教学设计(6).doc

必修3 Module 5 Great People and Great Inventions of Ancient China教 学 设 计【课标要求】本模块的话题属于课标话题项目中“历史与地理（History and geography）”中的“Historical persons”及 “ General knowledge of history about China”项目，其中心话题为中国古代思想家和古代发明。通过介绍中国古代三位先哲、他们的学说以及五项重要的古代发明，帮助学生熟悉有关历史人物方面的话题，初步了解中国及世界的古代文化。【教材分析】本模块采用题材、功能、结构和任务相结合的体系，彰显了教材的特点。模块的主题是“中国古代思想家和古代发明”，作为必修三的第五个模块，教材介绍了中国古代三位先哲、他们的学说以及五项重要的古代发明，词汇、句型、语法、语篇的中心内容以及听、说、读、写等学说活动都围绕主题而展开，帮助学生了解中国及世界的古代文化，在活动中发展学生的语言能力，同时也培养他们的文化意识和民族自豪感。 【学情分析】学生对此话题内容比较熟悉，学习的兴趣比较浓厚，但学生对于其相关的历史背景并不过多了解，所以对语境、文章中所蕴含的情感难以真正体会。因而在课堂上基于学情就很重要，既要保护学生的学习积极性，又要引导学生学会体验和参与课堂学习，使每个学生在语篇学习中和语境交流中都有不同的收获，从而来提高听说和读写能力。【教学目标】知识与技能1. 能理解识记本模块44个生字和词组，掌握其中31个课标词汇的用法，能够正确使用这些词汇；2. 学习限制性定语从句：when, where, who, which, whose引导的定语从句及“介词+ whichwhom”引导的定语从句； 3. 通过听说读写的综合训练，掌握英语中有关介绍中国古代名人的一般技巧，能对三位先哲及他们的学说发表自己的看法，并能用英语进行交流对比中外古代思想家及其思想和文化。过程与方法学生在感受英语语境，进行小组合作，交流意见，体验和经历“介绍中国古代名人”的英语表达法，学会一分为二地看问题，在交流中对中外古代思想家及其思想和文化进行对比；感受英语“陈述理由”的习惯表达；通过制作板报、墙报或视频作品，尝试对所学内容主动复习和巩固，并能做到及时归纳和小结所学的知识。情感态度价值观学生在经历个体和参与小组活动、大组讨论等活动，了解中外古代思想家及其思想、学说和文化，获取知识，开阔视野，提高认知素养，体会那段历史时期经济、社会文明的发展，联系中国古代文明，做出比较，进一步了解世界文明史，增强文化意识和民族自豪感。在学习过程中，养成敢于用英语进行交流与表达个人的观点，主动参与英语活动的好习惯。【课时安排】Period 1: Introduction + Function + Vocabulary and SpeakingPeriod 2: Reading and VocabularyPeriod 3: Grammar 1, 2Period 4: Listening and Vocabulary + Everyday English+ Pronunciation +SpeakingPeriod 5: Cultural Corner + WritingPeriod 1: Introduction + Function + Vocabulary and Speaking【教学目标】知识与技能1. 学生通过简单阅读，能理解equal, importance, look after, philosopher, ruler, philosophy, state, teachings, thinker, treat, war在文中的意思；学生能理解并运用a sense of responsibility, duty, honesty, justice, kindness, love, respect；2. 学生通过学习交际功能“陈述理由”的语句和有关社会道德方面词汇，学会用英语阐明自己的理由；3. 学生通过简单阅读，结合所给词语对中国古代三位先哲及他们的学说进行初步了解并发表看法，训练说的技能。过程与方法1. 学生通过简单阅读获取文本信息并处理信息； 2. 学生在经历感知英语情景中，进行两人一组活动及多种形式的听说活动，体验在听说过程中，学会捕捉关键词和重要信息的学习方法；3. 把读、说和写的活动结合在一起，从语言的输入到输出，培养学生的信息处理能力、英语思维能力和口语表达能力。情感态度价值观引导学生了解中外古代思想家及其思想、学说和文化，获取知识，开阔视野，提高认知素养；联系中国古代文明，做出比较，进一步了解世界文明史，增强文化意识和民族自豪感；在英语交流、讨论过程中尊重他人的观点和看法，明确英语学习的目的是为了与人沟通和表达。【教学重难点】教学重点：1. 了解中国古代三位先哲及他们思想学说的相关信息。2. 运用所学词汇表达对中国古代思想家学说的描述，并能发表自己的看法。教学难点：1. 学习运用一些有关“陈述理由”的语句和有关社会道德方面词汇；2. 运用所学词汇发表自己的看法，阐明自己的理由。【教学方法与手段】教学方法：以“启发式”教学为主，使用听说法、交际法引导学生进行听说训练，用略读法，讨论法寻找文本信息。教学手段：黑板，粉笔，多媒体课件以及课前搜寻的补充资料等来辅助教学。【使用教材的构想】听说课的特点是，大量的输入听的内容，才能有效地输出说的内容。依据学生的思维特点和已有的知识，把教材中话题内容及训练目的一致的三个知识项目整合在一起，调整了教材呈现知识的方式和顺序，便于学生认知。1. 本模块的话题学生比较熟悉，Introduction部分内容提供背景信息，学生易接受，可进行小组竞赛以激发学生的学习热情；2. 在进行Introduction 中Speaking听说训练时， 结合Function有关“陈述理由”的表达，帮助学生学会用英语发表自己的看法，阐明自己的理由； 3. 依据以上构想创设具体情境，使学生感知真实的语言，通过两人对话和小组活动进行任务型训练的使用教材。【教学流程】Part1. IntroductionStep1. Lead inA. The film Confucius.The teacher plays a part of the film Confucius and leads students to appreciate the film and talk about the philosophy Confucius.B. Pictures about the great people of ancient China. Show the pictures on the screen to students and let them talk about these philosophers of ancient China.Ask students to talk about these philosophers and their philosophy.Students look at the pictures and talk freely to share information theyve known.【设计意图】通过影片孔子及中国古代先哲的图片展示，让学生欣赏并自由回答，激活学生的已有知识，引起学习兴趣和热情，为后续活动做好铺垫。Step2. Vocabulary learningRead the words and check their meaning. Use some of the words to complete the gaps. You may need to change the words in some way.Deal with some of the new words and expressions.【设计意图】通过跟读查词义活动，学习新单词；通过填空练习，学生能够巩固所学单词。Step3. SpeakingA. Activity 2Read these statements and tick the ideas that Confucius taught.B. Activity 3, 4Group students into fours and discuss what kind of idea Confucius was in favor of and lead them to show their opinions on these ideas.Choose two ideas that you agree with most. Write one or two sentences and explain why.Say three things you know about Confucius.Say what you know about Mencius and Mozi.【设计意图】通过小组讨论形式，帮助学生能运用所给词语对中国古代三位先哲及他们的学说发表个人看法，训练说的技能。Part2. FunctionStep1. Revision and examplesShow some examples to give reasons for something.1. I was late today because my bike has broken.2. I like football because it is very exciting.3. Mencius believed that the reason why man is different from animals is that man is good.Show the new sentence pattern “the reason why . . . is that. . . ”.Step2. PracticeRewrite the following sentences.1. We remember the ancient philosophers because their ideas are important.2. I bought the book because it is about philosophy.3. Mencius resigned because the ruler was not following his advice.4. Mozi hated the idea of war because he thought people should not kill each other.【设计意图】通过复习旧有句型及例子引出课文中出现的新句型，帮助学生在具体语境中学习“陈述理由”的语句并结合上一活动进一步阐述个人观点。Part3. Vocabulary and SpeakingStep1. Vocabulary learningRead the words and check their meaning.Ask students to work in pairs to learn these words and expressions.Step2. DiscussionGroup students into pairs and put the ideas in order of importance in society and explain the reasons.Step3. PresentationAsk students to show their results of discussions.【设计意图】通过两人小组讨论形式，帮助学生学习有关社会道德方面词汇并结合刚刚学过的句型陈述理由，训练说的技能。【当堂训练与达标检测】检测I：词汇训练（8分钟）从方框中选用适当的词，并用它们的正确形式填空，其中有一个词是多余的rulerphilosopherstateinventionresponsibilityteachingsjusticediscoveryprintingaffordprinciple1. Confucius is considered to be one of the most important _ in ancient China.2. Zhu Yuanzhang was the first _ of Ming Dynasty.3. Many wars took place between the _, where there were rich natural resources.4. Do you know about some of important _ in Chinese history? 5. He works hard and has a strong sense of _.6. Working hard is one of his _ in life.7. People respect the judge for his _ in the work.8. If you find something important ,you make a(n) _.9. Many people agree that was invented by Chinese.10. Nowadays many people can _ to buy cars, while the price of parking-lot is increasing.答案：1.philosophers2.ruler3.states4.inventions5.responsibility6.principles7.justice8.discovery9.printing10.afford检测II： 能力训练（2分钟）1.Does Lisa have a new hair style? Yes. In fact, it is quite similar _yours.A. asB. like C. to D. with答案：C 2. I dont like _you speak to her.A. the wayB. the way in thatC. the way whichD. the way of which答案：A【板书设计】Module 5Great People and Great Inventions of Ancient ChinaPeriod 1: Introduction + Function + Vocabulary and SpeakingWords: equalimportancelook afterphilosopherphilosophyrulerstateteachingsthinkertreatwarSentence pattern: the reason why . . . is that. . . 【课后作业】Low level: Finish the exercises4, 5in WB on P92.High level: Write a short passage to explain one of Confucius ideas using the words, phrases and sentences learnt in the class【教学反思】整堂课以电影片段及人物图片导入，给学生以很强的视觉冲击，从而激发了学生的学习兴趣；结合本校附近的文庙，引导学生畅谈所知的相关信息，使得课堂轻松有趣。课堂以学生为中心，侧重了学生的个人思考及两人或四人的小组协作，使每位学生能充分地参与到课堂里。但由于生词较多，学生在有关社会道德方面词汇的学习和运用方面存在一定的困难；此外，词汇的呈现方式较单一枯燥，需进一步思考以多种形式帮助学生学习词汇。Period 2: Reading and Vocabulary【教学目标】知识与技能1. 学生通过简单阅读，能理解stressed, position, following someones advice, resign, adviser, influential在文中的意思；学生能理解并运用order, bring up, found, principle, belief；2. 学生能正确的获取信息，提高略读和查读能力，并能根据文章内容进行推理判断，评价阅读内容。过程与方法1. 学生通过略读和查读获取文本信息并处理信息； 2. 学生在经历感知英语情景中，进行两人一组活动及多种形式的阅读活动，体验在阅读过程中，学会捕捉关键词和重要信息的学习方法；3. 把读、说和写的活动结合在一起，从语言的输入到输出，培养学生的信息处理能力、英语思维能力和口语及书面表达能力。情感态度价值观引导学生了解中国古代三位思想家孔子、孟子和墨子及其思想、学说和文化，获取知识，开阔视野，提高认知素养；学习中国古代文明，增强文化意识和民族自豪感；在英语交流、讨论过程中尊重他人的观点和看法，明确英语学习的目的是为了与人沟通和表达。【教学重难点】教学重点：1. 进一步了解中国古代三位先哲及他们思想学说的相关信息。2. 熟悉课文内容，学会运用与课文内容有关的词汇。教学难点：1. 理解文章中含有本模块所学词语和结构的句子、段落并获取信息；2. 熟练写出含有本模块所学词语和结构的句子，表达个人观点。【教学方法与手段】教学方法：以“启发式”教学为主，使用听说法、交际法引导学生进行听说训练，用略读、查读法，讨论法寻找课文大意。教学手段：黑板，粉笔，多媒体课件以及课前搜寻的补充资料等来辅助教学。【使用教材的构想】阅读课的特点是，大量的输入读的内容，为后面的写做好充分的准备。1. 本节课的话题学生比较熟悉，Introduction部分已经介绍了一些有关三位先哲及他们思想学说的相关信息，阅读材料包含三个部分，可就其结构特点，限时训练学生略读捕捉文章大意的阅读技巧;2. 对于学生而言， 文章的大意及事实细节并不难把握，通过导入阅读文章，结合活动3可以检测学生理解阅读内容。课文内容生词较多，应有意识地引导学生结合语境进行猜词能力的训练。3. 依据以上构想创设具体情境，使学生感知真实的语言，通过两人对话和小组活动进行任务型训练的使用教材。【教学流程】Step 1: RevisionHelp students to revise what was learnt in Period 1 of this module by asking some questionsStep 2: Pre-reading l Present pictures about Confucius, Mencius and Mozi.l Prediction If you are asked to introduce these philosophers of ancient China, which aspects will you mention?Students talk freely to predict the content in the passage. (Brainstorming)【设计意图】通过回顾上节课所学的内容及中国古代先哲的图片展示，让学生欣赏并自由回答，激活学生的已有知识，引起学习兴趣和热情，并提供了相应的学习背景知识，为后续的阅读活动做好铺垫。Step 3: Fast-readingRead the passage and check your prediction. Match the words with the definitions. order (n. )bring upfound(v. )principlebelief1. an idea that influences the way you behave.2. to start an organization or philosophy.3. the feeling that something is true and exists.4. when people obey laws and rules and do not cause trouble.5. to look after children until they are adults.Students read the passage by themselves fast and then finish Activity 1 individually.【设计意图】通过快速阅读，初步了解文章大意并学习相关词汇及其词义。Step4. Careful-readingA. Vocabulary Read the text carefully and underline the words and phrases that match these definitions. 1. gave a lot of importance to2. job3. doing what he suggested4 tell your employer that you are going to leave your job5. someone who gives advice6. having a lot of influenceB. Choose the correct answers.At the same time choose the correct answers.Students read the passage by themselves fast and then finish Activity 3 individually.C. Fill in blanks.BornDieTeachingsFamilyOthersConfuciusMenciusMozi【设计意图】通过精读课文，学习新单词及其在文中的含义，训练猜词能力；通过选择填空及补充练习填表，帮助学生把握文章的事实细节，进一步获取相关信息并处理信息。Step5. Language pointsStudents follow the teacher to sum up the usage of the words, phrases and sentence patterns. And make notes if necessary in their notebook.重点单词1.equal adj.平等的2.order n.秩序3.stress vt. 强调；压力n.重音；强调；压力4.resign vi.辞职；引退经典短语1. be at war with 与交战2. bring up 养育；抚养难句透视1. Mencius was a thinker whose teachings were very similar to that of Confucius.孟子是一个思想家，他的理论和学说跟孔子的极为相似。2. However, when he saw that the ruler was not following his advice, he resigned.然而，当他看到统治者不采取他的建议时，他辞职了。3. Mencius believed that the reason why man is different from animals is that man is good. 孟子认为人不同于动物的原因在于人是善良的。4. Born in 476 BC, he came from a family which was very poor.公元前476年，他出生于一个非常贫困的家庭。5. Mozi taught that we should love all human beings and look after those who are weaker than ourselves.墨子教导我们应该去爱护所有的人，去照顾那些比我们自己弱小的人。【设计意图】结合教材具体语境学习重点单词、短语及句子，分析用法，并通过造句等练习帮助学生学会运用知识点。Step6. Post-reading Discussion：Group students into fours and discuss the following question and share with other groups.Why were there so many great philosophers existing in Ancient China?【设计意图】通过设置一个开放性问题，鼓励学生合作探讨，开拓思维，结合所学知识有理有据地发表个人观点，培养语言综合运用能力。【当堂训练与达标检测】检测I：课文浓缩（5分钟）下面的一段文章为原文的缩写，仔细阅读，根据原文内容将其补充完整，并尽量背诵。There were many great 1 in Ancient China. Confucius ideas 2 China till now. He 3 the importance of 4,5 and 6.Mencius, who believed the reason 7 man 8 from animals is 9 man is good, taught and spread his 10.He believed that man would be 11 if the 12 was kind and people were 13 important than 14.Mozi was 15 famous thinker, whose beliefs were 16 to 17 of Confucius. But he 18 the government was most important and all men are 19.答案：1.ernment13.more14.rulers15.another16.similar17.those18.considered19.equal检测II： 能力训练（5分钟）Correction(改错)1. One of the most important Chinese discoveries was paper.2. Kindness, love and honest are important human qualities.3. China is the country whose silk was first made.4. Menciuss ideas were very similar as those of Confucius.5. Man is born well.6. Mencius believed that the reason that man is different from animals is why man is good.答案：1.discoveriesinventionsdiscovery表示“发现”本来有或存在的东西，而invention是“发明”以前没有的东西。句子的意思是“中国最重要的发明之一是纸的发明”，故应用invention，这里是复数形式，所以是inventions。2.honesthonestyhonest是形容词，不能与名词一起作主语。句子意思是“友善、仁爱和诚实是人的重要素质”，故应用honesty。3.whosewhere定语从句修饰先行词the country，关系词指代地点，应为where。 4.astobe similar to 表示“与相似”。5.wellgoodbe born +adj.表示“天生就”。6.第二个thatwhy；whythatthe reason why. is that.表示“的原因是”，句子的意思是“孟子相信人与动物的区别就是人为善”。【板书设计】Philosophers of Ancient ChinaBornDieTeachingsFamilyOthersConfuciusMenciusMozi【课后作业】Low level: Read the passage in WB on P93 and finish the related reading exercises to improve reading skills.High level: Compare the text with your history book. Learn more about the philosophy and philosophers of ancient China. Write a report.【教学反思】在学生的阅读过程中，老师应有意识地培养学生的阅读技巧，如Fast-reading时，告诉学生根据topic sentence 和key words在短时间内把握段落大意；为训练学生的猜测词义及捕捉事实细节的能力，有针对性地设置练习，并及时补充课外知识以满足学生的需求。由于该部分，教材练习设置的习题侧重词汇，所以老师根据学生的特点，自己设计增加了练习，更有助于学生把握文章。Period 3: Grammar 1, 2【教学目标】知识与技能1. 学生学习限制性定语从句：when, where, who, which, whose引导的定语从句及“介词+ whichwhom”引导的定语从句；2. 学生通过不同形式的练习达到在语言意义的表达中灵活运用主语及动词。过程与方法1. 学生通过理解、对比、分析、综合等加工理清定语从句关系词的概念和用法； 2. 学生通过对限制性定语从句的学习、归纳和运用，提高理论和实践相结合的能力；3. 学生在经历感知英语情境中，进行小组活动及多种形式的练习，体验在知识的归纳总结过程中，提高认知策略。情感态度价值观1. 提高学生理论和实践相结合的能力，以及获取信息进而解决问题的实际运用能力；2. 在英语交流、讨论过程中尊重他人的观点和看法，明确英语学习的目的是为了与人沟通和表达。【教学重难点】教学重点：1. 学习由各种关系词及“介词+ whichwhom”引导的定语从句。2. 结合具体语境学习定语从句并加以灵活运用。教学难点：在不同形式的练习中达到在语言意义的表达中灵活运用各种关系词，并能区别与其他从属连词的用法。【教学方法与手段】教学方法：以“启发式”教学为主，使用交际法引导学生进行理解、对比、分析、综合归纳和运用。教学手段：黑板，粉笔，多媒体课件以及课前搜寻的补充资料等来辅助教学。【使用教材的构想】这是一堂语法课，旨在通过学生的观察，分析能归纳总结学习方法和学习规律。1. 通过对课文中原句的识记分析，加深学生的理解，并通过所设的问题，层层深入，不断总结归纳其概念和用法；2. 通过对比的形式引导学生总结共有规律，体会各关系词的用法区别；3. 提供不同层次的练习加以巩固和运用，使学生在具体语境中体会语法项目的概念和用法；4. 依据以上构想了创设语言情境，使学生感知真实的语言，通过两人对话和小组活动进行任务型训练的使用教材。【教学流程】Part 1: Defining attributive clausesStep 1: RevisionStudents answer questions to recall what they learnt in last class.【设计意图】通过回顾上节课所学的课文内容及知识点，引导学生摘出定语从句，从已学知识入手降低了难度，使学生易于接受并有信心去进一步分析学习。Step 2: Lead inThe teacher presents example sentences for students to analyze.Work in pairs. Look at the sentences. Try to find if the underlined phrases give essential or extra information. After that, discuss the questions with your partners.1. Who follows a word referring to_.(a)a person (b)a thing2. Which follows a word referring to_.(a)a thing (b)a person3. Instead of which you can say_.(a)who (b)that4. Where follows a word that refers to_.(a)place (b)thing5. When follows a word that refers to_.(a)place (b)time6. Whose means_.(a)of whom (b)who【设计意图】以课文中的经典例句为分析对象，结合针对性很强的Activity 2的问题，引导学生逐步了解定语从句的用法。Step 3: Sum up rulesAn attributive clause is usually introduced by relative pronouns like which, that, who, whom or relative adverbs like where, why and when.In the clause these relative words usually function as the following.1. SubjectThe trees which are on the school campus have lost their leaves.2. ObjectThe student whom we saw just now is the best runner in our school.3. AttributeHe has a brother whose name I cant remember.4. AdverbialThe school where he studied is in Shenzhen.Now lets continue to look at how the relative pronouns are used.Rules we can deduce:1. In attributive clauses, that and which are used to refer to things.2. In attributive clauses, we use “who” to refer to people.When “who” functions as the object, it can be replaced by “whom”.3. We use “whose” to mean possession. It usually relates to a person, but it can also relate to things.【设计意图】通过拓展呈现结构类似的典型例句，帮助学生总结引导定语从句的关系代词和关系副词的用法及区别，教师引导并协助归纳。Step 4: PracticeA. Match the two parts of the sentences.1. Confucius lived in a centuryA where there were a lot of new ideas.2. Ancient China was a countryB which Mencius gave.3. Some rulers followed the adviceC whose ideas were very influential.4. Philosophers were peopleD who lived an unusual life.5. Mozi was a manE when there was a lot of war. B. Complete each sentence with one of these words.whowhichwhenwherewhose1. Mencius wrote a book_ many people have read.2. Mencius came from a part of the world_ changes was happening fast.3. This was a period_ many people became interested in Confuciuss teachings.4. Mozi was a man_ behavior was often unusual.5. Mozi was a teacher_ principles were different from those of Confucius.6. It was a time_ philosophers could have positions in governments.7. He came from an area_ people were very poor.C高考链接1. Many children, _ parents are away working in big cities, are taken good care of in the village. (2009 安徽，30) A. their B. whose C. of them D. with whom2. Do you have anything to say for yourselves?-Yes, there is one point _ we must insist on.（2006 江西，33）A. why B. where C. how D. /3. Because of the financial crisis, days are gone _ local 5-star hotels charged 6,000 yuan for one night.（2009 江苏，23）A. if B. when C. which D. since答案：BDB【设计意图】结合课本练习，先做匹配题，然后处理选词填空，并与高考题链接，练习由易及难，符合学生体验要求。Part 2: Defining attributive clauses: of whom, in whichStep 1: Lead inMatch sentences 1-4 with sentences A-D.1. For example, it is the country in which silk was first invented.2. He is a man of whom China can be proud.3. The book in which printing was first used was called The Diamond Sutra.4. Su Song was an eleventh-century monk about whom very little is known.A. Su Song was an eleventh-century monk who(m) very little is known about.B. The book which pri