必修5第二单元阅读课教学设计--吕某某

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教学设计方案



课题名称：必修5第二单元阅读课



姓名：

吕某某

工作单位：

***学



学科年级：

高三年级

教材版本：

人教A版



一、教学内容分析



本单元的话题是“英国”。通过阅读使学生了解英国的历史和地理位置，国家的构成及名胜古迹。阅读部分（reading）从地理、历史、政治、文化等多角度说明了联合王国的形成、发展、以及它的风土人情和人文景观。使学生对英国有一个比较详实的认识，拓宽了知识面，有助于深入地理解和领悟英国语言和英国文化习俗。



二、教学目标



1、认知目标：能够理解课文及课文中的细节，并能复述课文。

2.能力目标：培养学生阅读能力和语言综合运用的能力，会用英语说出自己对于英国的印象和了解。

3、情感目标：在学习了这篇课文后，唤起学生所学语言国家文化的浓厚兴趣。



三、学习者特征分析



对于本课的学习必须分层次教学。一个班基础好的英语水平较好的可以比较好的完成口语练习和阅读任务，而另一个班级只能较低水平完成口语练习和阅读任务。但好在热情比较高涨，进行教学比较理想。



四、教学过程



（一）、课前导入：（5分钟）上课前先问一个问题，2012年的夏季奥运会在哪里举办？学生会立刻想到伦敦，我紧接着提问他是哪里的首都？英国。英国你了解多少？由此问题导出热身（warming up）中的有关英国知识的小测验。

（二）、新课导入：（3分钟）老师提出英国的全称：the United Kingdom of Great Britain and Northern Ireland

能不能称英国为，ENGLAND，BRITAIN， SCOTLAND？

在这一环节学生会进行猜想，有关这个问题的答案应该是多种多样的。

由此导出英国Puzzles in geography（本课谈论的重点）

（三）、新课呈现及阅读练习：（26mins）

任务一、 Fast reading(10mins) : 老师让学生先快速阅读课文并回答下列几个问题:

1)Task 1:Question: What kinds of information are mentioned in the text?

(sports ,geography, history, flag, London, The biggest country England, invasions).

2) Task 2:How many parts can this passage be divided into and what the main idea of each part is?.

Part1(para1-3): How the UK came into being

Part2 (para4): England is divided into 3 zones.

Part3 (para5-6): The reason why London became the cultural capital of England.

这个过程用了八分钟的时间，通过提问和回答，老师发现大部分同学能通过阅读回答这些问题。

任务二、 Careful reading:（15mins）

Part 1

1) T: So could you tell me how many countries the UK consists of and what they are?

S: The UK consists of four countries, that is England, Wales, Scotland and Northern Ireland.

2) T: Then does these four countries united in one day?

S: No.

T: Then how can the UK come into being?

S: First there was only England, then in the 13th century AD, Wales was linked to the England, and in 1603, the two were joined to Scotland to make the Great Britain come into being. Later, Northern Ireland was united to the Great Britain to form the UK.

T: Actually the history can be shown in the national flag called the Union Jack.

???

Cross of St George (England)??????? Cross of St Andrew (Scotland)

????

Cross of St Patrick (Ireland)? Union Jack or Union Flag

3) T: By the way, you see, the flag Union Jack only unites England, Scotland and Northern Ireland, with Wales left out. So do you know why?

S: Because it is usually assumed to be part of England.

T: Yes! And according to the passage, although the four countries belong to the UK, they are still quite different in some aspects, so in what ways are the four countries different?

S: They are different in international relations. They have different educational and legal systems as well as football teams.

Part 2

T: Among the four countries, England is the largest, and for convenience it is divided into 3 zones. What are they?

S: The South of England, the Midlands and the North.

T: Good! And now could you tell me what the feature of each zone?

Most population settled in The South of England.

Most of the large industrial cities are in the North and the Midlands.

Many cities have famous football teams.

Part 3

1) T: Why there are so many historical treasure in London?

S: London has been influenced by some invaders.

2) T: Actually, in the England history, altogether there are four invasions, do you know what they are?

S: The Romans; The Anglo-Saxons; the Vikings; the Normans.

T: What did they left in England?

S: the Romans left towns and roads, the Anglo-Saxons language and government, the Vikings influence the vocabulary and place-names of the North and the Normans castles and words for food.

通过这部分的练习学生对文章的大意和细节都了解了，并锻炼了他们的口语能力。

（四）、巩固课文内容的练习及拓展：

任务三、Post-reading Activity (10mins)

教师把学生们分为两大组，讨论由最后一部分的侵略者留下的东西和文化为题进行讨论：侵略的利与弊。对于这个活动，学生反映比较热烈。课堂上老师给学生准备的时间是三分钟，老师安排这个活动的目的有两个：第一，老师想让学生在了解课文的基础上，能用自己的话来复述课文，从而培养了他们的口语和连句成某某等的写作能力。第二，课文本身就是一个题材，学生又有历史基础，就很感兴趣，老师是在这个基础上烘托气氛，使每位同学都积极参与。

（五）、总结评价：（1mins）

Teacher: Today we read a passage” Puzzles in geography “and

we’ve learned more about the information about UK. Do you have any questions?

Students: Is it necessary to learn about the UK? Why?

Teacher: Yes, of course. If we learn more about the country whose language are learned by you ,you can understand the language better .And you can

通过总结，老师让学生进一步的明白了解英语国家的文化背景有助于学生们学习英语；通过学生最后的讨论学生们对于文化的理解和文化的多元化，这样这节课的主题就升华了。



五、教学策略选择与信息技术融合的设计



教师活动

预设学生活动

设计意图



任务一、 Fast reading(10mins) : 老师让学生先快速阅读课文并回答下列几个问题:

1)Task 1:Question: What kinds of information are mentioned in the text?

(sports ,geography, history, flag, London, The biggest country England, invasions).

2) Task 2:How many parts can this passage be divided into and what the main idea of each part is?.

Part1(para1-3): How the UK came into being

Part2 (para4): England is divided into 3 zones.

Part3 (para5-6): The reason why London became the cultural capital of England.

1.read the reading

2.Listen to the reading

3.Answer the questions

4.Retell the reading

5.Widen the reading square

本着课堂上以教师为主导、学生为主体的教学原则，这节课的教学主要采用教师展示课件，学生查找，教师指导点拨，学生合作探究，师生共同学习等策略，为了达到课堂的最佳效果，在策略实施过程中关键是营造阅读氛围，激活学生思维。



任务二、 Careful reading:（15mins）

Part 1

1) T: So could you tell me how many countries the UK consists of and what they are?

2) T: Then does these four countries united in one day?

3) T: By the way, you see, the flag Union Jack only unites England, Scotland and Northern Ireland, with Wales left out. So do you know why?

Part 2

T: Among the four countries, England is the largest, and for convenience it is divided into 3 zones. What are they?

Part 3

1) T: Why there are so many historical treasure in London?

2) T: Actually, in the England history, altogether there are four invasions, do you know what they are?

1.read the reading

2.Listen to the reading

3.Answer the questions

4.Retell the reading

5.Widen the reading square

把课堂中大量的活动让学生参加进来，充分调动学生学习的积极性，拓宽知识面，提高运用语言的能力。



六、教学评价设计



课程基本结束时，指导学生进行教学评价。明确评价的具体内容，以学生自评为主，学生互评，教师评价为辅。肯定优点的同时，指出问题所在，以及改进建议等。

附：

学生自评表

内容 项目

知识与技能

过程与方法

情感态度与价值观

得分



创设情境，导入文章

2

3

5





查找信息，明确目的

3

5

2





借鉴实例，指导要点

3

5

2





模拟阅读，激发点阅

3

4

3





课外延伸，鼓励创新

2

3

5





合计

13

20

17









七、板书设计：



Most population settled in The South of England.

Most of the large industrial cities are in the North and the Midlands.

Many cities have famous football teams.

Four: the Romans ，the Anglo-Saxons ，the Vikings，the Normans

the Romans ： towns and roads

the Anglo-Saxons ： Language and government

the Vikings ： Influence the vocabulary and place-names of the North

the Normans ：Castles and words for food



八、教学反思



这节课的教学活动，是为了让学生们在教师的指导下，通过感知，体验，实践，参与合作等方式，力求最大限度地把语言能力的培养落实到教学过程的每一个环节，逐步实现预定的任务目标并感受成功。利用多媒体制作课件，增大了课堂容量，加大了练习的力度。也加快了课堂的节奏。我在这堂课的设计里要求自己新颖别致，突出整个教学的完整性，要有一气呵成的感觉，重点落实。

但在教学过程中，我意识到：有个别学生基础太差，虽在课堂中他们也积极参与，但有时很盲目，甚至不知道老师和同学们在进行什么内容，从他们的目光和神态中，我了解到他们对知识的渴求，我暗自告诉自己，一定要帮助他们，这很难，但一定要坚持，决不放弃。





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