Using LanguageⅡPPT专用课堂实录内容

参赛教学设计基本信息

所教年级

设计主题

高一

所教册次、单元

选修11第3单元

Using LanguageⅡ (Workbook Reading 1)“猫也有心理问题”

1.整体设计思路、指导依据说明

这堂课的主题是猫的心理问题。本堂课采用多媒体教学。力图让学生在40分钟的课堂中明白猫有哪些心理问题，症状如何，有哪些解决办法，并让学生懂得如何更好地对待动物，如何对待青少年自己的心理问题。本人用有趣的谚语导入话题，让学生在轻松的气氛中渐渐进入紧张的阅读任务中。在阅读部分又设计了读前的预测和快速阅读让学生迅速抓住主旨。在细读部分用不同种类的问题层层深入地理解文章。读后任务用关于青少年心理问题的症状和处理办法话题的讨论和演讲使课堂得以深华。在词汇和语言点的处理上也始终贯穿在阅读任务中，有的放矢重难点突出。

整堂课围绕人与自然，人与社会两个主题语境，注重培养学生英语学科核心素养，以任务型教学和合作学习的理论来组织课堂，以教师为主导，学生为主体让学生在学习知识的同时也享受快乐，最终发展学生的语言能力、文化意识、思维品质和学习能力。

2.教学背景分析

教学内容和学情分析：

本阅读文章是高中英语选修11中的一篇阅读材料，适合给高三的学生讲授。我把他拿来作为高一的一篇课外阅读教材讲授。因为高一的学生词汇量还掌握的不多，对他们来说内容难度较大。用新课讲授这一堂阅读课是本人的一种学习和探索，希望探索出一种好的阅读课堂模式。

3.教学目标分析

通过本课的学习，学生能够：

1.提取语篇大意，梳理文章结构，归纳文中猫的心理问题的症状及解决办法；

2.通过阅读活动，基于自主学习与小组合作学习，进一步梳理和整合所学的文章信息，对文本从不同角度进行分析和深度解读；

3.基于所读文本，讨论人与动物的相处之道，及人们如何应对自己及同学的心理问题的方法，并发表观点。

学习准备：学生课前自学了新单词，预习了课文。

4.教学重点、难点分析

教学重点：

1.使学生了解猫的心理问题症状解决办法和对待青少年心理疾病的方法；

2.使学生掌握一些关于心理问题的词汇和短语，并能用口语或书面的方式使用它们到话题中；

3.锻炼学生运用各种阅读技能理解文章的能力。

教学难点：

如何在阅读活动中渗透维护动物及人类心理健康的文化意识，提高学生熟练表达有关话题的语言能力及训练学生深入且全面看待问题的思维品质。

5.教学过程设计

Procedures: Step 1 Leading-in

1. Show students the teaching objective and rules of our competition: the Teaching Objective : Enjoy a reading text and write a letter. Rules: (1).Here are several tasks for you to win points in groups.

(2).If you do a perfect job, you will get 1 point.

If you just take part in, but don’t do it very well, you will get 0.5.

(3).After our class, let’s add up all scores. The group which gets the highest score, will get a special gift from me.

2. Show students some phrases and sentences: Ask students to translate them and lead students to guess the topic “ CAT”

It’s enough to make a cat laugh.

Let the cat out of the bag.

Cat got your tongue?

He looks like a cat on hot bricks.

(导入部分的设计思路是：首先明确告知学生本次课的学习目标及课上小组任务的规则，为有序课堂做好准备。然后再由有趣的与猫有关的谚语引出猫的话题，既能激发兴趣又能增长知识。所选的谚语表明猫和人的生活息息相关，猫的行为和心理会影响人的生活和心理，老师由此巧妙地导入话题“猫的心理问题”，这样不仅生动有趣，而且很有带入感，让学生觉得这堂课是在探索在解决问题，使学生更愿意投入课文理解。) Step2 Pre- reading (Guess and predict) The cat in the text has some psychological problems. She has some strange symptoms(症状). Can you guess why? The cat has the following problems: Problem1: Attacking my ankles

Guess: Why does he do it?

Problem2: Scratching the ground Guess: Why does he do it?

Problem 3: Chewing the pieces of cloth/ paper

Guess: Why does he do it? （预读部分设计思路是：通过提出问题让学生猜测原因，让学生去思考并尝试说出自己的观点，这样既能锻炼学生口语表达又让学生迫切想知道正确答案，使之在接下来的任务中会更认真地阅读材料，并从中寻找答案。）

Step3 Fast reading 1.Please read the passage carefully, check whether your guess is right and answer the following questions .( within 5 minutes) T: “The psychologist has done a survey and he reports his view to us”

2: Find and match after you read the text.(do by yourself and check answers with your members)

（快速阅读部分的设计思路：上课的时候让学生先自己阅读找答案再在组内讨论，然后每组派一代表上讲台贴答案，答对的组可以加分在分数榜上。用以上这些任务训练学生自己寻找上一任务的答案的能力，又让学生对文章有一个整体把握，明了文章的主要内容和结构，养成学生阅读先抓主旨大意的阅读习惯。）

Step4 Careful reading

Q1.What distraction can you NOT give to the cat? A. A ball of wool

B. Rubber bones

C. Another cat

D. A child T: So distraction means :something to play with; entertainment Q2. What does a cat litter tray refer to? A. food plate

B. toilet

C. bedding Q3. What experiment may stop the cat scratching the area around her litter tray? A. Put the litter tray in the wrong location. B. Carry out some experiments on the cat in the lab. C. Replace the litter tray with a new one. D. Leave the cat alone. Q4.How does the cat find pieces of uesd cloth? A. Feel happy .

B. Feel as soft and warm as “mum”. C. Feel as a comfort quilt. D. Feel with a distasteful kind of odour.

Step5 Consolidation To make animals live a happy life, how should we treat them?

Psychologist’s assessment (in Para5):

Getting another cat; Having the radio or television on; Hiding toys around your living room.

More ways we can learn from the text:

She had to be examined…

Provide her with a ball of wool to play with…

Do a few experiments until

One of the easiest ways to … is to ….

Other possibilities include…

Your conclusion: （1）.Keep them company （2）.Treat them as our friends/families （3）.Learn to understand

（4）.Often ask the vets(兽医) \psychologists for advice…

(精读和巩固部分的设计思路是：精读中在问题设计上做了仔细考虑。既有关于文章细节理解的考查（如问题1、3），又有关于猜测词义的练习（如问题2），还有通过现象的推理题，（如问题4），巩固中是一个层层推进的过程，先让学生直接找答案，再总结归纳，然后拓展延伸做开放题，让学生在习得的基础上发表自己对待动物的观点。使他们既反复操练了文章中的语言知识，又学会了如何照顾动物爱护动物。) （词汇和语言知识讲解的设计思路是：词汇处理上主张让学生通过上下文先猜意思，再用英文转述和例句解释的方式帮助学生理解。重点句型教授贯穿在阅读任务中。）

Step6 Post-reading 1. Brainstorm：If teenagers have some psychological problems, what behavior will they have?

2. Discussion(3minutes) Discuss with your group members and then report it to us. If the following teenagers are your friends, write a letter to one of them to give advice and offer help.

Xiao Min with anxiety（焦虑）for his study pressure

Xiao Mei with depression(抑郁) for sadness Xiao Hua with inferiority(自卑)for his obesity

Xiao Li with rebellion(叛逆) for her loneliness

Example: Dear Xiao…,

I’m your friend…

Para1: (Show your concern about his/her problem.)

Para2: (Give advice on how to solve the problem./Or reasons why he/she doesn’t need to worry.）

Para3: Express your wishes /Show your advice.

Yours Words and phrases you learnt in the passage may help you:

think of … as …

provide … with …

perhaps it needs replacing.

learn to understand…

do experiments until ….

One of the easiest ways to ...is to ….

Other possibilities include…

Linking words to polish your letter: firstly, secondly, moreover, additionally, not only…but also…, in fact, thus, above all, etc.

Your letter: 3.Your show: A short speech

（读后部分的设计思路是：如果只谈论猫的心理问题的话，那仅仅是基于文章材料，主要是信息的输入，没有在思想和情感上得到升华。通过上文的读后部分让学生思考青少年的心理问题，讨论如何应对，并用写信并分享的形式向全班展示自己的观点，这才做到了让学生真正的学以致用，把所学的语言用口头的方式输出，并使学生能更加正确地对待学习和生活中的各种压力，从而开心快乐地生活学习。）

4.Teacher’s words

(设计思路：老师做示范，鼓励学生用Only if…can we…来概括自己本堂课的体会。学习句型，并使学生加深学习印象，增强其情感体会。) Step7 Homework 1.Discuss with your classmates about more ways to reduce psychological problems. 2. Exchange your letter with other group members and improve it . （作业部分的设计思路是：把课堂的口头表达形成文字，让学生巩固课堂的学习内容，并通过话题写作提高学生的写作能力。）

6.教学评价设计

评价内容：

让学生对自己在课堂活动中的表现作出自我评价

Group Items Name Understandable Logical Creative Active Cooperative Others

评价方法：自我评价(此项设计充分体现新课程标准，让学生自主学习自主评价)

Score 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1