英语教学设计 The problem of snakes.docx

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1、附件：教学设计方案模版教学设计方案课程英语阅读课课程标准教科书从内容安排、编排体系到采用的教学方法和练习的设计等方 面都努力体现普通高中英语课程标准（实验）规定的课程性质 和理念：即发展自主学习的能力和合作精神；加强培养学生综合语 言运用能力，注重学生用英语获取信息、处理信息、分析问题和解 决问题的能力，以及用英语表达思维的能力。教学内容分析本单元中心话题是“发明与发明家具体涉及“发明与发现的 区别”，“发明产生的过程”和“申请发明专利的条件内容上，阅 读部分是一篇记叙文，讲述了一个女孩如何遵循研究发明的步骤， 最后成功地把在她母亲家里安家的一窝蛇放回大自然的故事。结尾 还提到了她申请捕蛇专利

2、的过程以及申请专利的条件。通过捕蛇故 事的推进，文章的脉络顺着发现问题、调查研究、确定方法、多次 尝试，最后申请专利的逻辑发展。文体上，文章语言比较正式，脉 络清晰，词汇偏向科技发明类。教学目标（一）语言能力1 .读：学生能够运用略读、找读、理解逻辑关系等阅读技巧 捕捉自己需要的信息，并借助话语标记语读懂文章大意，抓住文章 逻辑发展的基本线索，形成篇章意识。2 .写：学生能够根据提示线索（视频、文字、图片），用恰当 的词汇和句子描写发明的步骤。3 .听说：学生能够用简单的句子表达自己的想法，听懂老师 的话语。（二）思维品质学生能够综合运用观察、记忆、推理、联想、创造等思维能力， 进一步强化读写

3、技能，拓展思维品质。（三）文化素养1 .学生能够从探究的问题中看到保护野生动物的重要性。2 .学生能够理解发明创造的过程中需要不断尝试和创新，需要 坚持和努力。学习目标学习这篇文章的目的有两个：一是通过故事向学生叙述发明的 过程，以使他们了解发明的步骤并且尝试运用；二是发明家在发明 过程中需要付出很多的努力，反复修改，保持严谨，最后才能取得 成功。学情分析总体来说，作为刚入学两三个月的高一新生，他们的精神面貌 还比较好，能够尊师重道。学生们的高中英语学习方法还在学习和 转变中，学习习惯还在培养和形成中。具体表现为：由于学习难度的上升并且还在适应环境过程中， 他们在课堂上表现为“不敢说或者小声说

4、”，需要老师的鼓励和肯 定，个别学生比较积极活跃，引导得当的话他们也会有好的点子。 学生已经分过学习小组了，平时会有一些小组活动，部分组配合得 当。课外学生们喜欢听英语歌看英文电影，部分同学能够及时反馈 英语学习问题。重点、难点培养学生略读、我读、猜测词义、推理判断等阅读技巧，并利 用这些技巧捕捉、归纳和理解阅读信息。学生能够通过词、句线索摸清文章发展脉络，从而了解发明创造的基 本步骤。学生能够从主人翁不断修改、反复尝试的过程中懂得一个道理，即发明创造不可能一蹴而就，发明的过程中需要细心谨慎，不断完 善，坚定信念，持之以恒。教与学的媒 体选择学生理解发明创造的步骤，并且尝试利用这些步骤去描述一

5、个 发明。课程实施类型偏教师课堂讲授类偏自主、合作、探究学习类备注教学活动步骤序号1Step 1 Pre-reading (5 minutes)Purposes:1. To arouse Ss interest and leave a suspense.2. To improve their observation ability.3. To lead in the topic and draw Ss attention to the reading.Procedures:T describes a situation to the Ss (with a picture): You and y

6、our BBF are drinking beer in the yard. Suddenly, a snake comes to your yard. Can you use one of the tools in the picture to get rid of it? Then leads the Ss to find the tools in the picture and ask them to make use of one tool to get the snake out of the yard.2Step 2 While readingTask 1 (5 minutes)P

7、urposes:1. To improve the Ss reading abilities: skimming and generalization.2. To cultivate their teamwork spirit.Procedures:T boosts the plot: Luckily, there is a girl who has met the same problem. Let, call her Lily. She found a solution to the problem and wrote her story in a diary. However, the

8、story was tore into four parts. Then T asks the Ss to work in groups and put these four sections into correct order (every leader of the groups has got the materials in advance). After that, T leads the Ss to think of the logical relationship among each section.Each St gets a piece of paper, and wor

9、k together to find the right order of the story. Then think of the connection of each part.3Procedures:T continues the plot: There is a huge secret hidden in the diary and Lily wants to give you a map as a hint for you to find out the secret. So T has the leaders of each group give the handout to th

10、eir members and ask them to fill in the blanks of the mind-map. After that, T asks the Ss to have a competition. While the Ss are reading, T puts the mind-map on blackboard with some cards. Once finish reading and checking answers in their own groups, T asks each group to choose one part to fill in

11、their answers on the blackboard. The quickest one can choose the easiest question. At last, T leads the Ss to find what the secret is (the stages of invention).Ss read and finish their mind-maps first individually then in groups and at last in the whole class. Ss find the secret of the diary.4Proced

12、ures:T goes on to drive the plot: Lily puts a piece of paper on her desk which says to pass this challenge you need to answer one question (What kind of person is Lily). T leads the Ss to focus on the process ofthe invention once again. First from the problem of the research we can see Lily is kind-

13、hearted and wants to protect the wild animals. Then from the rest research steps we can see the other side of Lily who is persistent and independent.Ss try to brainstorm some words to describe Lilys personality from the research steps.教学活动详情教学活动 1： write the steps of invention活动目标使学生熟悉创造发明的过程解决问题学生描

14、述创造发明的过程技术资源PPT,视频影像资料常规资源黑板活动概述T continues the story: Lily wants to encourage you to finish the last challenge, so she prepared a video clip (about an apple picking machine) for you. T asks the Ss to watch the clip and answer what the machine is invented for. Then T describe the last situation fbr

15、the Ss: This machine is also invented by Lily, she writes the invention steps, but unfortunately, Lilys coffee spills over the paper and some parts are missing. So the teacher has each group work together to restore Lilys invention steps including finding a problem, possible approaches, solution and

16、 attempts. Some picture and word hints will also be given to the Ss. At last, T invites some groups to share their ideas.Ss work within groups to finish the writing part. Then some groups send a representative to share their ideas.教与学的策略任务型教学法反馈评价学生能够完成发明创造步骤的撰写，能够用正确的词汇描述视频中 的步骤。教学活动 2： share the s

17、teps of inventions活动目标学生能够分小组口头表达发明创造的步骤解决问题发明创造的基本步骤技术资源PPT,白版，投影常规资源黑板活动概述After-reading (12 minutes)Purposes:1. To promote reading to write.2. To encourage the Ss to imitate and use the stages of invention in writing.3. To improve the Ss thinking abilities such as creativity, associative memory4.

18、To cultivate their teamwork spirit.Procedures:T continues the story: Lily wants to encourage you to finish the last challenge, so she prepared a video clip (about an apple picking machine) for you. T asks the Ss to watch the clip and answer what the machine is invented for. Then T describe the last

19、situation for the Ss: This machine is also invented by Lily, she writes the invention steps, but unfortunately, Lilys coffee spills over the paper and some parts are missing. So the teacher has each group work together to restore Lilys invention steps including finding a problem, possible approaches, solution and attempts. Some picture and word hints will also be given to the Ss. At last, T invites some groups to share their ideas.Ss work within groups to finish the writing part. Then some groups send a representative to share their ideas.教与学的策略交际教学法反馈评价学生能够开拓思维，创造性的解决问题。评价量规其它参考书人教版教材备注