Warming up、Pre-reading、Reading、Comprehending评课稿

人教版高二英语必修五Unit One Great Scientists (Reading)教学设计

一、

学生分析

学生刚刚结束暑假开始新的学期，很多同学还沉浸在假期生活里；本课又是新学期的第一课，因此学生上课时很容易溜号或困倦，上课容易分心。另外，本阶段的学生能够听懂英语一般语速下熟悉话题的语段，并获取主要信息；能够根据话题进行情景对话；能与他人沟通信息，合作完成任务；能根据要求收集、准备素材。但是他们上课时不太爱发言，尤其是用英语。根据以上原因，在我校“思-疑-释-练”教学模式下，充分利用学生感兴趣的话题，调动学生的积极性来完成本节的教学任务，为本学期的教学工作开好头、起好步。据此，我确立以下教学策略：

1、在“思-疑-释-练”教学模式下，从学生的实际需要出发，以学生为中心。让学生自主学习，从而解决了以往教学中难以进行大信息量输入、学生个性难以充分发挥的问题。

2、教学过程交际化，以交际功能为主要线索安排教学，同时考虑情景、社会文化背景、话题、语音语调、词汇和语法结构等。利用学生和教师收集的资料，让学生充分讨论、交流。并组织学生自编自演情景对话。

3、鼓励学生多参与，可以进行小组对抗赛的形式，最后评出本节课最佳小组并颁发小礼物，以激励学生。

二、教学内容

必修五Unit One Great Scientists (Reading)---

将Warming Up，Pre-reading, Reading和Comprehending三部分整合为一节“精读课”

三、教学目标

1.目标语言Target language a. 重点词汇和短语Key words and phrases attend, control, severe, pub, immediately, handle, instruct, pump, contribute,

conclude, virus, put forward, make a conclusion, expose to b. 重点句式

Key sentence pattern To prevent this from happening again, John Snow suggested that ... P3 2. 能力目标Ability goals: Enable the students to talk about science and scientists. 3. 学能目标Learning ability goals Enable the students to learn about some famous scientists and their contributions

and how to organize a scientific research. 4．情感目标

Emotional goals (1)Try to create a harmony equal humous atmosphere in the class.

(2)Through teacher’s instruction and the study among students, add to the communication and the team work.

四、教学重点Teaching important points：Find and memory the

key words and phrases above. 五、教学难点Teaching difficult points：

Talk about science and scientists. 六、教学方法Teaching methods：

“思-疑-释-练”教学模式下Task-based activities. 七、教具准备Teaching aids：

A computer and a projector.

八、教学过程与方式Teaching procedures & ways

1 、、

教学过程

StepⅠ Lead-in Ask the students to think of some great inventions and inventors in history. T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me some famous scientists and their inventions or discoveries? Our learning papers can help you. Right? As usual, we will make a game, let’s see which team is the last winner. S:

设计意图

通过Brainstorming 使学生尽快进入角色，另外小组对抗“课堂竞赛”的方式也能立刻调动起学生的参与性，启动学习的发生。

（计划用时：两分钟）

StepⅡ Warming up

Ask all the students to try the quiz and find out who knows the most.

学生“抢答”幻灯片上T: You know our life is closely related to science and scientists. We benefit a lot 的一些科学家的名字。老from them. Now we will look at the slide together. Can you name out as many 师记录每个小组的得分

scientists as possible?

S:

继续进行“小组对T: You have known something about some scientists. Now can you make a small dialogue 抗”，加深学生对重点科about a certain scientist? I think it is a good chance to increase your team’s scores.

学家的理解，训练学生英S: 语口语表达。

（计划用时：十分钟）

Step Ⅲ Pre-reading Get the students to discuss the questions on Page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.

T: Now, everyone, please look at the slide. Discuss these questions with your partners just like an interviewer and an interviewee. Then I’ll ask some students to make a dialogue. Show the following on the screen. What do you know about infectious diseases? What do you know about cholera? Do you know how to prove a new idea in scientific research? What order would you put the seven in? Just guess. Draw a conclusion

Think of method

Collect results

Make a question Find a problem

Analyze the result

Find supporting evidence S:

Step Ⅳ Reading Let the students skim the whole passage and try to work out the meanings of 进入“思-疑-释-练”the new words and structures in the text and show the questions that students 教学模式下“思”的过程，asked in their learning papers. 学生通过阅读课文，再思T: The effect of cholera in the nineteenth century London was devastating. 考其他同学问的问题，之2

、、

后小组内部讨论，再小组间交流。达到学生都思考、都参与、都提高的目的。

（计划用时：十分钟）

1. To prevent this from happening again, John Snow suggested that ... P3一句中谓语动词

为什么是be examined 而不是was examined?

2. Why do you think people believed that cholera multiplied in the air without

reason?

S:

Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions. Show the questions on the screen. Step Ⅴ Text analyzing

Ask the students to analyze the text in groups.

T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.

Paragraphs

1 2 3 4 5 6 7 S:

StepⅥ Exercise (练习内容见后面小卷) According to the important part of this period, give students some exercise.

Stages

General ideas

进入“思-疑-释-练”教学模式下“疑-释”的过程，老师提出问题或学生提出疑问。

通过阅读和小组讨论及老师的“释疑”的过程，使学生明确本文的结构特点，以及了解科学发现的全过程及其严密性；学习描述性文体的基本写作框架

（计划用时：十三分钟）

进入“思-疑-释-练”教学模式下“练”的过程。通过课上小卷当堂巩固本节内容。

（计划用时：八分钟）

StepⅦ

Summary and Homework

Let

the students pay attention to the constructional character of this passage 回顾本节课重点内容

布置作业

and

the usage of the word “suggest”. （计划用时：二分钟）

Finish the Exercises 1, 2, 3 on pages 3 and 4.

3 、、

九、板书设计

Unit 1

Great scientists Mind Map of the text --John Snow Defeats “King Cholera”

P1:Introduction

non

课上巩固练习

1. The debate did not come to a c________ until midnight. 2. We are suffering from a s________ shortage of fuel. 3. If you hear an alarm, leave the building i__________. 4. He _______(要求命令) me to deliver it to a customer. 5. Her pale face suggested she _______ ill and her mother suggested she _______ a doctor at once. A. was; saw

B. be; seen

C. be; saw

D. was; see 6．(将打乱的句子还原)

any more

expose people to

the water companies

polluted water

were instructed not to

7．(将打乱的句子还原) died

so

an outbreak

many

every time

thousands of

terrified people

there was. P6-7: Defeat

P3 Think of

P4: Analyze

P5: Conclude

P2: Two theories

4 、、