1、名师评选活动教学设计作课教师张俊影作课班级高一、8学科英语作课时间2016年 7 月 7 日第2 节课题A trip on “the True North”教学目标学科核心素养培养目标1.Enable students to learn about some basic information and talk about Canada.2.Develop students reading ability and let them learn different reading skills.3.Let students learn how to read a traveling report
2、 and how to use a map.4 Stimulate students interest in learning about foreign countries.5 Develop students sense of cooperative learning.核心素养培养目标1.充分理解课文大意并完成所给的任务,并用所学的英语知识与同学进行交流、沟通，学会交际。2.在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。3.通过学习本文，使学生了解加拿大的地理环境及多元文化，有助于拓展学生的国际视野。重点难
3、点教学重点:1. Let students read the passage and learn about the geography, main cities, natural beauty and natural resources of Canada.2. Get students to learn different reading skills.教学难点:1. Develop students reading ability.2. Enable students to learn about some basic information and talk about Canada.
4、学情分析 对于高一下学期的高中学生来讲，应该说具有一定的英语基础，但由于平时较少阅读到游记这样体裁的文章，所以对这篇文章要想达到很好的理解还是有一定的难度。因此，课前有意布置学生利用网络查找出有关加拿大的一些资料，让学生有了一定的知识准备以利于学生能够很好地理解课文。教方学法Skimming and scanningAsking-and-answering activitiesMake out and draw traveling routeSpeaking activities教学手段Group-work & cooperationDiscussion ， CAI 教学内容及过程（有巧引精讲
5、恰议活用优评的明确表述，用方框）设计意图Step 1: GreetingsStep 2: Leading-in and warming up1.Show some beautiful pictures from Canada. Then ask The following questions:Which country it is?How do you know it is Canada?2. Show some typical pictures of Canada. And ask “How much do you know about Canada?”- Do a quiz and hav
6、e a group competition.3.Feedback Use the quiz to introduce Canada.T: As you have known so much about Canada:What three words would you use to describe Canada?Would you like to take a trip to Canada?What do you expect to see?Step 3: Pre-readingStep 4: Reading1.Fast reading 1)Fast reading isa very imp
7、ortant reading skill.WhileReading, you dont need to read the passage word for word.Ask the students to skim the passage and then answer the following questions:What is the passage mainly about?What is “The True North”?How is the passage organized?由这些问题切入到本单元话题加拿大，简单了解一些关于加拿大信息，为阅读做好铺垫。通过快速浏览回答问题，锻炼学
8、生摄取文章信息能力和获取文章大意能力，以及口头表达能力。教学内容及过程（有巧引精讲恰议活用优评的明确表述，用方框）设计意图2)Ask students to read the passage quickly to find Out their stops and draw the route on the map.2. Carefully reading The characteristics of the three cities: Vancouver:the warmest and the most beautiful the oldest and the most beautiful f
9、orest skiing &sailing Calgary: Calgary Stampede , cowboys Thunder Bay: great lakes , fresh water Step 5: Consolidation Retell the passageStep 6: Group-work Suppose you are Liu Qian and Li Daiyu and you have Come back from Canada. Please introduce it to yourclassmates.这个任务要求学生把地图和课文的信息综合起来。培养学生归纳总结能力
10、和复述能力锻炼学生的英语语言综合运用能力，同时进一步加深对加拿大的了解。教学反思（课后填写）问题梳理改进措施学生主体性在教学中将学生分成三人一组的学习小组，让学生们在小组中通过合作和探究来完成他们的任务。通过这种形式的教学，学生可以较好地适应将来在校外可能遇到的各种能力差异，使个别差异在集体教学中发挥积极作用。在小组学习中考虑并照顾英语薄弱学生.教师主导性设问环节是对对错练习的补充，考查学生对文章的深度理解，实现对文章理解的升华。整个教学过程体现了素质教育的全体性，由浅入深、由易到难、由表及里的阅读理解练习能给不同程度的同学提供体验成功乐趣的机会，能调动全体学生参与的积极。在该环节,问题设置要由浅入深,由易到难.教学优效性新颖明快的导入，激发了学生的学习兴趣；层层深入的提问，诱发学生去思索探究；师生互动，生生交流，使课堂气氛热烈而又充满激情。多媒体课件制作精美，引人入胜。板书图画美观、文字简练，板面均衡又不单调，体现了艺术性。