Warming up、Pre-reading、Reading、Comprehendingppt配套教案板书设计

高中英语教学设计

课

题: Unit 4 Exploring Plants NSE9

(选修)

设计教师:

任黎明

工作单位:

重庆市开州中学

2019年5月8日

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Ⅰ.Teaching Contents 教学内容

NSE Book9 Unit4 Exploring Plants:Co-evolution II.Analysis of teaching material 教材分析

本单元的话题是Exploring Plants，主要涉及雨林植物科普、协同进化讲解、植物种植实验等。通过听、说、读、写等各种活动学习相关的语言知识，使学生了解很多热带雨林植物正在被砍伐破坏，知道雨林植物的重要性，思考解决问题的办法，提高环保意识。了解动植物间协同进化的过程，结合围绕短文话题的进一步探讨激发学生互助合作的精神、团队意识以及分享意识。

本次课程设计的这篇文章通过介绍丝兰、棕榈树、奥弗里斯兰花三种植物与他们各自的传粉者丝兰蛾、狐猴和黄蜂之间共生共长，相互依赖，协同进化的过程，让学生清晰的了解和掌握Co-evolution这一概念，从而引发对我们人类发展与环境保护的一些思考，以及对团队协作共进和分享精神的进一步认识。

Ⅲ.Analysis of students学情分析

1．学生经过高中阶段必修1～选修8的学习，具备了一定的阅读技能，如查找细节信息，抓住段落要点和全文大意等，在阅读速度方面也有了较大的提高，这有助于学生较好地完成这个课时的课文阅读。同时，在听、说、写等方面也有了一定的基础。

2．本单元的文章科普性质较强。能够让学生了解到动植物间的一些有趣的生长现象，这对于平时忙着应付考试，没有时间去感受大自然的高二学生来讲也是一次有趣的体验。本课通过对Co-evolution这一概念的引入，小组讨论“如果文中提到的植物灭绝，那么他们的传粉者将会怎样”帮助学生认识和理解协同进化的意义，即在帮助他人的过程中实现自己的人生价值,从而增强学生的团队协作意识和分享意识。

3．学生在这节课的学习过程中需要用到预习策略、搜集分析信息策略、归纳整理策略等。

Ⅳ.Design of Teaching Objectives 教学目标

1.

Knowledge objectives 知识目标

1)

To learn the key words in the text,such as pollinator, co-evolution and so on. 2)

To learn the process of pollination and understand the phenomenon of co-evolution.

2.

Ability objective能力目标

1). To develop the expressing confidence through making presentation before class.

2). To enhance the ability of structure reading through the skills of skimming and scanning.

3). To strength the comprehension ability through the given pictures or forms.

3.

Affective objectives 情感价值目标

1). To help Ss to learn the importance of environmental protection through further exploration of this text so as to improve the awareness of environmental protection.

2). To enhance the spirit of cooperation and sharing through group discussion

Ⅴ.Teaching Important Points(教学重点) a.

获取传粉者工作流程信息，了解动植物间协同进化的相关概念。---知识目标；

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b．阅读能力的培养和阅读技巧的训练，如精读课文完成表格填空等。---能力目标。

c.

通过小组合作讨论提高学生挖掘文章深层次含义的能力。---情感价值目标。

Ⅵ. Teaching Difficult Points(教学难点) a.理解传粉者工作的过程，了解协同发展的意义，从而提高环保意识并提高团队协作意识和分享意识；

b．训练用英语获取信息、处理信息、分析问题和解决问题的能力。

Ⅶ. Teaching Methods(教学方法) 1. Task-based method to make students interested in what they will learn.(任务型教学法) 2. Fast reading to get the general idea of the passage.(略读法)

3. Careful reading to get some detailed information.(细读法)

Ⅷ. Teaching Aids:(教学手段) 多媒体, 黑板，展台

Ⅸ. Teaching procedures (教学程序) Step I

Warming-up and Lead in

【Activity 1

Sing and Enjoy】

[设计说明]

本环节主要是课文导入和热身环节，利用多媒体播放和本课主题相关的直观生动且有趣的音乐，创设轻松和谐的课堂气氛，激发学生兴趣，教师联系生活实际展开教学.

Step II. Pre-reading 【Activity 2

Research and Presentation】

Task 1. Do a research on flower pollination before class, and try to explain the following key words to the whole class.

Stamen，pistil, pollen,

pollinator,

pollination

[设计说明]

本环节主要是课前准备，让学生提前了解花朵授粉的相关背景知识，利用板书和展台让学生展讲课前调研的核心词汇，增强用英语表达的信心，更好地理解文本内容，自然进入本课话题，有利于阅读活动的开展。

Step III.

While-reading Task 2 Fast reading

1. Which is fit to describe this passage? It is a ________.

A. Narration(记叙文)

B. Exposition(说明文)

C. Prose(散文)

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2.

What’s the definition of co-evolution?

[设计说明] 快速限时阅读把阅读课文作为整体来处理，掌握主旨大意，这一任务过程中为了降低难度设空完成学生比较容易接受。在对课文表层理解的基础上，要求学生根据每段大意把文章进行划分部分，进一步理解了文章结构。让学生做选择题，巩固学生对课文内容信息的掌握。本环节难度不高，学生都能很好地完成任务，旨在于通过学生略读、查读的阅读技能提高学生把握文章结构，快速抓出文章主旨的能力，同时提高学生阅读的积极性。

Task 3 Detailed reading

Para2 Plant

Pollinator Yucca Moth What’s the relationship of the two?

Q1:Q1 Why can no other animals but theyucca moth pollinate the yucca?

Q2 why the Traveller’s Palm has that name?

Q3 Why do the female wasps visit the orchid flowers? Do they have a role in pollination?

Para3 Traveller’s Palm

Para4 Ophrys orchid

[设计说明] 本环节让学生听和齐读等方式完成细节信息填空，这样不仅可以训练学生的听说能力而且让学生了解到动植物间协同进化的细节信息，在此基础上让学生通过朗读训练学生朗读能力，鼓励学生发现文章中的疑难点并解决。

StepⅣ. Post-reading 【Activity 3 Further Exploration】

Task 4 Group Discussion 4.What would you write if you were to write a summary paragraph for this passage?

5.What would happen if the flowers mentioned in the text died out?

6.Discuss about your reflection on our human beings’ development from the perspective of co-evolution.

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[设计说明] 本环节属于读后活动，首先小组讨论活动使学生更好的了解了这个单元的主题，进一步了解学生对于文章内容的掌握，借此话题对进行德育教育，帮助学生树立正确的价值观。最后大家齐读相关的名人名言将课堂活动推向高潮，激发了他们帮助他人或团队活动的热情，达到了本课情感价值教育的目标。

StepⅤ.Homework

1. Try to find and list some more examples of co-evolution?

2. Write a short passage to retell what you have learned today, especially your own reflection.

[设计说明] 通过扩充阅读或者上网搜索获取更多关于共同进化的案例，丰富人文知识素养，更好的理解文章的内容。复数并写成文章一是为了解决和巩固表达上的难点，二是为了提升书面表达能力。

教学总结及反思

这堂课基本做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成教学任务，又促进其情感教育。教学中融入了素质教育，且使学生在趣味中学得了知识，这也是目前提倡的教育教学理念。

我认为在教学中只有师生处于平等地位，学生的主体性才能得到发挥；只有使课堂交际化，师生才能融合在智力与情感的交际过程中，多给学生展示的机会才能激起学生积极求知的学习欲望。

Unit4 Exploring Plants:Co-evolution 重庆市开州中学

任黎明

1.

Knowledge objectives

To learn the key words in the text,such as pollinator, co-evolution and so on and learn the process of pollination and understand the phenomenon of co-evolution.

2.

Ability objective To develop the expressing confidence through making presentation before class and

5

enhance the ability of structure reading through the skills of skimming and scanning.

3.

Affective objectives

To help Students to learn the importance of environmental protection through further exploration of this text so as to improve the awareness of environmental protection and enhance the spirit of cooperation and sharing through group discussion.

Teaching procedures Step I

Warming-up and Lead in

【Activity 1

Sing and Enjoy: Rock of pollination】

Step II. Pre-reading 【Activity 2

Research and Presentation】

Task 1. Do a research on flower pollination before class, and try to explain the following key words to the whole class.

Stamen，pistil, pollen,

pollinator,

pollination

Step III.

While-reading Task 2 Fast reading

1. Which is fit to describe this passage? It is a ________.

A. Narration(记叙文)

B. Exposition(说明文)

C. Prose(散文) 2. What’s the definition of co-evolution?

Task 3 Detailed reading

Para2 Plant

Pollinator Yucca Moth What’s the relationship of the two?

Q1:Q1 Why can no other animals but theyucca moth pollinate the yucca?

Q2 why the Traveller’s Palm has that name?

Q3 Why do the female wasps visit the orchid flowers? Do they have a role in pollination?

6 Para3 Traveller’s Palm

Para4 Ophrys orchid

StepⅣ. Post-reading 【Activity 3 Further Exploration】

Task 4 Group Discussion 4.What would happen if the flowers mentioned in the text died out?

5.What would you write if you were to write a 5th paragraph for this passage?

6.

Discuss about your reflection on our human beings’ development from the perspective of co-evolution.

【Homework】

1. Try to find and list some more examples of co-evolution?

2. Write a short passage to retell what you have learned today, especially your own reflection.

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