Using LanguageⅠ优秀教学设计

选修九第三单元Using language教学设计

江西省于都中学

谢代辉

一、学情分析

教学对象为高中二年级文科班学生。学生已经进行了高中英语两年的学习，渐渐习惯了我的教法。他们会对课堂内容提出自己的疑惑和勇于阐述见解，并且从课内知识拓展到课外，通过多种渠道获取学习资源。但是在说和写方面的能力有待提高，需要给予机会多加训练。

二、教材分析

本课的教学内容是人民教育出版社出版的《普通高中课程标准实验教科书》英语⑨（选修）Unit 3 Australia中的“Using Language”。

本单元的中心话题是“澳大利亚”，主要内容涉及澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯等内容。语言技能和语言知识都是围绕这一中心设计的。

语言的运用分为“听说”和“阅读讨论”

两部分。

听力材料为魏平和他的好友之间的一段对话---鲍勃劝说魏平去野营，但魏平有所顾忌。练习1介绍听力内容发生的背景，并让学生预测魏平为什么对露营敢到紧张，他有可能害怕什么。“阅读讨论”部分的主要内容是关于澳大利亚的几种危险动物展开。辩论部分提供的题目是：澳大利亚是一个危险的旅游地点。

写作是读写结合的任务型活动。而这一任务又是前面“阅读”和“辩论”的延续。学生通过前面部分获得的有关澳大利亚危险野生动物信息和“辩论”部分的总结，自己对“露营是否安全”这一问题给予回答。

三、教学目标

1. 语言知识

⑴学会表示禁止、表示警告、表示许可的功能性语言. ①You're not allowed

to... ②You mustn't ... ③You can / can't ... ④You have to ... ⑤You should ... ⑥It's OK to ... ⑦Be careful ... ⑧Look out . ⑵学会提建议提看法的功能性语句

①I have heard your problems and I will try to make some suggestions. ②

It’s my great pleasure to give you some suggestions / advice / tips on ...

③I’m sorry (that) you are having trouble / difficulty / problems in ...

④I would like to suggest that ... ⑤If I were you, I would ... ⑥As far as I am concerned ... / In my opinion ...

⑦ It seems better that ... ⑧ Why not ...? It would be a good idea if .. ⑨For one thing ..., for another ...

⑩ In the first place / Firstly / First ... Secondly / Second ... Last but not least

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2. 语言技能

说

用表示禁止、警告、许可的句型来进行对一些警示性标志进行功能表达；对“澳大利亚是一个危险的旅游地方”这一辩题训练学生综合说的能力。

读

写

略读在段落篇章阅读中运用以及查找文章细节理解能力的训练

在前面部分获得的有关澳大利亚危险野生动物信息和“辩论”部分的总结，书面对“露营是否安全”这一问题给予回答。

3．学习策略

学生在一定程度上形成自主学习、合作学习、信息处理、英语思维能力以及综合运用语言能力（辩论、写作）的能力

认知

调控

略读、演绎及说、说以及综合运用信息等技能

小组活动中通过对同伴的意见归纳，用自己的方式表达出来，从前面的阅读和同伴处得到反馈，对自己在作文中的错误进行修改；同伴合作，探究发现规律并灵活运用

交际

四、教学难点重点

积极地参与双人或小组的讨论，创设情景进行交际，有效完成任务

（1）重点

1）了解澳大利亚的地理、历史、主要城市、自然风光、野生动植物、风俗习惯

2）学会表达禁止、警告和许可

3）让学生学会就在澳洲野营可能遇到的一些危险动物提供建议

4）培养学生思辨能力，让学生对“露营是否安全”进行信件写作

（2）难点

1）让学生学会就在澳洲野营可能遇到的一些危险动物提供建议

2）让学生掌握思辨技巧，对提供的辩题进行思辨

3）让学生对“露营是否安全”进行信件写作的书面表达

五、教具

多媒体，课本，黑板

六、教学策略

任务型教学法，情景教学法，传统教学法。

七、教学过程

2

教

学

过

程

Step I: Students are told to enjoy some pictures.

设计意图：引起学生课堂兴趣，引入本节课所要学习的内容。

课堂实录：

T(teacher): Hello, class! Let’s enjoy some pictures first. T :What’s this? S(students): A shark. T: Good! To be exact, this is a great white shark. Let’s look at next picture.(Picture 2) What’s this？

The same goes with the other 4 pictures. Ending：

T：

Have you ever met these animals? S: Yes/No. T:

What do you think of them? Lovely, big, shocking or dangerous? S：Shocking. Dangerous. T: In fact , these animals are dangerous creatures we can find in Australia.Now let’s get to know more about them. Please take out your textbook .

Step II: Scanning Students are told to scan a passage about Australia’s Dangerous Creatures and find out the answers to exercise 2 on page 28 in 7 minutes.

设计意图：学生快速略读并以口头形式完成上述任务，可有效地培养学生自主学习、探究的能力。

课堂实录：

T: Now let’s look at question 1. If you know the key, please raise your hand!

S 1:115 different kinds of snakes and 2,000 different kinds of spiders. Only a few kinds of spiders and snakes are capable of killing humans.

T: So nice!Now let’s look at question 2. If you know the key, please raise your hand!

S2: Most jellyfish can cause severe pain to anyone who touches them but only the box jellyfish can kill a human.

T:

Wonderful！And then , what about question 3?

S3: Over 160 different kinds of shark are in Australian waters. All but two or three kinds

will attack humans . T: Excellent! And then, how about question 4? S4:The saltwater crocodile. T: Great！Let’s applaud them for their excellent performance! S(applause)

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StepIII: Discussion in groups.

Students are asked to discuss about the ways to protect themselves from these dangerous creatures in Australia by using functioning expressions. They are divided into groups of four of five and they should work together to find out the best ways by referring to the information on page 28. The teacher will take crocodile for example and then the students will be better at using the information in exercise 3.

设计意图：学生使用与“不被允许”或“禁止”相关的句式,就在澳洲野营可能遇到的一些危险动物提供建议。小组活动中通过对同伴的意见归纳，用自己的方式表达出来。同伴合作，探究发现规律并灵活运用。

课堂实录：

T: So boys and girls, do you know how to protect ourselves from these dangerous animals?

Next, you should work in groups to find out the best ways by using the information in

exercise 3 on page 28. Now I will take crocodile for example.(use the ppt) From the first sentence, you can draw a conclusion that you should not go to the north of

Australia and stay away from rivers and waterholes.From the second sentence, you can

draw a conclusion that you are not allowed to go near water places where there is a

warning sign and that you mustn't go near water alone./ Don't swim in waters that are

not familiar to you. Here are some useful patterns you can use to describe the ways.Then

we have sharks, spiders and jelly fish left. Now I will give you five minutes to discuss

about your conclusions with your partners! S(follow the teacher’s guidance) T: Ok, time is up. First , how to protect us from sharks? Group .. S1: (opinions) T: It sounds reasonable. Then, how to protect us from spiders? Group.. S2: (opinions) T: It sounds great. Then, how to protect us from jellyfish? Group.. S3: (opinions) T: So nice! However, is Australia a dangerous place to visit? S: Yes/ No. T: Opinions vary from person to person. A student Li Haidi came across this problem as

well. He is confused about his camping trip in Australia. He doesn’t know which place

he should visit there, the wild or big cities in Australia. Let’s send him a letter to tell him

our suggestions.

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Step IV: Writing.

Ask students to write a letter to solve Li Haidi’s problem.

设计意图：培养学生建议信写作的技巧以及熟练使用提出建议的表达方式。

课堂实录：

T: Now I will show you an outline typical of letters for suggestion.(ppt)It usually has

three parts. The first part is about the problem and your suggestion. The second part is

about the reasons why you put forward your suggestion. And the last part is a polite

ending expressing your pleasure to give a hand. And then here are some useful

expressions that can help you to finish your writing. Let’s read them together. Start

your letter right now!I will ask one of you to write his/ her letter on the

blackboard.Any volunteer?(choose one)

One of the students writes his or her letter on the blackboard.

T: Now, let’s enjoy his / her letter. We can notice some excellent expressions here.

Fabulous! Let’s applaud her performance! Boys and girls, all of you are so kind and

ready to help.I am proud of you too.Thank you so much. Today’s home work is

reviewing what we have learnt in this class. Class is over! S(stand up) S: Goodbye Miss Xie T：Goodbye everyone!

八、教学反思：通过这节课的学习，学生进一步了解了澳大利亚的野生动物，并掌握了与“不被允许”或“禁止”相关的句式，以及建议信的写作技能。学生之间相互合作的能力得到进一步加强，学生说英语的能力得到提高，自信心也有所提升。但是考虑到学生英语水平存在差异，有一部分学生自信心不足，句式基础不牢，相信通过巩固学习，他们可以表现更出色！

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