高中英語(yǔ)北師大版必修第二冊(cè)-5.1-A-sea-story-教學(xué)設(shè)計(jì)(1)

1、優(yōu)質(zhì)資料-歡迎下載Unit 5 Humans and NatureLesson 1A Sea Story 教學(xué)設(shè)計(jì)教材分析本節(jié)課是高中英語(yǔ)第二冊(cè)Unit 5 Humans and Nature的第一課ASeaStory,課型是閱讀課。本節(jié) 課主要內(nèi)容是了解人類與大海的驚險(xiǎn)故事。通過學(xué)習(xí)本課，使學(xué)生們了解人類與海洋的關(guān)系，了解 大自然帶給人類的福與禍，從而引導(dǎo)學(xué)生如何保護(hù)海洋環(huán)境。此外，學(xué)生還將學(xué)到限制性定語(yǔ)從句 的關(guān)系副詞。教學(xué)目標(biāo)與核心素養(yǎng).語(yǔ)言技能目標(biāo)(1)學(xué)生能夠借助關(guān)鍵詞，在理解文章大意的基礎(chǔ)上，找出段落主題句，完成讀前問題；(2)用所學(xué)的詞匯和語(yǔ)言的對(duì)課文進(jìn)行復(fù)述；(3)能夠讀懂細(xì)節(jié)

2、信息并能理解閱讀中生詞含義。.語(yǔ)言知識(shí)目標(biāo)(1)能夠正確運(yùn)用一下單詞和短語(yǔ)：whirlpool, survive, risk doing sth, horrible, rapidly, extent, tube, float, tie to sth 等。(2)能掌握限制性定語(yǔ)從句關(guān)系副詞的使用；(3)能夠區(qū)別和理解限制性定語(yǔ)從句關(guān)系代詞和關(guān)系副詞。.文化意識(shí)目標(biāo)(1)了解海洋、大自然相關(guān)話題；了解如何處理人與自然的關(guān)系。.情感態(tài)度目標(biāo)正確認(rèn)識(shí)大自然的福與禍，妥善處理人類與大自然的關(guān)系、人類與海洋的關(guān)系。教學(xué)重難點(diǎn).重點(diǎn)(1)如何理解“渦流”術(shù)語(yǔ)；(2)正確理解并運(yùn)用限制性定語(yǔ)從句關(guān)系副詞;(3

3、)能夠運(yùn)用所學(xué)對(duì)“渦流whirlpool”進(jìn)行介紹。.難點(diǎn)（1）能用得體的用英語(yǔ)表述人與自然、海洋的關(guān)；（2）能正確掌握和使用限制性定語(yǔ)從句的關(guān)系副詞;（3）能夠區(qū)別關(guān)系代詞和關(guān)系副詞的不同。教學(xué)過程教學(xué)步驟教學(xué)活動(dòng)設(shè)計(jì)意圖時(shí)間Step-1Warming UpTeachers will write “sea” on the blackboard and the same while show some pictures about sea on the screen. And then ask students to tell stories about the sea, people who

4、 live by the sea. As students are talking, write the key words they mention on the blackboard and then let students use these words to describe the pictures on the screen.任務(wù)型活動(dòng)：采用引導(dǎo)的方 式引入本單元話題，拓寬學(xué) 生眼界的同時(shí)也鍛煉學(xué)生 整合能力，并激發(fā)同學(xué)們熱 情和參與課堂的積極性。5分鐘Step-2 Lead-inThis step is to lead the students to the topica st

5、ory about sea.ACTIVATE AND SHAREDo you know any stories about people and the sea? Look at the pictures below. Use the words and phrases below to describe the pictures.緊扣上一環(huán)節(jié)的討論，教師 引導(dǎo)學(xué)生在閱讀課文前進(jìn) 行一些與海洋相關(guān)的表達(dá)， 并鼓勵(lì)學(xué)生與同學(xué)提供觀 點(diǎn)，激發(fā)學(xué)生的興趣。此外， 通過訓(xùn)練描述圖片，可以鍛 煉學(xué)生口語(yǔ)能力和思維靈 活性，更好地導(dǎo)入課題。5分鐘Step-3Pre-readingREAD AND EXPL

6、ORE1. You are going to read a text adapted from the short story “A Descent into the Maelstrom”. Read the fact file on the right. Answer the questions.(l)What is a “Moskoe-storm”？通過讀前頭腦風(fēng)暴，有助于 學(xué)生對(duì)文章主旨大意的掌 握，讓學(xué)生帶著問題進(jìn)行閱 讀，進(jìn)而幫助學(xué)生更好理解 文章而進(jìn)入泛讀和精讀環(huán) 節(jié)。5分鐘(2)Who wrote the story?(3)What do you think will happe

7、n in the story?Step-4Fast-readingRead the text and discuss the questions.Who are the main characters in the story?Who is telling the story?When and where did the story happen?What effect did the terrible experience have on the storyteller?通過泛讀，能夠讓學(xué)生對(duì)文 章每個(gè)局部有初步了解，鍛 煉學(xué)生對(duì)文章表層含義理 解，養(yǎng)成良好的閱讀習(xí)慣， 提高閱讀技能。并且?guī)?/p>

8、助學(xué) 生組織語(yǔ)言回答讀前問題。10分鐘Step-5Careful-readingRead the story again. Complete the information in the boxes. Then add the storyteller feelings during each situation.Complete the illustration about how the storyteller overcame his fear and struggled to survive from the whirlpool. Then use the time words(when

9、, suddenly, then, finally) to tell the story.有助于學(xué)生深層次把握文 章細(xì)書內(nèi)容，似學(xué)生建立起 上下文關(guān)聯(lián)的能力。并且通 過小組合作的方式，有助于 提高學(xué)生團(tuán)隊(duì)合作和交流 能力。15分鐘Step-6Post-reading1. Group work: think and share(l)What were the three observations the storyteller made?(2)Why did the storyteller survive while his elder brother didnt?(3)What does th

10、e storyteller mean by it took only six hours to break my body and soul”？(4)What lessons have you learnt from the story? Give your reasons.(5)What is the story trying to say about the relationship between humans and充分發(fā)揮學(xué)生主觀能動(dòng)性， 調(diào)動(dòng)學(xué)生創(chuàng)造性思維，開發(fā) 學(xué)生潛能，使學(xué)生主動(dòng)參與 深層次閱讀，以檢測(cè)學(xué)生是 否對(duì)文章掌握透徹。此外， 通過課后練習(xí)更進(jìn)一步掌 握過去將來(lái)時(shí)的使用

11、。5分鐘nature?Pair work. In English you get words with similar meanings (synonyms) orwords with oppositemeanings(antonyms). Find morepairs ofsynonyms and antonyms inthe story.Discuss why such words are used.Complete the summary with the information from the story.FOCUS ON THE LANGUAGERead the sentences from the text. Underline the words that introduce relative clauses and circle the words that the relative clauses refer to.Read the sentences below and compare them. Which choice (a or b) do you think is better? Why?Complete the