王银滔公开课教学设计

1、高二英语语言点教学设计案例Unit 2 Cloning , Module 8Language points从化六中 王银滔Unit 2 Cloning , M8Language points 教学设计教学年级:高中二年级教材版本:人教版教学内容: Unit 2 Cloning , M8 Language points授课时间: 40 分钟学生分析本能够在教师的帮助下策划、组织和实施英语学习活动。但部分学生的英语语言基础比较薄弱，需要强调抓基础，循序渐进地学习语言知识。（二）教材分析本单元的中心话题是“克隆”。其内容具体涉及“什么是克隆”、“克隆羊多莉是如何诞生的”、“克隆的利弊”等。语言技能和

2、语言知识都是围绕“克隆”这一中心话题设计的。这节课为语言点学习,主要学习阅读文章中的重点词汇。词汇部分设计了四项练习，头三项要求学生用课文中出现的新单词和词组完成填空或改写句子，以达到正确人所执教的高二(9)班是文课班,大多数是女生,年龄多在16-17岁。高二年级的学生大部分都认识到英语学习的重要性和英语学习的特点，有一定的英语语言学习基础。通过模块一到模块七的学习，他们已掌握一定的词汇，语法并具备了一定的表达能力。他们有明确和持续的学习动机和自主学习意识，能够提出问题并陈述自己的观点和建议，使用本单元中一些重要词汇和短语的目的；最后一项提供一些有关克隆的问题及答案，要求学生将它们配对起来编成

3、对话并进行角色扮演，以加深对克隆的理解并加强与员表达能力。根据学生的实际，我对本单元语言点进行整合。我以表格对课文重点内容即克隆的优缺点进行复习，展示和分享学生的小组活动成果。我注意给出图片，给学生创设不同的语境，让学生在语境中体会词汇，学会如何运用词汇。（三）教学目标英语课程标准指出：“基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。”英语课程标准还特别强调培养学生的创新能力和解决实际问题的能力。结合高二学生的实际和教材内容，我把本课的教学目标从语言知识，语言技能、情感态度、学

4、习策略和文化意识方面定为：1语言知识掌握第一篇阅读文章中的重点词汇：undertake ,objection ,forbid,commercial ,identical , cast down , procedure , disturb， disturbing ,disturbed ,straightforward , evidence, arbitrary ， disturbance , be appropriate to 2语言技能学生能在教师的指引下，培养和提高创新、解决问题的能力。学生通过老师给出的任务、图片和创设的情景，学会重点词汇，提高综合语言运用能力。3情感态度学生通过学习单词c

5、ast增强环保意识，不随便扔垃圾，并通过小组活动完成任务来培养合作、互助精神。4学习策略学生能在一定程度上形成自主学习、合作学习、讨论学习的能力。5文化意识通过与所学词汇相关的图片和情境，学生更深刻地了解克隆的意义和问题。（四）教学策略1.教学方法采用任务型教学方式，通过自主学习、合作性学习和讨论性学习多种活动形式考查学生对词汇的理解和运用程度。在引入时展示和分享学生的小组活动成果，在学习语言点过程中主要是小组活动、个人活动。作业部分主要是个人或小组间的自主学习活动。2教学手段使用多媒体教学，在powerpoint 课件中使用大量形象生动的图片，让学生产生学习兴趣。（五）教学过程Step I

6、Revision ( 3 minutes)Review the disadvantages and advantages of cloning. Aim:The form is used as a review of the text and a lead-in of the language points.Step II Lead-in (group work) (3 minutes)Teacher display some students homework by projector, and tick out the most useful words and expressions.

7、Homework: Students discuss and find out difficult words and expressions on the reading passage in group of six and write them down on a piece of paper . (task-based)Aim: The students do the work co-operatively, and try to raise and answer questions on their own.Step Presentation (20 minutes)Ask the

8、students to match the words and their English meanings (students can discuss or refer to the dictionaries). (group work)undertake , straightforward , arbitrary , accumulate ,commercial ,procedure.Related to business and the buying and selling goods.To promise or agree to do sth.Decided or arranged w

9、ithout any plan or reason.The step or order of doing things.Easy to understand.To gradually increase in numbers.Students have a competition to tell their answers.( competition)The teacher gives some pictures and creates situations to present some key words and expressions. And then ask the students

10、to make sentences according to the key words and expressions.(1). The teacher gives a picture of twins and ask the students to guess the meaning of “identical”. Then present the usage of “identical”.(2)The teacher creates situations to ask the students to guess the meanings of “cast ,cast down”. The

11、n look at pictures to make up sentences. (At the same time , teacher educates students not to litter rubbish everywhere.)(3)Students look at a picture and use “disturbed” and “disturbing” to describe the picture .Then .the teacher presents “disturb” , “disturbance” and talks about some words which h

12、ave the similar usages as “disturb, disturbed , disturbing”. At last, students use the words to fill in the blanks. ( discussion )disturb , disturbing , disturbed ,disturbance .The _ noise annoyed me. .Please dont _me when I am working.He was killed in the political _ in Iraq.He felt _when he saw th

13、e terrible accident.(4)Students look at two sentences and guess the meanings of “be suitable for” and “be appropriate to”. Then look at a picture to make up a sentence.(5)Two students act as teachers to present two words ,“forbid” and “objection”.(task-based)Aim:The teacher helps students to solve t

14、he problems and create different situations for students to practise . Step Consolidation (2 minutes) 1. Students read the words and expressions learnt above loudly in chorus.Aim:The students read the usages of the words and expressions in order to memorize them in mind more deeply.Step Practice( gr

15、oup work /competition) (12 minutes)1. Students finish the 4 multiple choices independently . The teacher checks the answers one by one. .We _ being treated like that.A. object to B. object C. objection D. are object.The law _ the sale of cigarettes to people under the age of 16.A. encourages B. allo

16、ws C. forbids D. helps.I need a place where I can work without _.A. disturb B. disturbance C. disturbing D. disturbed.Jenny was _ to hear the news that their team didnt win the game.A. cast aside B. cast out C. cast off D. cast down2. Students are divided into small groups to have a discussion and u

17、se the words and expressions given to complete the passage. cast down ; appropriate to ;straightforward ; procedure ;disturbing ; forbid ;objectionIn February, 1997,Dolly the sheep was cloned, but the _ of cloning was not _ to undertake. Luckily Dolly produced a lamb naturally. However, cloning scie

18、ntists felt _ _ by the _ news that Dolly had illnesses more _ _ a much older animal. She lived for six years altogether. On the other hand, Dollys appearance raised a storm of _ and had a great impact on the media and public imagination. As a result, many governments _ research into human cloning.3.

19、 Check the answers one by one.Aim:Students have discourse practice.(words-sentences-passages)Enable the students to use these words and expressions in passages .Step Assignment Students use the words and expressions learnt just now to make up a story. Aim:Develop the students writing abilities and enable the students to