高中學(xué)科教學(xué)設(shè)計模版

1、我的教學(xué)設(shè)計 課題：Unit 4 Wildlife protection 科目 英語教學(xué)對象高一學(xué)生課時 1提供者蒲京媛單位沁源縣第一中學(xué)一、教學(xué)目標(biāo)Help the students achieve these aims:1. Knowledge objective: understand the meaning of some new words and expressions: wildlife, protection, carpet, antelope, millipede, insect, mosquito, respond, distant, mercy, contain

2、, fur, certain, importance, affect, appreciate, relief, laughter, rub, powerful, attention, die out, in danger of, burst into laughter, in relief, protectfrom, pay attention to 2. Skill objective: get a general understanding of the reading passage by using such reading strategies as predicting, skim

3、ming, scanning and summarizing and talk about wildlife protection 3. Emotion objective : .have a right attitude towards wildlife protection and know how to protect wildlife 二、教學(xué)內(nèi)容及模塊整體分析The reading material is taken from NSEFC Module 2 Unit 4.The title of the reading is: “How Daisy Learned To Help W

4、ildlife” . This if the first period of this unit. The text focuses on wildlife protection. A girl named Daisy travelled on a flying carpet. In her dream. From her dialogue with the antelope, elephant and monkey, the student find it urgent to protect wildlife. Among the four skills, this period focus

5、es on reading and speaking. First , the students talk about vocabulary, phrases and sentences about wildlife . Next, they read the lines, read between the lines and read beyond the lines until in the end grasp the whole text. 三、學(xué)情分析The students are from Grade 1 in a key Senior High School. They have

6、 achieved certain ability in English comprehension. Besides, they like to air their opinions, so discussion in groups is supposed to be carried out effectively.However, students may not be so familiar with endangered animals and they may know little about wildlife protection, so the teacher should w

7、ell present the background information to lessen students comprehending difficulty. 四、教學(xué)策略選擇與設(shè)計Communicative ( In Pre-reading stage, I ll stimulate students to communicate in English.)Situational teaching ( In post-reading stage, a situation will be created for students to improve their real communi

8、cative ability.)Task-based language teaching, cooperative and autonomous learning ( Through the whole period, students will be offered with various tasks to work cooperatively and autonomously.五、教學(xué)重點及難點1.To encourage students to apply what has been learned to practice.2. To get the gist of the readi

9、ng passage and express themselves focusing on the topic.六、教學(xué)過程教師活動學(xué)生活動設(shè)計意圖Step 1: Warming-up Ask the students questions and have a short discussion about endangered wildlife.Students answer the questions and have a group discussion. They know more about endangered animals and thing about how to take

10、 measures to protect them.Students can practice their listening, know more about wildlife protection and have a teamwork.Step 2: Pre-task: the teacher asks some questions on the topic to lead in, and then teaches some new words and phrases. The students answer the questions and learn.In order to int

11、roduce the topic of the text and some new wordsStep 3: Whiletask:1. the teacher organizes skimming activity2. the teacher analyses the text, presents the key words and phrases on the screen3. the teacher asks the students to read the text and then do blank filling exercises according to the text.4.

12、the teacher encourages the students to ask some questions according to the text and some other students to answer them.1.the students skim the whole text and then match the main idea with each paragraph.2.the students listen and then retell the first paragraph3.the students do blank filling exercise

13、s according to the text.4.the students ask and answer the questions1. To practice the students reading skills and help students get the main idea of each paragraph,2. To help the students retell the first paragraph and practice speaking,3. To help the students get the detailed information about the

14、second paragraph,In order for the students to realize the situation of the endangered speciesStep 4: post-task:1. the teacher guides the students and organizes them to make up their own dialogues and then motivate them to speak in public.2. the teacher makes a summary 1. the students make up their o

15、wn dialogues, using what they have learned and then act out their dialogues.2.the students read and think of the topic of the text.1. To help the students have a better understanding of the text and encourage them to participate, cooperate and practice in the classroom activities,2. to help the stud

16、ents have a deeper understanding of the text,Step 5: assignment: the teacher assigns the students the following to do:1.Please surf the Internet at www.redlist.Org. to find out more about endangered species.2. Review the text by listening and reading it after class.the students will do the assignmen

17、t after class.the students will be able to know more about the endangered animals and reinforce what they have learned in this unit,Step 6: Summary If everyone gives their bit of love to wildlife protection, the world will become a wonderful Eden. This step is an review of the whole class. Improve their summary ability.七、教學(xué)評價設(shè)計評價項所占分?jǐn)?shù)百分比（%）個人評價（學(xué)生個人完成）能利用交通網(wǎng)查交通工具的相關(guān)數(shù)據(jù)5能對查到的數(shù)據(jù)進(jìn)行單位轉(zhuǎn)換5會正確計算結(jié)果5小組內(nèi)的表現(xiàn)5小組評價（所在小組其他成員完成）組內(nèi)表現(xiàn)3