2019-2020年高中英語 Unit1《The world of our senses》教案（3） 譯林牛津版必修3.doc

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2019-2020年高中英語 Unit1《The world of our senses》教案（3） 譯林牛津版必修3 一、教學課型：閱讀課 二、教材分析： 1、教學內(nèi)容：閱讀課文 Fog 2、教學內(nèi)容分析及教材處理： 本節(jié)課是本單元的第2個版塊，講的是一個叫Polly的女孩在大霧中安全回到家的故事。這篇文章是對上個版塊的延伸，充分驗證了上個版塊所提到的一個句子：“When one of the senses fails, other senses bee stronger.”本文是以作者的游蹤為線索的，因此在講述時要以作者所經(jīng)過的6個地點為主線，穿插用who, when ,how, why, what引出大量的問題。 3、教學目標： 1）語言知識：學習新單詞：weatherman, observe, glance等及短語be covered in, be nowhere to be seen, by the time等。 2）語言技能：學習用英語說出Polly在回家之前所去的6個地方及在這幾個地方發(fā)生了什么事情，和誰在一起，培養(yǎng)學生說的能力。 3）情感態(tài)度：教育學生熱愛生活，尊重殘疾人，對別人給予的幫助要心存感激并盡力回報。 4）學習策略：促使學生養(yǎng)成合作探究、互幫互助的學習習慣。 4、教學重點和難點： 1）組織學生用英語說出Polly是如何安全回到家的。 2）指導學生進行一次模擬的對Polly的采訪。 三、教學思路： 采用多媒體教學等輔助手段，在閱讀中安排回答問題、集體朗讀、個人閱讀及歌曲欣賞等活動，讓學生在具體而真實的場景中運用所學語言。 四、教學流程： Lead—in→Reading prehension→Reading extension→Summary and Homework 五、教學過程 Step 1 Lead—in Show some slides of different weather, especially a foggy picture. Then ask the following questions: 1. What’s the weather like in the pictures ? 2. Do we sometimes have foggy days here ? When? 3. How do you feel on foggy days ? 4. Have you ever lost your way in the fog ? What would you do if you got lost in the fog ? 5. What sense or senses do you think we can use on foggy days? [設計說明]通過觀看圖片激發(fā)學生學習興趣，進而引出話題fog讓學生進行討論，讓他們搜索自己的知識庫中有關霧天的背景知識。 Step 2 Reading prehension 1. Pre—Reading Let the students skim the passage and answer the following questions: 1） What’s the story about ? 2） Where did Polly live? 3） How did she usually get home ? 4） What was the old man carrying ? [設計說明]通過閱讀輸入語言，訓練學生的閱讀技巧，如領會文章主旨和把握文章細節(jié)的能力，并了解Polly在大霧中的復雜心情，為順利過渡到下一具環(huán)節(jié)作鋪墊。 2. While—Reading 1）Ask the students to scan the passage and plete Part C1 and C2. 2) Guide the students to read the Reading strategy for the article and teach them the elements of a story. Tell the students that in reading or writing a story they should focus on what happened, when it happened, where it happened, why it happened and who was involved in the event. 3) Ask the students to fill in the chart below using information they find in the story Fog. Part Place Time and weather person What happened Polly’s feeling Part 1 Part 2 Part3 Part 4 Part 5 Part 6 4)Let the students discuss the chart, e.g. Where was Polly? What was the weather like? Was she alone? Why did she leave work earlier? Did she feel afraid? Encourage the students to present questions as many as possible. 5) Ask the students : What do you think of the old blind man? Is he a person worth respecting? Project pictures showing the society’s care for the disabled. Let the students talk about the pictures. 6) Play the song: Let the world be full of love [設計說明]通過一個個問題啟發(fā)學生的思維，讓學生透徹理解課文內(nèi)容，同時也對學生進行一次情感教育。 3. Post—Reading Ask the students to pretend that they are the reporters of the newspaper that Polly wrote the letter to. They may want to interview Polly to know more about what happened to her. Ask them to prepare some questions before the interview. For example: 1) When do you usually go home after work? 2) How long does it usually take you to go home from your office? 3) How did you feel when you were on the train? Did anything happen? 4) You were so frightened. What happened before you met the old man? 5) What made you trust the old man on such a dark, foggy day? 6) How did you feel when the old man told you that he needed to leave to help more people in need? Ask the students to work in pairs to do an interview as if one of them is a newspaper reporter and the other is Polly. Encourage the students to use their imagination to ask any possible questions and give reasonable answers. [設計說明] 此環(huán)節(jié)讓學生在學中用，在用中學，以訓練學生在具體語境中得體和靈活運用所學語言的能力，也為下一步的延伸作準備。 Step 3 Reading extension Tell the students that in Line 14, there is a sentence, “She sensed that she was being watched by a tall man in a dark coat.” Ask the students : Is the sense one of the five senses? (The students may say it’s a different sense——the sixth sense) Tell the students that it’s said that the sixth sense is a special ability to know something without using any of the five senses. It’s a kind of keen intuition. Encourage the students share their opinions and experiences with each other. [設計說明]通過延伸讓學生對本單元的主題有更深入的理解。 Step 4 Summary 總結(jié)本節(jié)課的內(nèi)容，并且呼吁和要求學生熱愛生活，尊重殘疾人，對別人給予的幫助要心存感激并盡力回報，并努力學好本領，回報社會。 Step 5 Homework 1. Help Polly write an e—mail to her classmates about the old blind man’s help. 2. Think of the people that have ever helped you. [設計說明]此作業(yè)旨在告訴學生要有一顆感恩之心，對別人給予的幫助要銘記于心，并盡力回報。 教學反思： 這節(jié)課的預期目標是讓學生全面理解文章主旨，培養(yǎng)學生的閱讀理解技巧和閱讀能力，激發(fā)學生對美好生活的熱愛和向往。在Reading prehension環(huán)節(jié)中，多數(shù)同學能較快而準確地完成，基本上達到預期的目標。在延伸環(huán)節(jié)中，學生對講述第六感覺這種神奇的感覺充滿了極大的興趣，能夠滿腔熱情地參與到討論中，收到了良好的效果。 愛因斯坦曾說過，興趣是最好的老師。托爾斯泰也曾說過，成功的教學所需要的不是強制而是激發(fā)箋興趣。這節(jié)課成功的關鍵在于筆者給學生創(chuàng)造了一個寬松、民主、和諧的學習空間，從而激發(fā)了他們學習的興趣。 這節(jié)課的不足之處在是時間安排上后面略顯緊張，致使個別問題沒有充分展開。