Using LanguageⅡ教学设计模板

选修九二单元Unit2 Using Language 教学设计

Period 5

Using Language

授课人:葫芦岛五高中,

鲍捷

Teaching aims

1．Learn to pronounce the names of sea creatures mentioned in the text correctly. 2．Learn to describe the creatures mentioned in the text properly according to the pictures with the expressions like：...＋looking，...＋shaped，...＋spotted，...＋like，...＋striped. 3．Learn to use the adjectives in the correct order to describe the pictures prepared by the teacher. 4．Learn to use proper expressions to convey their exact feelings in their past experiences. Teaching Important Points 1,Master the noun groups usings several adjectives; 2,Use the words and phrases to describes colours ,patterns,shapes,and behaviour of theanimals. Teaching Difficult Points 1,Write three noun groups using several adjectives. 2,Write a paragraph that describes a place and the plants or animals there. Teaching Methods: Task-based teaching,Cooperative learning. Teaching Aids:the multi-media , a blackboard Teaching procedures

Step 1

Warming up and lead－in

First，show students the picture above and ask them some questions as a revision：

Where are they？What are they doing？Why do they go snorkelling? Next，draw a conclusion and lead into the text：

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As the sea is a world full of magic，many tourists head to the sea，and the author of this text is one of them. Look！The other day，the writer went snorkelling with her friends and experienced a lot.Let's take a brief look at sea creatures through her diary. Reading the passage and Then，take a closer look at the photos she taken and describe them with what you can find in your textbook. Pictures in the text in Using Language give the following information：

corals with vivid colors and shapes，elegant fishes，little orange and white fish，small cleaner fish，the yellow and green parrotfish with hard bird－like mouth，yellow－spotted red sea－slug and blue sea－stars and wise－looking turtles，eels with strong sharp teeth，giant clam with thick green lips，grey reef sharks about one and a half meters long，the edge of the reef with a sharp drop to the sandy ocean floor Step 2

Careful reading Task 1：Read and choose the best answers. 1．Judging from the text，what the author mainly wants to tell us in the diary is ______. A．that the sea is fantastic with vivid colors B．that the water where she was snorkelling is not deep but shallow C．what she saw and how she felt in the sea D．that all the plants in the sea are poisonous 2．What was hanging upside down in the sea according to the text? A．The orange and white fish.

B．The yellow－spotted red sea－slug. C．The yellow and green parrotfish.

D．The blue sea－stars. 3．The author was afraid of getting too close to the eel because ______. A．it has strong sharp teeth

B．it has thick green lips C．it has a frightening shape

D．it gives out poisonous liquids 4．Which of the following sentences show that the author couldn't help feeling excited in the sea？______ A．My heart was beating wildly.

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B．That didn't stop me from feeling scared to death. C．Every cell in my body woke up. D．I felt very exposed in such deep clear water. 5．We can infer from the text that the author felt that ______. A．compared with the whole world，man is tiny B．compared with the whole world，the ocean is tiny C．there were more delights than dangers when snorkelling D．there were more dangers than delights when snorkeling Keys：CCACA Step 3

Fast reading Task1：Read the passage and put the following topics into the correct order according to the text. Topic

Paragraph number •

colors and shapes

___

•

the reef’s edge

___ •

dangers

___

•

a final thought

___ •

reflecting

___

•

some sea creatures

___

page25---exercise2:were there delights than dangers when snorkeling?List them and decide for yourself. Step 4

Language points Task1:Learning Usful phrases ：

•

1._______________ lips

•

2._____________________reef sharks •

3._____________________mouth •

4. _____________________sea slug •

5. _____________________turtle.

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Task 2：Do Exercise 3 on Page 25. Keys：1.warm night

2.the waving long thin

3.hard bird－like

4.a yellow－spotted red

5．a large wise－looking

6.strong sharp

7.thick green

8.two grey Note the use of adjectives：

number—opinion—shape/size—age—color—place—material—noun e．g.a cute little brown puppy

two thick green spotted sea－stars Task 3：Practice

1．Several ______ sharks.(a.large grey

b．grey large) 2．Some ______ whales.(a.giant blue

b．blue giant) 3．Scores of ______ turtles.(a.white－striped and grey

b．grey and white－striped) 4．Many a ______ seal.(a.black－spotted and light grey

b．light grey and black－spotted) 5．Many ______ anemone fish.(a.little orange and white

b．orange and white little) 6．Plenty of ______ angelfish.(a.orange and blue－striped

b．blue－striped and orange) 7．A number of ______ corals.(a.huge colorful

b．colorful huge) Keys：aabbaaa Step 5 Discussing and speaking

Discussion：

According to what you know, have a discussion about what we should do to protect the life under the sea. .(分角色讨论) Step 6

Homework 写了一篇题为"How to Protect Marine Creatures"的短文,发布在班级博客上,希望跟同学们一起分享。短文内容包括: ①The marine creatures are of great benefit to people. ②Many marine creatures are in great danger. ③Measures should be taken to protect the marine creatures. 注意: 1. 短文应包括以上要点,但不能逐条翻译；

2. 可适当增加内容,以使行文连贯通顺；

3. 词数:120左右。

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教学任务完成的反思

首先，这节课旨在培养学生的阅读理解能力和分析推理，运用能力。因此，我采取了引导学生一步一步从阅读文章意思，到探讨深层含义，再到知识点运用的教学方式。先是通过视频导入让学生对海洋生物有所了解，再通过细读，对课文有进一步的理解；然后设置一个情景让学生描述，给出四个问题提示；再对4个问题进行分析，从作者身上可以学到勇敢，坚韧和创造力的精神，这使得学生对课文的理解升华到更深层昂次；最后要求学生设计保护海洋生物的口号，引申到本课的情感教育。

其次，

英语作为一门语言，“听，说，读，写”是分不开的。因此，我始终将这几个环节贯穿其中。读：即快速阅读，仔细阅读，让学生感受其语言魅力；说：

即让学生分组讨论，给他们自由发挥的空间，鼓励他们尽可能的多说；写：即让学生设计保护海洋生物的措施，家庭作业中要他们写一篇关于保护海洋生物的小短文。这四个步骤紧紧牵连在一起，让整节课更具整体感。

再次，兴趣是学生学习英语最好的老师，一节生动有趣的英语课也是教学任务之一。教学有法，但无定法，一成不变的教学方法，只会让学生生厌，所以老师需要不断的改变方法，使课堂充满生机；师生情感交流也是激发学生学习兴趣的有效途径，多给学生鼓励，让学生常常感受到成功的喜悦。

我在此堂课的教学中，紧紧围绕这三个任务展开，取得了良好的效果。

对学生的评价反思

这些学生都非常优秀，具有快速的思考反应能力，他们能快速想出fantastic, wonderful ; 等形容词来描绘视频内容，他们能在短时间的阅读中完成阅读任务，能在短时间的准备中给出

非常精彩的表现。他们敢于思考，敢于创新的精神和团结协作精神给我留下了极深的印象，他们跟老师之间的默契和配合，让我非常的感动。我也相信他们在这一节课一定学到了很多很多。

教学过程的反思

我在教学过程中共设计了8个步骤，即问候，导入，快速阅读，深层阅读，讨论，设计口号，家庭作业，结束语，这8个环节层层相扣，衔接紧密。

根据任务教学法和合作教学法，在课堂中，给学生布置一定的阅读任务，让学生带着任务去读，并采取小组讨论，等模式让学生体会到合作学习的快乐和优势。以此来激发学生的学习兴趣，活跃课堂气氛。

存在问题的反思

一是对阅读能力稍差的同学未能完全照顾到；二是时间有些仓促，许多学生经过精心准备，却没有展示的机会；三是在一些设置的问题上，应让学生尽可能多思考，多说，老师尽量少说。

总之，通过反思，总结经验教训，力求在以后的教学中尽量完美。教师为引导，学生为主体，创设情景，激发情意，启迪学生思维，发挥学生的主动性和创造力，以诱达思，诱思交融，这都是我在今后的教学中追求的目标。

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