教坛新秀实践考察教学设计.docVIP

Book 4 Unit 2 Using Language 教学设计Using Language in Unit 2, Book 4 教师：杜建超 班级：高二（ ）班 时间：2013-09-13 一、教学内容分析 本节课教学内容主要是把Using language 的泛读篇章和教师自我设计的Writing Task 进行结合，学生通过对篇章内容和结构的分析理解，逐步明确说明文写作的大致格式以及部分常用的写作技巧，并加以运用，完成写作任务。另外，Using language 中的篇章不同于每单元第一篇文章，应该所为培养学生语言输出能力的载体，因此本人在教学中重点关注篇章的结构，而非语言知识。 二、教学目标 1. Students will be able to understand the extensive reading text by using some basic reading strategies. 2. Students will be able to learn some writing techniques by analyzing the structure of the text. 4. Students will be able to improve their writing ability by applying the writing techniques to writing task. 5. Students will be able to raise their own awareness of environment protection. 三、学生特征分析 Using Language 的学习目的和重点也基本明确，即：培养建立在篇章基础上的语言输出能力。 四、教学设计理念 ?? 本堂课教学设计基于学生的自主学习和合作学习的基本理念，教学活动力求简洁实用，注重培养学生的篇章分析意识，提高学生的语言输出能力。所涉及的诸多教学环节，如师生互动、自我默读、个体朗读、分组活动等，一方面可以提高学生的自主学习能力，另一方面也增强了学生的合作意识。 五、教学重难点 1. The analysis of the writing techniques in the extensive reading text 2. The application of the writing techniques to the writing task 六、教学过程 教师活动 学生活动 设计意图 Step I A brief leading-in Greet students and then show students a video about organic food. After it, ask students two simple questions in order to arouse students’ interest in the topic. Read the title of the reading text individually. Then watch the video together to capture the main idea of it. 作为本单元的第二篇课文学习，学生已经对单元话题较为熟悉，因此导入部分力求简洁紧凑，为后面的阅读和写作留足时间。 Step II Fast reading 1. Ask students to skim the text and underline the sentences explaining the definition of organic farming. 2. Represent the “defining sentences” as well as provide the writing tips about how to define something. 3. Require students to finish the defining exercise: What is a computer ? 1. Go through the text and underline the sentences which are needed. 2. Together with his/her partner to define a computer after learning and analyzing the examples. 3. Report their sentences in class. 此环节旨