首届教师教学设计大赛获奖作品集(高中组)

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首届教师教学设计大赛获奖作品集(高中组)发布: 2008-4-06 19:31 | 作者: sryy | 来源: 上饶英语教学网 英语社区 英语教研 上饶教育在线
Are we endangered?
英语课堂教学设计
Are we endangered?
江西省南昌一中外语组
李志超
教学分析

教学内容	《英语》（人教版 必修）第一册（上） Unit 10 Reading Are we endangered?
教学对象	江西省南昌一中外语班高一（1）班    学生人数27人
教学方法	任务教学法，学生中心教学法，多媒体辅助教学法
教学活动组织形式	个体活动，两人活动，小组活动，班级活动
教学目标	知识目标	了解导致动植物濒临灭绝的几大因素，认识保护野生动植物的重要性和必要性，探讨保护濒危动植物的措施和建议
	能力目标	以培养阅读能力，训练阅读技巧为主，同时加强听，说，写等能力训练
	情感目标	激发和培养学生动植物保护和环境保护意识
教学重点	阅读能力的培养和阅读技巧的训练，如快速阅读找出每段主题句和精读课文完成笔记摘要
教学难点	培养学生使用相关语言阐明观点，提出建议

教学设计说明

本堂课是一节高一英语阅读课，针对教材特点和教学要求，重点培养学生的阅读能力，同时加强听，说，写综合技能的培养。教学活动具有以下特点：
一．
座位安排体现新意
组织学生以小组为单位围坐成梅花形，在不破坏班级整体性的前提下，方便小组讨论和展开竞赛及各项活动，并能充分体现各小组的特色。
二．
有效利用多媒体课件辅助课堂教学
采用多媒体课件辅助课堂各教学活动的展开，丰富了教学内容，提高了学生的学习兴趣和课堂教学效率，充分体现了现代化教学技术的优点。
三．
以学生为主体
注重课堂延伸
课堂教学活动中充分激发学生的学习积极性和创造性，培养学生自主学习的能力。如：
1.）在处理课文知识点时由学生一边听课文录音一边在文中勾出知识点并以小组比赛形式检验学习效果以培养学生自学能力（注：本篇课文语言点较少，均为一些固定搭配和词组，学生通过上下文能理解其含义，故此部分教师引导学生自学）；
2.）以电视谈话节目形式，先由一名学生带领大家参观一个保护藏羚羊的图片展，然后让大家以小组形式谈谈“我们能为保护野生藏羚羊做些什么？”
以此作为阅读后的一个拓展和升华，体现素质教育中培养学生创新思维的思想；
3.）布置学生课前以小组为单位在internet上查找相关资料并在课堂展示成果，帮助他们成为学习过程的积极参与者和主动探索者，提高学生的信息素养，创新精神和实践能力。


教学过程：

Step 1 leading-in （时间：2-3分钟）
First, film clips of the movie “Kekexili”

Teacher: Have you seen this movie?


(option): Who can say something about the film?
Next, pictures of “milu deer”

Teacher: Do you know the name of this animal?

Who can say something about it?


(option): The teacher can introduce milu deer to the students if necessary
Finally, more pictures of endangered animals and plants

Teacher: Today we have two questions to discuss in this lesson
1)
Why are they endangered?
2)
What can people do to help them?
【设计说明】
导入部分由两个步骤构成
1）首先让学生观看电影《可可西里》中的几个小片段，让其描述所见景象，如有学生看过此片，可让其中一人简单介绍电影中巡山志愿者奋力保护藏羚羊和盗猎者疯狂猎杀的情节和内容，引起大家保护野生动物的共鸣。
2）介绍另一种产自本国涉临灭绝的动物-----糜鹿，并介绍其它一些濒临灭绝的动植物。由此引出本课主题-----保护好野生动植物，并提出问题：
1．Why are they endangered?它们为何濒临灭绝？
2．What can we do to help?我们能做些什么？
这两个问题是本篇课文的主要内容，由此为突破点，引起学生探究的好奇心。
Step 2 pre-reading activity （时间：2-3分钟）
First, Ask the students to finish the questionnaire
Then, Ask one or two students to report their answers

questionnaire
1. Do you think it is possible for us to live without animals or plants?

A. Yes
B. No
2. How often do you go to the zoo?

A. Very often
B. Sometimes
C. Seldom
D. Never
3. Will you adopt an animal in the zoo?

A. Yes
B. No

4. Have you ever keep any pet at home?

A. Never
B. Yes
C. No, but it is possible
5. What do you think causes the endangerment and extinction of some animals and plants?

A. Pollution
B. Overhunting
C. Overusing natural resources
6. Have you ever been in any organizations or groups of wildlife protection?

A. Never
B. Yes
C. No, but I’d like to
7. Do you often buy products made from some parts of rare animals?

A. Sometimes
B. Never
C. Not often
【设计说明】
此部分以问卷调查的方式让学生谈谈日常生活中自己和动植物的联系，是否有动植物保护意识，让其了解动植物保护应从我做起。
Step 3 fast reading
（时间：3－4分钟）
Ask the students to read the text fast to get the general idea of each paragraph.
At the same time, analyze the writing pattern of the text

Paragraph1:
An environmental expert points out many plants and animal are endangered.
(problem)
↓
Paragraph2:

Explain different reasons of endangerment.
(analysis)
↓
Paragraph3:

Suggest what people do to help endangered plants animals.
(possible solution)
【设计说明】
本文是一篇谈论某个社会问题的文章，结构非常紧密，思路清晰。（提出问题-----分析问题-----解决问题）。让学生快速阅读本文，找出每段的主题句，从整体上把握文章内容，并了解此类文章的篇章结构，学习此类型写作，同时又可从整体把握文章内容，便于下一步细读。
Step 4 detailed reading & note-making
（时间：4-5分钟）
Ask the students to read paragraph 2 and 3 again and finish the note-making exercise

NOTE-MAKING
What causes endangerment?
habitat loss
arriving of a new species
overusing plants and overhunting animals
pollution
What can we do?

to stop polluting the environment
to create more space for animals and plants
to learn more about animals, plants and the environment
【设计说明】
此部分让学生细读课文，就文章主体部分二三两段，即分析动植物灭绝和濒临灭绝的原因，建议我们人类如何行动拯救它们。让学生完成笔记摘要，解决导入部分提出的两个问题。
Step 5 language points （时间：8-10分钟）
First, Considering the language points are not difficult, the teacher asks the students
to listen to the tape and pick out the language points
Next, Play a game to see which group gets the most language points
Finally, Ask the students to complete some sentences with the phrases from the text

Complete the sentences with the phrases
keep…from
die out
that is
adapt to
first of all
take measures
1. Many of the living things are .
2. The government is to stop pollution.
3. He will be back on Sunday, , December 6th.
4. The storm himgoing home.
5.
, you should check your room number.
6. Our eyes slowlythe dark.
answers: 1.dying out
2.taking measures
3.that is
4.keep,from
5.First of all
6.adapted to
【设计说明】
本篇课文语言点较少，均为一些固定搭配和词组，学生通过上下文能理解其含义，故此部分教师引导学生自学。采用小组竞赛和补全句子的教学手段和方法检测其学习效果。先由学生一边听课文录音一边在文中勾出知识点，然后以小组比赛形式看哪组找的知识点最全，考虑到学生所找词组中有新有旧，教师找出新词组让学生完成补全句子练习。
Step 6 talk show （时间：7-9分钟）
Ask a student to be the host or hostess who guides the other students to a picture show
about Tibetan antelopes. He/she asks his/her classmates to discuss “What can we do
for Tibetan antelopes?” in groups.

(option) The teacher can suggest the students write a letter to appeal to people to protect Tibetan antelopes and other wild animals and plants
【设计说明】
以电视谈话节目形式，先由一名学生带领大家参观一个保护藏羚羊的图片展，然后让大家以小组形式准备谈谈“我们能为保护野生藏羚羊做些什么？”选取其中一组以谈话节目的形式让在家各抒己见。最后教师可以建议把同学们的想法写成一份倡议书，号召全人类都来保护野生动物。此部分作为本文阅读后的一个拓展和升华，体现素质教育中培养学生创新思维的思想。
Step 7 internet study
（时间：5-8分钟）
Ask the students to display the materials they’ve found on the internet before the class
【设计说明】
教师已事先布置大家以小组为单位在internet上找相关资料，此部分让各组展示成果。培养学生动手动脑的能力，让其学会利用现代技术手段进行自我学习。
Step 8 Proverbs （时间：2-3分钟）
Give 3 proverbs for the students to relate what they have learnt in class with practice

Proverbs:
1.
It is never too late to mend.
2.
It is no use crying over spilt milk.
3.
Kill the goose that laid the golden egg.
【设计说明】
教师给出三个谚语让学生结合对课文的理解对其进行阐述，展开道德教育。
Step 8 homework
1.
Watch the movie kekexili
2.
Write an article about:
.What can we learn from the movie?
.What can do to save Tibetan antelopes?
【设计说明】
布置学生用业余时间观看电影《可可西里》，并写一篇观后感，提出一些保护藏羚羊的建议。


教学总结和反思

1.
通过本堂课的学习，帮助学生了解了引起动植物濒临灭绝的因素，认识了保护野生动植物的重要性和必要性，研究与探讨了保护濒危动植物的措施和建议，激发和培养了学生动植物保护与环境保护意识。
2.
本节课课文难度不大，易于学生理解，但活动较多。要注意把握好活动时间，确保各项活动顺利完成。
3.
教学过程中应注意词汇拓展，引导学生综合运用语言的能力。


专家评语：
鲁子问   华中师范大学北京研究院副院长
这个教学设计基本能体现课程改革的理念，强调学习过程，激发学生在学习过程中思考，为了指向真实的目的运用英语。其中，电影导入、引导学生通过阅读建立论说文的基本图式、语言知识的发现式教学、藏羚羊保护建议的课后作业等都有一定的可取之处。不足的是，学生的学习还不是主动的过程，学生运用英语的形态还不是很真实。




sryy (2008-4-06 19:33:23)

全国英语教师教学设计大赛参赛教案

题目：
Lesson Ten
Fashion in the Cities


设计者：

林
佩
娟




学校：
浙江省乐清市职业中等专业学校

2006年8月10日

“体验式”阅读课教学设计及思路

课  题	Lesson Ten Fashion in the Cities (浙江省中等职业学校英语课本第二册)			授课类型	阅读课
学 习 目 标	知识与技能		1）识记课文中重要的单词和短语，如：fashion, latest, ideal, attractive, as long as ,out of style等。 2）能用英语表达一些时尚东西的名称。 3）能理解课文内容，顺利完成任务.提高阅读理解能力。
	过程与方法		在完成任务的过程中,体验式学习方法,培养英语阅读能力及综合运用语言的能力。
	情感、态度 价值观		了解有关城市中的时尚，培养了审美能力。 同时,学生在运用语言讨论时尚话题的过程中, 形成正确而又健康的人生观。
教 学 分 析 与 处 理	教材分析		本课是介绍有关城市中人们漂亮的着装和时尚意识，学习内容贴近学生生活。易于调动学生的学习体验。
	学生分析		学习内容“时尚”与生活密切相关，会感受到学习英语的乐趣。
	五点 设 计	重  点	培养学生的阅读理解能力及综合运用语言能力.
		难  点	掌握文中的重要词汇，能利用“时尚”话题，进行讨论。
		创新点	教师为学生设计了多个要完成的任务型的体验阅读活动，学生要在活动中进行创造性的语言运用。
		德育点	结合时尚话题,引导学生形成正确而又健康的人生观。
		空白点	多处设置空白，重、难点的解决和突破。
教学方法、教具			任务型教学法，体验式教学法等。采用多媒体课件展示,活化教材,创设情景,激发兴趣…利用录音机进行听读课文,培养语感。
教 学 内 容 与 板 书
Lesson 10 Fashion in the Cities clothes Follow the latest style want to look their best                                Spent much time &money    Fashion makeup be more attractive height tall models weight slim appearance pretty/handsome Fashion is never forever. As long as people have the desire to be beautiful, there will be fashion.

u

Greetings

教
学
过
程
教学过程流程图:

Lead-in&Pre-reading(my new coat, enjoy of fashion, talk about other fashions )

While-reading (skimming, scanning, reading aloud )

Post-reading (a survey, designing school uniform, a discussion )

Homework (Make a survey about fashions in 2006.)

Step1. Greetings (0.5minute)
设计：T: Class begins. Stand up, please.
Ss: (Stand up).


T: Good morning, everyone.
Ss: Good morning, Ms Lin.

T: (Wearing a new coat).
Ss: How beautiful you are, Ms Lin!
T: Thanks a lot.…… .
思路：马上把学生带入一个英语情境中，做好学习英语的精神准备。今天我特意穿了一件与主题有关的漂亮新衣服,吸引学生的注意力，为下一步的时尚话题埋下伏笔。
Step2.Lead-in (Pre-reading) ( 3minutes)
设计：
1. Talk about my new coat.

Ss: It’s beautiful/…….in fashion.


2.Show some pictures for Ss to enjoy and talk about.







   


  
T: What do these pictures show?
Ss: Fashion

3. Brainstorming—
what other fashions do you know?

fashion

Ss: ( shoes, cars, computers, people, food, etc)
思路: 从谈论我的衣服的时尚,引出欣赏这些含有“时尚”元素的东东,激发了学生的学习动机。学生进行大脑风暴，想出其他的时尚，这样就自然过渡到本课时尚话题,为体验课文做好了准备。
Step3.While- reading (23minutes)
1. Skimming
设计：Ask Ss to read the passage fast and choose :
What fashions are mentioned in the passage?
clothing style


fashion cars

makeup

long shirts
fashion magazines

fashion computers

fashion shoes


fashion models
(Answer: clothing style, makeup, long shirts, fashion magazines, fashion models)
T: (Show the pictures)These are fashion magazines. There are beautiful models on the cover.
思路: 学生读前思考这个问题，想核实答案，就有了阅读课文的动机，从而进入体验文本。

对文本有了初步的了解。同时学习单词： magazine, model .
2. Scanning
设计： Ask Ss to read each paragraph carefully，then do the exercises.
Paragraph1
1. Fashion is unchanging and always stays the same. ( T or F )
Show Ss some pictures . Teach “in fashion, out of style”.
2. Let Ss have a small discussion in groups of four:
Q: Is it necessary to follow fashion?
T: We should not follow it and we should pay more attention to our studies.
Paragraph2
1．In many modern cities today, people wear in modern fashions all the time. ( T or F )
Show pictures of traditional clothing. Learn the word: traditional.
2. Talk about the models
a. Look at the pictures and tell me what these people are. ( They are models.)

b. Tell your partner about some Chinese famous models whom you know.
(马艳丽, 谢东娜, 吕燕, 胡兵…)
c. Let Ss discuss:
T: Many students dream of being fashion models, but do you know :
Q: What is important to be a fashion model?

Height , weight, appearance…-------Tall, slim, pretty/handsome..)
Learn the word: “height, appearance…”
3. Why will there be fashion?

(Answer: As long as people have the desire to be beautiful, there will be fashion.)

Learn : have the desire to do sth.

eg. He has the desire to go to Beijing University.
4. Why do many people follow the latest styles?
A. They think their appearance is very important.
B. They want to make themselves look like the ideal man or woman.
C. They want to look their best and be more attractive.
D. All of the above. (Answer: D)
T: ( Show pictures of 金喜善) Who is she? Is her appearance attractive?
Ss: She is金喜善. Yes, she is attractive.
T: Is she your ideal woman?
Ss: No.
T: Who is your ideal woman or man?
Ss: …
5. What’s the main idea of the passage?
A. In many modern cities today, people wear in modern fashions most of the time.
B. Fashion is always changing in the cities.
C. As long as people have the desire to be beautiful, there will be fashion and fashion is never forever.
D. There will always be people who follow the latest styles.

(Answer: C)
思路:
体验学习理念强调阅读和语言输入的体验，引导学生自主输入，不能越俎代庖，必须保证可理解性输入，为此，设计了多种形式：判断，选择，欣赏，讨论等。旨在激发兴趣，激活思维，活跃气氛,防止阅读疲倦，增加愉悦的体验和内在的阅读动机。
在学生全面体验文本的同时，提高了阅读能力，培养了学生的审美能力、综合运用语言的能力，引导学生形成“不要追逐时尚”正确而又健康的人生观。
3. Reading aloud
   设计：a. Listen to the tape, then read aloud the whole text.
b.
Fill in the form according to the text.




Follow the ______style
want to look their __

Spent much ___ &___


Fashion
makeup

be more _________

height
tall







weight
________

_________
pretty/handsome

Fashion is never _________.

As long as people have the ________ to be beautiful, there will be _______.



(Answer: See the blackboard Design)
思路：给学生时间，在朗读中体验。也有助于 “Fill in the form”更轻松的完成。

精心设计课文的Outline，学生自主阅读课文，完成图式填充，学生能全面体验课文知识网络，对课文内容，有整体性、框架式、很清晰的理解。
Step4.Post-reading ( 17minutes)
设计：
1. Survey
T: Now let’s make a survey about our school uniform. I divide you into three groups according to your opinions. Let’s ask and answer in pairs and explain your reasons. ( Group work first, then individual report )

Groups	Opinions	Percentage	Reasons
A	like
B	dislike
C	no idea

Ask and answer:
①
Are you satisfied with your school uniform?
②
What do you think of the pattern or the design of it?
③
Do you think the color is up to your taste?
④
What are the qualities you think school uniform should achieve?

2. Design school uniform
T: It is common for school students to wear uniform. But many students are not satisfied with our school uniform. Are you interested in designing your own uniform?
Show students some school uniform designed by other students, then ask them to deign their uniform by themselves and share the design with others.

   
思路：利用调查形式、group work，培养学生organizing ability、社会交际与沟通技能。让他们描画校服, 在设计中体验本文主题。培养学生的创新能力。我们学生决定设计出的校服比本校其他学生的更时尚。培养了竞争意识。
3. Discussion
Show pictures of the first man-made beauty in china“郝璐璐”and “杨媛”.
“中国第一人造美女”郝璐璐
杨媛




T:
郝璐璐spent over300,000 yuan and about 200 days on face-lifting. 杨媛.spent over 100,000 yuan. Now they look more beautiful than before. They do this because they think their appearance is very important. Do you think so? What is more important than appearance? What would you like to say to people like this?

Ask Ss to discuss in groups of four. Later let them give different opinions.
思路：精心创设情景---颇为流行的整容，观看她们整容前后的对比照片，联系学生实际，在生活中体验，讨论这时尚（整容）的利弊。设计这种任务meaningful，与学习内容相吻合，学生会积极参与，愉快地完成任务, 在参与中学习。讨论过程中，考虑中职生的水平和实际，适时给学生提供语言帮助，为学生搭梯子，因为学生的学习是一种认识的自我建构过程。由讨论得出我们没必要沉湎于追求时尚，告诫学生更应注重学习。从而形成正确而又健康的人生观。
Homework ( 1.5 minutes)
a. Make a survey about fashions in 2006.
b. Surf the internet to find more information about fashion.
思路: 把课堂教学延伸到课下，满足个性化学习的需要，学生去自主学习体验，能更深刻地理解本文的主题。
对学生阅读开展自我评价:

Q1: How did you feel about the passage you read?

Q2: Were you excited or bored?

Q3: Can you understand the passage easily?

Q4: Did you meet with any difficulties?

Q5: What did you learn from the passage?

Q6: Do you have the habit of reading more related information?
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教 学 反 思
英语的学习主要是学会用语言进行交际，用语言做事。学生听说读写能力的形成，主要不是靠掌握语言知识，而是靠语言实践，即在听说读写的实践中，对英语语言进行感受、领悟、积累、运用。本文阅读课,采用体验学习理念（Out of the notion the learners are at the center of the learning process, and that learning is a process of self-discovery, grew experiential learning. In the experiential learning, the learner’s immediate personal experiences are taken as the point of departure for deciding how to organize the learning process.）。“体验式”教学注重学生自主学习、自悟学习、自得学习，让学生在言辞实践活动中真正“动”起来。本节阅读课摆脱了传统的阅读教学模式，落实了新课程改革的理念，积极倡导自主体验学习、合作互助、积极探究的学习方式。努力为学生创造轻松、愉快的课堂学习环境。课堂开放，生动而富有活力。激发了学生的阅读兴趣和求知欲望，调动学生的学习热情，使其积极主动地参与课堂教学，投入到学习中，增加师生之间的互动和交流。让学生体验成功的欢乐，学习英语的乐趣，以此激励学生自主地进行英语阅读，提高学生的阅读能力。本堂课中所设计的活动能够为体验阅读文本做好充分的准备。给学生创造了一个比较真实的语言学习环境和运用语言的环境，防止阅读疲倦，增加愉悦的体验和内在的阅读动机，亲身体验从“学懂-学会”的全过程。
几点思考：1、在英语教学中运用“体验式学习”，要将英语知识生活化，不再过于重视书本知识，而是注重教会学生利用知识解决问题，回归学生的生活与经验。2、体验学习理念强调阅读和语言输入的体验，引导学生自主输入。设计的活动不仅有助于理解文本，也有利与营造与学生对话的亲和环境，更好地调动学生学习的主动性。








附件：本课时的教材阅读文本
(浙江省中等职业学校英语课本第二册)

Lesson Ten
Fashion in the cities

Fashion, or clothing style, is always changing in the cities. Fashion is never forever. Long shirts, short shirts, pants for women, and makeup for men－ these are some of the fashions that are popular one year but out of style the next year.
In many modern cities today, people wear in modern fashions most of the time. Sometimes they wear their traditional clothing on special days such as holidays or New Year’s Day. If you look at fashion magazines, you will see many tall, slim models. These models show that height and weight are an important part of fashion. Many people love fashion models and wish that they could look more like them. As long as people have the desire to be beautiful, there will be fashion. There will always be people who follow the latest styles because they want to look their best and be more attractive. These people think that their appearance is very important. They will spend much of their time and money trying to make themselves look like the ideal man or woman.