like a thick, grey cloud.

4 According to lines 23-25, what made Polly afraid ?

The rough hand that brushed her face, and the man?s voice that was close her ear made Polly afraid. 5. According to line 33, what did the man look like ? He looked old.

6. How could the man tell that Polly was young ? He could tell Polly was young by hearing her voice.

（此环节主要关注学生预习自学情况，带着预习时的问题，再次让学生熟悉课文，理解课文内容，展示预习状况）

Step 4: 精讲点拨

Fill in the following chart using the information you find in the story Fog to check your understanding of the story. Part Place Time & weather Person(s) What happened Polly Polly's thought or feeling Polly's at 4 p.m. Part1 outside work place foggy She left work early. She wondered if the bus would still be running. Part2 at the bus later stop in the street Part3 In the later under-ground train; at Green Park station Polly; the The fog was too bus thick for the bus to conductor run to King Street, where Polly lived. Polly; A tall man in a dark She sensed she was being a tall man coat is on the train. watched. Part4 in Park Street; When Polly got Polly; A rough hand Her heart was beating at the corner to the station, a man brushed her face. with fear. of the street the fog lay like a thick, gray cloud. Part5 in the street It was dark. Polly; The old man took She wished for someone an old man her hand and helped to come along.Fear held her find the way. her still. She began to feel frightened again. Polly; the The old man left to Polly was thankful. old blind help more people in man need. Part 6 outside Polly's late that day house at King Street （针对学生预习和展示状况，对课文进行进一步梳理，以时间为线索，地点位置的转移和事件发生的顺序为主线，帮助学生进一步深层次理解课文）

Step5: Put these events in the correct order: (检测) 1.Polly took an Underground train to Green Park . 2. An old man took Polly?s hand .

3. A hand reached out and touched Polly?s arm . 4. Polly thanked the blind man .

5. A tall man in a dark coat was watching Polly . 6. Polly and the old man turned left at the corner . 7. Polly felt frightened when a rough hand brushed her face.

8. Polly got to King Street safely. 9. Polly left the office at four o?clock. 10. The old man went to help others . The right order is: 2-6-5-9-3-7-4-8-1-10 点拨：Reading strategy: read a story

There are different types of stories. Stories have basic elements as follows: What happened ---- a woman lost in the fog was helped by an old man When it happened ----one afternoon Where it happened ---- a foggy city Why it happened ---- because of a fog

Who was involved in the event.---- a woman and an old man

A story with a climax or a surprise ending is usually more eye-catching.

Step 6: Activities: (1)Retell the story Fog with the help of the following chart. （检测）

Outside Polly’s working place At the bus stop on the street In the underground train At Green Park station In Park Street

At the corner of the street At 86 King Street

In the street near King Street

（本环节重在检测反馈，检查学生对课文理解的程度，能否用自己的话来复述课文，强调知识的生成） （2）Discussion

1. What is the personality(性格特点) of the old man?

2. What can we do to help those disabled like the old blind man? Step7: Assignment

(1) Suppose you are the editor of the newspaper, try to interview Polly to know more about what happened to her. (2) Prepare for the next class. 七、教学反思：

本节课是牛津版高中英语第三模块第一单元的Reading，我认为本节课的导入能从实际出发，适合教学实际。整个教学过程容量大，设计的活动多,师生互动较多，学生比较积极，积极参与课堂活动，积极参与讨论，勇于举手发言，整个教学环节显得清晰流畅。从整个课堂而言，学生有一定的潜能，有参与欲望，因此，如何创造情境，设计机会给学生，并如何增加课堂的实效性值得反思，也为以后的课堂提出了改进的方向。

教师个人介绍：

省份: 江苏省 学校:江苏省海州高级中学 姓名：王成娥 职称：中学一级教师

通信地址：江苏省连云港市海州区新建西路88号 邮编：222023

电话：13056089992 E-mail: wcelyg@163.com