Lesson 3 Nine to Five优秀公开课教案

教学设计封面

组

别

高中组

设计主题：Module5 Unit14 Lesson3 Nine to Five

姓

名：

黄蓉蓉

学

校：

南安市华侨中学

性

别：

女

职

称：

中学二级

教

龄：

11

联系电话：

18960308806

电子邮箱：

176078360@qq.com

指导教师姓名:

王理煌

单位:

南安市华侨中学

教学设计内容

设计主题

北师大版必修五 Unit14 Lesson3 Nine to Five 整体设计思路、指导依据说明

1、整体设计思路：本文是北师大版必修五Unit14 Lesson3 Nine to Five第一课时的教学设计，

整体设计思路分为五步。第一步是话题导入：明确话题，产生共鸣，导入课题，激发阅读兴趣。第二步是信息获取：通过快速阅读，学生可以了解文章大意，理清文章脉络；通过仔细阅读，学生进一步理解文章内容和一些重点细节，为语言输出环节构建“语言与信息”支架，并激发学生的创造性思维。第三步是信息内化：在两人采访的语用情景中，内化文本的语言与信息，并整合补充阅读部分的相关信息，加深对王君燕成功的理解，为思维提升奠定语言与思维的基础。第四步是思维提升、观点表达：让学生由信息输入转向信息输出，通过活动勇于表现自己和表达自己的观点，同时在小组活动中培养合作和沟通能力。最后是课堂小结、话题升华：老师总结，旨在启迪思想，提升本节课的主题内涵，达成育人目的。

2、指导依据说明：以学生为主体的支架式教学（Scaffolding Instruction）作为一种教学理念起源于维果斯基在建构主义理论中所提出的“最近发展区”的概念。它强调教学应为学习者建构理解知识的概念框架，框架中的每一个概念是学习者进一步学习所需要的。该理念强调引导学生通过“已知”获取“未知”，即在教师或同伴的辅助下，搭建各种“支架”实现学习目标。通过这种支架作用，把学生的智力从一个水平提升到另一个新的更高水平。本节课依据《普通高中英语课程标准》设定语言学习的目标，使语言服务于思维，服务于交际，并根据上述理论在教学环节中构建“支架”，从而引导学生的深层次思维，提升学生对文本内涵的理解与感悟。

教学背景分析

1、教学内容分析：

本课是北师大版教材模块五第十四单元第三课第一课时---阅读课，其内容讲述的是一名电视工作者王君燕的成长历程以及工作情况。学生将在本课获得关于学习、职业的相关词汇和信息，学习并根据已有信息进行推论。学生要将阅读中所习得的信息、词汇内化，用自己的语言在教师安排的课堂活动中来参与、表达，并对事业成功的因素进行讨论。

2、学生情况分析：

教学对象为高二年理科班学生，该班学生整体外向、开朗、思维活跃。他们的认知能力比高一

阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力，因此我注重提高学生用英语进行思维和表达的能力。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去。但由于借班级上课,师生沟通和配合未必很流畅，这是一个挑战。

教学目标分析

在本课结束时，学生能够：

1、认读和课文相关的一些词汇，包括部分职业词汇；

2、通过阅读了解文章大意，获取课文相关信息；

3、运用所学词汇总结王君燕如何成功；

4、观看视频归纳斯瓦辛格成功的因素,进而谈论作为学生怎样取得成功。

教学重点、难点分析

1、教学重点： 理清课文结构，获取课文相关信息；

运用课文的信息和语言进行交流；

结合采访、观看视频等环节进行讨论，归纳对成功的理解。

2、教学难点：

讨论，归纳对成功的理解。

教学过程设计

Step1. Warm-up (1)

Look at the pictures. Do you know them and what do they do?

（2）Match the quotes（引述）with the jobs.

Astronaut

TV presenter

football player

businessman

a.“It can get a bit lonely. Sometimes I don’t see my family for weeks.”

b. “I wish it was just nine to five! Meetings and phone calls often go on till late at night.”

c.“I work a lot more than the half hour you see me on the screen every day!”

d. “All my hard work paid off. They pay me well for playing the game I love.”

(3)

What’s your feeling after reading these quotes? 【设计意图】：热身活动，利用图片吸引学生注意力，获取关于职业的相关词汇和信息，激发学生的参与热情。

Step2. Lead in

What can you see from those two pictures on Page26?

According to the two pictures and the title, can you predict: (1) What does she do? (2) What is she talking about?

【设计意图】：通过导入环节，培养学生的猜测能力和标题意识，激发学生的阅读兴趣。

Step3. Fast reading Read the passage and match the topics with the paragraphs.

Para. 1

A. the reason why she chose to be a journalist

Para. 2

B. characteristics which made her a success

Para. 3

C. mother’s influence

Para. 4-5

D. her feelings about being a reporter for many years

【设计意图】：通过快速阅读，学生可以了解文章大意，理清文章脉络。浏览全文后做段落大意连线，有助于潜移默化地培养学生快速获取信息的能力。对于水平比较好的班级，也可以让学生自己寻找主题句或总结段落大意，以增加难度。

Step4. Careful reading

(1) Read the passage and judge whether the statements are true or false. a. Wang Junyan has been dreaming of becoming famous on TV ever since childhood. b. Wang's mother has little influence on her thoughts and actions. c. Her report helped the government inspect the company and catch the guilty people. d. Wang is always tired of her job as a reporter.

(2) Read the passage and complete the mind-map of it.

Characteristics

which made her a success

The road to success Mother’s influence

The reason for being a journalist

Her feeling about being a reporter

●

It is being curious, working hard and 1.________ in what was true that made her s success.

●Mother 2._____ everything in the universe. ●

Mother taught her to be interested in

3. ______ and nature.

●It is important for people to 4. _______ what’s going on.

●

One of her report helped the 5.______ people and also helped the government to catch the 6.______ people.

●

She found her job interesting and 7._______. ●

She still has 8._______ about the work now.

【设计意图】：在细读环节中，按行文顺序设计了判断正误、思维导图填空两个任务，使学生进一步理解文章内容和一些重点细节，为语言输出环节构建“语言与信息”支架，并激发学生的创造性思维。

Step 5. Role play---Interview

(1)

Suppose that you are the reporter of our school TV’s news programme. You have the chance to interview Wang Junyan, let her talk about how to succeed. For example : A: Hello, everyone, I’m ……, the presenter of ....... Today .......(开场语）

B:

A: Have you ever dreamed of becoming a famous reporter on TV? B: ……..

A: What help you succeed ?

B: ……..

A: Who had a strong effect on you?

B: ……. A: How did your mother influence you ? B: ........ A:(结束语）

Possible questions: What personalities help you make you succeed?

Do you like working as a reporter? and why? What’s your responsibility do you think as a reporter?

Is it a easy job as a reporter? And what kind of skills or characteristics do you need during your work? Can you give us some suggestions for our classmates? (2)

Invite two groups of students to show their interviews. (3)

Make a conclusion about the keys to Wang’s success. 【设计意图】：通过采访环节，激活学生思维，活跃课堂气氛，锻炼学生在新的语境中运用课文的信息和语言的能力，并整合补充阅读部分的相关信息，加深对王君燕成功的理解，为思维提升奠定语言与思维的基础。

Step6. Discussion (Group Work)

Enjoy a short video about Arnold and sum up the factors which made Arnold succeed, and then discuss: As a student, what factors do you think are necessary in achieving success? 【设计意图】：通过视频引起学生共鸣，总结斯瓦辛格成功的因素，再引导学生讨论作为学生该如何取得成功。让学生由信息输入转向信息输出，通过活动勇于表现自己和表达自己的观点，同时在小组活动中培养合作和沟通能力。最后老师总结，旨在启迪思想，提升本节课的主题内涵，达成育人目的。

Step7. Homework Three questions are enough.

What have you learned from Wang Junyan or Arnold Schwarzenegger? Or how to achieve your success? Write a short passage about it on www.pigai.org. Assessment Form on Writing CONTENT (内容) Fully meet requirements. Basically meet requirements. Some information is wrong or missing.

【设计意图】：课后作业的布置是课堂的延伸，作业要具体，要注重有效性。此作业的布置有利于学生内化语言知识学习、训练写作能力，培养表达观点的能力,学会评价能力，从而进一步理解成功之路的不易，达成渗透情感、态度和价值观的教育目的。

ORGANIZATION (篇章结构) Well organized. Organized. Badly organized. WRITING LANGUAGE (语言表达) Reads smooth. Reads OK. Hard to read. HANDWRITING (书写) Excellent. Good. Poor. 教学评价设计

评价内容：

1、对教师的评价：

Questions

Does the class obtain the goals?

Your evaluation

Yes

No

Evaluator

Do the students obtain the abilities of Yes

No

reading?

Does the teacher focus on developing Yes

No

the students’ reading ability?

How is the handwriting?

How is the teacher’s language?

Excellent

Good

Acceptable

Excellent

Good

Acceptable

If you have some advice, please write

down, thank you!

2、对学生的评价：

Questions Are you active in the class activities? Can you understand the instructions from the teacher? Write the new words you have learned in the class.

Talk about what you have got in the class. Write the shortage you have found in the class. 评价方法：

评价贯穿于整节课，采用即时评价和课后小组评价相结合的方式。上课时，教师采取即时鼓励性评价，使学生能体会成功，建立自信。课后小组成员互评，有助于学生反思和调控自己的学习过程。

Results Yes

No Yes

Not all

No