Learning about Language教学评价实录

选修6，Unit 4教学设计文稿

泾阳中学:申军婷

教学设计

Teaching

Procedures (教学过程设计) Step I:Lead- in(8 minutes) Ask 2 students to give an English show about the effects of global warming, and then ask others to guess what they are talking about and make comments

S1:…….. S2:………………….. T: Ok, well done. Very wonderful. The two students’ performance shows that global warming causes many bad effects ,ok？Now let’s enjoy some pictures. Oh, seriously！But do you know how the global warming came about? And does it matter? Maybe some students say ‘yes’and others say ‘no’, ok, now let’s listen to how the scientists explained it? 设计意图：运用情景教学法让学生有身临其境的感觉，紧抓学生的好奇心，顺利

展开我们的话题，在导入部分简单讨论全球变暖的引起及结果给学生进行热身，以此引出本节课的焦点话题。

StepII:Reading(Skimming 4 minutes) T:Ok ,Please open your books on p26, read the text quickly and then find out the main idea of each paragraph. Para.1

A the cause of the earth’s becoming warmer Para2.

B the consequence of burning fossil fuels

Para3.

C the increase of carbon dioxide and the temperature will go on

Para4-5.

D different attitudes to global warming

Para6.

E the writer’s opinion

Para7.

F an introduction to the passage

Match the parts with the writing skills:

I

Giving examples, using graphs, explanation, comparison….

II

Raising a question

III

Using a question, leaving readers to think over the issue

(师生互动：Teacher asks students to finish the task by themselves and give the explanation,and then teacher uses the structure of the passage to teach students how to write a passage ) 设计意图：

运用任务型教学法和活动型教学法使学生熟练进行Skimming,同时让学生自主学习，自己组织语言来解决任务从而提高了学生的简单语言运用能力，渗透了考试题型的做法

Step II: Scanning (15 minutes) T: Ok, now please read the text carefully and then answer the questions. How has the global warming come about? What are the effects of global warming ?(two sides）

What does the writer want to tell us in the last paragraph ? S1………………….

S2……………………….

S3………………………. T: This is the content of the whole passage ,I think you have understood it very well, right? Ss:Yes. (师生互动：Teacher asks students to finish the task by themselves and give the

explanations, they can help each other and teacher gives proper comments

) 设计意图：运用自主学习和合作学习检查阅读文章的理解情况，让学生相互配合

一起完成任务型阅读，不仅获取了文章的细节信息，巩固了文章大意而且训练了

他们的合作学习。

StepIII:Post reading –activity (discussion5minutes+debate 10minutes)

T:Ok Now let’s have a discussion about the advantages and disadvantages of global warming ,and then we will have a debate after discussion. T:

Now I divide all the students into two big groups, Group A discuss Global warming is a better thing. Group B discuss : Global warming is a very serious problem.

Debate. Students state their opinions and contradict the others (Tell the reasons why they agree or disagree with their statements.)

（教师引导，师生互动）

(师生活动：They begin to discuss and take down their reasons.and have a heated dabate.They must speak English, and teacher encourage them now and then. Finally, teacher gives the students correct direction about the effect of global warming and calls on students to protect the earth.) 设计意图:学生深刻理解和掌握课文之后，通过这一活动之后强化了记忆的效果，对课文有了更高层次的升华，并使知识逐步转化为技能和能力，学生将所领会到的知识和技能运用到解决实际问题中去，是学生能够鲜明感受到学习的意义，显示了学以致用的功效。最后，老师给以正确的引导使得学生明白保护地球势在必行。

Step Iv:Homework(3 minutes)

Write a short passage according to the debate, and give your opinions in the last paragraph. Should we protect our earth?

P1 we have a heated discussion about ……….

Different student have different ideas P2

are for ／in favor of

the idea.

some students

approve of ／agree with

believe that/think that /hold the view that…..

The reasons are as follows . First,………secondly,…..

P3

However ／on the other hand ,

some students

are against

the idea.

hold the opposite view that…..

There are several reasons for it. Firstly,….. Besides,….. P4

In my opinion ／As far as I am concerned,………

教学设计3

Blackboard

design(板书设计) Step1 Fast Reading Skill: Read the first or last sentence of each paragraph to find out the main idea Step II: Scanning/Careful reading Skill; Read the text carefully to find out the detailed information. Step III: Discussion and debate Requirements；Listen to others carefully, and be active in the debate. Step IV: Writing

教学反思：本堂课总体来说，教学效果比较理想，具体表现如下：1.课堂导入部

分新颖，激发了学生想学的兴趣。两个投入感情很深的学生扮演着两种动物，大家为之一振，很轻易地把学生带入生动形象，富有感染力的情境中去，让学生接受感官上的刺激。2.教学任务设计合理，首先对文章大意有个整体把握，然后让学生自己阅读文章进一步找出重要信息，加深对课文的理解，为后面的各项活动奠定了基础。3.时间分配较合理，在认真分析总体步骤后，对其进行研究，各步给出具体时间和要求，让学生在规定时间内完成任务。4.体现了新课程新课改有效教学的教学方法，做到了以学生为主体，发挥学生的主观能动性，使合作学习落到了实处。当然，本课设计的不足之处在于，事先没有正确顾及学生的词汇水平，从而导致课堂上出现了词汇去缺乏引起的表达不畅的问题，应事先了解学生的词汇水平，课前予以补充，进而保证课堂的高效性。有些学生对全球变暖这一问题知之甚少，所以应提前布置预习工作，以后我要不断扩充学生的和自己的知识面，已达到更良好的效果。