Using LanguageⅡppt配套的教学设计及说课稿

Unit 3

Australia Using language Australia’s Dangerous Creatures

教学设计介绍：本教学设计秉承着“还课堂于学生的”思想，充分调动学生的积极性，扩大学生的参与度，按照自己和学生的实际来设计每一个步骤。课堂从导入到阅读提取信息，到读后总结如何预防危险动物，再到学生就“澳洲旅游的危险性”这一话题阐述自己的观点的各个环节，都设计了很多供学生参与的活动。活动有集体活动和个人活动，有利于培养学生的合作和独立解决问题的能力。更主要的是本设计思考部分和编演部分要求学生就本课讨论的内容形成文章，是课堂内容的进一步升华，同时有助于学生的思维品质的培养。

教学背景

1. 教材分析

教学内容：

本课是作为人教版选修9Unit3 的using language教学部分。单元主要话题围绕澳洲危险动物展开。危险动物这一话题是学生感兴趣的，所以，教师引入了课外的视频资料，从reading入手讨论澳洲危险动物的种类和潜在风险，speaking的部分要求学生用本课所学，有层次有逻辑地表达自己的观点。

2. 学情分析：

学生阅读能力分析：词汇量不够，阅读理解能力和速度有待提高

学生口语问题分析：没有养成大胆开口与人交流的习惯，不善于表达；

语言的流利程度和准确性有待提高；知识面不够丰富。

Teaching objectives: By the end of this class, the teacher is expected to: (1)

to help students know 5 kinds of Australia’ dangerous creatures.

(2) to improve students’ reading and writing ability.

(3) to develop students’ critical thought.

Teaching methods Task-based teaching, Multi-media teaching, Communicative approach, Discussion, Individual and Group work Teaching tools

the multi-media, a blackboard, a projector Teaching procedures Step 1. Greetings Greet the whole class Step 2. Lead-in Teacher shows a picture about Australia’s emblem, and ask Ss to describe Australia by using the following words. Oceania

Canberra

Commonwealth

continent

Melbourne

Sydney

(设计意图：复习单词的同时强调单词的语用功能，加深学生对澳大利亚的印象，加强对学习者文化意识的培养。)

Step 3. Reading Task1. Prediction and thinking What information will we get from the passage? The passage mainly introduces

.

Why do we have to learn more about dangerous creatures in Australia? （设计意图：让学生通过标题和图片对文本内容进行预测，并带着问题读文章，培养学生的阅读能力）

Task2. Reading for information Part A Please read paragraph1- 5 and answer the following questions (on page28

). 1.

How many poisonous snakes and how many poisonous spiders are there in Australia? Are they all capable of killing humans?

2.

What effect do most jellyfish have on humans? What about box jellyfish?

3.

How many kinds of sharks are there in Australian waters? How many kinds are likely to attack humans?

4.

What kind of crocodile has occasionally attacked a human?

（设计意图：阅读的目的之一是获取信息，该学习活动旨在于考查学

生获取信息的能力。）

Why do we have to learn more about dangerous creatures in Australia? Snakes and spiders belong to

land creatures

. Sharks and jellyfish belong to

. Crocodiles belongs to

.

（设计意图：该问题贯穿了学生的整个阅读活动，引导学生思考作者的写作意图，既是对文本的深度挖掘，又训练学生的应试能力）

Part B Please read paragraph 6 and think about a question:

Is Australia a dangerous place to visit?

If you want the rainbow, you have to deal with the rain.| （设计意图：在学生了解了澳大利亚的危险动物后提出该问题让学生思考，旨在引出不经历风雨怎能见彩虹？鼓励学生不畏艰险，勇于尝试的精神，重在对学生思维品质的培养）

Step 4. Presentation Part A Blank filling

Crocodiles:

If you are in the far

of Australia a long way from

, watch out for

about crocodiles and stay away from

and waterholes. Sharks: Try to swim in places that have

. If

an

is sounded, get out of the water immediately. Spiders: Unless you are wearing gloves, don’t reach out your hands into

places, under

or amongst

. If you do get A country with species diversity

bitten, go to the hospital if necessary. Jellyfish: When jellyfish are close to the beach, you can find

ones washed up on the beach. If so, don’t go into the water.

can be helpful if you are stung by a jellyfish, and if you have trouble breathing or unconsciously, go to the hospital immediately . （设计意图：该活动设计基于学生对澳洲危险动物的了解，是阅读活动的延伸，采用填空的形式进一步增强学生对危险动物的警觉意识，将课本知识用于指导于实践）

Part B Role play Please write an conversation between Mr. Jin and his wife, and then act it out.

(While writing, we can use what we have learned in this class.) （设计意图：该写作活动创设特定语言情境，要求学生编写一段对话，内容是有关于班主任金老师努力说服妻子去澳洲旅游，旨在运用所学知识锻炼学生的语言输出能力, 内容和形式贴近生活，容易调动学生积极性。）

Step 5. Reflection What have we learnt in this class? Step 6. Assignment 1.Surf the Internet to learn more about the creatures in Australia and exchange what you get with your partners. 2. Polish your composition.

That’s all for this class! Thank you!

教学反思：

本节课内容属using language, 重在综合训练学生的听、说、读、写能力。阅读活动进行流畅，达成了教学目标。写的活动以编对话的方式呈现，说的活动以演的方式呈现。整个过程学生参与度和积极性都很好，基本达成目标。

因为时间关系，本节课只选取了读和写进行着重训练，说的训练以演的形式展开。听得训练只是在视频中少有涉及，也是一种遗憾。但是，高一学生英语学习基础相对比较薄弱，面面俱到也缺乏可能性和操作性。