模块一教学设计.pdf

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1、84教学设计选(说明)从 2004 年开始实施新课程标准以来，实验区的老师们一直在探讨新课程理念指导下的教学设计模式，我们看到和收到了许多老师的设计，从中深受启发，也感觉到在教师用书中增加教学设计的必要。在此，我们选登北京师范大学第三附属中学凌蕙老师的第二单元的教学设计。凌老师的教学设计比较好地体现了新课程的理念和教材的编写思路。考虑到教材使用的广泛性，教材编写组组织教材的编写成员及北京师范大学外文学院的部分英语教学教法研究者，对凌老师的教学设计进行了改写和加工，希望对老师们的教学有帮助。由于时间仓促，该设计会有不完善的地方，仅供老师们参考。编写组不希望该教学设计限制老师们的思维和创造性，我们

2、衷心地希望该设计能起到抛砖引玉的作用。我们希望在不久的将来，能收到更多的、质量优秀的来自一线教师的教学设计，丰富教材的教学资源。该教学设计的电子文稿和课件已经放在北京师范大学出版社的网上，供老师们查阅。网址：。参加教学设计改写的人员有：马欣、王蔷、王源、王琦、陈则航、钱小芳、曹瑞珍、戎晓燕、林周婧、张文华、谭松柏等。编 写 组2008 年 5 月85第二单元 教学设计Lesson 1 Modern Heroes教材分析本课是第 2 单元的第 1 课。本课的语篇是一篇有关航天英雄杨利伟的阅读文章。学生将在本课获得有关“神舟五号”发射升空和航天英雄杨利伟的有关信息，学习有关宇宙飞船及其发射过程的词

3、汇，理解文章大意，使用略读、细读等阅读策略。学生要将阅读信息内化，转换成自己的语言，并针对杨利伟这个英雄人物进行模拟访谈。本课的语法是复习一般过去时和过去进行时。学生在初中阶段已经学过这两种时态的基本用法，本课的重点是体验和归纳两种时态的区别。学生要能够在语篇中识别、在语境中运用这两种时态。本课计划按两课时完成：第一课时重点是阅读文章，让学生学习有关宇宙飞船发射及运行过程的词汇，使用略读和细读等阅读策略，从文章中提取信息，处理信息，进行模拟访谈；第二课时复习巩固有关宇宙飞船发射及运行过程的词汇，从课文例句中发现、归纳一般过去时和过去进行时的区别，并在语境中恰当地使用两种时态。教学内容话题：航天

4、英雄杨利伟及“神舟五号”的发射及运行过程（阅读）词汇：重点词汇：manned spaceship,astronaut,flight,launch,rocket,explore,peacefully,separate.from,land,release,shake 相关词汇：atmosphere,helicopter,parachute,gravity语法：一般过去时和过去进行时的区别第一课时First Period教学目标在本课学习结束时，学生能够：1.认读宇宙飞船发射及运行过程的相关词汇；2.通过略读理解文章段落大意；3.提取、整理宇宙飞船发射过程的相关信息；4.运用所学词汇描述宇宙飞船的发

5、射及运行过程和杨利伟的感受；5.学习杨利伟的英雄精神。教学过程教学活动Activities设计意图Intentions互动模式&时间IP&timeLead-inStep 1T shows a picture of Yang Liwei and asks Ss what they know about him.PPT 23 学案 I引出话题，激活学生的背景知识。CW2Pre-reading注：IP=Interactive Pattern;T=Teacher;Ss=Students;CW=Class Work;IW=Individual Work;PW=Pair Work;GW=Group Wor

6、k86Step 2T shows some pictures of stages of space-ships movements,and elicits from Ss the following expressions:lift off,launch,sepa-rate from the rocket,circle the earth,let out the parachute,helicopter,land,collect.If necessary,T gives hints to help Ss guess the words.While eliciting the expressio

7、ns,T demon-strates the pronunciation and Ss practise reading them aloud after T.T goes over the pictures again and asks Ss to say the words from their memory.PPT 58 学案 I在语境中呈现单词，帮助学生理解、记忆生词，为阅读做好准备。在语境中再现生词，强化学生的瞬时记忆。渗透词汇学习策略：按照动词短语或搭配学习、记忆词汇。CW5Step 3T asks Ss to predict what will be talked about i

8、n the article based on the title and the picture.PPT 9根据标题和图片预测阅读内容，帮助学生理解课文，培养学生利用背景知识进行阅读的策略。CW2While-readingStep 4First reading:Ss skim the text and check their prediction.核对预测信息，了解课文大意。CW2 Step 5Second reading:Ss match the headings with the paragraphs.PPT 10了解课文篇章结构及段落大意。IW3Step 6 Third reading:

9、Ss read the text carefully.First fill the table with the information about the space flight,and then about Yang Liweis feelings.Ss work in pairs and check the information they get from the text.Then T gets the feed-back from the whole class.PPT 1112 学案 II提取和整理课文细节信息。CW，PW9Step 7 T demonstrates askin

10、g and answering ques-tions about the information in the table with a student.Then Ss work in pairs,asking and answering questions about the process of the launching of the spaceship,what Yang Liwei did and how he felt during the flight.PPT 1112 学案 II学生说出课文信息，将信息和语言知识内化。PW6Step 8Listen to the tape an

11、d read aloud after the tape.有声输入，整体感知,培养学生语感。CW387第二课时Second Period教学目标在本课学习结束时，学生能够：1.在语境中认识和归纳一般过去时和过去进行时的不同用法；2.运用这两种时态描述过去发生的事件。教学过程教学活动Activities设计意图Intentions互动模式&时间IP&timeReview Step 1T shows pictures of the space flight and helps Ss recall the process of the space flight and Yang Liweis acti

12、ons and feelings.PPT 34 学案 I激活上节课所学词汇。CW3Step 9Ss read the text again and underline the verbs(collect,complete,let out,express,explore,feel)and pay attention to how these verbs are used.Ss match the verbs with the nouns.(Ex.6)PPT 13 学案 III教师引导学生在语境中关注动词的搭配。CW4 Post-readingStep 10 1.Ss work in pairs

13、and describe the launch-ing process based on the information in the table to each other.2.Role-play:Ss work in pairs.One acts as a reporter and the other as Yang Liwei.The journalist interviews Yang Liwei about his feelings during the flight.PPT 14学生将课本信息转换成自己的语言的过程，引导学生用自己的语言谈论杨利伟及宇宙飞船的运动过程。培养学生的交际

14、能力。如果教学时间充足，可以进行两个活动；如果时间有限，可以让学生分组进行活动：程度较好的学生做第二个活动，程度一般的学生做第一个活动。PW7Step 10Discussion:Why do people think Yang Li-wei is a hero?What can we learn from Yang Liwei?PPT 15启发学生感悟英雄坚强的意志，良好的心理素质，以及勇于探索和奉献祖国航天事业的精神。CW2HomeworkDo Ex.7 on page 22 and Ex.1 on page 66.88Step 2T asks questions about the mov

15、ement of the spaceship and Yang Liweis feelings at each stage and Ss answer the questions.PPT 34 学案 I帮助学生使用上节课所学词汇，将词汇组织成信息。CW6Grammar-learningStep 3T shows one sentence with the Past Simple and the Past Continuous.Ss read the text quickly and underline more sentences with the same structure.T check

16、s the sentences with the Ss and presents the sentences on the screen.PPT 56学生通过观察例句，在课文中发现更多的具有相似结构的句子，体会语法的用法。IW5Step 4Ss read sentences and try to work out the differences between the two tenses and how they are different in form and function.PPT 56 学案 II学生发现两种时态在形式和功能上的区别。IW4Step 5T helps Ss summ

17、arize the rules and lists the differences on the screen.PPT 79 学案 II教师帮助学生归纳和整理语法规则，保证学生对结构的理解准确。CW3Practice Step 6Ss do Ex.10 on page 23 and Ex.5 on page 97.PPT 1011 学案 III尝试在语境中使用两种时态。CW6Step 7 T lists the movements or actions happened at the same time during the space flight in two separate colum

18、ns and Ss join the movements or actions with“while”or“when”.For example:When the spaceship was lifting off,Yang Liwei could feel the high gravity.PPT 1213综合运用本课词汇与语法（句子层面）。CW8Language in use Step 8Mini-writing:Write a brief report on the launching of Shenzhou VI with prompts.PPT 14 学案 IV综合运用本课话题词汇与两

19、种时态（语篇层面）。IW10HomeworkDo the exercises on page 67.89Sample report:Shenzhou VI was Chinas second manned spaceship.It carried two Chinese astronauts Fei Junlong and Nie Haisheng.At 9:00 am October 12,2005,the Shenzhou VI spaceship lifted off from the Jiuquan Satellite Launch Cen-ter.The rocket soared

20、into the sky four seconds later.The spaceship separated from the rocket and entered its orbit.Shenzhou VI circled the earth 76 times.The total flight time was 115 hours and 32 minutes.It ran more than five times that of Shenzhou V of 2003.At 21:32,October 12,the two astronauts spoke with their famil

21、y members.Fei expressed wishes of going fishing with his son.At 16:28,October 15,Chinese President Hu Jintao had a conversation with Fei Junlong and Nie Haisheng.The two Chinese astronauts completed a series of tasks and did several experiments on the spaceship and the data returned were very useful

22、.At 4:20 am,October 17,2005,Shenzhou VI let out the parachute and the search helicopters saw it.At 4:32,the spaceship landed safely.第一课时学案I.Word Bank:Words related to space.II.Reading:Fill in the table.SpaceTimeShenzhou VYang Liwei9 a.m.Oct.15th,2003lifted offfelt _-_ the rocketfelt _ the sky-_ 14 t

23、imes _ ground control and his wife and son had _ slept for three hours _ of China and the UN expressed the wishes of the Chinese people _-_ the parachutefelt _6:23 a.m.Oct.16th_ _ out of the spaceship _ and _CollocationExamplecollect _complete _let out _express _explore _feel _III.Collocation90第二课时学

24、案I.Word BankII.GrammarPast SimplePast ContinuousFormFunctionwhen,while,asExample:III.Practice10-1 a)_b)_10-2 a)_b)_c)_IV.Mini-writing:A Brief Report on Shenzhou VI _ _ _ _ _ _Movement of the Spaceship911 23 45 67 8第一课时讲义929 1011 1213 1415 16931 23 45 67 8第二课时讲义949 1011 1213 1415 1695Lesson 2 History

25、 Makers教材分析本课是第 2 单元第 2 课。本课话题为 History Makers,学生对书中出现的历史人物有一定了解，有助于话题的深入。学生在学习了第一课“Modern Heroes”后，已经了解了一些英雄的特征，建立了一定的“英雄观”，本课将引导学生从创造历史的角度思考英雄人物。学生在本课还要学习表达“同意”、“不同意”及如何表达个人观点。本课计划按两课时进行：第一课时通过图片呈现四位历史人物，导入本课主题，学生在教师指导下从听力材料中提取信息，了解马丁 路德 金等历史人物，进行听力策略的训练；第二课时引导学生关注表达个人观点的功能用语，并运用这些功能用语来表达个人对英雄观的认识

26、和见解。教学内容话题：History Makers(听力)词汇：重点词汇：opinion,personally,struggle against,influence,equal rights,found,victory,march,protest,experience 相关词汇：revolution,republic,light bulb,racism功能用语：表达“同意”、“不同意”及个人观点第一课时First Period教学目标在本课结束时,学生能够：1.通过听录音节目，初步了解四位历史人物；2.运用预测和听主旨大意等听力策略，听懂有关马丁 路德 金的广播节目，提取主要信息；3.根据所提

27、取的信息，运用相关词汇介绍马丁 路德 金的生平；4.通过讨论，理解 history maker 的内涵。教学过程教学活动Activities设计意图Intentions互动模式&时间IP&timeLead-in Step 1T shows pictures of the four people and asks Ss if they know their names and what they know about them.PPT 3 学案 I热身并导入本课话题，激发学生的背景知识，为听力做准备。CW2Listening to Function FileStep 2T presents so

28、me facts about the four people and Ss try to match the photos with the facts.PPT 4 学案 I扩展学生的背景知识，并在这个过程中帮助学生熟悉新词汇。CW296Step 3Ss read through the Function File and try to complete it.Ss listen to the tape and check the answers with the words expressing“agreement and disagreement”.PPT 56 阅读 Functional

29、 File 的内容，为听力做准备，降低听力难度。IW3Step 4Ss read after the tape and practise pronun-ciation and intonation.PPT 56 学习和模仿正确的语音语调。CW1Pre-listeningStep5T presents vocabulary in context with a flow chart.(experience racism,want equal rights,struggle for,march,protest for,win equal rights)PPT 78 学案 I在语境中呈现词汇，帮助学生

30、理解词汇。CW4Step 6Ss read through the listening strategies(predicting and guessing)and decide T or F about the sentences in Ex.5 on page 25.PPT 911运用所学策略推测即听内容，为后面的听力活动做准备。CW&IW3While-listeningStep 7First listening:Ss listen to the radio pro-gramme,and check their prediction.练习听主旨大意的技能并检测推测是否准确。IW3Step

31、9Second listening:T divides the listening material into three parts and plays them separately.Ss fill in the chart with information.If nec-essary,T may play the tape more than once.T gets feedback from individual Ss and then checks the answers as a whole class.PPT 12 学案 II分段播放听力内容，降低听力难度，同时给学生留有充分的时

32、间完成表格。训练学生获取细节信息的能力，同时关注词汇搭配。CW&IW10Step 10Third listening:Ss listen to the tape again from the beginning to the end to gain an overall understanding.学生再次整体听录音内容，形成整体理解。CW2Step 11T asks some questions based on the infor-mation from the chart as a model.Then Ss work in pairs and ask and answer questi

33、ons.Eg.When and where was Martin Luther King born?What did he experience as a child?What did he believe as a child?PPT 1213通过问答，帮助学生逐步内化所提取的信息，为下一步的语言输出活动做准备。CW6Post-listening97Step12T helps Ss to describe the life of Martin Luther King based on the information from the chart.PPT 12对提取的信息进行整合。CW6Opt

34、ionalRole-play:One student plays the part of a journalist,the other as Dr.Sam Robert.The journalist interviews Dr.Sam Robert about Martin Luther King.学生用自己的语言重组信息。培养学生的口头表达的能力。PWStep 13T invites Ss to name some people who they think are the history makers and discuss the meaning of“history maker”.PP

35、T 14引导学生思考“history maker”的内涵。CW3HomeworkDo Ex.1 and 2 on page 68,and Ex.5 on page 69.第二课时Second Period教学目标在本课结束时，学生能够：1.从人物介绍的角度对所学词汇进行分类和整理；2.运用已学词汇和功能用语表达个人的观点和看法；3.在新的语境中运用所学词汇和功能用语进行表达。教学过程教学活动Activities设计意图Intentions互动模式&时间IP&timeReview Step 1T shows pictures of the people learned in the last p

36、eriod and asks Ss to think of the words related to their stories.PPT 3 学案 I帮助学生回忆第一课时学过的内容,复习相关词汇。CW3Step 2T asks Ss to describe one of the four people using the words they have recalled in the previous step.PPT 3复习和巩固已学内容。IW&CW698Pre-speakingStep 3Ss read the texts on page 25 and fill in the table

37、with the information.Ss check answers in pairs.PPT 46 学案 II帮助学生了解从哪些方面描述history maker，并进一步熟悉与history maker 相关词汇的用法。CW&PW9Step 4T asks Ss to build up their own word bank for describing heroes.Ss classify the vo-cabulary(from the last period and this period)into categories to describe history makers(c

38、areer,gender,events,and words to describe them).PPT 7 学案 I将两节课所学词汇进行归纳总结，为下面说的活动做好铺垫，同时对已学的词汇进行分类和整理。IW6Step 5T asks Ss to think about how to express personal opinions,agreement and disagree-ment.Ss can go back to Function File for help.PPT 8 学案 III复习上节课表达个人观点的功能用语，为下面的活动做准备。CW3Step 6T focuses Ss at

39、tention on stress.Ss listen to the tape and do Ex.6 on page 25.帮助学生体会并练习句子重音。CW&IW3SpeakingStep 7Ss discuss in pairs:Of the 7 people in this lesson,who is more important?And why?PPT 910学生运用功能用语就本课所学的 7 个人物表达个人观点。PW7Step 8Ss discuss in groups the people on the PPT:Who do they think is a history maker

40、?Do they agree?Why or why not?PPT1116教师创设情境激发学生表达个人心目中的 history maker，并给出理由。GW8HomeworkSs do Ex.3 and 4 on page 68,and Ex.1 and 2 on page 69.Each group makes a poster,introducing a hero.99第一课时学案I.Word Bank:Key Words Related to Martin Luther KingII.Fill in the chart.When What happened 1929.1.15 King

41、was_ in Atlanta,Georgia.childhood He often _.He was once asked to _to a white per-son.But he believed black and white people should enjoy _.1960s He mainly _ protests to _ black people.He was _ 17 times.1963 He organised a _ to Washington D.C.and _ his _ there.1964 He _ the Nobel Peace Prize.1965 He

42、 organised a _ protest.It was Kings _ victory.1968 He was _ by a white man who_ black people.III.Think about your own history makers.What did they do?Why do you think he is a history maker?When and where was King born?What did he experience as a child?What did he believe as a child?What did he mainl

43、y do in the 1960s?Who influenced him?What prize did he receive?Language tips:I think because In my opinion,because Personally,100第二课时学案I.Word BankII.Get some basic information.PeopleTimePlaceEventElizabethBlackwell-1849in the USA-in NY City1910-Nelson Mandela-South Africaafter he came out of prison1

44、9931999nowAround the worldJaneGoodall-the national park of Gombe in Tanzania-III.Functional expressionsIV.Voice your opinion:Do you think all of these people are heroes?Why?Questions to consider（思考）What did/does your hero fight for?Who did/does your hero help?Why do you think he is a hero?HeroCareer

45、GenderEventsWords to describe1011 23 45 67 8第一课时讲义1029 1011 1213 1415 161031 23 45 67 8第二课时讲义1049 1011 1213 1415 1617 18105Lesson 3 Sports Stars教材分析本课是第二单元第 3 课，经过前面两课的学习，学生已经对英雄的概念有一定的感受和认识。本课课文介绍威廉姆斯姐妹成长和成功的经历，通过阅读，学生将从另一个角度体会英雄的含义。本课难度不大，学生对威廉姆斯姐妹的名字可能已有耳闻，但是不了解她们的成长经历。学生在本课中，要学习两姐妹积极向上，通过努力改变自己的

46、命运的奋斗精神。本课的重点是获取两姐妹成长和通过努力获得成功的有关信息，学习相关的词汇和表达法，并在此基础上，用自己的语言向他人介绍威廉姆斯姐妹。本课的语法是复习一般过去时和现在完成时，这两个语法项目学生在初中学过，本课重点是区别这两种时态的用法，并能在语境中使用。本课计划分两课时进行：第一课时通过略读和细读，提取、组织有关威廉姆斯姐妹的有关信息并能进行表达，学习和体会相关词汇的用法，体验两种时态在语篇中的运用；第二课时的重点是观察、归纳一般现在时和现在完成时在语境中的区别和用法，并能在语言实践中使用这两种时态介绍自己心目中的体育明星的成长历程。教学内容话题：体育明星威廉姆斯姐妹的成长和成功历

47、程（阅读）词汇：重点词汇：brilliant,skilful,awful,useless,amazing,train,keen,fortunately,improve,make progress,compete against,look back,express an interest in,come to an end 相关词汇：champion,athlete,career,violence语法：一般过去时和现在完成时的区别。第一课时First Period教学目标在本课学习结束时，学生能够：1.认读新词汇并使用新词汇转述课文；2.提取和整理有关威廉姆斯姐妹的细节信息；3.用一个适当的标题

48、概括全文；4.简单地介绍威廉姆斯姐妹的奋斗历程。教学过程教学活动Activities设计意图Intentions互动模式&时间IP&timeLead-inStep 1T and Ss review the Function File on p 24.T sets an example dialogue of“Sports Hero/Heroine”using both the functional words and adjectives expressing opinions.Ss make their own dialogues in pairs.PPT 24将已学过的功能用语用在新语境中

49、。IWPW 3Pre-readingStep 2T presents pictures and sentences with new words.Ss learn words in context.PPT 612 渗透根据语境猜词义的学习策略。CW,7106Step 3T leads Ss to read the new words.Ss guess what will be talked about in the text.PPT 1314 规范学生的发音;渗透预测的阅读策略。CW&IW,2While-reading Step 4Ss read the text quickly and gi

50、ve a heading for each paragraph.T asks Ss how they find the general meaning of each paragraph quickly.T helps Ss understand the meaning of“champion”and“compete against”in con-text.PPT 15 ,学案 I培养学生概括段落的能力和在语境中理解词义的能力。PW&CW6Step 5 Ss read the whole text carefully to complete the chart.T invites Ss to