湖北省荆州市石首市新厂高中秦磊选修七Unit1

人教版选修7 Unit 1 Living well （Warming-Up, Pre-reading and Reading）教学设计课题名称：人教版选修7 unit1 Living well Warming-Up, Pre-reading and Reading授课时间：45分钟背景分析：本课时教学对象为高中二年级学生，智力发展趋于成熟。他们的认知能力有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。新一轮的高中英语阅读课文具有题材广泛、体裁各样、语言知识丰富等特征，是各单元教学的核心部分，也是培养学生阅读能力的主要渠道。然而，传统的阅读课教学模式常常是单一的自下而上模式，教学方式只是把课文作为单纯向学生传授语法及语言知识的载体，忽视了培养学生的阅读速度和理解能力；传统的阅读理解提问方式也常常停留在对所阅读文章的表层理解层次上。那么，如何借助这些课文来提高学生的阅读速度、阅读理解能力和语言水平呢？经过教学实践和不断尝试，笔者发现：不同阅读活动阶段，必须采用不同阅读理解模式以求不同阅读教学目标的实现。指导依据：在高中课程改革中，信息技术给我国的教育事业带来了巨大的挑战。信息技术在教学中的应用引起了教学内容、教学方法、教学组织形式等系列变化，导致了教学思想，教学观念，以及教学体制在一定程度上的变化。本案例就是借助于信息技术课件进行英语阅读课辅助教学。最突出特点是让学生尝试“自主学习，主动思考，乐于协作，勇于创新”。利用网络资源使学生的学习活动变得多元化。人机互动师生互动生生互动整体设计：Part 1: The analysis of the teaching materialPart 2: The teaching aimsPart 3: The important and difficult pointsPart 4: The studying methodsPart 5: The teaching procedure Step1: Warming-up (Lead-in) (3 minutes)individual work Step2: Pre-reading (5 minutes)pair work and oral check Step3: Reading (about 30 minutes) Fast-reading(5 minutes)pair work and oral check Skimming( 8 minutes)pair work and oral check Scanning(8 minutes)individual work and writing check Reading comprehension (8 minutes)individual work Step4: Discussion (5 minutes) Step5: Summarize and Homework(2 minutes)教材分析：本文以主人公Marty在Family Village网站叙述自己故事的方式，围绕“残疾人的生活”展开介绍残疾人积极进取的态度，紧扣了本单元“身残志坚”的主题。教学目标 一、知识目标1.掌握以下重点词汇和短语ambition, disability, fellow, independent, beneficial, encouragement, in other words, all in all, out of breath, make fun of.2.理解和运用以下重点句型（1） I have to adapt to my disability.（2） Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.二、能力目标1.通过对段落结构的分析，使学生掌握scanning的阅读技巧。要提高他们的阅读速度和快速寻找信息的能力，培养他们分析和概括能力。2.让学生理解残疾人及其生活情况，使学生明白身体有残疾并不意味着生活不如意，但他们在日常生活和工作中比健全人面临着更大的挑战。三、情感目标1.结合个人经历，充分体验残疾人的感受，提高学生理解、尊重、关心和帮助残疾人意识。加强合作意识、陶冶情操，培养正确的审美观和价值观。2.在师生互动的活动中，加强教师的亲和力，增进彼此的了解与沟通，充分发挥情感教学的优势教学重点与难点1教学重点：理解残疾人身残志坚，以积极的态度快乐生活的故事，提高学生理解、尊重和关心他人的意识。2教学难点：帮助学生理解残疾人所面临的种种困难，增强学生的同情心与爱心，引导他们珍惜时间，珍惜生活。教学方法1任务型教学法本课选择任务型教学，如要求学生课前预习阅读文章，课堂进行小组讨论，填写信息表及概括段落大意等，培养和强化学生的语言实践能力和自主学习能力。2多媒体辅助教学法利用多媒体展示相关图片及播放影片，激发学生学习兴趣，提高课堂教学效率。课前准备布置预习任务，要求学生以学习小组为单位在课前通过查阅书籍和英特网等收集残疾人及其生活、学习和工作等的故事。教学过程Step1Leading in（导入）（1）Ask students questions Do you know her name? Whats her disability? Whats she famous for? Play a video for students to watch. (同时播放千手观音片断) （2）A guessing game Who are they? What are their disabilities? Whats their achievements?Show the pictures of Stephen Hawking, Hellen Keller ,Liu wei and Sang lan 设计意图从提问入手引出残疾人的话题，通过观看影片和猜测游戏让学生了解这些残疾人的顽强意志及其取得的辉煌成就。评价策略：在这个环节中，通过图片和视频的直观展示，能够迅速吸引学生的注意力，学生通过与同伴共同学习，获得了教师的肯定评价，增强了学习的自信心，产生了进一步学习的强烈愿望，也为后面的教学做好了铺垫。Step2. Warming up(读前热身)Rosalyn walking difficultyRichard difficulty with eyesightSally hearing problemGao Qiang Downs Syndrome设计意图让学生将书本上的四幅图对应的人物与方框中的残疾疾病进行配对。让他们了解残疾的种类，简短地讨论各种残疾给人们的生活带来的种种不便。尽管如此，仍然有许多残疾人在不同领域取得了非凡成就，为本单元的Reading部分精彩故事做好了铺垫。评价策略：在这个环节中，可以让学生先只看图片大胆猜测图片中的人患有什么疾病，然后再看图片下面的描述进行配对，既发挥了学生的想象力，也为reading部分做好了铺垫。Step3. Pre-reading（阅读前）设计意图通过介绍“Family village”，让学生说出这一网站的目的，重点在于该网站不仅对残疾人大有帮助，而且对健全人也同样有所裨益，以激发学生的阅读兴趣。1. To give ordinary young people with a disability the chance to tell their personal stories.2. Other disabled people also find the website beneficial. 3. The website is also a way for non-disabled people to understand more about how challenging life can be for people with disabilities.评价策略：此环节有承上启下的作用，由于教材上并为对“Family village”做详细的介绍，所以需要老师在课件准备方面以直观的形式给学生呈现出来，既节省了时间，也避免了老师解释的太多但学生还是不理解的情况出现。Step4 . Reading（阅读）1.Fast-reading（快速阅读）设计意图让学生在规定时间内，快速阅读课文，并概括出文章的大意。Main idea: Though he is a disabled person, Marty never feels sorry for himself and he enjoys his life.2.Skimming（跳读）设计意图让学生通过跳读，学会找关键信息，配对各段段落大意，提高阅读的速度。Paragraph 1：An introduction_to Marty and his muscle disease.Paragraph 2：How the disease developed/started.Paragraph 3：Marty met a lot of difficulties at school.Paragraph 4：How his life has become easier.Paragraph 5：The advantages of his disease.3. Detailed reading（细读）设计意图让学生通过略读填写下面信息表，以帮助学生了解Marty的疾病给生活带来的困难和他如何克服这些困难并取得成就的；并掌握细读的阅读技巧，提高他们的阅读速度和快速寻找信息的能力。Read Martys story and fill in the chart.DiseaseDifficultiesAmbitionAchievementHobbyMottoAdvice4. Reading comprehension（阅读理解）设计意图让学生做与文章内容相关的各类型阅读理解，适应高考阅读理解题型，提高做题的正确率。推理判断1. From the passage we can infer that _. A. Marty asks others to feel sorry for him. B. Marty never loses heart. C. Marty is afraid of being made fun of.D. Marty will not accept any encouragement because he has grown stronger. 细枝末节2. Why did the doctors cut out a piece of muscle from Martys leg? A. Because they could cure the disease by cutting it out. B. Because they wanted to use it as a specimen(标本). C. Because they would transplant the new muscle. D. Because they wanted to find out the cause of the disease.3. Whats Martys dream when he was a child? A. Being a famous football player and representing his country in the World Cup. B. Being a doctor. C. Being a college student. D. Being a basketball player. 正误判断 4. Which of the following is true according to the text ? A. While at high school, not all Martys classmates accepted him. B. A big company bought the computer game from Marty. C. The doctors know Martys disease well but they hide the truth. D. Marty looks quite different from others because of his disease.5. Which of the following is false? A. Although there are a few students who look down upon him, Marty never gets annoyed. B. Marty leads a meaningful life and does not feel sorry for being disabled. C. Marty only spends time with his pets and never with his friends. D. Martys disability has made him more independent.评价策略：该环节是本节课的重点，分成四个部分，由简单到慢慢增加难度，层层递进，既体现了阅读课的精髓，训练了学生的各种阅读技巧，又很好的让学生实实在在的理解了课文。Step5. Discussion(讨论)设计意图让学生就“Do you think disabled people ca