高中英语教案
高中英语教案 12
Task Write a website article to give advice
Unit 2 What is happiness to you
译林版《牛津高中英语》(必修模块6)
一、教学课型:综合技能课
Task 板块是《牛津高中英语》中的一个新内容,要求学生在课堂内进行各种开放式任务型活动。设计的主要目的是引导学生子完成任务的过程中使用英语,并以任务的形式,培养学生听、说、读、写的综合技能。 二、教学内容分析
本单元的task 板块内容由三个步骤(Steps)也即任务组成。每个步骤都给学生提供了真实的情景,并设计了目标明确的任务。步骤一要求学生识别消极性的情绪语言,通过阅读和有步骤的听力训练迅速抓住要点,找出问题。步骤二要求学生在找出了问题后,通过小组讨论,相互合作等活动来处理问题。步骤三要求学生综合前两个步骤的结果,完成本单元也是本板块的最后任务,以书面形式写一封建议信。 三、教学目标
1. 引导学生在读和听的过程中,迅速找出朋友Ma Jie的问题,培养学生通过听、读等方式来获取信息的能力。
2. 要求学生利用技能训练中的方式,通过两人对话,小组讨论等方式,帮助Ma Jie 解决问题,培养学生用英语传递信息与口头表达能力。同时鼓励学生学会合作,发展与人沟通的能力。
3. 用书面形式写建议信,培养学生的写作能力。
4. 培养学生自主、合作的学习能力以及乐于助人的人文素质。 四、教学重难点
1. 如何在听和读的过程中迅速准确的获取信息; 2.如何运用化整为零的方法来解决问题。 五、教学方法
本课拟采用任务型教学为主的教学方法,借助多媒体辅助教学手段。在教学过程中以学生为中心,采用学生独立思考、两人或多人合作相结合的活动方式。 六、板书设计:
七、教学过程(90分钟)
根据教参要求和教学实际,本板块不可能在45分钟内很完整的进行听说读写的多重任务,所以分为两课时。
第一课时
Step 1 Lead-in (5分钟)
Present some pictures on the screen and ask the Ss
Q: What words do you think can describe the person(s)’s feelings in the pictures? Are these words negative or positive?
What other negative emotional language can you think of ?
Ask the students to give their answers and write on the Bb. Then ask them to read the skill building 1 to get more information.
[设计说明]这样导入既能激发学生的好奇心,又能营造宽松活跃课堂气氛,同时又能让学生学会识别negative emotional language。
Step 2 Identifying problems
Task 1 Reading (5分钟)
Read the letter from Ma Jie and
⑴underline the negative emotional language Ma Jie used to describe his problems;
⑵find out Ma Jie’s problem.
Task 2 Listening (15分钟)
(1) Listen to the tape and find out more about Ma Jie’s problems. Complete the notes 。
(2) Ma Jie tells about some of the solutions he thought of and why these solutions did not work.
Listen to the tape and write down the reasons he gives to each possible solution.(part C)
Possible solutions
1 try harder at everything
2 focus on school, play basketball at the weekend 3 study less 4 quit basketball Why this solution did not work
_________________________________
___________________________________ ____________________________________ ____________________________________
[设计说明] 本环节为本单元的听力部分,也是一个信息输入部分。旨在培养学生多渠道获取信息的能力,同时也是培养学生独立思考,发现问题的能力的一个方面。
Step 3 Discussing solutions
Task 1 Introduction to skill building 2 (3分钟) Q: What do you think of Ma Jie’s problem? (板书)
(Teacher: It’s a bit difficult to answer the question because it is a big question. How can we break it into smaller ones? You can refer to the skill building 2: breaking a big question into smaller ones.)
Have the Ss go over the guidelines and ask them to read the big questions and smaller questions given in this part as an example.
【教后记】 这是由听到说的过渡。在学生已经充分了解Ma Jie 的问题后,提出此问题并
不显得突兀。但此问题明显问得不够具体,从课堂反应看,学生大都不感到难以回答。这也就正好符合了教师的
设计意图,使引进skill building 2: breaking a big question into smaller ones 顺理成章。 Task 2 Discussion (5分钟)
Have Ss work in pairs and try to divide the big question “What do you think of Ma Jie’s problem?” into smaller ones.
(板书内容)
Ask some students to give their answers and write them on the Bb.
Then student A asks student B these smaller questions , student B answers these questions using the notes in step1.
[设计说明] 让学生以两人合作的形式进行充分的讨论, 让复杂难处理的问题变得简单,可顺利进入下一步解决问题阶段。
Task 3 Make up a dialogue (10分钟)
After talking to Ma Jie, you decide to ask an older student from your school for advice. Role-
play with a partner. You can use the two speech bubbles as guidlines.
【演示】Ask two or three pairs to present the dialogue to the whole class.
Step 4 Homework
To read the guidelines in Page 29 on how to make advice clearer and more helpful to those people who need it.
第二课时
Step 1: Lead-in (2分钟) Review:
What is Ma Jie’s problem?
Have you think of some ways to help him?
When you give advice, what guidelines should you remember? What to do and why?
[设计说明] 本环节既能复习上一课时的部分内容,同时又很快转入本课时的第一节,即理解skill building 3的内容。
Step 2 Skill building 3 (5分钟)
[操作说明] 使用多媒体课件分项呈现各表格内容。
Step 3: Writing an article Task 1 (5分钟)
Ask students to discuss and list what they should write in the article first. Use the guidelines to find some information (for reference) ·Ma Jie's problems ·the possible solutions Ma Jie has thought of and the reasons why they didn't work · the advice you gave to Ma Jie ·the advice his parents, teachers and coach gave him and why it works · your opinion about the best way to solve problems that students have
[设计说明] 本环节帮助学生应用前几个步骤所学的内容,为学生的写作构建整体的框架,提供必要的写作要点。
Task 2 writing (group work) (12分钟)
Have the students work in groups of four to write the article. Each member of group writes one part . After each member has finished his or her part, the group puts the four parts together to form the article and present it to the whole class.
[设计说明] 本环节进入实质的写作程序,个人独立写作和小组合作相结合,既能促使学生独立思考,又能发挥集体的智慧。
Step 4 Writing (Individual work) (20分钟)
Have the students read the following letter, and try to write a reply to give her some advice.
[阅读和写作技能的培养以及学习策略的运用有机地结合起来,能够培养学生综合语言运用能力的发展。
Project Making a happiness handbook Unit 2 What is happiness to you
译林版《牛津高中英语》(必修模块6) 教案设计:江苏省泰兴市第二高级中学 肖燕
一、课型:综合技能课 二、教学内容分析:
该板块提供了两篇与本单元话题相关的阅读材料Golden Days 和My Future Happiness, 让学生阅读并思考什么是幸福。通过小组讨论和分工合作等活动,制定一本快乐手册。该板块旨在让学生通过完成一个真实的事情来学习和使用英语。 三、教学目标:
(1) 利用图表等形式来呈现文章具体信息,使学生学会概括段落大意,了解不同年龄,
不同阶段的人对快乐的不同理解;
(2) 使学生通过合作用英语完成任务快乐手册的制定;
(3) 引导学生在阅读课文和参与各种学习活动来提高读写能力。 四、教学重难点:
(1) 提高学生的阅读能力;
(2) 利用所学语言来完成活动要求; (3) 培养学生的合作精神。 五、教学方法设计:
本课的教学设计围绕培养学生的读写能力和发展学生的语言运用能力展开。利用多媒体辅助教学,以此来创设良好的教学情景,优化教学过程,促进学生思考。采用任务型学习方法,启发学生自主理解文本内容,探究和领悟所学文章的语言特点和篇章结构,促进学生语言运用能力的提高,开始project任务前,教师组织学生以四人小组为单位,进行准备,并指导学生共同探究,互相帮助,共同进步,通过课后任务,引导学生进行探究性学习,把英语听说读写的训练从课堂拓展到课外。 六、板书设计:
七、教学过程:(45分钟) Step 1 Lead- in (4分钟 ) Play a video part and ask: Is it funny?
What feeling do you have after seeing it ? What else can make you happy in your life?
Teacher: Every one has different ideas about what makes them happy some people like to talk about and remember happy times in the past , and others like to imagine happy times in the
future .Let’s read the two passages about happiness.
【设计说明】 观看短片不仅能使学生集中注意力,而且营造了快乐的课堂氛围,有利于教师快速切入本课主题happiness
Step 2 Reading: (20分钟)
Task 1 Skimming (Organization )(6分钟)
Match the topic sentence with each paragraph after skimming the two passages.
(Para ___ ) (Para ___)
【设计说明】 本任务的目的是让学生通过快速阅读寻找有用信息,利用主题句理解段落大意,以此形成对课文内容的初步理解。 Task 2 Scanning(10分钟)
Listen to the tape and try to find the answers to the following questions. Golden Days
1. what does the writer think of the school days in the countryside in England? Why? 2. what does the writer think is an important part of happiness ? My Future Happiness
3. What will be brought to us by technology according to the writer? 4. What can simplify our life in the future?
5. Why does the writer think being an adult also can her happy? 【设计说明】通过细读课文,学生进一步理解文章的细节。 Task 3 Careful-reading: (4分钟)
Read the two passages quickly and choose the best answers . 1. The writer in Golden Days wrote the text mainly __________. A. to explain to us what happiness means to him. B. to tell us about his happiest time of life in the past. C. to advise us to treasure our happy school days.
2. According to the writer in My Future Happiness ,her future happiness mainly depends on ____. A. a secure and successful job. B. new technology. C. being an adult. 【设计说明】 本任务属于深层理解训练,旨在引导学生通过细读文章理解课文的中心思想。
Step 3 Discussion (8分钟)
Ask the students to fill in the following table according to what they have read in the two essays.. They can discuss with their partner to give more information on what they think about the advantages or disadvantages of being young or old. (
【设计说明】加深对文章的理解,了解不同年龄,不同阶段的人对快乐的不同理解。同时也获得一定的语言储备,为下一步做出铺垫。
Step 4 Project Preparation (12分钟)
Task 1 (individual work) (4分钟)
Ask the students to review the opinions on happiness that they have learnt in this unit to make preparations for the essay writing about their own ideas of happiness.
Task 2 (group work) (8分钟)
Divide the whole class into some groups of five or six students. Ask the groups to discuss the eight questions in part B on how to plan their happiness handbooks. Attention: Every group member should undertake a different task.. 【设计说明】此步骤旨在通过独立思考和相互讨论来培养学生的思维能力和用英语表达的能力。同时,有助于培养学生的自主、合作和探究精神。
Step5 Homework (1分钟)
Complete the happiness handbook making after class. Each group should present their handbook to the classmates next class. 【设计说明】把任务的完成从课堂内延伸至课外,有利于巩固学生在课堂上获得的知识和技能,和培养学生的实践能力和探究能力。