王銀滔公開課教學設計

1、高二英語語言點教學設計案例Unit 2 Cloning , Module 8Language points從化六中 王銀滔Unit 2 Cloning , M8Language points 教學設計教學年級:高中二年級教材版本:人教版教學內(nèi)容: Unit 2 Cloning , M8 Language points授課時間: 40 分鐘學生分析本能夠在教師的幫助下策劃、組織和實施英語學習活動。但部分學生的英語語言基礎(chǔ)比較薄弱，需要強調(diào)抓基礎(chǔ)，循序漸進地學習語言知識。（二）教材分析本單元的中心話題是“克隆”。其內(nèi)容具體涉及“什么是克隆”、“克隆羊多莉是如何誕生的”、“克隆的利弊”等。語言技能和

2、語言知識都是圍繞“克隆”這一中心話題設計的。這節(jié)課為語言點學習,主要學習閱讀文章中的重點詞匯。詞匯部分設計了四項練習，頭三項要求學生用課文中出現(xiàn)的新單詞和詞組完成填空或改寫句子，以達到正確人所執(zhí)教的高二(9)班是文課班,大多數(shù)是女生,年齡多在16-17歲。高二年級的學生大部分都認識到英語學習的重要性和英語學習的特點，有一定的英語語言學習基礎(chǔ)。通過模塊一到模塊七的學習，他們已掌握一定的詞匯，語法并具備了一定的表達能力。他們有明確和持續(xù)的學習動機和自主學習意識，能夠提出問題并陳述自己的觀點和建議，使用本單元中一些重要詞匯和短語的目的；最后一項提供一些有關(guān)克隆的問題及答案，要求學生將它們配對起來編成

3、對話并進行角色扮演，以加深對克隆的理解并加強與員表達能力。根據(jù)學生的實際，我對本單元語言點進行整合。我以表格對課文重點內(nèi)容即克隆的優(yōu)缺點進行復習，展示和分享學生的小組活動成果。我注意給出圖片，給學生創(chuàng)設不同的語境，讓學生在語境中體會詞匯，學會如何運用詞匯。（三）教學目標英語課程標準指出：“基礎(chǔ)教育階段英語課程的總體目標是培養(yǎng)學生的綜合語言運用能力。綜合語言運用能力的形成建立在學生語言技能、語言知識、情感態(tài)度、學習策略和文化意識等素養(yǎng)整體發(fā)展的基礎(chǔ)上。”英語課程標準還特別強調(diào)培養(yǎng)學生的創(chuàng)新能力和解決實際問題的能力。結(jié)合高二學生的實際和教材內(nèi)容，我把本課的教學目標從語言知識，語言技能、情感態(tài)度、學

4、習策略和文化意識方面定為：1語言知識掌握第一篇閱讀文章中的重點詞匯：undertake ,objection ,forbid,commercial ,identical , cast down , procedure , disturb， disturbing ,disturbed ,straightforward , evidence, arbitrary ， disturbance , be appropriate to 2語言技能學生能在教師的指引下，培養(yǎng)和提高創(chuàng)新、解決問題的能力。學生通過老師給出的任務、圖片和創(chuàng)設的情景，學會重點詞匯，提高綜合語言運用能力。3情感態(tài)度學生通過學習單詞c

5、ast增強環(huán)保意識，不隨便扔垃圾，并通過小組活動完成任務來培養(yǎng)合作、互助精神。4學習策略學生能在一定程度上形成自主學習、合作學習、討論學習的能力。5文化意識通過與所學詞匯相關(guān)的圖片和情境，學生更深刻地了解克隆的意義和問題。（四）教學策略1.教學方法采用任務型教學方式，通過自主學習、合作性學習和討論性學習多種活動形式考查學生對詞匯的理解和運用程度。在引入時展示和分享學生的小組活動成果，在學習語言點過程中主要是小組活動、個人活動。作業(yè)部分主要是個人或小組間的自主學習活動。2教學手段使用多媒體教學，在powerpoint 課件中使用大量形象生動的圖片，讓學生產(chǎn)生學習興趣。（五）教學過程Step I

6、Revision ( 3 minutes)Review the disadvantages and advantages of cloning. Aim:The form is used as a review of the text and a lead-in of the language points.Step II Lead-in (group work) (3 minutes)Teacher display some students homework by projector, and tick out the most useful words and expressions.

7、Homework: Students discuss and find out difficult words and expressions on the reading passage in group of six and write them down on a piece of paper . (task-based)Aim: The students do the work co-operatively, and try to raise and answer questions on their own.Step Presentation (20 minutes)Ask the

8、students to match the words and their English meanings (students can discuss or refer to the dictionaries). (group work)undertake , straightforward , arbitrary , accumulate ,commercial ,procedure.Related to business and the buying and selling goods.To promise or agree to do sth.Decided or arranged w

9、ithout any plan or reason.The step or order of doing things.Easy to understand.To gradually increase in numbers.Students have a competition to tell their answers.( competition)The teacher gives some pictures and creates situations to present some key words and expressions. And then ask the students

10、to make sentences according to the key words and expressions.(1). The teacher gives a picture of twins and ask the students to guess the meaning of “identical”. Then present the usage of “identical”.(2)The teacher creates situations to ask the students to guess the meanings of “cast ,cast down”. The

11、n look at pictures to make up sentences. (At the same time , teacher educates students not to litter rubbish everywhere.)(3)Students look at a picture and use “disturbed” and “disturbing” to describe the picture .Then .the teacher presents “disturb” , “disturbance” and talks about some words which h

12、ave the similar usages as “disturb, disturbed , disturbing”. At last, students use the words to fill in the blanks. ( discussion )disturb , disturbing , disturbed ,disturbance .The _ noise annoyed me. .Please dont _me when I am working.He was killed in the political _ in Iraq.He felt _when he saw th

13、e terrible accident.(4)Students look at two sentences and guess the meanings of “be suitable for” and “be appropriate to”. Then look at a picture to make up a sentence.(5)Two students act as teachers to present two words ,“forbid” and “objection”.(task-based)Aim:The teacher helps students to solve t

14、he problems and create different situations for students to practise . Step Consolidation (2 minutes) 1. Students read the words and expressions learnt above loudly in chorus.Aim:The students read the usages of the words and expressions in order to memorize them in mind more deeply.Step Practice( gr

15、oup work /competition) (12 minutes)1. Students finish the 4 multiple choices independently . The teacher checks the answers one by one. .We _ being treated like that.A. object to B. object C. objection D. are object.The law _ the sale of cigarettes to people under the age of 16.A. encourages B. allo

16、ws C. forbids D. helps.I need a place where I can work without _.A. disturb B. disturbance C. disturbing D. disturbed.Jenny was _ to hear the news that their team didnt win the game.A. cast aside B. cast out C. cast off D. cast down2. Students are divided into small groups to have a discussion and u

17、se the words and expressions given to complete the passage. cast down ; appropriate to ;straightforward ; procedure ;disturbing ; forbid ;objectionIn February, 1997,Dolly the sheep was cloned, but the _ of cloning was not _ to undertake. Luckily Dolly produced a lamb naturally. However, cloning scie

18、ntists felt _ _ by the _ news that Dolly had illnesses more _ _ a much older animal. She lived for six years altogether. On the other hand, Dollys appearance raised a storm of _ and had a great impact on the media and public imagination. As a result, many governments _ research into human cloning.3.

19、 Check the answers one by one.Aim:Students have discourse practice.(words-sentences-passages)Enable the students to use these words and expressions in passages .Step Assignment Students use the words and expressions learnt just now to make up a story. Aim:Develop the students writing abilities and enable the students to