Writing教案设计范例

渠县现代信息化教学公开课课程设计方案

学科：英语（高中） 版本：外研版

课题：Module 3 课型：新授课

课

程

设

计

方

案

送课单位： 渠县第三中学

执

教

者：

贺涛涌 指导教师：

2019 年 05 月 20 日

渠县现代信息化教学公开课

多媒体(网络)课程设计方案

课 题： Module 3 版 本：

外研版 学 科：

英语 年 级：

高二

课 型：

新授 单位（教学点）： 渠县三中 设计（执教）者：

贺涛涌 指导者： 资源来源： 电

话： 15181868075 邮箱： 545110050@qq.com 通讯地址: 渠县第三中学 授课时间： 2019年 05 月 30 日

一、教材内容简析

本模块以人际关系中最重要的元素——友谊为话题，通过谈论人际关系和友谊、阅读故事及介绍自己的好朋友等方式，使学生对友谊有更深刻的认识和理解，并能用已有的社会知识、亲身体会、用所学的语言知识和技能，听懂以讨论人际关系、谈论友谊为内容的材料，理解课文关于友谊的深刻意义，描述自己与朋友之间友谊的发展过程。

INTRODUCTION以一组对人际关系观点的测试引入关于友谊的话题并对此加以讨论，辅以两个活动来学习有关友谊的词汇和短语。这一活动既呈现了本模块的中心话题—友谊，又为以后关于Friendship的进一步学习打下基础。

EVERYDAY ENGLISH部分主要学习一些英语词句的习惯用法和意义。

二、学习者特征分析

学生人数多，基础差，但学习热情较高。经过近两年的强化教学训练与自主学习，学生已经掌握了基础句型，简单词汇；但大部分学生对英语学习仍感觉十分吃力。学生个人发现问题解决问题的能力有待提高，在老师的引导下能够动手动脑去主动学习思考，查阅工具书辅助学习。

三、学习目标与重难点

1、知识与技能

（1）Target language目标语言

a. 重点词汇和短语

close, chat, friendship, lonely, relationship, shy, trust, predict, click, make friends, get to know, personal matters, close friend, two of a kind, get together, get on well, it’s my guess b. 交际用语

I’ve known him / her for...

We first met six years ago. I remember ... for the first time. 学

We’re good / close / best friends.

习

We (don’t) get on very well. We (don’t) trust each other.

目

We ... quarrel. We see each other... 标

We’ve lost touch. / We still keep in touch.

（2）Ability goals 能力目标

Enable the students to talk about friends and friendship, telling their partners what their ideas are about friendship and discuss how to keep friends. （3）Learning ability goals 学能目标

Help the students learn how to talk about friendship.

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2、过程与方法：

任务型教学法、多媒体辅助教学法、师生互动法、讨论法

3、情感态度与价值观：

1、培养学生积极的友谊观，珍惜友谊，树立正确的人生观。

2、进行美育，使学生不断受到美的熏陶、提高审美能力。

3、让学生思考三个问题：朋友是什么？为什么交朋友? 怎样去交朋友?，引导学生自己去思考朋友和爱情的区别是什么？

1、教学重点：

教学重难Let the students learn to describe their friends and the thoughts of friendship as well as learn some everyday English. 2、教学难点：

a. How to express their ideas about friends, friendship, personalities and so on. 点

b. Guide the students to learn to describe a problem with a friend and give advice on how to keep friends. 四、教学设想和媒体环境构思

1、调控策略：

教与学策略

让学生提前预习，学会独立思考。表达内容的完整与否，无关紧要，关键要养成良好的学习习惯，自觉、自主的去学习，发挥学生的主体作用。通过预习让学生心中有数，带着问题去听课，能增强求知欲和调动学生的积极性，调整心态和注意力，提高学习效率。

2、交际策略：

通过讨论“朋友是什么？为什么交朋友? 怎样去交朋友?”等活动提高用英语交际的能力。

3、资源策略：

让学生意识到要充分利用书籍和网络等来拓宽自己的知识面，提高英语学习的能力。

一、教学引导： 在课内，设计层层递进的教学活动来帮助学生完成每一步的任务，环环相扣，帮助学生

教与学方法

清晰明了的在任务中学习知识，使学生运用英语成为一种习惯。并设计作业，进行课后的巩固练习，将所学知识拓展到课外。

二、学习探索：

1、本节课采用任务型教学法，人物情节对话设计课内贯穿，课外拓展，使学生运用英语成为一种习惯。课后的巩固练习，秉持了“学以致用”的原则，让学生“为用而学，在用中学，学了就用”。

2、师生互动，媒体辅助，摒弃传统教师满堂灌的方法，在教学过程中，既考虑学生的实际情况和课内出现的问题，尊重学生的想法，也考虑课程进度，教师真正做到课堂控制者，调节者，信息提供者等多重重要角色。

媒体资源作用

采用多媒体辅助教学，将现代技术应用到教学中去，清晰直观的展示所要讲解内容，丰富学生学习资源的来源，补充丰富课本。运用多媒体，直接呈现内容，节约时间，提高效率。

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五、教学程序设计（环节与标题自行科学设定）

教学

环节

教师活动

学生活动

媒体（资源）支撑

课程理念

Step I Lead-in T: Good morning / afternoon, boys and girls! T: Please look at the picture on the screen. T: Do you know what the picture is about?

T: Good. Who would like to tell the story to the class?

引

导

开

课

Ss: Good morning / afternoon, Sir / Madam!

Chinese story “Asking for guilt with sticks”.

S: Let me try. The story happened during the Spring and Autumn Period. The two persons in the picture are Lin Xiang-ru and Lian Po. They’re both the upper officers of kingdom of Zhao. Once Lin Xiang-ru made a great contribution to the country and had a chance to reach a higher position. But the general Lian Po envied him and always tried to put him in trouble while Lin Xiang-ru tried to avoid Lian Po each time he met him. Finally, Lian Po knew about that and felt very sorry for what he did. To show his regret, Lian Po came to Lin Xiang-ru and asked for forgiveness with sticks on his back. Lin Xiang-ru was pleased to forgive him. They later became best friends and under their efforts together, Zhao became a powerful kingdom. S: Friendship is very important to everyone, and even to the management of a country. S: Yes. Everyone needs friends. In our daily life, if we have friends, we can live a happier and - 4 -

(Show the following picture

Ss: Yes. It’s about an old on the screen.)

T: That’s perfect. Let’s give him a big hand. So story?

Step II Introduction T: You’ve got the right thoughts. So during this class, important interpersonal relationships—friendship. I think this word isn’t unfamiliar to all of us. We have close friends, school friends and so on. What’s your own attitude towards 基

础

知

识

better life. S: If great persons have good friends, like Marx and Engels, they world.

Ss: Yeah!

discussion and tell each other their

S: I don’t agree with that. A lot

(Show the Activity 1 and 4 on the screen.)

what can we learn from the can help countries and the whole we’ll element learn in something about the most friendship? I can’t help waiting to know. Look at some statements in Activity 1 on Page 29 about friendship. Work in pairs to discuss whether you agree with them or not and explain the reasons to each other, starting like the example in Activity 4. Are you clear? their jobs.）

T: OK. The first （The students will have a

(After a while, check ideas about these statements.）

statement is: Most people of people have more than one close have only one close friend, friend. For example, the 108 heroes someone they know really in the Outlaws of the Marsh, who well. Do you agree with it?

would devote their lives to their

(The first pair)

friends, were all close friends. S: But I agree with it. Only one close friend is enough. Marx - 5 -

T: Mm, both of you the second one?

(The second pair)

T: All right. I see, you had only one close friend Engels. It was Engels’

friendship that helped Marx finish his great work for the working people.

S: I agree with it. A good whatever you think in your mind and can help you; share your happiness and sorrow. S: I don’t agree. Even though you have a good friend, you can’t tell him all your personal matters. You must learn to deal with them by your own.

S: I would like to argue that are reasonable. What about friend is a person who you can tell have different ideas. Well, friendship is less important than what are your opinions on relationship with family. Family is “Your friendship is as the most important part in our lives. important relationship family”?

(The third pair)

T: Well done. Now, do takes time to really get to what they are like”?

(The fourth pair)

T: That’s true. as with your S: I agree with my partner. of the relationship of family. But I also think it is very important in our life. In my opinion, they are not the same and can’t be compared.

S: Yes, I think it’s right. S: I don’ think so because I met, we both thought it’s as if we had known each other for quite a long time.

S: That depends. Different S: But we are sometimes in a position where we’re helpless and - 6 - your Friendship will never take the place you have any idea about “It Knowing a person needs time. know someone and find out have a best friend. The first time we “Everyone feels shy and people have different dispositions. lonely at some time in their life.” Your ideas?

(The fifth pair)

T: Well done. Then friends easily, you need to

(The sixth pair)

T: Right. Then the last sad. No one can avoid it.

S: Absolutely. We must be S: Yes, I feel the same. friends.

S: I agree. We can make come to the next: “To make kind to each other. be very kind.” Is that right?

Kindness is the basis of making one: “To make friends friends via chatting. When we know easily, you need to be able each other well, we can tell some to chat about unimportant personal matters or something things.” Do you think so?

(The seventh pair)

T: You’re all great. You have your important for us. S: But I don’t think so. Marx and Engels were close friends and all that they talked about were important things. But I agree that for our common persons, chatting unimportant things makes it easy to make friends.

Ss: Yes. You stressed them own while reading. And we also can find

S: “make friends”.

He’s good S: “get to know”.

I suddenly get to know that she is a cheater. S: “personal matters”.

It’s my personal matters, and none of your business.

S: “close friend”.

Close friends can help you a lot when you are in trouble.

Ss: - 7 - opinions on friendship. them in Activity 3.

That’s very good. Did you notice some phrases in the statements just now? T: Oh, you’re so and make sentences with them.

T: Wonderful. You’ve

smart. Tell me the phrases at making friends. “Relationship”.

developed a good habit to Relationship gather information. Now everyone. let’s learn some words about relationship. Look at Activity 2 and match the meanings with the words in the box. Then make new sentences based on the words.

（The first one?）

T: Good. （Then the next?）

T: Right. （Then came to the third one.）

T: Wonderful.（How about the next?）

T: Brilliant boy.（The next one?）

T: Oh, a happy scene. last.）

T: Good job. Step III

Everyday English 探

索

、

发

现

、

交

流

is important to

Ss: “Shy”. She’s shy when she meets strangers. Ss: “Trust”. Trust yourself, you’ll be the winner.

Ss: “Friendship”. I value our friendship very much. Ss: “Chat”. He’s chatting with his friends happily. Ss : “Lonely”. He felt lonely （We’re coming to the while studying abroad.

Prepare a

T: Now turn to page (When) the students speak out one sentence in 38 and look at each phrase with one meaning,(show table on the Everyday them out with the sample sentence.)

screen.

(Show a table on the screen.)

English. Please tell me what the words in bold mean. And try to remember them. （Dick the mouse one by one.）

If time possible, manage the students to make more sentences.

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Step IV Exercise T: Now let’s start a new part. Do the exercises.

Step V Homework 拓

展

、

延

伸

、

训

练

S:Do the exercises.

Ss: Goodbye, Sir / Madam.

T: You have done very well in the class. That’s all for this period.

Homework for today: Try to find a song about friends and friendships and learn to sing, tasting the feeling in the song. In the next period, I’ll check your homework by asking you to sing the songs in either English or Chinese. Goodbye, everyone! 六、课堂评测练习

Exercise 1

Use the left word to fill in the blanks. ①close

②confront

③forgive

④unite

⑤considerate

⑥

interpersonal 1.It is helpful if you get advice from a ______friend. 2.The successful salesman will have great_________ skills.

3.We ought to be _________ with difficulties in a brave way.

4.It was ___________of you not to watch TV while I was sleeping. 5.I have ________ my best friend Daniel for leaving me. 6.I'm looking forward to the time to________. Exercise2 Fill in the blanks with words we have learnt.

My friend's story.

Lucy was knocked over by a car when she was crossing a street. A huge _________

（数量）of money was needed for the medical care. Hearing this, she felt as if it were the end of the world. She would sometimes burst out crying when she was ______(孤单地）. she began to lose interest in everything. Luckily, her close friends would visit her from time to time and _______ (聊天）with her, what's more ,our close friends held a_______（义卖会）and raised a big sum of money for her. She realized that she could put _______in her close friends, meanwhile, they encourage her to_________（面对）the difficulty.

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六、学习评价反馈设计

1、评价形式与工具（√）

2、评价内容：

①

课堂提问（

√ ）

②

学生表现力（

√

）

③

学生建议（ ）

④

学生自主测试（ ）

⑤

合作完成（

√ ）

⑥

其他（ √

）

①

学生的观察能力：较强，能主动观察思考。

②

学生的分析能力：较弱，不能快速抓住关键点。

③

学生的合作水平：一般；80%能主动参与。

④

学生的动手操作能力：较差，有待加强。

⑤

其他：

八、教学流程图（可省略）：

七、板书设计(根据课堂自定)

Homework learn to sing, tasting the feeling in the song.

九、教学反思：

Try to find a song about friends and friendships and

这次教学展示课，我上的是

Book6 M3 Interpersonal Relationships--Friendship的第1课时，词汇课，抱着尝试和学习的态度，在整合整个模块的四会词汇的前提下，围绕友谊的话题我进行了备课。在备课过程中，我研读了一些词汇教学法中的构词法的教学法，就学生们在初学一个模块生词时的不情愿和无从下手，到教师教单词时的传统方法，我试探着用一个课时把重点词汇放在Introduction & Everyday English的情境中去解决词汇。

由于提前听读了单词两遍，所以在授课过程中，在句子中学习单词时，学生觉得简单，过渡到在语篇中巩固词汇的环节时，输出环节用所学词汇谈论身边的话题参与度较高。整堂课下来，基本能完成教学流程，学生很努力配合老师，基本达到教学目标。

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