Using LanguageⅠ名师教学设计1

Module 9 Unit 2 Using Language教学设计

教学内容：The Greatest Navigational Journey: A Lesson in Survival.

教材分析：分析第九模块第二单元Sailing the ocean中的using language部分，我们会发现它的内容很丰富，有一篇关于The Greatest Navigational Journey: A Lesson in Survival的阅读文章，阅读后有两个练习让学生进行说和写的训练，两个练习的情景设计紧密结合了本单元的功能项目“原因与结果”，另外有一篇关于人类早期航海技术和诀窍的听力。我感觉这几个方面从内容到语言，都可以为写作部分做好足够的铺垫。如何能更好地重组教学材料，使学生在不脱离语境及文本的情况下能够复用和活用词汇，真正地使用语言和提高能力？我进行了以下的设计：

设计思路：教师用书中对本节课的阅读提出了以下要求：抓住故事的主要情节，理解故事的原因与结果、主要人物的性格特点、所使用的航海技术，并对其行为作出判断与评价。我的设计也是围绕这个要求展开的。我这节课设计的基本思路是阅读—提取词块—模写，在紧紧围绕语境的前提下对学生进行听说读写的训练，围绕阅读与写作为中心进行设计，实现词块教学的复用和活用。

Knowledge objects：

学生通过快速阅读查找段落大意；通过细读了解Captain Bligh的生平和事迹，并归纳出他的人格品质，同时提高学生分析，归纳等技能。

Ability objects：

1.

在“using language”中，紧紧围绕本课话题和语境，强调词块的复用和活用，使学生更有效地学习和使用本单元重点词块的同时，培养学生听、说、读、写能力。

2.

学生通过完成任务中的积极思考及归纳总结培养认知策略；在完成回答问题及讨论环节的任务中形成合作学习策略。

Emotion objects：把握故事中人物的性格特点，学习主人翁大公无私的精神。

Teaching Important and difficult points：

Get the Ss to understand the text. Enable the students to make sense of some useful words and expressions. Teaching methods:

Individual and group work to make every student work

Teaching aids:

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Multi-media computer, PowerPoint

Teaching Procedures: Step 1 Lead-in 1.

Listen to the tape, circle those aids that early sailors used to find their way.

Present some important words:

compass, maps, waves, currents.

2.

Put forward a discussion: Imagine the ship you are on board is sinking, you have to abandon it. Now you are on a small boat with twenty-nine other people. You don’t know whether you will survive or not. In this case, what do you think are the most important things to take with you? 【设计说明】切入主题，在引入环节呈现词汇，为阅读和写作作词汇铺垫。

Step 2 Fast reading Quickly glance through the text and fill in the circles with information and divide the text into 3 parts and put the following into correct order:

The hardships we suffered Escape the jaws of death

Being abandoned by the ship 【设计说明】让学生独立阅读，分段落并且归纳各部分的大意，目的是让学生快速理解文章的结构，把握重点段落。提取词块如hardships, escape the jaws of death, be abandoned by the ship等，为后面的写作做铺垫。

Step 3 Intensive Reading

T asks the Ss to discuss the following questions with their partners. 1.

What kinds of hardships did they suffer? no charts and got only a compass and a quadrant lack of food and water the tension in the boat 2.

Who played the most important role in the voyage? Captain Bligh

3.

What did he ask his crew to do in the voyage?

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

measure the position and set the course, busy reading the table to work out the position 

preserve the good spirits by telling stories and talking hopefully about the future 

keep busy and took minds off the starvation and the thirst 【设计说明】帮助学生理解课文细节，并且在让学生回答的同时教师有意识地提取词块，如hardships, voyage, crew, lack of food and water, the tension in the boat,

measure the position，set the course,等，为下文的写作做好铺垫。

4.

Group discussion: What do you think of Captain Bligh? Give your reasons.

He is a great leader who...because... The reason is that..., It was because..., That’s why..., Therefore, ... 

respectable

Those of us on board the “Bounty” were caught in a dilemma… The drawback of staying on the ship seemed to grow as I thought about how wrong it was to treat Captain Bligh in this way. So I joined him…

What does dilemma mean?

Was it better to…Or…



full of confidence and perseverance



skillful

The captain used a system called “dead reckoning”. He knew there was land directly northwest from our original position. We kept to a straight course pretty well. He keep us all busy reading the tables to work out our position. He continued his navigational measurements every day. 

fair and concerned about his crew

Our daily food was shared equally among us all. The captain tried to preserve our good spirits by telling stories and talking hopefully about what we would do when we got back to England. The captain was as weak as the rest of us, but he was determined not to give up.

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He kept us busy and tried to take our minds off our stomachs and our thirst.

【设计说明】目的是让学生回归重点段落，用人物性格这条线索，串起并落实本课重点词块，如be caught in a dilemma, the drawback, original position, keep to a straight course, navigational measurements, preserve our good spirits, take minds off our stomachs and our thirst。同时归纳句型Captain Bligh was a great leader who...! 并且通过学生的回答又可以归纳本单元的功能项目“原因与结果”中常用的句型如The reason why...is that..., It was because..., That’s why..., Therefore, ...等，为下文的写作做好铺垫。

Step 5 Language study Express some useful words and phrases：incident, board, in a dilemma, at dusk... 【设计说明】讲解重点单词和短语，进行进一步的铺垫。

Step 6 Writing Now write a report to your leader “should Captain Bligh be given a medal?”. Follow these steps: Each paragraph should explain one of the reasons why Captain Bligh should get the medal. Your last paragraph should emphasize again the most important reasons why you think he should or should not get the medal. 【设计说明】通过层层铺垫，要求学生把握人物的性格特点，回归课文重点段落，提取所需的重点词块，使用这节课所强调的重点句式来写作。

Step 7 Homework Hand in the writing sheet. 教学反思：

德国教育家第斯多惠说：“教学的艺术不在于传授的本领，而在于激励，唤醒和鼓舞。” 由于学生积极主动的参与和努力，本节课是一堂真正的语言实践课，上得较为成功，基本完成了词汇学习任务。本人认为这堂课的成功之处在于：

1、本节词汇学习课在多媒体技术辅助下，突破教学难点，改变学生的学习方法，贴近教材文本材料，多角度利用课文，吸引学生的注意，营造起宽松、愉快、和谐的学习氛围，有序设置多样化的活动形式，培养学生积极主动地学习和掌握词汇，从而提高课堂效率，活跃课堂气氛。

2、在课堂教学过程中，启发引导学生思考、讨论，激发起学生学习英语的兴趣，培养了学生的创新和探究能力。

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3、教师要创造性地使用教材，并根据学生的需求和实际水平对教材进行适当的补充、删减和调整。要体现真正“用教材”，而非是“教教材”，注重对教材内容的“二度开发”和再创造的过程。

不足之处在于：

1、词汇运用的情景设置的有效性还有待商榷，特别是最后一个整体输出的环节。

2、对于不同水平层次的学生，在词汇的学习巩固和检测方面还考虑不周，致使有少数学生无法准确理解和有效落实本节课的词汇。

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