高中英語上教版高一下冊Module2ThenaturalworldUnnatura

朗文出版社LookAheadIIIUnit10ChapterII閱讀UnnaturalActs教學設計一．教材分析：本課為《展望未來》第三冊十單元課文，屬于高二上期的英語教學內容。該文章是一篇紀實性記敘文，摘自報刊報道講述了馴獸師Zapashny的工作，本文語言地道，簡單生動，但富含深意，是培養(yǎng)學生多方面看待問題和批判性思考的陳好的語言材料。二．學情分析本次課為借班上課，學生是樹德中學光華校區(qū)高二年級學生。因為對學生不熟悉，所以在準備上有一定難度，更大的挑戰(zhàn)來自學生對文本言外之意的理解和流暢表達力。安排的教學活動是以文本材料的內容細節(jié)為設計主線，引導學生利用理解的文本信息展開采訪活動，并能夠用辯證的態(tài)度看待問題，有依據(jù)地發(fā)表自己的看法和觀點。三．教學目標：基于對教學內容和學情的分析，本課確定了以下教學目標：通過精讀文章，學生能夠準確抓獲原文細節(jié)內容通過plottree的信息完善，學生能夠將文本信息利用起來，展開有依據(jù)的采訪活動通過從文中尋找依據(jù)，學生能推斷主人公和作者相關態(tài)度，并發(fā)表自己觀點通過對文本的學習和開放式情景討論，學生能夠多角度和辯證地看待問題，并能有依據(jù)的闡述立場和態(tài)度。四．教學重難點：重點：理解文章細節(jié)和語言特點，把握文章主題，有依據(jù)地發(fā)表觀點。難點：如何理解主人公和作者的態(tài)度；如何有依據(jù)的利用文本信息展開創(chuàng)設性情景活動；如何多角度辯證地看待問題并闡述觀點五．教學過程(1minute)2.Lead-in(4minutes)Teacher’sactivitiesStudents’activitiesDesignintentionsAskSstowatchashortvideoandtosummarizewhattheyhavewatchedwithonesentence.Watchthevideocarefully.Useonesentencetosummarisethemainidea.通過視頻引出本課話題的主題信息，并為文本學習后的討論鋪墊基礎。3.Pre-reading(2minutes)Teacher’sactivitiesStudents’activitiesDesignintentionsGuideSstopayattentiontothequestionmarkinthetitleandthinkaboutwhy.GuideSstomakeapredictionaboutthecontentsofthearticlebasedonthetitle.Thinkaboutthetitleandtrytoguesswhatthisarticleisabout.學生能根據(jù)標題合理預測文章內容，并能稍后根據(jù)文本內容修訂預測信息。Fastreading(4minutes)Teacher’sactivitiesStudents’activitiesDesignintentionsGuideSstoreadthisarticlequicklytogetthemainidea.Readwithinthelimitedtimeandgetthemainidea.Comparetheirpredictionwiththearticleandmakethecorrections.學生能夠通過限時閱讀準確把握文章內容，修正自己的預測。Careful-reading(7minutes)Teacher’sactivitiesStudents’activitiesDesignintentionsGuideSstoreadthisarticlecarefullyandfindoutthedetailstocompleteaplottreeReadthisarticlecarefullyandfindouttheinformationbyfollowingtheteacher’squestions能夠在精讀文章的前提下準確找到細節(jié)信息，和老師一起完成plottree，對文本字面信息能準確理解和全面獲取Outputone---aninterviewwithZapashny(5minutes)Teacher’sactivitiesStudents’activitiesDesignintentionsGuideSstohaveaninterviewwithpartners,oneactingasaninterviewerandtheotherZapashy.Usetheinformationintheplottreetocompleteaninterview.Ifnecessary,theycanaddmoreinformationbasedontheunderstandingofthearticle.能夠將plottree中包含的文本信息充分利用起來，展開實際運用。鼓勵有依據(jù)地適度的擴展信息。Titleanalysis(2minutes)Teacher’sactivitiesStudents’activitiesDesignintentionsGuidestudentstolookatthetitleagaintounderstandwhythewriterusesthistitle.Anopenansweriswelcome.Usetheinformationinthearticletothinkaboutthequestionandexpressindividualunderstanding.能夠從文中尋找依據(jù)，推斷Zapashny和作者的態(tài)度，并發(fā)表自己的觀點。Outputtwo---discussion：Shallwekeepthecircustraditionornot?Why?(8mminutes)Teacher’sactivitiesStudents’activitiesDesignintentionsGuideSstodiscussasagrouptothinkaboutthequestioncriticallyandreachaconclusion.GuideSstoexpresstheiropinionsandlayouttheirsupportiveideaslogically.Discussthequestioningroups.Reachaconclusionandlistpersuasiveideastosupporttheirconclusion.能夠辯證性看待問題，并能有依據(jù)地發(fā)表自己的觀點。Outputthree---assignment:Supposeyouarethetigerthatwastamedinthecircusbutnowislivinginthewild.Writeanessaytodescribeyourexperiencesandfeelingstocallonpeople’sattentiontotheunnaturalacts.(2minutes)Teacher’sactivitiesStudents’activitiesDesignintentionsGuideSstowatchanothershortvideo,whichisconnectedwiththefirstoneatthebeginningoftheclass.GuideSstowriteanessayafterclasstocallonpeople’sattentiontothisissue.Watchthevideocarefullytodiscoverthemainideaandtheintentionofit.Writeanessaytoexpresstheirideasformtheviewpointofatiger.利用開放式情景引導學生多角度看待問題，為下次課聽力做鋪墊。六.教學反思本次課比較圓滿地完成