教学设计大赛参赛作品

1、The pioneers of the third pole山西太原外国语学校 张予婷教学目标和内容设计教学内容SEFC Book3 Unit 2 Crossing limits Integrating skills教学对象太原外国语学校高三505班，学生人数30人教学项目阅读阅读课文，提高阅读理解能力。写作学写议论文。教学方法任务教学法，学生中心教学法，多媒体辅助教学教学目标语言知识学习和掌握本课重点单词和词组。语言技能训练学生的听说能力，着重培养学生阅读技巧和书面表达能力。语言运用会写议论文。文化意识了解人类征服珠穆朗玛峰的过程。情感态度学习珠峰攀登者不畏艰险，勇攀高峰的精神和意志品质。学

2、习策略在完成任务的过程中，锻炼和提高阅读理解能力。能运用归纳总结的发现式学习方法归纳议论文的提纲，并尝试写作。教学重点学生能运用适当的阅读技巧快速获取信息。教学难点学生掌握议论文的写作要领。运用任务针对不同论题撰写议论文，表达自己的观点。A brainteaserWhy do polar bears never eat penguins?Task2. SkimmingWho are the pioneers of the third pole?Task1. ScanningIs there a third pole?Task6. writingShould cell phones be ban

3、ned on campus?Should firecrackers be banned?Task3. DiscussionWhat makes an expedition successful?Display a persuasive essay sampleTask4. DiscussionWhether taking oxygen should be allowed?Task5. Write an outline of a persuasive essay主题思维图及任务型活动教学过程设计一、 课前准备1教师根据教学目的及内容，准备好PPT课件及学生小组活动所需的打印有写作题目的和横线的作

4、文纸。2教师提前五分钟进教室，调试好多媒体和PPT课件。二、课堂教学第1-2分钟教学步骤：导入教师活动：Teacher: Good morning, students! How are you today?点出课件第一张，显示“脑筋急转弯”题目。Brainteaser: Why do polar bears never eat penguins?Brainteasers tease your brain. Look at the big screen. You might be interested in this. Can you explain why polar bears never

5、eat penguins?学生活动：兴奋地三三两两地讨论起来，有人已经迫不及待地说出了正确答案。教学目的：学生通过回答这道“脑筋急转弯”，自然而然会提到南极和北极，这就为下一步阅读“地球第三极”做好铺垫。应急措施：如果学生一时想不到答案，教师应给以适当提示，帮助学生说出正确答案。评价策略：对踊跃回答问题的学生所表现出的勇气和智慧给与表扬。设计说明：让学生饶有兴味地开始一堂课的学习。第3-6分钟教学步骤：阅读任务一教师活动：Teacher: Thats true. They dont even have a chance to meet each other. How could polar b

6、ears ever hunt penguins for food? Well, I hope the brainteaser has excited you. Speaking of their habitats, the North and South Poles, humans have made great efforts to explore those mysterious lands over the years. But students, Ive got another question for you. Is there a “third pole” on earth？点出课

7、件第二张，显示阅读任务目标一。Is there a “third pole” on earth?If there is, what does it refer to?What are the extreme conditions there?学生活动：在教师引导下，阅读课文，运用查读的技巧，在课文中找到并标注出问题的答案。个别学生口头回答问题。教学目的：教师先通过语言描述，使学生理想起两极严酷的自然环境。接着，教师通过展示阅读目标问题，激发学生的求知欲，使其迫不及待地投入到课文中去找寻答案。应急措施：如果教师发现学生没有使用查读的阅读技巧，而是逐行阅读，可能导致在规定的时间内无法完成阅读任务时

8、，应提醒其纠正。评价策略：注意观察全体学生是否在边读边划答案，对注意力不集中的学生应及时给予纠正。设计说明：用设问的方式，将学生自然地从“脑筋急转弯”的回答引到课文上来。“地球上还有第三极吗？”“那里的自然环境又如何呢？”带着这些问题学生会兴趣高涨地去文中寻找答案。第7-12分钟教学步骤：阅读任务二教师活动：Teacher: Harsh as the conditions up there can be, humans are even tougher to have conquered this seemingly unconquerable mountain. As you have re

9、ad, living in these extreme conditions is completely out of the question. Well, I bet you must be curious about who has ever conquered the third pole. Lets delay no moment to read the story again more carefully and find out.点开课件第三张，显示阅读任务目标二。The pioneers of the third poleTimeExpedition teamResultThe

10、 first British expeditionFailed 1922A British teamFailed 1924A British team1st to succeedThe first successful Chinese attemptsucceeded2003,5.22succeeded学生活动：看大屏幕上的阅读目标，运用跳读的阅读技巧，完成目标任务。个别学生口头回答问题。教学目的：学生运用阅读技巧获取必要信息，了解人类征服珠穆朗玛峰的历史。应急措施：表格最后一行是课文内容的相关补充，文章中没有答案。如果经过教师提示仍没有学生说出答案，教师应告诉学生。评价策略：注意观察全体学生

11、，对阅读效率明显低于他人的学生给予提醒。设计说明：用表格的形式呈现人类征服珠峰的历史过程，使阅读目标一目了然。而增加王石等商界精英成功登顶珠峰的细节则是为了激励学生，希望他们树立努力学习，成就伟业的远大志向。第13-16分钟教学步骤：讨论教师活动：Teacher: We admire those pioneers for their great courage and outstanding achievements. They deserve to have their names recorded in history. Students! Ive been thinking about

12、this question. Could you help me find the answer?点开课件第四张，显示讨论题目。What do you think makes an expedition successful?学生活动：学生五人一组讨论攀登高峰，挑战极限所需要的装备和条件，每组有一名代表发言。教学目的：通过设问，激活学生头脑中关于登山探险的知识和词汇，同时培养学生的团体合作意识。应急措施：学生受词汇量所限，无法说出正确的英文表达时，如：氧气瓶oxygen tank /bottle，可向其他小组求助。若没有学生说出，则由教师教给学生。评价策略：教师对表现积极，回答好的小组给予表扬

13、，其余给予适当鼓励。设计说明：学生回答此问题，必然会提到登山装备中的氧气瓶，这将为下一步引入写作部分做好铺垫。第17-20分钟教学步骤：引入写作部分教师活动：Teacher: Due to the fact that the air up there is rather thin and oxygen level extremely low, climbers have to take an oxygen tank to help them accomplish their goal. However, not all people agree on this point. There is

14、an interesting fact about the early expedition. When British explorers first climbed the huge mountain, there was a heated debate about whether taking an oxygen tank should be allowed. Here are the two view points. Which do you support？点开课件第五张，显示两种观点。Whether taking oxygen should be allowed or not?Tw

15、o viewpoints:A. Some thought climbing without oxygen would be impossible. B. Others preferred to rely on the natural process of getting used to high altitude. 学生活动：看大屏幕，举手示意，表达自己支持哪方的观点，并说明理由。教学目的：在对学生进行语言输入的同时，训练学生的听力。接着，学生通过语言输出锻炼口头表达能力。应急措施：学生如果在陈述观点时有表达上的困难，教师应给予帮助。评价策略：个别学生回答问题时，观察其他学生参与课堂活动的情况

16、。对于不认真听的学生用提问的方式予以纠正。设计说明：学生通过语言输出，提出正反两方面的观点。为下一步分析归纳议论文的构成做铺垫。第21-25分钟教学步骤：呈现写作任务教师活动：点开课件第六张，显示一篇persuasive essay 范文。Teacher: Now look at the big screen.Climbing in the natural wayWhen British explorers attempted to climb Mount Qomolangma in the 1920s, they discussed whether taking oxygen should

17、be allowed or not. Some thought climbing without oxygen would be impossible. Others argued the use of oxygen made mountain climbing a scientific achievement rather than a sport. In my opinion, taking oxygen should not be allowed. In the first place, the use of oxygen lowers the value of human achiev

18、ement in sports. In the second place, taking oxygen makes climbing easier. It is like allowing a cyclist to use a little motor to help him go up the mountain.In a word, using oxygen should not be allowed.学生活动：学生读范文，在教师的指导下，运用归纳总结的发现式学习方法，总结归纳议论文的提纲构成。An outline of a persuasive essayPara. 1Positive o

19、pinion & Negative opinionPara. 2Writers opinionPara. 3Summary教学目的：让学生了解议论文的篇章布局。应急措施：由于是第一次学写议论文，学生对于相关内容比较生疏，教师在学生归纳总结的过程中给予必要提示和帮助。评价策略：观察全体学生，对注意力不集中的学生以眼神提示。设计说明：呈现范文，让学生用发现式的学习方法，自己总结归纳议论文的构成，体现以学生为中心的教学原则。第26-35分钟教学步骤：实践议论文写作教师活动：Teacher: Now that youve learned how a persuasive essay is or

20、ganized and what aspects you have to include in your essay. Here are two more topics that might interest you. What about practicing writing a persuasive essay by yourselves?点开课件第七张，显示一手机图片，论题及有用的表达。Teacher: The mobile phone, as a modern invention, has brought about great changes to our way of life.

21、People sometimes find it impossible to go without it. But should students be allowed to take mobile phones during school hours? People hold different views about the question. Do you hold positive or negative opinion? Should students be allowed to bring cell phones to school?A great inventionKeep in

22、 touch withIn case of emergency A fashion trendCost money Stop concentrating in classCheat in the examRadiation 点开课件第八张，显示一串鞭炮图片，论题及有用的表达。Teacher: Setting off firecrackers has long been our tradition to celebrate the Spring Festival. Should it be banned or not? Whats your opinion? Should firecracker

23、s be banned?DangerousCause firesCause pollutionA great traditionBring joy and happinessAdd to holiday atmosphere学生活动：分五人小组六组，抽取论题，并围绕论题集体参与文章的写作。教学目的：让学生在实践中进一步熟悉议论文的写作。应急措施：学生小组活动时，教师在教室里巡视，了解其进展情况，对于学生可能遇到的表达上的困难给予指导和帮助。评价策略：观察巡视学生参与小组活动的情况，对于没有积极参与写作的学生应以眼神示意或提问的方式给予纠正。设计说明：学生对于“是否允许学生在校期间携带手机”“春节期间是否禁放烟花爆竹”这样贴近他们学习和生活的话题，有比