[ID:4-6549789] 人教新课标英语选修六Unit 5 The power of nature reading (教案)
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人教课标版选修6 unit 5 the power of nature阅读教学设计 本单元以the power of nature 为话题,旨在通过单元教学使学生了解火山爆发、地震、台风、洪水等自然现象,认识到自然的伟大力量,并会用所学词汇描述在经历自然灾害时的感受,思考人类应对自然灾害的态度和方法,提高自我保护意识。而reading部分则是一位火山学家以第一人称的形式讲述了自己的工作及第一次目睹火山爆发时的情景和心情,描写了人与自然的斗争与和谐相处的乐趣,使学生认识到火山是美丽的,但同时极具破坏力,而火山学家的工作可以减少由火山引发的损失。与前几个单元的话题相比,火山等大的自然灾害与我们还是比较遥远的,因此如何激发学生的兴趣,这就要下一翻功夫。我在讲解本课时,便采用多媒体教学,利用一些图片导入本课。 ? 学情分析 我的班是普通班,较多的后进生,英语基础个体差异比较大。但也有一些学生英语学习热情高涨,表现欲强。根据这些特点,我便精心设计提问的难易程度和方式的多样化,既要照顾到优生,也要顾及到后进生。鼓励每个学生都参与课堂。 ? 教学目标 1. 使学生了解大自然的强大力量——火山;以及火山学家的工作。 2. 帮助学生分析作者采用何种方式描写他那令人振奋的工作。 3. 帮助学生掌握阅读的技能和技巧。 ? 设计理念 高中英语阅读课文具有话题广泛、信息密度高、语言知识丰富等特征,它是各单元教学的核心,是培养学生阅读能力的主渠道。如何处理好这种课型是近年英语教学界讨论的热点。针对以上高中英语阅读课文的特征,并结合我校学生的实际情况,本文以选修6 unit 5 the power of nature为例,从学生的学习兴趣和认知水平出发,倡导让学生体验、参与、合作、交流和讨论的学习方式。培养学生用英语来思维和交流。这节课就是对高中英语阅读课文的教学模式探究的一次尝试。 ? 教学方法 1. 图片演示法。从网上找一些火山爆发、地震、台风、洪水等自然现象的图片,让学生认识到自然的伟大力量;给学生展示火山爆发示意图,并通过对该图的讨论激活学生了解与本单元话题相关的背景知识,而后通过讨论人类应对自然灾害的措施引发学生对本单元话题的思考,激发学生的求知欲,为随后进行的听、说、读打下基础。 2. 任务驱动法。将所要学到的知识用提问的方式展示出来,要求学生在阅读后回答相关问题;检测学生对文章细节的理解。 六、教学过程 Step I. warming up 1.把制作好的幻灯片展示给学生,并问他们:“please name the disasters you know. see the following pictures。”展示完之后再接着问:“what do you feel when you see those pictures? have you ever experienced one? share you experience and feelings.”在这个过程当中让他们认识到大自然的伟大力量。2.给学生展示一幅火山爆发示意图,让学生了解火山爆发的原因,过程以及结果。为顺利过渡到reading作准备。 Step II. pre-reading 在这一环节中,先提问题:can you imagine climbing into a live volcano in order to take the temperature of the boiling rock inside? 并由此给学生3分钟时间做一个小组活动,同桌之间do a quiz:answer “yes” or “no” to these questions to find out if you would be suitable for this work。3分钟之后叫出班上两个小组来给出他们的答案,看他们是否适合火山学家的工作。 Step III. while-reading 一.fast-reading(skimming). 给学生6-7分钟的时间快速浏览全文,然后回答幻灯片中的几个问题.这个环节由于时间较紧,不能逐字逐词细细揣摩,要告诉学生必须略读并抓住首尾句和关键词。在设计问题时要简单一些,可以从文章中直接找到答案。在这个过程中,我提出了以下问题,让学生带着以下问题去阅读文章。 1. Where is Mount Kilauea? 2. Why was it difficult for the writer to walk towards the edge of the crater? 3. Why is a volcanologist’s job important? 4. What does the writer mean by using “lucky” in the sentence “I was lucky enough to have a much closer look at it” ? 快速浏览是需要学生了解文章的一些基本信息和表层含义,而细读则需要学生掌握一些细节以及对文章的深层含义的理解。在这一环节中,我设计了以下两部分的几个问题,分别对文章的细节和文章的内涵进行剖析。另外,由于这一部分比较难,因此我搞了一个小活动以激发大家阅读的兴趣。在大家阅读文章找答案之前,我宣布规则,而全班分为三个大组,问题回答得最少的那个小组需全组唱一首歌。大家可以举手回答,回答错误不计分,别组成员可以继续作答。 二.Read the text and match the main idea of each part.(scanning) 1.Part1 :Paras(1-2) A. The reasons why the writer is enthusiastic about his job. 2.Part2:Paras(3-4) B. What writer’s job and the importance of his job. 3.Part3:Paras(5) C. The writer’s experience of watching the volcano eruption. 三.Detail-reading: Filling in the blanks.(careful reading) The writer’s job Travel to unusual places and work 1_____ people from all over the world. Help protect ordinary people from the 2 ______ Collect information for a 3_____ about Mount Kilauea. Help other scientists to 4 ______ where lava will flow next and how fast. The first experience The day of the5_______ My bed began 6_____ and I heard a strange sound. My bedroom became as7_______as day. Red hot lava 8_____hundreds of meters into the air The day after the eruption Two other scientists and I were driven up the mountain and dropped as close as possible to the 9_______ that had been formed during the eruption We slowly 10________to the edge of the crater and looked down into the red, boiling centre. 这些问题设计得相对难一些,让学生对文章的表面信息进行分析、挖掘和逻辑推理。这样有利于学生阅读能力的进一步提高。但由于我搞了一个竞赛活动,所以大家都非常积极投入地去阅读文章寻找答案,并踊跃回答,活跃了课堂气氛。 四.comprehending. 在大家阅读完文章两到三遍之后,我设计了一个判断正误的判断题和选择题。这一步骤就是要求学生了解这篇课文的主要知识,也对提高学生的阅读理解能力有帮助,从而培养学生的阅读技能和技巧。。 一).Read the text and decide whether the first aid treatment is True (T) or False (F). 1. The writer has the greatest job in the world, but sometimes he was bored. 2. Mount Kilauea is the most active volcano in Hawaii. 3. Many people live near the top of Mount Kilauea, Where the rocks fall. 4. After eruption the writer and the other two scientists went to the mountain on foot. 5. The eruption was the writer’s first experience and he would never forget it. 二).Read the passage and choose the best answer 1. Why did the writer put on special clothes to look at the crater? A. Because he wanted to take some special photos. B. Because he was concerned about his safety. C. Because the other two scientists asked him to. D. Because he likes it. 2. What bad effect does lava cause? A. It burns the field B. It buries everything in its path under the molten rock. C. It harden the field D. It burns forest. 3. How many years has the author worked as a volcanologist? A. 10 years B. 20 years C. 30 years D. 40 years 4.Where is Mount Kilauea? A. In Alaska B. In Ohio C. In Hawaii D. In New York 5. What caused the author’s bedroom to become as bright as day? A. Volcano eruption B. Flood C. Typhoon D. Fire Step IV discussion 在读完整篇课文后,为了进一步对学生进行情感教育,我设计了一个discussion, 让学生他们对火山学家这个职业的看法,并提高他们的口头表达能力。 having learnt a little more about the work of a volcanologist,?do you think it is an occupation you would enjoy??discuss your reasons with others in your class. 针对以上设计的问题,我在幻灯片上给出一个示例: student: i would not like to be a volcanologist. i prefer to………….. it’s a waste of time and energy to…………. Step V. homework 1. 熟读课文,并背诵summary部分的短文。 2. 完成课文learning about language部分的第一和第二题。 ?
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