资源简介

外研版高中英语选择性必修第三册高中英语Unit 3 War and Peace reading 教学设计案例
课 题:
Unit 3 War and Peace LIANDA: A Place of Passion, Belief and Commitment(选择性必修第三册外语教学与研究出版社)设计
一. 教材分析本板块呈现了从另一个角度反映单元主题的课文，语篇类型为记叙文。课文介绍了诞生于抗日战争时期的西南联大，并从多个角度阐述了联大的历史。读写部分的范文介绍了一位杰出的抗日英雄----杨靖宇，旨在引导学生通过学习范文，了解英雄的感人事迹和优秀品质，同时帮助学生学会写战斗英雄简介。通过这一板块的学习，学生能够加深对单元主题意义的理解，弘扬传统文化，增强民族自信心，进一步提升语言能力和思维品质。
二、学情分析本课的授课对象是高二政史地大文科 B班学生，英语基础薄弱，词汇量少，语法知识不足，中式英文思维方式严重，复杂句子结构无法理解，进行阅读相当困难。
三、Teaching Contents 教学内容Unit 3 Reading 2 Reading: LIANDA:A Place of Passion, Belief and Commitment(外语教学与研究出版社选择性必修第三册)
四、Design of Teaching Objectives 教学目标设计
1.Target language
目标语言Make the students master the following words, phrases and sentence patterns.(让学生掌握下列单词、短语和句型。)
(1)Important words(重点单词)：
Aggression, bomb, intellectual, associated, rough, emerge, invader，prominent, representative, anniversary, blueprint(2)Important phrases
(重点词组)：Be occupied by, made an epic journey, air attacks, worthy academics, it is no wonder that..., shirk the duty, a sense of commitment
2.Ability goals能力目标
Improve the students’ reading ability through reading activities.(通过系列阅读活动提高学生的阅读理解能力。)
3.Learning ability goals 学能目标
Enable the students to know the story of Lianda, fully understand the spirit of Lianda and develop a positive attitude towards study and work in China.
（让学生了解联大的故事，充分了解联大精神并且形成正确健康的对待学习和工作的态度。）
五、Teaching Important Points
(教学重点)
1.Learn the words and phrases listed above.(学习上列单词和短语。)
2. Enable the students to know the history of Lianda, including its background, difficulties that Lianda encountered, contributions and influence.
（让学生了解联大的历史，包括其背景，遇到的困难，做出的贡献及影响。）六、Teaching Difficult Points(教学难点)
1.Understand the following sentences correctly.
Despite the immense hardships and the daunting challenges, it was right in this place, over a period of eight long years, that the nation's intellectual heritage was not only guarded but fortified by the passion and belief of the worthy academics of Lianda.
(尽管遇到了极大的困难和挑战，就在这，在八年的时间里，联大的知名学者们用激情和信念将民族的文化遗产不仅得以保护，而且得以增强。)
2. Figure out what kind of figure of speech is used(simile or metaphor)
A. Their bed was the dusty road and their roof was the open sky.
B. They had to live in rough buildings, packed 40 to a room, like sardines.
3. How to help the students understand the passage better.
(怎样帮助学生更好地理解这篇课文)
七、Teaching Methods(教学方法)1.Task-based method(任务型教学法)
2. Contextualized teaching(情景化教学)
3.Skimming(略读法)4.Careful reading (细读法)八、Teaching Aids:(教学辅助手段)1.A blackboard2. A projector and a computer for multimedia
九、Teaching procedures (教学过程)
Step I Greeting and leading in (1 minute)(video引入，1分钟)
T: To start with, let’s look at a video.
(设计目的：让学生了解联大成立的背景，并且知道联大的来源)
Lianda is introduced through a video.
Step II Pre-reading (4 minutes)(读前，4分钟)
T:Which university is mentioned in the video Now let’s get to know more information about Lianda. Then Teacher begins to introduce more information about Lianda, including its motto, song, badge, and then summarize some qualities according to the given information. Next, the teacher begin to ask more qualities about Lianda.
(Let students think about this question and show their ideas.)设
计意图：（1）激发学生对联大的兴趣；（2）通过给定信息，对联大所拥有的品质进行介绍，为课文的讲解打下铺垫；（3）帮助老师引入课文的主题。Step III. While-reading(17 minutes)(读中，18分钟)
1.Skimming (4 minutes) (跳读，4分钟)A
sk the students to read the passage quickly. While reading, find out the main ideas of each part (On the screen).
Part 1 (Para.1--2) A.Lianda's influence on modern universities
Part 2 (Para.___) B. Background of the founding of Lianda
Part 3 (Para.___--____) C. Contributions made by Lianda
Part 4 (Para.___--____) D. Difficulties that Lianda encountered
（Show the possible answers on the screen)
(将参考答案显示在屏幕上)学生活动：学生快速浏览课文，了解课文大意。设计意图：训练学生快速阅读，归纳各段落的中心意思的能力。（Skimming for the main idea）
2.Scanning (10 minutes)(查读，10分钟)
Get the students to read the text carefully and finish these exercises，then ask some students to give the answer. Part 1 (Para. 1-2) Background Read Para.2 carefully and answer the questions
1. What happened to the three universities
___________________________________________________________
2. Why did they move to Kunming
___________________________________________________________
Part 2 (Para. 3) Difficulties1. What difficulties did the professors and students meet with
___________________________________________________________
2. Appreciate the sentences
(decide which kind of figure of speech did the two sentences use. Simile or Metaphor )
a. Their bed was the dusty road and their roof was the open sky. __________
b. They had to live in rough buildings, packed 40 to a room, like sardines.____
Part 4 (Para. 4-5) Contributions
1. Find out the sentence that has the same meaning with this one.
Having overcome the immense hardships and the daunting challenges, right in this place, over a long period of 8 years, the nation's heritage was saved.
______________________________________________________________
2. What contributions did the scholars and students make to China
a. ___________________________________________________________.
b. ____________________________________________________________
c. ______________________________________________________________
Part 4(Para. 6-7) Influence
What influence does it have on modern universities？
______________________________________________________________
学生活动:认真阅读课文完成任务，然后向全班汇报。
设计意图:训练学生快速查读细节、捕捉信息的能力。
Step IV Summarize the Lianda spirits (1 minutes)(总结 1分钟)
Lianda spirits :(pre-reading 环节已经带学生熟悉过，在此要总结)
Perseverence, hardworking, strong sense of mission, patriotism, devotion, passionate, belief, commitment
Step V Group work (7 minutes)小组讨论(7分钟)
Ask the students to discuss the questions in groups to make further understanding of the text. Students are expected to speak out one aspect of Lianda spirit, then state the supporting examples, at last learn from this spirit. Students can fill in this chart.
Aspect of the Lianda spirits
supporting examples
Learn from Lianda spirit
学生活动:学生思考并讨论上述问题，然后向全班同学汇报。设计意图:帮助学生进行课堂反思，自己学到了些什么知识；
Step VI Conclusion and Homework（1 minute）总结和布置作业（1分钟）
Make a brief summary about the text and assign the homework.
T: Today, we’ve read the passage about Lianda. During the war time, three universities gathered in Kunming and founded Lianda. Despite immense hardships and daunting challenges, Lianda successfully saved the intellectual heritage of our nation and nurtured lots of prominent scholars. It is a miracle in the history of our country's education! As students, we should learn from the Lianda spirit, and strive for the the great rejuvenation of the Chinese nation
Homework is listed as follows.
1. Refer to the Internet for more information about Lianda spirit;
2. Write down an essay about a scholar who demonstrates the Lianda spirit;
十、The Design of the Writing on the Blackboard（板书设计）
Unit 3 War and peace Reading: Lianda:
A PlACE OF PASSION, BELIEF, AND COMMITMENT
Key words and phrases:
Left: Perseverence, hardworking, strong sense of mission, patriotism, devotion, passionate, belief, commitment
Middle: Students demonstrates the outcome
Right: intellectual heritage
十一、学生学习活动评价设计评价方式采用：自评、他评、师评。每个主题活动结束后，学生填写一张评价表，学期做阶段性评价，并把评价结果记入“我的成长足迹”。
十二、Reflection after teaching (教学反思)本节课在多媒体的辅助下，一方面以直观的图片激发学生学习的兴趣，另一方面以课件形式展示，节约了书写的时间，一节课的时间虽紧凑但却能借助于多媒体安排更多的内容，能更加顺利地完成不同的任务设置 skimming(跳读)和 scanning(查读)，培养学生的阅读技巧，教会学生更快更准的找到问题的答案和有效的信息。在活动中主要让学生独立完成各项任务，达到了英语阅读的训练目的。
但是，本堂课也还存在一些不足，需要加以改进：
1.由于本堂课任务多，容量大，导致完成任务时间较紧，在 Pre-reading部分耗时过多，任务间过渡不够自然，今后应注意教学步骤间的紧密衔接。
2.本节课注重学生阅读技巧的训练，在一定程度上培养了他们的阅读能力，但课文知识内容拓展不够。
3. 多媒体的使用虽然带来了诸多方便，但同时呈现的内容过多，能让学生记住的东西却反而少。

展开更多......

收起↑