教学设计

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教学设计



课题名称：M5 Getting along with others



姓名：

杨某某

工作单位：

***学



学科年级：

高二

教材版本：

牛津高中英语



一、课程标准要求



高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上，根据高中学生认知能力发展的特点和学业发展的需求，在进一步发展学生综合语言运用能力的基础上；着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力；形成跨文化交际的意识和基本的跨文化交际能力，进一步拓宽国际视野，增强爱国主义精神和民族使命感、，形成健全的情感、态度、价值观，为未来发展和终身学习奠定良好的基础。



二、教材编写意图分析



本单元介绍和阐述和阐述了“怎样与人相处”这一主题。在Reading部分是两封信件，两个学生都与他们最好的朋友之间产生了一些问题，于是写信求助.这一部分也谈到了阅读技巧,学习怎样理解文章作者表达的情感,让学生对朋友之间产生的问题有更好的认识，从而进一步发展学生听、说、读、写技能，培养学生语言技能和解决问题的能力。



三、学情分析



在高中阶段尤其是农村地区，不少学生反映英语学习是他们的一个薄弱点，而且在高中各学科中，英语学习的困难居其他学科之首，导致很多学生对英语学习失去了兴趣，甚至放弃了对英语的学习。这种耗时多、效率低的现象，严重制约了英语教学的发展，对广大的英语教师尤其是农村地区的英语教师提出了很大的挑战。为此，在今后的英语教学中，从转变教学观念和自身角色出发，通过改变教学方法和进行创造性的教学活动设计来建构和谐的师生关系，加强师生间的情感沟通；帮助学生全面认识英语学习的价值，不断激发并强化学生的学习兴趣，并引导他们逐渐将兴趣转化为稳定的学习动机，以使他们树立英语学习自信心。



四、教学目标



1. To learn new words and phrases in this passage：feel betrayed by, academic, admit, feel ashamed, keep one’s secret, keep one’s word, spy on, apologize, break one’s word, belong to, must have done, get good grades, pretend, swear, quize, etc.

2. Have students finish different tasks of this part through different reading srategies and fully understand the passage

3. Students can write a letter to Sarah about how to deal with the problems she met when she got on with her friend Hannah. .

4. To guide students to learn to handle problems they meet when they get on with others.



五、教学流程与策略的简要说明



首先通过情景设置导入新课，其次采用任务型教学模式，教师通过探究学习方式的设计，培养学生勤于思考、动口，大胆实践的良好习惯，使学生在教师的指导下，通过感知、体验、参与和合作等方式，提高语言运用能力，实现任务目标，感受收获的喜悦。



六、教学过程



教师活动

预设学生活动

设计意图



Step1Greeting&Lead-in

Greet students as usual

2.Ask students to share their own unhappy experience with us. By asking the following questions:

(1)Who is your best friend in our class?

（2）Did you have a fight with your friend? What caused it?(after that I share my own unhappy experience with them)

（3）The reasons leading to a broken friendship:

（4）Who can we turn to for help when we have problems with our friends?

Several students will share their reasons leading to a broken friendship:

(1)don’t play with him/her

(2)misundestanding

(3)lackingCommunication (4)not caring each other enough

And then they will turn to parents, teachers and friends for help.(Teacher tell them that they can turn to the advice columnist too.)

用分享学生们和老师的亲身经历来引起共鸣从而激起他们学习这个话题的兴趣，最后过渡到课文



Step2 while-reading

Task1. Fast reading.

(1)Read the title of the passage and the first sentence of the first paragraph quickly, and try to predict the main idea of the letter.

Secret:

Lie:

Task2. Careful reading.

1.Why do you think Sarah and Hannah could be good friends before ?

2. Why did Sarah tell Hannah that they weren’t going to be friends any more?

3. What might have caused their friendship to break?

Task3 Reading strategy: reading to understand feelings

A letter to a magazine advice columnist usually includes:

(1)Descriptions of problems (2)Descriptions of feelings

While reading such a letter, it’s important to identify the writer’s feelings towards a certain problem and then think about what advice to give him/her.

Task4. Practice of Reading Strategy

Read Secrets and lies, and try to find out Sarah‘s problem and how she felt about it by filling in the blanks:

Sarah felt:

Why she felt so?





She thought her best friend

Hannah didn’t keep her secret.



ashamed







She found a piece of paper on

her desk that said “stupid Sarah

got a D”.



angry







1.Students are motivated to predict what the passage might talk about according to the title and the first sentence of the first paragraph. And then ask them to finish task1.

2.Next, ask students to read the passage carefuuly and finish task2

3.Introduce the reading strategy to them, and ask students read it together.

4. Ask students to read the passage carefully again , and try to find out Sarah‘s problem and how she felt about it by filling in the blanks:

通过预测，略读，细读来完成相应的任务达到训练学生的阅读能力的目的。最后把阅读策略和阅读活动结合起来进一步巩固阅读，使学生对文章进行更深层次的探究。



Step3.Groupwork

Suppose you are the advice columnist,

what advice will you give to Sarah ?

Students discuss it with their parteners for 4 minutes and then share their answers with the class

通过学生的合作交流，可以让他们主动参与交流学到不同的处理方式，让学生发挥他们的想象力，充分思考，自己总结。



Step 4. Conclusion:

My advice to all of you on how to mend a friendship:

Tell students that in our daily life,we often have problems with our friends. Remember that friendship is the most important thing in your life.

At first you have to talk to your friend ,when there is no one around. Tell your friend how you’re feeling;Say what your friend has done wrong, and explain why you did this or that; If your friend doesn’t want to talk, you could write a letter and e-mail to her. I hope my suggestions can help you.



潜移默化的引导同学们，当他们遇到类似情况应该如何处理。



Step5. Homework

Suppose you are the advice columnist, write a letter to Sarah.





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